PSZ 19:16 (Pind. 1/97) UNIVERSITI TEKNOLOGI MALAYSIA BORANG PENGESAHAN STATUS TESIS JUDUL: STUDENTS DIFFICULTIES IN READING SCIENTIFIC TEXTS: A CASE STUDY SESI PENGAJIAN: SEMESTER II SESI 2005/2006 Saya ANIS SYAZWANI BINTI MOHD HAFIS (HURUF BESAR) mengaku membenarkan tesis (PSM/Sarjana/Doktor Falsafah)* ini disimpan di Perpustakaan Universiti Teknologi Malaysia dengan syarat-syarat kegunaan seperti berikut: 1. Tesis adalah hakmilik Universiti Teknologi Malaysia. 2. Perpustakaan Universiti Teknologi Malaysia dibenarkan membuat salinan untuk tujuan pengajian sahaja. 3. Perpustakaan dibenarkan membuat salinan tesis ini sabagai pertukaran antara institusi pengajian tinggi. 4. **Sila tandakan ( ) SULIT TERHAD (Mengandungi maklumat yang berdarjah keselamatan atau kepentingan Malaysia seperti yang termaktub di dalam (AKTA RAHSIA RASMI 1972) (Mengandungi maklumat TERHAD yang telah ditentukan oleh organisasi/badan di mana penyelidikan dijalankan) TIDAK TERHAD Disahkan oleh, (TANDATANGAN PENULIS) Alamat tetap: NO. 60, JLN DESA 6/8, BANDAR COUNTRYHOMES, RAWANG, 48000, SELANGOR (TANDATANGAN PENYELIA) PM DR. SALBIAH BINTI SELIMAN Nama Penyelia Tarikh: 28 APRIL 2006 Tarikh: 28 APRIL 2006 CATATAN: * Potong yang tidak berkenaan. ** Jika tesis ini SULIT atau TERHAD, sila lampirkan surat daripada pihak berkuasa/organisasi berkenaan dengan menyatakan sekali sebab dan tempoh tesis ini perlu dikelaskan sebagai SULIT atau TERHAD. Tesis dimaksudkan sebagai tesis bagi Ijazah Doktor Falsafah dan Sarjana secara penyelidikan, atau disertasi bagi pengajian secara kerja kursus dan penyelidikan, atau Laporan Projek Sarjana Muda (PSM).
I hereby declare that I have read this thesis and in my opinion this thesis is sufficient in terms of scope and quality for the award of the degree of Bachelor of Science and Education (TESL) Signature : Supervisor : PROF MADYA DR. SALBIAH BINTI SELIMAN Date : 28 April 2006
STUDENTS DIFFICULTIES IN READING SCIENTIFIC TEXTS: A CASE STUDY ANIS SYAZWANI BINTI MOHD HAFIS A report submitted in partial fulfillment of the requirements for the award of the degree of Bachelor of Science and Education (TESL) Faculty of Education Universiti Teknologi Malaysia APRIL 2006
ii I declare that this thesis entitled Students Difficulties in Reading Scientific Texts: A Case Study is the result of my own research except as cited in the references. The thesis has not been accepted for any degree and is not concurrently submitted in candidature of any other degree. Signature : Name : ANIS SYAZWANI BINTI MOHD HAFIS Date : 28 April 2006
iii My greatest love to: The most special mom and dad in the world, Thank you for believing in me... My cute brothers and lovely sister, You bring colors to my life... The best friends ever existed, Our moments together will never be forgotten... The ONE in my heart, Thank you for being there...
iv ACKNOWLEDGEMENT First of all, I am grateful to Almighty Allah for His abounding grace and mercy which He has showered upon me. Without His bless, I am nothing. My greatest appreciation goes to my supervisor, PM Dr. Salbiah binti Seliman for her advice, guidance and support from the very beginning of this project till the end. Thank you very much, Dr. I would also like to thank all the first year Mechanical Engineering students who have given such a great support and full cooperation throughout the study. I am also very grateful towards the endless encouragement from my family and relatives all along the way. My greatest gratitude to all my special friends: Afzan, Adlina, Azuro, Aifaa, Azhar, Bib, Ina, Marianti, Nurul, Nuek, Shima, Hani and Wardah for their help and kindness in one way or another. Last but not least, my special heartfelt to the special people in my life: Azuan, Afis, and Zulaikha (Kiko) for supporting me throughout these years.
