Promoting learning english througgh teaching core values in english comic books acase study at dak pne secondary school

Aims of the study Because the present study uses the core values in English comic books to teach and promote English learning, it involves what core values in English comic books which h

VIETNAM NATIONAL UNIVERSITY – HOCHIMINH CITY

UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES

FACULTY OF ENGLISH LINGUISTICS & LITERATURE

PROMOTING LEARNING ENGLISH THROUGH TEACHING CORE VALUES IN ENGLISH COMIC BOOKS: A CASE STUDY AT DAK PNE SECONDARY

NGUYỄN HOÀNG TUẤN, PhD

HO CHI MINH CITY, MAY 2018

STATEMENT OF AUTHORSHIP

I hereby certify my authorship of the thesis entitled:

PROMOTING LEARNING ENGLISH THROUGH TEACHING CORE VALUES IN ENGLISH COMIC BOOKS: A

CASE STUDY AT DAK PNE SECONDARY SCHOOL

in terms of the statement of Requirements for the Thesis in Master‟s Program The work

in this thesis has not been submitted to any institutions or for the award of any degree or

diploma in any other situation

Ho Chi Minh City, 2018

A Tron

RETENTION AND USE OF THE THESIS

I hereby claim that I, A Tron, being the candidate for the M.A in TESOL Degree, accept the requirements of the University relevant to the retention and use of Master‟s Theses deposited in the library

In terms of the conditions of the University, I agree that the originality of my thesis deposited in the library should be accessible for references and research purposes, in accordance with the normal conditions established by the library of the school

Ho Chi Minh, 2018

A Tron

ACKNOWLEDGEMENTS

I would like to express my deepest gratitude to my thesis supervisor, Dr Nguyen Hoang Tuan, who spent much of his time reading and advising me so that I can finish my thesis successfully His guidance helped me a lot in finding ways so that I can properly accomplish my thesis Without his help, I could not have finished my present thesis

I would like to express my thanks to Mr Le Hoang Dung, Dean of the Faculty of English Linguistics and Literature at Ho Chi Minh City University of Social Sciences and Humanities, and all other lecturers, who have taught me informative lessons and have assisted me during my TESOL course

I also would like to all the teachers, who supported and assisted me during my research time in the study school

My sincere thanks also go to my beloved sister, who assisted me much in the progress of the research, and to the friendly students, who participated in the teaching of the study and inspired the motivation in me to contribute my effort and knowledge to the development of the young students in remote areas

I am really owed to my parents and my siblings during the time I conducted the present study for their support both mentally and physically Without the help from them, I would have never accomplished this thesis

