Motivating Grade 12 Students to Learn English Vocabulary

HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION
DEPARTMENT OF FOREIGN LANGUAGES
LƯƠNG THỊ THÙY
MOTIVATING STUDENTS OF GRADE 12 AT TUE TINH HIGH SCHOOL
IN LEARNING ENGLISH
(Biện pháp tạo hứng thú trong việc học tiếng Anh cho học sinh
trường THPT Tuệ Tĩnh)
GRADUATION PAPER
Field: ENGLISH LINGUISTICS
Code: 52.22.02.01
Hung Yen, 2017

HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION
DEPARTMENT OF FOREIGN LANGUAGES
LƯƠNG THỊ THÙY
MOTIVATING STUDENTS OF GRADE 12 AT TUE TINH HIGH SCHOOL
IN LEARNING ENGLISH
(Biện pháp tạo hứng thú trong việc học tiếng Anh cho học sinh
trườngTHPT Tuệ Tĩnh)
GRADUATION PAPER
Field: ENGLISH LINGUISTICS
Code: 52.22.02.01
Supervisor: Nguyễn Thị Ánh Tuyết
Hung Yen, 2017

i
DECLARATION
The thesis entitled “Motivating students of grade 12 at Tue Tinh High School in learning
English “is conducted under the supervision of M.A. Nguyen Thi Anh Tuyet, an instructor of
English at English Department, Hung Yen University of Technology and Education.
I declare that the information in the paper is the result of my own work, except where due to
reference is made. The thesis has not been accepted for any degree and is not concurrently
submitted to any candidature for any other degree or diploma.
Hai Duong, May, 2017
Signature
Lương Thị Thùy

ii
ACKNOWLEDGEMENTS
This study has been completed thanks to the help of many people from whom I have received
support. I would like to express my appreciation to all of them.
I wish to express my deepest gratitude to my supervisor, Mrs. Nguyen Thi Anh Tuyet, for her
support, guidance, and devotion during my study. This is the first time I do the research;
therefore, confusion is always included. She gave me encouragement at all the stages of
completing my study. Be supervised by her, I am not only instructed carefully, but also learn
many valuable things from method of doing research, the way to consider and solve problems
independently. Without her guidance, help and support, I would not have completed my study.
I would like to express my sincere thanks to all instructors at the English Department, Hung
Yen University of Technology and Education; especially two instructors who took part in as
participants and helped me completed my study. Besides, I also appreciate students of the
grade 12 at Tue Tinh High School because of their cooperation in data collection procedure. I
am sure that I would not have completed my study without their enthusiastic participation.
Last but not least, I am grateful to my family especially my mother who is become strong
women to replace the position of my father in my family when he died when I was a child for
her mental support and encouragement. Sometimes I felt I was in an impasse with my study
and I cried a lot. They are the motivation for me to overcome all the difficulties in completing
the study. In addition, I would like to say “Thank you” to my friends, thanks for being my side
by side with me.
Again, thank you so much!

iii
ABSTRACT
Problems relating to learning English vocabulary are the things many students often face in
their learning process. This study was conducted to examine the reasons why students meet
the problems relating to learning English process. Especially, this study investigated the
problems relating to learning process of one hundred seventy students of grade 12 at Tue Tinh
High School. Besides finding out the reasons, this study also aimed at giving some suggestions
to help students overcome the problems relating to learning English process. Three
instruments were employed to collect data. First, the participants in 3 classes responded the
questionnaires with 10 closed statements. Second, five out of participants were invited
randomly, to conduct an interview to supply more information. The data were analyzed by
using descriptive approach. The results showed that students meet the problems relating the
learning process because many reasons. The study gave a clear and specific view about
English problems and difficulties in learning English vocabulary faced by students of grade 12
at Tue Tinh High School.

iv
TABLE OF CONTENTS
DECLARATION……………………………………………………………………………..…i
ACKNOWLEDGEMENTS……………………………………………………………..……..ii
ABSTRACT…………………………………………………………………………….……..iii
LIST OF TABLE AND CHART………………………………………………………….....vi
CHAPTER I: INTRODUCTION……………………………………………………………….1
1.1. Rationale ............................................................................................................ ……..1
1.2. Research aims............................................................................................................... 2
1.3. Research questions....................................................................................................... 2
1.4. Scope of the study........................................................................................................ 2
1.5. Methodology of the study ............................................................................................ 2
1.6. Design of the study....................................................................................................... 3
CHAPTER 2: LITERATURE REVIEW…………………………………………………….....4
2.1. Overview of learning English.............................................................................................. 4
2.1.1. Definition of motivation.................................................................................................... 4
2.1.2. Definition of learning English .......................................................................................... 6
2.1.3. Definition of vocabulary ................................................................................................... 6
2.2. The importance of learning English..................................................................................... 7
CHAPTER 3: THE STUDY………………………………………………………………..…11
3.1. Setting of the study ............................................................................................................ 11
3.1.1. Setting of Tue Tinh High School..................................................................................... 11
3.1.2. The textbook.................................................................................................................... 11
3.2. Participants......................................................................................................................... 12
3.2.1. Participants for questionnaire ......................................................................................... 12
3.2.2. Participants for interview ............................................................................................... 12
3.3. Research instruments ......................................................................................................... 12

v
3.3.1. The questionnaire ........................................................................................................... 12
3.3.2. The interview................................................................................................................... 13
3.4. Data collection procedure .................................................................................................. 13
3.5. Data analysis...................................................................................................................... 13
3.5.1. The situation ................................................................................................................... 14
3.5.2: Problems......................................................................................................................... 20
3.5.3. Solutions: ........................................................................................................................ 23
3.6. Data from interview........................................................................................................... 26
3.7. Recommendations.............................................................................................................. 28
3.7.1. The problems that students face in learning English vocabulary................................... 28
3.7.2. Some suggestions to motivate students in learning English ........................................... 28
CHAPTER 4…………………………………………………………………………………..34
CONCLUSION……………………………………………………………………………..…34
4.1. Summary of the study........................................................................................................ 34
4.2. Limitation of the study....................................................................................................... 34
4.3. Suggestions for further study............................................................................................. 35
REFERENCES……………………………………………………………………………..…...I
APPENDICES……………………………………………………………………………..….III
APPENDIX 1……………………………………………………………………………..…...III
SURVEY QUESTIONNAIRE FOR STUDENTS……………………………………………III
APPENDICES…………………………………………………………………………….…..IX
APPENDIX 2…………………………………………………………………………….…...IX
SURVEY QUESTIONNAIRE FOR TEACHERS…………………………………………...IX
APPENDIX 3………………………………………………………………………………..XV
INTERVIEW QUESTIONS……………………………………………………………..….XV

vi
LIST OF TABLE AND CHART
List of charts:
Chart 3.1: Thinking about the importance of learning English
Chart 3.2: Students’ feeling about English subject
Chart 3.3: The ability of students
Chart 3.4: The reason to learn English
Chart 3.5: The level of excitement in class of students
Chart 3.6: Students’ thinking about English vocabulary
Chart 3.7: Students’ attitude in learning English new words
Chart 3.8: The time for learning English vocabulary
Chart 3.9: Students’ feeling about learning English vocabulary
Chart 3.10: Problems in learning process
Chart 3.11: Causes of problems in students’ opinion
Chart 3.12: Causes of problems in teachers’ opinion
Chart 3.13: Possible recommendations from students
Chart 3.14: Teachers’ possible recommendations
Chart 3.15: Recommendations from students.
Chart 3.16: Teachers’ recommendations

