INTRODUCTION
Aims of the study
This study aims to explore the impact of summarizing techniques on students' writing skills and reading comprehension at Tan Hiep High School By utilizing pretests and posttests, the research will assess the effectiveness of these techniques and examine how students' evaluations of summarizing methods influence their overall writing and reading abilities.
This project particularly aims to answer the following questions:
1 What is the teachers and students’ attitude towards the important of reading and writing skill in learning English?
2 Do the summarizing techniques have the effects of on students’ writing skill and students’ reading comprehension?
3 What recommendations are given for applying summarizing techniques to both develop students’ writing skill and students’ reading comprehension atTan Hiep high school?
Scope of the study
This study was conducted at Tan Hiep high school The data were thus necessarily limited in scope, and could not be generalized to other contexts.
Significance of the study
The research examines the impact of summarizing techniques on enhancing writing skills and reading comprehension among students at Tan Hiep High School Based on the results, several recommendations are provided for effectively implementing these techniques to improve both writing abilities and reading understanding in the student population.
Method of the study
This quantitative research employs a posttest-only non-equivalent control group design, often referred to as static group comparison, to evaluate the impact of summarizing techniques on students' writing skills and reading comprehension By selecting groups that are as similar as possible, the study aims to provide a fair comparison between the treatment group and the no-treatment group, thereby effectively assessing the efficacy of the intervention.
In response to the second question of the study, participants provided a detailed evaluation of the most and least effective summarizing techniques, derived from a qualitative analysis of the interview questions.
Organization of the study
This study comprises five chapters:
Chapter 1 – Introduction – has provided some background that lead to the research The aim, scope, significance, methods and design of the study are also included in this section.
Chapter 2 – Literature review – will present the literature review and theoretical background of the study
Chapter 3 Methodology – will describe the research methods employed in this study.
Chapter 4 – Findings and Discussions – will present the data and discuss the results of the study
Chapter 5 – Conclusion and Implication – will summarize the findings and offer some implications for applying teaching techniques and suggestions for further research.
LITERATURE REVIEW AND THEORETICAL BACKGROUND
Writing skill
Writing serves as a vital communication tool for students, enabling them to express their feelings and ideas, organize their knowledge into persuasive arguments, and convey meaning through structured text As students progress in their writing journey, their skills develop from crafting simple sentences to creating intricate stories and essays The integration of spelling, vocabulary, grammar, and organization fosters the growth of advanced writing abilities, allowing students to enhance their written expression year after year.
Writing plays a crucial role in assessment criteria, enhancing students' ability to communicate effectively across various contexts These essential skills align with the learning objectives of both the university and faculty, as well as the demands of the professional environment Additionally, unit outlines typically offer detailed guidance on specific writing requirements for each course.
Writing serves as a vital medium for human communication, conveying language and emotion through signs and symbols While it complements spoken language, writing itself is not a language but rather a tool shaped by society It shares structural elements with speech, including vocabulary, grammar, and semantics, while relying on a distinct system of signs The product of writing is known as text, intended for a reader People write for various reasons, such as publication, storytelling, correspondence, and journaling Additionally, writing plays a crucial role in preserving history, sustaining culture, disseminating knowledge through media, and establishing legal frameworks.
Writing is a unique skill that requires formal learning, unlike speaking, which is a natural ability acquired by all humans As noted by Brown (2001), writing is a culturally specific behavior that individuals must be taught, emphasizing the importance of education in developing this skill While everyone learns to walk and talk instinctively, writing demands dedicated practice and instruction to master.
While spoken and written languages share similarities in that both require learning, they differ significantly in their acquisition Spoken language can often be grasped through mere exposure, whereas writing necessitates formal instruction and deliberate practice Harmer (2004) supports this distinction, emphasizing the importance of teaching in developing writing skills.
“spoken language, for a child, is acquired naturally as a result of being exposed to it, whereas the ability to write has to be consciously learned.”
The idea that learning writing is a need for students is agreeable There are some reasons that make the ability of writing important as what Barras
Writing serves as a powerful tool for memory retention, allowing individuals to take notes that safeguard information in a semi-permanent or even permanent manner This practice ensures that valuable knowledge is easily accessible at any time, alleviating concerns about losing important details.
Writing serves as a valuable tool for enhancing thought processes, allowing individuals to capture useful ideas as they arise Whether during planning or the composition phase, jotting down thoughts can facilitate clearer thinking and improve overall creativity.
