Classroom reseach

Topic: “ Teaching Reading Development, Focused on Students’ Answering the Question, Year 1 students, Luangnamtha Teacher Training College, Academic Year 2013 - 2014 ’’ Written by: Mr. Somlath SOMSAVATH Advisor: Edited committee of LuangNamtha TTC Mr Sihnnakohn SRIMUANG Mr Soukanxay PHONGSAVANH Mr Deng THONGSING Ms Amphone VILAYKHAMPANE LuangNamtha Teacher Training College Academic year, 2013–2014

Preface Now adays English language is very important in our life. Especially, on business because English is used around the world so we have to use English to communicate with other people from other countries. English is used in teaching- learning at Universities, colleges, vocational schools and secondary schools in Laos. In teaching-learning English language is including on four skills such as: writing, reading, speaking and listening. In order to improve how to teach reading in the best ways, we have studied or reseached some reading activities which can be improved in teaching reading in the classroom. In this book we would like to describe about “Teaching Reading Development, Focused on Students’ Answering the Questions” that useful for students and teachers to study how to teach reading. We would also thanks million to all the teachers and students who have provided this a good suggestion, cooperation and their great knowledge, especially our families who have encouraged and suported until the final report completed perfectly and also this book might not without some mistakes and it may have not enough information. We wish the readers to give your opinion to make this book completely. Thanks i

Acknowledgement We feel great honor and proud of having the chance to research in Luang Namtha Teacher Training College, Department of English language. During the period of being a teacher, we had gained the great knowledge on the best techniques or strategies of teaching English from the teacher at English Language Section of LuangNamtha TTC and support us until the end of our research. We are very proud to study and pass through the various obstacles more than six months of the course and finally, we have gained glorious achievement. We are already to use the knowledge for brilliant of our society and nation. As we are the researchers who have written this action research report on ‘The English Course’, we would like to sincerely thank to edited committee, our supervisor who always gives us advices on our writing report until it is successfully completed, and we would thank all the teachers who have assisted and taught the skills of research that can bring benefit to our writing report. We would also deeply thank to teachers and all the students who have provided good cooperation, and their great knowledge to put in our writing report to make it perfectly completed. Finally, we would also thank the students who have supported me about writing report Therefore, we would like to wish every one mentioned above happiness, healthy and success in all duties. ii

Abstract This reseach’s purpose is to study about “Teaching Reading Development, Focused on Students’ Answering the Questions” Students year I of 12+4 systerm at Luangnamtha TTC of which the total number is 40 students, 18 females and the total number of sample group is 36, 17 females and 2 teachers to participate in this research to make the research fulfill, some necessary tools such as questionnaires and observations were used. In order to improve teaching-learning reading of students and teachers to be better, we tried to find out more techniques for teachers to teach reading as using the questions before, during and after reading. Also motivate students actively on the lessons. According to the result of teaching we can see that teaching-learning reading was not good enough, students were not active on the lessons. There fore, we have to study or reseach this topic. According to the finding we can see that good point after reading, students have understood more the meaning of the text which average = 3,81; and standard deviation SD= 0,63 (very good). Beside that we can see the weak point that teacher did not ask various questions enough which average = 2,84; and standard deviation SD= 1,11 We strongly believe that this book will be useful for teachers to teach reading subject and also for the students who would like to be a teacher in the future. May the all reader criticize our bad points so that we can improve it in the future ii

Contents Title Pages Abstract ........................................................................................................... i Acknowledgement .......................................................................................... ii Preface ...........................................................................................................iii Chapter I: Introduction ..................................................................................1 1. Background ............................................................................................1 2. Objectives ..............................................................................................2 3. Research scope .....................................................................................2 4. Expected outcomes .................................................................................3 5. Definition of the technical terms used.....................................................3 Chapter II: Literature Review .......................................................................5 A. Information concerning with the principle ............................................5 B. Techniques of teaching reding used .................................................10 Chapter III: Methedology ............................................................................. 12 1. Population .............................................................................................12 2. Tools ......................................................................................................17 3. Method of collecting data .....................................................................14 4. Method of analysis ...............................................................................14 5. The formulas of annalysis ............................................................................15 Chapter IV: Finding .....................................................................................17 1. Annalyzing on encouraging students to answer the questions ..........17 2. Data annalyzing results .........................................................................17 Chapter V: Conclusion and recommendations ..........................................22 ii