1
CHAPTER I: INTRODUCTION
This chapter consists of (1) the rationale, (2) the research aims, (3) the research questions, (4)
the scope of the study, (5) the methodology of study, (6) the design of the study.
1.1. Rationale
According four pillars of education in 21 century by UNESSCO:” Learning to know;
Learning to do; Learning to be; Learning to live together”, we can see an important of
education and communication for human life.
The first of these is learning to know: Education is the passport to life, it makes people
knowledge, experience… about everything in our life. Learning to do is another pillar:
learning to do a job of work, to do something to ensure for the life. Learning to be: in the
twenty first century everyone will need to have knowledge to assert themselve, to be
respected. The last but most important is Learn to live together: We can understand this point
by the simple way that: if we want to live with another, we need to communicate together.
Communication is the method that we can know and understand about another as well as
personally.
The importance of learning English cannot be overstated in an increasingly interconnected
and globalized world. For the millions of immigrants who travel the world from non-English-
speaking countries every year, learning to communicate in English is important to enter and
ultimately succeed in mainstream English speaking countries. English is the fourth most
widely spoken native language in the world, and in terms of sheer number of speakers, it is the
most spoken official language in the world. It is the primary language used in international
affairs. In learning English in Vietnam, we have learning vocabulary and grammar, and
vocabulary is central to English language teaching because without sufficient vocabulary
students cannot understand others or express their own ideas. Wilkins (1972) wrote that
“…while without grammar very little can be conveyed, without vocabulary nothing can be
conveyed” (pp. 111–112).

2
In addition, some people think that learning English quite difficult in some ways and they
have some problems in learning English as well as learning vocabulary. So, perceiving the
importance of learning English words, I chose the research: “Motivating students of grade 12
at Tue Tinh High school in learning English” to find out not only the problems but also
some ways to motivate students of grade 12 in Tue Tinh High school in learning English.
Because of the limited time, the research focuses on the reality, problems and given some
suggestions for teachers as well as students in learning English vocabulary.
1.2. Research aims
This research aims to find out the problems in learning English of the grade 12 at Tue
Tinh High School. In addition, this research also aims to give some ways to motivated them in
learning English vocabulary.
1.3. Research questions
This study aims to answer the three following questions:
• What is the situation of students of grade 12 at Tue Tinh High school in learning English
vocabulary?
• What are the problems in learning English vocabulary of grade 12 at Tue Tinh High
School?
• What are some suggestions to motivate students of grade 12 at Tue Tinh High School in
learning English vocabulary?
1.4. Scope of the study
There are many problems in learning English at high school; however, with a limited
time, the researcher just concentrates on students of the grade 12 in Tue Tinh High School in
learning English vocabulary.
1.5. Methodology of the study

3
In the study, researcher uses both qualitative and quantitative methods. The data will be
collected by means of questionnaire, interview.
1.6. Design of the study
The study consists of four chapters, including (1) Introduction, (2) Literature Review, (3)
The Study, (4) Discussion, Conclusion, Limitation and Recommendation.
Chapter 1: Presents background information and reasons for conducting the research,
research aim, hypothesis, significance as well as the organization of the study.
Chapter 2: The literature review.
Chapter 3: The research methodology including participants take in, instruments used,
the research design, procedures of data collection for the research, analyzes and show the
results of the study.
Chapter 4: Summarizes the findings of the study as well as the limitations and the
recommendations.

4
CHAPTER 2: LITERATURE REVIEW
The propose of this literature review is five folds: (1) Definition of motivation, (2) Definition
of learning English, (3) The importance of learning English, (4) Points of view of some
people about learning English
2.1. Overview of learning English
2.1.1. Definition of motivation
According to Nick Vujicic who inspire for many people around the world, “motive is
what prompts the person to act in a certain way, or at least develop an inclination for specific
behavior”. By Maehr and Meyer, "Motivation is a word that is part of the popular culture as
few other psychological concepts are."
Motivation is the word derived from the word ’motive’ which means needs, desires,
wants or drives within the individuals. It is the process of stimulating people to actions to
accomplish the goals.
Motivation is a theoretical construct used to explain behaviour. It gives the reason for
people's actions, desires, and needs. Motivation can also be defined as one's direction to
behave, or what causes a person to want to repeat a behavior and vice versa. A motive is what
prompts the person to act in a certain way, or at least develop an inclination for specific
behavior.
By Business Dictionary: Motivation results from the interaction of both conscious and
unconscious factors such as the intensity of desire or need, incentive or reward value of the
goal, and expectations of the individual and of his or her peers. These factors are the reasons
one has for behaving a certain way. An example is a student that spends extra time studying
for a test because he or she wants a better grade in the class.
So, motivation is the root of people action, the way that one think and behave; it is the
reason for what we need to do and want to do, like excuse for our acts, for our life. May be
sometime, you put the question by yourself "what do you live for? or what is the reason for
your life?", the answer for that questions just a simple word "motivation". If you have no

5
motivation, you will do not know what you want and have to do for your life, everything will
become meaningless.
+) Some ways to motivate:
Game: Motivational models are central to game design, because without motivation, a
player will not be interested in progressing further within a game. Several models for
gameplay motivations have been proposed, including Richard Bartle's. Jon Radoff has
proposed a four-quadrant model of gameplay motivation that includes cooperation,
competition, immersion and achievement.The motivational structure of games is central to
the gamification trend, which seeks to apply game-based motivation to business
applications. In the end, game designers must know the needs and desires of their customers
for their companies to flourish.
There have been various studies on the connection between motivation and games. One
particular study was on Taiwanese adolescents and their drive of addiction to games. Two
studies by the same people were conducted. The first study revealed that addicted players
showed higher intrinsic than extrinsic motivation and more intrinsic motivation than the non-
addicted players. It can then be said that addicted players, according to the studies findings, are
more internally motivated to play games. They enjoy the reward of playing. There are studies
that also show that motivation gives these players more to look for in the future such as long-
lasting experience that they may keep later on in life
Music: Music affects the co-ordination of activity within and across different parts of
the brain. Studies examining patterns of electrical activity across the brain suggest that
synchronization of brain signals is important for linking perceptual, cognitive and motor
processes. Focusing on a favourite song combats de-motivating brain signals associated with
fatigue or boredom.
Indeed much of music’s power lies in its ability to elicit emotional reactions and enhance
mood. Recent neuroimaging investigations have allowed a dramatic increase in our
understanding of how different networks of emotion- and motivation-related brain regions are

6
recruited to produce these affective experiences – from the visceral shiver running down one’s
spine, to the sense of empowerment that can arise from a good set of lyrics, or intensely
positive memories associated with a favourite piece of music.
2.1.2. Definition of learning English
According to Jeff Cobb in his Mission to Learn blog “Learning is the lifelong process of
transforming information and experience into knowledge, skills, behaviors, and attitudes.”
(http://www.missiontolearn.com/2009/05/definition-of-learning/) It means that:
Learning is not dependent upon classes and courses – though these can be very useful
tools
It does not require a degree, certificate, or grade to prove its worth – though clearly these
have social value that most people would be unwise to ignore
It does require – in varying degrees, and in varying times and circumstances – activities
like practice, reflection, interaction with the environment (in the broadest sense), and social
interaction. The latter, in particular, can be greatly facilitated by the range of new technologies
for communication and collaboration now available to us.
It does not always – probably not even most of the time – happen consciously – though I
think that those who strive for a more conscious approach to learning throughout their lives –
whether at work or otherwise – tend to be more successful in pretty much whatever way they
define success.
_ So, learning English is the act of receptive the knowledge in English, communicate with
other by English. Learning English like having an international visa for people who want to
have widely knowledge and understand the culture of many countries around the world.
Learning English basically consists of: learning grammar and learning vocabulary.
2.1.3. Definition of vocabulary
Vocabulary is commonly defined as "all the words known and used by a particular
person". Learning vocabulary is one of the first steps in learning a foreign language, but a
learner never finishes vocabulary acquisition. Whether in one's native language or a second

