INTRODUCTION
Rationale
In today's globalized world, English serves as a vital international language, making it essential for students to learn Among the various language skills, reading is particularly important as it enriches knowledge and broadens perspectives Additionally, strong reading abilities contribute to the development of other language skills, including speaking, listening, and writing.
Reading comprehension is essential for grasping the material being read and significantly enhances vocabulary, benefiting speaking, listening, and writing skills It is crucial for English learners to engage in extensive reading to develop this valuable skill Moreover, strong reading comprehension is vital for success in academic tests and for effective reading in professional contexts.
Poor reading comprehension skills hinder readers' ability to understand texts, identify themes, connect prior knowledge, and grasp main ideas Many teachers struggle to align their teaching styles with the diverse learning preferences of their students However, incorporating graphic organizers into lesson preparation and presentation can significantly enhance student understanding By allowing students to create graphic organizers that cater to their individual learning styles, they can take notes in a way that feels natural and is easier to remember This approach fosters a more effective learning environment, showcasing the qualities of an exceptional teacher.
Educators are increasingly utilizing graphic organizers to enhance classroom presentations and develop engaging handouts, thereby creating memorable learning experiences for their students Additionally, some are employing advanced graphic organizers for comprehensive projects, such as strategic long-term educational planning and effective weekly lesson management, tailored to address the unique needs of each student.
The English language has increasingly become essential in various societal aspects, particularly in education Acknowledging its significance, numerous policies and reforms have been introduced in recent years to enhance the teaching and learning of English.
To address the evolving needs of society during integration and development, the Vietnamese Ministry of Education and Training has reformed English textbooks for secondary school students, focusing on the four essential skills: speaking, listening, reading, and writing, since the 2006-2007 school year This reform presents both advantages and challenges for teachers and students in effectively mastering these skills in the English teaching and learning process.
Reading is often regarded as the most challenging skill for both students and teachers to master In the "English 7" textbook, students encounter a variety of tasks designed to help them identify main ideas and comprehend topics, sentences, and paragraphs However, some reading tasks in the new textbooks may not effectively support students' language acquisition Additionally, teachers encounter specific challenges when teaching reading skills.
For years, reading comprehension instruction focused on isolated skills such as identifying words, finding main ideas, and understanding cause and effect Many students perceive reading as a challenging skill to master However, graphic organizers serve as a powerful tool to enhance reading comprehension by visually illustrating the relationships between concepts Additionally, incorporating group reading and tutoring can further support students in developing their reading comprehension abilities.
When I have graduated university, I applied for a job at Ben Thuy secondary school I teach English subject as a second language There are four skills each lesson but my favorite skill is teaching reading because from the text, students can be easy to use words, structures, sentence to communicate with many people There is some difficulty in the reading text, They do not understand how to answer the questions So this is a problem that I should worry and find out the way to help them I think that whenever reading, they also understand all the information Some of them may not have had enough time to read, they read very quickly but little result I think it depends on the level of reading They have not used right skill It made them get little information.
After eleven years of teaching English at the secondary school level, the researcher has identified that students, particularly those in the 7th form, struggle to effectively acquire reading skills Despite following the requirements of reading tasks, they often fail to meet lesson objectives This study, titled “A Study on Using Graphic Organizers to Improve Reading Comprehension Skills for Secondary School Students,” aims to determine whether graphic organizers can enhance students' reading effectiveness It will explore the types of activities teachers employ in reading classes and assess their effectiveness, as well as the impact of these activities on students' academic achievements The study will also provide recommendations for teachers on how to effectively integrate graphic organizers into their lesson plans to improve reading skills The findings are intended to benefit colleagues facing similar challenges and anyone interested in enhancing reading comprehension in secondary education.
Aims of the Study
The study focused on enhancing students' reading comprehension by assessing their comprehension levels in relation to the text It highlighted the benefits of using graphic organizers as a teaching tool, which proved to be an effective study technique for improving reading comprehension among students Additionally, the use of graphic organizers positively influenced student motivation in engaging with reading sections of their textbooks.
“English 7” have been taught at secondary schools with particular reference to use graphic organizers.
Research questions
The study aimed to seek the answers to the following questions:
- Will the graphic organizers help to increase student’s reading comprehension?
- Will the graphic organizers help improve students’ motivation to learn reading skill?
Scope of the study
This study conducted at Ben Thuy Secondary School in Vinh City examines the impact of graphic organizers on 7th graders' reading comprehension during English lessons The research findings will inform suggested activities aimed at enhancing reading instruction for these students.
