AIM OF THE S T U D Y
This study conducted in the field o f material adaptation aims at modifying pre-reading activities o f N ew Headway elementary to increase students’ motivation in reading class.
RESEARCH Q U ESTIO N S
1 In what way should pre-reading activities be modified to motivate students?
2 W h a t are th e e x p e c t e d results o f the m odification o f the p r e - r e a d in g activities in N e w
SCOPE OF THE S T U D Y
The study aims to enhance reading motivation among first-year non-English major students at the National Teacher Training College, specifically focusing on the NK4 class.
SIGNIFICANCE OF THE THESIS
The study aims to enhance students' motivation for reading by adapting pre-reading activities, which is expected to spark greater interest in reading lessons and ultimately improve their reading skills.
The researcher asserts that this study will benefit not only her own teaching practices but also assist other English teachers in enhancing their students' motivation to engage with the reading component of New Headway Elementary (2000).
THESIS OUTLINE
The thesis is divided into five chapters as follows
Chapter 1 provides the introduction which states the basic information such as background, aims, research questions, scope o f the study, significance o f the study, and finally an organization o f the study.
Chapter 2, Literature Review, deals with the literature related to the study focusing on theories o f motivation, its importance implication in teaching and learning a foreign language and the pre-reading stage.
Chapter 3, Methodology, describes the participants, research method and data collection instruments.
Chapter 4 focuses on data analysis and discussion, examining the pre-collected data to establish the study's hypothesis An action plan is developed and executed to test this hypothesis Subsequently, post-data is gathered and analyzed to evaluate the effectiveness of the implemented action plan.
Chapter 5 presents key findings and offers recommendations aimed at enhancing reading motivation among non-English major students in NK4 at NTTC Additionally, this chapter includes suggestions for future research opportunities.
This chapter reviews the following issues: 1) reading instruction, 2) motivation in language learning and 3) material adaptation.
READING INSTRUCTIO N
Definitions o f reading
Reading can be defined as the process of comprehending messages conveyed through written or printed materials This involves two key actions: recalling prior knowledge related to the content and employing reading skills to extract desired information.
Reading, as defined by Tinker and McCullough (1975), involves recognizing printed and written symbols that trigger the recall of meaning, essentially equating literacy with the ability to identify language symbols and connect them to their meanings.
According to Harmer (1996), reading involves a complex interaction between the eyes and the brain, where the eyes capture messages and the brain interprets their meaning While Harmer emphasizes the mechanics of reading, his views align with those of Tinker and McCullough, suggesting a similar understanding of the reading process.
Goodman (1971) defines reading as a psycholinguistic process where readers reconstruct messages encoded by writers in graphic form Similarly, William (1984) emphasizes the importance of reconstructing meaning, noting that written texts often provide more information than necessary for comprehension Efficient readers leverage this excess information to extract the meaning they require Grellet also supports this perspective on the reading process.
(1981) and Nuttall (1982) Grellet confirms: “understanding a written text means extracting the required information from it as efficiently as possible” Similarly, Nuttall
(1982) indicates; “reading is getting a message from a written text”.
Linguists agree that reading encompasses multiple skills and fundamentally involves comprehending written language; thus, when comprehension falters, true reading does not take place.
Reading in Communicative Language T eaching
In the twenty-first century, communicative language teaching (CLT) has emerged globally as an innovative approach for teaching English as a second or foreign language.
Communicative Language Teaching (CLT) is a method for teaching second and foreign languages that prioritizes interaction as both the primary means and ultimate objective of language learning This approach is also known as the "Communicative Approach to the Teaching of Foreign Languages" or simply the "Communicative Approach."
Communicative Language Teaching (CLT) is primarily viewed as a comprehensive teaching approach rather than a specific method with rigid classroom practices It is typically outlined through a set of general principles or characteristics A widely acknowledged framework for CLT is David Nunan's five key features, established in 1991.
An emphasis on learning to communicate through interaction in the target language.
The introduction o f authentic texts into the learning situation.
The provision o f opportunities for learners to focus, not only on language but also on the Learning Management process.
An enhancement o f the learner’s own personal experiences as important contributing elements to classroom learning.
An attempt to link classroom language learning with language activities outside the classroom.
Practitioners of Communicative Language Teaching (CLT) emphasize five key features that reflect their commitment to addressing learners' needs and desires They focus on bridging the gap between classroom language instruction and real-world language use, ensuring that students can effectively apply their skills outside the classroom.
In Communicative Language Teaching (CLT), significant progress has been made in teaching reading through the implementation of three essential stages: pre-reading, while-reading, and post-reading Advocates of CLT emphasize the importance of these stages for both educators and learners, as each stage possesses unique characteristics that are interconnected The pre-reading phase sets the foundation for the while-reading stage, which then transitions into the post-reading phase By engaging in all three stages, readers enhance their comprehension of texts and take greater responsibility for their own learning.
This study, however, focuses on the first stage o f this process: pre-reading or before you read.
This stage as its name is conducted before the students actually read the texts for
‘message’ Obviously, it plays an essential part in the whole process o f a reading lesson According to Williams (1984: 37), the purposes o f the pre-reading stage are:
- T o introduce and arouse interest in the topic
- To motivate learners by giving a reason for reading
- T o provide some language preparation for the text.
