TEACHING INITIATIVE Topic: APPLYING GRAPHIC ORGANIZERS IN TEACHING READING TO IMPROVE READING SKILLS FOR GRADE 10 STUDENTS OF KY SON HIGH SCHOOL SUBJECT: ENGLISH... By helping students
INTRODUCTION
Rationale
English has emerged as a global lingua franca, with many countries, including Vietnam, recognizing it as a second language Despite the challenges and time commitment involved in learning English, its value is undeniable, particularly for the youth Proficiency in English offers Vietnamese students numerous advantages, such as access to prestigious universities, high-paying job opportunities, and the ability to engage with the international community and scientific resources Consequently, governments, educational authorities, and English educators have dedicated significant efforts over recent decades to enhance the teaching and learning of English.
Reading is a crucial language skill that has garnered significant attention in second language teaching, as it helps students expand their vocabulary and knowledge of the world Through reading, learners are exposed to diverse thoughts, perspectives, and information, enhancing their understanding of various topics and improving their social skills Additionally, strong reading abilities contribute to the development of listening, writing, and speaking skills, making it an essential component of language acquisition.
Many high school English teachers struggle to engage students in reading due to various challenges A survey of Ky Son High School students reveals that lengthy texts filled with unfamiliar vocabulary lead to frustration and fatigue Students often find it difficult to infer meanings and grasp the main ideas due to their limited vocabulary Additionally, they struggle to identify relationships among ideas in the text, making it hard to discern what is essential to remember Furthermore, a lack of background knowledge on the reading topics, or a disinterest in them, results in a reluctance to develop reading skills and complete assigned tasks.
To enhance reading comprehension and engage students, utilizing graphic organizers is an effective strategy These visual tools help students categorize information and illustrate relationships among key concepts, leading to a deeper understanding of topics By learning through visuals, students can comprehend passages more effectively than with traditional reading strategies such as skimming, scanning, or note-making.
From the reasons mentioned above, I have conducted a study entitled:
This study explores the use of graphic organizers in teaching reading to enhance the reading skills of grade 10 students at Ky Son High School It aims to equip educators and their students with a comprehensive understanding of effectively utilizing graphic organizers to boost reading proficiency.
Aims of the study
This study focuses on the use of graphic organizers in reading lessons from the 10th grade English textbook, Global Success, to enhance students' skills The primary objective is to improve students' reading comprehension and overall learning outcomes through effective visual aids.
- To explore the effectiveness of applying graphic organizers in reading lessons toward competence development
- To analyze the student's progress in reading skill through the measures.
Scope of the study
- Scope of content: reading comprehension lessons in the 10th English textbook program (Global Success)
- Scope of research: 83 students in class 10A2 and 10C1.
New points in research results
- Engage students and give them a deeper understanding of topics in reading comprehension lessons thanks to using graphic organizers
- Help students to categorize information and to show the relationships among important concepts through visuals
- Supply samples of adapted reading tasks using graphic organizers in English 10 textbooks (Global Success) from Unit 1 to Unit 9
- Contribute to innovate methods of competence development oriented teaching for students in high school
- Help learners have more interest, enthusiasm as well as motivation with the subject.
Methodology
This research employs a mixed-methods approach, integrating both qualitative and quantitative techniques Data collection will involve survey questionnaires, pre-tests and post-tests, as well as classroom observations, followed by a comprehensive comparison and analysis of the gathered data.
Schedule
In order to evaluate the practicality and validity of project work in to improve reading skill for grade 10 students with application graphic organizers, I would follow the subsequence steps:
Before implementing this method, it is essential to create and distribute a survey questionnaire to students to identify their challenges in each reading lesson Additionally, a pre-test should be designed and administered to assess the students' reading levels effectively.
- While applying this method: apply adapted tasks, do class observations
To evaluate the effectiveness of the applied study method, a survey questionnaire was designed and administered, followed by a post-test to assess improvements in students' reading skills.
Besides students' questionnaires, the researcher also observes 6 different lessons and carry out 6 experimental lessons in class 10C1 (41 students) and 10A2
(42 students), 3 lessons using graphic organizers, 3 lessons without using graphic organizers.
