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TABLES OF CONTENTS
Statement of authorship i
Acknowledgements ii
Abstract iii
Table of contents 1
CHAPTER ONE INTRODUCTION 3
1.1 Background of the study 3
1.2 Aims of the study 3
1.3 The significance of the study 4
CHAPTER TWO LITERATURE REVIEW 5
2.1 Definition of reading 5
2.2 The importance of reading 5
2.3 Some reading skills 5
2.3.1 Skimming 5
2.3.2 Scanning 6
2.3.3 Inferring 6
2.3.4 Guessing the meaning from context 6
2.3.5 Answering comprehension question 6
2.4 Factors influence the progress of reading in language learning 7
2.4.1 Reader variables 7
2.4.2 Text topic and content 8
CHAPTER THREE THE METHODOLOGY 9
3.1 Researcher 9
3.2 Research questions 9
3.3 Subject 9
3.4 Setting 9
3.5 Data collection instruments 9
3.5.1 Textbook analysis 10
3.5.2 Questionnaire 10
3.5.3 Observation 12
3.6 Data collection procedure 13
3.6.1 Textbook analysis procedure 13
3.6.2 Questionnaires procedure 13
3.6.3 Observation procedure 13
CHAPTER FOUR RESULTS AND DISCUSSIONS 14
4.1 Results 14
4.1.1 Results of textbook analysis 14
4.1.2 Results of questionnaires 19
4.1.3 Results of observation 35
4.2 Discussions 40
4.2.1 Research question (1) 40
4.2.2 Research question (2) 41
CHAPTER FIVE CONCLUSIONS AND RECOMMENDATIONS 42
5.1 Conclusions 42
5.2 Recommendations 42
5.2.1 For the textbook 42
5.2.2 For teachers 43
5.2.3 For students 44
5.3 Limitations of the study 49
REFERENCES 51
APPENDIXES 52
Appendix 1a 52
Appendix 1b 55
Appendix 2 58
Appendix 3 62
 
 



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the task: Talk about the role of music in your lives.
Unit 13: FILMS AND CINEMA
Lesson A: Reading (English 10, p. 132-p.134)
Shape of the lesson
Activities/Tasks
Comments
“Before you read”
Work with a partner. Answer the questions.
- The task is for introducing the topic, the new lesson, not for pre-reading.
- Add pre-reading activity such as true/false statements prediction, or predict what the text will say.
“While you read”
- Task 1: Find the word in the passage that can match with the definition on the right column.
Task 2: Work in pairs. Answer these questions.
- Task 3: Decide which of the options below is the best title for the passage.
- The orders of the tasks are not proper.
- Change the orders of the tasks: task 1, task 3, and task 2.
“After you read”
- Task 4: Work in groups. Talk about the passage, using the cues bellow.
- The task is suitable.
UNIT 14: THE WORLD CUP
Lesson A: Reading (English 10, p. 142-p.144)
Shape of the lesson
Activities/Tasks
Comments
“Before you read”
Work with a partner. Answer the following questions.
- The task can be used for pre-reading. However, it is better to add more questions.
“While you read”
- Task 1: The words in A appear in the reading passage. Match them with their definitions in B.
- Task 2: Scan the text and complete each of the following sentences with a word or a number.
- Task 3: Read the text again and decide whether the following statements are true (T) or false (F). Correct the false ones.
- The orders of the tasks are not proper.
- Use task 3 as pre-reading activity.
- Maybe, add some questions as Task 4: Answer questions.
“After you read”
- Task 4: Work in groups. Talk about the events mentioned in the passage, using the following figures as cues.
- The task is proper.
Unit 15: CITIES
Lesson A: Reading (English 10, p. 156 – p. 158)
Shape of the lesson
Activities/Tasks
Comments
“Before you read”
- Work in pairs. Below are some well-known places in New York. Match the names to the pictures.
- Answer the questions.
- The task is for introducing the topic, the new lesson, not for pre-reading.
- Use task 2 for pre-reading activity.
“While you read”
- Task 1: The words in A appear in the reading text. Match them with their definition in B.
- Task 2: Decide the whether the statements are true (T) or false (F).
- Task 3: Answer the questions.
- The orders are not proper.
-Change the orders: Task 2, task 1, and task 3.
“After you read”
- Task 4: Work in groups. If you could visit New York, which place(s) of interest there would you like to see? Why?
- The task is not easy for the student do well because New York is not familiar to the students.
- Change the task: Talk about a city in Vietnam that you want to visit.
Via analyzing some Reading lessons of the textbook English 10, something wrong was found as following:
- The shape of the reading lessons often has no pre-reading activity.
- The suggested activities are not very plentiful.
- The orders of the tasks are not very proper.
- Some tasks are over students’ ability.
4.1.2 Results of questionnaires
4.1.2.1 Questionnaire for students
Table 4.1.1 The students’ habit of reading
Question 1
Every day
Once to twice
Never
Other ideas
CNotes:
count / number of responses
% percent
C
%
C
%
C
%
After class, how often do you read a week?