TABLE OF CONTENTS

STATEMENT OF AUTHORSHIP i

RETENTION AND USE OF THE THESIS ii

ACKNOWLEDGEMENTS iii

TABLE OF CONTENTS iv

LIST OF ABBREVIATIONS vii

LIST OF TABLES viii

ABSTRACT ix

CHAPTER 1: INTRODUCTION 1

1.1 Background to the study 1

1.2 Aims of the study 3

1.3 Research questions 3

1.4 Significance of the study 4

CHAPTER 2: LITERATURE REVIEW 6

2.1 Terms and related theories 6

2.1.1 Values 6

2.1.1.1 Terminal values 6

2.1.1.2 Instrumental values 7

2.1.1.3 Moral values 8

2.1.1.4 Cultural values 8

2.1.1.5 Core values 9

2.1.2 Emotional literacy 10

2.1.2.1 Role of Emotional Literacy 10

2.1.2.2 Values education 11

2.1.3 Comic book 16

2.1.3.1 Visual presentation 17

2.1.3.2 Verbal presentation 18

2.1.4 Theories related to promoting learning 18

2.2 Limitations of the previous studies 20

2.3 Conceptual framework 21

2.3.1 Instructional Scaffolding 21

2.3.2 Method used in the teaching of core values in English comic books 22

2.3.3 Techniques in teaching core values in English comic books 23

2.3.3.1 Reading aloud 23

2.3.3.2 Translation technique 25

2.3.4 Framework for the analysis of English comic books 26

CHAPTER 3: METHODOLOGY 28

3.1 Description of the research site 28

3.2 Research design 32

3.3 Participants 32

3.3.1 Students 32

3.3.2 Teacher and researcher 33

3.4 Teaching materials 33

3.5 Instrumentation 35

3.5.1 Documents 35

3.5.2 Questionnaire 36

3.5.3 Observation 37

3.5.4 Interview 38

3.6 Procedure 39

3.7 Data analysis 40

CHAPTER 4: FINDINGS AND DISCUSSION 42

4.1 Analysis of English comic books 42

4.1.1 Analysis of the comic book "What is good, what is bad" 42

4.1.2 Analysis of the comic book “Teacher helps to learn” 48

4.1.3 Analysis of the comic book “Learning to love” 51

4.2 Analysis of students‟ qualitative responses 54

4.2.1 Respect 54

4.2.2 Love 55

4.2.3 Responsibility 57

4.2.4 Care 58

4.2.5 Integrity 60

4.2.6 Harmony 61

4.3 Findings from observation and interview 64

4.4 Discussion of findings 68

4.4.1 Core values in comic books and students‟ improved understanding of them 68

4.4.2 Promoting English learning 71

4.4.2.1 Being curious about meanings of new words and sentences 72

4.4.2.2 Being interested in pronouncing individual words and sentences clearly 73

4.4.2.3 Active learning in class activities 73

4.4.2.4 Reviewing lessons outside classroom 74

4.4.2.5 Being interested in using English in class activities 75

4.4.2.6 Being more confident 75

4.4.2.7 Learning English from one another 75

4.4.2.8 Being interested in knowing how to progress in English learning 76

4.5 Summary of majored findings 76

CHAPTER 5: CONCLUSION 78

5.1 Conclusion 78

5.2 Pedagogical Implications 79

5.3 Limitation of the study 83

5.4 Recommendations for further study 83

REFERENCES 85

APPENDIX A 92

APPENDIX B 97

APPENDIX C 98

APPENDIX D 99

APPENDIX E 101

LIST OF ABBREVIATIONS

ELT English language teaching

ATE Appraisal theory of emotion

RQ Research Question

MES Ministry of Education Singapore

DCT Discourse Completion Test

LIST OF TABLES

Table 2.1 Four types of meanings in language 26

Table 2.2 Three types of meanings in image 26

Table 3.1 Synthesis of general information of the participants 32

Table 3.2 Core values implied in each item 36

Table 4.1 Experiential meaning 43

Table 4.2 Interpersonal meaning 44

Table 4.3 Textual meaning and logic meaning 46

Table 4.4 Students‟ expressing their „respect‟ (students‟ responses) 54

Table 4.5 Students‟ purposes in learning English 56

Table 4.6 Students‟ expressing their „responsibility 57

Table 4.7 Student‟s expressing their “care” 58

Table 4.8 Student‟s expressing their “integrity” 60

Table 4.9 Student‟s expressing their “harmony” 61

Table 4.10 Student‟s expressing their “harmony” 62

Table 4.11 Students‟ characteristics 64

Table 4.12 Learning environment 66

Table 4.13 Teachers‟ influence 67

Key Words: English learning, Core values, English comic books, Attitudes

CHAPTER 1: INTRODUCTION

In this chapter, the background information section provides a brief overview of the role of English language teaching and core values in human education From that insight, the gap leading to the why this study was carried out is pointed out Moreover, this chapter also includes the purposes to conduct this study, the research questions, and the significance of the study

1.1 Background to the study

English language teaching involves linguistic areas such as vocabulary, grammar and language skills such as listening or speaking English teaching also consists of areas more than the language itself and it uses many different techniques and methods to promote students‟ understanding English teaching in Vietnam is developing with a fast speed and is developing as a result of the demand of using English in communication at work and for study Most students start to learn English from secondary school, even right at primary school many students have been able to learn English in grade three or earlier English is now becoming the main communication mode, so it is obvious that English affects the teaching and learning in Vietnam However, not much research highlights the teaching of values in English classes The reason for this is that English teaching is not equivalent among regions concerning teachers and facilities, especially in remote or mountainous schools Specifically, Dak Pne Secondary School is one of the difficult schools in which many problems in the teaching of English still exist Students encounter many difficulties such as the fact that English is not used for communication, but for examination only, and that children learn English at school, but parents do not appreciate the knowledge, so most young students learn English without right direction One more obstacle is that many schools in mountainous areas are not well-equipped for English studying environment Therefore, it is necessary that there are ways of teaching that can reduce the difficulties in difficult regions so that students can better learn necessary English skills and knowledge This study involved English vocabulary and

core values because “without vocabulary nothing can be conveyed” (Wilkins, 1972, p 111) and because core values are are able to help language teachers create those students who are both good at language knowledge and understand moral issues

Human values play an important role in helping a person become educated or a

„whole person‟ which Tanemura & Miura (2011) referred to those learners who have physical, emotional and social features as well as cognitive features Nowadays, as can

be seen from social media crimes, violent scenes, and so forth are numerous, and the deeply-seated reason may derive from the shrinkage in human values The main role of education is to create many „whole persons‟ in order that they can contribute to the development of education in particular and of society in general There have been many researchers and educators interested in instilling values in students, and that is the reason why many countries have been teaching values to students at different ages and they have also had different organizations working on values education The Australian Federal Government established a framework for Australian schools during 2000s, the United Kingdom‟s government encouraged voluntary program – S.E.A.L which stands for Social and Emotional Aspects of Learning; C.A.S.E.L, or Collaborative for Academic, Social and Emotional Learning in the U.S.A, and so forth These are the works that have promoted general values education in schools in different countries There should be some particular involvement of values education in a particular subject

as well because of their very important role One of those particular subjects is language teaching, specifically English language teaching Through the teaching of the English language, values should also be aimed to help students become „whole-persons‟ learners Similar to the long-term acquisition of a language, the teaching of values in English classes also goes through a certain course of time and a continuous process, in which children are the main invested characters as America‟s Promise Alliance (2007) stated that it is wise and cost-effective to invest in young children, but essentially wasted

if that societal investment does not continue through adolescence

The purpose of this study is to suggest a new way of promoting young students to learn English, particularly using core values in English comic books Through comic books, many core values that students can learn in the teaching and learning of English are pointed out thanks to the analyses of English comic books Furthermore, the role of teacher‟s scaffolding including activities and supports is also clarified, and students‟ attitudes towards the use of comic books in teaching values in English classes are shown To achieve the aims of the study, a qualitative approach was employed by virtue

of qualitative questionnaire, unstructured observation, and interview Teaching core values in English comic books in English language classroom will be challenging to English language teachers, but it is worth applying for the cumulative effects on children when they realize the important role of core values in their English learning and in their own life Hopefully, the current study contributes positively to English language teaching, and it can help many teachers realize the importance of instilling values in students so that they can become better English language learners and better citizens 1.2 Aims of the study

Because the present study uses the core values in English comic books to teach and promote English learning, it involves what core values in English comic books which have been not concentrated before in English language teaching Therefore, this study focuses on these two main aims: (1) To find out what core values which are embedded

in the three selected English comic books can be taught to young students, and the ways students express them and (2) To understand students‟ attitudes towards English learning after the teaching and learning with core values in English comic books

RQ 2: What attitudes towards English learning do students have after the teaching and learning with core values in English comic books?

1.4 Significance of the study

The current study which investigated the use of core values in English comic books

to promote learning English among young students in a remote area is practically and theoretically significant The new aspect of the current study is that it provides English language teaching with students‟ interest and passion, and these aspects are expressed lively and interestingly in English comic books

Concerning practical level, the use of core values in English comic books can help teachers and educators have new views on the teaching of English thanks to the results from this study Values education can be considered more carefully in the English teaching, and language learning is the learning and teaching of not only the language knowledge itself but also of human values From this study, teachers can figure out what core values in English comic books can be used to teach English to students and to promote their understanding They can also widen their knowledge about the features and the use of comic books for teaching English Many activities that teachers can use in teaching are also explained so that teachers can support students in understanding and actualizing values in English classes The results from this study also suggest some techniques of teaching values through comic books so that students can be motivated to learn English Significantly, students learn human values in English comic books to promote their learning of English in order to become „whole persons‟

