Sáng kiến kinh nghiệm Applying Retelling technique in teaching post-reading in Tieng Anh 10 (Global Success) at Dien Chau 2 high school

 TABLE OF CONTENTS 
PART I. INTRODUCTION ..................................................................................... 1 
 1. Rationale .............................................................................................................. 1 
 3. Limit of the study ................................................................................................. 2 
 4. Research Methodology ......................................................................................... 2 
 5. Research questions ............................................................................................... 2 
 6. Organization of the Study. ......................... 2 
 PART II. THE CONTENT ................................................................................... 4 
Chapter 1. THEORETICAL AND PRACTICAL BACKGROUND 
1.1.Theoretical background ......................................................................................... 4 
 1.1.1The definition of reading comprehension....................................................... 4 
 1.1.2. The techniques for developing reading skills. .............................................. 4 
 1.2.Practical background... .................. 5 
 1.2.1.The roles of the teachers ............................................................................... 5 
 1.2.2.The roles of students. ................. 5 
 1.2.3.stages of teaching reading .............. 6 
 1.2.4.Difficultiesin teaching reading comprehension. ................. 7 
 1.2.5.General views on post-reading activities.. ................. 8 
 1.3. The current situation of teaching reading comprehension in Tieng Anh 10 
 (global success) at Dien Chau 2 High School ........................................................ 8 
 1.3.1. To students . ................................................ 8 
 1.3.2. To teachers.............................................. 11 
 1.3.3. Some difficulties in teaching post- reading.. ............... 11 
 Chapter 2. METHODOLOGY. .................................................... 14 
 2.1. Participants ........................................ 14 
 2.2. Research Instruments. .................... 14 
 2.2.1. Questionnaire. ............................................ 14 
 2.2.2. Class Observation.. ............................. 15 
 2.2.3. Tests................................................ 15 
 2.3. Data Collection Procedure ..................................... 15 
 PART I: INTRODUCTION 
1. The rationale 
Many teachers at high schools in Viet Nam realized that reading is a skill which 
helps students not only to gain knowledge but also furthers the development of other 
language skills. In general, English at school attempts to develop four language 
skills listening, speaking, reading and writing taught in secondary school. One of the 
most important skills among those four skills is reading skill. It is very important in 
the process of learning because reading in English helps the students learn to think 
in English, build English vocabulary, can encourage the students to focus on 
grammar or punctuation and makes them more comfortable writing in English. 
 This is the first year I have taught the new textbook Tieng Anh 10- global success 
to the 10th form students. I have met a lot of difficulties. The biggest challenges 
emerge from teaching reading comprehension. My colleagues in my school have the 
same problems. We usually find it difficult and hard to teach in reading lessons, 
especially in post- reading stage. Despite the teachers’ efforts, the students’ reading 
skills are disappointing. Most of the students do not understand the texts and do not 
complete the reading tasks well. If those difficulties are not found out and no 
solutions to overcome are given, it is certain that reading lessons cannot be 
successful and it even becomes worse. This has a great effect on students’ learning 
result. 
Therefore, the success of teaching reading depends on the techniques used by the 
teacher. The techniques for the students to learn reading English should be suited 
with the method and the approach as well. There are many techniques to teach 
reading English. Those techniques can be divided into three namely controlled 
technique, semi controlled techniques, free technique. Through to technique in semi 
controlled, retelling technique is one of the best and most efficient strategies for 
discovering whether the students understand what he or she has read. Retelling 
technique is process of re-memorizing what students listened to and read. Some 
studies shows that retelling technique has many advantages. According to 
Mulholland in her article (2018) states that retelling provides an opportunity for 
readers to process what they have read by organizing and explaining it to others. 
Retelling technique develops student’s story grammar because they must identify 
crucial points and the support information.. It encourages interacting with the text 
from a variety of perspectives: their own, their audience’s, and the author’s. Besides, 
retelling supports good reading because students must engage in repeated readings 
of the text, which supports fluency. Based on the advantages of retelling and the 
students enjoy when they retell what they read. Especially it is suitable for teachers 
to teach post- reading stage. 
 Based on background above, the writer wants to describe how retelling technique 
applied in teaching post- reading in reading comprehension skill with Tieng Anh 10 
 1 reading skills at Dien Chau 2 High School, the participants, the instruments and data 
collection procedure. 
Chapter 3: Solutions 
Chapter 4: Findings and discussions 
Part III: Conclusion: summarizes all the issues in the research and further 
suggestions. 
 3 13) there are some Strategies that can help students read more quickly and 
effectively, namely: 
1. Previewing: reviewing titles, section headings, and photo captions to get a sense 
of the structure and content of a reading selection. 
2. Predicting: using knowledge of the subject matter to make predictions about 
content and vocabulary and check comprehension, using knowledge of the text type 
and purpose to make predictions about discourse structure, using knowledge about 
the author to make predictions about writing style, vocabulary, and content 3. 
Skimming and scanning: using a quick survey of the text to get the main idea, 
identify text structure, confirm or question predictions. 