7
language, the acquisition of new vocabulary is an ongoing process. There are many techniques
that help one acquire new vocabulary.
Vocabulary is all about words — the words in a language or a special set of words you are
trying to learn. Vocabulary is so important, we even created a web site to help expand yours.
First used in the 1500s to mean a list of words with explanations, the
noun vocabulary came to refer to the “range of language of a person or group” about two
hundred years later. A lot of hobbies, like fishing or knitting, require that you learn their
unique vocabulary before you can get the most out of them. If you're in a rush, vocabulary is a
faster way to say vocabulary.
2.2. The importance of learning English
About the importance of learning English, working knowledge of the English language can
create many opportunities in international markets and regions.
So, there are many reasons in learning English, this is some of them:
_ It is international language: English is one of the most widely spoken native language in the
world, and it is the most spoken official language in the world. It is the primary language used
in international affairs. The English language has official status even in nations where it is not
the primary spoken language.
_ In the digital age, English is typical language of new versions. Software manuals, hardware-
installation guides and product fact sheets of popular consumer electronics and entertainment
devices usually are available in English at first before being made available in other
languages. Besides, many websites are written in English – you will be able to understand
them and to take part in forums and discussions.
_ At higher education, in most of the top school, English is the language used in every activity
at these institutions of higher learning. Most of the books on any subjects are written in
English or quickly translated in English
_ Job opportunities: Knowing English opens job and employment opportunities in many
countries and markets. Not only in countries use English as the main language but also other

8
counties around the word, numerous employment opportunities to those who understand and
communicate in English.
_ English has now become a global language for business all over the world to such an extent
that it is the standard official language in certain industries such as the shipping and airline
industries. It has resulted in the knowledge of English being a near-mandatory requirement for
critical jobs such as airline pilots and naval officers, etc. Apart from having an impressive
command of spoken English today’s competitive corporate culture demands an equally
impressive command of written English as well. It is mainly because almost all forms of
business communication such as emails, presentations, sales and marketing and even corporate
legal documentation are now carry out in English.
_ For other countries, Knowing English helps us understand about their culture, their tradition
and their long histories… This point is useful for our international relationships and
international cooperation.’
- The importance of learning English vocabulary:
Vocabulary was for long an overlooked aspect of learning a new language, that is a thing
of the past, but now the vocabulary has moved from the periphery into a central position. We
find this attention truly well-deserved, as we are confident that vocabulary, including not just
words but also their meaning, orthography, pronunciation, context and conjugation, is in the
very essence of the process of learning a new language.
Some of myths about vocabulary is that “Vocabulary is not as important in learning a
foreign language as Grammar or other areas”. Debunking this common misconception, Keith
S. Folse, 2004 points out that his worst breakdowns in communications has happened when he
did not know the appropriate vocabulary. He realized a clear disadvantage for learners with
less vocabulary, and believed that “learners who know more words are able to use those
known words to learn even more”.
There is a reason we tend to travel with a dictionary, not a grammar book. As the British
linguist David A. Wilkins puts it: “without grammar, very little can be conveyed; without
vocabulary nothing can be conveyed”

9
In addition, Strong vocabulary allows you to develop other skills, a leading
linguist researcher Paul Nation notes: “Vocabulary is not an end in itself. A rich vocabulary
makes the skills of listening, speaking, reading, and writing easier to perform.” When you are
not sure about the correct spelling, pronunciation and contextual use of the words, you can
concentrate fully on higher level aspects of language such as using precise sentence structures
and appropriate expressions for the type of conversation that is going on.
As Allen (1983) mentioned in his book, “Through research the scholars are finding that
lexical problems frequently interfere with communication; communication breaks down when
people do not use the right words”. Teachers know if learners do not know enough words, it
would be difficult to express their ideas and to communicate with each other. McCarthy(1990)
also stressed in his work, “No matter how well the student learns grammar, no matter how
successfully the sounds of L2 are mastered, without words to express a wide range of
meanings, communication in an L2 just cannot happen in any meaningful way”.
The importance of learning vocabulary:
- Increasing your vocabulary allows you to use more descriptive words to
better communicate your thoughts.
- Understanding the meaning of more words will allow you to better
understand information that you are reading or listening to (comprehension), thus increasing
your retention.
- Having a larger vocabulary to call upon will help your verbal communication flow
and allow you to start eliminating noises such as, "umm" and "uhh".
- Being able to use more colorful words in speaking to others will allow you to project a
more intelligent image.
It is well known that people who have a strong English vocabulary receive more attention and
respect from their peers, colleagues, subordinates and authority figures? This is because
speaking with a strong vocabulary indicates that you take yourself seriously. Language and the
way we use words conveys intelligence and authority. A person who is a mathematical genius
or an expert software developer may be highly respected for technical skills, but if the words

10
that come out of mouth consist of a poor vocabulary, it will, unfortunately, communicate a
lack of intelligence.

11
CHAPTER 3: THE STUDY
In this chapter, I will firstly describe the participants taking part in this study and the
instruments used to collect data. After that, design of the study and the way of collecting data
will be jotted down. Next, I will present how the collected data are analyzed. Lastly, I would
like to show the result of the investigation into problems in writing essay. The following
section describes data serial by instrument: first from the questionnaire, next from the
interview and finally from the sample essay.
3.1. Setting of the study
3.1.1. Setting of Tue Tinh High School
Tue Tinh High School was established on 18/9/1999 with the limit of teachers and
students. Over 18 years of construction and development, the school has gradually perfected
the facilities that confirm the quality of education. With 18 classes, 48 staffs, teachers and
staffs are qualified and above 100% standard. By the time, it was increased both the number
and quality, got the trust from parents and students. Each year, there are 270 students are
selected through quality entrance exams. Here and now, the school has a total of over 800
students and about
3.1.2. The textbook
The textbook for students of grade 12 at Tue Tinh High School, 12th
grade English
textbook, is a good book providing the students chances to learn vocabularies and grammars.
It is compiled in response to a demand both teachers and students in the high school. The aim
is to help students improve their knowledge about vocabulary and grammar.
The 12th
grade English textbook is published by Education Publishing House in 2007.
There are total 16 units presented following to a process in the textbook. The first unit begins
with Home Life and the last unit is about The Association of Southeast Asian Nations. After
each unit, students also gather new knowledge in different subjects.

12
3.2. Participants
3.2.1. Participants for questionnaire
The target was 170 students from 270 students of grade 12 participated in the study.
However, in fact, the total of participants were only 150 students because of many different
reasons, e.g. the limit of time, some of them absented from classes, some of them refused to
answer the questionnaire or did not return the questionnaire. The reasons for choosing these
participants are the importance of learning English for students of grade 12. Their age and
learning process are the same, so they shared nearly the same ways of thinking and
difficulties; therefore, it is easier to generate ideas during the process of collecting data.
3.2.2. Participants for interview
5 students of grade 12 at Tue Tinh High School were invited randomly to participate in
the interview.
3.3. Research instruments
To answer the three research questions in the present study, I measured the
participants’ problems of grade 12. To measure these three variables, two types of instruments
were employed in this study: (1) the questionnaire on the participants’ attitudes, problems in
learning English vocabulary and solutions, (2) the interview is, too. The questionnaire was
chosen as instruments because it was widely used in social people in a short time. In addition,
interview was used to gain more insight into students’ thinking. All data from the
questionnaire, interview will be reported in this paper. In the following section, these two
instruments will be described more specifically. The section describes serial by instrument,
first the questionnaire and then the interview.
3.3.1. The questionnaire
The questionnaire with the total of 10 closed questions written in English and
Vietnamese with careful and clear instructions as well as guidance to make sure that the
respondents could easily understand and give appropriate answers to the statements were
carefully prepared and delivered to all students of grade 12. The questionnaire includes 2
clusters: situation, problems that students met and solution. In all parts, almost the questions