The pre-reading phase typically lasts between two to ten minutes, varying with each lesson Before initiating pre-reading activities, teachers should consider the lesson objectives, the teaching and learning context, and the specific needs of the students.
2.1.3 Role o f pre-reading activities in learning reading
The pre-reading stage is crucial in reading instruction, serving as a valuable tool for teachers to activate students' background knowledge By introducing the text and preparing students for the reading task, pre-reading fosters motivation and cultivates a positive attitude towards reading This approach enhances students' confidence and effectiveness as readers, ultimately leading to greater success in their reading endeavors.
Pre-reading engages students by prompting them to consider the upcoming text's content This activity aims to spark interest in the topic, motivating learners by offering reasons and relevant background knowledge Additionally, it activates their prior knowledge related to the subject matter.
The primary goal of preparing students before they read a text is to foster a positive mindset towards the material Essentially, this process focuses on enhancing motivation among pupils to engage with the reading effectively.
Clearly, at this stage, the teacher has a professional role to play as a motivator to stimulate students’ interest in reading.
Stevens (1982:89) emphasizes that pre-reading activities should serve dual purposes: enhancing new background knowledge and activating prior knowledge Therefore, a reading teacher should be viewed not only as an instructor of reading skills but also as a provider of relevant information.
Sharing opinions with Stevens about the purposes o f pre-reading activities, Stevick
Second language learners require support in applying their existing knowledge to enhance comprehension, which is the first step in the instructional framework To achieve this, it is essential to activate learners' background knowledge and align it with the information presented in the text In essence, the schemata utilized must be relevant to the material being read.
In summary, the insights from the aforementioned researchers highlight the vital role of the pre-reading stage in teaching reading This stage serves to ignite interest in the topic and furnish essential background knowledge, ultimately fostering motivation among students prior to reading Consequently, it enhances the overall effectiveness of reading lessons.
2.1.4 Nature and main types o f pre-reading activities
Effective language use in real-life situations relies on anticipation and context, making it challenging for students to read unfamiliar texts without preparation Doff (1988) highlights the importance of pre-reading activities, such as asking questions and teaching vocabulary, which significantly enhance the reading process by engaging students' interest and setting a positive tone for learning Additionally, Lewis and Hill (1992) assert that these activities facilitate comprehension and help students concentrate on the text Overall, preparing students for reading serves three key purposes: establishing a clear intent for reading, activating prior knowledge about the topic, and setting realistic expectations regarding the content of the text.
To effectively achieve educational goals, teachers should implement engaging pre-reading activities that equip students with essential language skills and spark their interest in the topic It is crucial that all activities are conducted thoughtfully, allowing the teacher to address any challenges that may arise during the lesson.
Actually, the teacher can employ various techniques to organize the pre-reading activities There are a number o f researches into the pre-reading activities such as Doff
(1988), Lewis & Hill (1985), Williams (1986), Nuttall (2000), M oore (1992), etc These linguists have suggested several techniques for the teacher to apply during the first stage o f the reading lesson Below are some o f them.
Giving a brief introduction to the text.
A brief introduction to the text, consisting of two or three sentences, is essential for engaging readers It helps to recall prior knowledge on the topic, boosts interest, and familiarizes them with relevant vocabulary Recognizing these advantages, teachers should aim to provide effective introductions According to Nuttall (2000:157), a quality introduction should encompass these key attributes.
- It makes the students want to read the text.
- It helps the students to relate the text to their own experience, aims, and interests.
- It involves the students actively.
- It does not tell the students anything they can find out by reading the text.
Obviously, there are several ways to give a brief introduction to the text including using introductory sentences, visual aids, games, title and subtitles o f the text, etc.
MOTIVATION IN LANGUAGE LEARNING
Types o f motivation
There are two main types of motivation: intrinsic and extrinsic Followings are specific features o f these two kinds of motivation.
Intrinsic motivation is the inherent drive to tackle challenges driven by personal interests and the desire to utilize one's abilities (Reeve, 1996) It originates from within the individual (Harmer, 2001) and is fueled by factors like curiosity and interest (Woolfolk, 2001) When motivated intrinsically, individuals find the activity rewarding in itself, eliminating the need for external incentives or punishments As Raffini (1996) succinctly puts it, intrinsic motivation compels us to engage in activities simply for the joy of doing them.
Extrinsic motivation is driven by external incentives rather than an intrinsic desire to learn Factors such as the need to pass exams, the hope for financial rewards, or the possibility of future travel can influence this type of motivation (Harmer, 2001:51) Many sources of extrinsic motivation are beyond a teacher's control, including students' desire to satisfy authority figures like parents, their ambition to excel in external exams, and the influence of their peers.
Extrinsic motivation occurs when individuals engage in activities to achieve external rewards, such as grades, rather than for their inherent enjoyment This type of motivation is often beyond a teacher's control, as it relies on external factors rather than intrinsic interest in the task itself.
The researcher believes that both intrinsic and extrinsic motivations play a crucial role in the success of learners, particularly in language acquisition Consequently, at the start of this term, the researcher initiated an investigation focused on understanding the impact of intrinsic and extrinsic motivation on reading.
English o f students class NK4 at NTTC (see Appendix 1) The results are presented in details in chapter 4.
