VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
*********************

LÊ THỊ HOA

THE EFFECT OF PREDICTION STRATEGY ON IMPROVING READING
COMPREHENSION SKILLS OF NON-ENGLISH MAJORED STUDENTS AT HO
CHI MINH UNIVERSITY OF INDUSTRY (HUI)

Ảnh hưởng của chiến lược phán đoán đến việc phát triển kĩ năng đọc hiểu của
sinh viên không chuyên ngữ tại trường Đại học Công Nghiệp TPHCM
M.A MINOR THESIS
FIELD: ENGLISH TEACHING METHODOLOGY
CODE: 60140111
Hanoi, 2014
VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES


Date: … / … / 2014
Signature

LÊ THỊ HOA

ACKNOWLEDGEMENTS
I would like to express my thanks to many people who have assisted my research
work.
Firstly, my great appreciations go to the contribution of my supervisor Pham
Huu Duc, Ph.D who spent time and energy helping me complete my thesis. I am
grateful to his valuable guidance and great insight into my thesis writing. His guidance
was indispensable to the design and completion of the study. I am also grateful to him
for his comments, correction and for her kindly encouragement and enthusiasm during
the development of this study.
Secondly, my special words are also extended to my students. They were very
enthusiastic when studying with my instruction; they encouragedme in being confident
to accomplish my practice completely. Their support is greatly appreciated.
Next, I would like to thank my family for supporting me, taking care of me and
encouraging me during the time I implemented the thesis. Their love and expectation
for me is a great encouragement to complete the thesis. Finally, I also want to give
acknowledgement to my friends who spent their time to help me during the process,
gave me insightful comments for my thesis, and encouraged me when I was
demotivated during this hard and stressful time.

TABLE OF CONTENTS
DECLARATION OF AUTHORSHIP i
ACKNOWLEGDEMENT ii
ABSTRACT iii
TABLES OF CONTENTS iv
DEFINITION OF TERMS v
LIST OF TABLES AND FIGURES vi

Part A: INTRODUCTION
1. Rationale 1
2. Aims of the Study 1
3. Research questions 2
4. Scope of the study 2
5. Importance of the study 2
6. Method of the Study 3
7. Design of the Study 3
Part B: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW 5 1.1. Reading skill 5
1.1.1. Definitions of reading 5
1.1.2. The importance of reading 5
1.1.3. Reading comprehension 9
1.2. Prediction strategy 11
1.2.1. Definitions of prediction strategy… ……………………12
1.2.2. Importance of prediction strategy ……………………………13
CHAPTER 2: METHODOLOGY 15
2.1. Participants and settings of the study 15
2.2. Data collection……………… 15

PART A: INTRODUCTION
1. Rationale
These days, there is no doubt that the English language is becoming something
of a forerunner in the global communication. It is the language of choice in most
countries of the world. It brings people together, gets out of the border of a country and
brings the world closer. As an effective means of international communication, English
is used as the official language in many fields of life such as economics, politics,
science, technology, sports and many others. This leads to an increasing demand of
learning English. In many Asian countries such as Singapore, Philippine, Malaysia or
Thailand, English is used as an official language besides their mother language; and
Vietnam is not an exception. ―English is now commonly used in exchange between,
say, Japanese and Argentinean business people, or between Singaporeans and their
Vietnam counterparts‖, noted Harmer (2007, p.13). In our country, more and more
people consider mastering English skills as an important factor to improve their work,
get higher position in their companies. Thus, English is playing a very significant role
in bringing the world together. In the world integration, English is really an essential
tool for the country development. Universities and colleges in Vietnam including Ho
Chi Minh city University of Industry (HUI) have tried their best to improve their
students’ English quality to meet the demand of the country development. However,
learning another language is not easy at all. With four macro skills including listening,
speaking, reading and writing, listening and speaking is most used in communication,
time and does not have good results.“The dictionary is often over-used, resulting in
slower, less fluent reading, as well as frequently misunderstanding through selection of
the wrong definition‖, noted Ur (1996, p.149). Word-by-word translation sometimes
makes them misunderstand the meaning of the whole text. Therefore, the final result of
reading is not good.
5. Importance of the study
According to Richard and Renandya (2002, p.273), good reading texts also
provide good models for writing, and also provide opportunities to introduce new
topics, to stimulate discussion and to study language. It can be said that learning
Reading is the challenging part in both teaching and learning languages. The findings
of the study will be useful for improving students’ reading comprehension with
prediction strategy. It is believed to be beneficial to both teachers and learners.
6. Methods of the Study
In order to reach the aims of the study mentioned above, the study includes
tests and survey questionnaires to collect data on the reading strategies employed by
HUI English non-majored students. First, the three reading comprehension tests were
given to the subjects in order to identify their reading proficiency levels. The first test
was to estimate their initial reading levels; the two last was to evaluate the effect of
prediction strategy on their reading comprehension skills. Then, the questionnaires
were administered to find out their reading strategies.
After the data is analyzed and discussed, some conclusion will be drawn, and
some suggestion will be raised in the thesis.