Writing remains a vital means of communication, even in an age dominated by oral technologies like telephones and the internet While these devices facilitate real-time conversations over long distances, writing serves as an essential tool for connecting individuals separated not only by physical space but also by time.
Writing serves essential purposes in various aspects of life, as highlighted by Halliday (1985b) and Nunan (1993) Written language functions as a tool for action through public signs, product labels, and manuals; it conveys information via newspapers, advertisements, and political pamphlets; and it provides entertainment through comic strips, fiction, poetry, and film subtitles These examples illustrate the spectrum of written language, from simple forms like public signs to more complex structures such as newspapers, all of which are integral to modern human life and require proficient writing skills.
The significance of writing skills is crucial for students as they prepare to enter the workforce, where they must write application letters and other essential documents As highlighted by Harmer (2004), the ability to read and write has become vital in larger, industrialized societies for effective bureaucratic functioning This underscores the necessity for individuals to possess strong writing skills to enhance their career prospects and compete for job positions Furthermore, Barras (2005) emphasizes that not only is writing ability important, but also the capacity to produce high-quality written content, as it often serves as the primary means by which individuals are evaluated in professional settings, such as in business correspondence with unfamiliar contacts.
Teaching writing in high school
English is a mandatory subject in Vietnamese high schools, and passing it in the national examination is essential for graduation This highlights the significance of English as a global communication tool Students must develop four key skills in their English learning: listening, speaking, reading, and writing.
Types of classroom writing performance
English teachers have various activities to enhance writing skills in the classroom; however, the types of writing performance are generally limited According to Brown (2000), there are five distinct types of writing performance that educators can focus on to improve student outcomes.
Imitative: This type of writing performance is intended for students to learn the conventions of the orthographic code In intensive writing, students write down English letters, words or sentences.
Intensive : Intensive writing focuses on exposing students with grammatical concepts Students typically work on controlled grammatical exercises.
Self-writing shifts the focus away from specific grammatical features and orthographic conventions, allowing students to write for their own purposes In this process, learners become their own audience, generating content that is personally meaningful and reflective of their individual thoughts and experiences.
Display writing is an essential component of school curricula, encompassing various writing tasks such as short answer exercises, essay examinations, and research reports This type of writing performance is designed to assess students' understanding and ability to articulate their knowledge effectively.
Real writing embodies authentic communication, delivering essential messages to audiences seeking information In this context, students engage in writing to meet the informational needs of their readers, ensuring that their content is relevant and impactful.
Summarizing techniques
Summarizing is a crucial academic skill that students must develop, as it enables them to distill complex concepts and information across various subjects Additionally, educators often employ summarization as a tool to assess students' understanding of the material and concepts taught.
In second-language studies, summarization serves as an effective assessment tool to track students' advancement in acquiring reading comprehension skills As technology plays an increasingly vital role in our lives, the ability to distill and synthesize vast amounts of information is crucial for achieving academic success.
Summarizing is a learning strategy It asks the learner to restate key points of the lesson or answer the essential question in a few words or in a new way.
A summary offers a concise overview of a larger work, such as a book or research project, highlighting the main themes without delving into specific details By condensing the content, summaries save readers time and effort, allowing them to grasp essential information quickly For instance, Ben effectively utilized a well-crafted summary from a peer, enabling him to avoid re-reading the entire textbook and still achieve an A on his mid-term exam.
A summary is a concise rephrasing in the reader's own words that highlights the key points of various forms of writing, including newspaper articles, book chapters, or entire books It can also apply to summarizing spoken content, like lectures, or audiovisual material, such as movies Importantly, a summary excludes specific details and refrains from incorporating the reader's personal interpretation of the original material.
A summary is a concise rephrasing of another person's writing, capturing the original's key ideas, tone, and emphasis It distills the main thesis, essential points, and significant supporting details while omitting or condensing descriptive elements, distinguishing it from a paraphrase.
50, cited in Johns and Mayes, 1990)
Effective summarization enhances student learning by enabling them to understand the structure of information By mastering this skill, students can better summarize what they read or hear, ultimately preparing them for real-world applications.
Distributed summarizing is an effective teaching strategy that enhances student knowledge and skill acquisition by integrating summarization at key moments during a lesson This approach involves the teacher pausing instruction to assess understanding through summarizing prompts, ensuring that all students engage in categorizing details, filtering out irrelevant information, and articulating the core concepts clearly and concisely Additionally, it takes into account students' attention spans, which can be calculated as their chronological age plus one or two minutes.