Role o f motivation in language teaching
Research indicates that motivation significantly influences success in second language (L2) learning, with a positive attitude being a key factor (Gardner, 1985) Carol (1997) identifies critical elements in L2 acquisition, including aptitude, opportunity or method, and motivation, emphasizing that motivation directly correlates with the time learners dedicate to language study She asserts, “the more motivation a learner has, the more time he or she will spend learning an aspect of a second language.”
Moreover, Labonde (1982), based on the findings made by Gardoer and Lambert
- Motivation and attitudes are important factors, which help to determine the level o f proficiency achieved by different learners.
- The effects of motivation appear to be separated from the effects o f aptitude The most successful learners will be those who have both talent and a high level o f motivation for learning,
Meanwhile, Domyei (2001) describes a process model o f language learning motivation
He believes that motivation needs to be generated, maintained actively and protected and retrospectively evaluated.
In summary, motivation plays an important role in the success o f L2 learners It helps L2 learners find and maintain interest in learning a second language and is worth attention o f language teachers.
Factors affecting students’ motivation in learning reading
There are several ways for the teacher to activate their students’ motivation In order to have an effective one, it is essential to examine factors affecting their motivation.
The literature review reveals a scarcity of studies examining the factors influencing students' motivation in learning to read in a foreign language Nonetheless, researchers generally agree on several common factors that impact this motivation, which can be categorized into two main groups: student-related factors and teacher-related factors.
Background knowledge plays a crucial role in influencing students' motivation, particularly in reading skills It encompasses the existing information students have on a specific topic, which is essential for comprehension Roller (1990) notes that background information is especially beneficial when engaging with moderately unfamiliar texts Similarly, Aebersold and Field (1997) emphasize its significance in language learning Without adequate background knowledge, students struggle to participate in activities, particularly reading, leading to a diminished interest in the material.
Linguistic knowledge, including vocabulary and grammatical structures, significantly impacts students' motivation when reading According to Aebersold and Field (1997), understanding vocabulary and structures is essential for grasping the meaning of a text, particularly for second or foreign language learners who often express a need for more language skills to comprehend sentences effectively When these learners struggle with limited language knowledge, they may find it challenging to engage with reading materials, leading to discouragement and a reluctance to explore the text further Consequently, this situation influences the reading teacher's approach to addressing the specific needs of their students.
Students’ reading strategies significantly influence their motivation to engage with texts Defined as plans for addressing challenges in meaning construction (Duffy, 1993: 232), these strategies encompass a range from basic vocabulary tactics, like consulting a dictionary, to more complex approaches, such as relating the material to prior knowledge Effective reading strategies, including summarizing, predicting, and clarifying, can be taught and practiced through reading lessons, enhancing both comprehension and reading efficiency Importantly, these strategies enable readers to actively process texts and make connections to their existing knowledge and other content Therefore, flexibility in employing various strategies is crucial; without it, students may find their reading expectations unmet If students lack these essential strategies, it is the teacher's responsibility to provide the necessary support.
Teacher factors, including experience and education, play a crucial role in the effectiveness of reading lessons Educators and linguists emphasize that different techniques should be employed at various stages of a reading lesson, particularly during the pre-reading stage If teachers fail to select appropriate strategies, students may become confused and disengaged with the reading material Ultimately, the activities and methods used by teachers significantly influence students' motivation to develop their reading skills.
A DAPTATIO N
Context and reasons for adaptation
Adapting educational materials is essential for enhancing accessibility and utility for learners The rationale behind these adaptations has evolved over time, influenced by advancements in research and a deeper understanding of language acquisition and teaching practices.
In their 1993 work, Me Donough and Shaw emphasize the importance of adapting teaching materials, referencing Madsen and Bowen's 1978 insights on achieving "congruence." They highlight that effective adaptation involves aligning various elements, including teaching materials, methodology, student needs, course objectives, the target language and its context, as well as the teacher's personality and teaching style This ongoing process is essential for effective teaching and learning outcomes.
Me Donough and Shaw highlight a key concern regarding communicative language teaching, emphasizing that it often leads to an unsystematic approach to grammar presentation They argue that a systematic approach to grammar is essential for effective language learning.
Reading passages contain too much unknown vocabulary.
Comprehension questions are too easy, because the answers can be little directly from the text with no real understanding.
Not enough guidance on pronunciation.
Subject-matter inappropriate for learners o f this age and intellectual level
Photographs and other illustrative material not culturally acceptable.
No guidance for teachers on handling group work and role play activities with a large class.
Cunningsworth (1995) highlights the complexities of adapting educational materials, identifying various factors that influence this process Key considerations include the classroom dynamics, the personalities of both teachers and students, the availability of resources, and the learners' expectations and motivations.
According to this author, adaptation is also appropriate w hen materials are not ideal, as presented in the following:
Methods (e.g., an exercise may be too mechanical, lacking in meaning, too complicated.).
Balancing language content is crucial; excessive focus on grammar can hinder quick learning, while insufficient attention to challenging aspects can impede progress Additionally, ensuring that subject matter is engaging and relevant is essential, as outdated or inauthentic topics may fail to capture students' interest.