13
were designed in the form of multiple choices. All of participants were given enough time to
complete their questionnaire before the researcher collected them.
3.3.2. The interview
The interview was constructed to support the questionnaire results and to gain more
insights about the problems in learning English vocabulary. The interview has one versions:
the interview for students of grade 12.
The interview for students included four opened questions designed in English and
Vietnamese and it proposed is to investigate the attitude of students in learning English and
English vocabulary as well.
3.4. Data collection procedure
To conduct the survey, sufficient copies of questionnaire were prepared for each of the
participants. After explaining the purpose of the questionnaire to the participants, the
questionnaires were handed out to them. They were told that their responses would not affect
their course grades, just serve for the personal purpose of the study. Firstly, the participants
were asked to read the questionnaire, and then to complete the entire set of questionnaire. The
participants had enough of time to complete their questionnaires until questionnaires were
collected. Additionally, 6 students were randomly invited as the participants for interviews.
3.5. Data analysis
There are two types of data: the quantitative data from the Likert scale questionnaires
and the qualitative data from the interviews. In order to analyze the result, responses from 10
closed questions on the questionnaire were coded in the numerical. Although 170 students
were invited to participate in the study, only 150 participants who completed the
questionnaires were selected for data analysis. For data from interview, the responses of
students were transcribed into word by word transcripts in Vietnamese.

14
3.5.1. The situation
Chart 3.1: Thinking about the importance of learning English
The data from survey show the students’ thinking about the importance of leaning
English. As can be seen from the chart, all of teachers agreed that “I strongly think so” was the
best answer for this question; from students’ attitude, most of students (about 95%) chose the
first answer, some of them (about 5%) though English is important subject in the lower level
than the first.
Chart 3.2: Students’ feeling about English subject
100%
0 0 0
95%
5%
0 0
0%
20%
40%
60%
80%
100%
120%
I strongly
think so
I think so I can't tell for
sure
I don't think so
Teachers
Students
79.10%
20%
0.9%
I really love it
I am not sure
I never want to waste
time for it

15
From the chart 3.2, it was noticeable that students had their own opinion about English
subject. Some thought that they “never want to waste time” for English (about 0.90%). Other
reckoned that they are not sure about it (about 20.00%). More than half of them (79.10%)
thought that they really love learning English.
Chart 3.3: The ability of students
As illustrated by the chart 3.3, there are some assessments of teachers about the ability in
learning English of students at Tue Tinh High School. Almost all of teachers (94.20%) agreed
that the ability in learning depend on student subjects. Other number of teachers (about 5.80%)
believed that students at Tue Tinh High School have “quick on uptake” knowledge. No one
thought their students have “slow on uptake” knowledge.
5.80%0
94.20%
Quick on the uptake
Slow on the uptake
Different in study
subjects

16
Chart 3.4: The reason to learn English
A. That is compulsory subject in school.
B. I want to get a good job in the future.
C. I want to understand the movies, songs and want to read books by English.
According to the data from the chart 3.4, it can be seen that most of students agreed
and strongly agreed all of the statements above. Especially, more than half of students
(50.78%) show their reason to learn English is getting a good job in the future. About
20.90% students thought that English is compulsory subject in school and that is the
reason they learn English. A large number of students (46.30%) said they want to
understand the entertainment industry by English, and some of them chose both the second
and the third answers.
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
A B C
50.78%
20.90%
46.30%

17
Chart 3.5: The level of excitement in class of students
It is easy to be seen from the chart 3.5 that: about 44.65% teachers of English reckon that
their students are quite excited in learning process. A small number of teacher of English
thought that their students absolutely do not concentrate in class. Other agreed that
“sometimes, their students have no interest in class”.
Chart 3.6: Students’ thinking about English vocabulary
44.65%
6.40%
48.95%
They are quite excited in
class
They absolutely do not
concentrate in class
Sometimes they have no
interest in class
0.00%
20.00%
40.00%
60.00%
80.00%
100.00%
Important to
learn English
Easy to learn Unnecessary to
learn
89.70%
10.30%
0

18
It is easy to be seen from the chart 3.6 that most of students agreed that learning English
vocabulary is important in learning English (about 89.70%). Some of them thought that
English vocabulary was easy to learn (10.30%). No one chose the third answer.
Chart 3.7: Students’ attitude in learning English new words
More than half of teachers thought that learning English new words is so enthusiastic
(about 69%) for their students. The other number (3.8%) of teachers shows that their students
are quite lazy in learning English new words for many reasons. The last number chose the
third answer that they thought their students expressed the vapid attitude in learning English
vocabulary.
69%
3.80%
27.20%
Enthusiastic
Lazy
Vapid

19
Chart 3.8: The time for learning English vocabulary
Most students (55%) were spend about 1 hour each day for learning English vocabulary,
other used more than 2 hours (21.56%) to learn English vocabulary. The number (about
23.44%) of students spend less than 1 hour each day to learn.
Chart 3.9: Students’ feeling about learning English vocabulary
55%
21.56%
23.44%
About 1 hour
More than 2 hours
Less than 1 hour
38%
5.80%
56.20%
0
0% 10% 20% 30% 40% 50% 60%
A
B
C
D

20
A. It's very difficult to learn.
B. I don’t want to waste my time for it.
C. It’s very easy to learn.
D. Other.......................................................................................................
The bar chart illustrates students’ feeling about learning English vocabulary. The result
shows that the number of students agreeing with A is the highest with 38%. Besides, some of
students (about 5%) thought that they don’t want to waste their time to learn English
vocabularies. The large number of students argued that learning English vocabularies is very
easy. This takes about 33.74% and no one chose D.
In conclusion, all of teachers of English and students of grade 12 in study answered that
English is important with not only students at Tue Tinh High School but also the young.
3.5.2: Problems
Chart 3.10: Problems in learning process
The chart 3.10 indicates that most students fell that remembering vocabulary is hard for
them (about 36%). 13.09% of students believed that problem depend on feeling and they are
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
Hard to
remember
Hard to
understand
Easy to cause
boring
35.70%
28%
36.30%36%
13.09%
50.91%
Teachers
Students

21
lazy in learning process some of them thought that they have lack of concentrate in learning
processing ( 50.91%).
According to the data from chart 3.10, it can be seen that more than half of teachers
believed that some problems their students met in learning English vocabulary is it is “easy to
cause boring” (about 36.30%). The other (35.70%) thought that learning English vocabulary is
so hard to remember is problem with their students. About 28% teachers of English chose the
second answer: difficult to understand. Some of them chose many answers.
Chart 3.11: Cause of problems in students’ opinion
Results of the investigation in frequency of students’ chose were shows in the above
chart. In general, the large number of students (42.3%) thought that learning vocabulary quiet
boring, and this makes them have no interested in learning English vocabulary. The other
thought English is hard language (18.5%) and it makes students feel boring in learning lesson.
Next, 33.74% of the number agreed that they have no concentrate on the lesson in class. And
some of them (5.36%) chose D, its mean they don’t like learning English vocabulary
42.30%
18.50%
33.74%
5.36%
Students
It is boring
It is hard language
I have no concentrate on the
lesson
I don’t like it

