A study on factors affecting reading skills of the second year english major students at hung yen university of technology and education

HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION
FACULTY OF FOREIGN LANGUAGES

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GRADUATION PAPER
FIELD: ENGLISH LINGUISTICS

A STUDY ON FACTORS AFFECTING READING
SKILL OF THE SECOND-YEAR ENGLISH MAJOR
STUDENTS AT UTEHY
(NGHIÊN CỨU CÁC YẾU TỐ ẢNH HƯỞNG ĐẾN KỸ
NĂNG ĐỌC CỦA SINH VIÊN NĂM THỨ HAI CHUYÊN
NGÀNH NGÔN NGỮ ANH TRƯỜNG ĐẠI HỌC SƯ
PHẠM KỸ THUẬT HƯNG YÊN)

Supervisor: Doan Thi Thu Thuy, M.A
Student: Tran Thi Ha
Student number: 11317089

Hung Yen – 2021


HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION
FACULTY OF FOREIGN LANGUAGES

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GRADUATION PAPER
FIELD: ENGLISH LINGUISTICS

A STUDY ON FACTORS AFFECTING READING
SKILL OF THE SECOND-YEAR ENGLISH MAJOR
STUDENTS AT UTEHY
(NGHIÊN CỨU CÁC YẾU TỐ ẢNH HƯỞNG ĐẾN KỸ
NĂNG ĐỌC CỦA SINH VIÊN NĂM THỨ HAI CHUYÊN
NGÀNH NGÔN NGỮ ANH TRƯỜNG ĐẠI HỌC SƯ
PHẠM KỸ THUẬT HƯNG YÊN)

Student: Tran Thi Ha
Student number: 11317089
Supervisor: Doan Thi Thu Thuy, M.A
(kýtên)

Hung Yen – 2021


i

DECLARATION
I declare that this thesis is my own work of study report entitled:” A study on
factors affecting reading skills of the second-year English major students at Hung Yen
University of Technology and Education”.
This thesis of my own research and the substance of this thesis has not been
submitted for a degree to any other university or institution and that if this declaration is
found to be false, disciplinary measures and penalties can be taken and imposed in
accordance with university policies and rules.

Hai Duong, June, 2021
Signature

Tran Thi Ha


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ACKNOWLEDGEMENT
During the process of doing the graduation paper, I have received lots of helps,
assistance, guidence, precious ideas, and encouragement from my teachers, family, and
friends. I would like to thank all my teachers in Hung Yen University of Technology and
Education for their useful advice.
First of all, I would like to express my deepest gratitude to my supervisor Ms.Doan
Thi Thu Thuy,MA, who gives me a great deal of supports and guidance. Without her helps,
my paper would have never been completed.
Besides, my sincere thanks are also extended to all the teachers in the faculty of
foreigner language at Hung Yen University of Technology and Education for their lectures
and whole-hearted advice to help me complete this study. In my study, it is inevitable that
the ideas of many writers in the field are reflected and developed. To all the authors of the
publications in the list of references, I offer my sincere thanks.
I also to express my special thanks to the second year students at UTEHY who
helps me with research.
Last but not least, I would like to thank my family and friends who have
encouraged and supported me a lot.


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ABSTRACT
This study is an attempt to investigate the factors effect on reading skills of second
year English major students at Hung Yen University of Technology and Education. The
main purposes of the study are to find out: factors affecting students’ skills in reading

English and the last give some suggested solutions for teachers to stimulate students to
read. To achieve the aims of the study, the author used quantitative methods through a
survey questionnaire.
The subjects of the 87 students of the second year English major at Hung Yen
University of Technology and Education. The students were invited to answer the
questionnaire. The survey questionnaire is carried out with the participation of 87 students
of the second year on three campuses.
After collecting, analyzing the data, and getting the finding found, the research has
an overview about the factors effect on reading skills. In addition, the results of the study
show the factors influence students’ skills in reading English. The study also suggests
some solutions to improve methods for second year English major students at Hung Yen
University of Technology and Education.