1. Conclusion ...........................................................................................22 2. Recommendations ...............................................................................23 APPENDIX 1. Reference ................................................................................................. 2. Envident of study tools used .................................................................. 3. Study plan calendar ................................................................................ 4. Other evidences use in the research .................................................... 5. Biography of study Personal .............................................................................. ii

Chapter I. INTRODUCTIONS 1. Background It is believed that Education is one main factor in developing a country. It is said that where there is more illiteracy, the country development goes slowly. On the contrary, if more people are literate, the country development can fulfill its goal very quickly and the people could have better life. Consequently, the people in the nation should receive education with good manner and attitude. Nowadays, it can be seen that English language is an international language that is used in many work fields and business sectors. In order to develop Laos, we need to work cooperatively with internationals of which the aim is to learn high technology or get experiences from other different civilized and modern countries. However, the people in those countries mostly speak English. Therefore, English Language is allowed to be taught in schools, especially in the colleges, and secondary schools by the Lao Government. Through out the teaching and learning process, it can be seen that the students can not participate in the teaching and learning properly, particularly, they can not answer the questions yet when the reading is practiced, especially, the weak students can not understand the meaning of the words in the text. In addition, the teachers are not familiar with using the questions process while reading is practiced. In brief, the main point is to engage students understand all steps of reading and they can both summarize the text after the lesson and do the activities. In fact there are many teaching reading strategies, but the researchers will mainly concentrate on teaching reading development by focusing on students’ answering the questions in the classroom. In brief, the researchers would like to improve students’ English reading skills, and to have them involve in the lessons. The most important point is 1

that the students have to think and do reading activities. This means that after reading a text, they have to be able to use reading strategies as: scanning, skimming or reading for details to get clear information or summarize whole passages in answering the questions effectively. 2. Objectives. - To search for techniques of reading that can encourage students to be more self-confident in answering the questions while they are reading a text. - To meet students’ language abilities, and then motivate all students to answer the questions actively. 3. Research scope - The researchers are interested in teaching reading development focused on students answering for organizing reading activities appropriately with the students’ abilities in Luangnamtha teacher training college, system 11+3, English teacher normal course, year 1. - According to the principle limited by Morgan. When we have got a total number of 40 people, a sample group of 36 students. So the population of this research is 40 In Total, that include class year 1A, there for our sample group is 36 students, 19 males and 17 females to analyze the information for this research. - This research is to encourage students to answer the teacher’s questions when they are reading as much as possible. - In addition, it is to research for the techniques of teaching reading based on pre-reading, while reading and post reading. 2

4. Expected outcomes - The teacher can get new techniques of teaching reading that can help students answer the teacher’s questions actively when they are reading a text. - Teaching and Learning Reading will be more interesting as all the students will participate in the learning process actively. 5. Definition of technical terms used. - QAR: Question-Answer Relationships. - KWL: (“Know”, “Want to know”, “Learned”) it is a technique of reading that encourages students to concentrate on reading and finding the information for the answer. - Critical reading: Read and think carefully to consider the information or the answer for reply the questions. - Personal curiosity: A person that has more confident and desire to see and to know something while they are researching that relevant with the topic. - Framework: a structure of layout writing that we will follow it of other study skills. - Extremely literal: When we read it is most important that they prefer to know the meaning of the words that contain in the sentences and paragraph. - Multiple strategies: A variety of strategies that we use for reading in the text. - Prior knowledge: it is main point of knowledge that they can gain from his/her reading to be important main ideas. - Expository: It means explanation the meaning of the text that reader could understand easily. 3

- Capable: it means journalist who excellence and brave to write stories, novels and etc. - Obvious: it is clear and easier to understand when they are reading the text. - Filter: To think and consider some information in the text or take in account some thing. - Oppose: It means the reader disagrees with whatever that the writer said in the text. 4