Methods of the study
The main methods are questionnaires, pre and post tests
Organization of the study
The thesis consists of five chapters:
Chapter 1: Introduction includes rationale of the study, the aims, scope, methods, and organization of the study.
LITERATURE REVIEW
Reading and reading comprehension
Reading is a crucial skill for learners, especially for those studying English as a second language According to Carrell (1988), solid reading proficiency is essential for second language learners to succeed Understanding the true nature of reading is vital, as it involves interpreting written symbols—such as letters, punctuation marks, and spaces—using our eyes and brain to convert them into meaningful words, sentences, and paragraphs.
Reading serves as a vital tool for language acquisition, communication, and the exchange of ideas It involves a complex interplay between the text and the reader, influenced by the reader's prior knowledge, experiences, attitudes, and cultural context Engaging in reading necessitates ongoing practice, development, and refinement.
Reading is an interactive process between the reader and the text that leads to comprehension The text consists of letters, words, sentences, and paragraphs that convey meaning, while the reader employs various knowledge, skills, and strategies to interpret that meaning effectively.
Reading is an essential skill globally, often regarded as the most crucial foreign language skill, especially for students who need to engage with English materials in their specialized fields without necessarily speaking the language—this phenomenon is known as 'English as a library language.' While examining language skills individually, it is important to recognize the connection between reading and writing, as a text must be created before it can be read In many cultures, literature is viewed as the quintessential form of writing, leading educators to prioritize reading in the classroom This approach is partly practical, as providing written texts is often easier than facilitating understanding of spoken language Current perspectives on reading emphasize its purposeful nature, whether for academic, professional, or leisure activities.
Reading is a psycholinguistic process where the reader reconstructs a message encoded by the writer, as noted by Goodman (1988) This process not only enhances knowledge and skills but also deepens understanding of the text William (1990) emphasizes that reading involves simultaneously looking at and comprehending written content, highlighting the necessity for readers to "encode" meanings based on the context presented.
Reading is a complex exercise that engages both the eyes and the brain, as noted by Harmer (1989) Readers often struggle with proverbs, idioms, synonyms, and various forms of meaning transference, which can hinder comprehension Effective reading requires active engagement, including guessing and predicting, especially when learners encounter unfamiliar words and structures Without strong guessing skills and the ability to utilize grammatical, logical, and cultural clues, students may find themselves frustrated and less inclined to continue reading Therefore, it is crucial for teachers to focus on enhancing reading comprehension, particularly for high school students learning English as a second language, who often face challenges such as limited knowledge, inadequate resources, and a lack of materials.
Reading is a crucial receptive skill that encompasses various sub-skills, similar to listening It plays a significant role in daily life, as individuals often read for both pleasure and professional purposes Language learners can develop different reading styles, with some quickly grasping the content while others may read slowly and struggle with comprehension.
Reading encompasses a variety of interpretations, but fundamentally revolves around two key actions: visually engaging with text and mentally processing its meaning, with comprehension being the more crucial aspect Beyond merely recognizing words, effective readers grasp the author's intent and insights, enriching their understanding of the material.
2.1.1.2 The role of reading in learning
Reading is crucial for understanding texts and effectively using a foreign language According to Grabe (2009), a person's future success is closely linked to their reading skills, highlighting the societal responsibility to ensure everyone has the opportunity to become a proficient reader, particularly in a second language.
Reading plays a crucial role in language learning, offering significant benefits to learners According to William (1984), reading provides three key advantages: it allows learners to practice and deepen their understanding of the target language, enhances their ability to apply language skills in speaking and writing, and teaches them how to extract valuable information from texts As learners improve their reading comprehension, they also enhance their overall intelligence and language proficiency.
Reading is a crucial skill for language learners, offering numerous benefits that enhance their ability to study effectively Improved reading skills lead to advancements in listening, speaking, and writing abilities The repetitive exposure to words and grammatical structures in reading aids in vocabulary retention and comprehension Additionally, reading allows learners to independently practice at their own pace, making it a flexible tool for enhancing language skills without relying on others.
Reading is a multifaceted cognitive process that involves decoding symbols to derive meaning, known as reading comprehension It serves as a vital tool for language acquisition, communication, and the exchange of ideas This intricate interaction between the text and the reader is influenced by the reader's prior knowledge, experiences, attitudes, and the cultural context of their language community To enhance reading skills, continuous practice and development are essential.