Moreover, the results from this study may lead those involved in the teaching and learning the English language and also other educational fields to human values, and help them recognize that ELT has also put human values or core values within the teaching and learning This research also suggests some investiments into the application

of core values to the TREE (Teachers, Researchers, Educators, Evaluators) For learners, the ultimate goal of the application of core values is that they help learners become life-long learners The learning process lasts for life not just contemporary, and learners need

to be aware of this The results from this study also shed some ideas on the involvement

of values in ELT or on some approaches to be applied to ELT in case the values are used

as a tool

Concerning the theoretical level, this study has supported existing literature of language learning motivation which involves young students‟ attitudes towards learning

in a difficult area This study has showed what they feel motivated to learn, particularly

in relation to English comic books, and some outside factors they may affect the young students‟ motivation The context of this study is a remote area which has been short of concentration, so the theories when applied has pointed out some issues This is a significant contribution to the existing literature

CHAPTER 2: LITERATURE REVIEW

To limit the extent to which values education expands and to see clearly what have been done related to the issue in the present study, this review of literature is conducted This chapter consists of the key terms used in the present study including core values, emotional literacy, and what other researchers have done pertaining to values education and promoting learning In addition, many methods, approaches, strategies and activities that have been used to teach English and values are also evaluated The terms and benefits relevant to comic books in teaching are also pointed out and evaluated so that the researcher can state why the present study can and should be studied

2.1 Terms and related theories

2.1.1 Values

The term „values‟ has been granted various definitions and categories According

to Turkish Language Association (2009), value is termed as “an abstract criterion to appraise the importance of something, what something is worth, and preciousness” (cited in Deveci, 2015, p 113) In other words, value is used as a scale for a person to state whether something is precious or not, and it basically depends on each individual‟s awareness and capability Frey (1994) defined values as “learned, relatively enduring, emotionally charged, epistemologically grounded and represented moral conceptualizations that assist us in making judgments and in preparing us to act” (Frey,

1994, p 19) In addition, Wilson and Dufrene (2008) demonstrated values as freely chosen, verbally constructed, patterns of activity that are intrinsically reinforcing Thanks to values, we can “interpret and comprehend the behaviors of others as well as guide our own behaviors through the maze way of human existence” (Frey, 1994, p 24) Besides, there are also other specific values such as human, moral and cultural values, and core values play a role in a big picture of values

2.1.1.1 Terminal values

Terminal values are the values used in one well-known survey study carried by Rokeach (1973) In his survey, Rokeach included 18 terminal values These values are

true friendship, mature love, self-respect, happiness, inner harmony, equality, freedom, pleasure, social recognition, wisdom, salvation, family security, national security, a sense of accomplishment, a world of beauty, a world of peace, a comfortable life, and an exciting life To formulate these values Rokeach used a survey study in which participants were asked to rank orders of importance of the values in their life Therefore, he summarized these ideas and named them terminal values Some of these values are used in other works and named differently An example of this is the values including respect and harmony are used by Ministry of Education Singapore (2016) for different grades, and regarded as core values because of their appropriateness Therefore, for the current study these values are all called core values which are

appropriate for the students at secondary school

2.1.1.2 Instrumental values

Rokeach (1973) also named values as instrumental values in his survey study The instrumental values consist of cheerfulness, ambition, love, cleanliness, self-control, capability, courage, politeness, honesty, imagination, independence, intellect, broad-mindedness, logic, obedience, helpfulness, responsibility, forgiveness Rokeach‟s scale

of values have also been adapted by many studies about values education Some values

in Rokeach Values Survey are adapted in the present study with simplification so that young learners can be easy in giving their responses

Oxford dictionary (Hornby, 2010) defines „integrity‟ as „the quality of being honest and having strong moral principles‟ In other words, being honest is considered a part of the value „integrity‟, and strong moral principles are another part Being

„responsible‟ is „having the job or duty of doing something or taking care of somebody

or something, so that you may be blamed if something goes wrong‟ This definition can

be understood as when one does something, he or she must be present at them when something goes wrong

Oxford dictionary defines „resilient‟ as being „able to feel better quickly after something unpleasant such as shock, injury, etc.‟ „Care‟ refers to „attention or thought

that you give to something that you are doing so that you will do it well and avoid mistakes or damage‟ and „providing what people need for their health or protection‟ The core value „harmony‟ is defined as „a state of peaceful existence and agreement‟ 2.1.1.3 Moral values

Kohlberg et al (1975) suggested the following moral dilemma topics when discussing moral issues: punishment, property, roles and concerns of affection, roles and concerns of authority, law, life, liberty, distributive justice, truth, and sex For children, only some of the moral values from Kohlberg are used in the current study The values including punishment, liberty and truth were used for the analysis of the final results

when using core values in English comic books to promote English learning

2.1.1.4 Cultural values

According to Frey, „values can be grounded in the cultural heritage of a society and pervasively housed within the institutions of the society.‟ (1994, p.19) In other words, cultural values come from the community of a culture or society Hofstede (1980) mentioned different terms for cultural values including uncertainty avoidance (degree to which members of a culture feel unsafe towards uncertain situations), individualism (care about personal interest) or collectivism (the relationship among members is very close) referring to how an individual and a group deals with their relationship in their living environment), masculinity (distinction between men and women; the roles of men and women are believed to be separated) and femininity (association between gender roles, equality between men and women), and power distance (less powerful members of organizations and institutes accept and expect that power be distributed unequally This value refers to large and small power distance which means in big power distance culture the acceptance of dominance is easier than small one With respect to this dimension, Hofstede mentioned that equality of classes was considered as a value (Hofstede, 1980)

Hofstede (1980) said that these dimensions exist in all cultures, but there exist many differences between people in terms of each dimension In each culture, not all

people consider themselves as individualistic or collectivist In other words, different people at different ages are different in the way they view these cultural values For young children, their knowledge about these dimensions may be very vague because of many factors such as language ability or cognitive development Hence, young people should be assisted to understand these cultural values so that they can have a good and firm background knowledge about the cultural values surrounding them

Research has shown that cultural values shape cognitive processes, so they affect the beliefs and behaviors of people (Kedia & Bhagat, 1998) Therefore, in the analysis

of the data, cultural values were also used for this study to see how young students understand cultural values and how they actualize their knowledge of values in their school life based on their responses

2.1.1.5 Core values

According to Singaporean program of Character and Citizenship Education for the citizens in the 21st century, many core values, social and emotional competencies, and skills directly related to citizenship are illustrated Concerning core values, the program includes many values which are respect, responsibility, resilience, integrity, care and harmony These core values can be seen and judged to see a good character and a useful citizen for the nation With these core values, students can distinguish between right or wrong and more aware of themselves Specifically, saying a person has „respect‟ means that he believes in his self-worth and the intrinsic worth of others A responsible person

is the one who recognizes that he has a duty to himself, his family, community, nation and the world This person uses love and commitment to fulfill his responsibility Integrity means that a person possesses ethical principles and has the moral courage A person with care acts with kindness and compassion A resilient person is the one who has emotional strength and perseveres when facing difficulties or challenges Some good characteristics of this value are courage, optimism, adaptability, and resourcefulness A person who is said to possess harmony value seeks inner happiness and promotes social

cohesion The harmonious person highly values the unity and diversity of differences among cultures