Chapter II. Literature Review A. Information concerning with the principles In fact, there are many different reading theories as follows: 1. Question Before, during and after reading. According to the theory of teaching reading: Dolores Durkin (1979) said that ‘to encourage critical reading, teacher should ask students questions about the text before, during and after they read.’ This method is useful for most subjects from reading to social studies, and it is an excellent way to structure literature homework. Read more on Teacher Vision:http//www.teachervision. fen.com/skill-builder/reading-comprehension/48617.html#ixzzlQdIuTAg0 To encourage students to be active, it should include with this theories: 2. Question-Answer relationships. Another theory of leaching reading, Raphael (1986) said that Question-Answer Relationships, or QAR, is a reading comprehension strategy developed to encourage students to be active, strategic readers of text. Read more on Teacher Vision: http//www.teachervision.fen.com/skill-builder /reading-comprehension/48699.html#ixzzlQdKdtxmS Nevertheless, It doesn’t enough that we just focused on two theories above, so if we need reader to criticize and use prior knowledge and personal curiosity while researching for a subject or topic. 5

Therefore, we have to use this theory: 3. Use “KWL” in the classroom Carr and Ogle (1987) said that KWL (“Know”, “Want to know”, “Learnt”) Charts encourage students to use prior knowledge and personal curiosity while researching for a subject or a topic. This strategy is especially useful in reading classes, but it is also used in plenty of other subjects, like science and social studies. Read more on Teacher Vision: http//www.teachervision.fen.com/graphic- organizers/skill-builder/48615.html#ixzzlQdM8nn3x Furthermore, if we would like to know that students understand the text we use this theory for establishing the main idea after the reading: 4. Establishing the main idea. Eric Carle said in 1967 an important task of reading comprehension is to determine the importance and meanings of individual words, sentences, paragraphs, sections, chapters, and entire texts. This article will help you teach your students about finding the main idea while they are reading. Read more on Teacher Vision: http//www.teachervision.fen.com/graphic- organizers/skill-builder/48615.html#ixzzlQdM8nn3x According to the first theory of teaching reading above, the researchers understand that teacher should involve students to answer teacher’s questions of which the aim is to increase students critical and think of the whole reading to find the answer to response the teacher’s questions because they can understand how to answer each paragraph of reading and besides that 6

while they are reading, they can take note the difficult words, sentences and summarize the text altogether by themselves. The important point is that teachers have to give models for most subjects from reading to modify social studies to have affectively. As students begin to read a text independently, teachers should continue to model the questioning process and encourage them to use it very often. From the upper elementary and middle school grades, a framework for questions has to be asked before, during, and after reading can serve as a guide as students work with more challenging texts and begin to internalize comprehension strategies. You can use an overhead projector to jot notes on the framework as you \"think aloud\" while reading a text. As students become comfortable with the questioning strategy, they may use the guide independently while reading, with the goal of generating questions before, during, and after reading to increase comprehension. However, it is not enough to use only questioning before, during and after reading process. Therefore, what is the most important thing is that students will be active for answering the teacher’s questions. Because of these reasons, teacher should try to ask the questions that is related to the answers which are relevant to the text, since students always expect to answer the teachers’ questions without difficult and confuse questions, if so, it is one cause that makes students bored to find the answer to reply the teacher’s questions. Furthermore it will be created a bad atmosphere in the classes. Students often follow an extremely literal or \"in their head\" approach when answering questions about what they have read. Understanding question-answer, 7

Relationship can help students think of many kinds of questions required, as well as where to go for answering questions in the text. It encourages students to be more efficient and strategic readers. In other words, teaching students about question-answer relationships can help them ask effective questions as they read and respond to the text. Teachers use questioning strategies to guide and monitor students learn and to promote higher-level thinking of their students. Teaching students, the QAR strategy encourages teachers to be aware of, and, it is hoped, improve the types of thinking they are requiring of their students. Understanding how the question-answer relationship works is an important component of comprehending text. According to research cited by the National Institute for Literacy, teaching about question-answer relationships is an effective strategy for improving comprehension when used as part of a multiple-strategy. Beside that to encourage students think and critical we should use KWL charts assist teachers in activating students' prior knowledge of a subject or topic and encourage inquisition, active reading, and research. KWL charts are especially helpful as a pre reading strategy when reading expository text and may also serve as an assessment of what students have learned during a unit of study. The K stands for what students know, the W stands for what students want to know, and the L stands for what the students learn as they read or research. The main point of reading that we could assessments from student’s knowledge, If they still understand the whole text after reading they can sum up main idea for that lesson, it is not necessary to understand each word in 8