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TABLE OF CONTENTS
DECLARATION…………………………………………………………….……...............i
ACKNOWLEDGEMENT…………………………………………….................................ii
ABSTRACT………………………………………………………………...…...................iii
TABLE OFCONTENTS…………………………………………………..........................iv
LIST OFF ABBREVIATIONS………………………………………….................………vi
LIST OF CHART AND TABLES………………………………………...........................vii
CHAPTER 1: INTRODUCTION………………………………………..............................1
1.1

Rationale of the study………………………………………….................................1

1.2

Aims of the study………………………………................………………………...2

1.3

Research questions………………………................……………………………….2

1.4

Scope of the study………………………………................………………………..2

1.5

Methods of the study……………………………................………………………..2

1.6

Design of the study……………………………………................………………….2

CHAPTER 2: LITERATURE REVIEW…………………….……...............…………...4
2.1 Overview of reading ……………………………………………...............…………….4
2.1.1 Definition of reading………………………………………………...............………..4
2.1.2 Importance of reading skill…………………………………...............….……………6
2.2 Difficulties in reading English skill………….………………...............………………..8
2.3 Causes of difficulties in reading English skill…………..............…………..…………..9
2.4 Factors affecting English reading skill…………………………..............……….........10
CHAPTER 3: THE STUDY…………………………………………………….................13
3.1 Paticipants……………………………………………………………………………..13
3.2 Methodology and Data collection………………………………..................................13
3.2.1 Methodology………………………………………………………………...............13
3.2.2 Data collection…………………………………………………………….................13

3.2.2.1 Questionnaire……………………………………………………………................13
3.3 Procedures………………………………………………………………………..........14
3.4 Data analysis…………………………………………………………………...............14
3.5 Discussion of the finding………………………………………………………............23
3.6 The solutions for the students to learn English Reading skill……….….……………..23


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CHAPTER 4: CONCLUSION…………………………………………………….............26
4.1 Summary of the study………………………………………………………….............26
4.2 Limitations of the study……………………………………………………..................26
4.3 Suggestions for further study……………………………………………….................26
REFERENCE……………………………………………………………………...............27
SURVEY QUESTIONNAIRE FOR STUDENTS…………………………….........……..29


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LIST OF ABBREVIATIONS

L2: Second language
UTEHY: Hung Yen University of Technology and Education


vii

LIST OF CHARTS AND TABLES
LIST OF CHARTS
Chart 3.1: the time that students spend practicing reading English per day at home……15

Chart 3.2: The importance of reading skill compared to other skills...............................16
Chart 3.3: Reading topics given to students in class........................................................17
Chart 3.4 Teacher give students feedback........................................................................18
Chart 3.5 The causes of difficulties that students encounter in reading...........................20
Chart 3.6: The ways may help you improve your reading skill...........................................21
Chart 3.7: The factors that influence on their reading skill..................................................22

LIST OF TABLES
Table 3.1: The reason why students choose to learn English...............................................14
Table 3.2: Reading activities students asked to take in class............................................18
Table 3.3 The difficulties that students encounter in learning reading.............................19


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CHAPTER 1: INTRODUCTION
1.1.

Rationale of the study

In recent decades, English has been more and more important in Vietnam. English
is now widely known as the major language of intercommunication, international
commerce and business, science and technology, and so on. Thus people with good
English proficiency are extremely needed in any field of society. Reading is one of the
important skills in English and it gives many benefits for us. Reading is the window of the
world. By reading, people can get more knowledge and information from books,
magazines, newspapers, and others. Reading helps in mental development and is known to
stimulate the muscles of the eyes. Reading is an activities that involves greater levels of
concentration and adds to the conversational skills of the reader. It is an indulgence that
enhances the knowledge acquired consistently. The habit of reading also helps readers to