MAIN CONTENT
THEORETICAL BACKGROUND
1.1 Definition and the importance of reading skill
Reading is a crucial language skill that everyone should learn and master, alongside listening, writing, and speaking It is a receptive process that connects readers with texts, facilitating comprehension According to Harmer (2003: 153), reading involves the eyes receiving messages while the brain interprets their significance.
Reading is a cognitive process that enables a reader to comprehend the writer's intent through written language (Tarigan, 1998) According to Thorndike (as cited in Nurhadi, 2000), reading involves critical thinking and reasoning, highlighting the active mental engagement required when interpreting a text.
Reading is a complex cognitive process that enables a reader to understand the writer's intentions During this process, the reader engages their brain to think critically and reason effectively.
1.1.2 The importance of reading skill
Reading is fundamental to both teaching and learning, as it shapes the context in which a developing child extracts and applies meaning from the text.
Reading is a crucial aspect of learning English, as it provides students with valuable information and knowledge Even at a slow pace, reading enhances exposure to various sentences, grammar structures, and vocabulary, which in turn supports cognitive development and writing skills Furthermore, it plays a significant role in improving listening abilities by expanding vocabulary, addressing one of the primary barriers to understanding spoken texts According to Oakhill (2015), reading comprehension is vital not only for grasping written content but also for overall educational success and career opportunities Additionally, reading is essential for navigating social interactions in today's digital world, where communication occurs through emails, texts, and social media.
To read effectively, high school students should focus on essential skills such as scanning and skimming, which align with their learning capabilities and objectives These techniques, along with summarizing and paraphrasing, play a crucial role in the reading process, enabling students to enhance their comprehension and retention of information.
1.3 Some text structure types in reading
Writers have diverse purposes when creating written content, making it essential for readers to comprehend these goals The structure of a text is directly influenced by the writer's intent, leading to the identification of six distinct types of text structures Understanding these elements enhances the reading experience and clarifies the writer's message.
Description is a text structure aimed at crafting a vivid and detailed portrayal of a subject It employs descriptive language to highlight the traits, features, and characteristics, allowing readers to visualize the topic more effectively.
- Sequence: There are two ways that sequence text structure can be used: to communicate a chronological sequence of events or steps in a procedure
Cause and effect text structure effectively illustrates the causal relationships between events, actions, or ideas, helping readers understand the connections between them This format is particularly beneficial in educational contexts, especially in teaching and learning English, as it clarifies the correlation and causality for better comprehension.
Writers frequently engage in comparing and contrasting two subjects to analyze their similarities and differences effectively This text structure facilitates a clear examination of various elements, such as people, places, events, ideas, or concepts, enabling a deeper understanding of the subjects in question.
The problem and solution text structure effectively outlines a specific issue and introduces a viable solution, emphasizing the significance of the problem and the potential effectiveness of the proposed remedy This approach not only highlights the reasons behind the existence of the problem but also builds a compelling case for why the suggested solution can address it effectively.
- Narrative: This kind of text narrates an event/story with characters, setting, conflict, point of view, and plot
Experts agree that understanding reading texts generally includes three main levels of comprehension:
- Literal (reading on the lines): which involves understanding the specific information in the text (e.g., comprehending the main ideas, factual details, stated points of view)
Inferential reading requires readers to integrate information and draw conclusions by making connections between the literal content and their own experiences or the broader world This level of comprehension involves interpreting relationships between speakers and deciphering the meanings of unfamiliar words through contextual clues.
- Evaluative (reading beyond the lines): which involves using information from the text to construct knowledge (e.g., to express opinions and form new ideas based on information in text)
Graphic organizers are visual tools that help learners classify information logically, enabling them to identify key elements such as facts, opinions, main ideas, and supporting details According to Sam and Rajan (2013), these organizers enhance text comprehension by allowing students to focus on specific information sequentially, thereby facilitating internalization of reading material They serve as essential communication aids, using visual symbols to express knowledge and the relationships between concepts Research indicates that graphic organizers are more effective for comprehension than traditional reading strategies like skimming, scanning, and note-taking, ultimately helping students understand and retain information more efficiently.