Readers employ various strategies for decoding and comprehension, utilizing context clues from morphemes, semantics, and syntax to understand unfamiliar words They integrate new information into their existing knowledge framework, as suggested by schemata theory While reading typically involves printed materials like books and newspapers or electronic formats such as computer screens and e-readers, it can also include non-verbal systems like music notation and pictograms.
Writing is the process of recording information for later reading, often involving a separate display step in digital formats While reading is generally quicker and easier for humans than writing, it is primarily an individual activity, though it can occasionally be done aloud for others Reading aloud can enhance comprehension, serving as a form of intrapersonal communication Various teaching methods for reading have emerged, some of which are controversial The reading process is intensive, requiring quick eye movements to assimilate text, with limited accurate visual perception Understanding eye movement and visual perception is crucial to grasping how reading works Different types and methods of reading exist, each with varying speeds suited for diverse materials and purposes, including memorization.
Reading speeds vary significantly, with average rates being 100 words per minute (wpm) for learning, 200-400 wpm for comprehension, and 400-700 wpm for skimming Comprehension is crucial for daily reading, while skimming allows for superficial processing of text, often resulting in less than 50% understanding To choose the right reading speed, it's important to read flexibly—slowing down for new or complex material and speeding up for familiar content While speed reading techniques often promote continuous acceleration and improved comprehension, relying on skimming can be detrimental Achieving adult reading speeds takes time and practice.
METHODOLOGY
An overview of Ben Thuy secondary school
Ben Thuy Secondary School, established in 1960 in Vinh City, incorporates English language instruction into its curriculum Students in groups A, B, and C receive three periods of English per week, while students in group D benefit from nine periods of English instruction weekly.
Learners and learning requirements
The study focused on 60 students from classes 7A and 7B at Ben Thuy Secondary School in Vinh City, all aged thirteen These young learners often face pressure from their parents regarding English studies, leading to a lack of strong motivation and clarity in their learning Consequently, many students perceive English as a challenging subject.
So many of them choose to neglect English They learn it in a test- oriented way.
Teachers and teaching methods
The English teaching staff at Ben Thuy Secondary School comprises seven teachers, including three males and four females, aged between 25 and 45, with teaching experience ranging from 4 to 15 years Graduates of various universities in Vietnam, these teachers are enthusiastic and open to innovative teaching methods However, their relatively young age and limited experience often lead to challenges in the classroom They predominantly rely on traditional teaching methods, such as grammar translation, where grammar and vocabulary are emphasized In their lessons, new words and structures are typically written on the blackboard, with immediate definitions provided, limiting opportunities for students to predict meanings or infer from context.
Materials
The study participants utilized the "Tieng Anh Thi Diem Lop 7" textbook, a standard English resource published by the Vietnam Education Publishing House, designed to offer suitable grammar and vocabulary for seventh-grade students.
The new English 7 curriculum features twelve units spread across two terms, organized into four themes, with each theme comprising three units focused on distinct topics Students are introduced to each topic through engaging dialogues and grammar exercises before developing their skills in reading, speaking, listening, and writing To reinforce their learning, students participate in projects that encourage them to apply their knowledge in real-life situations.
The themes’ content in the book offers reading texts or communicational situations with information about the culture, people and language corresponding to the learners’ hobbies and interests.
The pre-test and post-test were carefully crafted to feature a similar word count and familiar topics for participants, allowing for an effective evaluation of students' reading comprehension These assessments were implemented alongside six reading texts from the English curriculum to assess the impact of new strategies on comprehension skills.
Seven textbooks were utilized, starting with Unit 7 titled “Traffic,” which included a 110-word text and a comprehension assignment to evaluate students' reading skills The second text, from Unit 8 called “Films,” comprised 155 words and also featured a comprehension task for assessment Unit 9, titled “Festivals Around the World,” presented a 153-word text accompanied by a comprehension assignment aimed at gauging reading comprehension The fourth text is from Unit 10.
The article discusses various sources of energy, emphasizing their importance in our daily lives and the environment It highlights renewable energy options, such as solar and wind power, which are crucial for sustainable development Additionally, the text explores the future of energy consumption and the need for innovative solutions to meet growing demands The second part focuses on "Travelling in the Future," presenting advancements in transportation technology and their potential impact on travel efficiency and environmental sustainability Both sections are designed to enhance reading comprehension through accompanying assignments that encourage critical thinking and understanding of the material.
