A study on students difficulties in extensive reading in class k43a EFL = nghiên cứu những khó khăn của sinh viên của lớp k43a sư phạm tiếng anh trong việc sử dụng đọc mở rộng

HANOI PEDAGOGICAL UNIVERSITY 2
FACULTY OF FOREIGN LANGUAGE

TRINH THI THANH HUONG

A STUDY ON STUDENTS’ DIFFICULTIES
IN EXTENSIVE READING IN CLASS K43A EFL
(NGHIÊN CỨU NHỮNG KHÓ KHĂN CỦA SINH VIÊN CỦA LỚP
K43A SƯ PHẠM TIẾNG ANH
TRONG VIỆC SỬ DỤNG ĐỌC MỞ RỘNG)
Major: English Language Teaching

Hanoi, 2019


HANOI PEDAGOGICAL UNIVERSITY 2
FACULTY OF FOREIGN LANGUAGE

TRINH THI THANH HUONG

A STUDY ON STUDENTS’ DIFFICULTIES
IN EXTENSIVE READING IN CLASS K43A EFL
(NGHIÊN CỨU NHỮNG KHÓ KHĂN CỦA SINH VIÊN CỦA LỚP
K43A SƯ PHẠM TIẾNG ANH
TRONG VIỆC SỬ DỤNG ĐỌC MỞ RỘNG)
Major: English Language Teaching

Main Supervisor: TRAN THI NGAN
Co – Supervisor: DO THI THANH DUNG

Hanoi, 2019

STATEMENT OF AUTHORSHIP

A STUDY ON STUDENTS’ DIFFICULTIES
IN EXTENSIVE READING IN CLASS K43A EFL

(NGHIÊN CỨU NHỮNG KHÓ KHĂN CỦA SINH VIÊN CỦA LỚP
K43A SƯ PHẠM TIẾNG ANH
TRONG VIỆC SỬ DỤNG ĐỌC MỞ RỘNG)

I certify that no part in this study has not been copied by me from any other
person‘s report without acknowledgment and this work is written by my best
under the instruction from my supervisor.

Date of submission: May, 2019.

Student

Supervisor

TRINH THI THANH HUONG

TRAN THI NGAN


ACKNOWLEDGEMENT

This research was supported by Mrs. Ngan, Mrs. Dung, Mrs . Thao and
Mrs. Huong, the lecturers of FFL at Hanoi Pedagogical University 2. I would

like to express my sincere appreciation to them. This research could not have
been completed without the wise guidance and hearty support from my
supervisors and teachers. I have the knowledge and courage to employ statistics
in my study.
I would like to thank Miss. Hoa, my friend, for sharing her opinion to
make my study better and giving comments that greatly improved the
manuscript.
I am also thankful to Hang, Trinh, Phuong, my sincere friends, for
enlightening me on critical analysis of participant’s views. It is truly fortunate of
me to have experienced not only their academic but also their help.
I would like to take this opportunity to express gratitude to my parents for
the unceasing encouragement, support and attention.
Also, I would like to express my gratitude to 25 students who participated
voluntarily in this study.
And, I also place on record, my sense of gratitude to one and all, who
directly or indirectly, have given me their hand in this study.


TABLE OF CONTENT

ACKNOWLEDGEMENT ......................................................................................
TABLE OF CONTENT ..........................................................................................
ABSTRACT .......................................................................................................... 1
ABBREVIATIONS ............................................................................................... 2
CHAPTER 1. INTRODUCTION ......................................................................... 3
CHAPTER 2. THEORETICAL BACKGROUND
2.1. The Definition of Extensive Reading: ........................................................... 5
2.2. The Distinction between IR and ER............................................................... 6
2.3. Effects of Extensive Reading ......................................................................... 8
CHAPTER 3. METHODOLOGY ...................................................................... 10

3.1. Participants ................................................................................................... 10
3.2. Instruments ................................................................................................... 10
3.3. Procedures .................................................................................................... 11
3.4. Description of intervention .......................................................................... 12
CHAPTER 4. ANALYSIS OF THE DATA AND DISCUSSION .................... 13
4.1. Evaluation of the results of Questionnaire for Students .............................. 13
4.2. Evaluation of the results of Interview Questions for the Teacher ............... 18
CHAPTER 5. CONCLUSION ............................................................................ 20
5.1. Extensive Reading: A Key to Improvement ................................................ 20
5.2. Challenges of the application Extensive reading in learning English. ........ 21
5.3. Suggestions for EFL Pedagogy. ................................................................... 22
CHAPTER 6. IMPLICATION……………………………………………………24


