Improving grade 12 students’ reading comprehension through scanning technique at muong lat high school

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

MUONG LAT HIGH SCHOOL

EXPERIENCE INITIATIVE

IMPROVING GRADE 12 STUDENTS’ READING
COMPREHENSION THROUGH SCANNING TECHNIQUE
AT MUONG LAT HIGH SCHOOL

The author: Nguyễn Thị Thoa
Job position: Teacher
Experience initiative about: English

THANH HOÁ – 2018

TABLE OF CONTENTS


Pages
1. INTRODUCTION.............................................................................................
1
1.1. The reason of selecting the topic......................................................................
1
1.2. Objectives of the study.....................................................................................
1
1.3. Scope of the study............................................................................................
1
1.4. Methodology.....................................................................................................
2
2. CONTENTS.......................................................................................................

2
2.1. Theoretical background ...................................................................................
2
2.2. Reality...............................................................................................................
2
2.3. Measure implementation..................................................................................
3
2.3.1. Training students the scanning technique......................................................
3
2.3.2. Identifying question types ............................................................................
4
2.3.3. Skills for stated questions..............................................................................
5
2.3.4. Skill for unstated questions...........................................................................
9
2.4. The results of the study.....................................................................................
10
3. CONCLUSION AND PROPOSAL..................................................................
12
3.1. Conclusion........................................................................................................
13
3.2. Proposal............................................................................................................
13
3.2.1. To teachers.....................................................................................................
13
2


3.2.2. To students.....................................................................................................
13

REFERENCES
14

3



1. INTRODUCTION
1.1. The reason of selecting the topic
It can not be denied that English plays an important role in the process of
the industrialization, modernization and globalization. Being good at English
hepls the learners feel more confident in their study as well as in their job, so
teaching and learning English have been paid more attention than ever before. In
Vietnamese context, as it can be seen, English is now taught in all school at all
levels, a lot of English laguage centres are set up continuously, teachers of
English are carefully trained with strick requirement
Reading is the most important skill of all for most students of English
throughout the world. Both English teachers and students need to improve and
master four important language skills, i.e. listening, speaking, reading, and
writing. By reading, the students are able to access much information,
vocabularies as well as necessary structures to develop other skills. With
strengthened reading skills, students will make greater progress and attain
greater development in all academic areas.
For most of the students at Muong Lat high school, they reported that they
found learning English quite difficult especially learning reading skill. The
reading passages are often too long and contain a lot of new words whereas their
repertoire of vocabulary was very poor. They also stated that they had not been
introduced any strategies that helped improve reading skill. When doing reading
comprehension exercises, students often read the passage word by word,
translated the passage word by word, understood the passage word by word

first, then they asked the teacher the meaning of the questions in Vietnamese
before they looked back the passage to find the answers. This took them a lot of
time to read the whole texts, affected their reading quality and made the reading
lessons less effective. Thus, there is a need find out the effective ways to
improve the current situation. Personally, I have found that it is necessary to
provide students with useful reading strategies to help improve their reading
skills. The above reasons have inspired me to conduct my initiative with the title
"Improving grade 12 students’ reading comprehension through scanning
technique at Muong Lat high school”
1.2. Objectives of the study.
1.2.1. For the students
This study set out to provide students with scanning technique to deal
with the reading comprehension exercises; help students know how to identify
some kinds of questions and how to deal with them and apply scanning to do the
reading comprehension exercises well.
1.2.2. For the teachers
The study was designed to find out the effective technique to improve
students’ reading skill and know how to stimulate students to improve their
reading skill.
1.3. Scope of study
The study was designed to investigate the strategie to improve reading
comprehension skill. The finding obtained from this study was to help improve


teaching and learning reading in general and learning and teaching reading at Muong
Lat High School in particular.
1.4. Methodology
I wrote this topic based on:
- The method of studying theory.
- The method of investigating and observing.