According to Ministry of Education Singapore (MES) (2016), after teaching core values to students, learning outcomes to judge secondary students‟ accomplishment include responsibility, care, integrity, respect, love, and harmony These core values are used as a tool to promote English learning among the students in the current study because they have been proved to be appropriate for secondary level by MES

2.1.2 Emotional literacy

2.1.2.1 Role of Emotional Literacy

Emotional literacy (EL) which is also used interchangeably with emotional intelligence (EI) or emotional quotient (EQ) is individuals‟ capacity of recognizing their own, and other people's emotions, discriminating between different feelings and labeling them appropriately, using emotional information to guide thinking and behaviors, and managing and/or adjusting emotions to adapt to environments or achieve one's goal(s) (Coleman, 2008) Emotional literacy is crucial in understanding what young students know and realize about themselves and others Being literate in emotion, students can recognize what feelings they or other people are enduring They can distinguish and nominate different terms of emotions All of these capacities can help them guide their own thinking, adjust and adapt to appropriate behaviors and emotions in order to achieve their goals in understanding human values Hence, it is necessary for young students to attain emotional literacy to understand human values in order that they develop their own understanding of English language learning

To help young people be literate in emotions and social issues, Social and Emotional Learning programs have been established Social and Emotional Learning (SEL) is the term that has been used by many scholars referring to the education of emotion and the understanding of social issues of people Many SEL programs are aimed to develop “the whole child” who possesses life skills, and knowledge about social and emotional competencies, character, and social responsibility (Schonert-

Reichl, 2014, p 936) In these programs, students are encouraged and instructed to have relationship skills, be responsible for decision making, manage their own emotions and behaviors, be aware of their own emotions and feelings, and recognize and understand social issues (Schonert-Reichl, 2014) For the current study, when students have understood what and how to be a responsible person or to make their own decision, they can become more responsible for their own learning of English

To see whether young students recognize and understand human values to help them promote their English learning, their emotional literacy was assessed in the current study The assessment of students‟ understanding of core values was not an easy task because the assessment is related to and based on cognitive and affective bases existing

in children‟s mind Therefore, the assessment of students‟ understanding of values in this study was done mainly through observation because emotions and feelings could be shown and expressed as a result of their behaviors

2.1.2.2 Values education

Values education has been defined by many scholars According to Powney et al (1995) values education means teaching values to others Through values education, learners can distinguish between good and bad, right and wrong "To say that a person 'has a value' is to say that he has an enduring belief that a specific mode of conduct or end-state of existence is personally and socially preferable to alternative modes of conduct or end-states of existence” (Rokeach, 1968, p 167) In other words, a person has believed in a specific value and this value is preferable by that person himself or by society For the present study, values education was used as the broad term in teaching moral and cultural values to young students, which includes practical approaches, methods, techniques, and activities to instill desirable values in students to improve students‟ understanding of core values and to actualize students‟ learned values

Because of the important role of values education, many countries in the world have established organizations or programs for developing values education Australia had a conference discussing “Moral Education and Australia Values” in 2007, and this

conference was a program from Monash University Singapore has many civics and moral educational programs (Thomas, 1992) Many other countries such as India, Thailand, Sweden, United Stated of America, and so on also highly value the role of values education for the improvement of citizens In the context of Vietnam, values education is also focused in schools, universities, and many other institutions, but values education embedded in English language teaching has received little interest from researchers Hence, this study was aimed at using core values English comic books to help promote English learning

The teaching of values can be implemented using different ways To teach values

to students, teachers can assess students‟ understanding of values through their behaviors because values underlie particular behaviors (Powney et al., 1995) In other words, through behaviors teachers also evaluate the effectiveness of values and associated behaviors Carefully analyzing students‟ behaviors, teachers can point out the association between specific behaviors and their equivalent desirable values so as to understand in what way students understand certain values and how they actualize them

in real situations The psychologist Lewrence Kohlberg who has researched on moral education and reasoning is famous for theory of stages of moral development This psychologist believes that when children can have discussions about daily conflicts and temporary issues, they can improve their moral reasoning ability (Kohlberg et al., 1975) When teachers can develop students‟ understanding of values, teachers can boost long-term effect of learners Other techniques that can be used to teach values include translation technique, reading aloud, and so forth

Cox (1988) stated that explicit values education was associated with different pedagogies, methods or programs, with which teachers or educators create learning experiences to teach values to students There are many approaches in values education (Sunal and Haas, 2002; Superka et al., 1976) to teach values to learners The first approach is the inculcation approach This approach instills and internalizes values in students and to change students‟ values in order for them to acquire certain desired

values (Cengelci, 2010) To help instill an internalize desirable in students, many tools can be used such as pictures, films, songs, and so on The second one is the clarification approach This approach aims at clarifying the ways students accept their values, how to evaluate those values, and how to adopt the values in their daily lives (Akbas, 2008) Concerning this approach, problem-solving activities can be an effective way for students The third one is the moral development approach Students may want to have discussions on certain values and after their discussions they can recognize and understand values The fourth one is the analysis approach This approach is carried out using scientific study and logical thinking to deal with issues related to values (Doganay, 2009) The fifth one is the character training approach which includes the process to help students understand basic ethical concepts, bond with these concepts, and change their behaviors in accordance with these values (Cengelci, 2010) The sixth approach is action-learning approach in which students act directly in personal and social situations These direct actions help students get desirable values Some of these approaches were used for categorizing the activities and strategies used in the teaching of core values in English comic books

Asia-Pacific Program of Educational Innovation for Development, also known as APEID which was a part of UNESCO also suggested many ways to teach values in a conference report It is recommended the experiential and participatory approach (in-school approaches) and integrated approach should be used to teach values (UNESCO, 1993) The experiential and participatory approach maximizes students‟ involvement and participation with the help of teachers‟ carefully planned activities Students are involved in activities in which learners‟ direct or simulated experience is felt and reacted Students also determine sequences of actions or decisions that the learning process involves Values are taught through this approach implicitly which means they are not directly taught nor imposed, but through particular activities students are guided

to determine values underlying The latter which is also called „confluent approach‟ by some educationists is used when values are taught with other subjects such as Math,