Balance o f skills (e.g., there may be too much emphasis on skills in the written language or skills in the spoken language, or there may not be enough on integrating skills)
Progression and grading (order o f language items may need to be changed to fit an outside syllabus or the staging may need to be made steeper or more shallow).
Cultural content (cultural references may need to be omitted or changed).
Image (a course book may project an unfriendly im age through poor layout, low quality visuals, etc.).
Techniques o f adaptation
When considering techniques for adapting teaching-learning materials, it is helpful to reference the five categories proposed by McDonough and Shaw (1993): adding, deleting, modifying, simplifying, and re-ordering.
When a teacher identifies that a specific skill or sub-skill is adequately covered but not sufficient for a particular group of learners, they can enhance the learning experience by adding more exercises of the same type For instance, if a textbook includes a vocabulary activity where students select the odd one out from a list of words like incompetent, indefinite, inflammable, intolerable, and incoherent, the teacher can supplement this by introducing additional sets of similar exercises.
When exercises are abundant, teachers may still find value in reinforcing learning through creative tasks, such as asking students to develop their own "odd one out" sets This approach encourages multiple valid answers, fostering critical thinking as students defend their choices based on various criteria like phonetics, grammar, or spelling By allowing diverse perspectives, this method enhances the overall learning experience and maximizes students' potential.
The technique involves eliminating unnecessary content to focus on essential skills For instance, a textbook includes extensive sections on pronunciation, featuring detailed phonetic explanations and exercises on stress and intonation However, since students are preparing for an examination that emphasizes reading comprehension and writing skills, the teacher deems the students' pronunciation sufficient for their current needs and chooses to skip this section to maximize valuable class time.
Modification can occur at various levels in the teaching process For instance, a teacher might choose to alter comprehension questions linked to a valuable reading passage if those questions are overly mechanical This often happens when students can answer them by simply extracting sentences from the text, rather than demonstrating a true understanding of the material As noted by Nuttall (1982:132), such adjustments are essential for enhancing comprehension.
Inferential questions are essential for enhancing comprehension, as they require students to "read between the lines" and understand implied meanings rather than just explicit statements These types of questions are more challenging than literal comprehension and reinterpretation questions, demanding a deeper understanding of the text to uncover its implications.
While simplifying content can be beneficial, it carries risks such as the potential loss of authenticity for specific learner groups Over-simplifying grammatical rules may render them ineffective, as highlighted by McDonough and Shaw (1993:93) in their discussion of adverb rules.
To tell learners that adverbs are always formed by adding M y’ does not help them when they come across ‘friendly’ or ‘brotherly’, nor does it explain why
‘hardly’ cannot be formed from ‘hard’.
I f grammatical rules are going to be simplified, it might be safer to call the simplified rule a temporary guideline.
However, simplifying instructions and explanations can be very helpful to learners, and teachers should think seriously about applying this standard procedure.
Re-ordering lessons at the unit level can be beneficial when a teacher believes that a specific textbook lesson would be more effective at a different point in the curriculum However, this adjustment should be approached with caution, as textbook authors typically invest significant effort into creating a logical sequence of units Therefore, teachers must have compelling reasons for altering the established order of lessons.
Rearranging exercises and activities within units can reduce complications and enhance learning This approach allows for a stronger focus on areas where students require additional practice and enables the integration of supplementary materials effectively.
This chapter has provided a comprehensive review of relevant literature on teaching reading, focusing on the role and types of pre-reading activities It has thoroughly examined concepts of motivation, particularly in the context of learning a second or foreign language, highlighting its crucial impact on reading skills Additionally, the chapter discusses various factors influencing students' motivation and outlines the importance of adapting pre-reading activities, along with detailed techniques for effective adaptation.
Chapter three presents the research method, the participants o f the study, the data collection instrument, and the research procedure of the study.
RESEARCH METHOD: AN ACTION RESEARCH
Reasons for using Action Research
The researcher o f this study used AR because o f the reasons bellow:
Action research focuses on addressing her specific challenges, allowing her to take immediate action when she is ready This method not only yields prompt results but also enhances her understanding of teaching practices Additionally, it offers alternative perspectives for tackling teaching questions and problems, enabling her to critically examine her own methods and achieve the study's objectives.
The ultimate aim is for AR to become part o f the general attitude o f the teacher, leading the teacher to become “reflective” or introspective about classroom practices (Nunan,
1989) Such a teacher-researcher is constantly reflecting on her/his practices, experimenting, evaluating the effects of the experiment, and then changing her/his practices if the effects are positive.
According to some experts, it is “a cycle o f posing questions, gathering data, reflection and deciding on a course o f action”.
Action Research Procedure
(2) collection data The process o f doing action research
(1) indentifying a focus o f (3) analyzing data/ interest or a problem generating hypotheses
'spiral to next (4) planning circle' SITUATION action stePs
(7) analysis and (5) im plem enting evaluation action steps
(6) collecting data to m onitor change
(Adapted from Somekh in McBride [1989])
P A R T I C I P A N T S O F T H E S T U D Y
The researcher
The action research study was conducted during the first semester of the 2007-2008 school year at NTTC, led by the researcher who served as the reading teacher With five years of teaching experience, the researcher is well-regarded for her contributions to education.
The o bservers
Two experienced teachers from NTTC were invited to observe all reading activities during the lessons after being briefed on the research objectives and familiarized with the observation worksheet.
