The objectives of the stud
The study aimed at seeing whether the graphic organizers are beneficial for my students Specifically, the aims include:
This study aims to evaluate the effectiveness of Graphic Organizers in enhancing the reading comprehension skills of grade 12 students Specifically, it focuses on their ability to identify the main idea, understand vocabulary, distinguish between fact and opinion, and make inferences By analyzing these areas, the research seeks to determine the extent to which Graphic Organizers can support students' reading comprehension development.
• To describe the situation when Graphic Organizers are used in reading classes.
The method of the study
When conducting this paper, I have uterlized these following methods.
- Collecting information about the theme.
The scope of the study
The researcher faced constraints in knowledge, energy, and time, which limited the investigation's scope Consequently, this action research was conducted over a period of just 8 weeks, focusing on four reading lessons within a specific context.
46 twelveth-grade students at Le Loi High School in the academic year 2020 -
2021 only Hence, the results of the study is only limited to the above teaching context and participants.
The design of the study
The research study is organized into three parts as followed:
Part 1 provides basic information including the rationale, objectives, method, scope and design of the study.
Part 2 examines existing literature on reading comprehension, highlighting the effectiveness of graphic organizers in enhancing teaching and learning outcomes It also addresses the challenges that both teachers and students encounter when implementing this technique.
Part 3 involves the result analysis as well as the discussion of the data and draws the conclusion, implication on the subject matter and suggestions for further research.
The nature of reading comprehension
Reading comprehension is the ability to understand and efficiently extract information from a written text (Grellet, 1998) It involves recognizing the significance of the message, grasping the writer's intentions, and interpreting implied meanings beyond the explicit content (White, 1997).
Moreover, Howel (1993: 182) writes that comprehension is the act combining information in passages with prior knowledge in order to construct meaning.
Reading comprehension is a complex process where the reader constructs meaning by interacting with the text, drawing on their previous knowledge and experiences (Merisuo & Storm, 2006).
Reading comprehension is a multifaceted process where readers engage with texts, utilizing their prior knowledge and experiences to identify key information and grasp the author's intentions It also involves interpreting implied meanings beyond the written words Therefore, it is crucial for language educators to assist students in becoming proficient readers.
The factors influencing reading comprehension
External factors
- Difficulty of material: difficult material that is beyond the students’ level is one of the major causes of lack of comprehension.
A student's reading comprehension can be significantly affected by their mental capacity, as intelligence plays a crucial role in understanding text The level of intelligence directly influences a reader's ability to grasp and interpret passages effectively.
- Teacher’ s method: methods of teaching that concentrate on the recognition of individual words without neglecting attention to meaning assists the students’ quality in comprehending the text.
Internal factors
- Motivation is one of the important factors of learners in reading comprehension.
- Self-esteem has important role in developing reading comprehension It is a human being personality that is active, highly confident.
Reading comprehension skill
Main idea
According to Spears (2000: 17), the main idea is the central point or message of a text, typically expressed in one or two sentences This key concept can appear at the beginning, the end, or even in a combination of both positions within a paragraph, and in some cases, it may be entirely absent.
Explicit information
Spears (2000: 12) defines explicit information is a single piece of information or fact about something.
Vocabulary
Vocabulary, defined by Schwartz and Raphael (1985: 39) as the knowledge of words and their meanings, plays a crucial role in reading comprehension Understanding words is essential for students as it enhances their ability to grasp the content they read To expand their vocabulary, students are encouraged to learn new words through various sources, including books, magazines, newspapers, and by listening to others read aloud.
Inference
Inference, as defined by McNeil (1992: 77), involves deriving ideas that are not explicitly stated According to Caroll, as referenced by McNeil, there are three key methods for making inferences: analyzing the nuances of verbal expression, employing reasoning, and engaging the reader's personal experiences to understand the emotions of characters within the text.
Graphic Organizers
Definition of Graphic
There are many definitions about graphic organizers Among them are from Bromley et al, Sousa, and Zwiers.