Students often read English texts primarily to answer questions posed by others, typically scanning for answers after reviewing the questions In contrast, when tasked with writing a summary, students must engage with the text to identify the main points independently, focusing on the author's intended message rather than merely seeking correct answers Given the diverse backgrounds and purposes of readers, interpretations of a writer's message can vary significantly, leading to different summary styles even among those who agree on the content Consequently, there is rarely a single "correct" summary However, crafting a summary necessitates a more comprehensive and deeper understanding of the passage as a whole compared to simply answering questions.
Writing a summary encourages students to engage in close reading, requiring multiple readings to grasp the main ideas effectively This process helps students retain more information than a single read would allow By asking questions while reading, students can seek answers that enhance their understanding Additionally, taking notes and identifying key points are essential steps in crafting a summary This reading practice fosters a better comprehension of the relationships between ideas and enhances vocabulary recognition through contextual clues.
After reading the text, students will compose a cohesive paragraph that encapsulates its key ideas This exercise reinforces the essential structure needed for crafting effective paragraphs in their essays While writing, students will draw on the vocabulary and sentence structure of the original text, allowing them to create original sentences while still imitating certain structural elements.
A well-crafted summary provides an objective overview of the original text, addressing key questions such as "Who did what, where, and when?" and identifying the main idea along with supporting points and evidence It should not simply paraphrase the text but rather reference the original work in the title or opening sentence A good summary avoids irrelevant details and examples, focusing instead on the main ideas and supporting evidence of each paragraph or section While a summary does not require a conclusion, it should include any significant messages conveyed to the reader in the original text.
An effective summary should incorporate essential keywords from the source material while avoiding the use of entire phrases or sentences unless they are placed in quotation marks for a specific purpose, such as highlighting significant wording or a particularly well-crafted expression Simply rearranging the original text or substituting synonyms does not suffice; it is crucial to convey the original meaning using your own unique language and sentence structures.
2.2.5 Six essentials for students to write summaries
To effectively teach students how to summarize texts, it's essential to emphasize that a summary is significantly shorter than the original content Initially, students should focus on creating single-paragraph summaries to streamline their understanding This approach also necessitates selecting texts that can be encapsulated in one paragraph After clarifying the concept and length of a summary, introduce useful words and phrases that can enhance their writing A practical starting point for students is to use specific phrases that facilitate the summarization process.
Encouraging students to ask questions while reading is essential for comprehension, as this practice benefits all learners, not just ESL students By actively engaging with the text, students can pick up on cues and formulate their own inquiries Key questions to consider include those that clarify understanding, explore themes, and connect ideas within the text.
What does the author want the reader to know?
Why does the author have this opinion?
How does the author prove his/her opinion?
Does the author provide any suggestions/advice/solutions to a problem?
What does this phrase mean? How is it related to the main idea or supporting points?
When students find the answers to their questions, they’ll be able to write a summary more easily
Students often face challenges in identifying the main idea of a text, especially in advanced ESL levels where texts are intentionally complex To aid comprehension, it's beneficial for students to revisit their questions while reading, as this can expedite the process of uncovering the main idea Additionally, difficulties in crafting thesis statements and topic sentences can hinder their ability to discern the main idea of an essay Therefore, reviewing key aspects of essay writing is essential to simplify the task of summary writing.
Reading and reading activities
Reading is an interactive process that fosters automaticity or reading fluency, as readers engage dynamically with the text to derive meaning This interaction involves the use of various types of knowledge, including linguistic knowledge through bottom-up processing and schematic knowledge through top-down processing Recognizing the complexity of reading, Grabe (1991) notes that researchers have broken down fluent reading into several component skills, identifying at least six key areas: automatic recognition skills, vocabulary and structural knowledge, formal discourse structure knowledge, content/world background knowledge, synthesis and evaluation strategies, and metacognitive knowledge and skills monitoring.
Reading is a highly personal activity that encompasses various forms, including newspapers, magazines, written texts, and labels While reading is a fundamental skill that many take for granted, it can be defined in different ways These definitions are typically categorized into three primary models: bottom-up, top-down, and interactive reading.
