SKKN Adapting reading comprehension questions in English 10 global success textbook in the direction of competence development to improve reading comprehension results for grade 10 students

 TABLE OF CONTENT 
STT CONTENT PAGE 
 INTRODUCTION 
 I. The setting of study 
 II. Rationale 
 I 
 III. Scope of the study 2- 3 
 IV. The new point of the study 
 CONTENT 
 I. Theoretical basis 
 II. The analysis of the situation in Nam Đan 1 high 
 school 4-36 
 III. Measures taken to solve the problem 
 II 
 IV. The necessity and the feasibility of the suggested 
 solutions 
 V. Effectiveness of the study 
 VI. Meaning of the study 
 CONCLUSION 
 I. Experience lesson 37-38 
 III 
 II. Suggesions 
 APPENDIX 39-46 
 IV 
 REFERENCES 
 47 
 V 
 1 2. Aim of the study: 
 The purpose of the study is to redesign the reading questions in the 10th 
grade English textbook towards the development of students' ability. The study 
aims to accomplish the following objectives: 
 - To explore the effectiveness of adapted reading skills towards 
competence development. 
 - To analyze the student's progress through the measures. 
 3. Scope of the study: 
 - Scope of content: Reading Comprehension lessons in the 10th English 
textbook program. 
 - Scope of research: 42 students in class 10D2. 
 4. New point in research results 
 - Promote the activeness and initiative of students in Reading 
Comprehension lessons. 
 - Systematize the questions in English 10 textbooks (10-year system) in 
the direction of the final examination. 
 - Contribute to innovate methods of competence development oriented-
teaching for students in high school 
 - Help learners have more interest, enthusiasm as well as motivation with 
the subject. 
 - Contribute to improve the score in the graduation exam through reading 
comprehension exercises designed to follow the final exam’s structure. 
 3 reader combining information from a text and their own background knowledge 
to build meaning (Nunan, 2003). 
 Based on the definition above, the researcher can make sum up that 
reading is receptive skill to understand printed words likes discerning main 
ideas, understanding sequence, noticing specific details, making inferences, 
making comparisons, and making predictions in second and foreign language 
instruction. And also the researcher can say that reading is an ability to 
understand written English as it is presented in textbooks, newspaper, magazine, 
menu, massages and in academic materials. 
 2. Definition of reading comprehension 
 Reading comprehension is the ability to process what is being read, 
understand the meaning the author is trying to convey - both textually and 
subtextually - and make inferences based on prior knowledge. 
 Reading comprehension involves two levels of processing, shallow (low-
level) processing and deep (high-level) processing. Deep processing 
involves semantic processing, which happens when we encode the meaning of a 
word and relate it to similar words. Shallow processing involves structural and 
phonemic recognition, the processing of sentence and word structure, i.e. first-
order logic, and their associated sounds. This theory was first identified 
by Fergus I. M. Craik and Robert S. Lockhart. 
 Al-Sa’oud (2002) states that reading comprehension is the final goal of 
any reading task. As a result, he believes that the readers have to employ 
different reading strategies, knowledge of the content, and experience to 
comprehend the reading text and obtain the meaning. Reading comprehension is 
considered the ultimate goal of reading. According to Snow (2002), reading 
comprehension is an ongoing reading process in which the reader constructs the 
meaning from the printed text through an interactive process. To Snow, reading 
comprehension requires three main components which vary in the phases of 
reading (pre-reading, reading, post-reading). These components are: the reader 
interacts with the text using his/ her abilities, various sources of knowledge such 
as linguistic and discourse knowledge, and experiences, the text which might be 
a printed or electrics text, and the activity which includes the reader’s purposes 
and process. Along this line of thought, Woolley (2011), for example, defines 
reading comprehension as the process of extracting meaning from the text while 
Pakhare (2011, p.1) considers it as “the level of understanding of a passage or 
text". Gagen (2007) defines reading comprehension as an active, complex, and 
important process in which the reader interacts with the text using his/her 
vocabulary knowledge and reading strategies. 
 As we know, the reading skill is one of the most basic skills in a foreign 
language learning and teaching, some foreign language teachers have continued 
 5 - After you read: helps reinforce students' reading comprehension ability, 
and at the same time expands the topic they are learning with real life. 
 II. The situation analysis 
 1. The reality of teaching reading comprehension skills in Nam Dan 1 
high school. 