Science, Technology, and so on Both content of the subject and values are integrated When applying this approach, four phases are involved including activity, analysis, abstraction and application This approach makes use of experiential learning approach

to take advantage of good points from that approach

Values education can be adopted for preventing bad effects from certain groups of people to a person Low et al (2014) studied the explicit application of a values-based approach for the interventions and medications of bullying Interviews and focus group discussions were applied to see what teachers and principals employed in values education The study results showed that meditation between bully and victim were approved by participants It was suggested that explicit core values teaching approach should be applied to help bully change behaviors, and teachers‟ training was also strongly recommended to dealing with bully conflicts It is crucial that values education have to be taught for the good effects on students, for if students are not aware of the importance of values, they may go deep into wrong behaviors and actions

Values education should be carried out from early ages It has been claimed by Crone, Hawken and Horner (2015) that the younger age of intervention into students, the greater chance of success will be in considering their behavior modification They can

be taught to behave at a very early age, and this practice may have long-term effects on them when they grow older

In values education, teachers and educators play a pivotal role in controlling students‟ behaviors in school or educational environment, for they influence pro-social behaviors (Colvin, Tobin, Beard, Hagan, & Sprague, 1998) In a study conducted by Hattie (2003), by using quantitative research the study results showed that the influence that teachers have on students account for 30% and the parents‟ influence was 50%, and the rest were for other factors Particularly, Vietnamese has a long-lasting tradition of respecting and appreciating the role of teachers in education through many sayings such

as “không thầy đố mày làm nên” (meaning „without teachers, dare you to get successful‟) Therefore, the role of teachers in values education is very important

Teachers can apply different strategies to teach values UNESCO (1993) suggested many strategies including value clarification strategies (group dynamics, cooperative learning, discussions, guided imagery, role play, etc.), moral development strategies (studying pros and cons of actions in concerning with particular consequences before final action), value analysis (problem solving in groups or individuals), and value inculcation (direct teaching using lectures, films, tapes, slides, stories, poems, songs, games, simulation techniques, and reinforcement techniques) Face-to-face interaction with resource persons can be useful This strategy means that members in different jobs

or occupations are tapped or interact face-to-face with students so that students can learn directly from them Another strategy is modeling This strategy refers to personal ways

of teachers, patience, devotion, and ways of guidance and acceptance which can be duplicated by students, so values are learnt by copying teacher‟s values Therefore, teachers‟ good behaviors should always be shown, and of course careless teachers cannot do this well

In addition, there are many other strategies in teaching values such as silent approach (structures, rules, regulations, school policies), out-of school strategies (stimulating and creating science activities), action learning strategies (groups of students plan together: (1) the purpose of the activity; (2) things they need, people involved; (3) task assignments; (4) implementing mechanism; (5) getting support from outside; and (6) evaluating the activity and reporting), community reach-out (visit to an area), social action or volunteer work (assisting hospitals or health center), research and project work (using topics like honesty of students), site exposure or field trips (visiting museums), media awareness education, peace campaigns (UNESCO, 1993), and so on Some of these strategies are suitable for values teaching in English classes such as action learning strategies in which students can learn by acting

In conclusion, values education or value teaching is a very important part in educating a „whole person‟ There are many approaches, methods, techniques, strategies, and activities to teach values Different purposes of values education should be carefully

considered when teaching values For the current study which is about using core values

in English comic books to promote English learning, Grammar Translation Method was used with the help of reading out and translation techniques Students can feel relaxed when working with pictures, shapes, and at the same time knowing meanings of words

in order that they understand core values to lead them to promoting their English learning

2.1.3 Comic book

Many definitions of comic book or comics have been determined by different scholars and in different materials According to Oxford Advanced Learners‟ Dictionary, comic book is a magazine, especially for children that tells stories through pictures (Hornby, 2010) Comic books which are also known as comic magazines or comics contain strips of pictures in which brief descriptions and written narrative are illustrated According to McCloud (1993) comics are the primacy of sequences of images which means many pictures are put into sequences to make meanings clear for learners or readers Also, McCloud said that readers had a role in closing narrative gaps which indicates that readers choose and interact with what they are reading and seeing in comics In the present study, comic books were used as the books that contained pictures and texts which demonstrated the meaning of stories They contain words or texts so vocabulary words can be taught, and they contain human values so values are assessed after all

Many characteristics of comic books are valuable for education Through his book

entitled “Understanding Comics: The Invisible Art”, McCloud (1993) made clear about

formal aspects of comic books, the development of comics, the fundamental vocabulary, and the different ways that comics have been used When characterizing comics, McCloud saliently mentioned the concept „masking‟ which means the use of simplistic, narrative characters and these features are put close together with detailed backgrounds The words used in comics are also simplified so that readers can easily catch the ideas Moreover, in language learning comics can provide fundamental vocabulary for

learners, so with simplified language in comics young students can learn language at ease with pictures and simplified texts surrounding These characteristics aim at connecting stronger emotions between the readers and the comics and are also used as the means for the readers to identify key ideas faster and easier These characteristics play an important role in creating values behind pictures and texts of comic books Many underlining values of comic books can be assessed through the use of simplistic language together with background that are understandable for readers, especially young students The visual presentation and verbal (textual) presentation are always combined

to help convey clear meanings in the comic books

2.1.3.1 Visual presentation

Comic books have many good characteristics that can be used to teach values Firstly, visual presentation includes many techniques such as pictures, projector, and comic books with stories One of the main advantages of visual presentation is that this kind of presentation attracts learners‟ attention with different colors and shapes Varnum and Gibbons (2007) asserted that it was the graphics that attracted attention first, then exploratory captions and text came second When learners become interested in pictures, they may want to continue watching and reading, and teachers can take advantage of this aspect to teach learners language Paivio (2007) agreed with the idea that the combination of images and verbal forms in the spoken or written approach accelerates subsequent recall of vocabulary in language learning This combination helps students in remembering what they have learnt because pictures can give them a cue to remember key ideas Visual presentation is involved in this study for the reason that comic books contain many pictures, and these pictures also help students remember words and key ideas The use of pictures has been considered carefully so that this practice improves the results of the study for the teaching of values in English classes In the present study, English comic books were used as the tool to teach values, and this tool was used together with Grammar Translation Method (GTM) Many techniques from GTM were

applied to see the benefits of using English comic books to teach core values in English classroom