7. Design of the Study
The thesis consists of three main parts: INTRODUCTION which provides an

learning it is not easy, and using adequate method in learning and teaching this skill is
a challenge to both teachers and students. Many students have difficulties in reading
skill because of different reasons. Therefore, there are many research studies on
challenges, key principles or strategies for reading skill. The question of how can
learners be good at reading skill in foreign language is in concern of many linguistics
in order to help students with difficulties in reading skill. Many linguists all over the
world have paid attention on studying how to teach and learn English reading skill
effectively, and which difficulties learners often have when reading in a foreign
language. Rand Reading Study Group (2002, p.4) in their research also mentioned
three factors that cause difficulties for students to understand reading text, noting that
the features of the text have a large effect on comprehension. It can be said that if the
reading text is not suitable for students’ level, understanding fails. They also pointed
out that the text can be easy or difficult, depending on factors inherent in the text, on
the relationship between the text and the knowledge and abilities of the reader, and on
the activities in which the reader is engaged. Rand Reading Study Group, in their
research, studied difficulties related to the text that challenges students to understand
the text such as the vocabulary load in the text and its linguistic structure, discourse
style and genre. Rand Reading Study Group (2002, p.5) concluded that if too many of these factors do not match a reader’s knowledge and experience, the text might be too
difficult for optimal comprehension to occur. This means that the text and readers’
knowledge and experience interact with each other; if the reader has no knowledge or
experience about what they are reading, they cannot reach the author’s ideas in the text.
Besides, Strong et al (2002) in their research on Reading for Academic Success
also showed the reasons why the textbooks cause difficulties for students to read. In
their opinion, there are four reasons for that. These are text structure, information
overload, the ―authority‖ of the textbook and new vocabulary and concepts that are
disconnected from experience and prior knowledge. Strong et al (2002, p.2)noted that
trying to differentiate the important information from the not-so-important information,

like to mention some definitions of reading extracted from different sources on the
theme. Elias and Ingram (1977, p.55) stated that Reading was defined as the
abstraction of meaning from a visual configuration, and was shown to involve
desirably not a painstaking grapheme- by- grapheme decoding but the postulation of
alternatives of meaning which one reduced by the parsimonious interaction of the
component process with the visual configuration. Besides, Moses A. Adeniji and Anne
Omaley(1997) gave definition of reading that reading is the recognition of printed or
written symbols, which serve as stimuli for the recall of meanings built up through the
reader's past experience. It has also been described as a process of translating
alphabetical symbols into a form of language from which the native speaker has
already derived the meaning. Especially, Buzan in his book – The Speed Reading
(1997) finds that all common reading definitions only relate to a part of the process and
an accurate definition of reading must contain the full range of reading skills, or
reading as a multi- level process, which comprise the following steps:  Recognition: You are concerned with understanding of alphabetical
symbols. This step occurs instantly before physical reading begins.
 Assimilation: This step starts with word then to the eye and via the
optic nerve to the brain.
 Intra- Integration: This step refers to the link of all parts of the
information being read with all other appropriate parts.
 Extra- Integration: This step requires learners to bring all of their
previous knowledge to what they read, making appropriate connections,
analyzing, criticizing, appreciating, selecting and rejecting.
 Retention: This step requires the basic storage of information of the
readers.
 Recall: This process shows the ability of the readers to get back the
storage when it is needed.
 Communication: This process includes written and spoken in which