Graphic organizers are visual representations of knowledge that structure and arrange key information about a concept or topic into a clear pattern using labels (Bromley et al., 1995) According to Sousa (2005), these tools are essential for organizing and representing knowledge, as well as for illustrating the relationships between different concepts.
In addition, Herley in Zwiers (2004:17) states that graphic organizers are drawings that use geometric shapes or tables to show connections between pieces of information.
Types of Graphic Organizers
Graphic organizers come in many different forms, each one is best suited to organizing a particular type of information Mcgill, Murphy, and Freeman
(2009) state that graphic organizers are generally labeled as conceptual, hierarchical, cyclical, and sequential.
Conceptual organizers are essential tools that assist students in demonstrating their understanding of central ideas Examples include concept maps, KWL charts, and Venn diagrams KWL charts enable students to organize their prior knowledge and outline what they wish to learn before engaging with new material, followed by documenting their learnings afterward Venn diagrams serve the purpose of comparing and contrasting two subjects, such as objects, topics, or characters, enhancing comprehension and critical thinking skills.
A hierarchical organizer is essential for students to decompose broad concepts into manageable sub-concepts Examples of such organizers include branching diagrams, classifying charts, and topic/subtopic webs These graphic organizers can effectively illustrate complex ideas, such as the food chain, helping students clarify and communicate their understanding.
Students can effectively use sequential graphic organizers, such as storyboards, T-charts, and cause-and-effect organizers, to illustrate the order of events in a narrative These tools are particularly helpful for outlining the beginning, middle, and end of a story, enabling clear communication of the sequence of events.
The last, there are times when it would be best to use a cyclical organizer.These organizers may be better known as the circle organizer or the circle
Figures 1 to 4 illustrate various graphic organizers designed for text interpretation with specific objectives Figure 1.1 aids in classifying the author's purpose within a reading comprehension passage, adaptable to various text requirements Figure 2 focuses on identifying the main idea and supporting details, while Figures 3 and 4 differentiate between factual information and opinions, as well as comparisons and contrasts within the text.
The Benefits of Graphic Organizers to reading comprehension …
Graphic organizers are valuable tools for improving reading comprehension across all age groups, as they help assess students' understanding while also motivating them and enhancing their critical thinking skills.
According to (2011, p.24), organizing and connecting key concepts from reading materials enables students to clarify their thoughts and enhance their critical thinking skills This cognitive activity plays a significant role in various categories of the cognitive process dimension, ultimately contributing to improved analytical abilities.
Graphic organizers are effective tools that enhance student engagement in learning by utilizing visual representations, including words, images, and symbolic patterns like conceptual, hierarchical, cyclical, and sequential formats They cater to various learning styles, particularly benefiting verbal, visual, and logical learners Additionally, students often find it easier to express their reading comprehension through graphic organizers rather than traditional verbal responses.
Research indicates that utilizing graphic organizers aligned with the structure of reading passages can significantly enhance student comprehension in English lessons For sequential texts, employing lists or timelines is effective, while compare/contrast passages benefit from 2-column charts or Venn diagrams Additionally, when a reading passage revolves around a central theme, mind maps or network trees serve as excellent tools for brainstorming and organizing ideas, ultimately supporting students in reaching their full potential.
Teachers should utilize graphic organizers to enhance students' reading preparation, deepen their text comprehension, externalize their thoughts, and foster effective learning.
Using graphical organizers effectively can greatly decrease the time needed to accomplish reading lesson objectives for both teachers and students The selection of suitable organizers relies on the teacher's understanding of the topic, pedagogical content knowledge for planning and executing effective lessons, and awareness of language learners' needs This approach fosters creativity and critical thinking, which are vital 21st-century skills.
Graphic Organizers in the Classroom Activities
In his 1992 book, "Graphic Organizers: Collaborative Links to Better Thinking," Jay McTighe identifies three key methods for teachers to implement graphic organizers in their instruction, as well as various strategies for students to enhance their learning Graphic organizers can be effectively utilized at three stages of the reading process: before instruction, during instruction, and after instruction.
