Table12 : Question 1. Is the activity easy to understand?
Degree Number of respondents
( No./220) Percentage (%)
Easy 178 80.9 %
Not very easy 42 19.1 %
Difficult 0 0%
It is undeniable that students need to understand the activities, especially the teachers’ instructions well to take part in the activities effectively. This table indicates the clarity of the Information Transfer activities. The Statistics in this table once again affirm the possibility of the designed activities with completely 100% of the choices for “Easy” degree. This may result from the visual characteristic of the Information Transfer activities. All the proposed Information Transfer activities are in diagrammatic or semi-diagrammatic forms, thus the teachers didn’t give so many instruction but students could understand what they glad to do exactly.
Table13 : Question 2 . Is the activity suitable in comparison with your level?
Degree Number of respondents ( No./220)
Percentage (%)
Suitable 112 50.9%
Rather suitable 100 45.5%
Unsuitable 8 3.6%
As mentioned above, it is necessary to consider the differences in students’
level among classes and schools. However, the number of students who complained the activities are difficult should be paid much attention to. The reason for this may lie on the fact that the activities require students to use communicative skills whereas many of them are weak at speaking and listening. Moreover, students were not familiar with Information Transfer activities because they hadn’t had opportunity to practice this type of activity before. Fortunately, 96.4% of the respondents agree that the piloted activities are suitable in comparison with the students’ levels. This can be seen as a great effort of the designer in making the activities easy for students to participate in.
Table14 : Question 3 . Is the activity interesting and motivating?
Degree Number of respondents
( No./220) Percentage (%)
Interesting 200 90.9%
Not very interesting 18 8.2%
Uninteresting 2 0.9%
There is a remarkable difference between what the teachers evaluated and what students commented on the interest and motivation of the activities. While 45.8% of the investigated teachers asserted the activities to be very interesting and motivating, 90.9% of the students show their fascination in the various types of Information Transfer activities. The reason, according to these students, is the clear and beautiful charts and diagrams of the activities that they had hardly taken part in.
The number of students who judged the activities not to be very interesting and uninteresting is only 20 ( 9.1%) out of 220 investigated ones. Again, the explanation for the number due to students’ poor listening and summarizing skills.
Table15 : Question 4. Is the activity new and creative?
Degree Number of respondents ( No./220)
Percentage (%)
New and creative 199 90.5%
Rather new and creative 20 9.0%
Difficult 1 0.5%
Unlike other activities, Information Transfer is of new and creative characteristic. There is also a slight difference between the teachers’ evaluation and the students’ comments on this criterion. As for most of the investigated students (90.5%), the piloted activities are really new and creative. This traces back to the reason as said above, is that students hadn’t had many chances to join the activities like these ones. In addition, having a talk with many students, I found that some teachers sometimes use this kind of activity in class but it seems that the charts and diagrams are too complicated or they are so cursory.
Table16 : Question 5. Is the activity useful for you to exploit the content of the reading text? If yes, how many percentages can you obtain?
Degree Number of respondents
( No./220) Percentage (%)
Yes, almost 155 70.5%
Yes, information transfer 65 29.5%
None 0 0%
This table demonstrates the effectiveness of the Information Transfer when being applied in the reading lessons. There is no doubt that mastering the content of the reading text is the most important step in the process of reading. Therefore, all the designed activities in this project are aimed to help students to reconstruct the reading text as well as check their comprehension of the text. Successfully, 100% of the students agreed that the activities are useful for them in understanding the reading text content. Particularly, 155 out 220 students can master the whole content of the reading text and the rest can understand a little.
Table17 : Question 6. Are you willing to participate in other activities like this one?
If yes, how often?
Degree Number of respondents
( No./220) Percentage (%)
Always 167 75.9%
Sometimes 53 24.1%
Never 0 0%
The activities, so far, have received much support from the student , It is so surprising that all the investigated students are willing to participate in the activities enthusiastically. This exceeded the designer’s expectation when introducing this kind of activity into the reading lessons. About the degree of frequency, a majority of being asked students, which makes 75.9% of the ideas, don’t hesitate to join such activities all the time. Though the number of students supposed the activities are
“rather suitable” is remarkable, many of them want to have the activities frequently so that they can practice their communicative competence and summarizing skill more. Besides, the activities are really helpful for them in memorizing the reading lesson better.
After presenting the findings and discussion, the researcher would like to present a table in which all the typical strong points and weaknesses of both proposed and experimented activities . These strong points and weaknesses were filtered from the valuable comments of the investigated teachers. The weaknesses are both subjective and objective .
Strong points Limitations 1. The activities has brought about a
great change in the teaching of reading, it makes the teaching more interesting and effective
2. The activities are very interesting designed in terms of structure, appearance and colour and well organized in term of the main ideas 3. The activities are clear , easy to understand and carry out
4. Most of the activities are suitable to the levels of eleventh grade students . 5. The designed has used several tasks of information transfer activities therefore they are varied, interesting and motivating . They also meet the creative requirements .
6. The activities are really new and creative
7. The activities some how encourage students to develop their four skills as well as them chances to practice using language skill in an integrated way . 8. The activities are helpful for students to reproduce the reading text as well as check their reading conprehension . 9. The activities are actually contextualized since they help students
1. some activities are difficult to carry out in the classroom . Because students' ability uneven. some students are not good about listening and speaking skills while this activity requires all the skills of students as they participate in activities
2. Some activities are rather challenging , for example activity of unit 11 and not very suitable to be implemented in fixed abitity class because some students are not good at reading and speaking
3. Some activities take more time than the time allotted because the texts are rather long , for instance , activity of unit 15
4. In some activities, the experimented students couldn't use their language skills collabratively . They used only one skill when getting involved in the activities .
5. Some activities take more time than the time allotted since the reading content are long and complicated , for example some activities in unit 15.
to practice for their real life communication
Basing on the limitations are evident in the above study. we can infer that in the limited objective reasons are the most important factors affecting the efficiency of the conversion operation design information. However, both objective and subjective limitations should be paid attention to so that the activities can promote their effects. This is also motivation for the adaptation and adjustment of the whole range of activities in this project .