(SKKN HAY NHẤT) studentmotivation in writing for 11th grade at trieu son no2 high school

When teaching writing skill to the 11th students at TRIEU SON N02 HighSchool , I found out that pre – writing stages are very important in teachingwriting and it also has significant eff

PART 1: INTRODUCTION

I RATIONALE

Nowadays English has become an international language because it is widelyused in many parts of the world In the tendency of integration of the globaleconomy, English is one of the effective communicative tools for everybody

The role of English is considered to be very important in the fields ofeconomics, politics, science, culture and education Especially, Vietnam’sofficial membership of WTO on 7th November 2006 opened a new door forintegrating into the world economy, and more and more people want to learnEnglish for communicating with foreign partners, tourism, study tours, etc

Thanks to the innovation of ways in teaching English, English lessons are taughtwith four skills (speaking, reading, listening, writing) in one unit Moreover,there exists three stages – Pre - while – post - teaching in one lesson This reallyhelps students improve their skills beside the grammar exercises to pass theexams

When teaching writing skill to the 11th students at TRIEU SON N02 HighSchool , I found out that pre – writing stages are very important in teachingwriting and it also has significant effects on the students’ writing performance

If students do not prepare well enough they can not write well, they can not evenwrite anything in their notebooks

To these seasons I decided to carry out the action research on “ students’

motivation in writing for 11 th graders at TRIEU SON NO2 high school’’

Because the writing activities are important to teachers of English at TRIEUSON N02 High School Based on the results of this action research, somechanges and improvements could be applied in my lessons, and someappropriate strategies needed to be designed with the hope that students willwork more effectively in a writing lesson Hopefully that the results of this studywould be shared with any colleagues who had the same problem or anyone who

is interested in this study

PART 2: PROBLEM SOLVING CHAPTER 1: METHODOLOGY

I Research setting I.1 An overview of TRIEU SON High School No2

Triệu Sơn High School No2 is located in the West of Thanh Hoa Founded in

1968, Triệu Sơn High School No2 is one of the oldest as well as the biggestschools in the area At present, there are 21 classes with over 900 studentsplaced into three different grades: grade 10, 11 and 12 The teaching staffcomposes of more than 60 teachers of 12 compulsory subjects, of whom two-thirds are young, creative and well trained whereas the others are experiencedand enthusiastic In recent years Triệu Sơn High School No2 is one of theschools which has high percentages of high school graduate and gifted students

I.2 The teachers of English in Triệu Sơn High School No2

There are six teachers of English currently working at Triệu Sơn HighSchool No2, four of them have participated in this research for discussion Theirages range from late twenties to forty years old, three of them are female Theyears of teaching English are also different, minimum level of eight years andmaximum nearly fifteen years Most of them have University Bachelor’sDegree, one Master Degree, and the others have taken the in-service trainingcourses Without doubt, all the teachers at Triệu Sơn High School No2 areexperienced and enthusiastic in teaching They are willing to help their studentsovercome their difficulties in learning English generally and in speakingparticularly

I.3 The students in Triệu Sơn High School No2

The majority of students in the study at Triệu Sơn High School No2 areaged from 15 to 18 Most of them come from rural areas and they have learntEnglish since lower secondary schools Among them, there are a large number

of students who are really interested in learning English and want to developtheir ability in using English In contrast, the other part of students is low inmotivation They tend to regard English as less important than other subjectsand they study English only in order to pass the examinations

I.4 The situation of English teaching and learning English in Triệu Sơn High School No2

The syllabus of teaching and learning English.

At Triệu Sơn High School No2, English is one of the compulsory subjects

in the curriculum The syllabus and the textbooks for English including “TiếngAnh 10”, “Tiếng Anh 11”, “Tiếng Anh 12” are prescribed by the Ministry ofEducation and Training

The English curriculum for grade 10th students is divided into two semesterswith a total of 105 periods, 3 periods per week Each period is 45 minutes long

The textbook which is currently used for teaching and learning English for grade10th at Triệu Sơn High School No2 is “Tieng Anh 10” which was designedfollowing communicative approach The textbook consists of 16 units with 5parts in each unit arranging as follows: reading, speaking, listening, writing andlanguage focus in which a variety of exercises and tasks was compiled forpractice Also, there exists a consolidate unit after every 3 units The objective

of these units is to examine how well the students have achieved in the previousunits

II.THE WRITING PROGRAM FOR GRADE 11 TH STUDENTS AT TRIEU SON N02 HIGH SCHOOL

II.1.The objectives of the program

Basing on the new textbooks designed by the Ministry of Education andTraining, English are taught with four skills and Language Focus which focuses

on grammar and pronunciation The writing program at TRIEU SON N02 highschool follow the syllabus of the MOET ( Ministry of Education and Training)with the aim of improving students’ abilities in writing On English 11 textbook,there are a range of types to practice writing with narrative, writing letters,describing statistics from a chart or a table or writing a report or a biography

As regards the language, for students sometimes have to depend on theprovided structures and phrases or vocabularies However, some of them start to

be aware of and perform different styles as well as various levels of formality tomatch the writing situation But most of their works still need to be examinedfor vocabulary and style accuracy

In terms of methodology, students are expected to master the generalstudy skills Students should be active in self – studying, peer and groupcooperation They understand the process in teaching and learning writing andknow how to write.