22
Chart 3.12: Causes of problems in teachers’ opinion
As illustrates by the chart 3.12, there are 20.50% teachers of English thought that their
students are lack of concentrate in learning process lead to many problems that they met.
Some of them agreed that the reason makes their students learning English not effective is
“lack of methods” with as many as 80%. It is easy to be seen that 5% teacher believed that the
third answer is the cause of problems.
In conclusion, there are many problems that students met in learning process from many
reasons: concentration, method,…
20.50%
80%
5%
Teachers
Lack of concentrate
Abominate to learn
Lack of method

23
3.5.3. Solutions:
Chart 3.13: Possible recommendations from students
A: Trying to focus on the class.
B: Self-studying at home.
C: Making plans to learn English.
D: Other…………………………………………………………………………..
According to the data from chart 3.13, there are 20% teachers though that students will
chose “trying to focus the lesson on class” is the way to help them improve not only English
vocabulary but also English. The other number believed that “making the plan to learn” is the
best solution for them (about 41.70%). Besides, “self-studying at home” was also considered
the second way to improve their English vocabulary with 38.30%. No one chose the last
answer
According the chart 3.13, the large number of students (32.90%) believed that the best
way to learn English vocabulary is making detail plans to learn. Other chose the way that
“trying to focus on the class” to improve English vocabulary (about 25%). Some of them
agreed that “reading many English books, watching English movies and listening English
songs” is the best way to learn English vocabulary (42.10%). No one chose D.
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
A B C D
20%
38.30%
41.70%
0
25%
42.10%
32.90%
0
Teachers
Students

24
Chart 3.14: Teachers’ possible recommendations.
A: Finding and applying new methods in teach process.
B: Giving much more homework.
C: Encouraging students in learning English vocabulary.
D: Other…………………………………………………
As can be seen from chart 3.14, finding and applying new methods in teach processing are
the best way in teachers’ opinion with 54% of them chose that way. The second choice is
encouraging students in learning English vocabulary when 38.56% of teacher of English chose
it. The rate of giving much more homework is the lowest (only 18%) of those ways. Someone
chose two answers. No one have other answer.
54.00%
18%
38.56%
0
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
A B C D

25
Chart 3.15: Recommendations from students.
A. Applying new methods for teach processing.
B. Compacting between learning and playing.
C. Making opportunities to contact with native speakers.
D. D: Other……………………………………………….
The above column illustrates the opinion of students about some recommendations to
improve problems that they met in learning process. The large number (49.30%) students
chose B: Compacting between learning and playing. Other believed that teachers should be
“Applying new methods for teach processing” is the best solution (about 28%), and 34.05% of
students chose C: Making opportunities to contact with native speakers is the best way. Some
of them chose many answers and no one chose D.
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
A B C D
28%
49.30%
34.05%
0

26
Chart 3.16: Teachers’ recommendations.
A. Retrofitted material foundations.
B. Enhance qualifications of teachers.
C. No bring pressure to bear on students.
D. Other………………………………...
It is easy to be seen from the chart 3.16 that most teachers though “retrofitted material
foundations” is the best with as many as 59.20%. Others believed that “enhance
qualifications of teachers” is the way to motivate students in learning English vocabulary.
Some of them chose the third answer for this question with 12.8%. No one chose the last
answer.
In conclusion, most of teachers and students were commented that they know about
problems and put forward a great many ideas to improve English vocabulary.
3.6. Data from interview
After the data from the questionnaire were collected, the interviews were conducted on
the total 6 participants from students. The interview aimed to collect more data and gain
59.20%
28.00%
12.80% 0
A
B
C
D

27
insight into the participants’ thoughts and ideas. The interview was processed by using
qualitative data analysis.
Data from interview revealed that all the participants agreed that learning English is very
important to them occupied 100%.
“In my opinion, English is important subject for not only students at high school but also
the young.” (Student’s response)
“Everybody knows that English is international language, it is the reason for learning
English is important for anyone.”(Student’s response)…
All of students interviewed answered that not only them but also other knows the
importance of learning English for people. There’s no denying that English may not be the
most spoken language in the world, but it is the official language in a large number of
countries. English is the dominant in almost fields: from business, education,…, to
entertainment. This is reasons why learning English is important.
Although know about the importance of learning English but some of students
interviewed said that they have no interested in learning English and they meet many problems
in learning process:
“English is difficult subject for me, and I always lack of excitement in this…” (Student’s
response)
“I have many problems in learning English, especially English vocabulary: from the
ability to remember, to lack of methods to learn… I am learning English because it is
compulsory subject at school” (Student’s response)
Of course, there are few difficulties in learning English vocabulary. According to
students’ point of view, they have an aptitude for mathematics and subjects belong to natural
sciences than learning foreign language and subjects pertain to social sciences as well. There
is too much knowledge to remember but they always lack of concentrate in something that
they don’t like.
However, many of students said that they really love English subject:
“It is interesting subject for me” or “May be it is difficult subject but quite enjoyable”
(Students’ response)

28
Some students believed that they have more confidence in many things when they are a
good learner in learning not only English but also foreign language. English is one of
important subjects in school, so, they will find the method and try it instead of seat to lament.
3.7. Recommendations
3.7.1. The problems that students face in learning English vocabulary
Two instruments were employed to conduct the investigation: the questionnaire,
interview. And the following section will discuss about the results from these instruments.
Based on the results from the chapter 3, the study can be implied students of grade 12 at Tue
Tinh High School have problems in learning English vocabulary.
The results from questionnaire reveal that the large number of students agreeing that
English vocabulary is hard to remember. It proves that students have to face problems to
memorize vocabularies that they learn. Teachers just teach knowledge in class but do not teach
students how to learn and how to find out the methods correctly and quickly.
In addition, the results from interview also prove that students have problems in
learning English vocabulary because they lack of concentrate and interests in learning. This
make students do not wants to learn at home.
In conclusion, all above data prove that students have problems in learning English
vocabulary because they have not found the possible methods to learn English vocabulary for
themselves.
3.7.2. Some suggestions to motivate students in learning English
The results proves that students have problems in learning English because many
reasons (both objective and subjective), some suggestions given to solve those problems.
3.7.2.1. Some suggestions for teachers
We know that teachers cannot influence everything. All the students are motivated to
learn English some days but it does not happen at all the time. There is almost always one
student who is not motivated because of reasons we cannot influence or change. Nevertheless
there are some things we can change or influence when it comes to motivation.
Teachers cannot expect the student to be motivated if teachers are not motivated
themselves. If teachers want to stay in front of a motivated class, they have to be motivated on

29
their own. If a class has any problems in learning English, teachers of English should be face
the problem, talk to their class to create mutual understanding. Besides, teachers of English
have created interesting lessons for their students. But what is interesting in teachers’ eyes
may not be interesting in students’ eyes. So, teachers should know what their class likes or
what students dislike. If the class talks about music all the time, the teacher could try to
include music in one of their next lesson.
Teacher can find some songs that possible for the young like:
_ We don’t talk anymore- Charlie Puth ft. Selena Gomez
_ Safe and sound- Taylor Swift
_ Every time we touch- Cascada
_ All of me- John Legend
They are small number of famous songs for the young and quite easy to learn. Teachers
can shows it for their students the lyrics and given some new words for students, ask students
listen some times and show they lyrics without some words for students find and complete
words on its, teach students to translate. In next lesson, teachers can test the homework by
some games such as, listen a song that without some words, students have to finds them, the
winner can received some small gifts; or teacher will write new words from the last lesson on
the board and teacher will read by Vietnamese, students on the board will listen, find and beat
the word by English… Besides, many types of game can be played in class, such as crossword
puzzles, hang man and so on. The image below shows how crossword puzzles work.
According to the information, learners should fill in the corresponding across and down. In the
course of the game, learners not only know the meaning of each word, but also have a deep
impression on those words.
For example, in unit 5: Books, teachers can find some song about this topic as:
_ Wrapped Up in Books by Belle and Sebastian
https://youtube/YetG6_4qJiY?list=PLFD16ADC390886AD5
_ Library Rap by MC Poindexter and The Study Club
https://www.youtube.com/watch?v=lg6qxN8-_AY
_ Having Fun Isn’t Hard When You’ve Got a Library Card from Arthur