 From the fact, I found that the teaching of reading comprehension by the 
teachers in Nam Dan 1 high school still has some limitations. Many teachers still 
apply traditional teaching methods such as presentations and lectures, but do not 
use active teaching methods such as applying information technology or 
designing games to increase students' interest. Besides, in some Units (lessons) 
in 10-year English textbooks, the tasks (Task) in the textbooks weren’t designed 
as the format of questions in graduation exam. However, in the teaching process, 
not all teachers redesign those activities. This makes students passive in learning 
and creates boredom and loss of learning motivation. Therefore, the practice of 
reading comprehension skills will not achieve the expected results. Moreover, in 
the 10th English textbook program (10-year system), most of the question levels 
of some reading comprehension activities is quite simple, not create a challenge 
and motivation for quite good students. as well as improve and expand 
vocabularies for children. 
 2. Student's interest in Reading Comprehension lesson at Nam Đan 1 
high school . 
 By surveying the students in grade 10D2 with questionnaire, we can see 
that, before participating in Reading Comprehension classes towards 
competence development, only 5 students out of 42 students ( accounting for 
11,9 %) rated that they were very interested in Reading Comprehension, 10 
students (23,8 %) commented that they were interested. Most students have little 
interest in this skill 13 students (30,9%), and even no interest at all (33,3%) 14 
students. 
 The common reasons given by students are that this skill often has many 
long texts and many new words, so they are afraid and do not want to learn. In 
addition, most students do not have the method to do the Reading 
Comprehension test, and do not have the skills to recognize the types of 
question. In particular, the progress of Reading comprehension lessons is often 
too familiar and quite boring, the content of the tasks in the textbook (tasks) is 
quite easy. They don’t create challenges for learners. At that time, teachers did 
not really make a breakthrough in terms of lesson design. Therefore, many 
students have not found much joy and interest in this lesson and the 
effectiveness of the Reading Comprehension lesson has not been good as 
expected. 
 7 - Students in the same class are not equal in ability and level, so the 
available exercises in the textbook do not meet the need of training and 
improving reading comprehension skills for all students at different levels. 
 - There are many Tasks (tasks) in the textbook that are not designed as the 
format of reading tasks with the reality of the new program, leading to low 
results in reading comprehension skills. 
III. Measures taken to solve the problem: 
To solve the problems most effectively, I combined 2 following solutions 
together. 
1. Specific instructions on how to identify and handle each type of reading 
comprehension questions for students 
 - Basic types of question in reading comprehension exercises 
 Question 1: Find the main idea of the passage. 
 Question 2: Infer to find implications (Inference) 
 Question 3: Identify the information stated in the article (Stated detail) 
 Question 4: Identify information not stated in the article (Unstated details) 
 Question 5: Find antonyms (Vocabulary) 
 Question 6: Find the word or phrase mentioned or referred to (Reference) 
 Question 7: Identify where this information is mentioned in the article 
 (Where questions) 
 These questions are divided into the following types. 
 Type 1: Find the main ideas in the text 
 Main ideas questions 
 What is the topic of the passage? 
 What is the subject of the passage? 
 What is the main idea of the passage? 
 Kinds of 
 What is the author’s main point in the passage? 
 questions 
 With what is the author primary concerned? 
 Which of the following would be the best title? 
 What is the author’s main purpose in the passage? 
 Usually located at the beginning or end of paragraph. If 
 the main idea doesn’t appear at the beginning or at the 
 Answer 
 end of the paragraph, we will leave it at the last after 
 taking time to answer the detailed questions. 
 9 Type 3: Identify the information given in the text (STATED DETAIL 
QUESTIONS). 
 Stated detail questions 
 According to the passage,.. 
 Kinds of It is stated in the passage. 
 question: The passage indicates that. 
 Which of the following is true. 
 Answer The answer lies in the reading. 
 - Underline the main word, the important idea in the 
 question 
 - Use scanning skills to find the right passage to read 
 carefully to get information. 
 Method 
 - Read carefully the sentences containing the keywords 
 and ideas in the question carefully 
 - - Eliminate the answers that are definitely wrong and 
 choose the best answer from the remaining options 
 Type 4: Identify information not given in the article (UNSTATED 
DETAIL QUESTIONS) 
 Unstated detail questions 
 Which of the following is not stated...? 
 Which of the following is not mentioned...? 
 Kinds of question Which of the following is not discussed? 
 All of the following are true except..... 
 Which of the following are false? 
 The answer will be information that does not appear in the 
 Answer 
 article or the answer is wrong compared to the article. 
 - Read the questions and options given carefully, 
 underline key words. 
 - Skim quickly to locate the right information for the key 
 words. 
 Method - Read carefully the sentences containing the ideas in the 
 selection 
 - Eliminate the options mentioned or correct from the text 
 - Choose the option that is not mentioned or does not 
 match the reading passage. 
 11