(SPINE 3) ﻲﻓ ةءاﺮﻘﻟا ةرﺎﮭﻣ تﺎطﺎﺸﻧ ﺔﺳارد …

Sudan University of Science and Technology College of Graduate Studies

Investigating Reading Skill Activities in Spine 3 as Perceived by EFL Teachers

وفق رؤیة أساتذة )SPINE 3(نشاطات مھارة القراءة في دراسة

اللغة الانجلیزیة

By: Balala Ali Elbashir Ahmed

Supervised by: Dr. Mohammed Eltayeb

A thesis Submitted in partial Fulfillment for the requirement of the

MA degree in Linguistics

2014

i

الآیة بسم الله الرحمن الرحیم

:قال تعالى

قَ { بِّكَ الَّذِي خَلَ أْ بِاسْمِ رَ رَ نْ اقـْ قَ الإِنسَانَ مِ قٍ خَلَ مُ عَلَ بُّكَ الأَكْرَ رَ أْ وَ رَ اقـْمِ قَلَ لَّمَ بِالْ مْ الَّذِي عَ لَ عْ َ ا لمَْ يـ }عَلَّمَ الإِنسَانَ مَ

صدق االله العظيم سورة العلق

)5-1(الايات

ii

Dedication To :

My Parents,

My children,

My husband.

iii

Acknowledgment

First of all I would like to acknowledge the support of my supervisor Dr.

Mohammed Eltayeb to complete this study.

I would like to extend my thanks to my lecturers in my master program

for their honor support.

iv

Abstract

This research attempted to investigate the reading skills activities in

spine 3 perceived by EFL Teachers . The aim of this study to find out

the basic level school teachers' attitudes and opinions towards using

activities in teaching skills in Spine3. To confirm these three hypotheses

or not, a teacher's questionnaire was structured by the researcher for

data collection. The study sample of this research consisted of 20

English language teachers from Khartoum Locality. They were

randomly chosen. The results of data analysis have shown that three

hypotheses are confirmed. The activities used in spine 3 can develop the

reading ability. According to the results, the researcher recommended

that teachers should motivate their pupils as much as possible to

encourage learning English correctly .

v

Abstract (Arabic)

. یراها أساتذة اللغة الانجلیزیة وفق ما Spine3 فيالقراءة هذه الدراسة نشاطات تناولت مواقف وآراء المعلمین بمرحله الأساس نحو استعمال النشاطات في وتهدف هذه الدراسة لمعرفة

جریت المعالجات الإحصائیة أث فرضیات و تم وضع ثلا. Spine3هارات في تعلیم المستبانة او عدم ثباتها قام الباحث بإعداد أ للتحقق من إمكانیة ثبات هذه الفرضیات اللازمة

معلماً تضمنت عشرین إختبار عینة عشوائیة للبحث بقام كمالجمع البیانات المطلوبة لذلك ، ن أبعد تحلیل البیانات أثبتت النتائج .ساس في محلیة الخرطومة الأللغة الانجلیزیة بمرحل

Spine3ي ستعملت فن النشاطات التي اُ أأظهر تحلیل البیانات و . الفرضیات الثلاث قد تحققت قراءةه الاتتطویر قدر عهایستطیع التلمیذ م

میذه قدر لاتم یجب ان یحفز الملع: وصى الباحث بتوصیات ، منها للنتائج المذكورة وتبعاً .صحیحة إنجلیزیة لغةالمستطاع ویشجعهم لكي یتعلموا

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Table of Contents

Title Page NO. Quranic verse I Dedication II Acknowledgment III Abstract IV Abstract (Arabic) V Table of Contents VI List of Tables VIII

Chapter One Introduction

1.1 Background of the study 1 1.2 Statement of problem 1 1.3 Questions of the study 2 1.4 Study Hypotheses 3 1.5 Objectives of the Study 3 1. 6 Significance of the study 3 1.7 Methodology of the study 4 11..88 LLiimmiittaattiioonnss ooff ssttuuddyy 4

Chapter Two Literature Review

2.1. Introduction 5 2.2. History of Education Hierarchy in Sudan 5 2.3. Change of English 6 2.4..Definations of Reading 6 2.5. Types of Reading 7 2.7. What is Comprehension 8 2.8. Reading Problems 9 2.9. Previous studies 10

Chapter Three Methodology

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3-1 Introduction 15 3-2Research Method 15 3-3 Data Collection Tool 15 3-4 Population and Sample of the Study 15 3-5 Statistical Reliability and Validity 16 3.6 Statistical Instruments 19 Summary 19

Chapter Four Data analysis, Results and Discussion

4-1 Introduction 20 4-2 Data Analysis 20 4-3 Application of the Study’s Tool 20

Chapter Five Conclusion Findings, Recommendations and Suggestions for

further studies 5.1. Introduction 43 5.2. The Findings of the Study 43 5.3. Recommendations 44 5.4. Suggestions for the further studies 44 References 46 Appendixes

viii

List of Tables Table Page No.

