ENHANCEMENT OF ENGLISH READING COMPREHENSION THROUGH READER RESPONSE STRATEHIES (RRS) FOR GRADE-9 STUDENTS
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Abstract
The objectives of this research were: 1) to compare students’ English reading comprehension ability before and after learning through Reader Response Strategies, and 2) to examine students’ satisfaction with the learning activities based on Reader Response Strategies. The sample consisted of 18 Matthayomsuksa 3 students at Thungkalowittaya School, Uttaradit Province, during the second semester of the 2025 academic year (B.E. 2568), selected through purposive sampling. The research instruments included: 1) five lesson plans based on Reader Response Strategies totaling 20 instructional hours, 2) a 20-item four-option multiple-choice English reading comprehension test, and 3) a student satisfaction questionnaire. Data were analyzed using mean (), standard deviation (SD), and dependent t-test. The findings revealed that: 1) students’ post-test English reading comprehension scores were significantly higher than their pre-test scores at the .05 level. The mean pre-test score was 7.39 (SD = 2.05), while the mean post-test score was 14.39 (SD = 1.84), with a t-value of 19.90; and 2) students’ satisfaction with the learning activities was at the highest level overall (
= 4.53, SD = 0.65).
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