41
20.8
63
32.0
93
47.2
0
0
The number of the students who read everyday is much less than the others who rarely read. It is the fact that a large amount of the student (79.2%) has no habit in reading.
Table 4.1.2.a The students’ interest in reading
Question 2
Yes
No
C
%
C
%
Do you like reading?
151
76.6
46
23.4
The answers to the questions reveal that the number of students who like reading is more than those who do not like reading three times. It means the students may still like reading.
Table 4.1.2.b The students’ interest in reading
Question 3
The content is poor
The topic is useful
The topic is not interesting
Other ideas
- The text is good
- The topics are new
C
%
C
%
C
%
C
%
When you read, you feel…
29
14.7
37
18.8
46
23.4
105
53.3
More than half of the students support the content and the topics of reading text in the textbook. However, the others (38.1%) do not agree, they maybe want the text to be changed.
Table 4.1.2.c The students’ interest in reading
Question 4
Difficult
Easy
Very difficult
Very easy
C
%
C
%
C
%
C
%
In your opinion, learning reading is…
91
46.2
21
10.7
28
14.2
57
28.9
Over half of the students feel reading is difficult, and a few of them (39.6%) feel reading is not difficult. This may be the problems of reading classes because the negative feelings can prevent the students from reading.
Table 4.1.3.a The students’ preparation vocabulary for reading
Question 5
Every reading lesson
Sometimes
Never
Other ideas
C
%
C
%
C
%
C
%
How often do you prepare new words for reading lessons?
49
24.9
52
26.4
96
48.7
0
0
The table shows that 26.4% of the students “sometimes” prepare vocabulary for reading, and 48.7% of them “never” do. It means 75.1% of them do not prepare well and 24.9% of them do well. After all, there is no doubt that the students do not prepare for their reading lessons may be one of the problems in reading.
Table 4.1.3.b The students’ preparation vocabulary for reading
Question 6
Every day
Sometimes
Never
Other ideas
C
%
C
%
C
%
C
%
How often do you learn new words at home?
84
42.6
87
44.2
26
13,2
0
0
The table also reflects there are less than half of the students (42.6%) learn the vocabulary “everyday”. It means many the students do not learn the vocabulary at home. This problem can make the students lack vocabulary for better reading.
Table 4.1.4.a The students’ memory in learning vocabulary
Question 7
More than 70%
50% - 70%
Less than 50%
Nothing
C
%
C
%
C
%
C
%
How many percents of new words you can learn by heart in class?
21
10.7
86
43.6
79
40.1
11
5.6
According to the result, there are only 10.7% of the students learn the vocabulary well in class as soon as the reading class finishes. It is possible to say that most of them are not able to remember the words quickly.
Table 4.1.4.b The students’ memory in learning vocabulary
Question 8
More than 80%
60% - 80%
About 50%
Less than 50%
Other ideas
C
%
C
%
C
%
C
%
C
%
You can remember about … of the words, you learn.
12
6,1
7
3.6
86
43.6
92
46.7
0
0
As we have known, the number of the words can be taught is more than 5 and less than 8 words. It is not too much. However, there are only 6.1% of the students are able to remember the words they learn quite well. It means many students are not able to remember well.
Via the results of question (7) and question (8), it is possible that the students have no good memory in learning vocabulary.
Table 4.1.5 The teachers’ using techniques in teaching vocabulary
Question 9
Always
Often
Sometimes
Rarely
Other ideas
C
%
C
%
C
%
C
%
C
%
How often does your teacher elicit the words in reading lessons?
31
15.7
57
28.9
68
34.6
41
20.8
0
0
Whether the teacher uses techniques to elicit the words is very important, because images, actions, and explanations can make impression on the students. They Giúp the students remember the words more easily and better.
However, it is the fact that the teachers do not often use techniques for eliciting vocabulary. 54.4% of the students admit their teachers “sometimes” or “rarely” teach new words with techniques.
Therefore, it is not doubtful; the teachers do not often use techniques to elicit the words for their students to guess. This can make the students remember the words difficultly.
Table 4.1.6.a The students’ skills in reading
Question 10
What you have already known about the topic
Vocabulary related to the topic
Predict what the text will give you
Nothing
C
%
C
%
C
%
C
%
Before reading, what do you think of?
41
20.8
96
48.7
46
23.4
24
12.2
To prepare for reading, the students also have to use proper skills. However, the result reflects that the students have no skills for pre-reading. Half of them still think very highly of vocabulary in reading texts and approximately 1/8 of them think nothing about the topic. And 44.2% of the students seem to have skill to prepare for reading.
However, frankly speaking, more than half of the students have no skills for preparing reading. This is also obstacle of reading.
Table 4.1.6.b The students’ skills in reading
Question 11
Read the text carefully and try to know the meaning of all the words to understand the text.
Move your eyes quickly through the whole reading.
See the t...