Table (3.1): The statistical reliability and validity of the pre 17 Table no.(4-1) The frequency distribution for the respondents’ answers about statement no.(1)

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Table no.(4-2) The frequency distribution for the respondents’ answers about statement no.(2)

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25


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27


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29


30


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32


33


34


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Table no.(4-16): Chi-square test results for respondents’ answers to the statements

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Chapter One

Introduction

1

Chapter One

INTRODUCTION 1.1 Background of the study:

Learning Language is not an easy task as some people think. It is a

complicated process that needs great efforts and patience. Any language

has four skills (listening, reading, speaking and writing). In this research,

the researcher wants to concentrate on the reading skill, particularly on

the alternative procedure for teaching reading , because pupils even at

university level, cannot read English fluently.

Since 1995, a new course of English language in Sudan was implemented in schools. The new syllabus is called spine (Sudan Practical Integrated National English) . This course stresses the new approaches and skills . There was also a debate over the standard of English when the spine course was introduced . Some educators think that implementing spine series has a negative influence upon the standard of English in Sudan, specially, in reading skills of English language.

1.2 Statement of the problem:

Reading skill is the skill that students need throughout their lives. In recent years, more emphasis has been given to the reading skills, the real situation in the Schools of Basic level. For that there must be some tended. For developing reading skills through communicative language

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teaching task base activities. These, activities will make the

interaction effective between the learners themselves. Through the task-

oriented teaching reading ,we can make the language learning

purposeful and important . Task based activities are backbones of

teaching because the teacher's success or failure depends on the way s/he

plans, organizes and controls the tasks. In SPINE(3), the exercise types

devised in the sample task can be very helpful if used really

appropriately really and if necessarily modified to the student 's needs.

The tasks mostly focus on answering the questions, before and after

reading the text.

The purpose of these questions is to teach the students various reading

skills and strategies.

1.3 Questions of the study:

This study is going to provide answers for the following questions:

1. Can the activities used in SPINE (3) develop the reading ability in the

pupils in eighth class?

2. Can the reading activities used in SPINE (3) enrich vocabulary?

3. Can the reading activities used in SPINE (3) motivate students to read

correctly?

3

1.4 Study Hypotheses:

The researcher assumes the following:

1- The activities used in SPINE (3) cannot develop the ability .

2- The reading activities used in SPINE(3) cannot enrich vocabulary.

3- The reading activities used in SPINE(3)cannot motivate students to

read correctly.

1.5 Objectives of the Study: This study aims:

1- To see how the reading skill activities could improve the reading

skills ability for all the students.

2- To see whether the reading activities in teaching reading skills could

help the students to acquire the reading skill.

3- To find out the basic level school teachers' attitudes and opinions

towards using activities in teaching skills in Spine3.

1. 6 Significance of the study:

Throughout the researcher’s long experience in teaching English in

Sudan ,she observed the reading skills of the students, and techniques

for developing and improving the reading ability ( of them ) at the basic

level .It is very important to investigate the reading activities.

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The study also intends to promote the reading skills of the students It

may also give teachers of English language new techniques of reading

skill development which would be great help in teaching English as a

foreign language.

The study assesses the reading activities in 8th class and provides of

solutions so as to use the reading activities in SPINE(3) appropriately.

1.7 Methodology of the study:

The methodology applied in this study is descriptive and analytic .The

data for this research will be obtained by using a questionnaire for FEL

teachers at Basic level schools. The sample size of the teachers will be

20 who will be selected randomly.

11..88 LLiimmiittaattiioonnss ooff ssttuuddyy:

This study is carried out to the following limitations

1-location: sector ELshohoda and Soba Unit ,Khartoum locality.

2-Time: The study is limited to school year 20013-2014.

3-Theme: The study is limited to the reading activities used in

SPINE(3)

Chapter Two Literature Review

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Chapter Two

Literature Review 2.1. Introduction:

Reading is part of language learning process for students ,who have

basic structure and vocabulary in English. So successful and well

directed reading for students in foreign language learning can be

important in developing self-confidence and new motivation . Large

numbers of students are learning English not to study the language itself

but to study other subjects through English . These students read to gain

access to information through English . Consequently, reading plays a

very important and effective role in second and foreign language

acquisition . Reading has the highest cultural effect on learners . It

enables us to expand our minds . It has great partial value with regard to

technical and commercial pursuits by enabling the reader to keep abreast

of development in his subject.

2.2. History of Education Hierarchy in Sudan :

English came to Sudan with the colonial army in 1898 ; this date marks

the beginning of the British colonialism that introduced western type

education based on hegemony of English language. It aims at both

transforming the Sudanese culturally and exploiting them economically.