v ABSTRACT The aims of this research were to investigate the difficulties faced by science students in reading an English scientific text. It also aimed to identify the factors that contribute to the difficulties and ways on overcoming the barriers so as to make the reading process effective and efficient. Twelve respondents who were first year Mechanical Engineering UTM students were identified and the techniques used for obtaining the data required the use of Think Aloud Protocol whereby they had to read a scientific text and answer several questions during the interview sessions. Observations were also done during the sessions. The findings of this research revealed that the difficulties faced by the readers while reading a scientific text emerged from the manner the text were written. The complexity of the vocabulary used in the text, the complexity of the concept explained and the complicated use of visual aids in the text were found to cause difficulties. The difficulties also were caused by the readers lack of background knowledge, negative attitude and negative self concept towards reading scientific text and towards the scientific text itself, poor interest, poor motivation and lastly low proficiency level. In terms of the strategies used in overcoming the difficulties, three strategies were identified. They are repeating difficult words to get the correct pronunciation, guessing the meaning from context and referring to visual aids. Finally, pedagogical implications for classroom improvement in teaching-learning process and recommendations for future research are discussed.
vi ABSTRAK Tujuan kajian ini adalah untuk mengkaji tentang kesukaran pelajar ketika membaca teks saintifik, mengenalpasti faktor-faktor yang menyumbang kepada kesukaran serta bagaimana para pelajar mengatasi masalah kesukaran tersebut. Seramai 12 orang responden dikenalpasti iaitu pelajar tahun satu jurusan kejuruteraan mekanikal di Universiti Teknologi Malaysia. Kajian ini menggunakan kaedah Think Aloud Protocol yang mana responden membaca satu teks saintifik dan di akhir sesi perlu menjawab beberapa soalan di dalam sesi temubual. Pemerhatian oleh pengkaji ketika sesi juga diambil kira. Data kajian dianalisis dengan menganalisa transkripsi sesi Think Aloud Protocol yang telah direkodkan menggunakan perakam suara dan perakam video. Hasil kajian mendapati bahawa kesukaran ketika membaca teks saintifik berpunca daripada cara teks itu ditulis iaitu dari segi penggunaan kosa kata, struktur organisasi teks, konsep yang kompleks dan penggunaan bahan bantu visual yang mengelirukan. Faktor-faktor seperti kurang pengetahuan sedia ada, sikap negatif dan konsep diri terhadap tabiat membaca dan teks saintifik, kurang minat dan motivasi, dan tahap penguasaan Bahasa Inggeris yang lemah juga menjadi punca kepada kesukaran. Dari segi cara-cara untuk mengatasi masalah ketika membaca teks saintifik pula, tiga strategi yang digunakan oleh semua pelajar ketika membaca teks saintifik adalah mengulangi perkataan yang sukar disebut, meneka makna perkataan yang sukar, dan merujuk kepada bahan bantu visual yang disertakan di dalam teks saintifik. Akhir sekali, perbincangan tentang implikasi hasil kajian terhadap sesi pembelajaran dan pengajaran serta cadangan untuk kajian yang akan datang juga diutarakan.
vii TABLE OF CONTENT CHAPTER CONTENT PAGE Title Page Declaration Dedication Acknowledgement Abstract Abstrak Table of Content List of Tables List of Figures List of Appendices List of Abbreviations i ii iii iv v vi vii xiii xiv xv xvi CHAPTER 1 INTRODUCTION 1 1.1 Background of Study 1 1.2 Statement of Problem 3 1.3 Objective of Study 5 1.4 Research Questions 5 1.5 Significance of Study 6
viii 1.6 Scope of the Study 7 1.7 Definition of Terms 9 1.7.1 Reading 9 1.7.2 Reading difficulties 9 1.7.3 Scientific Text 10 1.8 Limitation of Study 11 CHAPTER 2 LITERATURE REVIEW 13 2.1 Reading and Reading Process 13 2.1.1 Types of Reading 14 2.1.2 Reading for Learning 15 2.2 Scientific Text 17 2.2.1 Overall View of Scientific Texts 17 2.2.2 Definition of Scientific Texts 19 2.2.3 Characteristics of Scientific Texts 20 2.2.3.1 Types of Texts 21 2.2.3.2 Rhetorical Elements 21 2.2.3.3 Rhetorical Functions 24 2.3 Reading Difficulties 24 2.3.1 Text-based Difficulties 25 2.3.1.1 Vocabulary 26 2.3.1.2 Style of Writing 27 2.3.1.3 Complexity of Concept 27 2.3.1.4 Graphic Aids 28 2.3.2 Reader-based Difficulties 29 2.3.2.1 Background Knowledge 29