 3. Guessing from context: using prior knowledge of the subject and the ideas in the 
text as clues to the meanings of unknown words, instead of stopping to look them up 
1.2. Practical background: 
1.2.1. The roles of teachers: 
Being concerned with the roles of the teacher in teaching reading, Harmer 
(2001:213)gives an opinion that the teacher needs to create interest in the topic and 
task. He also needs to work as an organizer, observer, feedback organizer and 
prompter. 
*An observer: While students are reading, the teacher can observe their progress 
since it will give him valuable information about how well his students are doing 
individually or collectively and will tell him whether to give them extra time, or 
move to organize feedback more quickly than he has anticipated. 
*A feedback organizer: When the students have completed the given tasks. The 
teacher can lead a feedback session to check if they have completed the tasks 
successfully or not. 
*A prompter: When students are reading the text, it is also necessary to draw their 
attention to the language features in that text. He may direct his students to certain 
features of the text construction clarify ambiguities and make them aware of issues 
of the text structure which they have not come across previously. In general, the 
teacher must be aware of what they need to do in a reading lesson. 
Playing their roles well will certainly help the teacher lead successful reading 
lessons. 
1.2.2. The Roles of the Students 
In communicative language teaching, the learners are regarded as the center of the 
lesson. It is true in every reading lesson. During the reading process the students 
play the roles of an active and creative listener and as well as reader. 
In a reading lesson, students must take an active role as a listener. They need listen 
 5 Post-reading Stage 
The post-reading stage is the final but not the less important stage of a reading 
lesson because it is time for students to apply what they have got from the text into 
real life communication. In other words, it is the time for students’ production. What 
they produce will reflect how well they comprehend the text. In William’s view 
(1984: 39), “the post-reading stage is aimed at consolidating or reflecting upon what 
has been said and relating the text to the learners’ own knowledge, interests or 
views”. Normally, it takes ten or fifteen minutes to complete all activities at this 
stage. 
In conclusion, the above-mentioned stages are essential for a reading lesson. 
However, it is not necessary to carry out all these stages mechanically on every 
occasion. Depending on the purposes of each reading lesson, the teacher may apply 
these stages as well as allocate time for each stage appropriately. 
 1.2.4. Difficulties in teaching reading comprehension: 
In reading, it is not easy for a student to be successful in learning reading, because 
there are many factors affect the success such as students’ habits, attitude, 
motivation, exposure to the target language, textual characteristics, the way reading 
is taught, and the teacher’s classroom techniques or learning environment, etc. 
Reading skill problems; Language problems; Cultural background knowledge 
1.2.5. General views on post-reading activities 
1.2.5.1. Definitions of post-reading activities 
As language learning involves the acquisition of thousands of words, teachers and 
learners alike would like to know how vocabulary learning can be fostered, 
especially in EFL settings where learners frequently acquire impoverished lexicons, 
despite years of formal study. Research indicates that reading is important but not 
sufficient for second-language vocabulary learning, and that it should be 
supplemented by post-reading activities to enhance students' vocabulary knowledge. 
Post reading activities play an important role in language teaching and learning. 
There are many reasons for its being important. 
1.2.5.2. Types of post-reading activities: Post-reading activities also included: 
Answering higher order thinking questions, as part of a game called "Book Wheels". 
1. Role play. 
2. Retelling. 
3. Mock interviews in which one student portrayed a character in the story that other 
students would then interview. 
4. Adding new words encountered while reading to a personalized vocabulary 
notebook (Ho & Wong, 2001). 
 7 grammatical structures. For some students, the things they have learnt at secondary 
school seem to be completely new now. Some students want to go to English to 
improve their English. However, it is impossible for them to go to the English 
centers because they are too far from the school. So, they attend the extra English 
classes which are held by the English teachers of our school. 
A student with a reading difficulty may be: 
●less engaged in reading tasks. 
●less confident in their ability to read; 
●less willing to take risks in reading out new words; 
●frustrated with difficult work task; 
●discouraged by their lack of success. 
● less engaged in reading tasks. 
● less confident in their ability to read. 
● less willing to take risks in reading out new words. 
● frustrated with difficult work task. 
● discouraged by their lack of success 
●Students don’t want to read a long and boring passages and especially for the post- 
reading. They often misunderstand the meaning of the text. 
● After each of reading unit, students often forget what they have just learnt. 
In this part, the data collected from survey questionnaires from 85 students in 2 
classes will be presented in the tables according to the purposes of the study. 
Table 1. Students’ opinion on the new English textbook Tieng Anh 10- 
global success 
 No 
 Statement Yes No 
 answer 
 The new English textbook “Tieng Anh 10” 
 (in terms of the topic, the reading passage 20 10 55 
 and the reading task) is suitable to me. 
The table shows that 65 % of the students find the new textbook unsuitable to them. 
Why not? Most of the students said that although they found the topics in the 
textbook were very interesting and attractive, they were long and had a lot of new 
words. This caused the students difficulty in understanding the content of the 
passages. As a result, they could not complete the reading tasks easily. 
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