VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE

FACULTY OF EDUCATION AND FOREIGN LANGUAGES

BA RESEARCH PROPOSAL
A STUDY ON EFFECTS OF PHONICS INSTRUCTION
ON READING FLUENCY FOR 5TH GRADERS AT
JULIA ENGLISH CENTER, DONG ANH DISTRICT,
HA NOI
NGHIÊN CỨU ẢNH HƯỞNG CỦA VIỆC HƯỚNG DẪ
HỌC ÂM GIÚP HỌC SINH LỚP 5 ĐỌC TRÔI CHẢY
TẠI TRUNG TÂM ANH NGỮ JULIA, HUYỆN ĐÔNG
ANH, HÀ NỘI
Student: LAI THI THANH TRA
Student code: 651545
Major: ENGLISH
Supervisor: NGUYEN THI NGOC THU, M.A
Hanoi – 2023

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Part 1: INTRODUCTION
1.1. Rationale for the study
Teachers have been experimenting for years to find the most effective strategy to
improve reading fluency, particularly for fifth graders. The ability to decipher words
using phonics is a necessary skill for fluent readers since it helps them comprehend
words, phrases, paragraphs, and eventually an entire book. A primary literacy
program must include phonics because it teaches children how to read and spell words
correctly. The topic of how children should learn to read and write has come up again
as parents, educators, administrators, and educational experts talk about it. Students in

primary schools put a lot of effort into learning how to decipher words, understand
sentences, and link letters to sounds and spelling rules during reading and writing
classes and activities. Numerous literacy frameworks exist to assist pupils in
developing their reading skills. Both Burkins & Yates (2021) and the National
Reading Panel (2000) concur that phonemic awareness, phonics instruction,
vocabulary, comprehension, and fluency abilities and methods should be clearly
taught to pupils. Certain reading pillars, such as phonemic awareness and phonics,
must be acquired before a learner can comprehend and understand the vocabulary
connected with a book, even if these pillars are not meant to be utilized
independently. To read a text and comprehend it smoothly, students need to be able to
manipulate different phonemes (Burkins & Yates, 2021).
Prior to receiving instruction and receiving an intervention, students' reading fluency
levels and phonics skills were evaluated using a benchmark assessment method,
nonsense word fluency, and oral reading fluency. The effectiveness of explicit
phonics instruction and intervention in enhancing reading fluency in a fifth-grade
classroom was evaluated using the same assessments administered at the conclusion
of the intervention.
1.2. Aims and objectives of the study
The aim of the study
This study aims investigate effection of phonics education for fifth-grade students to
read influency.
Objectives
Find out the advantages and disadvantages in applying phonics instruction
1.3. Research questions (in form of questions)
What are the advantages of teaching fifth-grade kids phonics instruction?
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What are the disadvantages of teaching fifth-grade kids phonics instruction?
1.4. Scope of the study

The study for the thesis will investigate the effects of phonics instruction on fifthgrade students' in reading fluency at the second semester of the 2023–2024 academic
year. The Julia English Center has three fifth-grade classes in total, but as the research
will only include a small number of these children, class Me5.1, which has eighteen
pupils in it, will be used for the study.
1.5. Significance of the study
This study mainly focuses on studying effects of phonics instruction in order to show certain
effects so that this method can be applied to a wider range of children in general and 5 th grade
students in particular at Julia English Center.
1.6. Design of the study
Chapter 1: Literature review, presents a review of literature, concentrating on the issues
relates teaching letter and sound on decoding skills..
Chapter 2: Methodology refers to the techniques used in the research, the tools used to collect
data, the participants, and the steps involved in gathering data.
Chapter 3: Results and Discussions gives an overview of the findings and includes a
discussion of them.
The conclusion chapter: The Conclusion and Implications section provides an overview of
the results, highlights the constraints, offers ideas for further study, and summarizes the
implications.
Part 2: LITERATURE REVIEW
2.1. Review of the previous studies (At home & abroad)
2.1.1. Review of the previous study at home
2.1.2. Review of the previous study abroad
2.2 Review of theoretical background (depends on what the study is about)
In education, there are a lot of theories on how kids learn to read most effectively. The way
that reading is taught to young students is being revised by some curriculum creators,
administrators, and instructors in an effort to improve reading comprehension and fluency.
According to Burkins and Yates (2021), pupils need to be able to manipulate many phonemes
in order to read proficiently. Fluency in reading will improve as children become more
accustomed to manipulating phonemes. Aldhanhani& Abu-Ayyash (2020) state that correct
reading or the ability to comprehend words precisely as they are pronounced are prerequisites

for reading. They also agree that words should be easily and immediately recognized by
readers.