- Applying the topic to real teaching reading at Muong Lat high school.
- Comparison, collection and summary of the result, effect of the topic.
2. CONTENTS
2.1. Theoretical background
Reading is a part of our daily lives. Reading skill also plays an integral
part in learning process. It is a base from which other skills are developed. It
helps students expand their repertoire of vocabulary; it provides students with
grammatical structures as well. For grade 12 students, it is far more important
because having good reading skill is one of the key factors to help them achieve
high marks in the national GCSE examination. (The number of reading
questions makes up of 20 out of 50 ones).For this reason, reading skills should
be taught in school for students to be able to cope with comprehension problems
2.2. Reality
Most of the students at Muong Lat high school complained that they
found reading skill difficult. When I asked them to do reading comprehension
exercies, they seemed to be daunting. Observing them doing the tasks, I found
that most of them often spent too much time reading the passages; they all tried
to decode the meaning of all the words. Then, they read the questions and
looked back the text again to find the answers. This was time consuming and
less effective. Some of them chose the answer randomly without reading the
passages at all. Most of them got bad results. I wanted to know what the reasons
were. So, at the beginning of the first term - school year 2017 - 2018, I
conducted a small survey with 70 students in 2 classes – 12E and 12D - to find
out the ways they had done the tasks and why a lot of them got bad marks, and I
got the result:
The reasons
1. I understand the passages as I read
2. I read the passage words by words and decoding the
meaning of the passage.
3. There are too many new words.

4. The passage is too long.
5. I don’t understand the meaning of questions.
6. I try to identify each question first, then scan and
skim the passage to find out the answer.
7. I choose the answers randomly
8. I can find the keys words of the passage
9. I find the reading passage boring
10. I can control my reading speed

Percentage
2%
80%
70%
60%
75%
2%
70%
1%
75%
2%


From the above table, we see that the majority of the students do not have
good reading skill. Most of them often spent too much time reading the
passages; they tried to decode the meaning of all the words. They also lacked of
using reading strategies, so they could not control their reading. They had no
skill to scan, skim the phrases, sentences, clauses in the passage. This made
them have no enough time to answer the questions correctly, resulting in getting
bad marks when doing reading comprehension task. The results from this survey
coincided with my observing above.

2.3. Measure implementation
2.3.1. Training students the reading techniques: Scanning
The first task of my study was to make students understand what the
scanning means, what kinds of questions in the reading comprehension can be
answered by using scanning. Then, I adapted the reading passage in the text
book to make them familiar to students as well as gave them extra-exercise to
practice.
2.3.1.1. Definition of scanning
According to Vaezi (2006: 5), scanning is reading rapidly to find a
specific piece of information (name, place, and time, etc). The readers know
what they want to look for, so they are concentrating on finding a particular
answer. Scanning involves moving the reader’s eyes quickly down the page
seeking specific information without reading the whole text. Meanwhile, Grellet
(1981) argue that scanning is quickly searching for some particular piece of
information in the text. In addition, in reading by using scanning technique, the
teacher gives students time to search specific information (time, place, and
name) in the text quickly, so the students do not need to read the whole text.
Harmer (2005: 69) states that this technique means that the readers do not have
to read every word and line: through scanning, the students are also trained to
move their eyes rapidly in finding out the specific items of information that they
want to discover.
Based on the above definitions, in my study, I used scanning as a term
describing quick reading a passage to get detail information in the reading
passage. Students use this skill when they look for information relating to proper
names, dates, numbers, or other information without having to read every word
of the whole text.
2.3.1.2. Steps in scanning:
- keep in mind the information you are looking for, the questions and find
out key words.
- Try to anticipate how the answer will appear and what clues might used

to help locate the answer such as the numbers, the date, the “wh”, places…
- Use headings and any other aids that will help identify which sections
might contain the information such as charts, the italicized words…
- Selectively read and skip through sections of the passage
- When you find the sentences containing the needed information, just stop
to read the whole sentences. Look for the answers that are definitely true
according to the passage. Eliminate the wrong ones.
- You can read the passage from top to bottom.


2.3.2. Identifying questions types.
There are 9 types of questions appearing in reading comprehension
exercises. They are grouped into 3 categories namely questions for main idea,
questions for detail information and inference, and vocabulary questions. The
nine question types are shown in the table below:
Types of questions
Identifying questions
+ What is the topic of the passage?
+ What is the subject of the passage?
+ What is the main idea of the
passage?
+ What is the author's main point in
the passage?
1. Main idea
+ With what is the author primarily
2. Main purpose
concerned?
+ Which of the following would be
A. Main
the best title?

ideas
+What is the author’s main purpose
in the passage?

