(SKKN 2022) applying some solutions in teaching english revision for national examination to better students’ performance at ha trung high school

Based on observations in the English result in the National Examination of Ha Trung high school, it can be seen that the acquisition of the national examrate of the 2019- 2020 academic y

2.3.3 Writing a contract of behaviour for students 5

2.3.7.Engaging parents and caregivers, form teacher 142.4 Effectiveness of the teaching experience 153

4 Reference

1 INTRODUCTION

1.1 Rationale

English has shown its importance as one of three compulsory subjects inthe National Examination However, the average English score has been thelowest among nine subjects during many national high school graduationexaminations This fact implies that there are still problems in the process ofteaching and learning English

Based on observations in the English result in the National Examination

of Ha Trung high school, it can be seen that the acquisition of the national examrate of the 2019- 2020 academic year for the average value of English obtained

is 5.77 whereas for the year 2021- 2022 is 6.18 According to the report, nearly

515 students took part in the English test and approximately 218 of them, or42.33%, scored below the average mark of 5 out of 10 297 students, or 57,67%have scored over 5 in English, only 10 % reach mark over 7 The above resultreflects negative performance of Ha Trung high school’s students in Englishsubject Compared with the result of other subjects and the students’ result inEnglish of other schools, the average value in English subjects of Ha Trung highschool’s students is still low and uneven

Related to these problems, as an English teacher, I directly teach revisionfor 12th grade students in this school year, I really worry about the students’performance The thought of what strategies and techniques can be utilized tomotivate the learners, what we can do to have interesting and effective process

of revision for students to better the result of English in National Examination at

Ha Trung high school led me to choose the topic for my thesis namely

“Applying some solutions in teaching English revision for National Examination to better students’ performance at Ha Trung high school”.

1.2 Aims of the study

The purpose of the study was to identify the factors influencing pupils’performance in English revision for the National Examination with a view ofmaking recommendations and suggestions for enhancing better performance

 Analyze challenges of revising English for National Examination

 Suggest some solutions for English teachers to better students’ result in

While the students of 12G are guided revision with applying solutions, thestudents12N are taught revision without applying suggested solutions

1.4 Study methodology

To carry out this research, the following methods have been used:

 Theoretical study: Reading documents related to the topic

 Survey Methodology: Conducting surveys among students by distributingquestionnaire to students to catch students’ thinking, their desire for revision

 Experimental Methods: Assess the skills of students as well as theeffectiveness of revision methods through the exercises, tests

 Class observation

2 CONTENT

2.1 Theoretical background

2.1.1 Factors that influence the acquisition of National Exam values

Factors that influence the acquisition of national exam values can reviewfrom two factors, namely internal and external factors Internal factor of studentsare initial ability, student motivation, and student learning, while external factorsare: teacher competency, school environment, and family support

 Internal factor

Internal factor that affects students' performance is teacher's material andexplanation Students don’t experience themselves how to gain concepts,structures, and the principles of the material being taught because their attentiontransfixed only to the teacher's explanation according to research from Yunita,Sunardi, and Dafik (2013, p 206) According to Setiawati & Sudira (2015, p.337) there are influence between students' learning discipline on their learningachievements Those learning achievements also being influenced by learning.According to Feriady, Harnanik, & Sunarto (2012, p 2) learning interest isbasically students' interest to study without any compulsion from anyone.According to Berutu and Tambunan (2018, p 109) factors that affecting thelearning outcome are interconnected to one another Any weaknesses on one ofthose factors could affect the students' success on learning

 External factors

External factors that affect the results of the national exam are that parentsshould be providing psychological support to students so they are increasinglyprepared mentally to face them (Yuzarion, 2017, p 108) Parents areinstrumental in preparing student psychology, as national examinations are thesource of anxiety (Anggarawati, 2017) Preparing the student's psychology isinfluenced by the level of education and employment of the parents(Raharjayanti, 2019, p 141) According to Solehah (2012, p 19) The onset ofanxiety begins with cognitive appraisal against external situations that areconsidered threatening The student's anxiety in the face of nationalexaminations should be eliminated, in order to get optimal results According toSudiarta, Marhaeni, and Suhandana (2013) in order to achieve optimal results,

2.1.2 Revision

 Definition

The act of looking again at something previously written, studied orenacted to either commit it to memory, change it, or improve it

 The purpose of revision

 To check pupils’ understanding. 

 To make links between different topics to see how the whole subject fitstogether

 To remind themselves of material they’ve forgotten

 To reinforce their learning

 To identify and fill gaps in their knowledge

 To be confident with the test format and know what to expect on the day. 