It was introduced through two types of education, government education

and Christian missionary schools in the south Sandell(1983:86).

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2.3. Change of English:

In Sudan, English saw many changes, some of which happened in

response to political attitudes and actions rather than to educational

needs.

Before the issuance of The Nile Course, there was Read, Think and

Answer for the secondary stage published by Oxford university press in

1969 . After that came the series of Nile Course which was introduced in

1976, the author is Corbluth who has considerable experience in the

Sudan ,it came into actual use in 1980 and was fully implemented by

1983 as a program of English language teaching all over Sudan (ibid).

2.4..Definitions of Reading:

When a person reads a text, he is attempting to discover the meaning of

what he is reading by the visual clues of spelling, his knowledge of

probabilities of occurrence, his pragmatic context to reach a meaningful

interpretation of the text. The same notion is confirmed by Mitchell,

cited in Grade (1986:27). He defines reading as:"Reading can be defined

loosely as the ability to make sense of written or printed symbols to

guide the recovery of information from his or her memory and

subsequently use his information to construct a plausible interpretation

of written message"

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2.5. Types of Reading:

We cannot develop the reading skill of our pupils without knowing the

types of reading . Below are the common types:

2.5.1. Reading Aloud:

Reading aloud is not used nowadays so much and some educators and

researches are in favor of silent reading, versus reading aloud. But

reading aloud can be used during the last years of the course to check

the pronunciations of the pupils, to improve the pupil’s intonation

rhythm and fluency and to train the pupils on how to imitate native

speakers of English. Acting dialogues and poetry are two excellent

methods for reading aloud . Byrne(1971:97) states " that reading aloud

used to be one of the normal methods for giving students language

practice quite regardless of its value".

2.5.2. Silent Reading:

Being able to read rapidly to oneself is an essential skill for all pupils.

It’s a good plan to set a limited amount to be read at a limited time. Then

few questions can be written on the passage.

2.5.3. Skimming:

Pupils read the passage quickly to get a general impression of it. in

skimming, useful to look only at the first and last sentences of a

paragraph (crellett's 1981).

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2.5.4 Scanning:

When we read for specific information, our eyes move quickly over the

words or figures until we find the particular information we are looking

for. Reading selected part of the text which contains specific information

is something called scanning (ibid).

2.5.6 Intensive Reading:

Gurrey (1964) describes this kind of reading as intensive reading as it

requires close concentration on the part of the teacher and the pupils. It

is careful reading in which all the information of the text is noted

accurately to find out facts.

2.5.7 Reading for Pleasure:

It is also called extensive reading, It also applies to the reading of

simplified books and supplementary readers .Pupils read these books in

their free time quickly and with ease. “Extensive reading means reading

in quantity and in order to gain a general understanding of what is read

.It is intended to develop good reading habits to build up knowledge of

vocabulary and structure and to encourage a liking for reading (Richard

and Plats , 1992:133)

2.7. What is Comprehension:

Grate and Stoller(2002:17)state "reading Comprehension is the ability to

understand information in a text and interpret it appropriately".

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2.7.1 Types of Reading Comprehension

According to Daneman (1991,55), reading comprehension can be

divided into:

2.7.2 Literal Comprehension:

This refers to reading in order to retain, remember, or recall the

information explicitly contained in a passage.

2.7.3.Iinferential Comprehension :

It is reading to find information which is not explicitly stated in

a passage.

2.7.4. Evaluation Comprehension:

It’s reading to compare information in a passage with the reader’s

knowledge and values.

2.8. Reading Problems:

The first thing for the teacher of EFL reading to do is to diagnose the

weaknesses or problems of the pupils throughout my long experience in

teaching and through diagnostic test and the observation . Founds that

the pupils have the following major reading problems.

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2.8.1. Vocabulary:

A student's vocabulary knowledge is highly correlated with his ability to

comprehend (Daneman,1991).

2.8.2. Sentence Comprehension :

Many students have comprehension problems because they have

difficulty interpreting the meaning in sentences .One reason they have

difficulty is because they are unfamiliar with the complete sentence

structures that occur in written language that do not occur in oral

language.(Carlisle &Rice 2002;Moats, 2005).

2.8.3 .Reading word by word :

Relying too heavily on their visual information, which greatly impends

their reading speed and hampers their comprehension by concentrating

on every word, they delay the transmission of information from their

short- term memory to their long- term memory, which result in poor

comprehension” ( kral, 1995: 183) .

2.9. Previous studies

For providing more literature review the researcher will present, some

relevant dissertation and studies connected to this study and which have

been chosen from different places and times. Doubtless these

dissertations had great value and effect in providing the researcher with

the relevant literature, designing tools and procedures use to collect data.

11

Results and recommendations of the previous studies. On their part

helped the researcher a lot in the present study.