3. General organization
or attitude
B. Detail
information

4. Stated detail

5. Unstated detail

+ Time order
+ Cause and effect
+ Definition and example
+ Comparison and contrast
+ Problem and solution
+ According to the passage…
+ It is stated in the passage…
+ The passage indicates that…
+ Which of the following is true..?
+ Which of the following is not
stated…?
+ Which of the following is not
mentioned…?
+ Which of the following is not
discussed…?
+ All of the following are true
except…

+ Which of the following is false……
+ Which of the following is not
true……

6. Where question
7. Inference

+ Where in the passage….
+ It is implied in the passage that…
+ It can be inferred from the passage
that….


+ It is most likely that……
+ What probably happened….?
+ The word X in the passage refers to
8. Reference
…..
+ What is the meaning of “X” in line
“Y”?
+ The word “X” in line “Y” could be
replaced by…..
C.
9. Synonym and
+ Which of the following has the
Vocabulary
antonym
closest meaning with the word “X” in
question
line “Y”?

+ Which of the following has the
opposite meaning with the word “X”
in line “Y”?
Because of time limitation and students’ ability limitation, in this study I
mainly focus on guiding students how to answer the stated questions and
unstated questions using scanning.
2.3.3. Skills for stated questions
- How to identify stated questions:
Stated questions are those which ask for small details in the passage. The
answers are often in the passage. Normally, the answer is restated in different
ways. Stated detail questions include:
- According to the passage…
- It is stated in the passage…
- The passage indicates that…
- Which of the following is true..?
- How to find the answer:
- Underline the key words in the questions
- Use scanning skill to appropriate paragraph for reading carefully.
- Read the sentences containing the key words.
- Eliminate the wrong answers, choose the correct one.
In my teaching, I adapted the reading passage in the text book to help
students understand and know how to use this strategy and make them familiar
with this type of question which is included in the national GCSE examination. I
also provided students with extra-exercises to practice with the hope that they
would improve their reading ability.
Example 1: The reading passage in Unit 15– Women in society – Tieng
Anh 12 – Basic:
Throughout much of the history of human civilization, deep-seated
cultural beliefs allowed women only limited roles in society. Many people
believed that women’s natural roles were as mothers and wives. These people

considered women to be better suited for childbearing and homemaking rather
than for involvement in the public life of business or politics. Widespread doubt


about women’s intellectual ability led most societies to deny education,
employment and many legal and political rights to women. It was men who
controlled most positions of employment and power in society.
The struggle for women’s rights - the rights that establish the same social,
economic, and political status for women as for men - began in the 18 th century
during a period known as the Age of Enlightenment. During this period,
political philosophers in Europe began to argue that all individuals, male or
female, were born with natural rights that made them free and equal. These
pioneer thinkers advocated that women should not be discriminated against on
the basis of their sex.
Today, although their status varies in different countries, women in most
parts of the world have gained significant legal rights. The most important of
these are: the right to have equal work opportunities and pay to men, the right
to vote, and the right to formal education.
Question 1. According to the text, what was the main role traditionally accorded
to women?
A. working in education
B. building houses
C. taking care of the house and family
D. working in factory
(Key words: main role, traditionally. Answer: C)
Question 2. According to the text, what is the purpose of the struggle for
women’s rights?
A. to free women from housework
B. to establish a friendly relationship between men and women
C. to bring equality between men and women

D. to argue that women have better intellectual ability
(Key words: struggle, women’s rights. Answer: B)
Example 2: The reading passage in Unit 16 “The Association of
Southeast Asian Nations” – Tieng Anh 12 Basic, page173
The Association of Southeast Asian Nations, or ASEAN, was founded on
8 August, 1967, in Bangkok, Thailand by the five original member countries,
namely, Indonesia, Malaysia, the Philippines, Singapore and Thailand. Brunei
joined ASEAN in 1984. Vietnam became its seventh member in 1995. Laos and
th