known before. Besides widening reader’s knowledge about things outside world and
the realistic society, it is also the best way to develop mind. The mind is a muscle. It
needs exercise. Knowing and understanding the written word is one way the mind
grows in its ability. Reading lots, having knowledge from that also builds self-
confident because. The more you read, the more knowledgeable you become and with
more knowledge come more confidence. More confidence builds self-esteem.
Generally, no one can deny that reading brings readers an ocean of knowledge of
different areas. They can learn more experience of life. Then they have necessary
benefits to avoid difficulties in mutual understanding in communication such as culture shock, language shock due to different cultures, habits, and languages. Moreover,
reading is also an important way of expanding students’ receptive knowledge of
language and stimulating students to talk and write.
Deriving from some of reading definitions above, we find that reading is a very
important factor in language acquisition. It is important because it is considered an
essential skill both at school and afterwards. Reading takes its place alongside the
development of oral ability in the school program. Reading also gives us as readers
many opportunities to contact with different contexts in our daily life. Byrne (1988,
p.46) provides three reasons for the importance of reading as follows.
a) It offers language learners another area of success. We should accept that not
all students would be good speakers and at least give them credit if they become good
readers
b) It gives the students a skill that they can use on their own (i.e. it is a key to
self- access work)
c) It is likely to be one of the skills that most students will need in the long term.
It is one that they will always be able to put to use. That is, they can read even if they
do not get any opportunities to speak.
Generally, no one can deny that reading brings readers an ocean of knowledge
of different areas. They can learn more experience of life. Then they have necessary


simply what the author intends. It is the process whereby the printed
pages stimulate ideas, experiences and responses that are unique to an
individual.
According to Richard (1978), reading comprehension ―is not only
understanding simply what is written, but also is what stimulates students to remember
from their experiences‖. This means that that knowledge is then used to get meaning
out of printed page, but the mind of the readers includes not only facts and details but
also emotion, belief and critical evaluation.
From these opinions, it can be concluded that reading comprehension is a
process of understanding what is conveyed in the text. It does not mean that the reader
needs to understand every single word in the text but actively work on the text and
extract the required information efficiently.
Reading model: top-down; bottom-up; interaction
2. Prediction strategy
2.1 Definition
What is prediction? According to Collin (1982), ―prediction is an integral part of
competent readers' metacognitive strategies, which are used to monitor comprehension
as the text is read‖. Effective readers wisely use pictures, titles, headings, and text - as
well as personal experiences—to make predictions before they begin to read. Making
predictions is a strategy in which readers use information from a text (including titles,
headings, pictures, and diagrams) and their own personal experiences to anticipate
what they are about to read (or what comes next). A reader involved in making
predictions is focused on the text at hand, constantly thinking ahead and also refining, revising, and verifying his or her predictions. This strategy also helps students make
connections between their prior knowledge and the text. Predicting involves thinking
ahead while reading and anticipating information and events in the text. After making
predictions, students can read through the text and refine, revise, and verify their

and understand the meaning of the context. In order to make a prediction, readers need
to explain what they believe will happen in the text before reading. Predictions can be
done at the beginning of the text or throughout reading. Predicting allows us to think
ahead before we begin reading. Prediction gets us thinking about the ideas that may
occur throughout the text, and create our own. In doing this, it makes readers become
more engaged in the text. Good readers know how to use their background knowledge
and experiences to help them understand what they are hearing or reading.
CHAPTER 2: METHODOLOGY
2.1. Participants and setting of the study
The study was conducted with the participation of 52 students in an English
non-majored class at HUI. Most of the students are freshmen and they are learning with
a basic level. They were going to study in 5 lessons of reading comprehension with
prediction strategy.
2.2. Data collection
2.2.1. Data collection instrument
The data was collected via a number of instruments including three different
tests: a pre-test for preliminary investigation into the students’ reading levels and two
post-tests to measure the impact of predicting strategy instruction on the students'
reading comprehension , and a questionnaire after the three tests.
2.2.2. Data collection procedure
In terms of research approach, an action research was employed as this study

paragraph to predict what it is about.

Reading and Confirming Prior
Predictions
· Read and confirm or reject the prior
predictions
Predicting What to Come Next
· Use the prior knowledge about the topic
to
predict what to come next in the passage
· Use the prior knowledge about the
textual structure of the text to predict what
to come next.
At the beginning of the course, the students will take part in a pre-test to
emphasize their level of reading comprehension. After two first lessons with prediction
strategy, a test was delivered and the last test was taken place after the next two
lessons. At the end of the course, a questionnaire of five questions was delivered to
students to find out their reading strategy before taking the course and their opinion for
the good technique in improving prediction strategy.
2.2.3. Data analysis procedure
In order to achieve the aims of the study mentioned above, the quantitative
analysis the main tool for analyzing the data, which is collected from the questionnaire
and it was conducted by using Excel technique. Together with analyzing questionnaire,
the three tests were analyzed with Excel tool.
This classroom action research is carried out within three stages. In the first
stage, the researcher planed lesson plans with strategies and activities for improving the
students’ prediction strategy as well as the materials and how to present the materials