2.2 The importance of graphic organizers in improving reading skill
Utilizing graphic organizers significantly enhances reading comprehension skills by allowing students to effectively organize and prioritize their reading material This visual representation aids in understanding relationships and connections within the text, ultimately leading to improved comprehension Furthermore, graphic organizers present information clearly, helping students grasp complex concepts more easily According to Youman (2016), these tools also activate prior knowledge, enabling learners to connect new information with what they already know In essence, graphic organizers visually structure content, facilitating the integration of prior knowledge with new ideas.
Utilizing graphic organizers to enhance reading comprehension offers numerous indirect benefits that significantly engage and motivate students by simplifying learning and addressing deficits According to Sam and Rajan (2013), when educators incorporate this strategy and allow learners to create their own graphic organizers, it fosters creativity and boosts motivation Additionally, Youman (2016) highlights that graphic organizers effectively promote language development, improving English language skills in reading fluency, comprehension, vocabulary acquisition, and oral expression, both consciously and unconsciously Furthermore, graphic organizers enhance critical thinking skills—such as analyzing, synthesizing, and evaluating—by enabling students to visually identify and organize information Novak (2010) notes that these tools encourage learners to extract information using critical thinking and to articulate their understanding clearly Developing these skills is crucial for English language learners, as they actively internalize new information through cognitive strategies.
2.3 Types of graphic organizers employed in the study
PRACTICAL BACKGROUND
1 The textbook “Tieng Anh 10- Global success”
1.1 An overview of the textbook “Tieng Anh 10- Global success”
In the textbook “Tieng Anh 10- Global success” edited by Hoang Van Van, there are many changes in comparison with the old text book It is designed around
The curriculum for grade 10 English is structured around four key topics relevant to students: our lives, our society, our future, and our environment These topics are divided into 10 units, each containing eight lessons that cover essential skills such as Getting Started, Language, Reading, Speaking, Listening, Writing, Communication and Culture, Looking Back, and Project work, all designed to be taught within a 45-minute session This framework aligns with the 2018 general education curriculum, ensuring that students engage with material that is both meaningful and applicable to their experiences.
Unit 1: Family Life Unit 2: Humans and Environment Unit 3: Music
Unit 4: For a Better Community Unit 5: Inventions
Unit 7: Viet Nam and International Organisations
Unit 8: New Ways To Learn
Our environment Unit 9: Protecting The Environment
The new English textbook offers a more comprehensive and current understanding of global trends and cultures compared to its predecessor It emphasizes enhancing communication skills, enabling students to effectively utilize English in their studies, careers, and everyday life.
1.2 An overview of reading parts in the textbook “Tieng Anh 10 - Global success”
Reading is the third lesson in every unit, featuring passages that range from 190 to 230 words Each passage is intricately connected to the unit's theme The reading topics span across 10 distinct units.
Unit 1: Family Life Reading: Benefit of doing housework
Unit 2: Human and The Environment Reading: Green living
Unit 3: Music Reading: American Idol
Unit 4: For A Better Community Reading: Teenagers and voluntary work Unit 5: Inventions Reading: Artificial Intelligence
Unit 6: Gender Equality Reading: For an equal world
Unit 7: Viet Nam and International Organisations Reading: UNICEF’s support for Viet Nam’s education
Unit 8: New Ways to Learn Reading: Ways of learning
Unit 9: Protecting the Environment Reading: Environmental problems
Unit 10: Ecotourism Reading: Ecotour brochures
Each reading lesson typically includes 4 to 5 tasks divided into Pre-Reading (1 task), While-Reading (2 or 3 tasks), and Post-Reading (1 task) stages The reading passages incorporate vocabulary and grammar previously learned by students However, many lessons feature repetitive task types, such as selecting the correct meaning of highlighted words, answering questions, and multiple choice or true/false formats This approach primarily emphasizes reading for details and vocabulary acquisition rather than fostering an understanding of the relationships and connections between ideas in the text Additionally, some reading materials introduce numerous new terms and complex concepts, making them challenging for students to comprehend and retain.