2.9.1.The impact of strategies on reading comprehension. Ph. D

(Dec.2001) by Abbas Alansary:

Aims: The study aims to investigate the impact of reading

comprehension strategies on Sudanese University student’s silent

reading comprehension performance investigate the relationship

between this strategies and efficient silent reading comprehension of

English which is used as lingua Franca between people of other

languages and in global organizations.

Tools: reading comprehension test for students and questionnaire for

teachers.

Results:

Reading comprehension shows that first year University students

suffer greatly from inadequate reading and linguistic competences.

These students have extremely low level of reading comprehension in

quantity and quality. The questionnaire's result score that the teachers at

both levels of education (basic and secondary) are unaware of the

significant impact of the reading comprehension strategies. They have

not received due consideration emphasis teaching realization learning

training and application to reading text inside the class room by teachers.

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All this has led to a serious gap in the students level of reading

comprehension between School and University.

2.9.10.The title: Developing reading skill of pupils at the

intermediate stage in the United. Arab Emirates by Gamal Ahmed

Ibrahim Mansoor:

Aim: the aims of the study is to develop the reading skill of the pupils at

the basic stage. The researcher wants to find out the causes of the

deterioration in the reading skill of the pupils to arrive at the solution

which might help teachers of English to improve the reading skills of

their pupils.

Tools: A questionnaire for pupils and teachers- two tests for reading

comprehension – personal contacts with supervisors of English and old

hand EFL teachers.

Results:

The girls' scores were higher than the boys' in reading comprehension.

The teachers attributed the decline of the weak pupils to many factors

e.g. the transfer from L1 to L2. The teachers don’t use techniques to

develop the reading skills of their pupils.

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2.9.11 .The title: Meta cognition and use of comprehension strategies

PhD kent state University by Wingen Bach,N, (C1983) A study of

gifted Readers :

Aims: The study aims to investigate the reading comprehension

processes employed by gifted readers in grade 4-5-6 and 7. The study

focused upon specific components of reading comprehension as a

problem solving process. The first focus was the identification of

specific comprehension strategies used in comprehension of reading

passage.

The second focus was the examination of met cognition as exhibited by

the gifted reader. A third focus was upon grade level differences in

strategies use and met cognition.

Tools: Test of basic skill, Reading comprehension . Subtest was

administrated by the researcher and a questionnaire was developed to

explore the use of reading and reasoning strategies and met cognitive

awareness was also administered to the group of students.

Result :

1- The result of the study indicates that the reading comprehension

process of gifted reader involves the use of specific reading and

reasoning strategies.

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2- Gifted readers are metacongnatively aware of strategies and

effectiveness of strategies used.

2.9.12. Summary:

In this chapter the researcher has given a review of some literature

related to, the reading skills and the historical background of the English

in the Sudan , as well as some previous studies on the same topic.

Chapter three

Methodology

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Chapter Three

Methodology

3-1 Introduction

This chapter gives account of the methodology used in the present

study to achieve objectives. The sample of the study is described . The

tool which obtained the required information, reliability and validity of

the study tool and statistical treatment of the study will be shown here.

3-2Research Method:

The researcher used the analytical descriptive method to give valid

and faucal results, the method assisted in building a base on a complete

understanding of research problem.

3-3 Data Collection Tool:

The data of the present study was obtained by using a questionnaire for

teachers.

The researcher has constructed a close- ended questions to gather data

from basic school teachers. The questionnaire was about investigating

the reading skill in spine 3 among basic school teachers. The

questionnaire involves 15 questions.

3-4 Population and Sample of the Study

The original population for this study is teachers of English at basic

school in Khartoum Locality .The researcher used the simple random

sampling to select the persons who took part in the study . The following

table and figure show the number of distributed questionnaire copies, the

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number of received copies with the full-required information and the

responses percentage.

3-5 Statistical Reliability and Validity:

It is meant by the reliability of any test to obtain the same results if the

same measurement is used more than one time under the same

conditions. In addition, the reliability means when a certain test was

applied on a number of individuals and the marks of every one were

counted; then the same test applied another time on the same group and

the same marks were obtained, then we can describe this test as reliable.

In addition, reliability is defined as the degree of the accuracy of the data

that the test measures. Here are some of the most used methods for

calculating the reliability:

1. Split-half by using Spearman-Brown equation.

2. Alpha-Cronbach coefficient.

3. Test and Re-test method

4. Equivalent images method.

5. Guttman equation.

On the other hand, validity also is a measure used to identify the validity

degree among the respondents according to their answers on certain

criterion. The validity is counted by a number of methods, among them

is the validity using the square root of the (reliability coefficient). The

value of the reliability and the validity lies in the range between (0-1).

17

The validity of the questionnaire is that the tool should measure the

exact aim, which it has been designed for.

