Luận văn the effects of an extensive reading program on the second year non english majors’ vocabulary acquisition at ha hoa tien university

VIETNAM NATIONAL UNIVERSITY, HA NOL UNIVERSITY OF LANGUAGES AND EVTERNATIONAL STUDIES FACULTY OF GRADUATE STUDIES —ealliso-— VŨ THỊ THU GIANG THE EFFECTS OF AN EXTENSIVE READING PRO

VIETNAM NATIONAL UNIVERSITY, HA NOL

UNIVERSITY OF LANGUAGES AND EVTERNATIONAL STUDIES

FACULTY OF GRADUATE STUDIES

—ealliso-—

VŨ THỊ THU GIANG

THE EFFECTS OF AN EXTENSIVE READING PROGRAM

ON THE SECOND YEAR NON-ENGLISH MAJORS’ VOCABULARY

ACQUISITION AT HA HOA TIEN UNIVERSITY

rới khã năng phát triển từ vựng của

Ảnh hướng của chương trình đọc rộng đối

sinh viên năm thứ bai không chuyên ngữ trường Đại học Hà Hua Tiên

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology Core: 60140111

Hanoi, 2014

VIETNAM NATIONAL UNIVERSITY, HA NOL

UNIVERSITY OF LANGUAGES AND EVTERNATIONAL STUDIES

FACULTY OF GRADUATE STUDIES

—ealliso-—

VŨ TH] THU GIANG

‘THE EFF S OF AN EXTENSIVE READING PROGRAM

ON THE SECOND YEAR NON-ENGLISI MAJORS’ VOCABULARY

ACQUISITION AT HA HOA TIEN UNIVERSITY

Ảnh hướng của chương trình đọc rộng đối với kha nãng phát triển từ vựng của

sinh viên năm thử hai không chuyên ngữ trường Đại học Hà Hoa Tiên

M.A MINOR PROGRAMME TIIESIS

Field: English Teaching Methodology

Code: 60140111

Supervisor: PROF NGLYEN HOA

Hanoi, 2014

DECLARATION

To the best of my knowledge and belief, this minor thesis contains no materials which has previously been submitted and accepted for any other degree at any university The thesis

is my own work and bascd on my own rescarch It is submitted to Faculty of Graduate

Studies, ULIS, Hanoi for Degree of Master in ESOL and has not been published

anywhere

Hanoi, August 2014

v0 THI THU GIANG:

ii

ABSTRACT

Ha Hoa Tien University first implements the extensive reading program to improve students’ vocabulary acquisition in March, 2014 This calls for the need to access the program to orcate a better path for the program in the funuc Therefore, the study is conducted to evaluate the efifectiveness of the extensive reading program on the second year non-English majors” vocabulary acquisition In this case study, the dala are collected

by a vocabulary test and a survey questionnaire for students The results show that the program has the effectiveness on the second year non-English major students” vocabulary

acquisition at ila [loa ‘lien University llowever, there is still room for improvement in

icrms of facilities, environment, teaching methods for sludtenls? oxlensive reading Based

on the findings, the thesis suggests some recommendations to promote the maximum effectiveness of the for students” long-term benefits in leaming inglish in general and in acquiring vocabulary in particular,

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TABLE OF CONTENTS DECLARATION

4 Scope 0Ÿ the study che geeereeererieraeoo.2

l `."

1.1 Oerview øf evaluafion co 5

1.2.2, Models and principles of an extensive reading program 8 1.3 Previous research of vocabulary acquisition through exlensive reading 9

2.1 Restatement of research questiom 12 3.2 Parficipanif csteeststsiaussiiensineiutanenasanataisnsiee 2

2.5 Dafa collection instrumenfs 1

3.2.1 An evaluation on the effectiveness af the ERP based on the findings of

vocabulary test seores

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3.2.2 An evaluation on the effectiveness of the ERP hased on the findings of