2 Situation of teaching and learning reading skill at Ky Son High School
Ky Son High School is located in Ky Son District, the poorest area of Nghe
The school in the province has significantly improved its material conditions following a reconstruction in 2022, enhancing the overall success of learning and teaching Currently, there are 15 grade 10 classes, all utilizing the same textbook.
Many students begin learning English at grade 6, particularly those from diverse ethnic backgrounds such as Thai, H-Mong, Kho Mu, and Kinh These students often come from economically disadvantaged families, which contributes to their low learning conditions Additionally, ethnic students frequently lack access to appropriate teaching and learning materials during their primary and secondary education, hindering their English language development.
Teachers at Ky Son High School face significant challenges in teaching Reading with the new textbook "Tieng Anh 10 - Global Success." This is only their second year using the textbook, and they have had limited formal training on how to effectively implement it or access to the new curriculum prior to its introduction Additionally, they struggle to find supplementary teaching materials and resources beyond the textbooks and teacher's guides, leading to confusion in planning and executing their lesson activities.
On the other hand, during the time teaching English at class 10C1 and 10A2,
I found that almost of the students feel shy and lack self-confidence because of the new and strange feelings in the new school accompanied with using new textbook
A pre-questionnaire revealed that 78.9% of students in classes 10C1 and 10A2 began learning English in grade 6, while the textbook “Tieng Anh 10 - Global Success” is intended for those who started in grade 3 This discrepancy significantly impacts the reading and other skills of Ky Son High School students.
This questionnaire is also conducted to find out students’ attitude towards reading skill and their difficulties when learning Reading:
A recent survey reveals that the majority of students hold a positive attitude towards reading, recognizing its significance in learning English An impressive 91% acknowledge that reading enhances their language skills, expands their vocabulary, and broadens their worldview However, despite this appreciation, 84% of students find the reading tasks in the new textbook challenging, leading to a lack of interest in these assignments for 80% of them.
Chart 1: Students’ attitude toward reading skill
Students face several challenges when learning to read, as illustrated in Chart 2 A significant 79% of students attribute their difficulties to a lack of background knowledge on the reading topics Additionally, 77% of students reported that encountering unfamiliar vocabulary and grammatical structures negatively impacts their reading abilities The absence of effective reading strategies further complicates their ability to complete reading tasks successfully Moreover, many students struggle to identify the structure of passages and comprehend the main ideas, hindering their overall reading performance.
Chart 2: Students’ difficulties when learning English
The analysis of the questionnaires has revealed crucial insights into students' challenges and their preferences for teacher support in enhancing reading skills Consequently, I am committed to continuously improving the quality of English instruction and reading lessons, driven by my passion for teaching and dedication to my students.
Link of the survey: https://docs.google.com/forms/d/1K9-
9usJNH3sdqFchZPB4nGhopBClXtKymGuiGMly0pY/edit
To effectively support my students in overcoming their reading challenges, I utilize graphic organizers as a key teaching tool These visual displays clarify concepts and illustrate the relationships between facts, figures, and ideas within a text, significantly enhancing students' reading skills By helping them recognize the structure of passages, understand main ideas and details, and expand their vocabulary, graphic organizers engage students and foster a deeper comprehension of the material Therefore, incorporating various types of graphic organizers in reading instruction is anticipated to be one of the most effective strategies for improving reading skills among students at Ky Son High School.
APPLICATION OF GRAPHIC ORGANIZERS IN READING
1 Procedure of application of graphic organizers to reading lessons
Graphic organizers serve as valuable educational tools that enhance students' comprehension of their learning material To maximize their effectiveness in supporting student learning, it is essential to implement specific strategies.