Before instruction, teachers utilize graphic organizers to assess students' understanding of the content These pre-reading tools are designed to structure lessons and materials, facilitating vocabulary pre-teaching and activating prior knowledge This strategy effectively prepares learners to engage with the upcoming reading material.
During instruction, graphic organizers allow students to approach the content cognitively because they assist thinking It also allows students to construct maps that are appropriate to their learning styles
Graphic organizers serve as effective summarization tools that enhance students' comprehension of reading passages By enabling students to connect prior knowledge with new information and recognize relationships between concepts, these organizers play a crucial role in facilitating their learning progress and understanding.
Graphic organizers are visual tools that assist readers in understanding text by organizing and connecting ideas, enabling them to identify main ideas as well as explicit and implicit information effectively.
PRACTICAL BACKGROUND 1 The background of the study
The problems faced by students and teacher in learning and teaching
2.1 The difficulties faced by the grade 12 students in learning reading comprehension
It is clear that the students in my school have encountered many difficulties in learning reading comprehension
Many students struggle with reading lessons due to low English proficiency, characterized by limited vocabulary and poor sentence structure Their lack of background knowledge adds to their stress when reading As a result, students often find it challenging to identify explicit information, comprehend the text, determine the main idea of a paragraph, and infer meanings effectively.
Many EFL students tend to mentally translate reading materials into their first language, leading to difficulties in answering comprehension questions This translation process is time-consuming and often results in inaccuracies, preventing students from fully grasping the meaning of the text Additionally, students frequently read in fragments, which hinders their ability to connect ideas and leads to a fragmented understanding Consequently, they struggle to follow the schemata of the passage and often fail to identify the main idea and its development throughout the body paragraphs.
Low motivation among students poses a significant challenge, as they often undervalue the support provided by their teachers Many students perceive the feedback from their instructors as lacking in depth, and they feel that the guidance offered is insufficient to meet their needs.
2.2 The difficulties faced by teachers in teaching reading comprehension for the grade 12 students
Not only the students but also the teachers cope with numerous problems when teaching reading comprehension at my school.
One of the primary challenges faced by my colleagues and me is the students' low proficiency in English, which manifests in limited vocabulary and difficulties with text comprehension Additionally, the students' lack of motivation and insufficient background knowledge further complicate the teaching process.
One significant challenge in education is managing large and multilevel classes, such as those at Le Loi High School, where each class can contain at least 45 students This diversity in skill levels creates a substantial gap, making it difficult for teachers to engage all students effectively While some students excel in English and actively participate, many others feel demotivated and struggle to keep up Consequently, teachers face the daunting task of providing individual attention and monitoring each student's progress, which can hinder the overall learning experience.
Effective teaching relies heavily on quality equipment and reference materials, yet my school's resources are lacking Essential teaching aids, such as visual aids and sub-boards, are unavailable, forcing teachers to rely solely on textbooks, chalk, and boards To enhance the learning experience, we often resort to creating our own teaching aids.
3 The method employed in teaching and learning reading comprehension skill to grade 12 students at Le Loi High School.
In traditional reading lessons, students often reread passages to grasp the content and answer comprehension questions Many EFL learners tend to mentally translate the text into their first language, which can lead to a time-consuming process of thinking in their native tongue before translating their responses into English This method can hinder their ability to accurately verify the meaning of the passage, as they rely on their translation skills.
Many students face significant reading challenges due to their preoccupation with understanding every single word, which prevents them from grasping the overall message of the text While they may excel at word recognition and pronunciation, they often struggle to identify the central theme and connect ideas, leading to a fragmented understanding Additionally, they frequently overlook the schemata necessary for comprehension, making it difficult for them to discern the main idea and its development throughout the passage.
With the desire of helping my students with reading comprehension skill,
In a two-month study, data from my teaching practice revealed that graphic organizers offer students more effective alternatives for reading and comprehending passages Unlike traditional methods, these tools enable students to categorize content before attempting to decode it, enhancing their understanding.