Myanmar were admitted to this association in 1997 and Cambodia in 1999. The
main goals of the Association are to accelerate economic growth, social
progress and cultural development; and to promote peace and stability through
respect for justice, and the rule of law, in the relationship between countries in
the region.
ASEAN has a population of 575.5 million, accounting for about 8.7% of
the world’s population. Its total area is 4,464,322 square kilometers. It is a
region of diverse cultures, and people in some countries such as the Philippines,
Brunei, Malaysia and Singapore speak English besides their own languages.
According to the statistics recorded in 2007, ASEAN had a combined gross
domestic product of about US$ 1282 billion. This combined GDP grew at an
average rate of around 6% per year from 2003 to 2007. The economies of the
member countries are diverse, although its major products include electronic
goods, oil and wood. The Governments of ASEAN countries have paid special
attention to trade. In 2006, the ASEAN region had a total trade of US$ 1405
billion. It has been estimated that a free trade area would be established in the
region by 2020. The ASEAN leaders have also adopted the ASEAN Vision 2020,
which is aimed at forging closer economic integration within the region. The
Hanoi Plan of Action, adopted in 1998, serves as the first in a series of planned

actions leading up to the realization of the ASEAN Vision.
Today, ASEAN economic cooperation covers many areas: trade,
investment, industry, services, finance, agriculture, rural development, forestry,
energy, transportation and communication, science and technology, small and
medium enterprises, and tourism. ASEAN has actively worked to improve the
socio-economic situation and solve problems among its member countries
Task 3: Answer the following questions.
Question 1. According to the passage, which countries founded ASEAN?
A. Indonesia, Malaysia
B. Malaysia, the Philippines, Singapore
C. Malaysia, the Philippines, Singapore and Thailand
D. Indonesia, Malaysia, the Philippines, Singapore and Thailand
(Key words: founded, ASEAN. Answer: D)
Question 2. According to the passage, what are the main goals of the
Association?
A. to accelarate the economic growth, social progress and cultural development


B. to promote peace and stability through respect for justice and the rule of law
in the relationship among countries in region.
C. to remain the economic growth, social progress and cultural development and
to promote peace and stability through respect for justice and the rule of law in
the relationship among countries in region.
D. to promote peace and stability through respect for justice and the rule of law
in the relationship among countries in region and accelarate the economic
growth, social progress and cultural development
(Key words: main goals. Answer: D)
Question 3. According to the text, the total trade value of ASEAN in 2006 was
___?
A. US$ 1405 million

B. US$ 1405 Billion

C. US$ 1282 Billion

D. US$ 1450 Billion

(Key words: total trade value, 2006. Answer: B)
Question 4. When was the Hanoi Plan of Action adopted?
A. 1989

B. 1999

C. 1998

D. 1898

(Key words: Hanoi plan of action, adopted. Answer: C)
Question 5. What sectors does ASEAN economic cooperation include?
A. trade, investment, industry, tourism
B. finance, agriculture, rural development, energy, transportation, trade
C. trade, forestry, communication, small and medium enterprises and tourism.
D. trade, investment, industry, services, finance, agriculture, rural development,
forestry, energy, transportation and communication, science and technology,
small and medium enterprises, and tourism.
(Key words: sector, economic cooperation. Answer: D)
Example 3: The 4th paragraph of the reading passage in “ĐỀ THI
THAM KHẢO MÔN TIẾNG ANH- 2018- BỘ GIÁO DỤC VÀ ĐÀO TẠO”
“Reading is one of greatest enjoyments of life. To book-lovers, nothing is
more fascinating than a favorite book. And, the ordinary educated man, who is

interested and absorbed in his daily occupation wants to occasionally escape


from his drudgery into the wonderland of books for recreation and
refreshment.”
Question 34. According to paragraph 4, which of the following is the most
fascinating to book-lovers?
A. a daily occupation