The researcher calculated the validity statistically using the following

equation:

liabilityReValidity

The researcher calculated the reliability coefficient for the measurement,

which was used in the questionnaire using (split-half) method. This

method stands on the principle of dividing the answers of the sample

individuals into two parts, i.e. items of the odd numbers e.g. (1, 3, 5, ...)

and answers of the even numbers e.g. (2,4,6 ...). Then Pearson

correlation coefficient between the two parts is calculated. Finally, the

(reliability coefficient) was calculated according to Spearman-Brown

Equation follows:

r

1

r2tCoefficieny Reliabilit

r = Pearson correlation coefficient

For calculating the validity and the reliability of the questionnaire from

the above equation, the researcher distributed about (7) questionnaire

cpoies to respondents. In addition, depending on the answers of the pre-

test sample, the above Spearman-Brown equation was used to calculate

the reliability coefficient using the split-half method; the results are

shown in the following table:

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Table (3.1): The statistical reliability and validity of the pre-test

sample about the study questionnaire

Reliability Validity

Overall .0.77 0.88

Source: The researcher from applied study, 2014

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3.6 Statistical Instruments:

In order to satisfy the study objectives and to test its hypotheses, the

researcher used the following statistical instruments:

1. Graphical figures.

2. Frequency distribution.

3. Person correlation coefficient.

4. Spearman-Brown equation for calculating Reliability coefficient.

5. Median.

6. Non-parametric Chi-square test.

In order to obtain accurate results, Statistical Package for Social

Sciences (SPSS) was used. In addition, to design the graphical figures,

which are needed for the study, the computer program (Excel) was also

used.

Summary :

This chapter describes the subjects who participated in this study, how,

they were chosen, and where they were investigated. This chapter also

describes the tool used in this study (teacher’s questionnaire) and the

procedures followed to prepare and distribute it.

The chapter reflects how the validity and reliability of the teacher’s

questionnaire have been confirmed.

Chapter Four Data analysis, Results and Discussion

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Chapter Four

Data Analysis, Results and Discussion 4-1 Introduction:

In the previous chapter ,it was shown that a questionnaire was

distributed to obtain data from teachers of English basic school. In this

chapter the data collected will be introduced and analyzed statically . It

would be better to begin with the analysis of the teacher's questionnaire .

4-2 Data Analysis

In this section, data analysis for the study and test of its hypotheses are

done. The results are presented and discussed.

4-3 Application of the Study’s Tool:

After the step of checking the questionnaire reliability and validity, the

researcher distributed the questionnaire to the determined study sample

(20) persons, and then constructed the required tables for collected data.

This step started consist transformation of the qualitative (nominal)

variables (Strongly agree, Agree, Neutral, Disagree, Strongly disagree)

to quantitative variables (5, 4, 3, 2 ,1) respectively . then the graphical

representation has been done for this purpose.

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Statement No.(2): The reading skill activities used in spine 3 develop

the reading ability.

Table no. (4-1) and figure no.(4-1) show the frequency distribution

for the study's respondents about statement no.(1).

Table no. (4-1) The frequency distribution for the respondents’

answers about statement no.(1)

Answer Number Percent

Strongly Agree 1 5.0

Agree 11 55.0

Neutral 2 10.9

Total 25 100.0

It is clear from table no.(4-1) and figure (4-1) that there are only one

person in the study's sample with a percentage of (5.0%) who strongly

agree that the reading skill activities used in spine 3 develop the reading

ability ". There are (11) persons with a percentage of (55.0%) who

agree to that, and (2) persons with a percentage of (10.0%) who are not

sure about that.

Statement No.(2): The reading skill activities used in spine 3 are

effective.



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Table no.(4-2) The frequency distribution for the respondents’

answers about statement no.(2) Answer Number Percent


Agree 7 35.0

Neutral 7 35.0

Disagree 3 15.0

Total 25 100.0

It is clear from table no.(4-2) and figure (4-2) that there are (3) person in the

study’s sample with a percentage of (15.0%) who strongly agree that the

reading skill activities used in spine 3 are effective ". There are (7) persons

with the percentage (35.0%) who agree to that, and (7) persons with

percentage (35.0%) who are not sure about that, and(3) persons with a

percentage of (15.0%) who disagree about that.

Statement No.(3): The reading skill activities used in spine 3 are graded

form simple to complex.

Table no. (4-3) and figure no.(4-3) show the frequency distribution for

the study's respondents about statement no.(3).




Agree 12 60.0

Neutral 3 15.0

Disagree 2 10.0

Total 25 100.0

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It is clear from table no.(4-3) and figure (4-3) that there are (3) persons

in the study’s sample with a percentage of (15.0%) who strongly agree

that " the reading skill activities used in spine 3 are effective ". There

are (12) persons with a percentage of (60.0%) who agree to that, (3)

persons with a percentage of (15.0%) who are not sure about that, and(3)

persons with a percentage of (10.0%) who disagree to that.