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The automaticity theory, according to Samuels (2007), guarantees that readers may both
decode and understand a text at the same time. It is advised that readers read a book more
than once in order to concentrate on comprehension because it is suggested that greater effort
be devoted to the decoding portion of reading (Samuels, 2007). Additionally, LaBerge and
Samuels (1974) discovered that in order to improve automaticity, readers should begin with
letter recognition and attentiveness, then go on to the sounds those letters create, and last
consider how those sounds blend. LaBerge and Samuels (1974) supported the use of
repetition and drilling to promote fluency while reducing errors. Rasinksi, Rikli, and Johnston
(2009) further contend that prosody—or the expressiveness of oral reading—must be taken
into account as a crucial component of reading fluency development. Their results
demonstrate that while analyzing reading fluency, prosody, fluency, and automaticity must be
taken into account. Students should get the repetition and abilities necessary to increase their
decoding fluency and have a beneficial impact on the reading fluency levels of fifth graders
through explicit phonics and phonological awareness instruction.
2.2.1 Histoty of reading
Readers will not comprehend what they are reading if they are unable to accurately read texts.
They sometimes become disinterested in reading when the texts they are reading are too
complex for them to understand. They do not believe that reading is pleasurable, even though
reading for pleasure is a necessary component of reading (Thompson et al., 2007, as cited in
Williams, 2016). Over the lengthy history of reading instruction, the curriculum has
undergone constant modification and evolution. The previous fifty years' approach, known as
basal reader curriculums, was still being used by American teachers to teach beginning
reading in 1980. It placed a strong emphasis on small group reading instruction, analytical
phonics training, and systematic word control in beginning level books (Morris, 2015, as

referenced in Seastrunk, 2018). Beginning reading instruction switched from the basal
reading program to the whole language approach in early 1990s. It disregarded phonics and
rejected the notion of word control for first-grade basal readers. Instead, it emphasized the
need for guided reading instruction in large groups (Morris, 2015, as referenced in Seastrunk,
2018). One more modification occurred in the year 2000 following the passage of the No
Child Left Behind Act in 2002. Nonetheless, there has been a lot of discussion between
supporters of the phonics and whole language reading training methods. The data-driven
teaching technique, on the one hand, emphasizes word pronunciation and the process of
incorporating tiny units of printed data into larger units (Laberge and Samuels, 1974; as
referenced in Shapiro & Riley, 1989). This is the cornerstone of teaching phonics.
The fundamental idea behind the concept-driven teaching technique, on the other hand, is
applying prior knowledge to comprehend the reading materials. Whole language training is

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based on this (Shapiro & Riley, 1989). According to Sitthitikul (2014), educators who
support phonics education are in opposition to systematic reading instruction.

The whole language approach, which have been discussed for many years.
2.2.2. Phonics instruction
When young readers come across a word they are unfamiliar with, they will utilize one or
more phonics aspects they know to read that word (Patrick, 2018). Phonological and
phonemic awareness, print awareness, alphabetic knowledge and principle, decoding, reading
practice with decodable text, irregular or high-frequency words, and reading fluency are the
components of phonics and word study (Vaughn & Linan-Thompson, 2004, p. 32).
Phonological and phonemic awareness is the first component. The perception, representation,
and production of speech sounds—that is, the speech sound structure—are referred to as
phonology, or phonological (Sitthitikul, 2014). Put another way, phonological awareness
develops in youngsters when they realize that words make up speech, that syllables make up

