USING COMMUNICATIVE LANGUAGE TEACHING AND SIGNPOST QUESTIONS TO IMPROVE ENGLISH READING COMPREHENSION ABILITY OF PRATHOMSUKSA 6 STUDENTS
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The objectives of this research were to investigate students’ English reading comprehension ability before and after using Communicative Language Teaching and Signpost Questions, and to investigate the attitude towards teaching English reading comprehension ability using Communicative Language Teaching and Signpost Questions. Twelve Prathomsuksa 6 students of Naklongnongsrikamwittaya School, under the Udon Thani Primary Educational Service Area Office 1 in the first semester of the academic year 2024 were obtained as the sample, using the cluster random sampling. A one-group pretest-posttest design was applied in this research. An English reading comprehension ability test, 12 lesson plans and an attitude questionnaire were used as research instruments. The duration of the experiment was 12 weeks, or 24 hours in total. For data analysis, the mean, percentage, standard deviation, One Sample t-test, and t-test for Dependent Sample were employed. The results were: 1) The pretest and the posttest mean scores on students’ English reading comprehension ability were 11.33 (S.D. = 3.50) or 28.33 percent and 31.33 (S.D. = 2.61) or 78.33 percent respectively. The posttest mean score on students’ English reading comprehension ability was significantly higher than the set criterion of 70 percent at the 0.01 level, and the students’ English reading comprehension ability after the experiment was significantly higher than the pretest mean score at the 0.01 level. 2) The attitude towards teaching English reading comprehension using Communicative Language Teaching and Signpost Questions was at a good level with mean score was 4.42 (S.D. = 0.13).
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