USING DIRECTED READING THINKING ACTIVITY (DRTA) TEACHING STRATEGY TO IMPROVE PRATHOMSUKSA 5 STUDENTS’ ENGLISH READING COMPREHENSION ABILITY
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Abstract
The objectives of this research were to examine the English reading comprehension ability of Prathomsuksa 5 (Grade 5) students, to compare the results before and after studying English reading comprehension using DRTA teaching strategy, and to investigate students’ attitude toward teaching English reading comprehension using DRTA teaching strategy. The sample consisted of 18 Prathomsuksa 5 (Grade 5) students at Ban Phoem School (Arunoupatham), Udon Thani, the Office of Udon Thani Primary Education Service Area 4. The study was conducted during the first semester of the 2024 academic year. The students were selected using cluster random sampling. This research adopted a one-group pretest-posttest design. Research instruments included 12 lesson plans, an English reading comprehension test, and an attitude questionnaire. The experiment lasted for 12 weeks, with two hours per week, totaling 24 hours. The statistics used to analyze data were mean, percentage, standard deviation, t-test for dependent samples, and one sample t-test were used for data analysis. The findings of the research were summarized as follows: 1) The mean scores for the pretest and the posttest on English reading comprehension ability were 13.66 or 34.16 percent and 30.11 or 75.16 percent. The students’ post-test mean score on English reading comprehension ability was higher than the set criterion of 70 percent and significantly higher than their pretest scores. 2) The students’ attitude toward teaching English reading comprehension using DRTA teaching strategy was at a very good level.
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