words, and that phonemes make up syllables. Many studies have now confirmed the
importance of phonological awareness and how it relates to learning to read. Reading
instructors who acquire this information and apply it methodically to their students will
benefit from it. Students should be taught the alphabet, the sounds of each letter, how to mix
sounds into syllables, and how to combine syllables to form words, to name a few examples
(Sitthitikul, 2014). The capacity to concentrate on and control spoken language's phonemes is
known as phonemic awareness. The phonemes of a spoken word can be understood by those
who are phonemic aware. Although phonemes are the units of sound that the alphabet's letters
represent, knowledge of phonemes is essential for learning success since it helps one
comprehend the reasoning behind the alphabet's rules of phonics and spelling (Snow, Burns,
& Griffin, 1998, as cited in Sitthitikul, 2014). The National Reading Panel of the USA (2000)
states that phonemes are the smallest units that make up spoken language. The smallest unit
of sound in a word that can alter its meaning is called a phoneme (DfE, 2007). There are
approximately 41 phonemes in English. They come together to make words and syllables.
Certain words, like "a" and "oh," may only have one phoneme. The majority of words are
combinations of phonemes; for example, the word "go" has two phonemes, "check" has three
phonemes, and the word "stop" has four phonemes (NICHD, 2000). In contrast, British

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Received Pronunciation (RP) in the UK has 44 phonemes. According to the Department of
Education and Skills (DfE) (2007), multiple letters or graphemes can represent a single
phoneme. For example, f, ff, and ph can all be used to represent the consonant /f/ sound. Ai,
ay, and a-e can all be used to indicate the vowel /ai/ sound. One of the important components
that kids need to understand in order to be proficient beginning readers is phonemic
awareness. According to Cunningham & Gambrell (2011), as referenced in Patrick (2018), it
is among the best indicators of reading proficiency. Children's phonemic awareness is
affected, for instance, when they discover that words like "cat" and "hat" can be altered by
altering just one sound or phoneme (Patrick, 2018).


Second, print awareness and print concepts are important components for youngsters to
acquire reading and writing (Cunningham, 2013, as referenced in Patrick, 2018). Print
awareness is the understanding that spoken and written language are related, and that spoken
language can be read aloud and written down but written language can only be spoken
(Vaughn & Linan-Thompson, 2004). Units of written structures including letters,
punctuation, word spacing, and paragraphs are called print conceptions. As a conclusion, they
read the book from front to back, top to bottom, and left to right (Cunningham, 2013, as
referenced in Patrick, 2018).

Thirdly, to successfully acquire reading skills, alphabetic knowledge and another aspect that
needs to be considered is the alphabetic principle. The capacity to recognize upper- and
lower-case letters as well as their sounds is known as alphabetic knowledge (Patrick, 2018).
It's referred to as alphabet recognition. It starts with letter names and moves on to shapes and
sounds. It encompasses the knowledge of letter shapes, names, and sounds (Vaughn & LinanThompson, 2004). According to Bear et al. (2012), as referenced in Patrick (2018), the
alphabetic principle describes the letters and letter combinations that are utilized to express
phonemes in print. It can be specifically defined as the correspondence between letters and
sounds. Print is defined as written language that uses the 26 English alphabetic letters.
Graphemes are occasionally used to describe letters in print. Graphemes, which stand for
phonemes in word spellings, are units of written language. A grapheme can be one letter, like
p, t, k, a, or n, or it can be made up of several letters, like ch-, sh-, -ck, ea, or igh, each of

6


which represents a single phoneme (NICHD, 2000). A grapheme is a sign of a phoneme,
according to the UK's Department of Education and Skills (DfE) (2007). To represent a
sound, a grapheme can be a single letter or a collection of letters. Letter 'g' represents the
sounds /g/ and /j/, whereas letter 'e' represents the sounds /e/ and /ee/. A grapheme can
represent more than one phoneme. A single letter can be used to represent one sound; this is

known as a "monograph." "Digraphs" are composed letters that stand for a single sound.
"Trigraphs" are composed of three letters that stand for a single sound. According to Patrick
(2018), children who get specific and isolated instruction in letter-sound relationships—that
is, alphabetic principles—will grow up to be successful readers.
Fourth, decoding is still another essential component of phonics. According to Vaughn and
Linan Thompson (2004), "decoding is the process of reading letters or letter patterns in a
word to determine the meaning of the word; for students, it is a strategy for reading unknown
words." Children can focus on understanding the meaning of what they are reading once they
are proficient in word decoding (Vaughn & LinanThompson, 2004). Children should then be
given reading practice using decodable text as one of the components to help them become
better readers (Patrick, 2018). The National Reading Panel (2000) states that books with
thoughtful design and the taught letter-sound relations are the source of decodable texts. The
goal of children's letter-sound-conforming books is to help them successfully decode words
that fit the patterns they have learnt. Using decodable texts in the classroom gives teachers
the chance to demonstrate to their pupils how to blend and segment sounds as well as have
them sound out unfamiliar words (Vaughn & Linan-Thompson, 2004). To give an example,
consider how rhymes like "pigs doing jigs" and "cats in hats" are frequently incorporated into
the books' decodable storylines (NICHD, 2000). Then, when kids come across some words
that they are unable to decode, they could have trouble decoding. Another component is an
irregular word, also known as a high frequency word, which is unreadable by decoding
(Vaughn & LinanThompson, 2004). The majority or all of the letters in these words do not
correspond to the sounds that certain phonics rules require, including "the" and "said."
Youngsters should learn to read and write these words as soon as feasible and must become
proficient in them via sight (Patrick, 2018). Fluency is the final component that is necessary
for kids to comprehend what they read. According to Cunningham (2013), p. 75, as
referenced in Patrick (2018), "fluency is the ability to read most words in context quickly,