This study demonstrates that utilizing graphic organizers to classify reading passages significantly enhances comprehension compared to reading without them By employing graphic organizers, students develop the ability to categorize information according to a schema, enabling them to identify key components such as the main idea, supporting details, topic sentences, facts, and opinions This skill transforms their understanding from fragmented knowledge to a coherent classification of information, ultimately fostering a comprehensive grasp of the text and aiding in the interpretation of its logical and linguistic cues.
3.1 The Purposes of the Solutions.
To achieve success in reading comprehension, students must develop effective strategies Common challenges they face include identifying the main idea, locating supporting details, understanding vocabulary, and making inferences.
Graphic organizers serve as an effective teaching method that connects abstract concepts in texts to more tangible ideas, facilitating better comprehension for readers The specific goals of utilizing graphic organizers in reading instruction include enhancing understanding and retention of material.
- Clarify and organize information into categories (main idea, supporting details, topic sentence, facts, opinion, etc)
- Organize information in a paragraph for better understanding.
- Construct meaning of difficult words and sentence dividing into lexes.
- Understand the context by associating with prior knowledge.
- Identify conceptual and perceptual errors that may occur in the course of reading a passage.
Graphic organizers have shown significant benefits in enhancing learning performance, boosting thinking skills, and fostering positive learning attitudes Given these advantages, it is believed that graphic organizers can effectively improve students' reading comprehension by aiding in the identification of explicit information, vocabulary development, understanding main ideas, and making inferences.
3.2 The Time & The Participants of The Study.
This study was carried out at my workplace- Le Loi High School- a school in Tho Xuan district, Thanh Hoa province in academic year 2020-2021 The study lasted for eight weeks.
The study involved 46 students from class 12A2 in Tho Xuan district, representing both urban and rural backgrounds Among the participants, 22 were female, all aged 17, and they had been studying English for over 7 years Their academic performance in grade 11 showed that 5 students were ranked as very good, 7 as good, and 22 as average.
12 as poor at using English In my study, students from class 12A2 were trained with using graphic organizers in reading lessons to decode information from reading passages
The current study utilized selected reading materials from English Textbook 12 by Education Publishing House, featuring a mix of expository and narrative texts tailored for high school students The chosen texts were evaluated based on three key criteria: complexity level, variety of topics, and lexical count.
3.4 The Procedures of the study
The Procedures of the study are as follows:
Problem identification is conducted by identifying problems of the students’ reading comprehension In this case, the researcher makes use of Pre test (Appendix 1).
THE SOLUTIONS
The Purposes of the Solutions
To achieve success in reading comprehension, students must develop effective strategies Common challenges they face include identifying the main idea, locating supporting details, understanding vocabulary, and making inferences.
Graphic organizers serve as an effective teaching method that connects abstract concepts in texts to more tangible ideas, facilitating readers' understanding of intended meanings The specific goals of employing graphic organizers in teaching reading comprehension include enhancing clarity, improving retention, and fostering critical thinking skills.
- Clarify and organize information into categories (main idea, supporting details, topic sentence, facts, opinion, etc)
- Organize information in a paragraph for better understanding.
- Construct meaning of difficult words and sentence dividing into lexes.
- Understand the context by associating with prior knowledge.
- Identify conceptual and perceptual errors that may occur in the course of reading a passage.
Graphic organizers have shown significant benefits in enhancing learning performance, improving critical thinking skills, and fostering positive learning attitudes Given these advantages, it is believed that graphic organizers can effectively enhance students' reading comprehension by aiding in the identification of explicit information, vocabulary development, understanding main ideas, and making inferences.
The Time & the Participants of the Study
This study was carried out at my workplace- Le Loi High School- a school in Tho Xuan district, Thanh Hoa province in academic year 2020-2021 The study lasted for eight weeks.
The study involved 46 students from class 12A2 in Tho Xuan district, encompassing both urban and rural backgrounds Among the participants, 22 were female, all aged 17, with over 7 years of English learning experience Their grade 11 school reports indicated that 5 students were ranked as very good, 7 as good, and 22 as average.