6.1. Limitations of the research……………………………………………………24
6.2 Directions for Future Research ...................................................................... 25

APPENDIX ......................................................................................................... 27
REFERENCES .................................................................................................... 32


ABSTRACT

It is an utter necessity to become fluent, self-sufficient and independent
English readers with highly skilled reading comprehension abilities. There is no
point to doubt that extensive reading can be the best strategy to attain this. There
are a huge number of previous studies conducted to evaluate the impact of
applying Extensive reading in learning language in EFL class. However, the
purpose of this study is to find out and identify the difficulties that the learners
have to face with when applying Extensive reading in learning English. The

intervention was conducted in the same language as the students’ core reading
instruction (English). Twenty - five the second - grade students from the class
K43A EFL at Hanoi Pedagogical University 2 were invited to participate in this
study. They, under the guideline of the lecturer, applied Extensive reading in
studying English 3 months ago. The researcher investigated their obstacles and
challenges when experiencing this application during class. The study pointed
out that there are at least six problems that make learners difficult in using
Extensive reading. Besides, the number of students in class is also a reason
causing out of control for teachers to ensure the quality of this application
project. It is hoped that the findings will be the suggestions for enhancing the
experiences of students who use Extensive Reading as part of their L2 learning
if applied.
Key words: Extensive reading, challenges, difficulties, learning language.

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ABBREVIATIONS

ER:

Extensive Reading

ESL:

English as a Second Language

EFL:

English as a Foreign Language

FFL:

Faculty of Foreign Languages

HPU2: Hanoi Pedagogical University 2
IR:

Intensive Reading

L2

Second Languge

*:

A cloze test (also cloze deletion test) is an exercise, test, or assessment
consisting of a portion of language with certain items, words, or signs
removed (cloze text), where the participant is asked to replace the
missing language item. Cloze tests require the ability to understand
context and vocabulary in order to identify the correct language or part
of speech that belongs in the deleted passages. This exercise is
commonly administered for the assessment of native and
second language learning and instruction.

2


CHAPTER 1
INTRODUCTION

1.1 The rationale and significance of the study
In reality, for a student studying English as a foreign language, it can be seen
that there are few opportunities to approach English input outside of the
classroom due to the teachers of traditional teaching methods. Most of the
teachers in their language classrooms apply the intensive reading (IR): careful
reading of shorter and more difficult foreign language texts. In fact, this
technique is appropriate for serving for tests. As the result, many teachers
admitted failing to make the students acquire their target language. To overcome
this problem, a number of teachers, in recent years, have used extensive reading
(ER) as an effective technique for improving students’ foreign language
acquisition in their classes. Extensive reading is generally understood: read a
large amount of materials for the purpose of getting an overall understanding,
read for enjoyment.
Extensive reading is considered to be successful program that can help
students learn the foreign language. In Extensive reading, thanks to reading a lot
of books, journals and research papers that contain comprehensible inputs,
readers get more anxieties for the meaning of the text rather than the meaning of
individual words and sentences. There have been a number of previous
researches that carried out in order to study applying ER to language acquisition.
Nuttall (1982) noted that “the best way to improve your knowledge of a foreign
language is to go and live among its speakers and the next best way is to read
extensively in it”. Reading these kind of materials can enrich the students’
cultural background by making interaction with the target culture. Also,
according to Yamashita (2015), it has now been well-established that ER has a
positive impact on cognitive and affective domains of reading in L2. In addition,
many experts have claimed that extensive reading holds the key to improving
learners’ reading ability, vocabulary acquisition, grammar and other skills. A
further benefit of extensive reading is students’ positive attitudes toward reading
might increase. As Sweet (2000) pointed out that an “effective reading