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accurately, automatically, and with appropriate expression." with kids to read with
enjoyment, fluency is essential. Youngsters who spend an excessive amount of time
deciphering textual words will become less aware of their significance. They will never be
successful readers and will never comprehend the pleasure that reading should bring
(Cunningham, 2013, as cited in Patrick, 2018). Teachers need to be knowledgeable of the
numerous components of phonics in order to effectively teach it. The foundation of a strong
reading ability is the process of mastering the various aspects (Patrick, 2018). Furthermore,
the guidance ought to be provided in an obvious and methodical manner.
2.2.2.1 Systematic and explicit phonics instruction
The majority of educators believe that one of the finest methods for teaching young children
to read is to teach them phonics. There are many different types of commercial textbooks
available that are made with phonics training in mind. However, the only way to improve
young children's word recognition and spelling is through systematic and explicit phonics
training (Armbruster et al., 2001; as quoted in White, 2016). The breadth and order of the
material covered in each lesson are referred to as systematic instruction. The scope of
instruction is the range of topics covered; for instance, in Lesson 1, students will learn about
phonemic awareness of the sounds /t/, /at/, and /a/. As per Seastrunk (2018), sequence refers
to the arrangement of letter-sound relationships that will be presented in the lesson (Griffith
& Mesmer, 2005). To give an example, the following are the recommendations made by
Chall

&

Popp

(1996)

for

a


systematic

phonics

instruction:

Consonants come before vowels; in sentences with a final silent e, short vowels come before
long vowels. Vowel combinations are preceded by long vowels with a silent e.
Typically, vowel pairings aref ollowed by syllabication. The teaching strategy a teacher use
when delivering the material is referred to as explicit instruction. A teacher gives students
opportunities to practice reading words; explains the lesson's purpose clearly; implements
engaging activities through speaking, listening, writing, and reading; and assesses the
students' understanding of the material (Mesmer & Griffith, 2005; Five Essential Reading
Components, 2004; as cited in Henry, 2012.The following six steps of explicit instruction are
covered: Rosenshine & Stevens, 1995; as referenced in Rupley, Blair & Nichols, 2009) lists
the following objectives: 1. Review and cross-check prior work; 2. Present new content; 3.
Provide guided practice; 4. Provide feedback and corrections; 5. Provide autonomous

8


practice; and 6. Provide weekly and monthly reviews. It appears that when given systematic
and explicit phonics teaching, pupils in a Dutch reading class were able to use their
understanding of grapheme-phoneme correspondences to comprehend words and passages.
With this training, students could advance their reading abilities (Schaars, Segers, &
Verhoeven, 2017). Moreover, according to Ehri et al. (2001), it is said to be more successful
than whole language and nonsystematic phonics education.
2.2.2.2. Approaches to phonics instruction
Several methods from the original phonics training used in classrooms are implemented with