the text when they are reading and is necessary to guess some difficult words. We often define purpose as \"what the author is trying to say\" as if an author is never quite capable of saying what he or she means. The work of reading comprehension is best understood as a joint enterprise between author and reader. Authors can't communicate properly by themselves. They need readers to understand them. An author's purpose or even the main idea is not always obvious and is often open to interpretation. An author is expected to do his or her best to construct text in a way that readers will understand, and except in the case of certain kinds of mystery novels, we trust that an author will not try to trick us. In expository prose (non-fiction), an author typically tries to make his or her ideas clear and explicit. Still, we filter even the most direct messages through our own experiences, knowledge, beliefs, and understanding of the meanings of particular words. In fact, when we compare between the theories above and through real teaching-learning reading process, it is almost different that teacher always organize activities for students active to answer the teacher’s questions since through teaching-learning reading process in these days we use the same activities as students always answer the teachers’ questions after they are reading and beside that we always give the students activities to do as a comprehension after they are reading and furthermore the teachers use only skimming and scanning to teach difference kind of activities and text to find the information for answer the questions but almost of students can’t understand the meaning of whole lesson and beside that while they are reading if students don’t know the meaning they always use dictionaries to 9

look up the difficult words so if this reasons often happen students will be boring and at that time they might stop reading so they aren’t successful for their reading and can’t answer the teacher’s questions, there for our researchers have studied more strategies reading for teachers who teach reading subject to encourage students active to answer the questions and can summarize the text to increase students interesting reading more efficiency B. Techniques of teaching reading used According to the theories, we can find many ways in teaching reading technique, such as: - Using “KWL” in the classroom - Questions Before, During and After Reading - Question-Answer Relationships - Establishing the main idea For improving the teaching – learning of reading, our group had to discuss and decide to choose Questions Before, During and After Reading that we think it was the most suitable for our students’ level and the other theories for supporting the teaching reading in the classroom. So we planned the lesson together to teach students in year 1, at LuangNamtha Teacher Training College. The process of teaching is shown below: * Revision Teacher asked the questions about the last unit that students had learned and asked for volunteers to answer. When the answers were replied, teacher encouraged and checked the answers with the whole class. 10

* Pre-Reading Teacher told the students to look at the picture in their text books and asked the questions like: ‘How many people are there in the picture?, Do these people live alone or in groups?, Describe the house in the picture.’ Teacher asked whole class to answer and then write the important words on the board and elicited meaning from students and practiced. Teacher also wrote the new words and phrases in the text on the board then elicited the meaning from the students and used steps of drilling to practice them. * While-Reading Teacher told the students to read the text by paragraph to paragraph and teacher stopped the students and asked the questions for each paragraph. All students replied the questions together, the teacher checked the answer for each paragraph. *Post-Reading Teacher asked the questions to sum up the text like: ‘What is the text about?, What do you understand what you just read?’ and the teacher asked for volunteers to answer and checked with the whole class. 11

Chapter III. Methodology 1. Population The researchers have selected the total number of 40 Year 1 students in English normal course at LuangNamtha Teacher Training College, academic 2013-2014.to participate in the study. According to the rule founded by Morgan, we have got a number of 36 sampling group members, including: 19 males and 17 females 2. Tools It is believed questionnaires about students’ personal information and questionnaires about learning reading in the class room (see Appendix: Questionnaires) and doing classroom observations (see Appendix: Observation Form) can provide clear data for analysis. This means that the questionnaires are used to collect data from sampling group members. In other words, the sample group members will evaluate teachers’ teaching and their learning situation. However, the classroom observation aims to have a look at the real situation classroom teaching. The researchers have created survey forms of which the questions are divided into two parts: The first part is about students’ background. The second part is about learning reading in the classroom. Questionnaires Part one: Students’ personal information Example: Sex:  male  female  College’s dormitory Community:  with family Part two: The learning reading in the classroom. Example: Students like to reading 12

Students read during the lesson Teacher asks student questions And we have created observation focused on how the teaching process is implementing in the class room for the assessment of the research. Observation Form Teacher’s teaching observation Example: We observed teacher’s teaching by steps of teaching reading (Pre-Reading, While-reading and Post-Reading) “T asks questions” “Ss response” There are five different levels of criteria for the evaluation as shown below:  Assessment levels Level Meaning 1.51 – 5.00 Excellent 3.51 – 4.50 Very good 2.51 – 3.50 Good 1.51 – 2.00 Poor 1 – 1.50 Very poor 13