2.1.3.2 Verbal presentation

Verbal presentation or text presentation in comic books has many features These features include balloons, caption, labels, emanata, narratory blocks, signs, sound effect (the words or expressions representing sound), and thought balloon (Gardner, 2006) Balloons (speech balloons or bubbles) refer to the objects consisting of the dialogue which is used to show what the comic characters talk The speech bubbles can be in different formats including round, square, or rectangular These formats are often formed by peripheral line which surrounds the text

Captions are often seen at the bottom of the picture, but it can be put at the top, or

to the right or to the left of the picture The captions often say to the readers directly what demonstrates the picture Labels are texts that are written on the characters Labels may be character‟s name, or character‟s identification among group Emanata is text or icons showing what is happening in character‟s head An example of emanata is that the sign to indicate confusion is illustrated by a question mark “?” above or next to the picture of comics

These verbal features of comics were used to see how students react to the teaching using core values in English comic books They might like or dislike some features of comics, so from their responses the researcher analyzed and synthesized which characteristics of comics were good for teaching core values to promote English learning

in English classes

2.1.4 Theories related to promoting learning

There are many scholars have been interested in improving learners‟ learning and understanding through promoting their attitudes Many researchers focused on negative

or weak feelings while others concentrated on positive or strong feelings Some terms

related to promoting learning include learners‟ strong feelings, curiosity, confidence, active learning and so forth

Discussing learners‟ feelings, Rachels stated that “in the course of growing up, each of us has acquired some strong feelings: we have learned to think of some types of conduct as acceptable, and others we have learned to reject Occasionally, we may find those feelings challenged” (Rachels, 1999, p 29 cited in Armstrong, 2006) Strong or weak feelings can result in accepting or rejecting certain ideas When learners feel that they support one idea so strongly but do not know that that idea is totally wrong, they may find it hard to change or accept new knowledge Concerning English learning, the good strong feeling of interest in English learning can promote students‟ achievement in understanding the language because they accept this knowledge strongly, but they cannot acquire this knowledge when they feel really bad about English learning

Concerning curiosity, Zuss (2012) mentioned that curiosity is “heavily associated with all aspects of human development, in which derives the process of learning and desire to acquire knowledge and skill” To be developed, human beings must be related

to many aspects in life in which curiosity plays an important part Based on this aspect are learning process and the acquisition of knowledge and skills Therefore, English learning process and learning promoting cannot lack this aspect Keller et al (1994) also stated that “curiosity as a behavior and emotion is attributed over millennia as the driving force behind not only human development, but developments in science, language, and industry” Keller strongly supported the idea that in human development and in other human subjects such as science, language, or industry, curiosity helps the learners of those subjects develop Accordingly, to promote English learning, students‟ curiosity should be exploited because thanks to curiosity the students want to know and understand much more

Supporting active learning among students, Bonwell (1991) claimed that “in active learning, students participate in the process and students participate when they are doing something besides passively listening." (as cited in Weltman, 2007, p 7) Students need

to learn and work by their own to be self-developed Also, active learning, according to Bonwell and Eison (1991), is “a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement” When making students actively learn and experience during learning, teachers can develop students active learning

In his study, Ninsuwan (2015) supported that when students read aloud they developed their confidence In the present study reading aloud and translation techniques were used to support students to learn and improve their confidence in learning English When students feel that they are confident in themselves and in their performance in English learning, they can study English themselves to be better learners of English

2.2 Limitations of the previous studies

As can be seen from the review of related literature, many limitations from previous studies have been discovered One of the limitations was that most studies investigated separately the teaching through comic books without focusing on core values embedded to teach English Though values education has become an interest of many educators, not any research has been found concentrating on the use of core values

in English comic books to teach English or to promote English learning Moreover, values education in English classes in Vietnam has not received any attraction except for English language learning itself This fact leads to the establishment of the present study which tries to investigate the use of core values in English comic books to promote English learning To see clearly what core values can be taught, what aspects of values education, what teachers can do to help students learn values to promote English learning, and what students think of and act towards English comic books when being taught, this study is conducted Lessons using core values in English comic books were provided to students and research data were collected by using qualitative method with the help of questionnaires, unstructured observation and interview

2.3 Conceptual framework

2.3.1 Instructional Scaffolding

Scaffolding is a process that students are supported till they can apply new skills and strategies independently (Rosenshine & Meister, 1992) In other words, in scaffolding teachers acts mainly as a supporter or facilitator Scaffolded instruction refers to "the systematic sequencing of prompted content, materials, tasks, and teacher and peer support to optimize learning" (Dickson, Chard, & Simmons, 1993) In applying instructional scaffolding, teachers can use many scaffolds or ways so as to accommodate different levels of knowledge Alibali (2006) suggested many scaffolds to instructional scaffolding The first scaffold is handouts Teachers should prepare handouts in case students do not understand some certain points of the lesson Students can become more active in their learning because they can write whatever they want in the handouts Another way is cue cards Teachers can use cue cards to assist students in their discussions or help students learn words Cue cards can support students for ideas and cues to generate ideas They can feel easier to talk and may want to contribute more to the lesson Other scaffolds are advance organizers, concept and mind maps, examples, explanations, hints, prompts, question cards, question stems, stories, and visual scaffolds For the present study stories, visual scaffolds, examples, handouts, examples, hints, prompts, question cards, question stems were used to support the teaching using English comic books in English classroom

Ellis and Larkin (1998) presented a structure for implementing instructional scaffolding They suggested that first the instructor should do the task This is aimed at showing how to perform a difficult task and students can watch and imitate Secondly, all students in the class do the task This step is for all students have chances to stand up and perform Every student is the same so no one is left out or feels shy Thirdly, students will do the task in groups This step is important for students to work together and develop the sense of cooperative learning They learn from one another Mistakes or good points from one student can be the background for the other students to learn from

or apply into their own situations Fourthly, each student does the task After students work in groups, it is necessary that they perform on their own This stage can help each student demonstrate what they understand, and from their demonstration teachers can watch and give feedbacks for their strengths and weaknesses, so each individual will benefit from the task

Scaffolding was used for the teaching of core values in English classes in the current study All the method, approaches, strategies and techniques used to scaffold students‟ understanding determined what teachers could do to support students to understand core values to promote their English learning in English classroom