explicit and systematic instruction; these include phonics through spelling, onset-rime
phonics, synthetic phonics, analytic phonics, embedded phonics, analogy phonics, and
NICHD, 2000. The application techniques of teaching differ despite the fact that these
phonics systems involve a planned and sequential introduction of a set of phonic elements
during practice and instruction (NICHD, 2000). For example, the main goals of synthetic
phonics systems are to blend sounds into words and decode letters into sounds. In systems
that teach analytical phonics, students first learn words and then break them down into their
constituent letters and sounds. The goal of phonics-through spelling programs is to write
words or new words by transforming sounds into letters. The main goal of phonics in context
programs is to help students predict new words as they read a book by using context clues
and sound-letter relations. Students learn how to create new words through analogy phonics
programs, which emphasize the use of printed word elements such as onsets (the consonants
that come before vowels) and rimes (the vowels and following consonants). The
fundamentals of all phonics programs are similar, despite their differences: letter-sound
correspondences, alphabetic systems, and decoding abilities. A lot of the time, certain
phonics systems combine two or more various approaches to teaching phonics (NICHD,
2000). Children are required to sound out words phoneme by phoneme when using synthetic
phonics (Bear et al., 2012, as referenced in Patrick, 2018). Since children's primary technique
in synthetic phonics is mixing phonemes to form words, there is no guessing method (Patrick,
2018). Nonetheless, youngsters that employ synthetic method in reading face two challenges.
One is that "extra" sounds must be eliminated when merging words with stop consonants.
The vowel sound made when letters are pronounced independently is known as the additional
sound. For instance, children must eliminate the "uh" sounds while blending the syllables

9


"tuh-a-puh" to get the word "tap." Another challenge is that it might be challenging to control
and generate the sounds in the correct order when there are more than two or three sounds to
blend. For example, there are five sounds that children may find difficult to recall and

pronounce when they combine the words "s-tuh-r-ea-m" to say "stream" (NICHD, 2000).
The National Reading Panel (2000) states that it is unclear how any systematic phonics
strategy differs from another. However, they both use a predetermined and ordered list of
phonetic components throughout the lesson. These concepts are methodically and explicitly
explained. Every phonics approach's ultimate objective is to provide students with the
information and skills necessary to utilize the alphabetic code in order to read and
comprehend written language (p.2-99).
2.2.2.3. Limitations of phonics instruction
Because it is too difficult to pay attention to every sound in a word, phonics education does
not inspire young pupils to develop specific reading and writing skills. Put another way,
pupils can become weary of studying phonics and stop enjoying their classes. To engage
students in class, teachers should plan engaging and encouraging activities and incorporate
them into their lessons (Sitthitikul, 2014).
According to Cheng (2015), practicing conventional phonics has a detrimental effect on
Taiwanese elementary pupils in Asia. One letter to one sound correspondences are taught first
in traditional phonics training, followed by digraphs of consonants and vowels, in that order.
When taught digraphs or two letters-one sound rules, such as that "ck" stands for the /k/
sound and "a" for the /ae / and /eɪ/ sounds, students who are already familiar with one letterone sound rules at the beginning of the session become confused. The primary issue faced by
Taiwanese pupils is a phenomena known as "Letter name letter sound confusion." To address
this issue, Cheng (2014) introduced the Revelation Phonics Approach (RPA), a novel phonics
method. RPA starts with single-letter, single-sound rules and concurrently applies digraph
rules.
Phonics education is still widely used in general English schools, especially in classrooms
where young children are starting to read, even if it is unsuccessful in some settings.
2.2.3. Definition of phonics instruction

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Children can learn to read and write through the use of phonics. It aids kids with hearing,

recognizing, and utilizing the various sounds that separate English words from one another.
Because written language is like a code, children who understand the sounds of individual
letters and how those sounds mix to form words will have an easier time decoding words as
they read.Children who comprehend phonics will also be better able to write words by
knowing which letters to utilize. In phonics, letters or groups of letters are matched to the
sounds of spoken English. As an example, the letter “k” can be spelled c, k, ck, or ke.
Children who are taught to mix letter sounds will be better able to sound out new or
unfamiliar words. For instance, after learning the sounds for the letters t, p, a, and s, a
youngster can begin to construct the words "tap," "taps," "pat," and
2.2.3.1. Decoding skill
Decoding is a process of recognizing words in a reading or a text and always appears when
the reader performs reading comprehension. The process of identifying terminology while
reading a book is called decoding. The word's phoneme will be combined with a letter or
combinations of letters to transform the word's letter into speech throughout this procedure.
To aid minimize learning time and advance the process of learning other languages in general
and reading English literature in particular, the vocabulary decoding process is required. As
phonemic and letter knowledge provide the basis for the decoding process, phonics is crucial
to reading comprehension. Readers should increase their vocabulary, learn more about
phonetic information, and practice recognizing words by sounds and letters in order to
improve their decoding skills. The ability of children to correctly recognize and pronounce a
letter or sounds when they come across a single letter (a–z) on flashcards is known as
decoding skill. It entails being able to recognize every letter in a collection of letters found in
words, non-words, and high-frequency words.
Researchers, practitioners, and legislators studying reading are coming to an agreement about
how important decoding is to the reading process as it has become more and more clear that a
significant portion of kids are not developing into proficient readers (Snow, Burns, & Griffin,
1998). Efficient and precise decoding is a crucial component of proficient reading, as
demonstrated by numerous studies conducted by cognitive scientists (Adams, Treiman, &
Pressley, 1997; Fletcher & Lyon, 1998; Rack, Snowling, & Olson, 1992; Share, 1995;