discover new words and phrases that they come across in everyday conversations. The
habit can become a healhty addiction a. In today’s world, reading is basic to everyday life.
As children we learn to read, and as adults, we read to learn. We read to learn about the
news, to learn about rules,nd adds to the information available on various topics. It helps us
to stay in-touch with contemporary writers and nakes us sensitive to global issues
(Van,2009). “Of all the skills students learn, reading is arguably one of the most important
learning skill. Today, especially in the developed world, it is considered a fundamental
skill required for succes. Unfortunately, for many children with reading difficulties,
learning to read is one of the most frustrating activities they will ever face. All too often,
the barriers they face overshadow their desire to read, without proper guidance, they never
overcome them. (Smit, 1994, p.26). Many students have problems in understand this
subject and they always confused to master the reading text. Reading is the important
subject to be taught in the school. In reading learning process the student must understand
what the content of text to get the information from it. With 4 years of experience in
studying English at Hung Yen University of Technology and Education, I have realized
that reading skill is one of the key factors that determine students’ success or failure in
language learning but not everyone is good at reading skill . this is the reason why I choose
“ a study on factors affecting reading skill of the second-year English major students at
Hung Yen University of Technology and Education” is the topic for my minor thesis. This


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study will point out some factors affected their English reading skill and find out some
solutions to improve students’ English reading skill.
1.2.

Aims of the study

The study aims are to investigate the factors affecting English reading skill of the

second year English major students at UTEHY. Some main purposes converting the study
are summarized as follows:
-

To point out some factors affecting student’s reading skill in English.

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To give some suggestions for students to improve reading skill in English.

1.3.

Research questions

1)

What factors influence the reading skill of the second year English major

students at UTEHY?
2)

What are solutions to promote reading skill of the second year English

major students at UTEHY?
1.4.

Scope of the study

In order to improve English reading skill for students at UTEHY, the teachers can
use of various techniques and great number of things should be done. However, the study

cannot cover all the aspects of reading skill. It mainly focuses on factors affecting reading
skill of the second year English major students at UTEHY. Because of the limited time, the
researcher intends to make a brief view of the current situation of learning English reading
skill of the second year English major students at UTEHY; identifies factors affecting their
reading stimulation; then suggests some solutions for students to reading English and
overcome difficulties in reading.
1.5.

Methods of the study

The study was carried out on the basis of quanlitative research method in which
questionnaire was chosen as the main tool. The questionnaires were given to over 80
students of the second year English major students at Hung Yen University of Technology
and Education. After getting statistic results of the methods, data will be analyzed and
presented in the study. After that, some conclusions will be drawn and some suggestions
will be made in the paper.
1.6.

Design of the study

The study is divided four main chapters:


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Chapter 1: Introduction gives the reasons why the topic was chosen and stated. The
basic information provided such as the rationale of the study, the aim of the study, research
questions, the scope of the study, the methods of the study, and the design of the study.
Chapter 2: Literature review gives the theoretical background of the study on
factors affecting reading skill of the second year English major students at Hung Yen

University of Technology and Education.
Chapter 3: The study provides methodology, data, and analysis, main findings and
discussions, and recommendations.
Chapter 4: Conclusion summaries all the key issues and give the result of the
surveys.


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CHAPTER 2: LITERATURE REVIEW
2.1. Overview of reading
2.1.1. Definition of reading.
Reading is one of English skills besides speaking, listening and writing. It is the
way to understand written messages. According to Nuttal (2000:2) reading means a result
of interaction between the writer’s mind and the reader’s mind. It is the way how to the
reader tries to get the message or the intended meaning from the writer. In this process, the
reader tries to create the meanings intended by the writer, the reader can get the message,
and the writer’s meaning sense.
According to Pang (2003:6) reading is defined as understanding written texts. He
says that reading consists of two related processes: word recognition and comprehension.
Word recognition is defined as the process of getting how written symbols correspond to
one’s spoken language while comprehension is the process of making the meaning of
words, sentences and connected text. He adds his statement that the reader who has
background knowledge, vocabulary, grammatical knowledge, experience with text and
other strategies can help them understand written texts. Based on two definitions above
reading can be defined as the instantaneous recognition of various written symbol with
existing knowledge and it also can be defined as comprehension of the information and the
idea communicated. It means that when a reader interacts with printed messages, he tries to
get the visual (written) information result or to get meaning in comprehending the
messages or the texts from the writer. It also can be said that reading not only the process

