Using Scaffolding Technique to Improve English Reading Comprehension Ability of Matthayomsuksa 1 Students
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Abstract
The purposes of this research were to study the English reading comprehension ability of Matthayomsuksa 1 students and compare the results before and after studying English reading comprehension using scaffolding technique and to investigate students’ attitudes toward teaching English reading comprehension by using the scaffolding technique. The participants in the research consisted of 33 Matthayomsuksa 1 students at Banngewmeechai School, Udon Thani, the Office of Udon Thani Primary Education Service Area 3. The research was conducted in the first semester of the academic year 2024. The sample group of students was selected using cluster random sampling. This research was designed using a one-group pretest-posttest format. The research tools used included 12 lesson plans, an English reading comprehension ability test, and an attitude questionnaire. The experiment was conducted 12 weeks, 2 hours per week, for a total of 24 hours. The mean, percentage, standard deviation, t-test for dependent samples, and one sample t-test were used for data analysis. The English reading comprehension ability test was developed by the researcher to examine the students’ English reading comprehension ability of the students as the pretest and posttest. The test was multiple-choice test with 40 items with difficulty value between 0.30 - 0.65 and the discrimination values between 0.21 -0.74 The reliability of the test must be conducted by using KR-20 formula of Kuder-Richardson, the score was higher than 0.94 for the whole test. The findings of the research were summarized that the results of the research indicated the mean scores for the pretest and posttest on English reading comprehension ability were 13.09 or 32.73 percent and 30.39 or 75.99 percent. The students’ results of posttest mean score on English reading comprehension ability showed that it was higher than the set criterion of 70 percent. After the experiment, the students' English reading comprehension ability, as measured by the posttest, was higher than their pretest scores. The comparison of the mean scores showed that the students’ English reading comprehension ability in the posttest was significantly higher than that of the pretest at the .01 level of significance. The result of students’ attitude toward teaching English reading comprehension using the scaffolding technique showed at a very good level. This study highlights scaffolding’s potential in similar educational settings to improve reading comprehension.
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