Effects of reciprocal teaching model on 10th grade students' reading comprehension skill at Vung Cao Viet Bac high school

THAI NGUYEN UNIVERSITY

SCHOOL OF FOREIGN LANGUAGES

––––––––––––––––––––––

NGUYEN THI YEN

EFFECTS OF RECIPROCAL TEACHING MODEL

ON 10TH GRADE STUDENTS’ READING COMPREHENSION SKILL

AT VUNG CAO VIET BAC HIGH SCHOOL

M.A THESIS

Field: English Linguistics

Code: 8220201

THAI NGUYEN – 2020

THAI NGUYEN UNIVERSITY

SCHOOL OF FOREIGN LANGUAGES

–––––––––––––––––––

NGUYEN THI YEN

EFFECTS OF RECIPROCAL TEACHING MODEL

ON 10TH GRADE STUDENTS’ READING COMPREHENSION SKILL

AT VUNG CAO VIET BAC HIGH SCHOOL

M.A THESIS

Field: English Linguistics

Code: 8220201

THAI NGUYEN – 2020

ĐẠI HỌC THÁI NGUYÊN

TRƯỜNG NGOẠI NGỮ

–––––––––––––––––

NGUYỄN THỊ YẾN

HIỆU QUẢ CỦA MÔ HÌNH DẠY HỌC ĐỐI ỨNG

VỚI KỸ NĂNG ĐỌC HIỂU CỦA HỌC SINH LỚP 10

TẠI TRƯỜNG PHỔ THÔNG VÙNG CAO VIỆT BẮC

LUẬN VĂN THẠC SĨ

Ngành: Ngôn ngữ Anh

Mã số: 8220201

THAI NGUYEN - 2020

i

STATEMENT OF AUTHORSHIP

I declare that this research report entitled “Effects of Reciprocal Teaching

Model on 10th grade students’ reading comprehension skill at Vung Cao Viet

Bac high school. ” has been composed by myself, and describes my own work,

unless otherwise acknowledged in the text. I confirm that this work is submitted in

partial fulfillment of the requirements for the degree of master at Thai Nguyen

University. This work has not been and will not be submitted for any other degree at

any other institution of higher education.

Author’s Signature:

Ngu n Thị Yến

Approved by

SUPERVISOR

Ngu n Thị Minh Loan, Ph.D.

Date: November 2020

ii

ACKNOWLEDGEMENTS

First and foremost, I would like to express my sincere gratitude and deep

appreciation to my supervisor, Dr. Nguyen Thi Minh Loan for her helpful and timely

encouragement as well as her insightful comments on my work from the beginning to the

end of the study. Without these, the thesis could not have been completed.

Secondly, the completion of this thesis would not have been possible without

the cooperation from 50 students of 10A16 class at Vung Cao Viet Bac high school

who have been willing to participate in the study. I am very grateful to all of them

for providing detailed information for the analysis of the study.

I would also acknowledge my great gratitude to all the lecturers at School of

Foreign Languages - Thai Nguyen University for their valuable lectures, which

have contributed to lay the foundation for this thesis.

Thirdly, I take this opportunity to show my gratitude to my colleagues and

friends for their great help and comments. Without their help, this study could not

have been fulfilled.

Last but not least, I must express my gratitude to my beloved family - my

parents, my husband and my sons whose support and encouragement have always

been a great deal of strength that has helped me to complete this thesis.

iii

ABSTRACT

The main objective of this study was to solve the problem of the students‟

low reading comprehension by using Reciprocal Teaching Model (RTM). The

researcher then investigated the effectiveness of using RTM to enhance the students'

reading comprehension and explored their attitude towards the teaching and

learning reading with this model. Based on the aims, the researcher conducted the

study in 10 weeks with the participation of 50 students of grade 10 at Vung Cao

Viet Bac high school. The data of the study was gathered through an action

research. The pre-test, post-test, and questionnaire were chosen to be the data

collection instruments to find out the effects of RTM on the students‟ reading

comprehension after the intervention. In this study, the researcher as the teacher

adopted Kemmis and McTaggart‟s action research procedure. It was shown through

the statistic data that there was a remarkable improvement in the students‟ reading

comprehension after the intervention and most of the students had positive attitudes

and good behavior towards the model taught by the researcher. It was concluded

that using RTM was one of the good ways to enhance the students' reading

comprehension and it exerted the students' positive attitudes in learning reading.