Subjects o f the study
The number o f students participating in the research was 45 students (thirty two females and thirteen males).
The study focused on first-year non-English majors from class NK4 at NTTC, comprising students aged 19 to 21 Among them, half had no prior experience in learning English, while the others had studied the language in high school, albeit with limited proficiency Over a span of fifteen weeks, these students participated in 75 class periods of English lessons, which included a total of eleven reading sessions.
D A TA COLLECTION INSTRUM ENTS
Q uestionnaires
Questionnaires enable researchers to efficiently gather data, making it straightforward to summarize, analyze, and report the findings Additionally, they provide participants with the chance to openly share their perspectives and interests regarding teaching and learning reading.
The questionnaire instructions and questions were in Vietnamese for students for better comprehension
The Questionnaire 1, rooted in Gardner’s Attitude/Motivation Test Battery (AMTB), aims to gather insights into students' intrinsic and extrinsic motivation as well as their attitudes towards language learning This tool, developed by Gardner in 1985 and referenced by Williams and Burden in 1997, serves to assess the motivational factors influencing language acquisition among learners.
It was administered to the students at the beginning o f the term It consisted o f 5 questions (see Appendix 1).
Question 1 and 2 collected information about the students’ attitudes towards learning English.
Question 3 and 4 investigated students’ frequency of using English in their daily life as well as in their future job.
Question 5 gathered information about students’ needs o f learning English, whether they wanted to study English if they had a choice.
The study aimed to identify the causes of the problem and assess students' interest in activities during the initial six weeks According to Williams and Burden (1997:125), understanding which activities students find personally significant can help enhance their motivation for other tasks Additionally, the questionnaire provides an opportunity for students to share their own suggestions.
Questionnaire 2 consisted o f 7 questions These questions were given to the students in class after they ju st had a reading lesson in week 6 This questionnaire given to each o f the students was completed in about 10 minutes During their completion of the questions the students were asked not to exchange ideas so that their answers could be more truthful.
Question 1 collected information about the students’ attitude to reading texts during the first six weeks (five reading lessons in total).
Question 2 gathered the data about how pre-reading activities affect students’ interest in learning reading.
Question 3 was used to find out the students’ comments about the role o f pre-reading activities in creating interest in learning reading Students’ other ideas were also expected.
Q u e s tio n 4 c ollected in f o r m a t io n a b o u t the e ffe c t o f p r e - r e a d i n g a c tiv itie s o n the in te rest o f stu d e n ts in l e a r n in g rea d in g
Question 5 collected information about teachers’ frequency in using pre-reading activities in class.
Question 6 was used to gather information about students’ attitudes on pre-reading activities listed in question 4.
Question 7 asked students to list any activities that the researcher had not done in class but they would like to do again.
Questionnaire 3 was given to the students after 6 weeks o f the action plan implementation It aimed to find out information on students’ attitudes on modified pre- reading activities and the effects o f modified pre-reading activities on their motivation in learning reading (Appendix 3)
O bservations
Two observers meticulously documented the interactions and activities of a teacher-researcher and her students in a real classroom setting This observational method aimed to assess student motivation, interest, and effectiveness, while also analyzing their work habits, interactions with the teacher, responses, and both on-task and off-task behaviors.
The class was observed in 6 weeks with some modified pre-reading activities The observers were given the observation sheets before each lesson.
3.3.2.1 Description o f Observation sheet I, on-task behavior.
An observation sheet, adapted from Hopkins (1985) and Peacock (1997), was utilized to gather data on student behavior and motivation levels influenced by modified pre-reading activities during reading lessons In a series of six lessons, each student, identified by a number from 1 to 45, was observed eight times for a duration of 10 seconds per observation, following a consecutive, clockwise pattern around the classroom.
The observation started 2 minutes after the students began the first activity in each lesson.
Students were rated on their engagement during reading lessons, with a score of '1' indicating active participation and focus on the task, while a score of '0' denoted disengagement or disruptive behavior Observations were made every 10 seconds for each student, capturing their behavior until all students had been assessed eight times throughout the lesson This process allowed for the calculation of an overall "on-task percentage" for the class In total, each student was observed 48 times across six lessons, with all data on-task behavior meticulously recorded in observation sheets.
3.3.2.2 Description o f Observation sheet 2, overall class motivation
Observation sheet 2 was utilized to evaluate the overall class motivation resulting from modified pre-reading activities, featuring seven key components of motivation These components included the appropriateness and challenge of the activities, as well as learner interest, enthusiasm, persistence, enjoyment, concentration, and active involvement in learning tasks Each component was rated on a scale from 1 (low) to 5 (high), with 3 representing an average score The total score for each of the six reading lessons ranged from 7 to 35, allowing for a quantifiable assessment of student motivation based on the scores from each lesson.
After completing the on-task behavior observation for each lesson, the overall class observation commenced, with the observation sheet finalized as the lesson neared its end (Peacock, 1997).
PROCEDURES OF ACTION RESEARCH
Identifying the focus o f the students’ problem
After six weeks of teaching Class NK4, the researcher observed a lack of motivation among students during reading lessons This disengagement was evident as they failed to focus on class activities, distracted themselves with personal tasks, and did not finish their reading assignments.