3. Method of collecting data After we created the survey from, we handed out a number of thirty-six sets of questionnaires forms to the sample group. Procedures of using the questionnaires: The questionnaires of the learning reading were used two times such as: - In the first time, we used them for finding the background information about teaching and learning reading in the classroom. Our researchers handed out 36 sheets of questionnaires to sample group on 19th February, 2014. After getting the information, we checked it to make sure whether the students had answered the questions correctly or not. Then, we checked the students’ back ground information. Next we calculated the percentage and frequency of each answer in the first survey. - In the second time, the questionnaires were used for checking the result of using the theories findings. As we handed out 36 sheets of questionnaires to the same sample group. After the students had completed in the questionnaires, we analyzed the information based on the rules. The aim is to evaluate what they had done. 4. Method of analysis The first stage, the researchers checked the data collected whether the students had answered the all questions in the table correctly or not. Then we checked the students’ background information. Next, we calculated the percentage and frequency of answers in the students’ back ground section. Finally we calculated the percentage and frequency of observation in the second part of the survey. 14

The second stage: We interpreted the scores received based on the formula below: P= x 100% SD = 5. The formulas of the statistics for analysis • The percentage of sampling P= x 100% P= refer to percent F= refer to formulary N= refer to number of sampling • The average = refer to the sum of average score x = refer to average score of each question = refer to the number of sampling • Standard deviation (SD) 15

The standard deviation (SD) was calculated based on the formula below SD = SD= refer to standard deviation = refer to average score of each question = refer to total score of each question = refer to the number of sapling 16

Chapter IV. Findings 1. Analyzing on encouraging students to answer the questions while they are reading After getting the topic of writing report, the researchers discussed together on making up questionnaire and observation forms. Then the questionnaire forms were handed out to thirty-six students whom we had chosen to tick the forms by their fact, and we also observed the teacher’s teaching by using the observation forms. After getting the questionnaire forms back from the students, and the result of teachers’ teaching observation forms, we started calculating the percentages, averages and standard deviations of each items in the tables. All the detailed information is summarized and shown below 2. Data analyzing results The result of the first survey is shown below.  Table1:Sex of sample group Sex Number of people (%) percent Male 19 52.77 Female 17 47.22 Total 36 100 The sample group consists of 19 males= 52.77% and 17 females = 47.22% 17

 Table2: Learning English situation Learning English situation Number of people (%) percent Ever 36 100 Never 0 0 Even though, they are currently learning English, almost students had ever learned English before coming to study at LuangNamtha TTC. As shown in the table. Table3: Types of learning Types of learning Number of people (%) percent Self study 5 13.88 With friends 3 8.33 At schools 21 58.33 7 19.44 Do extra class 36 100 Total Most students learn English in school and they have enrolled in extra courses. That means besides learning in school, some of them studied English in their free time. The table above shows that 5 students (13.88%) learn English by themselves, 3 students (8.33%) learn it with friends, 21 students (58.33%) learn it in schools, and 7 students (19.44%) attended extra courses. 18

Table4: Kinds of activities’ skills Kinds of activities Number of people (%) percent ( Learning skills ) Listening 6 16.66 Reading 14 38.88 Speaking 12 33.33 Writing 4 11.11 In order to be able to communicate in a language completely when learning a language, four skills: speaking, Listening, reading and Listening are focused on. However, some of the students in this class think that reading and speaking areas are the more important skills than listening and writing skills.  Table5: Kinds of reading resources Kinds of reading resources Number of people (%) percent Text books 10 27.77 Story books 12 33.33 Magazines 8 22.22 Newspapers 4 11.11 Others……… 2 5.55 The students like to read different kinds of resources. As can be seen in the table above: 10 students like to read text books (27.77%,), whereas, 12 students like to read story nooks (33.33%), 8 students like to read magazines (22.22%), 4 students like to read newspapers (11.11%), but 2 students like to read other kinds of resources. 19