2.3.2 Method used in the teaching of core values in English comic books

Comics have been used in teaching arts, but not found in teaching values in English classes Schumacher (2010) wrote about Will Eisner, an American cartoonist, and mentioned that Will Einsner had a book named Comics and Sequential Art in which

he showed his experience in using comics He asserted that the use of comics was for demonstrations that he used to teach principles and methods, and comics were not used

as a teaching guide Schumacher also pointed out that Eisner lectured on comics, but because of having no theories of comics so he wrote his essays about comics and then Comics and Sequential Art was born Because there has not been any research conducted on the teaching of values using comics, so in the present study the method, techniques, strategies, and activities were selected purposefully by the researcher

To teach students using comic books, deductive approach was used The deductive approach is Grammar Translation Method (GTM), and this method is mainly used for reading and translating materials from one language to another In this study, translation from English to Vietnamese was provided to students so that they could learn the meanings of the words they were learning The translation technique is important in English learning and teaching in Vietnam because most students are living in Vietnamese environment and the language used is Vietnamese though these Bahnar students also use Bahnar at home, so the use of translation technique in the teaching is

appropriate for the current context of this study Moreover, these students are studying

in a mountainous school so the complete use of English seems to be meaningless

Students can also learn words‟ meanings from guessing from contexts when working with pictures (Clarke and Nation, 1980) Together with translation technique, the researcher also created different contexts for students to guess the meanings through pictures, equivalent words, and the pronunciation of words Honeyfield (1997 cited Nunan, 1999) highlighted the role of contexts in word learning when arguing that language learners will learn better with the help of contexts rather than trying to memorize lexical items in a long list Words are important parts of comic books so teaching core values in English comic books to promote English learning cannot be accomplished if students do not work with words and pictures These techniques were used in combination as a guideline for the teaching of core values in English comic books in English classroom to see whether this approach promotes students‟ English learning

2.3.3 Techniques in teaching core values in English comic books

2.3.3.1 Reading aloud

Reading aloud (or reading out loud) can be used as an effective technique to help language learners understand language or what they want to learn Stahl et al (1988) found out that using this technique for native English-speaking young learners improved their comprehension and this way can motivate them to read more A study entitled „the effectiveness of teaching English by using reading aloud technique towards EFL beginners‟ administered by Ninsuwan (2015) with two purposes including (a) whether reading aloud technique helps learners to gain more understanding in English reading comprehension and perform better in test?, and (b) which technique is more competent

in English reading comprehension; self-directed learning, or reading aloud towards EFL beginners? By giving reading comprehension tests to two groups of students in the form

of reading aloud test and self-directed learning technique test, the results showed that students with reading aloud technique scored 10.95/20 in reading comprehension test

and students with self-directed learning technique got 9.1 out of 20 marks Though that study was aimed to test reading comprehension, but reading aloud technique can be valuable for vocabulary learning because that study pointed out that students with high proficiency gradually less developed than students with low language proficiency in terms of improved pronunciation, reading new words, unfamiliar sentence, and increased students‟ confidence in reading Ninsuwan (2015) concluded that reading aloud boosted the students to have more self-confidence to pronounce the different or unfamiliar words and it could build up potential for students to memorize words as researcher observed in class and in test paper on how students explain and answer the questions For the present study, the participants were mainly young students and their level of English proficiency was low, so reading aloud could help increase their confidence when studying English words and sentences with English comic books Many researchers have confirmed the effectiveness of reading aloud technique in language teaching and learning Reading aloud by teachers is considered effective in stimulating students‟ motivation for reading (Gambrell, Palmer, Codling, & Mazzoni, 1996; Pecjak & Kosir, 2008) This is valuable for developing students‟ interest in reading, especially literary works such as short stories Reading aloud can also bring about many benefits to children such as increasing vocabulary, improving word-recognition (Whitehurst et al., 1999) Texts are an indispensable part of comics, so if combined with reading aloud technique, young students can improve their ability of word recognition and can increase their amount of vocabulary

For the current study, the researcher attempted to investigate the benefits of using core values in English comic books to teach English to young students Because the teaching of English also includes vocabulary learning, reading aloud can be an effective technique to stimulate students to remember vocabulary words and to motivate them to read In the teaching using English comic books in this study, reading aloud is also applied together with translation technique As many studies have shown, it is beneficial

to use reading aloud strategy to motivate learners to learn It is believed that when used

with English comic books, reading aloud can double its effectiveness because of the good characteristics from comic books

2.3.3.2 Translation technique

Translation technique is used primarily in Grammar Translation Method (GTM), and has some certain advantages Grammar Translation Method is the earliest method that supports the use of mother tongue (L1) in language learning During early period, people believed that language learning was constrained to text translation from language

to language Swan (1985) believed that when learning a language students often find ways to understand new structures in the target language by referring to the equivalent terms in L1 In other words, language learners use the expressions in their mother tongue

to better understand new linguistic structures and words in the target language This seems to be the easiest and fastest way of understanding a language, but it has also been criticized by many scholars in language teaching Richards and Rogers (2001) said that the use L1 would make students have bad habits and these bad habits would affect negatively the language learning, and they supported the negligence of L1 in language classroom In the principles of the Audio-lingual Method, The Oral Approach and Situational Language Teaching, L1 use is strongly refused It is believed that “The target language is the language of the classroom” (Richards and Rogers, 2001, p 39) Comprehensible Input by Krashen (1982) also has played an important role in neglecting the use of L1 in language instruction It can be understood that by providing appropriate input with each level, teachers can help students understand what is aimed in the lesson more effectively

Though translation technique is criticized by many scholars, it also has many good contributions worth considering when teaching language In a study conducted by Yavuz (2012) with the aim of knowing the attitudes of English teachers about the use of L1 in the teaching of L2, the results showed that using L1 in language teaching breaks the psychological barriers for the presentation stage and the use of L1 also lowers the levels

of anxiety for both learners and teachers From that study, though the use of the target

language only in the classroom has many benefits, it is undeniable that translation can also contribute much to the acceleration of learning and teaching process Therefore, for the present study, GTM was primarily used with translation technique and reading aloud technique to teach core values in English comic books to promote English learning

2.3.4 Framework for the analysis of English comic books

This framework was adapted from Ngo (2016), whose ideas were clarified in her presentation on literacy education She also made clear some terms in this theoretical framework Ngo mentioned four types of meanings in language and three types of meaning in image These types of meaning were used to understand the language use and the meanings of images in English comic books in the current study