ix 2.3.2.2 Interest 30 2.3.2.3 Attitude and Self Concept 31 2.3.2.4 Motivation 33 2.3.2.5 Language Proficiency 34 2.4 Methodology 35 2.4.1 Advantages of Think Aloud Protocol 35 2.4.2 Disadvantages of Think Aloud Protocol 36 2.4.3 Generalization of Results Derived Using Think Aloud Protocol 37 2.5 Previous Studies 37 CHAPTER 3 METHODOLOGY 48 3.1 Research Design 48 3.2 Research Subjects 49 3.3 Sampling Technique 50 3.4 Sampling Procedure 50 3.5 Research Instruments 53 3.5.1 Cloze test 53 3.5.2 Think Aloud Protocol 54 3.5.3 Reading text 56 3.5.4 Audio Recorder 57 3.5.5 Video Recorder 57 3.6 Administration of Subjects 58 3.7 Research Procedure 58 3.8 Data Analysis Method 59
x 3.9 Reliability and Validity of Research 62 CHAPTER 4 FINDINGS AND DISCUSSIONS 64 4.1 Findings 64 4.1.1 Text-based difficulties faced by readers in reading the scientific text 65 4.1.1.1 Vocabulary 67 4.1.1.2 Style of Writing 67 4.1.1.3 Complexity of Concept 68 4.1.1.4 Visual Aids 68 4.1.2 Reader-based difficulties faced by readers in reading the scientific text 70 4.1.2.1 Background Knowledge 72 4.1.2.2 Attitudes and Self Concept 72 4.1.2.3 Interest 73 4.1.2.4 Motivation 73 4.1.2.5 Proficiency Level 74 4.1.3 Way to overcome the reading difficulties faced by readers in reading the scientific text 76 4.1.4 Other significant difficulties faced by the readers while reading the scientific text 82 4.2 Discussion 83 4.2.1 Aspects of text-based difficulties faced by readers
xi in reading the scientific text 83 4.2.1.1 Vocabulary 83 4.2.1.2 Style of Writing 85 4.2.1.3 Complexity of Concept 87 4.2.1.4 Visual Aids 87 4.2.2 Aspects of reader-based difficulties faced by readers in reading the scientific text 90 4.2.2.1 Background Knowledge 90 4.2.2.2 Attitude and Self Concept 92 4.2.2.3 Interest 94 4.2.2.4 Motivation 95 4.2.2.5 Proficiency Level 97 4.2.3 Strategies used by the readers in overcoming the reading difficulties while reading the scientific text 99 4.2.4 Additional significant difficulties faced by the readers while reading the scientific text 105 CHAPTER 5 SUMMARY 107 5.1 Summary 107 5.2 Pedagogical Implications for Teaching and Learning in ESP 109 5.3 Recommendations for Future Research 111
xii REFERENCES 113 APPENDICES A-H 123
xiii LIST OF TABLES TABLE NUMBER TITLE PAGE 1 Rhetorical Elements of Scientific Texts (Taken from Trimble, 1985:11) 22 2 Results of the Cloze Test 51 3 Widely Used Transcription Symbols 60 4 Additional Transcription Symbols 61 5 Text-based Difficulties 66 6 Frequency of Occurrence of Difficulties (text-based) 70 7 Reader-based Difficulties 71 8 Frequency of Occurrence of Difficulties (reader-based) 75 9 Reading Strategies According to Levels 79
xiv LIST OF FIGURES FIGURE NUMBER TITLE PAGE 1 Ways to Overcome the Reading Difficulties Faced by the Readers 77
xv LIST OF APPENDICES APPENDIX TITLE PAGE A Form 123 B Cloze Test 124 C Procedure of Think Aloud Protocol 127 D Questions for Think Aloud Protocol Session 129 E Reading Text for Practice Think Aloud Protocol Session 130 F Reading Text for Actual Think Aloud Protocol Session 133 G Halliday s Transcription Symbols (Halliday, 1994) 135 H Transcriptions of Think Aloud Protocol Sessions 136
xvi LIST OF ABBREVIATIONS 1. ESP - English for Specific Purposes 2. EST - English for Science and Technology 3. EAP - English for Academic Purposes 4. EVP - English for Vocational Purposes 5. SPM - Sijil Pelajaran Malaysia 6. MUET - Malaysian University English Test 7. UTM - Universiti Teknologi Malaysia
Chapter I INTRODUCTION 1.1 Background of Study English language has undergone significant changes in terms of its role and status since Malaysia achieved its independence. English, used to be the main medium of communication during the colonial past, is now considered as the second language of the country, and becomes an important medium to disseminate information in education. Recently, according to Khairi Izwan et.al (1993), English has become an important tool in the teaching and learning of specific subjects or courses, in the form of English for Specific Purposes (ESP). The role of ESP thrives to serve the language needs of discipline specific students. According to Grabe & Eskey (1988), ESP is a course for a particular academic or an occupational group. Similarly, Robinson (1991) mentions that ESP is a study in a specific discipline or a school subject. This means that English is used in teaching specific subjects other than English, such as science and technology.