Finally, further some implications, limitations and suggestions for further studies

were included in this study.

iv

TABLE OF CONTENTS

STATEMENT OF AUTHORSHIP .......................................................................... iii

ACKNOWLEDGEMENTS ....................................................................................... ii

ABSTRACT.............................................................................................................. iii

TABLE OF CONTENTS.......................................................................................... iv

LIST OF ABBREVIATIONS.................................................................................. vii

LIST OF TABLES .................................................................................................. viii

LIST OF FIGURES................................................................................................... ix

LIST OF DIAGRAMS................................................................................................x

CHAPTER 1: INTRODUCTION...........................................................................1

1.1. Rationale ...........................................................................................................1

1.2. Aims of the study..............................................................................................3

1.3. Scope of the study.............................................................................................3

1.4. Significance of the study ..................................................................................3

1.5. Organization of the study..................................................................................3

CHAPTER 2: LITERATURE REVIEW...............................................................5

2.1. Reading comprehension....................................................................................5

2.1.1. Definition of reading comprehension.........................................................5

2.1.2. Levels of reading comprehension ..............................................................6

2.1.3. The current reading models used in English language teaching. ...............8

2.2. Reciprocal Teaching .......................................................................................13

2.2.1. Definition of terms ...................................................................................13

2.2.2. Model of Reciprocal Teaching in teaching and learning reading

comprehension....................................................................................................15

2.2.3. The Implementation of Reciprocal Teaching...........................................17

2.3. Attitude in language learning..........................................................................18

2.3.1. Definition of attitude ................................................................................18

2.3.2. Importance of attitude in language learning.............................................19

2.4. Previous studies about using Reciprocal teaching model in reading

comprehension.......................................................................................................20

v

2.5. Summary.........................................................................................................24

CHAPTER 3: METHODOLOGY.........................................................................25

3.1. Research design ..............................................................................................25

3.1.1. Rationale...................................................................................................25

3.1.2. Model of action research ..........................................................................25

3.2. Participants......................................................................................................27

3.3. Data collection instruments ............................................................................28

3.3.1. Reading Comprehension Test ..................................................................28

3.3.2. Questionnaire............................................................................................29

3.4.Teaching materials...........................................................................................30

3.5.Data collection procedure ................................................................................31

CHAPTER IV: FINDINGS AND DISCUSSION.................................................40

1. Findings .............................................................................................................40

1.1. Findings from the Reading Comprehension Test ...........................................40

1.1.1. Findings of the pre-test.............................................................................40

1.1. 2. Findings of the post-test ..........................................................................41

1.1.3. Comparison of the pre-test and post-test..................................................43

1.2. Findings from the questionnaire. ....................................................................45

1.2.1. The students‟ viewpoints toward learning reading through RTM ...........45

1.2.2. The students‟ feelings toward the using RTM .........................................48

1.2.3. The students‟ learning behaviors after using RTM..................................50

2. Discussion..........................................................................................................51

2.1. Research question 1: To what extent does Reciprocal Teaching Model

improve the students' reading comprehension? .....................................................51

2.2. Research question 2: What is the students‟ attitudes toward the use of

Reciprocal Teaching Model?.................................................................................53

2.2.1. The viewpoints of students towards the benefits of RTM .......................54

2.2.2. The feelings of the students towards RTM in their reading

comprehension....................................................................................................54

2.2.3. The students‟ learning behaviors after using RTM..................................55

3. Summary............................................................................................................56

vi

CHAPTER V: CONCLUSION AND IMPLICATIONS.....................................57

5.1. Conclusion ......................................................................................................57

5.2. Implications ....................................................................................................58

5.2.1. For teachers ..............................................................................................58

5.2.1. For students ..............................................................................................59

5.3. Limitations of the study..................................................................................59

5.4. Suggestions for future research ......................................................................60

REFERENCES.......................................................................................................... I

APPENDIX 1: Reading comprehension test ……………………………… .........VII

APPENDIX 2: A Questionnaire on Student‟s Attitudes ......................................... XI

APPENDIX 3: RESULTS OF THE TESTS......................................................... XVI

APPENDIX 4: LESSON PLANS .......................................................................XVIII

vii

LIST OF ABBREVIATIONS

RTM: Reciprocal Teaching Model