of getting the written symbols correspond to one’s spoken language but it is also the
process of making the meaning of words, sentences and connected text that can be called
comprehension. Reading is a very important skill that must be possessed by learners. It
would help them in understanding the meaning of text learnt in the school.
According to Tarigan (2008: 7), reading is a process to get message of the writer
through words or written languages. While Leu (1987: 9) states that reading is a
developmental, interactiveand global process involving learned skills. The process
specifically incorporates an individual’s linguistic knowledge, and can be both positively
and negatively influenced by non-linguistic internal and external variables or factors.
Anderson (in Cahyani 2007: 99) states that reading is process of understanding the
meaning implied in a text and looking at the ideas contained in the written word.


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Finnochiaro (in Cahyani, 2007: 99) states that reading means bringing meaning to
and getting meaning from printed or written material. Based on the definition above, it can
be concluded that reading is an activity or a process to understand meaning, message, and
purpose from printed or written material that connect reader to writer’s idea.
Reading is the most important component in learning process and social interaction
because, first, reading is an indispensable communication tool in a civilized society.
Secondly, that the reading materials produced in any period of time in history most
influenced by social background. Third, developments, that over the period of the recorded
history of reading has led to two very different poles. (Grey in Tarigan, 1957:1099).
Reading is an activity to understand the content of the text that we read. By
reading, reader can get any message and information which can increase knowledge.
According to Pang et al. (2003), reading is about understanding written texts and
comprehension is the process of making sense of words, sentences and connected text.
Reading comprehension involves both perception and thought. Readers will use
background of knowledge, vocabulary, grammatical knowledge, and other strategies to

help them to understand a written text. It means reading is a process of communication
between the writer and the reader. The writer has a message such feeling, facts, ideas, and
arguments they want to share. Then, the writer puts the message into the words. So,
reading is a way in which something interpreted or understood. Reading does not only
mean to understand the words or the grammar. It is not just translating but reading is
thinking, in order to read well in English reading material text, and the reader must think
what the text means.
English is a foreign language for Vietnamese students. It is certainly not easy for
students to interpret the meaning or the idea from written text. Because to understand the
reading text, the students must have a good competence in knowing the meaning of words,
sentences, contents, and the most important is to know about the writer ideas.
From the explanation above, the researcher concludes that reading is the process of
getting the meaning of the content and all information about the topic in the text. In fact,
reading an English text is not easy to do for students because English is a foreign language.
Many readers are not able to catch the author’s idea because of the limitation of thinking
and analyzing the meaning of words and sentences. Therefore, the reader should have good
concentration in reading text to get the meaning of the author’s idea.


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2.1.2.Importance of reading skill
“The more you read, the more things you know. The more that you learn, the more
places you’ll go.” This is a famous quote by Dr Suess. And it’s 100% accurate. The
importance of reading skills cannot be stressed enough. Reading is fundamental in helping
us find and convey information. It’s an essential skill that’s developed at a very young age.
Here’s why reading is beneficial to all of us, and how the importance of reading
comprehension is essential to understanding the world around us. People , from children to
adults, learn English for different purposes. Children learn English because of the
requirement of their parents and school. Students learn English to pass the exams, to study

