SKKN Applying graphic organizers in teaching reading new textbook

TABLE OF CONTENTS



CONTENT

Page

Part I Introduction

3

4

1.

2.

3.

4.

Reasons for the study

Aims of the study

Methods of the study

Scope of the study

5.

New features in the study’s result

4

Part II Content

4

I.

Theoretical and practical background

1.

The importance of reading skill

Stages of reading

4

2.

5

2.1

2.2

2.3

3.

Pre-reading

While-reading

Post -reading

What are graphic organizers?

Types of graphic organizers employed in the study

Cause & effect map

Problem & solution map

Compare & contrast matrix

KWL chart

Network tree

Venn diagram

Research context

Setting and Participants

5

6

7

8

9

4.

4.1

4.2

4.3

4.4

4.5

4.6

5.

9

10

11

12

5.1

5.1.1 Students

5.1.2 Teachers

5.2

6

Textbook and Reading materials

Data analysis and discussion

Data analysis and discussion of the students’ survey

questionnaire

6.1

6.1.1 Students’ attitude towards reading skill

6.1.2 Students’ difficulties when learning reading

12

13

1

6.2

Data analysis and discussion of the teachers’ survey

14

questionnaire

Solution

II.

15

27

28

III.

Results and discussion

Part III Conclusion

References

Appendices

2

PART I: INTRODUCTION

I. Reasons for the study

Reading is an essential skill for English as a second or foreign language

(ESL/EFL). For many, reading is the most important skill to master. With

strengthened reading skills, ESL/ EFL readers will make greater progress and

attain greater development in all academic areas. In Vietnam, English is taught

and learned in a non – native environment so reading is not only an important

means to gain knowledge but also a means by which further study takes place.

According to Carrell (1984:1): ―for many students, reading is by far the most

important of the four macro skills, particularly in English as a second or a

foreign language. This is also true to the students at Ha Huy Tap High School

since the reading skill offers them a wide range of interesting information as

well as a variety of language expressions and structures which are of great

usefulness for developing other language skills. When dealing with a reading

lesson, students find it hard to overcome some challenges in the classroom. In

addition to that, teachers are facing to their own problem as well when a new

text book are introduced. It means that most of their previous traditional

methods should be changed to adjust to their new teaching object and new

textbook.

One of the effective solutions to help both of them is using graphic

organizers. Graphic organizers actually have the power and potential to enhance

the learning ability of students in all age groups. Use of graphic organizers as

visual tools for visual learners of comprehension will make comprehending a

reading text easy and fun for students. Through the use of graphic organizers,

students are able to gain a better understanding of the underlying concepts that

can be found within what is being read, allowing them to isolate text that is not

important to their learning. This will also enable teachers to determine main

ideas so that they can help students entire stories from their reading.

It is hoped that this study will provide classroom English teachers as well

as their students with an in – depth understanding about how and what they

should with do with graphic organizers in reasearch entitled “APPLYING

GRAPHIC ORGANIZERS IN TEACHING READING NEW TEXTBOOK

– TIENG ANH 10” to keep the students much more involved in the reading

process.

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II. Aims of the study

This study is aimed at giving out a brief overview on graphic organizers,

gaining an insightful look into the application of graphic organizers with a view to

motivate students’ reading at Ha Huy Tap high school.

III. Methods of the study

The study was carried out on the basis of material collection, survey

questionnaire and class observation, aimed to determine whether graphic organizers

are able to enhance students’ motivation or have a positive affect on the ability

of students to make sense of what they read. The author used data collection

instrument to gather information about the students involved, monitor the progress of

the students when they used graphic organizers throughout the research, and

determine the effectiveness of the graphs based on survey questionnaire and class

observation

IV. Scope of the study

In general, reading lessons are not so exciting as students expect or many of

them do not want to answer comprehension questions according to their favorite

learning styles. Therefore, within this study, my purpose is to carry the research on

using grapic organizers to motivate and enhance student thinking skills through the

reading text by using images or visual illustrations instead of responding the

questions given in the textbook.

V. New features in the study’s result

In my innovation, there are a lots of interesting graphic organizers which have

high effectiveness and wide application. And these available activities, which were

suitably adapted for all levels of students, can help create environment for students

to develop student’s reading skill and for teachers to use flexibly in their teaching

Part II. CONTENT

I. THEORETICAL AND PRACTICAL BACKGROUND

1. The importance of reading skill

Reading is a very important language learning skill. It helps students improve

all parts of the English language – vocabulary, spelling, grammar, and writing.