SUTVEY đW€stÏ0DHAiF€ SH HH0 HH kg ngu 37

3.2.3 The correlation between vocabulary test scores and results of survey

4 Limitafions of the study ceoee

5 Suggestions for further research

REFERENCES

APPENDICES

Appenilix 1 : Vocabulary Test

Appendix 2: The extcnsive ren đỉng program quesfionnaire

Appendix 3: Lists of Graded Readers c co ànhanhhHhHeoeưec

Appentlix 4: Reading Lesson

English as a foreign language

English as a socond language

Extensive reading

ixtensive reading program

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LEST OF TABLES AND CHARTS

Chart 3.1 The validity of total test soOres

Table 3.1 The validity of component test scores

Table 3.2 Students’ opinions on the ERP

eo

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wn dd

PART A: INTRODUCTION

This chapter pres:

and the scope of the study, the research methods, and the design of the study to give reader

an overview of the study

=nfs a brief of the rationale, the aims of (he siuđy, the research question,

1 Rationale

Vocabulary is an important component of overall communicative competence It links all language skills as listening, speaking, teading, and writing together and helps communication smoothly Accordmg to Hatch (1983.74), “when our first goal is communication, when we have little of new language at our command, it is lexicon that is crucial The words will make basic cormmuivation possible" In decd, many students share the view that they have lots of difficulties im leaning English because of lack of ocatndary ior exaraple, many students have fairly good knowledge of grammar, but they arc hardly able lo express themselves properly with lack of vocabulary Therefore, 'vooabrdary learning and improving become cantral to students” language acquisition,

In the case of Ha Hoa ‘tien University, where | am teaching English, students also have a Jot of difficulties in learning English because of their limited vooubulary An inapproprialc word choice and lack of voeabulary prevent students fiom expressing their ideas properly

‘this increasing demand for improving students’ vocabulary leads to an extensive reading program emticd oul at Ha Hoa ticn Universily With an extensive reading program (ERP), the teachers here supplied more reading materials with more interesting topics and easier words to learners That can enconrage them in learning vocabulary and develop their vocatnilary acquisition

For the long time, extensive reading has been studied and developed in many language aspects through research done by Krashen (1982), Lewis é& Ifill (1992), Cho & Krashen (1994: 662-667), (Huckin, 1999: 182-193), Pigada (2006: 1-28) These rescarches have shown that extensive reading program has positive affects on language leamers, Seeing the benefits of LIP in language learning, the educators have applied the program in teaching English in Vietnam for the past few years Towever, there has been no research conducted

to evaluate the effectiveness of LRP on students’ vocabulary acquisition in Vietnam in

ds

goneral and al Ha Hoa Ticn University in particular In fact, every program ne evaluating trom time to time to improve the quality of teaching and teaming for all Jeamers This ensures the teaching is on track and that learners are learning what they are supposed to Tearn so thal the desired results can be attained, These are incentives for me to conduct this study,

2, Aims of the study

‘The study aims to evaluate the effectiveness of an extensive reading program ewrently at

Ha Hoa ‘Tien University on students’ vocabulary acquisition with the hope to create a better path for the program in the future

3, Research questions

‘The above aim could be achieved by seeking answer to the research question: ‘Low does extensive reading program currently have the effect on the second year non -Fnglish

majors’ voculndary acquisition at Ha Hoa Tien University:

4 Scope of the study

The cffectivencss of an ER on students’ vocabulary acquisition is cvaluated tough a vocatnlary test and a survey questionnaire for students in Ha Hoa Tien University The researcher focuses on investigating the effectiveness of ER program afier implementation

in a tei, The effectiveness of the ER program in this study is identificd as the achievement of the purposes of the program In addition, the details about characteristics of participants and the research instruments involved in the following chapters are gơing to reveal more the scope af the study

5 Methods of the study

This cvatuation study is carricd aul at class DK6 of Accounting Faculty in Ha Hoa Tien

‘University The information is collected by quantitative method with the instruments of the vocabulary test and the survey questionnaire

Iirstly, the students are given a vocabulary test after the completion of the extensive

reading program for the purpose to cvatuale the cffectivencss of the program on quantitative aspect Then, the students are received a survey questionnaire involving their feedbacks to the extensive reading program Finally, the researcher analyzes the obtained

vesulis fom test scores and respondents of survey questionnaire to evaluale the effectiveness of ER program on students’ vocabulary acquisition