 The aim of effective revision

 Students are motivated and enjoying learning

 Students are making progress with their knowledge

 Students are interacting with resources to aid their revision

 Students know how to learn independently

 Parents know how to support their children with their revision

2.2 Practical background

2.2.1 Mixed-ability classes

Mixed-ability classes are very common at Ha Trung high school Theymay have different levels for any number of reasons such as: starting levels ofEnglish, different speeds, various objectives Because of these natural variations,there will always exist some students more advanced than others Therefore, it’sdifficult for English teacher to teach various levels at once so that no student islost or bored This can be overwhelming for the teacher and students

2.2.2 Negative effects from pandemic

The school year 2021-2022, education has been tremendous affected bythe pandemic of COVID-19 which has negatively affected students' learning ingeneral education Ha Trung is one of districts where was extendedly impacted

by Corona virus outbreak Instead of having regular classes in the institutions,the students' learning was suspended and they did not have classes for months.School closure badly impacted students' motivation and engagement in learning

most teachers give the same lesson for all students in a class contributesnegative achievement of students While stronger students may feel held back,weaker students may feel pressured

Some teachers has little interest or lacks experience in teaching specially

to reluctant students They also have shortage of the required competence tocreate effective teaching- learning process thus low academic achievement

2.2.4 For the students

The given data shows insufficient awareness of students of the importantrole of English and low motivation of students in learning English Teachers canhardly accomplish their goals for teaching if their students have no motivation inlearning

The majority of students regard English as compulsory, even expect toget mark over grade 1 in examination In two classes 12G, 12N, only 18 students

in comparison with 73 students who take the University entrance examinationchoose English as special subject to win a place at university Some of themeven show no interest in the course Therefore, only few students participate inlearning process actively

2.3 SOLUTION TO THE PROBLEM

2.3.1 Taking the form of learner’s diary

Make sure to record the needs and level of each of your students in asimple way Keep a chart for yourself, and alter it as your students' needschange Make a conscious effort to monitor the needs of your individualstudents regularly The teacher may take the form of a learner's diary, regularself-assessment, keeping records of mistakes, keeping a record of things learned

2.3.2 Formulating a revision plan

After collecting this information and basing on the plan of school, theplan of English group, the teacher formulates an a revision plan Once a plan hasbeen drawn up, explain it to the students and get their agreement Doing thisallows your students to understand what is expected of them, and it will alsohelp get the students’ cooperation and make the class run more smoothly

2.3.3 Writing a contract of behaviour for students

Talking directly with the students is one way to help them understand thesituation and how to improve it You may even decide to have an open-classdiscussion and make a contract of behaviour for students

 Follow the rule of school, class, group activity and teacher’s arrangement

 Finish the given homework on each Sunday

 Ask students work efficiently, willing to help other classmates

 Do as contract of assessment, reward and comment

If there is any student who can’t finish given task, they will be punished

by keep staying after school to complete The next, all members of the grouphe/she belongs to work together to help him/her finish if any member still keepfailing

2.3.4 Work groupings

Basing on learning style, learning strategies, language needs, learningenjoyment, motivation, language strengths and weaknesses, teachers can divide

students in a class into variety of group Then choosing team leader for each

group who is in charge for checking the number of student finishing the task,filling in the diary and collecting the difficult question that need explaining fromteacher

 Mixed-level groups

I place students in a small group of often ten or eleven In each group, youcan have at least one advanced student and at least one beginner Students areoften divided into groups basing on their own seating to give them comfort andconvenience to group work This method is especially effective for correctingtest paper By mixing the levels in these groups, students will be able to relyupon each other Students can ask members of their group questions and try tosolve problems together You can then divide your time between 4groups ratherthan trying to bounce around and help 40+students

Preparing for each group a diary to note the result of students after test.The team leader is responsible for collecting the result of members in group andfill in This helps student to identify your progress, compare their effort withtheir own target to try more

 Same-level groups

I also divide the students of 12G into 2 groups by their English levelintermediate group with the leader “Hoang Thi Uyên”, the other group oradvanced group with leader “Tran Thi Linh” based on my initial interaction with

my students or the quality of their first few tests The teacher can divide groups

as officially or unofficially as you choose But same-level groups will helpaddress the same level of student all at once, which will allow us to give level-specific assignments to help each level students to reach their own target

19 Nguyễn Thị Quỳnh Trang

With advanced group, I focus on giving them more exercises related tovocabulary and reading which contributes to help them reach the target 8+ Theintermediate I often ask them to finish questions related to grammar to get mark5+ This allows me to correct the test for each level easily

The table below shows the specific content that each group need focus on

The given specific homework for each group

 Some notices in work groupings

Overall, variety in the types of working groups, and an open discussion ofthe class situation will help to deal with some of the difficulties that are present

in mixed ability classes The aim of these strategies is to create a positiveworking environment, which is all part of ensuring better learning Throughyour observation, you can make change if necessary to get the most effectiveresult by placing them in an effective seating arrangement

Teachers can circulate the room to monitor students' progress If studentsare working independently or in groups, teachers should intervene when thestudents are not understanding the material Teachers can also take note ofstudents' comments and participation levels during class discussions to gaugetheir learning.

2.3.5 Revision Procedure

Teachers should employ as many varied teaching methods as possiblewith learners It is asserted that students’ interest could be enhanced “by usingvaried materials, by starting lessons with questions that put the learner into aproblem-solving mode, by relating instructional material to topics already ofinterest to learners, and by the use of paradoxes and puzzles”

 Specify the content and skills to examination

Introduce the form of illustrative exam paper and prepare material which has the same form and the equivalent level with it Every language is

unnecessary to be included in the exam Only specific language skills, active vocabulary, and structures must be tested by the exam The students also need to

be provided the structure of exam including the number of questions, the nature

of each question, and the marks dedicated to it

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