 Table6: Results from the questionnaires before using the new theories. No Contents SD Meaning 0.77 Very good 1 Students like to read 3.78 0.70 0.60 Good 2 Students read during the lesson 3.03 0.52 Poor 0.72 Good 3 Teacher asks students questions 2.42 0.70 Poor Poor 4 The teacher’s questions are difficult 2.69 0.65 0.54 Poor 5 Teacher asks various questions 1.83 Poor 0.56 6 Teacher tells students to answer the 1.64 Good questions many times 7 Students can answer the questions 2.44 8 After the lesson, students have 2.36 understood 9 Students have taken notes 2.83  Table7: Result from students after using the theories No Contents 4.47 SD Meaning 1 Students like to read 4.11 0.65 Very good 2 Students read during the lesson 3.67 0.52 Very good 3 Teacher asks students questions 3.64 0.59 Very good 4 The teacher’s questions are difficult 2.84 0.84 Very good 5 Teacher asks various questions 2.97 1.11 6 Teacher tells students to answer 0.75 Good 3.03 Good the questions many times 3.81 1.12 7 Students can answer the questions 0.63 Good 8 After the lesson, students have 4.03 Very good 0.53 understood Very good 9 Students have taken notes 20

The information shown in the table above indicates that almost students like reading very much, but the second time of survey, the students like reading much more than the first time. During the lesson, the students had read, the teacher asked various and easy questions, the students could answer the questions and they understood the lesson much more than before using the theories. But in the second time, the students’ opinions were different that we can see in SD column, there were two points that the students had different ideas I e: Teacher asked various questions, SD= 1.11 and Students can answer the questions, SD=1.12 that means they chose very different scores at these points and the result of their involvement with being told to answer the questions many times was not good enough.  Table8: Result of classroom observations No Contents SD Meaning 1 Revision 2.5 1.41 Good 2 Pre-Reading 2.5 1.41 Good 3 While-Reading 3 1.54 Good 4 Post-Reading 3 1.73 Good According to the table above, we can see the 4 steps of teaching reading (Pre-Reading, While-Reading, Post-Reading) include the rivision, the teacher did quite well. However, the teacher should prepare more various activities and give more chances to the students to answer the questions in each step of teaching reading. 21

Chapter V. Conclusion and recommendation 1. Conclusion In brief, we can say that reading is a source of the most knowledge, so according to this research is the teaching reading development by focussing on students’ answering the questions in the classroom. The researchers wanted to meet students’ language abilities to motivate all students to answer the questions and to improve the teaching reading to encouage students to be self-confident when they are answering. The reseachers used questionnaires about the students’ background information and the questionnaires about learning reading in the classroom for the survey. And we used the teacher’s teaching observation and the questionnaires about learning reading again for the assessment. In our reasearch we used mainly the ‘Question Before, During and After Reading’ theory and beside the “ KWL”, “Question-Answer Relationships” and “Establishing the main idea” to support the teaching reading in year 1 students, normal course at LuangNamtha TTC, there is only one class in this level, there are 40 students, 18 females. The priciple limited was Morgan. So the sample group was 36 students, 17 females. From this research we could find that the students were more active in learning reading they felt more confident when answering the questions. We also found the teacher didn’t use various guestions and the teacher didn’t give enough chances for the students to answer. So that for the effective teaching reading the teacher have to organize the teaching as the framwork to make it easy for the students to be active with reading. If the students enjoy reading, they will read more books. If they read more they will get much of information from their reading and up grade their knowledge. 22

2. Recommendations In order to get more deep detailed information as well as the advantages from the research on the topic of “Teaching Reading Development Activity, focused on students’ answering the questions”, our group of researchers would like the next group of researchers who are interested in researching this topic to keep on: 1. Motivating students to participate in answering to the teachers’ questions in pre –reading, while -reading and post -reading as much as possible by asking them questions step by step. 2. Using various types of questions to ask students. 3. Giving much more time to students to think of the answers. 4. Praising them by saying: excellent, very good, good even the answer is correct or not and giving them extra scores. 5. The tutor or supervisor should give clear instructions in writing report, and a model of writing report should be provided to the researchers. 23