Four types of meanings

in language

(1) Expressing ideas (experiential meaning) (2) Connecting ideas (logical meaning) (3) Interacting with others (interpersonal meaning)

(4) Creating well-organized and cohesive texts

(textual meaning) Table 2.1 Four types of meanings in language

Experiential meaning shows what the text is about or about the experience of the world The other term, logical meaning, relates these experiences to the use of different types of logic in language Interpersonal meaning refers to the meanings that build the relationship with others and reveal attitudes The last term, textual meaning, refers to the meanings which make the language relevant and comprehensible to its context

Three types of meaning in

The representative meaning is the combination of experiential and logical meaning

to form ideational meaning In other words, this meaning refers to the fulfillment of the question: 'what is happening in the image?' This kind of meaning includes the understanding of narrative images and conceptual images The former has two aspects needed to be considered which are actional (transactional and nontransactional) and reactional (transactional and nontransactional) The latter consists of classificational (using categories to organize entities) and analytical (describing part-whole relationship) To acquire the interactive meaning, it is necessary that this question is answered: 'How does the image interact with the audience?' This type of meaning comprises focalisation which answers the question 'who sees?', social distance which refers to the intimate or social or impersonal relationship between viewer and character, and attitude which shows character's feelings or the involvement with character or the power of character over viewer The compositional meaning refers to the organization

of the image in pages of English comic books This last term involves salience and framing The former has two focuses The first focus is on line of sight and the second one includes both size and line of sight The latter has three variables including strong framing, weak framing and no frame The strong framing includes elements which are completely disconnected or marked off The weak framing include the elements which are more integrated No frame structure invites readers into the world of story for it frees the readers' mind of borders

This framework allowed the researcher to have clear view what core values could

be taught in English comic books so that English learning could be addressed to understand what helped promote students to learn English

CHAPTER 3: METHODOLOGY

This chapter deals with methodological issues of this research The researcher describes the context of the study and explains the research design and research method used The researcher also clarifies who the student participants are, the teacher and the researcher in detail Moreover, the teaching materials and instruments are described and explained to see what, why and how to use these materials and instruments in this research Clear and detailed analyses of the English comic books can be found in the results and discussion The researcher also describes in detail the procedure of the current study and data analysis to guide the researcher to the results of the study

3.1 Description of the research site

The context of the present research is a class of grade 7 in Dak Pne Secondary school This school was established in 2006, and most students are ethnic minority students, largely Bahnar students The total number of teachers in the school was 20 teachers, and there were 144 students in total in the school year 2016-2017 39 students were in grade 6 in only one class, 43 students in grade 7 in two classes, 30 students in grade 8 in one class and 32 students in grade 9 in one class The reason for the researcher to choose this school was that all of the students in the school did not have opportunities to learn and use English The application of new approach of teaching and new materials might help them change their viewpoints and attitudes towards English learning and teaching The researcher attempted to motivate them to learn English in a new way and change the way they think what English learning is, which means learning English not only for grammar and words but also for human values and there are many different ways to learn English better

The student participants did not know what and how to study English, but they came to school for some other needs The meal at school is better than at their home When being asked the reasons why they do not want to stay at school and have lunch at school? The students answered that they missed their home, they were not interested when staying at school, and they did not have mice to eat so they had to go home to have

mice to eat; mountain mouse is a kind of food for many Bahnar people in Kontum, especially this area (villages around Dak Pne Secondary school) School boys, especially, do not want to stay at school because they want to hunt and shoot birds by catapults – handmade tool for people to shoot by using stones as bullets But some students said that they wanted to stay at school and eat meal because the foods at school were good Foods may not be a big problem for students in the big cities but in these mountainous areas they are a really big problem As can be seen from the students‟ answers, they come to school not to mainly learn but for other needs English learning is also not important for them because they do not have clear outcomes about English learning

The student participants are really hard-working in physical aspect not mental and they choose what aspect of learning they really like Many teachers teaching these students often complained that the students were lazy in learning When facing this problem, the researcher asked many questions which result from what the researcher really saw: Are the students really lazy? Are they lazy when in fact they work to make the school so clean so often? Are they lazy when in fact they work and follow the teachers as the teachers give commands to them? Are they lazy when in fact they are really interested in playing Chinese chess but they have no chance to perform? Are they lazy when in fact they spend all their afternoon to play football because they really like doing that? Are they really lazy when in fact they work for their own family from their very young age? And many other „their laziness‟ Once they worked to clean the school, they made grass and bushes become soil and the school was clean and bright Moreover, the head teacher said that the students in the school were very disciplinary They were punctual Every Monday they came very early to spangle the national emblem Though they had to walk a long way from home to school they entered school on time They were said to wake up early at around 4 a.m to prepare for school After that, they had to cross streams and rivers to get to school The following is an account told by the head teacher:

“I‟ll tell you When I followed one of my students, I went to a very high mountain, and their house is in the top of the mountain.”

“Yes, I climbed the mountain to get into that house The people in this area call that house “Đầm house” That kind of house is like a tent that people make for temporary stay However, people in this area consider that kind of house is a real house They live, eat and work there The condition of that kind of house is very poor They eat what nature grants them and sometimes they eat what they grow around their house That kind of house is also a place for them to rest and for them to work for their own living There is nothing in the house; no food, no furniture, just only some old torn clothes They eat foods from trees and from animals that they hunt The most delicious and precious foods that they possess are fat, salt and vinegar that they bought from someone However, the students here are very strong and agile You know, my female student, G, is very strong and agile when climbing mountains She took me to her house

to pick some Ropang leaves and she did not let me bring anything because she is afraid that I am tired, so she brings everything She did not let me to take anything from her She and her friends took turns to carry.”

According to this teacher, the students in the school have enough characteristics to become good learners of English and other subjects They just lack good conditions to reach that goal The most serious disadvantage of these students is that they lack real-world connections both in terms of their own application of knowledge and their connection with outside world As the head teacher said, the majority of people including the student participants in this areas rarely have connections with people from downtown The way of living here is quite closed This means that the people here live

in their surrounding and do their habits as what they often do day by day Changes seem

to be very far from them They eat what they grow, they drink alcohol when they have nothing to do They live on the foods and products they make for themselves, and seldom do they meet and talk with people from the center of the province When the researcher asked the students “have you ever been to the center of Kon Tum?”, only one