3


instruction can develop engaged readers who are knowledgeable, strategic,
socially interactive, and motivated”.
Some lecturers of Faculty of Foreign Languages (FFL) at Hanoi
Pedagogical University 2 have applied this technique in their major classes.
Therefore, this study is carried out in order to find out the students’ difficulties
toward the application of ER in learning English at HPU2. It can be no doubt
that the application of English learning has great effects for learners; however
,students could face with many difficulties and certain challenges in the process
of applying this method. Therefore, this study was conducted to find those
difficulties and challenges, and solutions were proposed to deal with them. It is
hoped that the findings and suggestions herein will provide ideas for enhancing
the experiences of students who use Extensive Reading as part of their L2
learning if applied.
1.2 The aims of the study:
The purpose of the present study is to gather and evaluate the students’
viewpoints and difficulties in applying Extensive reading in learning English
language. In addition, the results of this study can give a suggestion for learners
in using ER technique in the language acquisition process if applied in the
future.
1.3 The Questions of the study
The present study took a different approach by investigating EFL learners’
difficulties and challenges of this application for learning while the previous
studies on extensive reading mainly were focused on its effects on learners’
development. Specifically, the research questions were addressed as follows:
1. What difficulties student encounter when applying Extensive Reading in
learning English?
2. What are the factors that associated with those difficulties?

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CHAPTER 2
LITERATURE REVIEW
2.1. The Definition of Extensive Reading:
Palmer (1927, as cited in Smith, 2003, p. 454), the originator of the term
defined that extensive reading means “rapid reading”. People, who apply this
language approach, are able to read texts written in the foreign language with
understanding and without looking up the dictionary frequently. Palmer
considered the frequent use of a dictionary for learning a language as a vicious
linguistic practice. Also, Williams (1984, p. 10) explained extensive reading as
the relatively rapid reading of long texts. Besides, West (1955, p. 189) referred
to the purpose of reading extensively: “to confer greater facility in the use of the
vocabulary already gained, to give the child a sense of achievement and a taste
of the pleasure to be derived from his accomplishment”. In Longman Dictionary
of Language teaching and Applied Linguistics, Extensive reading is defined as a
skill that is “intended to develop good reading habits, to build up knowledge of
vocabulary and structure, and to encourage a liking for reading” (Richards, Platt,
&Platt, 1992, p. 133). Susser and Robb (1990) gave the definition of extensive
reading using criteria. Extensive reading means reading a large quantity of
material or long texts; reading for global or general understanding; and reading
with the intention of obtaining pleasure from the text, which is important for
language learning. Hedge (2000: 2002) stated extensive reading with the special
characteristics:
• Reading large quantities of material such as short stories and novel,
newspaper and magazine articles, or professional reading.
• Reading consistently over time on a frequent and regular basis.
• Reading longer texts (more than a few paragraphs in length) of the

types listed in the first point above.
• Reading for general meaning, primarily for pleasure, curiosity, or
professional interest.
• Reading longer texts during class time but also engaging in individual,
independent reading at home, ideally in self-selected material.

5


In summary, ER is considered as an approach to the second language
acquisition. When reading extensively, students are allowed to choose the books
depending on their interests, and being at their own level of difficulty. On the
other word, students learn to read by actually reading rather than examining
texts by studying the vocabulary, and grammar. According to Davis (1995), ER
programs should be “without the pressures of testing or marks.” Moreover, the
immediate aims of ER tend to be directly impacted on increasing the fluency and
speed of reading. In this way, students are encouraged to read for comforting
themselves and are able to become better readers.
2.2. The Distinction between IR and ER
In foreign language teaching, there are two approaches of reading formed:
Intensive Reading and Extensive Reading. Both of them are language improvement
methods and work as the ways to connect to L1 and L2. Language students read the
variety of understandable writings for joy, an action which ought to be proceeded
over a practical period. This is a moderate procedure as in regular language
learning and it looks like the "entire language approach" (Goodman 1967: 128).
The two methodologies affirm that language is a characteristic marvel and that
proficiency is advanced through common, deliberate language work. These two
methods use, as their establishment, current help students to learn about language
advancement as a useful, which means arranged procedure in which language is
seen as a legitimate and characteristic genuine experience. In conclusion, the two

methods work learning language as occurring through practical perusing and
composing circumstances. Firstly, IR approach deals with short texts under a
teacher‘s guidance for detailed understanding. The Intensive reading technique is
reading for a high degree of comprehension and achievement for over a long period
of time. Sometimes, this approach is also called as sub-skills approach, which
divides reading skill into several sub-skills. Munby (1978) pointed nineteen
detailed skills such as: recognizing the script language, deducing the meaning, use
of unfamiliar lexical items, etc. As a result, this approach is applied for testing a lot.
However, dividing language skill into too many details not only is unlike reading in
the mother tongue, but also destroys the nature of language. Secondly, Extensive
reading deals with relatively long

