NCKH
NCKH
NCKH
OF •
•
Nguyễn Thị Thủy Tiên
Trần Nguyễn Thanh Trà
•
GROUP 5 •
Mai Thị Tình
Ngũ Duy Vinh
01. Introduction
• Mixed methods are a way of combining quantitative and qualitative data to answer complex
questions that cannot be adequately addressed by one type of data alone. Scanning and skimming
are two different techniques that can be used to improve reading comprehension and efficiency.
Scanning is reading rapidly in order to find specific facts, while skimming is reading rapidly in
order to get a general overview of the material.
• It can be useful in studying the effects and processes of scanning and skimming techniques in
reading, because they can provide a more comprehensive and nuanced understanding of the
problem and the evidence.
1. Introduction
1.4. Methodology
Week 1-2 Week 3 Week 4-5 Week 6-7 Week 8-9 Week 10-12
- We form a mental model of what the text describes by integrating the sense of the words and sentences
into a meaningful whole, like a film that plays in our head. (By Understanding and Teaching Reading
Comprehension: A handbook by Jane Oakhill, Kate Cain and Carsten Elbro (Routledge, 2014))
-Regarding scanning and skimming techniques, Hallows, et al (2013) highlight that skimming is the
reading technique in which the readers quickly read the passage to find the main idea of the text,
without thinking about specific details
2. LITERATURE REVIEW
-A quick, superficial reading of a text to get the gist of it. Although there is some question about exactly
what readers do when they skim, it is a strategy for getting clues to the main ideas, divisions, points, or
steps in an argument.
2. LITERATURE REVIEW
2.3. Subconclusion
Many people know skimming and scanning methods in reading because they save time and are
quite effective if we know how to apply them properly. However, many students of the foreign
language department of Vinh University still misunderstand and misapply, leading to unexpected
results. Therefore, we chose them as the research subject to see their true impact on Vinh
University’s students. Moreover, we want language students to understand better these 2 methods to
apply and be more effective in their reading comprehension skills.
3. RESEARCH METHODOLOGY
3.2. Participants
• This study focuses on FLD (Foreign Languages Department) students majoring in English at Vinh
University. The target participants for this research will be 40 students, with 10 participants selected from
each of the four courses: 61, 62, 63, and 64. Participants will be devided into two groups: experimental and
control
3. RESEARCH METHODOLOGY
3.3. Research techniques
3.3.1. The Activities of the Experimental Class
a. Pre-Test
The students took a pre-test. Its goal is to determine how well the students have previously understood the reading passages on the reading
comprehension exam.
b. Treatment
Apply “Skimming and Scanning” as a technique in teaching reading.
Use Project Based Learning (PBL) as a learning method. The writer used the following steps in teaching reading:
1) Read the passage and look at the title;
2) Find keywords;
3) Read the first sentence of every paragraph completely;
4) Identify main ideas of a certain paragraph;
5) Read the final paragraph completely;
6) Predict the meaning
7) Focus on the details
8) Find out implicit information of the reading text.
3. RESEARCH METHODOLOGY
3.3. Research techniques
3.3.1. The Activities of the Experimental Class
c. Post-test
Hold after all treatments were given.
Skimming and scanning was used as the technique in reading. This test was used to assess the students’
achievement after the treatments were given. The result of the test was analyzed statistically.
3.3.2. The Control Group
In the control group, no treatment was applied. The students were given reading material based on the
textbook. They are asked to read a text and understand the content of the text.
3. RESEARCH METHODOLOGY
3.4. Instruments
3.4.1. Testing 1
The purpose of giving a pretest is to know the
students’ ability in mastering reading before
conducting this study. On the other hand, the
purpose of giving a posttest is to know the students’
ability in mastering reading after conducting this
study. There were 30 multiple-choice items tested.
pre-test post-test
3.4. Instruments
3.4.2. Testing 2
We used two reading comprehension tests to
assess the effectiveness of the skimming and
scanning techniques. 20 people who were not
instructed to use the skim and scan strategy
will take Test 1. In Test 2, the remaining twenty
people will be given instructions from the
researchers on how to read the content using
test 1 test 2
the skimming and scanning techniques.
3.4. Instruments
3.4.3. Semi-structured interviews:
We designed 3 interview questions at
the end of test 2 to receive feedback
and advice from people who have used
skimming and scanning techniques in
reading comprehension. How can they
apply those techniques in learning,
teaching and online practicing.
3. RESEARCH METHODOLOGY
3.5. Data collection procedure: Mix-methods
01 02 03 04
Questionnaires were
Questionnares were collected, the data was
designed on Google Form analyzed
40 students
3. RESEARCH METHODOLOGY
3.6. Challenges
3.6.1. Challenges for questionnaire implementation
• unsuitable for people with limited literacy or verbal skills
• susceptible to a nonresponse bias (most people invited may not complete the questionnaire)
• biased towards people who volunteer because impersonal survey requests often go ignored.
Finding
The findings in this research consisted of
(1) the students’ score in the pretest in the experimental group,
(2) the students’ score in the posttest in the experimental group,
(3) the differences between pretest and posttest the students in the experimental group,
(4) the students’ score in the posttest in the control group,
(5) the comparison between the score of the experimental group and the control group.
4. FINDINGS AND DISCUSSION
4.1. Finding 1
(1) the students’ score in the pretest in the experimental group,
mean difference score was 4.5, which means that the average 15.8
90.8
improved. 30
4.1.Finding 1
.After giving participants a test, here are the results we
received.
- For test 1, participants who did not received intructions
of these two methods achieved average points of 13.8 out
of 23 means 60%
- For test 2, those who were more proficient and had more
access to these two techniques, achieved better results 20.9
out of 23 points, with 90.08%.
=> Experimental group outweight control group by 30
percentage equivalent to 7,1 points
4. FINDINGS AND DISCUSSION
4.1. Finding 2
The result suggests that the scanning and skimming techniques
help students locate the information quickly while making sure
the time wisely. When students were taught by applying
skimming technique, they could increase their achievement
in reading comprehension through this technique. As
consequence, most students could elicit prior knowledge and
find specific information from the reading text. Most students
were active in the class when there was teaching learning
process.
4. FINDINGS AND DISCUSSION
4.2. Discussion
While doing this research, it is clear that sudents usually preferred to read the whole text before
answering the questions. As consequence, it makes them slower in answering the questions and taking
much time to complete the tasks. When skimming and scanning technique were implemented, it is
realized that skipping some words is not affect to their understanding of the text. And after much time
to do, it becomes better when applied skimming and scanning technique in reading comprehension.
However, it also raises concern that despite saving time, the students should concentrate highly when
using these techniques to to undestand the passage at all. To overcome, the teacher should control the
class with the great deal and the students have to be swiftly stopped and handle to get them back on
tract.
5. CONCLUSION & IMPLICATIONS
5.1. Conclusion
Given that there are notable changes in students' pre- and post-treatment reading comprehension, it can
be inferred that the treatment of skimming and scanning strategies is beneficial. Students can decide more
rapidly whether or not to continue reading a paragraph in a book or article by using skimming reading
techniques. Moreover, students can utilize the scanning strategy to find specific information in readings
and articles. The satisfaction that comes from using skimming and scanning strategies can encourage kids
to read more independently from a variety of sources and can have an impact on the development of a
student's interest in writing. In all disciplines, it is necessary to continuously practice the skimming and
scanning reading strategies because they are very useful to support the achievement of scientific writing
and thesis preparation
5.2 Implication
5.2.1 For students
Skimming Scanning