12 as poor at using English In my study, students from class 12A2 were trained with using graphic organizers in reading lessons to decode information from reading passages.
Reading Materials
The current study utilized selected reading materials from the English textbook 12 published by Education Publishing House, featuring both expository and narrative texts tailored for high school students The chosen texts were evaluated based on three key criteria: complexity level, variety of topics, and lexical count.
The Procedures of the study
The Procedures of the study are as follows:
Problem identification is conducted by identifying problems of the students’ reading comprehension In this case, the researcher makes use of Pre test (Appendix 1).
A pre-test was conducted to evaluate students' reading comprehension levels, with scores documented for analysis The test material, tailored to the study's focus, consisted of a single passage and included ten questions categorized into five distinct types of reading comprehension questions.
(4) distinguishing fact from opinion and
The test comprised 10 questions, including 2 focused on main ideas, 2 on supporting details, 2 on vocabulary, 2 on distinguishing fact from opinion, and 2 on making inferences, with each question valued at 1 mark for a total score of 10 Prior to conducting the pre-test, the researcher assessed the students' proficiency levels to ensure accurate evaluation.
The result of the test showed the Students’ reading comprehension problems at my school as following.
- Students had difficulty to identify explicit information of the text
- Students had difficulty to comprehend the text as they lack of vocabulary.
- Students were unable to find main idea in paragraph
- Students had difficulty to infer the meaning of the text.
Understanding that students faced challenges in reading comprehension, I sought to identify the underlying causes of their difficulties These challenges stemmed from two main factors: the teaching methods employed and the students' individual learning processes.
From the teacher's perspective, the teaching and learning process lacked inspiration, as the teacher rarely provided motivation, leading to student boredom with the instructional methods.
The students exhibited poor vocabulary mastery and a lack of motivation, which contributed to their challenges in reading comprehension Additionally, the difficulty of the material provided by the teacher further hindered their understanding.
To overcome the problems above, I would like to
- Use selected text suited with their daily life experience and their interest during the research as it easier to understand by the students.
- Use graphic organizers to improve students’ reading comprehension skill.
After diagnosing the issues and their underlying causes, I develop a strategic action plan This involves organizing all necessary research components, including creating instructional materials, designing lesson plans, preparing observation sheets to document student activities, and assembling teaching aids and assessment tools.
Here is an example of the lesson plan I made to use in my study
Lesson plan is a proposal for actions in teaching activities Knowing that case, I designed the lesson plan as follows: a)General Instructional Objectives:
The students will be able to comprehend the text b) Specific Instructional Process ã
- The students are able to find explicit information in the text.
- The students are able to comprehend the text
- The students are able to find main idea in a paragraph of the text.
- The students are able to infer the meaning of the text c) Indicator: Using conflict dissection graphic organizer, students are able to;
- Find explicit information in a text
- Find word meaning in a text
- Find main idea in a paragraph
- Inferring the meaning of the text d) Time: week 15 th , school year 2020-2021 e) Materials
The text about “tobacco smoking”
Tobacco smoking is linked to severe health issues, including lung cancer, heart disease, and emphysema-bronchitis, resulting in over 80,000 lung cancer deaths annually in the United States alone Cigarette smoking has caused more harm than all recorded wars combined, with an estimated 2 million American deaths attributed to it in the past decade Globally, smoking accounts for 20% of all deaths, with its prevalence rising in developing countries while declining in developed nations As of 2002, approximately 15 billion cigarettes are sold daily, highlighting a concerning increase in smoking rates among women and in Asian countries This epidemic has become a significant health crisis, unprecedented in history.
(Source:http://books.google.co.in/books? id=h5QnGCpmhgUC&printsec=frontcover#v=onepage&q&fse) f) Teaching Learning Process
In this stage, the teacher introduced graphic organizers (GO) as a technique to enhance students' reading comprehension The discussion included the strengths of graphic organizers, various types available, and how to select them for explicit information, vocabulary development, identifying main ideas, and making inferences.