11


Stanovich & Siegel, 1994; Vellutino, Scanlon, & Sipay, 1997). Phonological knowledge is
necessary for automatic word recognition, which frees the reader to focus on meaning;
conversely, laborious and sluggish decoding strains short-term memory and makes
comprehension difficult. We will not advance much in decoding instruction unless it is based
on our understanding of the phases of reading development, the structure of the English
language, and the methods that kids use to acquire it. This revived interest in phonics is
undoubtedly a positive development. Generally speaking, these ideas do not guide classroom
activities. As we'll see, there are numerous issues with both traditional phonics programs and
the decoding strategies generally seen in whole-language and "literature-based".
2.2.3.2. Phonics Instruction that Supports Reading Development

Part 3: METHODOLOGY
3.1. Research method

This study aimed
to
examine the reading habit
of master degree students’
and its effect on their
academic writing skill. The
design of this study was
qualitative research
in
the form of case study.
The
case
study

was
applied
to
explore
12


particular
phenomena
deeply
by
using
extensive data
collection (Creswell, 2012:
465, Fraenkel, et. al, 2012:
434
This study aimed
to
examine the reading habit
of master degree students’
and its effect on their
academic writing skill. The
design of this study was
qualitative research
in
the form of case study.
The
case
study
was

applied
to
explore
particular
phenomena
13


deeply
by
using
extensive data
collection (Creswell, 2012:
465, Fraenkel, et. al, 2012:
434)
This study aimed
to
examine the reading habit
of master degree students’
and its effect on their
academic writing skill. The
design of this study was
qualitative research
in
the form of case study.
The
case
study
was
applied

to
explore
particular
phenomena
deeply
by
using
extensive data
14


collection (Creswell, 2012:
465, Fraenkel, et. al, 2012:
434)
This study aimed
to
examine the reading habit
of master degree students’
and its effect on their
academic writing skill. The
design of this study was
qualitative research
in
the form of case study.
The
case
study
was
applied
to

explore
particular
phenomena
deeply
by
using
extensive data
collection
15


This study aimed
to
examine the reading habit
of master degree students’
and its effect on their
academic writing skill. The
design of this study was
qualitative research
in
the form of case study.
The
case
study
was
applied
to
explore
particular
phenomena

deeply
by
using
extensive data
collection
This study aimed
to
examine the reading habit
of master degree students’
and its effect on their
16


academic writing skill. The
design of this study was
qualitative research
in
the form of case study.
The
case
study
was
applied
to
explore
particular
phenomena
deeply
by
using

extensive data
collection
This study aimed
to
examine the reading habit
of master degree students’
and its effect on their
academic writing skill. The
design of this study was
qualitative research
in
the form of case study.
17


The
case
study
was
applied
to
explore
particular
phenomena
deeply
by
using
extensive data
collection (Creswell, 2012:
465, Fraenkel, et. al, 2012:

434)
This study aimed
to
examine the reading habit
of master degree students’
and its effect on their
academic writing skill. The
design of this study was
qualitative research
in
the form of case study.
The
case
study
was
applied
to
explore
18


particular
phenomena
deeply
by
using
extensive data
collection (Creswell, 2012:
465, Fraenkel, et. al, 2012:
434)

This study aimed
to
examine the reading habit
of master degree students’
and its effect on their
academic writing skill. The
design of this study was
qualitative research
in
the form of case study.
The
case
study
was
applied
to
explore
particular
phenomena
19


deeply
by
using
extensive data
collection (Creswell, 2012:
465, Fraenkel, et. al, 2012:
43
This study aimed

to
examine the reading habit
of master degree students’
and its effect on their
academic writing skill. The
design of this study was
qualitative research
in
the form of case study.
The
case
study
was
applied
to
explore
particular
phenomena
deeply
by
using
extensive data
20