Curriculum Vitae Personal Details: Name: Somlath SOMSAVATH Date of birth: 1 / 11 / 1977 Nationality: Lao Languages: Lao, English, Vietnamese Marital Status: Married Religion: Buddhism Contact: Mobile 020 55488473, 020 29644333 Office : 086 312201, Fax : 086 312201 Email: [email protected] Qualitification: - Certificate of lower secondary school, Muangkhay lower secondary school, 1992-1994 - Certificate of high school, Luangprabang high school, 1995-1997 - Certificate of primary teacher, Luangprabang college, 1997-1998 - Certificate of English teacher, Luangprabang college, 2001-2004 - Diploma of English teacher, Luangprabang college, 2008-2011 - Master of Education management, Thai Nguyen University, Vietnam 2012-2015 Work experiences: -2010- present Acting head of Foreign Language Office, LNT TTC -1998-2010 Head of English Unit, Luangnamtha TTC -1997-1998 Deputy of English Unit, Luangnamtha TTC -2004-2007 English teacher, Promotion academic office, Luangnamtha TTC -1998-2001 Primary teacher Teach at primary school of Chomphet district. Referees: - Mr Khamsouk THONGKAN the Director of Luangnamtha TTC. + Contact: Mobile 020 55686290 Fax: 086 312201 - Mr Norlasing FONGMIXAY the vice Director of Luangnamtha TTC. + Contact: Mobile 020 55686532 Fax: 086 312201

References 1. Dolores Durkin (1979) Vision: http//www.teachervision.fen.com/skill-builder/reading- comprehension/48617.html#ixzzlQdIuTAg0 2. Raphael (1986 ) Vision: http//www.teachervision.fen.com/skill-builder/reading- comprehension/48699.html#ixzzlQdKdtxmS 3. Carrand Ogle (1987) Vision: http//www.teachervision.fen.com/graphic-organizers/skill- builder/48615.html#ixzzlQdM8nn3x 4. Eric Carle said in 1967 Vision: http//www.teachervision.fen.com/graphic-organizers/skill- builder/48615.html#ixzzlQdM8nn3x 5. Reading1 for 11+3 system year I, Ministry of Education, Teacher Training College, Page: 51 - 55 6. Methodology for 11+3 system year 2&3, Ministry of Education, Teacher Training Department, Lao PDR, Page: 51, 52, 53 7. Study-skills1 for 11+3 system year I, Ministry of Education, Teacher Training Department, Vientiane, June 1997, Page:15, 16, 17

Lesson Plan Lesson: Unit 11 The Maori of New Zealand Time: 90mn Aims: - Communicative aim: To know about the original of Maori - Educative aim: The way to keep on the minorities’ traditions Materials: A picture, reading text books. Stages T’s activity Ss’ activity Material Time Greeting -T greets Ss -Ss greet T 5 mn and checks and tell attendant. absent tree. Review Questions: -T asks one -Volunteer Picture 20mn 1. What do the Ainu look by one students to like? question. answer the 2. Where these people question. come from? T asks the 3. How many the Ainu rest of the -Whole class today? class to correct the Answers: correct the answers 1. They have round, dark answers brown eyes and wavy hair. Their skin is not dark but light. 2. No body knows the answer. 3. There are 25,000 people Pre Reading Questions from the -T asks one -Whole class picture: by one give the Questions: question. answers 1. How many people are there in the picture? 2. Do these people live in

a lone or in groups? 3. Describe the building in the picture. Answers: 1. There are 7 people. 2. They live in group. 3. It’s a wooden house. - T drills, - Whole class There are picture on it. saying, copying They cut pictures on wood. writes on the board. Elicit and drill the new words from the text Polynesians, southern, breads, mustaches, shave, arrived, wooden building, among themselves, colony, fighting, attend, competition. While reading Text reading T gives clear Whole class Reading 40mn The Maori of New Zealand instruction -Listening textbook. Polynesians live on about reading -Reading Inlands in the Pacific paragraphs to -Answering Ocean. The Maori is the answer the the questions Polynesians and they live at the southern end of questions. Polynesia in New Zealand. Tasks the There are about 280,000 Maori today questions and - Where do Polynesians corrects with live? the students - Who are the Maori? - How many Maori for today? Maori, like other Polynesians, have brown skin, dark brown eyes, and wavy black hair. Men have beard and mustaches, but

they usually shave them. - What do the Maori look like? The Maori arrive in New Zealand from other Polynesian islands for over a thousand years ago. They were the first people to live there. They made beautiful building with picture cut on the wood. How long did the Maori arrive in New Zealand? There was one terrible thing about their life. They fought war among themselves for several centuries. Then British people came to live there in the 1790s, and some of Maori fought them. In 1840 they agreed to become a British colony. This brought peace to the country. When they stopped fighting, they learned European ways quickly. When did the British people come to live with the Maori? What did they agree? Today there are Maori in all kinds of jobs. They attend schools and universities and become lawyers and scientists. There are Maori in the government. Most of them live like the white New