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Statement No.(4): The reading skill activities used in spine 3 enable

pupils to read fluently.






Agree 11 55.0

Neutral 2 10.0

Disagree 4 20.0

Strongly disagree 1 5.0

Total 25 100.0



in the study's sample with a percentage of (10.0%) who strongly agree

"That reading skill activities used in spine 3 enable pupils to read

fluently" there are (11) persons with a percentage of( 55.0%) who agree

that, and((2) persons with a percentage of (10.0%) who are not sure

about that, (4) persons with a percentage of (20.0%) who disagree to

that, while only one person with a percentage of (5.0%) who strongly

disagrees to that.

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Statement No.(5): The reading skill activities used spine 3 enable

pupils to read correctly.






Agree 14 70.0

Neutral 4 40.0

Disagree 1 5.0

Total 25 100.0 Source: The researcher from applied study 2014

It is clear from table no.(4-5) and figure (4-5) that there is only one

person in the study’s sample with a percentage of (5.0%) who strongly

agree that the reading skill activities used spine 3 enable pupils to read

correctly ".t There are (14) persons with a percentage of (70.0%) who

agree to that, and (4) persons with a percentage of (.20.0%) who are not

sure about that, but only one person with a percentage of (1.0%) who

disagrees to that.

Statement No.(6): The reading skill activities used in spine 3

encourage pupils to read with different speeds:



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Agree 13 65.0

Neutral 3 15.0

Disagree 1 5.0

Total 25 100.0 Source: The researcher from applied study, 2014


in "the study’s sample with a percentage of (15.0%) who strongly agree

that the reading skill activities used in spine 3 encourage pupils to read

with different speeds ". There are(13 ) persons with a percentage of

(65.0%) who agree to that, (3) persons with a percentage of (15.0%)

who are not sure about that, and only one person with a percentage of

(1.0%) who disagrees to that.

Statement No.(7): The reading skill activities used in spine 3 enable

pupil to scan to find specific points.



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Agree 11 55.0

Neutral 2 11.0

Disagree 4 20.0


It is clear from table no.(4-7) and figure (4-7) that there are( 3)persons in

the study’s sample with a percentage of (15.0%) who strongly agree that

"the reading skill activities used in spine 3 enable pupil to scan to find

specific point ". There are (11) persons with a percentage of (55.0%)

who agree to that, (2) persons with a percentage of (10.0%) who are not

sure about that, but (4) persons with a percentage of (20.0%) who

disagree to that.


encourage pupils to identify the topic.



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Agree 7 35.0

Neutral 3 15.0

Disagree 9 45.0


It is clear from table no.(4-8) and figure (4-8) that there are only one

person in the study’s sample with percentage (5.0%) who strongly

agrees that the reading skill activities used in spine 3 encourage pupils

to identify the topic ". There are (7) persons with a percentage of

(35.0%) who agree to that, (3) persons with a percentage of (15.0%)

who are not sure about that, but (9) persons with a percentage of

(45.0%) who disagree to that.

Statement No.(9): The reading skill activities used in spine 3 enrich

vocabulary.



29




Agree 11 55.0

Neutral 4 20.0

Disagree 1 5.0

Total 25 100.0


in the study’s sample with a percentage of (20.0%) who strongly agree

that "the reading skill activities used in spine 3 enrich vocabulary ".

There are (11) persons with a percentage of (55,0%) who agree to that,

(4) persons with a percentage of (20.0%) who are not sure about that, but

only one person with a percentage of (5.0%) who disagrees to that.

Statement No.(10): The reading activities used spine 3 enable pupils

to know different meanings of words.

Table no. (4-10) and figure no.(3-10) show the frequency

distribution for the study's respondents about statement no.(10).

30




Agree 12 60.0

Neutral 2 10.0

Disagree 4 40.0


Total 25 100.0


It is clear from table no.(4-10) and figure (4-10) that there are (4)

persons in the study's sample with a percentage of (15.0%) who strongly

agree that " the reading activities used spine 3 enable pupils to know

different meanings of words ". There are (12) persons with a percentage

of (60.0%) who agree to that, but(2) persons with a percentage of

(10.0%) who are not sure about that, and only one person with a

percentage of (5.0%) who disagree to that, while (2) persons with a

percentage of (10.0%) who strongly disagree to that.


motivate pupil because they reflect native culture.



31




Agree 8 40.0

Neutral 1 5.0

Disagree 7 35.0


Total 25 100.0


Source: The researcher from applied study, Excel Package, 2014


persons in the study's sample with a percentage of (10.0%) who

strongly agree that " the reading skill activities used in spine 3

motivate pupil because they reflect native culture ". There are (8)

persons with a percentage of (40.0%) who agree on that, and only one

person with a percentage of (5.0%) who is not sure about that, but(7)

persons a with percentage of (35.0%) who disagree to that, while (2)

persons with a percentage of (10.0%) who strongly disagree to that.