6 Design of the study

This study consists of three parts as follows:

Part A is an overview of the study In this part, it presents the rationale, the aims, the research questions, the scope, the research methods, and the design of ths study briefly

Part B is the development of the study It is divided into three chapters

Chapter one reviews the literature of the study It inclndes the Inowledge relevant to evaluation, and cxtensive reading with related issucs such as its definition, purposes, xmodels, principles, and incidental language learning {It also points out some previous researches related to the study

Chupler two describes the methuds uscd in the sludy, (he participants, the rescarch (ools,

the extensive reading program, and the procedures in detail

Chaplor throu prosenls the mosl important part of the study - the findings of the study and discusses the majar findings as well as implications for the study

Part © summaries the process of the study to give its conclusion It also points out some

imitations of the stndy and suggestions for finther study on this issne

7, Concluding remarks

This chapter has provided an overview of the study thraugh its rationale, aims, and objectives al fist, Thon, it montions to the scope and the methods af the study The Tast section of the study is the organization of the thesis On the whole, the aim of this part is to

give the readers a general picture of the study before efaborating on the research theme in the following parts

PART B: DEVELOPMENT

CHAPTER 1: LITERATLRE REVIEW

This chapter is divided into two main themes: literature review of program evaluation, of vocatniary, of extensive reading, and previous ER research The knowledge not only contributes to the rescarch process but also reveals differences and gaps between previous studies and this research,

1.1 Overview of evaluation

1.1.1 Definition of program evaluation

In English, evaluation only means to make a reasoned judgment about or to give a plausible account, of somsthing Various idoas and definitions of evaluation are given by

ditterent researchers

According to Lee (1999:23), evaluation itself is value judgment for an object or its

aucaning, In educational context,

valuation is a purposeful activity that includes the collection of relevant information, interpretation of that information and making decisions

about teaching and learning” (Genesee & Upshur,1996: 256) In words of Yoloye

(1981:12) dofined evaluation as the assigning of some valuos to an ontily in relation to some criteria values or objectives, To make it clearer, Aldeson (1986:5), “evaluation is the process of seeking to establish the value of something for some purpose, test is an instruments for gauging learning outcomes” ( Alderson, 1986 as cilad in Brown and Rodgers, 2002:22

participants’ attitudes within the context of a particular institutions involved”

in more detail, Sfeele (1070:7) showed that program evaluation consists of three essential

clecmends which are eri:

of the extent to which the criteria were met (p 8) Tn addition, he also confirmed more that evakuation nmst be purposeful and not done just for its own sake and it should contribute t0 the present program or future program (p 7)

In all, ‘the program evaluation tr the process of judging the worth or value of a program

This judgment is formed by comparing evidence as to what the progrant is with criteria as

to what the program should be” (Steele, 1970-8)

1.1.2 Criteria af program evaluation

Steele (1970: 9) confirmed criteria are one of the essential elements for evaluation He

defined criteria as “a mie, a standard, a worm, or an object, condition, or behavior thal is considered good or ideal”, The evaluator must identify the range in approptiate criteria, and which ones are most relevant to the purpose of the program He also pointed out that the criteria, for the effectivencss of a program are ba

In the context of Ta Moa Tien Universily, an extensive reading program is imptemented

for the purposes of increasing students’ vocabulary knowledge in teums of form, meaning, and use Therefore, the achievement of these purposes of the program is criteria to evaluate

it In other words, the offectiveriess of the BR program on vacabulary acquisition in this study is evaluated on the above criteria