30
They are some of interesting video songs about libraries, books; teachers can shows it for
students in class with fully lyrics, after that they will takes shelter some keys and divides
students into groups. Each groups’ task is finding and completing the lyrics for a song, the
winners will get some small gifts. This is the way that combined both learning and playing
which help students acquire a new knowledge and relax as well.
From my point of view, on one hand, the main advantage of game-based learning can
arouse the learners' interests in vocabulary learning. If the learners are not faced textbooks and
learning principles, but the games that interest them, then the learning efficiency will be
dramatically enhanced. On the other hand, learners could also play such simple games in their
extracurricular time. This method inspires the learners to maximize learning initiative, and
then makes learning no longer become boring. In addition, teachers should talk with their
students about the usefulness of English. It does not mean that they should persuade their
students. But by talking about it, some students probably will realize that is a “good thing”.
Next, teachers of English should present their life for the class because students like to get to
know the teacher’s life. From time to time the teacher could tell a funny story about their
experiences or some pictures to help their students understand that English is not only a
language but also a culture, instead of only learning.
3.7.2.2. Some suggestions for students
All of us know that English is international language in the world. So, learning
English will give you more knowledge in many fields. The more words you know, the more
you will be able to understand what you hear and read.
Students can improve their words by many ways: read, hear more and more from
books, stories or by the simple way that link with entertainment are watching films or listening
to music… by English. This is some of short stories that students and find and read: Tenth of
December- by George Saunders; Nine Stories- by J.D Salinger; Welcome to the Monkey
House- by Kurth Vannegut…
The way you learned many of the words in your own language is by meeting them in
the books and magazines you read. The context of a new word in a sentence or story was often
enough for you to guess the meaning. Meeting the words again and again in your reading help

31
you learn effectively. Some of pages to practice reading skill in English: tuoitrenews.vn,
english.vietnamnet.vn, english.thesaigontimes.vn… or some of foreign pages like
www.thesun.co.uk, www.express.co.uk, www.nytimes.com...
Don’t try to remember words alone: As we already mentioned, it is better (and easier) to
learn new vocabulary by giving them some context. One way to do this is to remember words
in a sentence. This is a great option because you will not only know the word, but you will
also know exactly how to use it in conversation.. Another option is to remember words by
groups. If you just learn the word “humongous” (very large), you can memorize it by thinking
of a group of words getting bigger and bigger—large, huge, humongous. This also gives the
chance to learn even more words at the same time.For example: large, humongous,
gargantuan. What do you think “gargantuan” means
Study in groups is one of the good ways to learn not only English but also many
subjects in school. Learning with other created an opportunities to communicate the methods
to study and concentration in learning. In learning process, students can find a partner or one
group about three to four members to share in learning process: the first person is leader who
has important task to assign a duty to each other and set up a specific plan; the second is
secretary- take note their plans and functions; the next member have to complete mission and
find materials according to plans… each members will have concrete functions. However,
each school groups should not too many members to avoid distracted attention in learning
process.
There are some ways to improve students’ English vocabulary:
• Write the words in a notebook (with their translations or definitions)
• Write the words and definitions on small cards
• Way the words many times (if you have an electronic dictionary you can hear how the
word is pronounced)
• Put the words into different groups (you could use a graphic organiser)
• Write them in a file for use with a computer program (such as Quizlet or the one on
this site)

32
• Make associations (in pictures or with other words)
• Ask someone to test you
• Use the words in your own speaking or writing
• Learning for vocabulary tests
The previous section on this page gives general advice on how to learn the words that you
have chosen as important for you. Often, however, you will be given a set of words by your
teacher and told to learn them for a vocabulary test. In this case you need to be sure exactly
how you will be tested, because this will influence how you learn the words. There are several
ways that the teacher might test your vocabulary learning, but the ways are broadly divided
into two categories:
• You will be given the word and have to:
o write a definition
o use it in an example sentence
o translate it into your language
• You will be given:
o a definition
o a gapped example sentence
o the translation in your language
If you do a vocabulary test from the second group above, then in most cases you will need to
learn the exact spelling of the word and will lose marks if you misspell it. As with all tests, be
sure to ask the teacher exactly how you will be tested and exactly how you will be graded.
You will then avoid wasting time studying something that you will be not be tested on.
• Things to know about the words you learn
Usually the first things you learn about a new English word are what it means and its
translation in your own language. But there are other things you need to find out before you
can say that you know a word like a native speaker does. For example, you have to learn:

33
▪ How it is spelled
▪ How it is pronounced
▪ How it is inflected (i.e. how it changes if it is a verb, noun or adjective)
▪ Other grammar information about it
▪ How it collocates (i.e. what other words are often used with it)
▪ If it has a particular style or register
▪ The context in which it is most likely to be used
In all of the above ways, you are doing something with the words. Next to the above,
leaning on class is important as well. Students should spend the concentration more and more
to improve not only their vocabulary but also foreign skills effectively.

34
CHAPTER 4:CONCLUSION
Based on the results of the previous chapter, in this chapter, I will discuss on some suggestions
to solve problems relating to learning English vocabulary. In addition, I will put forward the
limitations of the study and directions for further research.
4.1. Summary of the study.
The research is conducted to aim at investigating problems relating to the situation that
students of grade 12 at Tue Tinh High School faced and giving some suggestions to help them
to overcome these problems. The findings explore that students of grade 12 have problems in
learning English vocabulary because many reasons. The study indicates that most students can
know methods clearly, but they cannot apply it into their learning process. Knowing is not
enough to help students.
Learning English vocabulary is very important. It is the first step in learning English and
there are many methods to learn but students cannot master all of them, it makes students
confused. It leads students forget the necessary and important of leaning English vocabulary.
To solve these problems for students, there are some strategies to limit the errors relating to
finding possible ways to learn English.
4.2. Limitation of the study
Aimed at investigating students’ problems relating to learning English vocabulary, the
present study has faced some limitations.
First, due to the limit of time, the research could not provide more than information, just
concentrate in learning English vocabulary.
Second, due to the constraint of time, the present study could not conduct with the large
number of participants.
Third, one of the two instruments employed in this study was questionnaire. The result
from questionnaire was relativistic. Some participants did not answer the questionnaire
properly. This research was conducted about 170 participants for questionnaire. It should be
more than haft of students of grade 12 at Tue Tinh High School; however, some participants
were eliminated from the study because of many various reasons, e.g, some of them absented

35
from classes, some of them refused to answer the questionnaire or did not return the
questionnaire. This also affected the reliability of the research.
4.3. Suggestions for further study
This present study was conducted with descriptive approach, the result can be limited.
Therefore, it might be a good idea to do the same research with experimental approach.
Instead of giving suggestions, the researcher can divide participants into different groups and
apply those suggestions and it can find out that what the best suggestion is and how
suggestions affect participants positively.
Second, besides vocabulary, grammar is one of the important parts in learning English.
When studying about grammar, students must write many sentences.
All in all, despite the study can avoid to the limitation, the research has been completed
under the guiding of the supervisor and self-effort. Any comments and criticisms will be
highly appreciated for better further study.