12 named “An overcrowded world” The text contained about 162 words and was accompanied by one comprehension assignment to assess students reading comprehension.
Procedures
The procedures to get the data consists of the following stages:
1 Collecting data through pre-test, post-test and questionnaires.
2 Clarifying the data into intended group.
4 Describing the collected data presented in tables.
5 Generalizing and giving comments and evaluation.
Tools for Data collection
The main instruments for data collection include questionnaires, pre and post tests.
Survey questionnaires were chosen because large amounts of information can be collected from a larger number of people in a short period of time and a relatively cost effective way.
The student questionnaire aimed to understand students' feelings and attitudes towards the reading process Participants were encouraged to answer the five questions honestly, reflecting their personal experiences and emotions related to reading.
The instructions were clearly outlined to the students, who then set up privacy folders around their desks to maintain confidentiality while completing the questionnaire The author provided a detailed explanation of the information collected and read each question along with the answer choices aloud, allowing ample time for the students to respond.
To ensure that all students grasp the key concepts of the questionnaires, Vietnamese versions were created with comparable structures and content tailored to local contexts These questionnaires aim to offer a comprehensive overview of each situation while capturing participants' responses and reflections on the issues presented Technical terms were simplified for clarity, and questions were logically sequenced to guide respondents through the study's themes The design of the questionnaires was informed by the author's knowledge, observations, and experiences.
In this study, two separate tests, a pre-test and a post –test, were used to collect data on the students’ reading comprehension
The pre-test, sourced from a 160-word reading passage in the A1 Cambridge tests, was designed for 7th graders Participants were instructed to time their reading using a stopwatch, complete comprehension questions, and record their time on a chart This assessment aimed to evaluate the students' reading comprehension skills.
Over a six-week period, new strategies were implemented in six practice reading lessons The process began with the teacher introducing essential vocabulary and sentence structures Next, participants engaged in silent, individual reading of the text Following this, graphic organizers were utilized to help students extract the main ideas Finally, the teacher assessed comprehension through various questions, including open-ended and multiple-choice formats, and collected the responses for evaluation.
Following the six practice reading lessons, all participants will complete a post-test, mirroring the pre-test procedure The test involves reading a 165-word English passage selected from Cambridge tests, deemed appropriate for seventh graders Participants are instructed to time their readings using a stopwatch and record the time on a designated time chart.
The researcher administered the test by first distributing record sheets to all participants and then placing the reading passage face down to prevent cheating Once ready, both the teacher and students flipped the test over to begin reading After completing the reading, students recorded their time, and the researcher collected the texts before providing comprehension questions Students were given 15 minutes to answer these questions, after which they returned the question sheets to the teacher.
FINDINGS AND DISCUSSION
Findings
The data from the "Student Questionnaire about Reading and Comprehension," which includes responses from 60 students to five questions, provides essential baseline information on their feelings, attitudes, and behaviors towards reading The compiled results are displayed in seven individual tables, illustrating the percentage of each answer for every question These tables, labeled as Table 1 through Table 5, clearly present the questions posed and the corresponding answers given by the students.
4.1 1 Students’ attitude towards the importance of learning reading comprehension at school
The attitude of students about reading skill is shown in the table 4.1 Overall, most of the students were aware of the importance of reading skill in acquiring a language
Table 4.1 Students’ attitude towards the importance of learning reading comprehension at school.
Students were asked if they thought reading important Table 4.1 shows that a majority of the students (90%) felt that reading was important while 6 out of
60 (10%) students stated that reading is not very important.
Percentage ( %) always 24 40 % sometimes 21 35% often 15 25 % never 0 0%
As clearly shown in table 4.2, most of students like to read because they want to get or gain their desire and aims
4.1.3 Student’s difficulties when learning reading skill
Despite students' enthusiasm for reading lessons in school, they continue to face challenges in reading comprehension The responses from students regarding the difficulties they encounter in understanding reading materials are summarized in Table 4.2 below.
Students’ lack of background knowledge
Students’ limitation of vocabulary and grammatical structure
Students’ lack of appropriate reading strategies
Table 4.3 Student’s difficulties when learning reading skill
Table 4.3 reveals that a significant number of students struggle with effective reading strategies Specifically, 25% of the 60 students surveyed indicated that challenges in reading comprehension stem from inadequate vocabulary and grammar skills Additionally, 15% attributed their difficulties to a lack of background knowledge, while 5% cited time constraints as a contributing factor to their reading challenges.