6


texts. Pleasure, information and general understanding are the purposes of
extensive reading. Having a balanced approach between these two is the most
essential element in any foreign language reading program. So what are the
differences between intensive and extensive reading? Schorhbuker (2008, p. 2)
noted that: there are several differences between these two reading approaches.
Waring (2006) proposes the difference between intensive and extensive reading
approaches in a visual way based on Welch‘s model (1998) (Table 1.1.).
First of all, pay attention to the peculiarities of intensive reading and then
examine those of extensive reading.

Intensive Reading
Analysis
language

ofthe

Extensive Reading
LINGUISTIC FOCUS Fluency, skill forming

Usually difficult

DIFFICULTY

Very easy

Little

AMOUNT

A book a week

Teacher selects

SELECTION

Learner selects

All learners study the WHAT MATERIAL
same material

All learners read different
things (something interesting to
them)

In class

Mostly at home

WHERE

Checked by specific COMPREHENSION
questions

Checked by reports/ summaries

Table 2.1. Intensive and Extensive reading approaches
7


It is informative to bring into the comparison between Intensive Reading
and Extensive Reading. In reality, teachers should apply both IR and ER method
in teaching, because the relationship between these methods is complementary
to each other. IR, the type of reading most often found in foreign language
learning programs, is a technique used to provide new words, and to be
appropriate for serving for tests. In intensive reading, students work with much
shorter texts, materials under the guidance of the teacher in shorter terms than in
extensive reading. All of the students in a class have the same material despite of
having different levels. The aim of intensive reading is to help students construct
detailed meaning of the text; to develop reading skills, such as identifying
general and specific ideas and recognizing text signals, analyzing the language
in short texts; and enhancing their knowledge of vocabulary and grammar.
Meanwhile, when teachers apply ER to students in foreign language class, it can
not only enhance the background knowledge deeply, consolidate the academic
one, but also raise their enjoyment of reading which leads to reading fluency. In
extensive reading approach, students are involved in group discussion where

critical readers and learners are more likely to happen; students engage in daily
discussions about what they read in class or even at their home. Each student
will have a different material depending on their interest and level.
Subsequently, students can share the result of their discussion in a classroom by
narrating the book, and presenting the events or the information they got.

2.3. Effects of Extensive Reading

According to several recent researches’ results, it can be pointed out that
extensive reading is effective in reading comprehension, improving EFL
learners’ reading speed, increasing acquisition of vocabulary, and fostering
positive viewpoints of pleasure reading in English. Tanaka (2007) explored the
effect of extensive reading on roughly 114 students (50% students are applied to
use extensive reading, and 50% are done to use intensive reading) in their first

8


year of a public high school in Sapporo, Hokkaido, Japan. The materials he used
in his study were 38 short passages whose topics related to the students’
interests. The percentage of unknown vocabulary in each page was carefully
controlled not over 5%. Students who had read in extensive reading, got higher
results in not only comprehension but also reading speed than those who had
done with intensive reading. Moreover, Lao and Krashen (2000), like Bell
(2001), also found that extensive reading accelerated reading speed besides
increasing vocabulary and interest in pleasure reading. They together conducted
extensive reading with the freshmen at a Hong Kong university. Five authentic
novels were assigned in six experimental classes. The results of this application
was compared with two control groups having spoken, writing, listening, and
reading in the traditional English class. Their findings illustrated that the

students exhibited an increase in reading speed and vocabulary acquisition over
a semester (14 weeks). The improvement of reading speed was equivalent to an
improve from 235 to 327 words per minute. Last but not least, Mason and
Krashen (1997) performed three successive extensive reading experiments with
various groups of college students in Japan. The findings indicated that
extensive reading can increase EFL learners’ performance in English as
measured by pre- and post cloze tests *.
In the context, there are many studies that have been done on applying ER
for the ESL. However, there has not been many researches investigating to the
EFL to evaluate its effectiveness in the language acquisition. Moreover,
previous studies have not focused on exploiting the factors affecting the success
of applying this method in EFL. The researcher believes that the implementation
of this research is necessary to initially find out the factors that influence the
success of the project applying Extensive reading in English classes.
To sum up, these studies convey the notion that as long as an extensive
reading program is conducted by following the implementation guidelines well,
EFL learners are likely to benefit from it. Among the guidelines are the
principles of providing learners with reading materials that they can comprehend
with ease and are interested in reading.