The term "extensive reading" has various interpretations, with some defining it as "skimming and scanning activities" while others focus on the volume of reading material (Hedge, 2003) Hafiz and Tudor emphasize that the pedagogical value of extensive reading lies in the belief that exposure to substantial amounts of meaningful L2 content enhances learners' language proficiency over time (1989) Recent research, inspired by Krashen’s Input Hypothesis, highlights a resurgence of interest in extensive reading, particularly within ELT institutions that encourage independent reading (Hedge, 2003) A notable study by Hafiz and Tudor involved a three-month extensive reading program for Pakistani ESL learners in the UK, revealing significant improvements in writing skills attributed to exposure to diverse lexical and syntactic features in reading materials and the enjoyment derived from pleasure-oriented reading (1989).
Hedge asserts that extensive reading is influenced by students' motivation and the resources available at their schools A motivated and well-trained teacher can effectively select appropriate handouts or activity books that cater to their students' needs.
Each November, Teacher Journal releases a curated list of over 300 newly published children's and adolescent books, all reviewed and recommended by educators According to Hedge (2003), incorporating extensive reading into EFL/ESL programs is crucial for enhancing reading skills, provided that the chosen texts are "authentic"—meaning they are not specifically written for language learners and are published in their original language.
“graded” Teachers with EFL/ESL learners at low levels can either use
Extensive reading, through sustained silent reading (SSR), fosters learner independence by allowing students to choose texts that interest them, which enhances engagement and motivation (Carrell & Eisterhold, 1983) While Hedge (2003) questions the effectiveness of Krashen’s comprehensible input hypothesis in facilitating language intake, he acknowledges that extensive reading serves as a valuable input activity The benefits of extensive reading are significant, as it aids learners in building language competence, improving reading skills, gaining cultural knowledge, and developing the confidence necessary for continued learning (Hedge, 2003).
Intensive reading allows students to delve into a text to understand its meaning and familiarize themselves with writing techniques According to Hedge, substantial practice in employing reading strategies independently across various materials is achieved through extensive reading These strategies can be categorized as text-related, which involves understanding text organization, or learner-related, encompassing linguistic, schematic, and metacognitive strategies Hafiz and Tudor (1989) distinguish between extensive and intensive reading, highlighting their unique roles in the learning process.
Intensive reading activities focus on short texts that illustrate specific elements of the lexical, syntactic, or discoursal aspects of a second language (L2) and support targeted reading strategy practice In contrast, the primary aim of extensive reading is to enhance overall reading skills through exposure to longer texts.
‘flood’ learners with large quantities of L2 input with few or possibly no specific tasks to perform on this material (p 5)
The importance of teaching reading
According to Hedge (2003), an English language course's reading component should encompass various learning goals aimed at fostering the ability to read diverse texts Key objectives include enhancing language knowledge to improve reading skills, developing schematic understanding, and adapting reading styles based on purpose, such as skimming and scanning Additionally, students should cultivate an awareness of the structure of written texts and adopt a critical perspective towards their content, particularly at advanced levels It is crucial for students to recognize that not all Internet content is authentic, emphasizing the importance of discerning reliable sources.
In today's cyberspace, where "gatekeepers" are virtually absent, anyone can share content freely As a result, students must verify the authenticity of online articles by checking key indicators, such as the author's name, publication date, and the article's purpose.
The key to reading comprehension
Current research on reading emphasizes effective strategies that enhance student comprehension, yet many studies concentrate on individual cognitive strategies rather than exploring multiple approaches over time Guthrie (1996) highlights the importance of motivation and engagement in reading, noting that engaged readers are intrinsically motivated, utilize cognitive strategies, and learn socially from texts Teachers play a crucial role in fostering motivation by selecting suitable materials, particularly for early learners A meta-analysis by Guthrie and Humenick indicates that meaningful content in reading instruction boosts motivation and comprehension Additionally, providing students with choices in reading material and using engaging texts significantly improves performance To gauge student interests, teachers can implement reading interest questionnaires, acknowledging that learners have diverse strengths and weaknesses Consequently, there is no singular reading methodology, as emphasized by Moorman & Ram (1994) in their focus on the science fiction genre.
“stories offer many opportunities for creative reading” Carrell et al (1989, p.
A study by 647) explored the impact of two metacognitive strategies, semantic mapping (SM) and the experience-text-relationship (ETR) method, on second language (SL) reading Semantic mapping visually organizes categories and associations, proving effective for vocabulary development and serving as a valuable alternative to traditional pre-reading and post-reading activities Given that most contemporary reading tasks include pre-reading activities aimed at enhancing learner motivation, integrating the SM strategy can be beneficial In contrast, the ETR method focuses on comprehension through discussion, linking prior knowledge to the text This method comprises three essential steps: experience, text, and relationship, highlighting the importance of understanding meaning in reading.