II 2 The teaching materials

The course books used to teach writing skills to the grade 11th students of

Trieu son No2 High School is English 11 by MOET

CHAPTER TWO: ACTION RESEARCH PROCEDURE

I PRE – IMPROVEMENT STAGE

STEP 1: IDENTIFYING THE PROBLEM

I.1 Identifying the problem

The action research was carried out with the aim of finding “The effects

of writing activities on grade 11th students’ writing performance at TRIEU SONN02 High School” While teaching writing at this school, I realizes that someEnglish teachers, for some reasons, do not usually conduct the writing activitieseffectively at writing lessons To make it clearly how writing activities affect tothe students’ writing performance, some factors related to students’ participation

in writing stage will be discussed in this part

I.2 Observing a lesson that illustrated the problem

Three volunteer teachers from other classes were asked to come to classes11C6 and 11C7 in two different periods to observe the writing lesson withoutnotifying to the teacher and all the students in that class The observers justfocused on what the teacher did in writing stage and the reaction of students inthe class at this stage What is more, the teachers collected some of students’

writing papers in order to compare the differences in students’ writingperformance between the pre and post improvement stage of this research

A BRIEF DESCRIPTION OF THE LESSON

1 Topic for the writing task

“Writing a formal letter expressing gratitude”

2 Time allowance: 10 minutes (3 minutes for warm – up and 7 minutes for pre

– writing activities)

B THE RESULTS OF PRE – IMPROVEMENT CLASS OBSERVATION Class Teachers’ activities Students’

activities

Comments

11C6 For warm – up:

Teacher pointed at thetextbook and asked herstudents “What is this?” –

“OK Today we are going tolearn how to write a formalletter of expressinggratitude”

For pre – writing stage:

Teacher asked her students to

do Task 1, and then sheexplained some new words

such as donated, gratitude ,

receipt

Teacher asked students to doTask 2 for the while –writing stage

Some of themsaid “It is aletter” Somesaid nothing,some kept onpersonal talks

The class wasnoisy because ofthe hot weather

Most of thestudents didnothing andonly some ofthem listened towhat the teachersaid

This is a typicallesson of a carelessteacher She did

anything for thelesson so studentsfelt bored with herlesson so that theirwriting

performance would

be affected

11C7 For warm – up:

Teacher showed a lettercopied in A4 paper and askedthe students “Can you seewhat do you call this? Is this

a letter?”

For pre – writing stage:

Teacher also asked students

to do task 1 in the textbookand then she answered all thequestions by herself if therewas no reply from the

“Yes”

Studentsseemed tiredand nervous andtried to finishtheir task

This is a teacher –centered teachingapproach Theteacher did notnotice the feelings

of the students

Teacher even gave

a wrong sentence

“Can you see what

do you call this?”

at warm – up stage This shows

studentsTeacher also asked students

to do task 2 with no emphasis

on what they had to do towrite a letter of expressinggratitude

that teacher didn’tprepare the lesson

I.3 Conducting a survey to get information from students

80 students were asked to give their answers to the 5 questions and then handed

in their papers to the teacher These were the results of the survey:

Question 1: What is your self - assessment on your writing performance today?

The data in Table 1 shows that the writing performance of the grade 11 students

at TRIEU SON N02 High School was not good The percentage of the studentswho thought their writing performance on that day were very bad was 43.75%

and bad was 25% What is more, 10% of the asked students assessed that theyhad no idea of their writing performance Meanwhile, the percentage of thestudents thinking their writing performance were good and very good was 15%

and 6.25% respectively Clearly, the findings show us that most of the studentsfeel their writing performance will be monotonous if there is nothing improved

Question 2: Why aren’t you interested in taking part in the pre – writing activities today?

Reasons No %

My vocabulary and grammar structures are so

Others (the classroom is not comfortable enough with the dim lights, the picture is so small to see, the fans spin slowly)

As can be seen from the table, a large majority of the students (87.3%) statedthat their vocabulary and grammar structures were not enough to take part in thepre – writing activities on that day 63.5% of them said that they did not knowmuch about the topic One more reason for the inactiveness of students in thatpre – writing activity is that students thought that the topic was not “hot”

enough This accounted for 50.79% of the students Motivation and otherclassroom effects added 41.26% and 19.04% respectively to the list From theinformation collected, teachers at TRIEU SON N02 High School should beaware of some factors affecting to the students’ participation in pre – writingstage so that they can conduct more effective activities that help students writebetter

Question 5:

Multiple choices:

a Teacher doesn’t conduct the pre – writing activity effectively

b It is hard to hear what the teacher talks in the activity

c The topic is not enlightened well enough

d The teacher’s instructions are not clear enough (You feel confused withwhat to do)

e Others: Teacher’s bad mood, she doesn’t make up…

Question Choice Notes

above reasons, which of the following

problems making you feel not motivated

today’s pre – writing activity ?