9


CHAPTER 3
METHODOLOGY

3.1. Participants

25 university students of K43 English Teaching Languge at Hanoi
Pedagogical University 2 were involved in the study. They are now the second–

year students who are being applied a lot of advanced methodologies in learning
teaching methods as well as academic knowledge. Also, one lecturer in the
Faculty of Foreign Language was invited to attend in this study. In the second
semester of 2018-2019 term, this group was applied extensive reading in
learning English during 12 studying weeks. From the results of conducting this
method in Mrs. Huong’s class, this recent study had a survey to identify the
challenge which the students faced with.

3.2. Instruments
In this study, to get an insight to students’ difficulties toward the
application Extensive Reading, Interview and Questionnaire are going to be used
for both teachers and students. In order to collect data about the students’
difficulties of Extensive Reading, a questionnaire will be designed for students.
It will help the students get an opportunity to express their opinions about ER in
terms of challenges ang obstacles. In reality, the results of this study have to be
in validity, thanks for the second methods. Going with using the questionnaire as
a tool, interview method will help the researcher have more authentic documents
and basis, and get more ideas from the teacher.
Reading questionnaire: The first instrument, Online Reading
Questionnaire (Appendix A) and Printed Reading Questionnaire (Appendix B),
were implemented to gain insight into individual participants’ experiences and
difficulties in applying ER in learning English language. This questionnaire
asked students in Class K43A EFL to tick and rank the factors that lead to the

10


difficulties of applying Extensive Reading in learning English.
Interview Questions: (Appendix C) The second instrument was used in
this study in order to have deep insight into the teachers’ difficulties in applying

Extensive Reading in class. By the interview method,

the teacher’s opinions

will be gathered through her voices. In reality, the results of this study could be
in validity. Going with using the questionnaire as a tool, interview method will
help the researcher have more authentic documents and basis, and get more
ideas from stakeholders. As a result, the students’ weakness, challenges as well
as the teaher’s obstacles in applying this method in class were shown more
clearly. The questions in this study were accepted from an earlier study by two
teachers Mrs. Nguyen Thi Dieu Ha and Mr. Pham Hoang Long Bien, from
Hanoi National University.

3.3. Procedures

This research began in the week of December, 26th, 2018. In the first week of
class, the teacher introduced either the extensive reading of graded readers or
Internet extensive reading to respective groups. The introduction included the
purpose of the extensive reading program, students’ expected amount of reading
per week and related assignments, and a suggested list of graded readers for the
group of linear text and Web sites of narrative stories for the group of multimodal
text. Then students were given the informed consent form to read, ask questions
about, ask them to be participants. After eleven weeks, the researcher gave
participants a questionnaire to survey their problems, and challenges during the
process of applying Extensive Reading in learning English.

11


3.4. Description of intervention

The extensive reading activity took place in class once per week, and
students were expected to continue doing extensive reading in their free time. A
typical in-class procedure included guidance, individual reading activity, and
brief sharing. First, an instructor gave guidance provided by the researcher via
PowerPoint presentations. After the presentation of supportive guidance, other
students were given time to engage themselves in their individual extensive
reading activity. Finally, the instructor invited one to three students to share with
the whole class what they had just read. After 3 months, the researcher came
back and collected data based on questions for students and an interview for
teachers so that the author could find out the difficulties that learners had to face
with during the process of applying Extensive reading in class.