Improve and use their reading skills and they will improve all English skills.

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In a second language classroom, reading plays a significant role in building

both linguistic and background knowledge for other language skills. Hoang et

al. (2006:191) even consider reading as the most effective means of

improving students’ language competence. Particularly, when there is a lack

of language environment, reading is even more significant since it helps

enlarge students’ background knowledge and vocabulary as well as supports

other skills (Pham, 2005 cited in Hoang et al., 2005:515).

2. Stages of reading

A reading lesson can be divided into three stages which are pre-

reading stage, while- reading stage and post-reading stage. Each of these

stages carries its own features and purposes and requires different techniques

and strategies (William, 1984:37)

A reading lesson can be divided into three stages which are pre-reading stage,

while-reading stage and post-reading stage. Each of these stages carries its

own features and purposes and requires different techniques and strategies (William,

1984:37)

2.1. Pre-Reading

Pre-reading stage has been considered as an effective learning tool to better

comprehend reading texts and to avoid possible failure in understanding and

extracting information during the reading processes. They are commonly used to

prepare students to understand what they are about to read. Many studies have found

pre-reading activities as facilitative for comprehension of texts as it links the learner's

prior knowledge with understanding the text in hand. It is claimed that such pre-

reading activities are challenging and motivating in the sense that they challenge

students to recall their previous knowledge. Ringler, L. H., & Weber, C. K. (1984)

called pre-reading activities enabling activities as they elicit prior knowledge,

provide background and focus attention. They pointed out that such experiences

involve understanding the purposes for reading and building the necessary

knowledge needed for dealing with the content and the structure of the material.

In this early stage, teachers are expected to motivate students to read, especially

by activating or building students‟ background knowledge of the subject and

familiarizing them with some of the language needed in coping with the text.

According to Williams (1984:37), the purposes of the pre-reading stage are:

- To introduce and arouse interest in the topic.

- To motivate learners by giving a reason for reading

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- To provide some language preparation for the text.

Normally, pre-reading phase often lasts from two to ten minutes depending on each

lesson. Before delivering activities for this stage, the teacher needs to take the

objectives of the lesson, the situation of teaching and learning, the students‟ needs

into account.

2.2. While-Reading

While- reading stage is the main part of a reading lesson. Without this stage, the

students will lose the chance to deal with the text to understand the writer‟s purpose

and clarify the text’s content in detail. Williams (1984:38) points out the aims of the

while- reading stage:

- To help to understand of the writer‟s purpose.

- To help to understand of the text structure.

- To clarify the text.

He also gives the teacher some questions to ask himself in order to deal with

the above mentioned aims:

1. What is the function of this text?

2. How is the text organized or developed? (e.g.: a narrative, an explanation

with various examples, an argument and counter argument)

3. What content or information is extracted from the text?

4. What may the reader anger or deduce from the text?

5. What language may be learned from the text?

6. What reading styles may be practiced?

It is clear that, question (1) deals with the aims of understanding, the writer’s purpose,

and question (2) helps to recognize the text structure and the rest help to clarify the

text content. The answers to these questions will be a guide for the teacher in this

stage. Depending on their answers, the teacher will choose suitable activities for

students which focus them on exploiting the meaning of the text, and develop their

reading skills. Concerning the while- reading stage‟s activities, in his research,

William (1984:39) has a more generating idea: “While- reading work should

begin with a general or global understanding of the text, then move eto te smaller

units such as paragraphs, sentences and words

2.3. Post-reading

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The post reading stage is the final but not the least important stageof a reading lesson

because it is the time for students to apply what theyhave got from the text into real

life communication. In William’s opinion( 1984: 39) , the post reading stage aims at:

- to consolidate or reflect uopn what has been read

- to relate the text to the learner’s own knowledge interest or views

In summary, each of the reading stage carries its own aims and activities. It is very

effective if these three stages are combined flexibly and appropriately for an efficient

reading lesson. In the while- reading stage, it is neccesary to help students improve

and develope sub- reading skills such as skimming, scanning or reading for details.