Collecting data to identify the causes o f the students’ problem
A questionnaire administered to students after the sixth week of reading lessons revealed the primary factors contributing to their low motivation in reading classes This survey aimed to explore students' attitudes towards reading, as well as their actual experiences and challenges in learning the reading skill.
Analyzing data
Analysis of student questionnaires revealed that low motivation in reading was primarily due to a lack of vocabulary, hindering their ability to answer pre-reading questions and complete follow-up exercises Additionally, unfamiliar words in texts posed challenges in both pronunciation and comprehension The reliance on textbook pre-reading activities, which featured unengaging photographs that were often too small or unclear, further diminished student interest These findings suggest that enhancing vocabulary preparation and adapting pre-reading activities—such as incorporating engaging introductions, varied questions, and larger, more vibrant images—could significantly boost student motivation in reading.
Planning action
To address the issue of low reading motivation among students, an action plan was created that includes pre-reading activities aimed at enhancing their engagement This plan is based on the factors influencing students' motivation to read, insights gathered from a questionnaire regarding their responses to the causes of low motivation, and various adaptation techniques.
Implementing action steps
The action plan was executed over six weeks, from week seven to week fourteen, involving students from class NK4 who had one English class per week, with two periods dedicated to reading lessons The researcher, who was also the teacher, collaborated with two additional teachers to observe student behavior and overall class motivation, assessing factors such as interest, enthusiasm, concentration, participation, persistence, and enjoyment during lessons Throughout the six-week implementation, the researcher introduced various modified pre-reading activities At the end of the term, a survey was conducted to gauge students' attitudes towards these new pre-reading activities.
Collecting dada to monitor change
After six weeks’ implementing the action plan, some data about the students’ motivation in reading lessons was gathered through the second questionnaire and the observation checklists.
Analyzing data and evaluating the change
Post-data collection aimed to assess student participation in modified pre-reading activities The action research (AR) was evaluated using the collected data, leading to important findings Based on the AR evaluation results, several recommendations were proposed to enhance student engagement.
S U M M A R Y
This chapter presents the research method and various data collection instruments employed in the study It discusses the rationale behind the chosen methodology and analyzes preliminary results to identify the factors contributing to students' low motivation An action plan featuring pre-reading activities was developed and executed over an eight-week period The effectiveness of this plan was assessed through post-data analysis collected after the implementation, leading to an evaluation of the action research outcomes.
The action research aimed to enhance the motivation of first-year non-English major students in class NK4 to improve their reading skills.
PRELIM INARY R E SU L T S
Data from questionnaire 1 (Appendix 1)
The initial questionnaire aimed to gather insights into students' intrinsic and extrinsic motivation, as well as their attitudes toward learning English, prior to the action research Administered at the start of the term, the results highlighted the varying levels of motivation and perspectives among the students regarding their English learning experience.
Table 4.1: Students ' comments towards learning English
Learning English easy not so difficult difficult
Question 1 collected information about how the students felt about learning English Over three quarters o f the total students (78%) thought that it is difficult On the other hand, about one fifth (20%) said learning English was not so difficult Only one student (2%) believed that learning English is easy The fact that all o f students at NTTC are non-English majors (as mentioned in chapter 1) helps make it clear that these subjects’ background o f English is generally poor To put it more precisely, they are below elementary level.
The analysis of responses to question 2 reveals a clear division in students' attitudes towards learning English, highlighting both interest and disinterest The findings are summarized in Table 4.2, which illustrates these results in detail.
Table 4.2: Students ’ attitude towards learning English
Learning English interesting so so boring
A surprising 78% of students perceived English as a challenging subject, yet 69% found it interesting, indicating a strong engagement with the language Additionally, 22% considered it average, possibly due to the obligation of studying it in school, while only 9% expressed feelings of boredom or fear towards learning English Overall, these statistics suggest that the majority of students possess intrinsic motivation to learn English.
Table 4.3: Students 'frequency in using English in future life.
According to Table 4.1.3, a significant majority of students (77%) expressed a desire to learn English, citing its occasional usefulness for their future In contrast, 20% of the students did not see the necessity of learning English and had no plans to use it in the future Only 2% of the students indicated that they would consistently utilize the language.
Table 4.4: Students ’frequency in using English in their futu re job.
A significant 89% of students believe that their future careers in music will not require the use of English, while only 11% anticipate occasional needs for the language in their professional lives.
Table 4.5: Students' preference fo r learning English
The percentage (%) 66 25 9 a= will study English b= will study English if necessary c= will never study English
Question 5 collects information about students’ preference for learning English Although m ost of students hold the view that they did not use English in their future job, the results in question 5 show that they are really interested in learning English A large number o f students (66%) really wish to learn it, 25% want to learn English if necessary, while 9% do not want to learn.
Data from questionnaire 2 (Appendix 2 )
This questionnaire was carried out after 6 reading lessons to determine the reasons why they had low motivation in learning reading texts.
Chart 4.1: Students ’ attitudes towards the topic areas o f the reading texts
Question 1 collects information about the attitude o f the students towards the topic areas of the reading texts.
According to the chart, 20% of students found the reading text topics easy, while 67% considered them suitable, and only 13% perceived them as difficult.