B. an ordinary educated-man

C. the wonderland

D. a favorite book

(The key words in the question are “book-lovers” and “fascinating” so the
answer is D)
Example 4: The reading passage in “Ôn tập các chủ điểm ngữ pháp
Tiếng Anh 12- Thư viện Sen Vàng, page 119”
“Langston Hughes was one of the greatest American writers of the
twentieth century. He was born in Joplin, Missouri, and moved to Cleveland at
the age of fourteen. Four years later he went to Mexico and spent one year there
before attending Columbia University in New York. For a few years after that he
roamed the world as a seaman, visiting ports around the world and writing some
poetry. He returned to the United States and attended Lincoln University, where
he won the Writer Bynner Prize for undergraduate poetry. After graduating in
1928, he traveled to Spain and to Russia. His best novels include “Not Without
Laughter” and “The Big Sea”. He wrote an autobiography in 1956 and also
published his collections of poetry then. A man of many talents, Hughes is one
of the most accomplished writers in American literature history.”

Question 38. Langston Hughes was _____ years old when he went to Mexico.
A. 14
B. 16
C. 20
D. 18
(Key words : years old, he went to Mexico so the answer is D)
Question 39. When were his collections of poetry published?
A. in 1958
B. in 1956
C. in 1928
D. in 1960
(Key words : collections of poetry, published. Answer : B)
Question 40. Where did he win the Writer Bynner Prize for undergraduate
poetry?
A. Columbia University B. Lincoln University
C. Spain
D. Russia
(Key words : where, win, Writer Bynner Prize for undergraduate poetry.
Answer: B
Question 41. Where was Langston Hughes born?
A. Columbia
B. Missouri
C. New York
D. Cleveland
(Key words : where, born. Answer : B)
2.3.4. Unstated questions
How to identify stated questions:
Which of the following is not stated…?
Which of the following is not mentioned…?
Which of the following is not discussed…?

All of the following are true except…
Which of the following is false……
Which of the following is not true……


How to find the answer: the answer is one that does not appear in the passage
or the one that is not true compared to the information in the passage.
- Read the question and the options carefully, underline the key words in
the questions
- Scan to find out the part containing the key words.
- Read the sentences containing the information in the options carefully.
- Eliminate the options appearing in the passage or true due to the
passage.
- Choose the option that is not mentioned or false.
Example 1: The last paragraph in the reading passage in Unit 10
“Endangered Species” Tieng Anh 12 Basic
The primary causes of species extinction are habitat destruction,
commercial exploitation and pollution. The drainage of wetlands, cutting of
forests, urbanization and road and dam construction have destroyed or
seriously damaged natural habitats. Since the 1600s, worldwide commercial
exploitation of animals for food and other products has seriously reduced the
number of rare species. Toxic chemicals in the air and land, contaminated water
and increased water temperatures have also driven many species to the verge of
extinction.
Question 2. Which of the following is NOT mentioned as a primary cause of
species extinction?
A. pollution
B. natural selection

C. habitat destruction

D. overexploitation

(Key word: primary cause of species extinction. It appears in the first sentence.
Answer: B)
Example 2: Paragraph 1 in the reading passage in “ĐỀ THI THAM
KHẢO MÔN TIẾNG ANH- 2018- BỘ GIÁO DỤC VÀ ĐÀO TẠO”.
We get great pleasure from reading. The more advance a man is, the
greater delight he will find in reading. The ordinary man may think that subjects
like phylosophy or science are very difficult and that if phylosophers and
scientists read these subjects, it is not for pleasure. But this is not true. The
mathematician finds the same pleasure in his mathematics as the school boy in
an adventure story. For both, it is a play of the imagination, a mental recreation
and exercise.
Question 29. According to paragraph 1, which of the following is NOT TRUE?
A. Ordinary people may think that philosophy and science are difficult
B. Reading about mathematics is mentally entertaining for mathematician


C. Philosophers and scientists do not read for pleasure
D. A more advanced person takes greaterpleasure in reading
Example 3: The reading passage in “Ôn tập các chủ điểm ngữ pháp
Tiếng Anh 12- Thư viện Sen Vàng, page 139”
The Association of Southeast Asian Nations or ASEAN was established on 18
August 1967 in Bangkok by the five original Member Countries, namely,
Indonesia, Malaysia, Philippines, Singapore, and Thailand. Brunei Darussalam
joined on 8 January 1984, Vietnam on 28 July 1995, Lao PDR and Myanmar on
23 July 1997, and Cambodia on 30 April 1999.
As of 2006, the ASEAN region had a population of about 560 million, a
total area of 4.5 million square kilometers, a combined gross domestic product
of almost US$ 1,100 billion, and a total trade of about US$ 1,400 billion.