If the students can acquire these skills, it is easier for them to understand efficiently

the significance of the text. To acquire these skills, students may be instructed to

take part in various tasks or activities acording to each skill. There are numerous

tasks or activities in this stage. The teacher should be flexible in choosing them for

their reading lessons

3. What are graphic organizers?

A graphic organizer is a visual frame used to represent knowledge and

understanding of a subject matter by arranging important aspects of a concept or

topic into logical pattern using labels. There are many types of graphic organizers

namely maps, graphs, charts, diagrams, or clusters. Each of these patterns can be

expressed in different layouts but they have similar purposes that portray the

relationship between facts, terms or ideas within a learning task. In reading lessons,

graphic organizers can be efficiently used in all lessons for students of all ages to

check not only students^,understanding but also motivate and improve their critical

thinking. In the words of Krasnic [6; p.24] students are able to clear their thoughts

and sharpen their thinking by organizing and connecting key concepts related to what

they are reading from the text. This process can help students to enhance their critical

thinking, a kind of cognitive activity appearing in many of cognitive process of

language learning.

4. Types of graphic organizers employed in the study

During my teaching process, four basic graphic organizers namely cause &

effect map, problem & solution map, compare & contrast matrix, and KWL chart

will be described. The value of these organizers will be discussed and followed by

their application in English reading lessons at upper secondary schools in Vietnam.

4.1 Cause & effect map

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A cause and effect map is one of the effective organizers used to show

relationships of all factors (causes) that lead to the given situation (effect). It is

usually preceded by cause and effect analysis. The teacher uses this organizer to help

students realize that there are many causes that contribute an effect. It also

graphically displays the connections of the causes to the effect to each other. Students

can do this task individually, in pairs or in groups and then share what the information

in the diagram with the others.

4.2. Problem & solution map

The critical thinking necessary to problem-solve by posting and evaluating

solutions is an important skill the students need throughout their lives. Being able to

write clearly and persuasively about proposed solutions is as important as being able

to think clearly and logically in formulating solutions. This reading guide helps

students organize and write about problems and proposed solutions. This activity is

also applied into a writing class where students are aware of the relevant problem

and discuss reliable methods. Students can do this task individually and then share

what the information in the diagram with their partner or their group members.

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4.3. Compare & contrast matrix

The compare and contrast matrix has a wide variety of classroom applications.

English teachers can use it as a means of comparing different historical events,

geographical regions, cultural and traditional differences or political systems.

Students are able to clearly see similarities and differences between more than one

by using this type of graphic organizer. This reading activity can be done in the whole

class, in groups or individually.

4.4. KWL chart

A K-W-L [7; p.1] chart helps students understand what they know (K), what

they want to know (W), and what they learned (L) when reading or researching a

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topic. This is an effective visual tool to improve students by tapping their prior

knowledge and letting them set their own purposes for learning. By analyzing the L

column, both the teacher and students can evaluate students’ grasp of knowledge or

content. Then the teacher can make plans to enrich concepts or to remedy

misconceptions.

KWL

What I

Know

What I want

to know

What I

learnt

4.5. Network tree

Graphic organizer can help students organize facts and information related to

the reading text. A network tree is a type of graphic organizer that show connections.

A network tree is made up of a series of oval of two or three different sizes connected

by many branches to show how facts and information develop from a main idea or a

topic. Also, this organizer is often used to indicate a work cooperation, a hierarchy

or branding procedure. The main type of question for this organizer are: what is the

superordinate category? What are the subordinate categories? How are they related?

How many levels are there? Students can do it themselves , in pairs or on groups and

then share what they have done with others.

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4.6. Venn diagram

A Venn diagram consists of two (or sometimes as many as five) overlapping

cirlce. It is used to help students compare and contrast two characters, settings, events

or other elements. The Venn diagram is one of the conceptual organizers that

highlights similarities and differences. It is an effective tool for students to easily

think how the information is organized. In groups, students can share and compare

the information on their Venn diagrams

5. Research context

5.1. Setting and Participants

5.1.1. Students

The participants were 41 students of 10A2 class in Ha Huy Tap high school.

Most these students are generally at pre-intermediate level. They have learned

English for at least five years at high school and have got acquaintance to their

new text book. However, they usually express no interest in reading lessons due to

the long texts and the difficulties .

5.1.2. Teachers

Three teachers who have been teaching English at Ha Huy Tap High School were

invited to join the research. All of the teachers under the investigation have ever

taught grade 10, and all of them were teaching in the academic school year 2019-

2020 when the study was carried out. The problem was that this was the first time

they had ever taught with the new textbook and they had had little chance to be

formally trained how to deal with it before or to access to the new cirriculum

beforehand. As a result, they were confused about detailing their teaching

activities. In addition to that, there was difficulty in finding the teaching materials

or references to support for the designing their lessons apart from the textbooks

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SKKN Applying graphic organizers in teaching reading new textbook – Tieng anh 10