I
REFERENCES
1. Allen, V.F. (1983).Techniques in teaching vocabulary .England: Oxford University Press.
2. Beheydt, Ludo (1987). The semantization of vocabulary in foreign language
learning. System 15(1), 55-67.
3. Ellliot, Andrew J; Covington, Martin. "Approach and Avoidance
Motivation". Educational Psychology Review. 13 (2001)
4. Folse, Keith S. (2004). Myths about Teaching and Learning Second Language Vocabulary:
What Recent Research Says. TESL Reporter 37(2) 1-13;
5. Folse, Keith S. (2004). Vocabulary Myths: Applying second language research to
classroom teaching. University of Michigan Press, Ann Arbor.
6. Jump up to:a
Pardee, R. L. (1990). Motivation Theories of Maslow, Herzberg, McGregor
& McClelland. A Literature Review of Selected Theories Dealing with Job Satisfaction
and Motivation.
7. Jump up^ Ryan, R. M.; Rigby, C. S.; Przybylski, A. (2006). "The motivational pull of video
games: A self-determination theory approach". Motivation and emotion. 344–360.
8. Jump up^ Wan, C.; Chiou, W. (2007). "THE MOTIVATIONS OF ADOLESCENTS WHO
ARE ADDICTED TO ONLINE GAMES: A COGNITIVE PERSPECTIVE". Adolescence.:
179–197.
9. Maehr, Martin L; Mayer, Heather (1997). "Understanding Motivation and Schooling:
Where We've Been, Where We Are, and Where We Need to Go". Educational Psychology
Review.
10. Mark Fenske, co-author of The Winner's Brain: 8 Strategies Great Minds Use to Achieve
Success , is an associate professor in neuroscience at the University of Guelph
11. McCarthy, Michael, 1990. Vocabulary. Oxford: Oxford University Press.
12. Meara, Paul (2002). The rediscovery of vocabulary. Second Language Research, 18(4),
393-407;
13. Nation, Paul (1990). Teaching and Learning Vocabulary. Newbury House, New York.
14. Nation, Paul (1994). New Ways in Teaching Vocabulary. TESOL.

II
15. Nissilä, Leena (2011). Viron kielen vaikutus suomen kielen verbien ja niiden rektioiden
oppimiseen. Acta Univ. Oul., Oulu., 70-79;
16. Popkin, Helen (June 1, 2010). "FarmVille invades the real world". MSNBC.
17. Radoff, Jon. "Game Player Motivations." May 2011. radoff.com
18. Radoff, Jon. April 2011. Game On: Energize Your Business with Social Games
19. Rani, Rekha; Kumar-Lenka, Sameer (August 2012). "Motivation and Work Motivation:
Concepts, Theories & Researches" (PDF). International Journal of Research in IT &
Management. 2 (8): 4–6. Retrieved August 19, 2015
20. Sánchez, Aquilino & Manchón, Rosa M. (2007). Research on Second Language
Vocabulary Acquisition and Learning: An Introduction. International Journal Of English
Studies 7(2), vii-xvi.
21. Wilkins, David A. (1972).Linguistics in language teaching. Edward Arnold, London.
+) Webs:
a. english.thesaigontimes.vn
b. english.vietnamnet.vn
c. http://www.businessdictionary.com/definition/motivation.html
d. http://www.missiontolearn.com/2009/05/definition-of-learning/
e. https://www.youtube.com/watch?v=lg6qxN8-_AY
f. https://youtube/YetG6_4qJiY?list=PLFD16ADC390886AD5
g. tuoitrenews.vn
h. www.express.co.uk
i. www.nytimes.com
j. www.thesun.co.uk

III
APPENDICES
APPENDIX 1
SURVEY QUESTIONNAIRE FOR STUDENTS
This survey questionnaire is designed for my research into: Motivating students
of grade 12 aTue Tinh High School in learning English.
This questionnaire aims to collect information for my graduation paper. So, please
circle, tick on your choice in each statement or question and complete all of them as
frankly and accurately as you can. It is guaranteed that all your personal information
as well as your answer will be kept confidential and not be used for other purposes.
GENERAL INFORMATION
Your class:………………..
Your age:....................
Your gender: Male/ Female
Part 1: The situation:
1. In your opinion, do you think that English is important?
A. I strongly think so.
B. I don’t think so.
C. I can’t tell for sure.
2. Do you like learning English?
A. I really love it.
B. I am not sure.

IV
C. I never want to waste time for it.
3. Why are you learning English?
A. That is compulsory subject in school.
B. I want to get a good job in the future.
C. I want to understand the movies, songs and want to read books by English.
4. What do you think about English vocabulary?
A. Important to learn English.
B. Easy to learn.
C. Unnecessary to learn.
5. How much time that you spend for learning English vocabularies each day?
A. About 1 hour.
B. More than 2 hours.
C. Less than 1 hour.
6. How do you feel about learning English vocabularies?
A. It's very difficult to learn.
B. I don’t want to waste my time for it.
C. It’s very easy to learn.
D. Other.......................................................................................................
Part 2: Problems:
7. What are the problems that you meet when you learning English?
A. Hard to remember.

V
B. Lazy to learn.
C. Easy to cause boring.
8. What are causes of the problems?
A. It is boring.
B. It is hard language.
C. I have no concentrate on the lesson in class.
D. I don’t like it.
9. What are solutions in learning English vocabularies?
A. Trying to focus on the class.
B. Reading many English books, watching English movies and listening English
songs.
C. Making plans to learn English.
10. What are your recommendations to overcome the problems?
A. Applying new methods for teach processing.
B. Compacting between learning and playing.
C. Making opportunities to contact with native speakers.

VI
Câu hỏi nghiên cứu dành cho học sinh
Tôi là: Lương Thị Thùy
Sinh viên năm IV
Khoa: Ngoại ngữ.
Trường: Đại học SPKT Hưng Yên
Nhằm góp phần tìm ra “Biện pháp tạo hứng thú cho việc học tiếng anh cho học sinh lớp 12
trường THPT Tuệ Tĩnh, đồng thời giúp tôi hoàn thành khóa luận tốt nghiệp. Các bạn vui lòng
cho biết ý kiến của mình về những vấn đề sau bằng cách đánh dấu khoanh tròn vào các đáp án
A,B,C,D phù hợp với quan điểm của các bạn nhất. Ý kiến của các bạn rất có giá trị trong việc
điều tra và sẽ chỉ được sử dụng với mục đích nghiên cứu khoa học.
Xin chân thành cảm ơn các bạn!
Thông tin chung:
Lớp:………………..
Tuổi:………………
Giới tính: Nam/ Nữ
I. Tìm hiểu về thực trạng:
1. Theo quan điểm của bạn, học tiếng Anh có quan trọng không?
A. Tôi nghĩ vậy.
B. Tôi không nghĩ vậy.
C. Tôi không rõ.

VII
2. Bạn có thích học tiếng Anh không?
A. Tôi thực sự thích học tiếng Anh.
B. Tôi không chắc lắm.
C. Tôi chưa bao giờ muốn tốn thời gian cho môn học này.
3. Tại sao bạn học tiếng Anh?
A. Đó là môn học bắt buộc ở trường.
B. Tôi muốn có một công việc tốt trong tương lai.
C. Tôi muốn hiểu những bộ phim, bài hát, và đọc những quyển sách tiếng Anh.
4. Bạn nghĩ gì về việc học từ mới tiếng Anh?
A. Rất quan trọng khi học tiếng Anh.
B. Dễ học.
C. Không cần thiết.
D. Ý kiến khác………………………………………………………………
5. Mỗi ngày bạn dành bao nhiêu thời gian cho việc học từ mới tiếng Anh?
A. Khoảng 1 tiếng.
B. Hơn 2 tiếng.
C. Ít hơn 1 tiếng.
6. Bạn cảm nhận như thế nào về việc học từ vựng?
A. Quá khó để học.
B. Tôi không muốn tốn thời gian cho việc này.
C. Khá dễ dàng để học.