It is sure that the students read effectively or not partly depend on the read the strategies they use.
4.1.4 Students’ opinions about teaching and learning reading
Question 4 Number of responses (60) Percentage ( %) Topics are unfamiliar and difficult to understand
The teaching methods of teachers are suitable
The types of reading exercise are various
The length of passage is proper
Table 4.4 Students’ opinions about teaching and learning reading
According to Table 4.4, 35% of students reported that the topics are unfamiliar and difficult to understand, while 15% noted poor vocabulary among peers Additionally, only 5% of students felt that the teacher's methods were suitable, and just 10% believed there was a variety of reading exercises This data indicates a lack of effective teaching strategies to enhance students' comprehension skills, leading to a tendency among students to avoid reading texts altogether.
4.1.5 The frequency of using strategies designed by teachers
Question 5 Number of responses Percentage (%)
Table 4.5 The frequency of using strategies designed by teachers
Table 4.5 examined the utilization of teacher-designed strategies by students, revealing that only 10% of the surveyed students, or 6 out of 60, consistently applied these strategies In contrast, a significant portion of students reported occasionally using the strategies aimed at enhancing their reading skills.
4.1.6 Pre-test and post- test score
Prior to implementing graphic organizers in reading comprehension instruction, the reading levels of fifty participating students were assessed through a pre-test to establish baseline data, as illustrated in Table 6 This assessment was conducted on the same day for all students, one day before the interventions commenced, to accurately quantify their initial reading comprehension levels (see Appendix C).
Pre-test results Post-test results
Table 4.6 Pre-test and post-test results
Table 4.6 presents the test results, indicating that prior to the implementation of graphic organizers, most students demonstrated only literal reading comprehension levels, highlighting difficulties in text decoding Following six practice reading lessons, students were reassessed to evaluate improvements in their comprehension skills Based on their performance on the initial test, students' levels were adjusted accordingly, reflecting their growth The post-test scores and the corresponding level changes for each student are detailed in Table 4.6.
This chapter discusses the findings to answer the two research questions proposed.
Students selected for the study demonstrated a positive attitude towards graphic organizers, recognizing their significance in enhancing reading comprehension skills in English The author's initiatives to improve students' reading comprehension proved largely effective, as evidenced by the questionnaire results.
The research indicates that the use of graphic organizers as a teaching strategy significantly enhances students' comprehension skills Effective data collection methods were employed to monitor and assess student progress both before and after the intervention, proving invaluable to the study's findings.
It can be said that using graphic organizers is a realistic practice to enhance students reading comprehension.
CONCLUSION AND IMPLICATION
Conclusion
This action research aimed to examine the impact of graphic organizers on students' reading comprehension at Ben Thuy Secondary School, as well as to explore the motivational aspects of the reading sections in the textbook.
The "English 7" curriculum in secondary schools has shown that graphic organizers are effective strategies for enhancing student comprehension and memory retention These tools serve as valuable study guides, benefiting a majority of students in their learning process.
The Literature Review highlights key aspects of reading and teaching reading comprehension, including the significance of reading, various teaching approaches, and essential micro skills It also discusses theories related to reading activities, which are crucial for developing reading skills The analysis indicates that using graphic organizers in reading lessons benefits both teachers and students, with the primary finding being that these tools enhance student motivation and facilitate reading tasks Teachers recognize these advantages and frequently incorporate graphic organizers into their instruction, believing that their use contributes to more successful lessons.
Many teachers prefer using graphic organizers during reading instruction, but their implementation is often limited by various factors such as time constraints, class size, mixed-ability students, inadequate facilities, and mismatched activities Research has highlighted the challenges in teaching reading with the new "English 7" textbook while also emphasizing that graphic organizers are an effective method for enhancing reading skills They facilitate both group and individual learning, allowing students to visualize and reinforce their understanding of the text Overall, graphic organizers benefit not only students but also serve as a valuable tool for all English teachers.
Graphic organizers have become increasingly popular in various subjects, including math, literature, and history They not only aid in learning but also teach students how to create their own graphic organizers on paper or a board To enhance reading skills effectively, it's essential to integrate these skills into the learners' activities, tailoring them to their specific objectives and abilities Implementing task comprehension strategies can help tackle issues related to low reading proficiency and a lack of interest in learning and teaching.
In conclusion, my efforts to motivate students in enhancing their reading skills have proven effective Data indicates that both in-class and extracurricular activities have led to increased student focus and dedication to reading practice, reflected in their improved scores on reading comprehension assessments.