12


CHAPTER 4
ANALYSIS OF THE DATA AND DISCUSSION

4.1. Evaluation of the results of Questionnaire for Students

As a result of the evaluation of questionnaire for participants, we found
that despite bringing many benefits to English learners, the application of
extensive reading in the process of English language acquisition has many
difficulties and challenges for stakeholders. The current study was designed to
examine What factors make students difficult during the process of applying
extensive reading in class of K43 EFL class at Hanoi Pedagogical 2. Six factors
were predicted and tested. The fingdings show that the success of the application
of extensive reading is formed by at least six elements.

Always

Mostly

Sometimes

bitlittleA

Hardly
1. Vocabulary in the material very difficult
and I have to look up them in the dictionary.

0%

20% 48% 20% 12%

0%

28% 40% 20% 12%

0%

16% 68% 12% 4%

12%

36% 32% 20% 0%

4%

16% 68% 12% 0%

2. I look up the new words in the dictionary,
but still don’t understand the context meanings
clearly.
3. I feel depressed when wasting a lot of time
finishing an extensive reading material.
4. Teachers choose the materials I like and
they are suitable for my level.
5. Teachers give me explanation whenever I
ask her about misunderstanding something in
my materials

13


6. Teachers help me with my processing
reading an extensive reading material

0%

24%

20% 40% 16%

0%

12%

32% 56% 0%

0%

8%

28% 48% 16%

4%

16%

32% 48% 0%

16% 16%

52% 16% 0%

7. I myself choose the appreciate materials
that are on my level with.
8. All students in class are interested in my
presentations when I share them my opinions
about the materials.
9. Discussing the content of the materials I
read with my friends is effective
10. I understand the content of the materials
clearly, so I am confident to present for other
students.

Table 4.1. Percentages of students’ problems during applying ER in class

The figures in Table 1 provide insight into the students’ opinion about the
difficulties they encounter in the reading process. Nearly half of the participants,
about 48% of students, find it difficult to read long readings with a lot of
academic words. They spend a lot of time finishing an extensive text. The reason
why is that they have to look up the meaning of the vocabulary. Even if they
could get all these meanings, they still cannot translate and understand the
meaning of that passage clearly. Repeating like that makes them feel frustrated
and lose interest in reading the material. As a result, The discussion about the
content of the reading with the group members, and even the presentation of
PowerPoint are considered as their challenge. A number of people who feel less
confident when giving the presentation in front of the class about the content
that they have read, reach to 16%. Meanwhile, more than 48%, nearly half of the
participants realized that discussions with other students in the class were
effective for them to read the material. On comparing to the figure 36 % of the
participants who are chosen reading materials by the teacher, the researcher

14


found out that students face with a challenge to choose the reading materials
matching with their abilities and personal preferences. Specifically, 16% of them
still find it difficult to find reading materials that are compatible with their level
and interests.
Another factor that is investigated to consider whether it affects the
success of extensive reading, is the role of teachers in asking, create activities
and helping students with choosing appropriate materials. In addition, they also
play a role as people organizing projects, and evaluating students' improvement
after applying extensive reading methods in learning English in the classroom.
The percentage of students who have the reading material be appropriate to their
level is only 20%. Meanwhile, the percentage of students reading material that is

suitable for their abilities accounts for 48% of the 25 respondents. However,
they received enthusiastic help from teachers when they had difficulties in
reading the material. The figures 40% and 16% represent that the rate of
students who mostly and always receive the help of teachers, respectively.

Regardless of the tremendous benefits of the application Extensive reading
in improving the reading ability of learners, this method also brings many
difficulties and challenges for them. When overcoming difficulties, at least those
above factors, they can succeed in make learning language better, thanks to this
extensive reading method.
In the nutshell, the study has found six factors, including to the text
difficulty, peer cooperation, materials selection, teachers’ role, self- selecting
reading materials, and classroom activities that influence on the success of
applying extensive reading for English learners in K43EFL class. Based on the
positive feedback of this group of students, we continued to examine what
factors students are most struggling with, so that they can find a solution to
improve their extended reading in the classroom.