VIII
D. Ý kiến khác……………………………………………………………….
II. Các vấn đề thường gặp:
7. Bạn gặp phải những vấn đề gì khi học từ vựng tiếng Anh?
A. Khó nhớ.
B. Khó hiểu.
C. Không có động lực.
8. Theo bạn nguyên nhân do đâu?
A. Nó quá nhàm chán.
B. Quá khó.
C. Không thể tập trung trong các bài học trên lớp.
D. Tôi không thích.
III. Biện pháp khắc phục:
9. Bạn đã làm gì để khắc phục tình trạng này?
A. Cố gắng tập trung trên lớp.
B. Đọc nhiều sách, xem phim, và nghe nhạc tiếng Anh.
C. Lập kế hoạch học tập.
10. Bạn có đề xuất gì không?
A. Áp dụng những phương pháp mới trong giảng dạy.
B. Kết hợp giữa học và chơi.
C. Tạo nhiều cơ hội được tiếp xúc với người bản ngữ.

IX
APPENDICES
APPENDIX 2
SURVEY QUESTIONNAIRE FOR TEACHERS
This survey questionnaire is designed for my research into: Motivating students of grade
12 at Tue Tinh High School in learning English.
This questionnaire aims to collect information for my graduation paper. So, please circle,
tick on your choice in each statement or question and complete all of them as frankly and
accurately as you can. It is guaranteed that all your personal information as well as your
answer will be kept confidential and not be used for other purposes.
Please give some personal information below:
Your gender: Male/ Female
Your standard: BA MA PhD
The number on an assignment:
Field work:
Thank you so much!
Part 1: The situation in learning English vocabulary of grade 12 at Tue Tinh High
School:
1. In your opinion, do you think that learning English is important for the young?
A. I strongly think so.
B. I think so.
C. I can’t tell for sure.
D. I don’t think so.
2. How do you think about the ability of students at Tue Tinh High school in learning
English?

X
A. Quick on the uptake.
B. Slow on the uptake.
C. Different in student subjects.
3. Are the students excited in learning English?
A. They are quite excited in class.
B. They absolutely do not concentrate in class.
C. Sometimes they have no interest in class.
4. What is their attitude in learning English new words?
A. Enthusiastic.
B. Lazy.
C. Vapid.
5. How do you think about the ability in remembering English vocabulary of students?
A. Very well.
B. Not bad.
C. So bad.
Part 2: Problems in learning English vocabulary:
6. What are problems that they meet in learning English vocabulary?
A. Hard to remember.
B. Difficult to understand.
C. Easy to cause boring.
7. What are causes of that problem?

XI
A. Lack of concentrate.
B. Abominate to learn.
C. Lack of methods.
Part 3: The solution:
8. What did they do to improve that problem?
A. Trying to focus the lesson in class.
B. Self- studying at home.
C. Making the plan.
E. Other…………………………………………………………...........................
9. What have you done to help your students?
A. Applying new methods in teaching process.
B. Giving much more homework.
C. Encouraging them in learning English vocabulary.
D. Other.......................................................................................................................
10. What do you propose solutions to overcome this situation?
A. Retrofitted material foundations.
B. Enhance qualifications of teachers.
C. No bring pressure to bear on students

XII
Câu hỏi nghiên cứu dành cho giáo viên
Em tên là: Lương Thị Thùy
Sinh viên năm: IV
Khoa: Ngoại ngữ
Trường: Đại học Sư phạm- Kỹ thuật Hưng Yên
Nhằm góp phần tìm ra “Biện pháp tạo hứng thú cho việc học tiếng anh cho học sinh lớp 12
trường THPT Tuệ Tĩnh, đồng thời giúp em hoàn thành khóa luận tốt nghiệp. Thầy/ cô vui lòng
cho biết ý kiến của mình về những vấn đề sau bằng cách đánh dấu khoanh tròn vào các đáp án
A,B,C,D phù hợp với quan điểm của thầy/ cô nhất. Ý kiến của thầy/ cô rất có giá trị trong việc
điều tra và sẽ chỉ được sử dụng với mục đích nghiên cứu khoa học.
Xin thầy/ cô vui lòng cho biết một số thông tin dưới đây:
Giới tính: Nam/ Nữ
Trình độ: Cử nhân/ Thạc sĩ/ Tiến sĩ
Số năm công tác:……………………………
Đơn vị công tác:…………………………….
I. Tìm hiểu về thực trạng học tiếng Anh của học sinh lớp 12 trường THPT Tuệ Tĩnh:
1. Theo quan điểm của mình, thầy/ cô có nghĩ việc học tiếng Anh là quan trọng với giới trẻ
không?
A. Tôi thực sự nghĩ vậy.
B. Tôi cho là vậy.
C. Tôi nghĩ vậy.
D. Tôi không cho là vậy.

XIII
2. Thầy/ cô đánh giá thế nào về khả năng học tiếng Anh của học sinh trường THPT Tuệ
Tĩnh?
A. Nhanh nhạy.
B. Chậm hiểu.
C. Trung bình.
3. Họ có hứng thú trong các giờ học tiếng Anh không?
A. Họ khá là hào hứng.
B. Họ hoàn toàn không tập trung.
C. Đôi khi họ tỏ ra không mấy hứng thú.
4. Họ có thái độ thế nào về việc học từ vựng tiếng Anh?
A. Hào hứng.
B. Họ không thích.
C. Họ lười biếng.
5. Thầy/ cô đánh giá thế nào về khả năng ghi nhớ từ vựng của học sinh?
A. Rất tốt.
B. Không tồi.
C. Quá tệ.
II. Những vấn đề gặp phải trong việc học tiếng Anh:
6. Họ gặp phải vấn đề gì trong việc học từ vựng?
A. Khó nhớ.
B. Khó hiểu.

XIV
7. Nguyên nhân của vấn đề đó là gì?
A. Không tập trung.
B. Không muốn học.
III. Biện pháp khắc phục:
8. Họ đã làm gì để khắc phục tình trạng đó?
A. Cố gắng tập trung nghe giảng.
B. Tự học ở nhà.
C. Lập kế hoạch học tập.
D. Phương án khác……………………………………………………........
9. Thầy/ cô đã làm gì để giúp học sinh khắc phục những khó khăn của học sinh?
A. Áp dụng những phương pháp mới trong quá trình giảng dạy.
B. Giao nhiều bài về nhà.
C. Động viên học sinh trong học tập.
D. Phương án khác………………………………………………………….
10. Thầy/ cô có đề xuất gì để khắc phục tình trạng này?
A. Trang bị thêm cơ sở vật chất.
B. Nâng cao trình độ chuyên môn của đội ngũ giáo viên.
C. Không tạo quá nhiều áp lực cho học sinh.
Xin chân thành cám ơn thầy/ cô!

XV
APPENDIX 3
INTERVIEW QUESTIONS
(For students learning at Tue Tinh High School)
1. How important is English to students of grade 12 at Tue Tinh High School?
2. Do you like learning English? Why/ Why not?
3. Have you met any problem in process of learning English? What are they?
4. How is the learning environment that you want?

Motivating Grade 12 Students to Learn English Vocabulary

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Motivating Grade 12 Students to Learn English Vocabulary

Similar to Motivating Grade 12 Students to Learn English Vocabulary (20)

More from Phi Pham

More from Phi Pham (14)

Recently uploaded

Recently uploaded (20)

Motivating Grade 12 Students to Learn English Vocabulary