The ASEAN Declaration states that the aims and purposes of the
Association are: (1) to accelerate economic growth, social progress and cultural
development in the region and (2) to promote regional peace and stability
through abiding respect for justice and the rule of law in the relationship among
countries in the region and adherence to the principles of the United Nations
Charter.
The ASEAN Vision 2020, adopted by the ASEAN Leaders on the 30th
Anniversary of ASEAN, agreed on a shared vision of ASEAN as a concert of
Southeast Asian nations, outward looking, living in peace, stability and
prosperity, bonded together in partnership in dynamic development and in a
community of caring societies.
In 2003, the ASEAN Leaders resolved that an ASEAN Community shall be
established comprising three pillars, namely, ASEAN Security Community,
ASEAN Economic Community and ASEAN Socio-cultural Community.
Question 41. Which of the following countries is NOT the founder of ASEAN?
A. Thailand
B. Malaysia
C. Singapore
D. Myanmar
Question 45. Which of the following statements is NOT true?
A. There are 5 original member countries of ASEAN.
B. One of the purposes of ASEAN is to promote regional peace and stability.
C. In 2020 the 30th Anniversary of ASEAN will be celebrated.
D. ASEAN Security Community is one pillar of ASEAN Community.
2.4. The result of the study
In order to achieve the research aims, I carried out a quasi-experiment. 70
grade 12 students in two intact classes at Muong Lat High School were invited
to participate in this experiment. 29 students in class 12E were in experimental
group and 41 in class 12D students were in control group.
Students in experimental group (12E) were taught how to use scanning

technique to deal with the reading comprehension questions in the text book as
well as extra exercises. Students in control group (12D) were not applied the
above topic.
At the end of this semester, I asked the students to do the following
exercise in 15 minutes:


The 23rd Southeast Asian Games were held in the Philippines from
November 27th to December 5th in 2005. The games were participated by the
eleven nations of Southeast Asia. This was the first time that the opening and
closing ceremonies were held in a large open field, despite the fact that Manila
has many stadiums. The organization decided to hold the games at an open
space to accommodate the large number of participants and spectators. As a
result, the 2005 SEA Games ranked as having the largest audience - 200,000
people – during the opening and closing ceremonies. These games were also
noted for having the most number of delegates in the history of the SEA Games.
In the end, all participating countries received medals.
Events in men's football actually started on November 20th, prior to the
opening ceremony. Water polo events began on November 21st, women's
football on November 23rd, sailing on November 26th, and tennis on November
26th;
The first gold medal of the games was awarded to Singapore on
November 25th when their water polo team came out undefeated during the
round-robin tournament round. The Philippine team took the silver medal in
that event, and Malaysia brought home the bronze.
The Games were also considered a valuable opportunity for athletes to gain
competition experience and preparation for the upcoming Asian Games and
Olympic Games. It was purposely created to strengthen friendship, solidarity
and understanding among neighboring countries in the region.
This was the third SEA Games to be hosted by the Philippines. The last

two times the Philippines hosted the games were in 1981, and again in 1991.
There were 1,461 medals awarded, 444 of which were gold, 434 were
silver, and 583 were bronze.
(From Ôn tập các chủ điểm ngữ pháp Tiếng Anh 12, thư viện Sen
Vàng, page 43)
Question 1. How many countries took part in the games?
A. 10
B. 11
C. 12
D. 13
Question 2. Up to now, the Philippines has hosted the SEA Games _______
times.
A. 2
B. 3
C. 4
D. 5
Question 3. According to the first paragraph, _______.
A. the opening and closing ceremonies were hold in the stadiums of Manila
B. only four of eleven participating countries got medals
C. the 23rd SEA Games had been over by the end of November, 2005
D. the number of audience in the 23rd SEA Games was about 200,000
people
Question 4. Which sport was first competed in the 23rd SEA Games?
A. Water polo
B. Tennis
C. Men's football
D. Sailing
Question 5. Which was NOT mentioned in the 23rd SEA Games?
A. Peace
B. Friendship

C. Solidarity
D. Understanding
Question 6. Which country got the first gold medal in the 23rd SEA Games?
A. Vietnam
B. Singapore
C. The Philippines D. Malaysia
Question 7. How many trophies were there in the games?