Zealanders. Did the Maori attend to school? How do they live? However, the Maori forget their traditions. Children learn the language, music and old stories. They have yearly competitions in speaking, dancing, and singing. They practice for months. Then Maori in the area arrive to watch the competitions and see who wins. They visit old friends. Today the Maori live a comfortable, modern life. However, they are not losing their traditions because they pass them on to their children. Do the Maori forget their traditions? What do they have in yearly competitions? Why aren’t they losing their traditions? Post-Reading Questions to sum up the T asks for Volunteers to 15mn text. volunteers to answer. answer. What is the text about? Correct with T corrects the the whole What do you understand? answers class LuangNamtha TTC, Date: 17. 3. 2014 Foreign Language Office Teacher Subject

Questionnaires Instruction: This questionnaire was created to survey the information about teaching reading development, focused on students’ answering the questions. The information we provide only be used in the research and final report writing. There will not cause any effect for your answer. We hope you answer these questions by the facts. Meaning: - 5 excellence, 4 good, 3 fairly, 2 poor, 1 very poor There are two main parts in these questionnaires: 1. Students’ background 2. Students’ view for reading activities in the class and how their teachers teach  Part one: Students’ background Put a tick (✓) in the parentheses before the best correct answer. 1. Sex:  male  female 2. Do you ever learn English before entering college?  Yes  No 3. If yes, how do you learn?  with friends  do extra  by yourself  at school 4. Which skills do you like study the best?  listening  speaking  reading  writing

5. What kinds of book do you like the best?  Textbook  Story book  Magazine Assessment limit No Contents 5 4 321 1 Students like to read Students read during the lesson 2 3 Teacher asks students questions 4 The teacher’s questions are difficult 5 Teacher asks various questions 6 Teacher tells students to answer the questions 7 Students can answer the questions 8 After the lesson, students have understood 9 Students have taken notes

Observation Form Subject: …………………Unit: …… Topic: …………………… Date: …………… Observer:…………………………Teacher: ………………………………………… Stages Contents 5 4 3 2 1 Comment Revision 1. T asks questions 2. Ss response 3. T has clear summary 4. Ss have chances to ask the questions Pre-Reading 1. T elicits and drills, short and lively 2. T presents new language 3. T gives clear instruction 4. T monitors and help students 5. T checks understanding While-Reading 1. T gives clears instruction 2. T lest students to read the text. 3. T praise for checking opening questions 4. Ss response 5. T asks many types of questions 6. Ss whole class reply Post-Reading 1. Ss involve the activity 2. T sets time limit 3. Ss copy the lesson

Result of questioning from sample group (Before using the theories) Assessment limit No Contents 54 3 2 1 1 Students like to read 6 18 10 2 0 2 Students read during the lesson 0 7 23 6 0 3 Teacher asks students questions 0 0 17 17 2 4 The teacher’s questions are difficult 0 0 26 9 1 5 Teacher asks various questions 0 1 4 19 12 6 Teacher tells students to answer the questions 0 0 2 19 15 7 Students can answer the questions 0 0 19 14 3 8 After the lesson, students have understood 0 0 14 21 1 9 Students have taken notes 0 3 24 9 0

Result of questioning from sample group (After using the theories) Assessment limit No Contents 5 4 3 21 1 Students like to read 20 13 3 0 0 2 Students read during the lesson 7 26 3 0 0 3 Teacher asks students questions 1 23 11 1 0 4 The teacher’s questions are difficult 3 22 7 3 1 5 Teacher asks various questions 2 9 13 7 6 6 Teacher tells students to answer the questions 1 5 24 4 2 7 Students can answer the questions 0 16 9 7 4 8 After the lesson, students have understood 2 25 9 0 0 9 Students have taken notes 5 27 4 0 0

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