This result shows that the topic areas o f the texts are generally suitable to the majority o f students (87%), therefore they are not the reason for students’ demotivation in reading lessons.
Chart 4.2: Factors affect students’ motivation in learning reading texts
■ Lack of preparation for reading tasks
Chart 4.2 represents factors which may affect students’ motivation when dealing with reading tasks Actually, there are several elements that can be counted on The most influential is the students’ limited vocabulary Accordingly, 58% o f the students find that if they experience a great deal o f new or difficult vocabulary in the text, their motivation for reading will certainly be decreased In addition 27% o f respondents believe the lack o f preparation for reading tasks should be the second factor Clearly, readers’ motivation will not be high if they are asked to read the text without any preparation Meanwhile, 15% think o f the lack o f background knowledge o f the topic in the reading text Besides these m ain factors, nearly half o f students (42%) blame the black and white photographs for their negative impact on their motivation As mentioned in previous chapter, the main type o f pre-reading activity in New Headway elementary is to use photographs to match with the sentences or paragraphs in the text or conversely, looks at the photographs to complete the sentences This proves that these photographs affect students' motivation in processing information.
To enhance students' motivation in reading, it is essential to address key factors such as vocabulary, preparation, and background knowledge of the topic Additionally, replacing photographs prior to reading can significantly improve engagement and comprehension.
Chart 4.3: Influence o f pre-reading activities on students' motivation in reading
The survey also seeks for students’ attitudes towards the influence o f pre-reading activities on their motivation for reading (Question 3).
A recent survey indicates that 53% of students recognize the connection between pre-reading activities and their motivation to read These students believe that engaging in preparatory tasks enhances their eagerness to tackle reading passages However, nearly half (47%) express dissatisfaction with the pre-reading activities provided in their textbooks, citing a lack of interest and suitability for their language proficiency levels as potential reasons for their low appreciation.
Chari 4.4: Students' comments about pre-reading activities in their reading texts.
E Able to increase students’ motivation for reading
□ Unable to enhance students’ motivation for reading
Question 4 collects the comments o f the students on pre-reading activities in the textbook.
According to the data presented in pie chart 4.4, a significant majority of students (51%) perceive pre-reading activities in their textbooks as monotonous, while 42% believe these activities do not effectively boost their motivation to read Many students find these activities unengaging, which hinders their interest in the text As highlighted earlier, the pre-reading tasks, primarily consisting of guiding questions, often fail to capture students' attention Conversely, only a small fraction of students (7%) express satisfaction with the pre-reading activities provided in their books.
Question 5 deals with the frequency o f the teacher’s using pre-reading techniques in a reading lesson, (page 37)
Chart 4.5: Students 'frequency o f using pre-reading activities
According to Chart 4.5, the most commonly employed technique by teachers is explaining the instructions of the text, followed closely by providing a brief introduction In contrast, strategies such as pre-teaching new vocabulary, posing pre-reading questions, and facilitating discussions are utilized infrequently Notably, certain activities, including students brainstorming related words, structures, or ideas, as well as predicting the text's content, are never implemented during the pre-reading stage.
Chart 4.6: Students' preference towards teacher's pre-reading activities.
10 % activity 1 act 2 act 3 act 4 act 5 act 6 act 7
Chart 4.6 shows students’ preferences for these pre-reading activities employed by their teacher It is surprising to find out some striking features between the frequent order of the activities and students’ preferences for these activities Firstly, pre-teaching new vocabulary and using discussion about the topic o f the text appear to be interesting despite the fact that they are rarely applied by teachers For students, these activities are viewed as an incentive, an inspiration for the text Moreover, after these activities, students find it easier to comprehend the reading passage, to find the main ideas and to remember important points in the text When discussion occurs, more profound information about the text can be achieved, i.e the role o f students in class is improved, thus their motivation for reading should be enhanced, and their speaking skill can be upgraded as well Secondly, some frequently used activities such as giving a brief introduction to the text, using pre-reading questions or giving instructions of the text are viewed as common Because they are applied very often so the students no longer find it interesting Finally, getting students to brainstorm words, structures or ideas related to the topic o f the text, having students predict the content o f the text are spotted to be boring In fact, most o f students are non-English majors, which makes it difficult for them to predict the content o f the text as well as explaining their ideas in English
Chart 4 7; Other teacher’s pre-reading activities students prefer.
In response to question 7, 15% of students indicated a preference for incorporating games into pre-reading activities, while a significant 85% expressed a desire for their teacher to focus more on vocabulary instruction These students emphasized the importance of understanding new word meanings and requested simpler pre-reading questions and engaging introductions to the texts to enhance their ability to predict content.
The results collected from the questionnaire 1 help the researcher find out the information regarding each student’s intrinsic and extrinsic motivation, and their attitude towards learning English as follows:
Table 1 (page 31) reveals that many students perceive learning English as challenging, which contributes to their negative preconceived notions about the language This mindset ultimately results in decreased motivation for reading in English.
Despite students expressing challenges in learning English, as shown in Table 2 (p.31), they still regard it as an engaging subject This indicates that they possess intrinsic motivation for learning English.
As Harmer (2001:51) states that intrinsic motivation ‘comes from the individual’.