abroad or to find a good job in the future. Adults learn English in order to be able to
communicate with foreigners or do business. In general, despite deriving from different
purposes, everyone wants to turn English to become their own instrument in their lives. In
the process of teaching and learning English, there are many factors affecting the success
of language learners such as aptitude, age, personality, motivation, and so on.
Reading has many benefits, but it’s a skill that even a lot of adults don’t use
enough. Apart from the necessity of reading to get by in today’s world, let’s look at some
other benefits of reading and how these can contribute positively to your child’s
development.
Reading helps you discover the world
Reading is a gateway to learning anything about everything. It helps you discover
new things and educate yourself in any area of life you are interested in. You can find a
book on just about any subject you can imagine, dive in and start learning. Your child can
learn about their interests (and even themselves) through reading things they enjoy.
Reading develops your imagination and creativity
When we watch television or a movie, all the information is given to us on the
screen – there’s nothing we need to imagine. A book in its pure form is just words on a
page, and our minds have to do the work, imagining the words coming to life. This does
wonder to develop our creativity and imagination.
Reading improves vocabulary and communication
Giving your child access to a world of words is one of the best ways to improve
their vocabulary and enhance their spelling skills. New knowledge that’s gained through


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enjoyment has a tendency to stick and doesn’t even feel like work! Both their written and
spoken communication abilities can be improved through regular reading.
Reading helps with building a good self-image and playing well with others
Learning new concepts, discovering exciting places and understanding others’

perspectives is key to building a well-rounded self-image – not to mention the self-esteem
boost from being able to read well! It’s at early ages that children can be most easily
influenced, and a positive reading experience can do wonders to help them form a positive
perception of themselves. Reading also has social benefits. Children can discuss stories
with others and form friendships over shared interests.
Reading improves concentration and reduces stress
Not only does reading focus your attention entirely on the task at hand, it also
immerses you in the information, improving concentration and memory of what you read.
Getting completely involved in a book can help us relax and feel calm.
Helps you block out the noise
Short attention spans are the order of the day as lives become a constant stream of
interruptions and activity.
You are expected to manage your WhatsApp messages and check your email and
interact with your colleagues, all at the same time. Juggling such tasks reduces focus and
lowers productivity.
But when you read a book, all your attention is focused. The importance of reading
in our digital age cannot be overstated. It is perhaps the only way left to improve focus and
attention.
Helps master a language
Reading is one of the best ways to learn a new language or gain mastery over a
known one. Also, when you learn through stories, you learn much faster.
Learning about words through context is one of the most organic ways to
understand their meaning and improve your vocabulary. This also helps gain knowledge
about colloquial terms.
Connecting with others
Books can be great conversation starters and can help bond with new people.


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Readers can have multiple stories to tell or topics to discuss, and can easily become
the center of attention due to their knowledge. Their ability to objectively critique issues
also makes them popular.
Reading has many benefits, but it’s a skill that even a lot of adults don’t use
enough. Apart from the necessity of reading to get by in today’s world, let’s look at some
other benefits of reading and how these can contribute positively to your child’s
development.
2.2. Difficulties in reading English skill.
Difficulties with Reading: In fact, many parents want to know where and why the
reading process breaks down. Although problems may occur in any area and there are
many difficulties with reading, decoding, comprehension, retention are the roots of reading
problems in the view of many experts.
Decoding Difficulties:
Decoding is the process by which a word is broken into individual phonemes and
recognized based on those phonemes. For example, proficient decoders separate the sounds
"buh," "aah" and "guh" in the word "bag." A student who has reading difficulty especially
(decoding difficulty), may not differentiate these phonemes. "Buh," "aah" and "guh" might
be meaningless to them in relation to the word "bag" on the page.
There are many signs of decoding difficulty for example; reading without
expression,confusion between letters and the sounds they represent, slow oral reading rate
(reading word-by-word), ignoring punctuation while reading and trouble sounding out
words and recognizing words out of context ( Klinger, 2011).
Comprehension Difficulties:
Comprehension depends on mastery of decoding; children who struggle to decode
find it difficult to understand and remember what has been read. Because their efforts to
grasp individual words are so exhausting, they have no resources left for understanding.
Comprehension difficulties have many signs, for instance; inability to connect ideas in a
passage, lack of concentration during reading, confusion about the meaning of words and
sentences, omission of, or glossing over detail and difficulty distinguishing significant
information from minor details (Haager, 2003).