In the experience phase, the teacher facilitates a discussion that encourages students to share their personal knowledge or experiences related to the upcoming reading material During the text phase, students engage with the text by reading brief sections, typically spanning one to two pages, after which the teacher poses questions to assess their understanding of the content.
In the teaching process, it is crucial for educators to address any misunderstandings students may have about the text The final step involves guiding students to connect the text's content with their personal experiences and knowledge Throughout these steps, teachers model and facilitate cognitive processes essential for comprehending written material Research by Carrell et al indicates that metacognitive strategy training significantly improves second language (L2) reading compared to non-strategy training, revealing both similarities and differences in effectiveness across various measures Additionally, their findings highlight significant interactions between students' learning styles and the success of different training strategies Hedge (2003) emphasizes the need for further experimental studies to validate these small-scale findings.
“contributed to ELT methodology in raising awareness about the characteristics of effective language learning” (p 81).
Activities used in teaching reading
Carrell and Eisterhold (1983) highlight the effectiveness of the Language Experience Approach (LEA) for beginning readers, as proposed by Rigg in 1981 This method utilizes students' ideas and language to create personalized reading materials, allowing them to dictate their thoughts to the teacher, who transcribes their words This personalized approach enables students to read texts they have essentially authored, reducing challenges associated with unfamiliar content Additionally, Krashen's concept of narrow reading, which focuses on texts related to a single topic or author, further minimizes interference and enhances comprehension for early readers.
Characteristics of an effective reader
Research indicates that effective readers utilize personalized reading strategies Wassman and Rinsky (1993) emphasize that understanding the reading process is crucial for navigating various types of printed material For second or foreign language learners, practicing specific techniques is essential for developing effective reading skills Additionally, two key factors are necessary: a willingness to modify limiting reading habits and a commitment to practice Other factors also contribute to helping these learners become proficient readers.
Effective organization is essential for successful reading and study By prioritizing a disciplined approach, readers can allocate sufficient time for both activities, enhancing their comprehension and retention of information.
Improve the concentration: actually concentration is important to learning in general and learning in particular for the fact that readers need to comprehend the printed information.
Maintain confidence: confident reading is chiefly the result of preparation Without this, readers can‘t become effective reader
The importance of strategies in the learning process:
Understanding learning strategies is crucial for enhancing the effectiveness of the learning process Research indicates that learners who receive instruction in these strategies exhibit higher motivation levels compared to those who do not However, many learners are not inherently aware of which strategies suit them best, highlighting the need for explicit strategy training This training, combined with reflection on one's learning approach and experimentation with various strategies, fosters improved learning outcomes Oxford (1990) emphasizes that strategies serve two primary purposes: they facilitate active, self-directed engagement essential for developing communicative competence, and they boost learners' self-confidence, leading to more effective learning In her work, she outlines twelve key features of effective language learning strategies.
contribute to the main goal, communicative competence
allow learners to become more self – directed
expand the role of teachers
support learning both directly and indirectly
Strategies in teaching second language reading:
Reading comprehension strategies are seen as comprehension processes that enable readers to construct meaning from the printed page most effectively.
Reading strategies reveal how readers approach tasks, interpret texts, and respond to comprehension challenges Researchers such as Anderson (1999), Brantmeier (2002), Almasi (2003), and Sugirin have identified commonalities in the categorization of these strategies.
Prior knowledge plays a crucial role in reading comprehension, as highlighted by research from 1999 Effective reading strategies, such as skimming, scanning, and guessing, were introduced by Brantmeier (2002) and Brown (1990), although their classifications differ Brantmeier (2002) provides a comprehensive summary of these reading strategies, emphasizing their importance in enhancing reading skills.
Effective reading strategies include skimming, scanning, guessing, recognizing cognates and word families, and reading for meaning Additionally, predicting, activating prior knowledge, making inferences, and distinguishing between main and supporting ideas are crucial Readers should evaluate content by agreeing or disagreeing, associating with past experiences, and engaging in question-and-answer processes Analyzing sentence structure by identifying subjects, verbs, and objects, as well as employing techniques like skipping and rereading, are also important However, the effectiveness of these strategies varies based on the type of text and individual reader preferences (Almasi, 2003; Sugirin, 1999; Brown, 1990).
3) provides strategies that can help students read more quickly and effectively:
Previewing: reviewing titles, section headings and photo captions to get a sense of the structure and content of a reading selection.