1.2 Extensive reading

1.2.1 Definition of extensive reading

For those who know the meaning of the word “extensive”, this phrase does not take them

much time to work out Since “extensive”, according to The Little Oxford Dictionary,

means “large, far-reaching”, this phrase can be understood simply as “reading a lot” Put it

int the avadersic comtoxl, this definition conveys Tittle Tustcad, « definition that can reveal the nature of extensive reading seems to be expected This is the way most linguists and practitioners follow when introducing this approach in teaching writing Nevertheless, working oul a thorough definition of extensive reading is a difficull task In fact, many trials have been made by those who are interested in this approach Among them is the one

by Lewis and Hill (1992) in which extensive reading means that “students have general

understanding of the text withoul necessarily understanding every word” Obvieusly, this definition fails to help Jeamers imagine the whole picture of extensive reading since only one respect of it is shed light on, that is, the purpose of extensive reading (general undorstanding) Tho definition given by Corrs] and Carson (1997) which says that

“extensive reading generally involves rapid reading of large quantities of matarial or long readings” also shed light on only the length of ‘the reading materials (p 47)

The definition that scoms to be more s mentionad above is Ihe one

text Further, because (d) reading is individualized, with students choosing the books they

want to read, (2) the books are not discussed in class

What makes this Bl jitton distinctive from other definitions is th : summary af the gencral characteristics of extensive reading it provides including the issues related to the amount and primary purpose of reading and the role of leamers in such a kind of reading However, sinec extensive reading carmol be implemented in isolation from an instructional program, the last characteristic mentioned in this definition is questionable

Given the fact that there is hardly any definition that can work in all contexts, a working definition of extousive roading for this study is needed Considering varions definitions offered previously and the context of the present study, we have finally come up with the following definition in which extensive reading is understood as reading of (a) large gnintitics of graded readers, (b) chosen by Toarners themselves, (c) at their own fevel of

groñciency, (đ) for global or general underslanding, (s) with primary imfenfion of obtaining plzesure form the roading materials and (6) done both in and out of dass

1.2.2 Models and principles of an extensive reading program

From the time the term “extensive reading” was fist coined by Palmer (1917), a number of different models for ER in second language contexts have been developed throughout the

world

‘There are four corumon models to organize an FR program as follows

- Purist ER program: In this version of ER, the students only rad large amounts of self-selected comprehensible input at their own pace with no tests, and little follow-up

work

~ Infegrated ER program: This design of ER program exists as part of an existing class or cumticnium whereby students would probably read their self-selected materials and

then make discussions, reports or do other follow up class work

- Class reader ER program: In this mode, all the students read the same book and work through it slowly, often over a period of weeks then stop to check comprehension and discuss the story Olen there is some language work developing vocabulary, reading skills and grammar

- ER as literature: In this dosign of an ER program sludents read the same book usually slowly and treat it as a work of literature examining the plot, characters and various literary aspects of the book

Based on the model of the Integrated FR program, the ERP in Ma Moa Tien Universily is

implemented with using graded readers to examine the effects of reading on students’ ocatndary acquisition The design of this extensive reading program can exist as a part of the current cuticuum This mad: the program possible lo be caried onl casier The Jeamers in the ER program are flooded with comprehensible input with the purpose of getting the readers to enjoy reading and simultaneously improve their vocabulary

aoquisiion Ltethenmore, when dssigning the ER program, some of the principles for leaching FR by Day and Bamford (2002: 136) are applied

Principles for teaching Extensive reading which are applied in the program:

The reading material is easy

A varicty of reading material on a wide range of topics must be available

Leamers choose what they want to read

Leamers read as mach as possible

H Reading spectl is usually faster rather than slower,

8 Reading is individual and silent

9 ‘Yeachers orient and guide their students

10 The teacher is 4 rale model of a reader

Using all ten principles in an extensive reading program will create the ideal conditions for reading, which will lead to students enhancing their language skitts and proficiency

So far, the theory of the differcnt models and principles has been studied However, to

‘understand the path extensive reading effects on vocabulary acquisition, the next section

this chapter will present this issus

1.3 Previous research of vocabulary acquisition through extensive reading

‘This section is to describe previous researches on vocabulary acquisition through extensive

roading Rescarches have proved thal now vocabulary knowledge can be acquired through incidental learning of word meanings from context (Huckin, 1999: 182),

Pitts, White and Krashen (1989:271-275) after conducting an experiment on ER among 35

