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 (Mengandungi maklumat yang berdarjah keselamatan atau

kepentingan Malaysia seperti yang termaktub di dalam (AKTA RAHSIA RASMI 1972) TERHAD (Mengandungi maklumat TERHAD yang telah ditentukan oleh

organisasi/badan di mana penyelidikan dijalankan) TIDAK TERHAD Disahkan oleh,

(TANDATANGAN PENULIS) (TANDATANGAN PENYELIA) Alamat tetap: NO. 60, JLN DESA 6/8, BANDAR PM DR. SALBIAH BINTI SELIMAN COUNTRYHOMES, RAWANG, Nama Penyelia 48000, SELANGOR 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

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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...

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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.

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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.

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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.

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TABLE OF CONTENT

CHAPTER CONTENT PAGE

Title Page i

Declaration ii

Dedication iii

Acknowledgement iv

Abstract v

Abstrak vi

Table of Content vii

List of Tables xiii

List of Figures xiv

List of Appendices xv

List of Abbreviations 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

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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

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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

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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

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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.

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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).

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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.

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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:

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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.