Step 1: Choosing the appropriate organizer Choosing the appropriate organizer involves consideration of function, purpose, the nature of the material/information, the classroom activity and personal preference An important question we can ask ourselves when choosing a graphic organizer is: “How do I want students to think about the content?” It means that we need to select a graphic organizer that will facilitate that type of thinking We might also ask ourselves, “How is the text organized?” We can choose an organizer that matches the text structure to guide reading or note-taking Occasionally, we might struggle to find an organizer that fits When that happens, we can always create our own
Step 2: Creating organizer with tasks for students For example, when teaching Reading in Unit 9 protecting the environment we can uses some kind of graphic organizers with different levels of difficult For good students, teacher can create diagrams with a few hints Graphic organizer is now play the role of prescribing a structure for students to take notes
Or teacher can create diagrams with more hints and some blanks
However, for low level students, teacher can create diagrams with more hints and shorter blanks
Step 3: Having students do the task in class
- Instruct students to do read the passage and the complete the diagram individually
Encouraging students to engage in discussions enhances their understanding of the topic at hand By sharing their thoughts, they can effectively connect new material to their existing knowledge, facilitating deeper learning and retention of information.
- Check students’ knowledge of vocabulary and main ideas or specific information
Step 4: After class: Revise the diagram and modify it for the next use
Followings are suggestions for applying graphic organizers in reading lessons from Unit 1 to Unit 8(and Unit 9 is also presented in the previous part)
To tailor activities for students in mountainous regions, the researcher employs graphic organizers during while and post-reading phases, ensuring that the difficulty level remains accessible These activities typically involve diagrams filled with clues, where students are required to complete blanks with no more than two or three words, facilitating comprehension and engagement.
2.1 Unit 1- Family Life-Lesson 3: Reading: Benefits of Doing House Work
Housework offers numerous benefits for children, fostering their development and life skills Engaging in chores helps children learn responsibility, as they understand the importance of contributing to household tasks Additionally, sharing chores promotes teamwork and collaboration, teaching them how to work effectively with others Furthermore, performing household tasks can enhance children's organizational skills, enabling them to manage their time and resources better Lastly, participating in housework instills a sense of accomplishment and boosts self-esteem, as children see the tangible results of their efforts Overall, incorporating chores into children's routines not only aids their personal growth but also prepares them for future independence.
Suggested activity: Read the passage and complete the T chart/ or Tree diagram
To assist students in understanding the structure of a benefit listing text, tools like T-charts and tree diagrams are effective These visual aids enable students to identify key information within the introduction, body, and conclusion sections of the text.
Stage: While-reading/ Post - reading
Objectives: By the end of this activity, students will be able to:
- Read for main idea and specific information in a text about the benefits of doing housework for children;
- Understand the topic-related words introduced in previous lessons;
- Recognize the structure of the passage
Type of the reading passage: List of benefits
Type of graphic organizer: T chart/ Tree diagram
- Teacher asks students to read the passage and then complete the chart with no more than THREE words
- T can use either the T chart or the Tree diagram as below:
Read the passage then complete the chart with no more than THREE words
The teacher encourages students to collaborate in groups of four to discuss and refine their answers for each gap This peer interaction not only boosts their confidence in their responses but also provides a valuable opportunity for learners to articulate their reasoning in English, explaining their choice of answer A over B, and enhancing their language skills in the process.
Step 3: Students show their answer and check
In this phase, educators should leverage the vocabulary found in the questions and answers Inquire whether students can identify synonyms or antonyms for specific words within the questions or answers For younger or less advanced groups, it may be beneficial to ask them for the Vietnamese meanings of certain words or phrases.
Step 4: Talk about the benefits of doing housework by using the diagram
The positive effectiveness of the suggested activity:
Utilizing visual diagrams enhances students' confidence and engagement during activities, enabling them to complete tasks more effectively These diagrams help students recognize text structure, comprehend topic-related vocabulary, and retain information efficiently.
During group discussions, students can share their thoughts and link prior knowledge to new material, fostering engagement Initially resistant, they gradually adapt, allowing for comparison of answers that enhances their speaking skills This process not only aids in retaining knowledge but also promotes the use of various language structures learned in class.