32


enhance comprehension.






Agree 11 55.0

Neutral 1 5.0

Disagree 4 20.0


Total 25 100.0


persons in the study's sample with a percentage of (15.0%) who

strongly agree that " the reading skill activities used in spine 3 enhance

comprehension". There are (11) persons with a percentage of (55.0%)

who agree on that, and only one person with a percentage of (5.0%) who

is not sure about that, but(4) persons with a percentage of (20.0%) who

disagree to that, while only one person with a percentage of (5.0%) who

strongly disagrees to that.

33

Statement No.(13): Colored photos used in spine 3 motivate pupils.

Table no. (4-13) and figure no.(4-13) shows the frequency

distribution for the study's respondents about question no.(13).




Agree 3 15.0

Neutral 6 30.0

Disagree 9 45.0

Total 25 100.0


persons in the study’s sample with a percentage of (10.0%) who strongly

agree that " colored photos used in spine 3 motivate pupils ". There are

(3) persons with percentage (15.0%) who agree to that, (6) persons with

a percentage of (30.0%) who are not sure about that, but (9) persons

with a percentage of (45.0%) who disagree to that.

Statement No.(14): The topics used in spine 3 motivate pupils.



34




Agree 9 45.0

Neutral 2 10.0

Disagree 2 10.0

Total 25 100.0



agree that " the topics used in spine 3 motivate pupils ". There are (9)

persons with a percentage of (45.0%) who agree to that, (2) persons

with a percentage of (10.0%) who are not sure about that, but (2)

persons with a percentage of(10.0%) who disagree to that.

Statement No.(15): Reading skill activities used in spine 3 motivate

pupils to read correctly.



35




Agree 2 25.0

Neutral 9 45.0

Disagree 2 15.0

Total 25 100.0



agree that " reading skill activities used in spine 3 motivate pupils read

to correctly ". There are (2) persons with percentage (25.0%) who agree

to that, (9) persons with a percentage of (45.0%) who are not sure about

that, and (3) persons with a percentage of (15.0%) who disagree to that.

As mentioned in the tables from no.(4-1) to (4-15), there are some

respondents who disagree to the statement. So, to test the statistical

significance of the differences among the answers of the respondents for

the hypotheses, the chi-square test was be used to indicate the

differences for each question of the first hypothesis. Table no.(4-16)

displays the results of the test for the statements as follows:

36

Table no.(4-16): Chi-square test results for respondents’ answers to

the statements

No Statements Median Degree of freedom

Chi-square value Explantation

1 The reading skill activities used in spine 3 develop the reading ability.

2 3 14.02 Disagree

2 The reading skill activities used in spine 3 are effective.

4 3 15.08 Agree

3 The reading skill activities used in spine 3 are graded form simple to complex.

4 3 21.06 Agree

4 The reading skill activities used in spine 3 enable pupils to read fluently.

4 4 15.63 Agree

5 The reading skill activities used in spine 3 enable pupils to read correctly.

4 3 20.77 Agree

6 The reading skill activities used in spine 3 encourage pupils to read with different speeds.

4 3 17.03 Agree

7 The reading skill activities used in spine 3 enable pupils to scan to find specific points.

4 3 20.08 Agree

8 The reading skill activities used in spine 3 encourage pupils to identify the topic.

2 3 16.22 Agree

9 The reading skill activities used in spine 3 enrich vocabulary.

4 3 20.08 Agree

10 The reading activities used spine 3 enable pupil to know different meanings of words.

4 4 18.18 Agree

11 The reading skill activities used in spine 3 motivate pupils because they reflect native culture

4 4 20.27 Agree

12 The reading skill activities used in spine 3 enhance comprehension.

4 4 20.08 Agree

13 The colored photos used in spine 3 motivate pupil.

2 3 19.21 Disagree

14 The topics used in spine 3 motivate pupil. 4 3 19.50 Agree 15 Reading skill activities used in spine 3

motivate pupils read correctly. 4 3 20.61 Agree

Source: The researcher from applied study, SPSS Package, 2014

According to the table, we can demonstrate the results as follows:

The calculated value of chi-square for the significance of the

differences for the respondents’ answers in the first question was

(14.02) which is greater than the tabulated value of chi-square at

37

the degree of freedom (3) and the significant value level (1%)

which was (11.34). According to what is mentioned in table no.(4 -

1), this indicates that, there are statistically significant differences

at the level (1%) among the answers of the respondents, which

support the respondents who have disagree with that “the reading

skill activities used in spine 3 develop the reading ability”.


differences for the respondents’ answers in the second question

was (15.08) which is greater than the tabulated value of chi-square

at the degree of freedom (3) and the significant value level (1%)

which was (11.34). According to what is mentioned in table no.(4-



support the respondents who have agree with that “the reading

skill activities used in spine 3 are effective”.


differences for the respondents’ answers in the third question was







skill activities used in spine 3 are graded form simple to complex”.