Predicting involves leveraging subject matter expertise to anticipate content and vocabulary, while also assessing comprehension It requires understanding the text type and its purpose to forecast discourse structure Additionally, knowledge of the author aids in predicting their writing style, vocabulary choices, and overall content.
Skimming and scanning: using a quick survey of the text to get the main idea, identify text structure, confirm or question predictions.
Utilizing context clues is an effective strategy for deciphering the meanings of unfamiliar words By drawing on existing knowledge about the subject and the surrounding ideas in the text, readers can make educated guesses about unknown vocabulary This approach allows for a smoother reading experience, as it minimizes interruptions for dictionary lookups and enhances overall comprehension.
Paraphrasing involves pausing at the end of a passage to ensure understanding by rephrasing the information and ideas presented According to Anderson (1999: 4), there are six key strategies to consider when teaching reading: activating prior knowledge, cultivating vocabulary, teaching for comprehension, increasing reading rate, verifying reading strategies, and evaluating progress Effective language instructors guide students in adapting their reading behaviors to suit various situations, types of input, and reading purposes By helping students develop a repertoire of reading strategies and aligning them with specific reading contexts, these approaches significantly enhance language learners' reading abilities.
Current research on the effects of using summarizing techniques to integrate
to integrate reading comprehension and writing
Reading is essential in all academic disciplines, enabling learners to gain substantial knowledge (Carrell and Eisterhold, 1983) Summary writing is a vital skill that reflects students' reading comprehension; effective summarization enhances their reading abilities (Budi, 2009; Palmer, 2003) This practice not only aids in developing both reading and writing skills but is also closely linked to paraphrasing (Sotiriou, 2002).
Research indicates a strong link between the processes of summarization, reading, and writing Corbeil (2000) emphasizes that summarization serves as an effective assessment tool for evaluating second language reading comprehension skills Additionally, Liu (2008) highlights the importance of enhancing writing skills through reading According to Brown, Day, and Jones (cited in Moghaddam, 2007), summarization requires more deliberate processing strategies than mere comprehension Palmer (2003) argues that effective summarization is rooted in a learning process, necessitating thorough comprehension of a text before students can condense information effectively Utilizing Kintsch and van Dijk’s summarization model, Palmer outlines fifteen essential rules for summary writing, including maintaining the core ideas of the original text, eliminating irrelevant information, avoiding repetition, and ensuring coherence and cohesion It is recommended that summaries be concise, comprising about 15-20% of the original text's length, and that personal opinions and extraneous details be excluded to enhance clarity and focus.
Improving students' skills in summary writing poses significant challenges due to various factors High school education often lacks a strong emphasis on summarization techniques, leaving students unprepared to summarize texts effectively Research indicates that students frequently encounter issues such as distorting the original content, relying on verbatim copying, failing to identify key points, and demonstrating a lack of coherence and paraphrasing skills (Laosooksri, 2006; LIU, 2008; Newfields, 2001; Palmer, 2003; Sriratampai, 1999) Additionally, students struggle to condense texts to their essential ideas, especially when not constrained by space limitations (Hahn and Garner, 1985).
Research has consistently highlighted significant challenges in students' reading comprehension, particularly in understanding English texts and identifying main ideas (Hiransathit, 2005; Ravangvong, 2000) A study by Sriratampai (1999) focusing on Thai students' summary writing revealed three critical issues: students often failed to restate all main ideas and key supporting details, struggled with plagiarism due to inadequate paraphrasing skills, and distorted the original text due to deficiencies in both writing and reading abilities.
Many students struggle with summary writing, often failing to grasp the main idea and misinterpreting the original text This difficulty typically arises from a lack of comprehension of the material, leading some students to simply underline key points and piece together those sentences without fully understanding their context (Laosooksri, 2006).
To address these challenges, it is essential to implement fundamental reading strategies for students, as recommended by Bamford and Day (2004) Additionally, providing students with opportunities to practice writing summaries in class can enhance their comprehension and writing skills.
This study focused on summarizing techniques specifically designed for Mattayom Suksa 4 students enrolled in the Science Maths Ability Program (SMAP) at Phimanphittayasan School in Satun province The program aims to enhance the skills of students with high proficiency in science and mathematics.
Training students in summarizing techniques can enhance their reading comprehension and summarizing skills, ultimately helping them excel in science, math, computer studies, and English This approach aims to prepare students for future encounters with complex texts, ensuring they fully realize their academic potential.