Despite these positive findings the author finds there are still a few areas that should be improved in the future.
5 2 Implications for more effective reading lessons
Graphic organizers significantly enhance students' reading comprehension by helping them identify main ideas and focus on specific information This strategy not only improves reading levels but also boosts students' confidence and accomplishment when tackling challenging texts As a result, they feel more prepared for important exams that demand advanced reading skills By employing graphic organizers, students learn to approach texts more effectively, moving beyond surface-level questions to engage in deeper inference and critical questioning, ultimately leading to well-informed conclusions.
Limitations
Research projects often face limitations, and this study is no exception Conducted on a small scale, it relies solely on two data sources: questionnaires and tests, which may introduce subjectivity and affect the reliability of the findings Additionally, the research is confined to a classroom setting, necessitating careful consideration for any applications beyond this context Finally, challenges such as students' limited vocabulary and insufficient background knowledge remain unresolved during the trial phase, indicating that further time is needed to achieve improvement.
Hopefully, the above problems could be solved in other studies after this research in the near future.
Suggestions for further research
This study recommends further research, particularly involving students from different schools beyond Ben Thuy Secondary School Additionally, while this research focused on reading skills, exploring other language skills such as listening, speaking, and writing could yield valuable insights.
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Task 1: Read the total passage once and record your reading time.
Task 2: Select the answer which is most accurate according to the information given in the passage.
Read the article about Dimitris Are sentences 1-7 'Right' (A) or 'Wrong'(B)?
If there is not enough information to answer 'Right' (A) or 'Wrong'(B), choose 'Doesn't say' (C).
Dimitris, a 17-year-old high school student residing in central Athens, lives with his parents and three siblings He has been studying English for three years and also knows some German and French Although he is uncertain about the future necessity of English, he plans to take an English exam to enhance his chances of getting into university.
Dimitris considers himself somewhat lazy, preferring to spend his time socializing and watching TV instead of working Despite this, he prides himself on being a good friend, always willing to lend an ear to those in need He enjoys going out with friends and frequently visits the cinema A passionate football fan, Dimitris dreams of playing for Panathinaikos, although he doubts this ambition will ever be realized.
2 He is younger than his brother
3 Dimitris studies German and French at school
4 Dimitris says he doesn't like to work hard
5 He likes to help his friends
7 He thinks it's possible he will play for Panathanaikos.
Task 1: Read the total passage once and record your reading time.
Task 2: Select the answer which is most accurate according to the information given in the passage.
Read the passage and choose the best answer A, B, C or D
Birds sing for various reasons beyond just happiness; their songs serve as a form of communication Male birds often produce the most beautiful melodies to attract female partners, signaling their desire for companionship Additionally, singing acts as a warning to other birds, marking their territory and keeping intruders at bay For those birds that cannot sing well, alternative methods such as dancing, tail displays, or other gestures are used to convey important information.
A She feels happy B they love music
C they want to tell a story D they know many songs
2 What is one of the main reasons why birds sing?
A They are in a bad temper B They want to give information.
C They are sad D They can sing many songs.
3 Which birds sing the most beautiful songs?
A Male birds B Young birds which attract male birds.
C Female birds which attract male birds D Female birds.
4 According to the passage, a bird sings ………
A to stop sadness B to tell strangers to keep away
C to warn about the approach of people D to tell other birds to come quickly
A Their information B Their songs C Their singing D Their male birds.
6 Most birds usually ……… if they cannot sing well.
A give information in another way B warn other birds to go away
C find a wife D fly in the sky
7 What is the main of the passage about?
A People like music B People or birds sing for many purposes.
C Birds like music D Birds only sing for fun.
Pre-test and post-test results
Pre-test results Post-test results
APPENDIX DTHE QUESTIONNAIRES FOR STUDENTS
The questionnaires are designed to understand students' feelings and attitudes towards reading comprehension and the strategies employed in this process Your participation in completing the questionnaire is greatly valued Rest assured, all information you provide will be used exclusively for research purposes, and your identity will remain confidential in any discussions regarding the data.
Part I: Give some information of yourself.
Part II: Please circle your choice(s) in answering each of the following questions.
Question 1: How important is reading comprehension?
C not very important D not important at all
Question 2: How often do you read?
Question 3: What are difficulties when learning reading skill?
B Student’s lack of background knowledge
D Students’ limitation of vocabulary and grammatical structure
E Students’ lack of appropriate reading strategies