Using Task-Based Learning to Enhance the English Reading Comprehension ability of Matthayomsuksa 4 Students
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Abstract
The purposes of this research were as follows: 1) To study and compare students’ English reading comprehension ability before and after studying English reading comprehension using task-based learning among Matthayomsuksa 4 students, and 2) To investigate student’s attitude towards teaching English reading comprehension using task-based learning among Matthayomsuksa 4 students. The sample consisted of 40 Matthayomsuksa 4 students from Bungkan School, Bungkan Province, under the Bungkan Secondary Educational Service Area Office, during the first semester of the academic year 2024. The participants were selected through cluster random sampling. This study employed a one-group pretest-posttest research design. The research instruments included 12 lesson plans, an English Reading Comprehension Ability Test, and an attitude questionnaire. The experiment lasted 12 weeks, with two hours of instruction per week, totaling 24 hours. Statistics used in the study were mean, percentage, standard deviation, one-sample t-test, and t-test for Dependent samples. The findings of the research were as follows: :1) The students’ pretest mean score on the English Reading Comprehension Ability Test was 15.58 (38.94%), while their posttest mean score was 30.95 (77.38%). The posttest mean score exceeded the set criterion of 70% and was significantly higher than the pretest mean score. 2) The students' attitudes toward teaching English reading comprehension using task-based learning were rated at a very good level.
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