Finally, their writing skill can also be improved when they know well the structure of a passage about benefits of something
2.2 Unit 2: Human and The Environment Reading: Green Living
Using colored sentences can help students grasp the main ideas in this passage, which outlines four key strategies for becoming eco-friendly However, they may struggle to comprehend the connections between the suggested strategies and their corresponding explanations, such as cause-effect or solution-example relationships Additionally, this passage serves as a valuable resource for students aiming to adopt a sustainable lifestyle, emphasizing the importance of understanding each suggested method in detail.
Suggested activity: Read the passage and complete the map
With the aim of helping students to recognize relationship between the suggested solutions and their effects on environment, the researcher chooses Cause and Effect Map
Stage: While-reading/ Post- reading
Objectives: By the end of this activity, students will be able to:
- Read for main idea and specific information in a text about the ways to become an eco-friendly person
- Understand the topic-related words introduced in previous lessons;
- Recognize the structure of the passage
Type of the reading passage: List of ways/ solutions
Type of graphic organizer: Cause and Effect Map
- Teacher asks students to read the passage and then complete the chart with no more than THREE words
Read the passage then complete the chart with no more than THREE words
Teacher asks students to work in groups of 4 and exchange their answer, discuss and find the best answer for each gap
Step 3: Students show their answer and check
Teachers should leverage the vocabulary found in questions and answers by prompting students to identify synonyms or antonyms of specific words For younger or lower-level groups, educators can ask students to provide the Vietnamese meanings of certain words or phrases to enhance comprehension.
Step 4: Talk about ways to become an eco-friendly person using the map
The positive effectiveness of the suggested activity:
Utilizing a map enhances students' comprehension of the passage and its interconnectedness, while also enriching their understanding of sustainable lifestyle solutions This knowledge empowers them to implement eco-friendly practices in real life, benefiting the environment Additionally, the engaging nature of the activity, tailored to their skill level, fosters active participation and promotes long-term retention of information.
2.3 Unit 3- Music- Lesson 3: Reading: American Idol
Comments: This is a passage of 215 words about American Idol There are
Task 2 focuses on vocabulary, while Task 3 emphasizes reading for specific information Although Task 3 questions are engaging and beneficial for students to grasp text details, they often contain numerous new terms related to competition, such as "reality competition," "participants," "semi-final," and "vote." This can hinder students with limited vocabulary from remaining engaged in the lesson Additionally, students may struggle to visualize the stages of American Idol due to their insufficient background knowledge.
Suggested activity: Read the passage and complete the chart about the stages of American Idol
Stage: While-reading/ Post- reading
Objectives: By the end of this activity, students will be able to:
- Read for specific information: 3 stages of American Idol
- Understand the topic-related words introduced in previous lessons: judge, audience, perform, performance…
Type of graphic organizer: Sequence Chain
- Teacher asks students to read the passage and then complete the chart with no more than TWO words
T can use Sequence Chain as below:
Read the passage then complete the chart with no more than TWO words
- Teacher asks students to work in groups of 4 and exchange their answer
Step 3: Students show their answer and check
Step 4: Talk about the American Idol using the chain
The positive effectiveness of the suggested activity:
SURVEY ON THE NECESSITY AND FEASIBILITY OF
1 The aim of the survey
A survey was conducted to assess the necessity and feasibility of using graphic organizers in teaching reading to enhance the reading skills of grade 10 students at Ky Son High School.
2 The content and method of the survey
2.1 The content of the survey
The survey focus on 2 main areas:
- Is applying graphic organizers in teaching Reading necessary for improving reading skill for grade 10 students of Ky Son High School?
- Is applying graphic organizers in teaching Reading feasible for improving reading skill for grade 10 students of Ky Son High School?
2.2 The method of the survey
The survey employed an online questionnaire via Google Forms targeting English teachers in Nghe An province Respondents rated various aspects on a scale of necessity from "unnecessary" to "very necessary," and feasibility from "unfeasible" to "very feasible."
Microsoft Excel is the software used to calculated the average X̅ score of suggested teaching initiative and the arrangement of each level is:
Level 2: Less necessary/ Less feasible: 1,75< X̅