15


100%
90%
80%
70%
Classroom Activities

60%

Self- selecting materials

50%

Teachers' role
Materials selection

40%

Peer cooperation
Text difficulty

30%
20%
10%
0%
No. 1 No. 2 No. 3

No.4 No. 5 No. 6

Figure 4.1. Percentages of the rank of factors’ difficulty during applying
Extensive reading in class from No.1 to No.6

The above column chart shows the ranking of factors causing difficulties
which influence on the success of using Extensive reading in learning English.
According to feedback the researcher received from them, over 96% of the
participants felt the vocabulary of the material the most difficult when reading
and investigating. The difficulty of the vocabulary makes them spend a lot of
time investigating the meaning of the word. Moreover, even if they investigated
the meaning, they still could not translate and understand the meaning of the
whole paragraph clearly.
A participant in this study, expressed: “ I found text difficulty the most

difficult because many topics are not familiar with me. I sometimes
misunderstand and cannot guess the meaning, even though I tried a lot.” This

16


can be clearly seen, because in the above survey questionnaire, more than 72%
of the participants admitted that they had to look up the dictionary many times
when reading the document, and could not understand the meaning of the
paragraph, even though examined the meaning of each word.
In the above table, the factor stands on the second most difficult position
for the learner is the self- selecting reading material, with 28%. It is a positive
side that giving a chance for students to actively and freely search for materials
and topics to practice reading. This will help to ensure that students will read the
right materials which are appropriate to their own preferences. However, this
becomes difficult when they themselves do not select materials that are matched
with their foreign language proficiency. Meanwhile, the total rate of number of
participants choosing the 2nd position for the material selection for the students
of the teacher, and for the teachers' help is the same, with 20%. The reason is
that a large number of topics and resources cause students to be overwhelmed or
confused when selecting materials without the guidance. Teachers must manage
and train a large number of students at the same time. This makes their work
overload, so that they cannot help all students in the most detailed and perfect
way.
The fourth most difficult factor for students in the process of applying
Extensive reading in learning English is peer cooperation, including group work,
discussions, and presentation. This accounts for 68% of the total number of
participants. Having explain for this choice, one of the participants, said: “Group
work is not effective. It sometimes makes me a burden. Members in my group
sometimes do not pay attention to my discussion”.

In the process of applying Extensive reading in learning English in class,
the classroom activity is the factor that participants do not face many difficulties
in this item. The percentage of participants who agreed to place this factor in the
ranking No. 6 of the table is about 64%. The reason of this is that: “Teacher's
help in creating, and organizing reasonable and effective activities has made
them feel no challenge when working together”, a K43A participant said.
Exchanging and consulting activities among learners take place excitingly and
enthusiastically. It can be clearly seen that although they have to face with a lot
17


of difficulties in the extensive reading process, taking part in class activities to
share and summarize the content of the material makes students excited without
obstacles.
To summarize, the current study was designed to examine What factors
make students difficult during the process of applying extensive reading in class
of K43 EFL class at Hanoi Pedagogical 2. Six factors were predicted and tested.
During the process of investigating, the researcher found out that the most
difficult factor for students when reading the extension documents was text
difficulty, besides, there were 5 other difficulties mentioned above. In order to
effectively apply this method in teaching English, the teacher should take this
result as a suggestion to find the direction of the activity taught appropriately.

4.2. Evaluation of the results of Interview Questions for the Teacher

After surveying the opinions of the students, the researcher investigated
and collected additional comments from the teachers, who applied the extensive
reading method into their classrooms. The study investigates what the
difficulties teachers face in the process of applying this method to teaching
student. The results are shown in detailed in the chart below.

Figure4. 2. The percentage of factors making the application Extensive reading in teaching
English difficult.

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After interviewing the lecturer who had applied the extensive reading
method in the classroom, the researcher was surprised about the results she
obtained. Based on the graph showing the proportion of factors that made it
difficult for the teacher in applying this method to students, it can be seen that
the teacher in class K43A did not have difficulties in the low language level of
the student, and the limited time because of the allocation of the schedule at the
same time for second year students. She, also, had no difficulty in finding
materials that were appropriate for each student's level. The study continued to
investigate, and found a factor that made it difficult for her to apply. That is the
number of students in the same class too large, about 25 students or more. For a
period of 150 minutes per week, she had to control and care for a relatively large
number of students. She proposed a solution that is dividing the class into small
groups to organize activities and control easilier. Looking at the fact of class
K43A, the class is conducted research, we can propose a solution for teachers
easier to apply this method to teaching activities. Classes should be organized in
smaller size, so that the performance and efficiency will be improved.

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