Retention Difficulties:


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Retention requires both decoding and comprehending what is written. It depends
on high level cognitive skills, including memory and the ability to group and retrieve
related ideas. Students are expected to retain more and more of what they read as they
become in higher levels. From low levels, reading to learn is basic in classroom, by high
school it is an important task. Difficulty connecting what is read to prior knowledge is one
of retention difficulty signs. Moreover, there is the difficulty in applying content of a text
to personal experience and trouble remembering or summarizing what is read (David,
2007).
Suggested Remedies for Reading Difficulties:
Many studies on the language basis of reading difficulties have suggestions for
remediation so that students with reading difficulty can benefit from remediation directed
toward the language problems that underlie reading disabilities. Reading difficulty can be
solved by dividing the material or skills into small units. After the reader has responded to
each unit, he refers to the answer to see if he is correct. The material may be workbooks,
textbooks or worksheets. After each response, the student checks his answer. Thus, the
readers are given a chance to correct their errors as soon as they make them (Torgesen and
Mathis, 2010).
Do not know the meaning of a new word from sentence or paragraph
Cannot identify key ideas
Cannot use own words in note taking, taking brief
Cannot understand specialist vocabulary
Unable to read text loudly and fluently
2.3. Causes of difficulties in reading skill.
•

Lack of vocabulary: Learning a new language cannot be separated from

vocabulary. Meaning that in learning a new language people have to know its vocabulary.
Vocabulary can be defined in various ways. Experts have proposed some terms about
vocabulary. According to Richards and Renandya (2002: 255), vocabulary is a core
component of language proficiency and provides much of the basis for how learners speak,
listen, read and write. Without an extensive vocabulary and strategies for acquiring new
vocabulary, learners often achieve their potential and may be discouraged from making use
of language learning opportunities around them such as listening to the radio, listening to
the native speaker, using language in different context, reading or watching television.


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When students have to switch the language itself into the target language such as English,
they often get confuse to combine and use the proper vocabularies needed.
•

Lack of grammar knowledge: Grammar is a study in which sentences are

structured and formatted, so that it may be considered a bit boring to study correct
grammar since it really is worth the time and effort. If learners do not know the rules of
grammar, they will never be able to communicate using English effectively. According to
Celce-Murcia (2001) grammar become difficult because learners do not learn structures
one in a time. Even the learners appear to have mastered a particular structures; it is not
uncommon to find backsliding occuring with the introduction of new form to the learners’
interlanguage.
•

Poor pronunciation: English has become a language which connects people

all over the world. Pronunciation is as important as any other aspects of foreign language
learning like syntax or vocabulary. It also has close connections to the other fields such as
reading and even grammar. Once a person can pronounce correctly the endings of the
words, for example, he can, at the same time give grammartical information.
•

Lack of confident: over a quarter of a million people in the world have

problem towards their confidence. Self-confidence is knowing that we have the capacity to
something good and being positive thinking. Lack of self-confidence may bring the
students into a threat of believing that they are not going to be a good reader. This lack of
self-confidence also becomes a great problem which affects student’s reading performance.
It is difficult for the students to master English reading if they are not confident with their
own reading ability.
2.4 Factors affecting English reading skill.
Reading involves various factors such as background knowledge, vocabulary and
fluency, active reading skills and critical thinking that must work together.
Background Knowledge
Background knowledge plays an essential role in reading comprehension. In an
effort to comprehend a text, students rely on their background knowledge to link what they
already know to the text they are reading. Background knowledge includes both a reader’s
real-world experiences and literary knowledge. Drawing parallels between background