ESL leamers, found that students gaincd 6.4% of the total number of words that they were

exposed to Grabe and Stoller (1997) report some interesting conclusions that further complicate the issue of incidental vocabulary acquisition and reveal the relative leaming

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difficulties of different words, it seems that "some words needed to be looked up only once white ofhers requirzd multiple exposures and mullipte dictionary consullations" (p 112) Based on that, they argue “each learner seems to encounter some sets of words that just will not be remembered" (p 115) Horst, Cobb and Meara (1998) conducted a study on students’ ER with the nnalerial for reading were novel Cor native speakers and found thal the number of words one student gained increased when he or she increased the reading amount (p.207-223)

In a tecent sindy of extensive Teading that tok place in an authentic extensive reading environment (Horst, 2005: 374}, participants appeared to have learned "well over half of the unfamiliar” words they encountered in the simplified readers (although there might

‘have been "a role for other sources of exposure in learning" for some of these words) This seems a very encouraging result, however, that the procedure involved a self-rating test, and that as Horst acknowledges, the pre-and post-tests were not the same

Pigada and Schriit (2006) used 70 nouns and 63 verbs in their sturdy in investignting incidental vocabulary acquisition with a participant, G, a native Greek speaker, by using four graded readers in French Because the texts were short, Pigada and Schmitt incuded only “the most common parts of speech found in natural text” (p 9), im the hope that further research would include othar werd classes, They organized the two word classes into six different frequency groups according to the number of encounters and tested three types of word knowledge (meaning, spelling, and grammatical bchavior) They found thal substantial word learning occured duting the ER, although the improvement was not uniform across the thres types of word knowledge,

In Vietnamese EFL context, there are not any rescarches on vocabulary acquisition through extensive reading Researches in the ER field focus mainly on the effect of ER on students” reading ability and the practice of ER by EFL students Quach Ngoc Anh (2007) examined the effsct of an ER program on students” rwading proficiency at Collage of Forcign Languages Vietnam National University (Hanoi) Tran Hoai Giang (2009) carried out a survey at Vietnam National University (Llanoi) to find out the practice of ER by second yoar English majors

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In summary, the above researches provide good evidence that vocabulary is leamed incidentally from extensive reading, bul participants are nol Vietnamese siudonts, In addition, there are still Jarge gaps in our knowledge of this learning in an authentic extensive reading context Kor example, we do not know much about how extensive

main data collection.

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CHAPTER 2: RESEARCH METHODOLOGY

Chapter two is devoted to a brief presentation of the research It consists of the description

of the participants and setting of the study, the tool for data collection, and the extensive reading program used in this study

2.1, Restatement of research question

In order to investigate the effect of an ERP on the second non- Linglish major students” vocabulary acquisilion in Ha Hoa Tien University, the rescarcher atfcrpts to find out the

answers to the following questions

‘How does the current ERP of Ha Hoa Vien University have the effect on the second year

non-Fnglish majars’ vocabulary acquisition?

The criteria to identify the effectiveness of the ERP are formed under the accomplishment

of the ERP’s objectives The evidence ta show this effectiveness is the results of a

vocabulary test and survey questionnaire And the judgement on the effectiveness of the

ERP is based on these evidences compared to the given criteria,

2.2 Participants

The subjects include 25 of the second year non-English major students at DK6 of

Acconnting Faculty at Ha Hoa ‘Tien University They are aged from 19 to 21, in which

there are 13 female and 7 male students They all have bean learning English for one year

of General English at Ha Hoa Tien University In the first year at Ha Hoa Tien University, they have attended two 45-minute reading periods in the class per week And thay do not engage in any kind of extensive reading activities besides the textbooks in the class ‘The study is conducted after the program has been taken for a somester with the hope that students can have enough time to get its etfact as much as possible,

2.3, Setting of the study

Ha Hoa Tien University, where the ER program described in this study is conducted, is a private university Ha Hoa Tien students have lower proficiency in English than other

