SKKN Applying Retelling technique in teaching post-reading in Tieng Anh 10 (Global Success) at high school

PART I: INTRODUCTION

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. 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

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(Global Success) in the second semester. The writer takes the title “Applying

Retelling technique in teaching post-reading in Tieng Anh 10 (Global Success) at

Dien Chau 2 high school.”

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. Objectives of the Study

This study intended to get solution and description of the problem through analysis

and study that have been previously mentioned in the research problems, they are:

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. To describe the teacher preparation in teaching post- reading using retelling

technique in Tieng Anh 10.

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. To describe the application retelling technique process in teaching reading

comprehension.

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. To describe problems faced by teacher in teaching reading comprehension using

retelling technique.

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. To show the advantages of using Retelling technique in teaching post-reading.

. Limitation of the study: This study is limited to:

the 10th form students at Dien Chau High School;

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the teachers of English at Dien Chau High School; and

reading comprehension in the textbook “Tieng Anh 10– Global success”.

. Methods of the study

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To achieve the aims mentioned above, quantitative and observatory method is used,

and the following tasks are involved:

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Collecting data for the analyses is from learners of 2 classes: 10C1, 10C3.

Assessing what difficulties are dominant.

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Evaluating what techniques are best fit.

. Research questions:

. What is the benefits of retelling strategy in teaching post-reading?

. Do the retelling strategy help students to improve their reading comprehension?

. To what extent, if at all, do retelling products show evidence of:

increased confidence in reading? or increased confidence in oral (story telling)?

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. Organization of the Study: The study is organized as follows:

Part I: Introduction, presents the rationale for the study, the aims, research

questions, scope and significance, methodology and organization of the study.

Part II: Content, consists of the following chapters:

Chapter 1: Literature review, presents the theoretical background of reading skills.

Chapter 2: Research Methodology, focuses on the current situations of teaching

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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.