Table 3 (p.32) indicates that students recognize the necessity of English in their lives, with most acknowledging its importance They believe they will occasionally use English in their daily activities, demonstrating that their understanding of its advantages fosters intrinsic motivation to learn the language.
Table 4 highlights that learners are motivated to study English due to its interesting nature and its practical benefits in daily life, although this motivation does not extend to their future career in music teaching.
Table 5 highlights students' motivation to learn English, showing that they would choose to study the language even if given the option to select otherwise This aligns with the findings of Bomia (1997) and Maehr (1984), which emphasize the significance of motivation in students' learning processes.
“refers to a student’s willingness, need, desire and compulsion to participate in, and be successful in the learning process”.
The statistics in table 5 show a fact that the students’ parents would like them to learn English This means they have extrinsic motivation in learning it.
The findings from questionnaire 1 indicate that NTTC students exhibit both extrinsic and intrinsic motivation for learning English However, a notable concern is that many students perceive reading as the most challenging and tedious of the four skills, often expressing boredom during reading lessons Observations reveal a low level of motivation among students regarding reading, with some showing reluctance to engage in reading activities and others approaching the text with little interest.
It's clear to reading teachers that many textbooks are commercially driven and may not cater to the specific needs of their students Consequently, pre-reading activities often fail to align with students' levels and background knowledge, leading to boredom and disinterest in both learning English and reading.
PLAN OF A C T IO N
The researcher developed a lesson plan that enhances pre-reading activities to boost student engagement in reading, as outlined in Appendix 6 Key modifications included providing additional pre-reading questions, offering a brief text introduction, and pre-teaching new vocabulary Furthermore, the researcher replaced existing picture-based activities with larger, more colorful images to improve student interaction These adjustments aim to facilitate quicker and easier comprehension of the text, enabling students to answer questions more effectively.
DATA COLLECTED AFTER SIX WEEKS OF ACTION PLAN IMPLEM ENTATION
Data from questionnaire 3 (Appendix 3)
Chart 4.8: Students' attitudes towards modified pre-reading activities
After implementing new modified pre-reading activities, an impressive 97% of students reported satisfaction, with only 3% still facing challenges in reading comprehension—6% less than before Many students expressed a desire for these activities to be extended, indicating a need for better preparation prior to reading This positive feedback supports the hypothesis that modified pre-reading activities effectively enhance student motivation in reading.
The data from observation sheet 1 (Appendix 4 )
Table 4.4.2: Results from student- behaviour during 6 weeks o f action plan implementation.
In section 3.3.2.1 of chapter 3, observation sheets were utilized to measure students' on-task behavior during modified pre-reading activities in the observed lessons The on-task behavior for each student was determined by aggregating the total instances rated as "on-task" and "off-task" throughout the lessons.
During the six weeks of the action plan implementation, the distribution of student on-task and off-task behavior revealed significant engagement levels Approximately 48.9% of students scored above 34 out of a maximum of 48, indicating they were consistently on-task In contrast, 44.4% of students scored between 30 and 33, showing moderate participation, while only 6.6% of students had lower scores ranging from 27 to 30, reflecting minimal involvement Overall, the findings highlight a relatively high level of student participation in class activities throughout the duration of the study.
Data from observation sheet 2 (Appendix 5 )
The overall class motivation generated by modified pre-reading activities was evaluated using observation sheets, focusing on seven key motivational criteria: interest, concentration, persistence, and involvement, among others Student motivation levels were scored on a scale from 1 (low) to 5 (high), with 3 representing the average The findings from the motivation scores across six reading lessons are summarized in Table 4.4.3.1.
The implementation of modified pre-reading activities significantly enhanced overall class motivation, as evidenced by an increase in scores from 25 to 30, out of a possible total of 35 This demonstrates the strong motivational impact of these tailored pre-reading strategies.
EVALUATION OF ACTION P L A N
Based on the findings from questionnaire 3 and observation sheets, the research revealed that students in class NK4 exhibited positive behaviors and attitudes towards the modified pre-reading activities implemented during reading lessons Additionally, the overall motivation of the class increased as a result of these activities over the six-week action research period.
MAJOR F IN D IN G S
M ajor findings from preliminary resu lts
The students’ low motivation in reading lessons resulted from the inappropriate pre- reading activities in comparison with their levels o f English as well as their background knowledge.
Major findings from post-data
Modified pre-reading activities significantly enhanced students' motivation for reading As a result, students engaged more deeply in reading lessons and actively participated in these activities with both interest and enjoyment.
R E C O M M E N D A T IO N S O N T H E U S E O F C O M M E R C I A L B O O K S IN G E N E R A L
This study found that enhancing pre-reading activities can significantly boost learner motivation during reading lessons, with nearly all students expressing positive feedback on these modifications Based on these findings, several recommendations can be made to improve reading instruction.
New Headway Elementary (by Liz and John Soars, 2004) serves as the official textbook for first-year non-English major students at NTTC, despite being a commercial book not specifically designed for this audience As emphasized in the previous chapter, instructional materials play a crucial role in shaping classroom dynamics O'Neill (1990) highlights that while materials may not be tailored for specific student needs, they can still be effective and adaptable Therefore, teachers must consider their students' levels and background knowledge when utilizing this textbook, ensuring appropriate material adaptations to meet both educational objectives and student requirements.