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knowledge and texts helps students become active readers, improving their reading
comprehension.
Vocabulary

Whether or not students have mastered vocabulary skills affects their reading
comprehension. Students must be able to comprehend a familiar word and its relationship
with other words within a text. Mastering vocabulary includes recognizing a word’s part of
speech, definition, useful context clues, and how it functions in a sentence. These
vocabulary strategies can help improve comprehension.
Fluency
Reading with fluency allows students to retain information with accuracy,
expression and increased speed. The ability to read fluently develops through reading
practice. As students become fluent readers, they will spend less time trying to decipher the
meaning of words and more time considering the overall meaning of the sentences. Over
time, fluent readers will develop the ability to insightfully respond to a text.
Active Reading
Beginning readers often rely on skilled readers to guide them through a text.
However, as readers develop, they will be able to monitor their own reading
comprehension. Students can actively guide their own reading by targeting comprehension
problems as they occur. Students can troubleshoot comprehension problems by recalling
what they read, asking themselves questions or evaluating the text.
Critical Thinking
Students can actively respond to a text more efficiently when they possess critical
thinking skills. As students read, they can determine the main idea and supporting details,
the sequence of events and the overall structure of the text. Students will also be able to
identify literary devices and their effect on the text. Having critical thinking skills help to
deepen a student’s comprehension of a text, resulting in a positive reading experience.
Phonological Awareness:
Many educationalists and researchers tried to explain the idea of reading difficulties
by linking it with phonological awareness. For example, Beck and McKeown (2009) stated
that it does not matter if the student has a conscious knowledge of the speech sounds in
words since a spoken language does not require this. With little attention given to sounds,
speech is produced and understood automatically. However, phonological awareness is the

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conscious awareness of the sounds of language. It is the ability to reflect on the sounds in
words separately from the meaning of words. Whereas Savage, Pillay and Melidona (2008)
noted that English is known to be forward irregular and backward irregular for both
reading and spelling. Thus, phonological decoding skills remain a big hindrance for
reading and spelling in English language. In a study done by Ziegler and Goswani (2005)
they stated that phonological awareness across all languages is needed for the development
of reading. However, languages differ and vary in the consistency with which phonology is
represented in orthography. Moreover, Paris (2005) revealed that many studies on
assessment and instruction indicated that there are significant predictors of later reading
achievement such as phonemic awareness, oral reading fluency and alphabet knowledge.
Finally, Manis, Lindsey and Bailey (2004), found that a cognitive factor like phonemic
awareness may be considered a significant factor that lead to reading difficulties in L2
learners.
Time:
Moreover, the average time for practicing the reading skill is not enough so
students may not practice the reading skill as well as other skills. Al Khaseefan (2000)
noticed that there are teachers of English who did not use different methods and
approaches which help the students to identify the difficult words in silent reading, and
also did not use methods of teaching which help students organizing what they read. That
is the teacher plays an important role in the reading difficulties.


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CHAPTER 3: THE STUDY
This chapter is devoted to presenting the methodology of the current research,
including the participants, the data collection instruments and procedure and analysis.