2 In terms of language use, Richard& Rogers (1986) state that ESP falls under the functional view of language which sees English language as a vehicle for the expression of a functional meaning, or a vehicle for information transfer. This means that English is important as it is used in the learning process, not only in terms of instructions but also for reference purposes, for example books, journals, and so forth. Tarantino (1991) supports the importance of English and how it relates to the scientific field. According to him, English has emerged as the predominant medium of scientific discussion and progress. He also adds that the demand for mastery in the language encountered and used in scientific communication has thus increased with the advancement of knowledge and of its theoretical and practical applications. Grabe (1996) also states that the ability to read English fluently, whether as a first, second, or other language, is critical for the work of academic scholars, businessmen, professionals, and research scientists and engineers. Grabe also explains that strong reading abilities in English represent an asset that will be very useful to them to exchange information internationally or to use information from internationally based references. In other words, English is important, not only in academic settings, but also in workplace environment. Realizing the importance of English as well as its relationship with science and technology, starting from 2003, Malaysia s Ministry of Education set a requirement for Science and Mathematics subjects to be taught in English. By the year 2007 and 2008, all the teaching and learning processes in secondary and primary levels will use English as the main language of instruction (Kertas Makluman Perlaksanaan dan Plan Tindakan Pengajaran & Pembelajaran Sains dan Matematik dalam Bahasa Inggeris, 2005).
3 However, there are a number of reasons why a student may not achieve the reading objectives of an ESP curriculum as hoped by the Ministry of Education in its requirement. These reasons can range from poor motivation and attitude toward school, to a more common attitude toward English such as weak English language reading abilities on students part, or a lack of resources and training provided by an institution, or an unrealistic set of assumptions about time, resources, and commitment required for a student to become a good reader (Grabe, 1996). Grabe also adds that although it is not very difficult for students to learn to get a general idea from a written document of reading resource in their particular discipline, this general, context-driven, vague interpretation of text is not adequate for the accurate understanding of complex information typically as it is presented in dense formats, with complicated patterns of organization with complex sentences and a wide range of technical and sub-technical vocabulary (Grabe, 1996). In order to tackle some of those issues, this research focuses on the process of reading English scientific texts, the difficulties faced by the readers, and the factors that contribute to these difficulties in comprehending such reading materials. 1.2 Statement of Problem As discussed earlier, the needs to read English academic references, especially scientific texts have become crucial in teaching and learning process.
4 According to a circular given by the Ministry of Education (2005), all subjects which are grouped under Science, Mathematics and Technology such as Biology, Physics, Chemistry, Additional Mathematics, Additional Science, Science, Mathematics, Computer, Information Technology, Engineering Technology, Civil Engineering, Mechanical Engineering, Electric and Electronic Engineering will be taught in English in secondary and primary levels of education starting from 2003. This change also happens at the tertiary level of education (Kertas Makluman Perlaksanaan dan Plan Tindakan Pengajaran & Pembelajaran Sains dan Matematik dalam Bahasa Inggeris, 2005). This means that English will be used as the main language of instruction and students taking science and technology subjects will be dealing with scientific references in English during their learning process. Therefore, it is crucial for the students to be able to read and fully utilize scientific references written in English. However, students in universities nowadays lack interest in reading English academic references as they find reading and comprehending such reading materials difficult. As stated by Pandian in Giridharan & Conlan (2002), research on the reading habit of secondary and tertiary level students in Malaysia reveals that 80.1% of university students are reluctant readers of English language materials (2006). Therefore, it is important for the students to change their attitudes towards reading English language materials to ensure a successful and meaningful reading. As scientific texts vary according to genre, the reading process that takes place is somewhat different. While the reading process is different in terms of approaches, the outcomes of the process such as the barriers are also different. As barriers will affect the effectiveness of a reading process, readers should find ways to overcome the problem. Based on the statements mentioned, three problems are derived - the barriers in a reading process, their contributing factors and solutions to the problem.
5 Realizing the importance of knowing the barriers in a reading process of English scientific texts in order to find ways to overcome the barriers to ensure the effectiveness of reading, this study attempts to seek the difficulties faced by science students in reading English scientific texts, factors that contribute to the difficulties and ways to overcome the problem. 1.3 Objectives of Study This study was designed to investigate the difficulties faced by science students in reading English scientific texts. The study also aimed to identify the factors that contribute to the difficulties in reading scientific text as well. Lastly, this study was also carried out to investigate ways on overcoming the barriers so as to make the reading process effective and efficient. 1.4 Research Questions Based on the objectives of the study, this study was done to find answers to the following research questions:
6 1. What are the difficulties faced by readers in reading English scientific texts? 2. What are the factors that contribute to the difficulties faced by the readers in reading scientific texts? 3. How do they overcome their difficulties in reading scientific texts? The research questions were designed by taking into account the proficiency level of the respondents. The respondents were selected based on three levels of proficiency, namely low, intermediate and high, and in order to control the variables, this study only focused on findings that were gathered from male students.