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university students of the same age ‘Therefore, we often examine students’ vocabulary evel al the end of zach term to find a suilable method for devclaping their next level The result of this test shows that students’ vocabulary acquisition in Ha Hoa Tien University is quite weak For instance, in DK6, about 37% of students obtain scores over the average in this tesl Therefore, a Moa Tien University decides lo implement an ER program lo focus

on improving the second-year students’ vocabulary acquisition from the first semester of

the year 2014 in course 6 of Accounting Faculty

2.4, The extensive reading program

‘The ER program at Ha Hoa ‘Tien University is designed as part of an existing class or curriculum whereby students would probably read their self-selected materials and then

TrakG long, Teporls or do ther follow nụ clnss work snd spplicd len roađing

principles of Day and Bamford (2002) It provides students not only guidelines on reading bot aso comprehensible inputs, and to lower down their affective filter, on the other hand,

so as fo let the comprehensible input internalized because they were allowed to read with their own pace, The program lasts for 20 weeks with 90 periods attended in the classroom The program exploits the collections of graded readers available and involved several study activities taking place both insids and ontside classroom, A detailed description of the purposes, materials, activities, as well as the students and teacher's role in the ERP is presented below

Purposes of ERP

Ha Hoa ‘Tien University proposed the ERP with the following objectives

1 Recognizing the word form (spelling)

2 Knowing the synonyms and antonyins of the word

3 Knowing the use of the word in grammatical structures and collocations

Reading materials

Simplified materials are preferred instead of authentic ones since they “compare favourably to the much more lexically dense literary originals" (Horst, 2005: 375)

The main reading atonal is the book Facts & Figures level | about 700 words of Patricia Ackert & Linda Lee It is also prior to examine in order to gain an overview of students’

vocatniary acquisition when the program completed

The book has seven main topics such as animals, phenomena, plants, music, work and leisure, people, and exploration and adventure Hach topic contains five lessons, in which about 12 words are introduced in each lesson All of the new vocabulary items ars used several times in the lesson, and then are systsrmativally reeycled through oul the texl Rack Jesson includes exercises and activities to support new words organized as follow

~ Pre-reading questions proviile a motivation for reading the text

- Vocabulary in the text takes sentences directly ttom the text All new words are included This is for practice in writing the new words

- Vopabulay in mew context gives fusther pricties with the new words in a different context but with the same meaning

- Vocabulary review is used in subsequent texts and exercises to give additional review They arc filling ot matching synonyms and antonyms

- Questions and main ideas focus on the comprehension of the text

Furthermore, a word study section is pravided near the end of each topic Tt reinforces vocabulary knowledge as word form, word meaning, and word use In addition, zach topic ends with a set of high interest, interactive tasks as watching CNN video highlights, or playing games to help students practice tho now voostulary and the skills they have Jeamed in more open-ended contexts,

Ueside this book, 30 other graded readers ftom some publishers (eg Voundations Reading Library, Collins English Library, Heinemarm Guided Readers, Nelson Readers, Macmillan Readers, Oxford Bookworm, and Streamline Graded Readers) are selected as the ER materials to be read as homework Each student is required to read contimuously one book within two weeks, based on their own choice from among the TR collection This amount

of reading is considered by Day and Bamford (2002:136) as the goal for a successful extensive reading program It is also consistent with Nation and Wang's (1999: 355)

suggestion thal "lozrmers nood to road graded reader per weok in order fo tnect repstitions

of the new words soon enough to reinforce the previous meeting,” assuming that the jeamers do not meet the words in other language activities ‘Ihe collection consists of simpli ficd story books with a range of books that hava boon adapted lơ learners in the arcas

of vocabulary and syntax These books are available at the English department library, making it easy for students to borrow and keep for reading in their own time, With a wide variety of topics from science stories to those touching upon social isstes in real life and the varictics of gers, these reading materials arc believed to cater to all students’ interests The names of the graded readers (appendix 3) are included in a table to be later

inboduced to students for their selection

Saedents’ and teacher’s role

In such an extensive reading program, the students play the leading role who will actively

The performance of the ERP

‘The exlensive reading program is implemented from week 2 to week 19 The textbook is

Facts & Figures level one about 700 words of Patricia Ackert & Linda Lee The reading

class includes three stages as follows:

