THE DEVELOPMENT OF PROCESS INNOVATION FOR ENHANCING ENGLISH READING COMPREHENSION SKILLS BY USING TASK-BASED LEARNING INTEGRATED WITH LEARNING MANAGEMENT ACCORDING TO THE YONISOMANASIKARA

Abstract

This research aimed to 1) create and develop an innovation for enhancing English reading comprehension skills through the integration of task-based language teaching with Yonisomanasikara-based learning management, 2) provide teacher training, and 3) evaluate teacher development outcomes and satisfaction. The samples included 30 English teachers from both primary and extended opportunity schools. Participants were chosen through proportional stratified random sampling, which took into account their teaching experience as indicated in a survey. The research instruments included six sets of process innovations, a reading comprehension test with a reliability coefficient of 0.82, a Yonisomanasikara-based analytical thinking test with a reliability of 0.94, and a satisfaction questionnaire with a reliability of 0.80. The data were analyzed using descriptive statistics, t-test and content analysis. The results were shown as follows: 1) The innovation development was conducted in four phases. Phase 1 (R1) The analysis of basic data revealed that teachers lacked systematic guidelines for developing students’ reading comprehension and analytical thinking skills. Phase 2 (D1) The created model named TBYIRM Model (Task-Based and Yonisomanasikara Integrated Reading Model), was designed and developed, consisting of three components which are; 1) principle of learning model 2) objective of learning model 3) learning activities (consisting of 4 steps, which are; (i) Systematic Pre-reading (Preparation); (ii) Analytical While-reading (Engagement; (iii) Critical Post-reading (Evaluation) and (iv) Collaborative Synthesis (Reflection). Phase 3 (R1) The try-out of the innovation showed an efficiency of E1/E2 = 81.33/82.83, exceeding the established criterion. 2) Teachers’ post-training English reading comprehension scores ( = 41.63, SD = 3.56) were significantly higher than their pre-training scores ( = 28.47, SD = 4.82) at the .05 level. Phase 4 (D2). 3) Evaluation and revision indicated that the TBYIRM model was highly appropriate and practical. Overall teacher satisfaction was at the highest level ( = 4.53, SD = 0.42), with the usefulness and applicability aspect obtaining the highest mean ( = 4.62, SD = 0.38).