The teacher demonstrated how to use a specific graphic organizer by first displaying it and then explaining key components such as the main idea, supporting ideas, facts, and the writer's opinion Following this, the teacher identified the elements of the passage and filled them into the blank graphic organizer Finally, the teacher inferred the practical value implied in the passage and addressed all student questions regarding both the passage and the graphic organizer.
During the reading session, the teacher provided students with a text titled "Water" along with a blank graphic organizer Following this, key vocabulary words were introduced to enhance comprehension Students then engaged in silent reading, connecting their prior knowledge to the new information After reading, they filled out the graphic organizer based on their understanding The teacher observed their activities throughout the process, and once the organizers were completed, students shared their insights collectively.
During this stage, the teacher engaged students by asking questions about the passage to assess their understanding of the text This approach not only gauged comprehension but also encouraged students to develop confidence in their responses Subsequently, the teacher introduced an effective graphic organizer, prompting students to take notes based on this model.
*Closing: Teacher summarized the main points in the lesson, assigned home work g) Tool/Media: internet- based computer, markers, large sheet of paper, etc.
During this stage, the researcher documented instructional activities through field notes to understand the classroom dynamics and student responses when graphic organizers were utilized The planning of the action's implementation focused on these instructional activities.
Techniques of Analyzing Data
In this stage, I observed and monitored the activities in the classroom during and after teaching learning process by making notes of students’ progress on reading comprehension
After implementing graphic organizers in teaching reading comprehension, I assessed the classroom dynamics and outcomes with my colleagues We evaluated the effectiveness of this method by analyzing post-test results to measure student performance improvements This evaluation provided valuable insights for planning future lessons.
The revision addresses the weaknesses identified in previous lessons, aiming to improve future lessons by effectively managing remaining issues through a revised plan.
In this study, quantitative data was collected through pre- and post-tests to evaluate the effectiveness of graphic organizers in enhancing students' reading comprehension The aim was to determine whether there was a significant improvement in students' reading skills after the introduction of this technique.
In analyzing quantitative data, I employed descriptive statistics to assess the percentage of student achievement The process involved several key steps: first, I reviewed students' answers on the written test conducted during the implementation cycles to determine correctness Next, I computed the number of correct answers Finally, I calculated the overall scores from the written tests to evaluate student performance effectively.
I calculated the percentage of the correct answers of each student by using percentage correction The percentage is used to measure the students’ reading comprehension.
RESULT AND DISCUSSION 1 Results of the study
Discussion
Based on the result of the study, I could identify some strengths and weaknesses of the implementation of graphic organizer in teaching reading comprehension
- The students became more interested and motivated to join the class as they were introduced a new technique that is GO
- The students were familiar with the text, so it encouraged the students to activate their background knowledge By activating their background knowledge, the students understood the text well
- Graphic organizers were effective to solve the students’ difficulties on reading comprehension, such as explicit information, vocabulary, main idea, and inference
The researcher and teacher engaged in meaningful discussions both before and after their meetings, allowing them to reflect on and evaluate the teaching-learning process This collaborative approach aims to enhance teaching proficiency.
Conclusion
Implication
This study's research findings suggest that graphic organizers significantly enhance students' reading comprehension and positively impact classroom dynamics Additionally, students' attitudes toward reading have shown remarkable improvement.
A recent study indicates that using graphic organizers as a novel teaching technique significantly enhances students' reading comprehension To effectively implement graphic organizers in the classroom, teachers should follow specific steps to ensure successful integration into their reading instruction.
This study serves as a valuable resource for teachers aiming to enhance teaching quality and improve students' reading abilities through effective techniques Additionally, incorporating graphic organizers in writing classes can significantly boost students' English skills Therefore, it is essential for teachers to familiarize themselves with the use of graphic organizers to maximize their potential in the classroom.