38


differences for the respondents’ answers in the fourth question was







skill activities used in spine 3 enable pupils to read fluently”.


differences for the respondents’ answers in the fifth question was







skill activities used spine 3 enable pupils to read correctly”.


differences for the respondents’ answers in the sixth question was





39


support the respondents who have strongly agree with that “the

reading skill activities used in spine 3 encourage with different”.


differences for the respondents’ answers in the seventh question







skill activities used in spine 3 enable pupil to scan to find specific

point”.


differences for the respondents’ answers in the eighth question was



which was (11.34). According to what is mentioned in table no.(4 -




skill activities used in spine 3 encourage pupil to identify to topic”.


differences for the respondents’ answers in the ninth question was

40







skill activities used in spine 3 enrich vocabulary”.


differences for the respondents’ answers in the tenth question was







activities used spine 3 enable pupil to know different meaning of

word”.


differences for the respondents’ answers in the eleventh question






41

support the respondents who have agree with that “ the reading

activities used spine 3 enable pupil to know different meaning of

word”.


differences for the respondents’ answers in the twelfth question







skill activities used in spine 3 enhance comprehension”.


differences for the respondents’ answers in the thirteenth question






support the respondents who have disagree with that “Colored

photos used in spine 3 motivate pupil”.


differences for the respondents’ answers in the fourteenth question


42


which was (13.28). According to what is mentioned in table

no.(13-1), this indicates that, there are statistically significant

differences at the level (1%) among the answers of the

respondents, which support the respondents who have agree with

that “Topic used in spine 3 motivate pupil”.


differences for the respondents’ answers in the fifteenth question



which was (13.28). According to what is mentioned in table

no.(13-15), this indicates that, there are statistically significant

differences at the level (1%) among the answers of the

respondents, which support the respondents who have agree with

that “reading skill activities used in spine 3 motivate pupils read

correctly”.

Chapter Five

Conclusion Findings,

Recommendations and Suggestions

43

Chapter Five

Conclusion Findings, Recommendations and Suggestions for further

studies

5.1. Introduction:

In this chapter, the principal findings of the study are summarized and

discussed followed by recommendations and some suggestions for

further studies.

5.2. The Findings of the Study:

The study has come out with the following major findings:-

1. The reading skill activities used in spine 3 can develop the reading

ability.

2. Reading skill activities used in Spine 3 enable pupils to know

different meaning of words.

3. Colored photos used in spine3 cannot motivate pupils.

4. The reading skill activities used in Spine 3 enable pupils to read

correctly.

44

5.3. Recommendations:

Based on the findings of the study, the researcher recommends the

following:

1 -Teachers should use the activities of the reading skills because its the

best strategy method in reading skills.

2 -The teacher's book should include model lessons that show the recent

and best ways for teaching.

3- Beside the pupils book, literature must be activated because more

reading would undoubtedly lead the pupils towards fluency in reading.

4- English language teachers must use visual aids such as projectors,

graph illustrations, photographs, overhead video tapes, and audiotapes to

help students and motivate them in reading.

5- Teachers should motivate their pupils as much as possible,

encouraging learning correct English.

6- Learning reading through activities is an effective and interesting way

that can be applied in any classroom.

5.4. Suggestions for the further studies:

According to the research gaps, the following areas are

suggested for further studies :

45

1- Further studies need to be conducted on the reading and the reading

activities material.

2. The role of visual aids in helping pupils to recall the meaning of

words and it's effective role in developing reading activities

3- There is a problem of the reading activities among the Sudanese

pupils in general and basic level pupils in particular , so it is strongly

suggested for researches to work hard in this field in order to find

suitable ways to improve pupils' reading skills .

References

46

References Abass Al ansary ( 2001 ) the impact of strategies on reading

comprehension .

Byram morgam and el al (1994) . language and culture , leveden .

Multilingual Matter .

Calisle and Rice(2002; Moats, 2005) .

Jamal Ahmed Ibrahim, (2000) Developing of reading skill of pupils at

the Intermediate stage in the United Arab Emirates.

Jayusi ( 1984 ) Teaching reading skills , USA , Carels k. Merrill

publishing company.

Sandell , L.(1982).English Language in Sudan , a History of its

Teachings and Politics .London :Ithaca.

Richard and plats (1996) teaching reading skills in foreign Language

oxford : Heinemann.

thomas karl H, ( 1994 ) the psychology of language , New Yourk .

MC Graw – Hill .

Thomas Kral (1999) teacher development marking the right-.Webster

J.C and Klumpp.R.G effects of ambient noise and nearby talkers on

face to face communication task .

Yorkey , R, C, ( 1982 ) Study skills for student of English , sinapore.

MC Graw – Hill

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