58 (92.6%)

22 (34.9%)

15 (23.81%)

42 (67.7%)

10 (15.87%)

As can be seen from the table, almost all the students agreed that on that day,their teacher conducted a boring pre – writing activity whereas 67.7% of themreckoned that their teacher gave unclear instructions and 34.9% of them thoughtthat it’s hard to hear what the teacher talked in the pre – writing activity Thisproves that teacher’s carelessness in preparing activities in pre – writing stage isthe main reason that causes the students’ inactiveness in the stage In addition,smaller percentage of other teachers – related factor such as the teachers’ mood

or appearance or the ineffective topic exploitation are also counted for students’

low motivation in taking part in this stage

STEP 2: FINDING CAUSES OF THE PROBLEM

I.4 Consulting with colleagues

In order to get more professional advice, suggestions and ideas about theproblem of finding out “the effects of writing activities to students’ writingperformance” and with the aims of making teachers at TRIEU SON N02 HighSchool realized the importance writing activities in teaching writing the author

of the research consulted with 15 English teachers who are teaching in theEnglish Division at High School

The following questions were chosen for teachers of English in the EnglishDivision at TRIEU SON N02 High School to answer on piece of paper:

Question 1 According to you, how important these activities affect to students’ writing performance?

Item No (1) Least important → Most important (5)

b.Pre – writing activities

c While – writing activities.

d After – writing activities.

Table 6 summarizes the teachers’ ideas about the importance of pre – writingactivities on students’ writing performance In general, they thought that pre –writing activities affect most students’ writing performance Coming back to theabove analysis, we also can see that warm – up activities ranked the secondafter pre – writing activities in the teachers’ view toward its relationship withstudents’ writing performance meanwhile while and after – writing stage wereappreciated less important than the above activities

Clearly, the findings show that English teachers at TRIEU SON N02 HighSchool realized that pre – writing activities are really important to measure theirstudents’ writing performance

Question 2 What is your suggestion toward the ineffective pre – writing activities?

12 teachers who wished to change the situation gave the following suggestions

They are rearranged already

1 Teachers should prepare well enough for both English proficiency andsuitable activities

2 Teachers should make sure that the students understand what she/he said

3 Teachers should take notice to their students – related problems such asstudents’ low motivation, their English ability and also the writing topic forthem.

4 Besides, teachers should also take care of the classroom restraints whenconducting the activities

5 Last but not least, the time limitation in this stage is another difficultytherefore teachers should take care of this by choosing the suitable activities forthis stage

II TRY – OUT STAGE

STEP 3: DESIGNING STRATEGIES FOR IMPROVEMENT

From the comments, ideas and suggestions from the students, colleagues,professional books or journals and my own teaching experience I designed thefollowing strategies to improve the problem:

1 Preparing more than ONE suitable activities for pre – writing stage andmaking the writing topic easier

2 Trying to avoid the unclear instructions and English proficiency problems

3 Making sure that students are motivated to work and be more interested inthe writing lessons

4 Trying to avoid the classroom restraints

5 Paying more attention to less – active or quiet students and encouragingthem to work

6 Managing time well in each part of the writing lesson

STEP 4: TRYING OUT STRATEGIES AND MAKING NOTES ON WHAT HAPPENED IN THE CLASS.

The new strategies and changes were tried out in the next practice writinglesson All the changes and improvements or even new or bad problems aftereach lesson were made notes by the teacher in brief

* The first try – out lesson – at class 11C6:

Topic: “Describing information in a table”

- Pre – writing activities lasted for 10 minutes

- Teacher prepared a table drawn in A0 paper, the classroom was comfortableand well – prepared

- After the warm – up activities, the teacher presented the words and the

language expressions used in describing a table with some symbols of “rise”,

“drop”, “slightly”, “Sharply”….All these symbols were drawn on the board.

Teacher checked the words by showing at the symbols and the students read thewords without looking at the letters or the translation of the teacher At the end

of the stage, teacher divided the class into 3 big teams and let students play a

game in which the longer sentences were emphasized such as “the number of the literate females dropped sharply in 2006”, “it increased slightly”…If

any team has more correct sentences, they will be the winners

- It might be a successful lesson

* The second try – out lesson – at class 11C7:

Topic: Topic: “Describing information in a table”

- Pre – writing activities lasted in 10 minutes in a comfortable classroom

- After the exciting warm up activities of a game “Word category” with the aim

of presenting the new words in describing a table, the teacher showed a A0

paper with the number indicating the trends of falling, increasing….The

students might be successful in writing this kind of exercise because there were

a large number of students repeated these expressions

III POST – IMPROVEMENT STAGE

STEP 5: EVALUATING THE TRY – OUT

- Three volunteer teachers were asked to observe a lesson after the trying – outstage that illustrated the changes that had been made

- The results of class observation was used to reflect on the reasons for thosechanges (which could include things that were improved or that got worse)

- A survey was carried out to get information from students

- Comments and conclusions were made

III.1 Post – improvement class observation

A BRIEF DESCRIPTION OF THE LESSON

1 Topic for writing essay:

“Write about one of the competitions for secondary school students on TV”

2 Time allowance: 10 minutes

3 Classroom observation description Time/