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Step 1: Pre-reading

In this stage, students are encouraed to express their expectations and predictions by discussing pictures, the cover page, titles, or the author's biography, brainstorming the relevant vocabulary, matching titles and parts of a text, ordering parts of a text, or

answering questions

Step 2: While-reading

Students arc offersd to read books silently al their own paca, without refering to dictionaries, and recorded new words, or word phrases encountered while reading to a personalized vocabulary notebook Then, students will discuss about the meaning, form, and use of these words with their classmates and teacher The teacher also instructs students doing exercises as vocabulary in text, vocabulary in new context, vocabulary review in the form matching synonyms and antonyms or collocations, guessing the word meaning, identifying the word form, cross-words, word-search puzzles, and tratitionat comprehension exercises of true or false questions, Further, teacher also supply students some basic rules for ward study at each aspect of word to support their vocabulary knowledge

2.5 Dafa collcction instrumcnfs

‘Two instruments are used in this research, namely vocabulary test and questionnaire The vocatndary test is used to measure the level of students’ vocabulary acquisition while the

questionnaire was administered to gain information on students’ perception about the

of exercises in which each exercise had five sentences The first exercise requires students

to choose the right word form This exercise aims to examine students’ vocabulary knowledge on word form ‘The second exercise and the third exercise are on synonym and

antonym., These lwo exercises ars used to Lest studests’ abilily on word meaning Ta the

fourth exercise, students have to use the word correctly in grammatical structures And in

the last exercise, they are required to make collocatians by matching the correct wards together Two last excreises show students’ abitity on using words aller the ERP The forms

of the test is designed in three different formats namely: patting, matching and choosing

"The total sentences of tha test are 25 ifema And it requires about 30 minutes of class itme

for students to finish

‘The test is scored in ten-degree scale Each exercise is praded with two-depree scale (from

Gas minimum to 2 as maximum) ‘The total sentences of an exercise are five, in which each

the program as a wholc The sccond part is their cvaluation towards the content of the

= No), ‘To achieve the validity and reliability of participants’ responses, both positive and

items are used in questionnaire

2.6 Data collection procedures

In this section, the procedures of the present study are presented including vocabulary test and questionnaire survey for students as follow:

2.6.1 Test procedure

Afier the completion of the ERP in the early af June, the students are sequirad to take a

test Before doing the test, learners are informed that their marks will be subtracted by once

if they are caught to look around or copy answers from their friends, ‘Therefore, learners do not dare Io do anything to break the nile Moreaver, during the test, there are only one

Jeamer sifting at a desk instead of three as usual and any reference materials are also not

permitted to use during the testing time In addition, being allowed only 30 minutes to answer over 25 questions let leamers just enough time to complete their tests, not to look

around and copy ftom others All these necessary things are donc to assure the reliability of

the test

2.6.2 Questionnaire survey procedure

A questionnaire survey (appendix 2) is done in June 2014 to get information on students’ attitude and perceptions towards the Enghsh extensive reading program ‘he questionnaire

is given personally ta the sludents in DK6 by the rescarcher The questionnaire is given individually so as to prevent any discussion or comparison of answers, and to aver any type

of peer influence or conformity 15 students complete and hand in their questionnaire surveys within 15 minutes Seven students hand in within 25 minules and three students hand in 30 minutes All students are assured of the confidentiality of their responses There isa 100% response

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2.7, Data analysis procedures

The analysis procedure includes the following steps

Step 1: Collecting the results

The ontire test scores and tho answors of survey questionnairs arc collected Lo enable closer, full investigation of the results and the information provided by the respondents

‘This makes the examination of the data more convenient and the researcher easier to find ont the theory generated from the data

Step 2: Classitying the data

‘the data were classified to seek answer for the study as follow:

Firstly, with test scores, each is divided in five component scores, And each component score is calculated the valid percent by he formula (V= E/N*100), in which V is the valid percent, F is froqucney of score, and N is a lolal of frequoncy of all scores, The vatid

percent shows the ability of achicvernent (o cach crilerion in the rogram This point is also supported more by the mean The mean is the average score computed by adding all the scores together and then dividing by the number of score ‘through the mean, the

oblains insight by considering large amount of dala

Secondly, the data are classified according to three purposes of survey questionnaire Lhus there are (rae major groups of answers corresporrdirys lo these purposes, ‘Thal is sludonts” inferest towards the program as a whole, their evaluation towards the content of the program, and their perception on the effects of the program to vocabulary acquisition

Based on the classification of the {esl score and the information from survey questionnaire,

the researcher can make the foundation for answering the research question

Step 3: Interpreting the data

In this step, tho data arc calculated in porcumt, Then the comparison and contrast are mads for evaluating the data more exactly to find the answer for the research question

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2.8 Concluding remarks

This chapter has so far presented at full length the methodological framework of the study including the detail of the extensive reading program, participants, vocabulary test, and the questionnaire used as tools of collecting data as well as the specific steps of conducting the sludy The nox! chapler will be exhibiting the findings and discussion of the study

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CHAPTER 3: FINDINGS AND DISCUSSION

This chapter presents the results of the study from qualitative and quantitative data analysis The first section presents the results of data analysis from the students’ scores of

the vocabulary test, and the second section presents the students’ perception toward the extensive reading program

3.1 Findings

3.1.1 Total test scores

Although the vocabulary test scores are distributed among the large range, their frequency

is stressed on some typical scores Six of 25 students gained mark 7.2 which occupies the highest percent at 24% Following after this value is 20% of the frequency of mark 8 as well as of mark 6 The less valid percents are for mark 7.6 with 12% and mark 5.6 as well

as mark 5.2 at 8% Only a student got mark 4, and another was at mark 4.4 with the lowest

frequency of 4% It can be calculated from the statistics that 92% of students obtained scores over the average in the vocabulary test Below is the table of valid percent or

frequency of total test scores

Chart 3.1 The validity of total test scores

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3.1.2 Camponent test scores

To make clearer what the ER program achieves in accordance with its purposes, the sesearcher gives a concrete table on the frequency of component test scores in each

exercises below

Table 3.1 The validity of component test scores

Valid percent Scores WordForm | Synonym Antonym Structures Collocation

As can be seen fiom the table that each exercise of vocabulary test have six kinds of points

int the range scale from 0 as minimum ta 2 as naxirmum equivalent to its five questions

In the exercise of word form, the common mark is 1.6 equivalents to answer correctly four

questions up to 48% In contrast, only 1% of students gel mark 0.8 No students get

domimum mark while 20% of students obtain maximum mark This means that the

majority of stedents up to 96% get mark over average in this exercise

In the synonym exercise, the range of mark is relatively uniform 40% of the valid value is reserved for the frequency of mark 1.6 as same as mark 1.2 The minimum and maximun marks do not appear simultaneously in this exercise, With 80% of marks over average also indicates thal most of students acquire this exercise form are quite good in spite of less than the word form Similar to the synonym exercise, no students got minimum and

amaximum mark in anfonym exercise 56% of students obtain mark 1.2 ‘he rest is spread

for other marks ‘rom the statistics, it can be calculated that the number of students having the correet answers over a half of questions in this sxercise was 76%

minimum mark The most common is mark 1.2 with 44% It cals that studenls aeryairc

‘the collocation less than other aspects of words

In short, based on the above results, it can be seen that most of students get marks over average in cach excreisc, I indicates thal students? vocabulary sequisition in the program

is relatively good, These are realistic evidences for the judgments on the effectiveness of

the ERP in the following section

3.1.3, Stustents’ perception pn the ERP

To seek the answer for the research question on students’ perception of the ERP, a questionnaire is administered to them in order to gather their evaluative opinions of the

ERP, which were then put in three subs — categories Five first sentences arc their interest

towards the program as a whole Then, their evaluation towards the content of the program

is expressed from serlence six 1a sentence ten And five last sentences are their perceplion

on the effects of the program to vocabulary acquisition The results of these opinions are shown as follow

Table 3.2 Students’ opinions on the LRP