Suggestion
Based on the previous experiences that the researcher gained during the action research, the researcher could give suggestions for betterment of students’ reading comprehension as follows
For the sake of improvement of students’ reading comprehension, English teachers are suggested to:
• Select and present material according to the students’ level and need
• Check readability of the text that is going to be applied for teaching
• Encourage students to learn reading comprehension not only in the classroom but also outside the classroom to make them more familiar with different written English texts.
• Select the appropriate graphic organizers for classroom usage
• Explain graphic organizers explicitly when teachers gave modeling phase.
For the sake of successful learning of reading comprehension, students are suggested to:
• Develop reading comprehension ability through forming reading habit to enrich students’ vocabulary mastery.
• Use actively all vocabularies that have been learned into different skills
• Train a lot in reading using different genre of the texts
• Monitor the comprehension by generating questions and explain back anything that has been learned
• Don’t be shy to ask or consult a teacher or other related expert when having difficulty
For the effectiveness of the teaching and learning process, the school is suggested to:
• Introduce graphic organizers among teachers in school
• Implement various graphic organizers to teach English especially reading comprehension
• Provide adequate facilities to support the success of the teaching learning process.
XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ
Thanh Hóa, ngày 18 tháng 5 năm 2021
Bromley, K., Irwin-DeVitis, L & Modlo, M (1999) 50 graphic organizers for reading, writing & more: Reproducible templates, student samples, and easy strategies to support every learner New York: Scholastic Professional Books.
Irwin-DeVitis, L and Pease, D (1995) Using graphic organizers for learning and assessment in middle level classrooms Middle School Journal, 26 (5), 57-
Langford, P A., Rizzo, S K., & Roth, J M (2003) Improving student comprehension in content areas through the use of reading strategies Illinois:
M.A Research Project, Saint Xavier University and Skylight Professional Development (ERIC Document Reproduction Service No ED478769.)
Chi Fan, Y (2010) The Effect of Comprehension Strategy Instruction on EFL
Learners’ Reading Comprehension Asian Social Science, 6(8), 19-29. http://dx.doi.org/10.5539/ass.v6n8P19
Griffin, C C., & Tulbert, B L (1995) The Effects of Graphic Organizers on
Students’ Comprehension and Recall of Expository Text : A review of the
Research and Implication of Practice Reading and Writing Quarterly:
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Hoang Van Van, 2006, English textbook 12 , Education Publishing House.
Appendices Appendix 1: The pre- test Passage1: Read the following passages and answer the following questions:
Water is essential for life, covering nearly three-quarters of the Earth's surface and supporting all living organisms It is crucial for the growth of plants and trees, and aquatic life such as fish and dolphins rely on it for their habitats Humans can survive longer without food than without water, highlighting its importance Drinking water often contains essential nutrients and minerals, such as fluoride, which helps prevent dental cavities Plants absorb water through their roots, taking in vital nutrients that provide energy for our activities when we consume them Water exists in three forms: solid (ice), liquid, and gas.
When water is heated, either through boiling or by the sun's rays, its molecules gain energy and transition into the air as water vapor, a gaseous form of water.
Water vapor in Earth's atmosphere cools and condenses into clouds, leading to precipitation such as rain, snow, hail, or sleet This process is known as the water cycle, which involves the evaporation, condensation, and falling of water Water can exist above ground in streams and rivers, underground, or as large glaciers Regardless of its form, water is a powerful force that shapes the landscape by eroding mountains and carving valleys.
Water is essential for survival, making it crucial for everyone to contribute to its preservation Freshwater from lakes and rivers is vital for drinking, cooking, washing, and agriculture Unfortunately, a significant portion of the global population lacks direct access to clean water We are fortunate to have clean water readily available, and it is our responsibility to use this precious resource wisely.
Which of the following is main idea of the passage? a Contamination of water b process of raining c All about water d Responsibility of man
2 Based on the main idea, suggest an apt title for the passage.
“water has lot of useful minerals”
Identify two supporting details from the passage for the above idea.
