Learning achievements and english reading skill of secondary 3 students by the use of teaching methods of semantic mapping and sq4r

Abstract

The objectives of this study were 1) To compare learning achievement between learning management by using the semantic chart reading skills and SQ4R reading skills teaching; 2) To compare learning achievement, before and after learning by using the semantic chart reading skills teaching; 3) To compare learning achievement, before and after learning by using the SQ4R reading skills teaching; 4) To compare reading comprehension skills in English of the students between using the semantic chart reading skills and SQ4R reading skills teaching; 5) To compare reading comprehension skills in English, before and after learning by using the semantic chart reading skills teaching; and 6) To compare reading comprehension skills in English, before and after learning by using the SQ4R reading skills teaching. The sample group were students in Secondary 3 in the first semester of the academic year 2019 at Suraobanrai School, Bangsaothong District, Samutprakan Province, consisting of 2 rooms, totaling 60 people, which were acquired by using the classroom method as a random unit. The research instruments were 1) English Reading Learning Management Plan by using 5 semantic chart reading skills teaching plans, 2 hours each plan. 2) English Reading Teaching Management Plan by using 5 SQ4R reading skills teaching plans, 2 hours each plan. 3) The English Achievement Test, multiple choice type, 4 choices, amount 30 items. 4) Test of reading comprehension skills in English, amount 20 items. Statistics used in data analysis were the arithmetic mean, standard deviation (S.D.), the reliability of the test and the t-test independent test. The results of the study were as follow: 1) The learning achievement of students using the semantic chart reading and the SQ4R reading skills were not significantly. 2) The learning achievement of students using the semantic chart reading skills after learning was higher than before learning, statistical significance at the .05 level. 3) The learning achievement of students using the SQ4R reading skills after learning was higher than before learning, statistical significance at the .05 level. 4) Reading comprehension skills in English teaching of students using the semantic chart reading skills and those using the SQ4R reading skills were not significantly. 5) Reading comprehension skills in English teaching of students using semantic chart reading after learning was higher than before learning, statistical significance at the .05 level. 6) Reading comprehension skills in English of students using the SQ4R reading skills after learning was higher than before learning, statistical significance at the .05 level.