3.1. Participants
The second year students of Foreign Language at UTEHY come from different
provinces and most of them are female. Although there are 87 students, but some students
were absent during the survey, so the author only collected data from 75 students. All of
them were willing to participate in questionnaire responses. Most of students have learnt
English 8 years secondary and high schools. In fact, not all students have the ability to
speak English well. They often get some problems in learning reading skill.
3.2. Methodology and data collection
3.2.1. Methodology
To collect the data for this research, the writer used quanlitative method including
the survey questionnaire for students. After getting the results, the writer will use the charts
and tables for presenting and analyzing the collected data.
3.2.2. Data collection
3.2.2.1. Questionnaire
Survey questionnaire are always consider as one of the most frequently used and
effective methods for students. By administering a questionnaire to a group of people, one
can collect a huge amount of information in less than an hour, and the personal investment
requires will be fraction of what would have been needed for, say, interviewing the same
number of people. Furthermore, if the questionnaire is well constructed, processing the
data can also be fast and relatively straight forward, especially by some modern computer
software. These cost benefit considerations are very important, particularly for all those
who are doing researcher in addition to having a full-time job (Gillham, 2000). This is the
reason why researcher decided to choose questionnaire as one the main types of instrument
are used to accomplish the research. The survey questionnaires are mainly to collect
information from the subject of this study. Moreover, it is easy and simply to summarize
and report collected data while the researcher did not spent much time on it.
The survey questionnaire for students was delivered to students for the purpose of
finding factors affecting their- reading skill as well as their expectations in the English
reading class. Question item are divided into two main parts:

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Part I (Including 2 questions): Student’s general information.
Part II (Including 8 questions) consist of three parts: Situation of learning English,
factors influence and suggestion in learning reading skill.
3.3. Procedures
The subject of my survey is the second year students in foreign language who are
studying at UTEHY. The data are collected and analyzed by following steps:
-

Questionnaire was first delivered to the students at the end of English

-

After collecting information, data were consolidated and categorized.

-

The results then were analyzed and presented in forms of tables, charts and

lesson.

figures. Data analysis and findings will be presented and discussed in the next part.
3.4. Data analysis
The number of students in this study was 75 and was chosen from classes of
TAK17 of three campuses. They most 20 year old, who are studying in foreign language at
UTEHY. The data analyzed in part of study in the below tables, charts and figures which
show the response for the question having in the questionnaire.
3.3.1. The situation of the second year English major students at UTEHY in

learning English.
Question 1: Why do you learn English?
Table 3.1: The reason why students choose to learn English
Students (No)

Percentage (%)

To study oversea

18

25,4

To get a nice job

58

81,7

To

make

friend

foreigners

with

44

62

To pass the exams

40

56,3

Others

16

22,5

The table shows that the most students who learn English to get a nice job, it makes
up 81.7% of the total survey. It indicates that the main reason why students choose to learn


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English is to find a nice job. Some students learn English to makes friend with foreigners
and pass the exams, which accounts for 62% and 56.3%.
In addition, students who study English to study oversea and other reasons are the
two reasons why students chose at less. They make up 47.9% of the total survey.

Question 2: How many hours per day you spend practicing reading English
at home?

15,5%

42,3%

2 hours
30 minutes

19,7%

1h
others

22,5%

Chart 3.1: The time that students spend practicing reading English per day at
home.

The pie chart shows the numbers of students who are spend time to practice
reading English at home. From this chart, it is clear that the number of students who are
spend 2 hours to learn reading English at home accounted for nearly half of all students
surveyed. There are 30 students who chose 2 hours. It makes up 42.3% which is largest in
total survey. It indicates that the second year students are interested in reading, and they
only much time on studying reading. The next is 30 minutes with 22.5% (16 students), it
only after 2 hours. Both an hour and others have nearly equal ratios, 19.7% (14 students)
and 15.5% (11 students). They are the smallest of the total survey.


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Question 3: According to you, what is the importance of reading skill in
comparison with other skills?

0

16,9%

25,4%

more important than other skills

57,7%

as important as other skills

less important than other skills

Chart 3.2: The importance of reading skill in comparison with other skills.

The chart shows the importance of reading skill compared to other skills. The data
from chart 2 indicated that 41 students (57.7%) think reading is more important than other
skills and necessary for students. While the number of students who chose as important as
other skills and less important than other skills only accounts for a combined 42.3%
(equally with 25.4%, less with 16.9%).
In short, reading skill is always important and necessary for students. So, students
need to improve reading skill more and more.

Question 4: What do you think about reading topics given to you in class?