4 Identify a supporting detail from the passage which talks about the conservation of water.
Find synonymous word from the passage for the below words: a disappear b tap
6 Fill in the blanks with the appropriate words from the passage. a _ substance that provides nourishment essential for growth and the maintenance of life.
7 Identify the following sentences as fact or opinion:
The process of water evaporating, condensing and falling to
Earth is called water cycle.
8 Most of the world’s population does not have direct access to clean water
What happens if the water bodies are contaminated?
10 What do you infer from the following extract?
Minerals and other nutrients enter the plant with the water.
Appendix 2: The post- test Passage2: Read the following passages and answer the following questions:
Every day, your teeth face an onslaught of millions of bacteria that create a sticky film known as plaque These bacteria thrive on sugar from your food, producing acids that can erode tooth enamel and lead to cavities After consuming sugary foods, you may notice a sour taste from the acids they produce To effectively combat plaque buildup, it is essential to brush your teeth for at least two minutes, twice a day, using a quality toothpaste and toothbrush.
Teeth consist of three primary layers: enamel, dentin, and pulp Enamel, the hardest substance in the body, protects the visible part of the tooth, known as the crown, while the root lies below the gum line Dentin, which makes up the majority of the tooth, is hard yet less durable than enamel, safeguarding the nerves and blood vessels in the pulp When bacteria penetrate the enamel, they create cavities, which serve as hiding spots for bacteria, allowing them to produce acid that further damages the tooth If a cavity progresses deep enough, it can expose the nerves in the pulp, leading to pain.
Dentists effectively treat cavities by first drilling out the decayed portion of the tooth before filling the resulting cavity The filling material, made of ceramic, resembles glass in its hardness akin to enamel, yet it is prone to breaking Therefore, preventing cavities is the best approach for maintaining dental health.
Fluoride, commonly found in toothpaste and drinking water, strengthens tooth enamel and helps prevent cavities by making teeth more resistant to acid damage To maintain dental health and ensure a bright smile as you age, brush your teeth for at least two minutes twice a day with fluoride toothpaste.
Which of the following is main idea of the passage? a strength of the enamel b Dentists and the teeth c Teeth and the damage caused to it d Avoid cavity
2 Based on the main idea, suggest an apt title for the passage.
3 When bacteria eat through the enamel on your teeth, they form cavities.
The sentence that is not a supporting detail is: "a Bacteria can survive only when there are enough cavities." This statement does not directly relate to the importance of cleaning and maintaining the enamel of your teeth to prevent cavities, which is highlighted in option b.
Deep cavities that reach the pulp can cause significant pain, highlighting the importance of maintaining dental health Regular and proper tooth brushing is essential in preventing cavities and ensuring oral hygiene.
4 Identify a supporting detail from the passage which talks about the prevention of the deposition of bacteria on the teeth.
Find synonymous word from the passage for the below words: a defend b avert
6 Fill in the blanks with the appropriate words from the passage.
is an important part of the teeth It is covered by the enamel and it covers the pulp. 7
Identify the following sentences as fact or opinion:
1 Bacteria make a clear coating on the teeth called plaque
8 The best way to prevent plaque is to brush for two minutes at least two times a day using toothpaste and a toothbrush.
Enamel is the hardest material in your body, and that’s a good thing considering what you eat.
The author implies that while enamel is the hardest material in the human body, it is essential for facilitating easy chewing of food, and despite its strength, it is not indestructible.
10 It will also give you something to smile about.
What does ‘it’ signify in the above extract from the passage?
Types of activities: (circle one) original/ modified
1 This sheet is for observing the class as a whole, not individual student.
2 Complete this sheet when the tasks are drawing to close.
3 Circle one number for each statement below.
4 Add your comments at the bottom of the sheet if you wish
1 Mark how involved in the task the students are:
Not very involved 1 2 3 4 5 very involved
2 Mark the level of students’ concentration on the learning task:
3 The students are enjoying the task
4 The students are paying persistent attention to the learning tasks
5 The students find the modified activities interesting
6 The modified reading tasks are appropriate for the students