A. 444
B. 1461
C. 434
D. 583
Question 8. All of the following are true EXCEPT____
A. The games were held at an open space
B. All the participating countries got medals
C. Singapores got gold medal in men’s football event.
D. The 23rd SEA games took placed in Philippines
Through the assessment in class 12E with 29 students of my charge, I
achieved the following result:
Clas
Good
Above
Average
Weakness
Poverty
s
(9-10)
average
(5-6)

(3-4)
(0-2)
sizes
(7-8)
29
1 = 3.4% 15 = 51.7% 8 = 27.6% 5 = 17.2%
0 = 0%
And the achieved result of class 12D with 41 students
Clas
Good
Above
Average
Weakness
Poverty
s
(9-10)
average
(5-6)
(3-4)
(0-2)
sizes
(7-8)
41
0 = 0%
2 = 4.9%
4 = 9.8%
27 = 65.9%
8 = 19.5%
It can be seen from the two tables above that the number of students who
were training scanning technique got higher results significantly. This means

that most of the students could identify the questions and used the learnt
technique to answer them effectively.
After studying and applying the scanning technique at Muong Lat High
School in the school year 2017-2018, I found that using it in teaching reading
could help students improve reading comprehension, students could do the
exercises more quickly and more effectively, they could remember the contents
of the reading lessons more deeply. Different kinds of exercises and activities
made the atmosphere in reading lessons more comfortable and more interesting.
Students found it less stressful and more motivated to learn English. They
participated in the lessons more actively and more effectively. The results of the
reading tests showed their reading improvement clearly.
3. CONCLUSION AND PROPOSAL
3.1. Conclusion
The following conclusions from the findings of the study were drawn:
1. Scanning technique improved students' achievement scores and they had
positive attitude toward this method. This result confirms that scanning could be
one of the most appropriate teaching procedures that may help students to learn
reading skill better. It is a good technique in teaching reading; it helps students
comprehend the texts more effectively in short time
2. Students who were taught scanning reported stronger intrinsic motivation,
greater interest in the topic, and more involvement. Students were more
involved and more interested in the material after they knew how to use this
technique. It gave students more confidence in dealing with reading difficulties.
When students were asked what did they think about scanning technique used in
the reading lessons, they all showed positive attitude to it. They all reported that,


they found the reading passage more interesting, the atmosphere in the reading
lesson became more exciting, student felt more motivated to learn.
3.2. Proposal

3.2.1. To teachers:
As for the teachers of English at Muong Lat High School, based on the positive
results of the finding, they should have students use scanning technique more
often to improve reading comprehension competence.
3.2.2. To students:
- Apply the above method to do reading comprehension exercise as much as
possible to improve reading skill.
- Spend time learning vocabulary and other reading strategies as many as
possible so that they could do the reading exercises more effectively.
Confirmed by Chief Officer.

Thanh Hóa, the seventeenth of May, 2018
I assure that this experience initiative was
written by me without copying others.

Trần Anh Văn

Nguyễn Thị Thoa

References
1. ĐỀ THI THAM KHẢO MÔN TIẾNG ANH- 2018- BỘ GIÁO DỤC VÀ
ĐÀO TẠO
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teachersLongman ,2000
5. Ôn tập các chủ điểm ngữ pháp tiến anh 12, thư viện Sen Vàng
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7. Tieng Anh 12- basic, nhà xuất bản giáo dục

8. Vaezi, S. 2006. Theories of Reading. 23rd March, 2005. Language Institute
Language Teaching Journal Vol.1 Spring 2005. Iran.