USING SCAFFOLDING TECHNIQUE TO IMPROVE MATTHAYOMSUKSA 3 STUDENTS’ ENGLISH READING COMPREHENSION ABILITY
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Abstract
The purposes of this study were to study and compare Matthayomsuksa 3 students’ English reading comprehension ability before and after studying using scaffolding technique and to investigate students’ attitude toward teaching English reading comprehension using scaffolding technique. The sample consisted of 18 Matthayomsuksa 3 students at Bansaengsawang School, Udon Thani, under the Office of Udon Thani Primary Educational Service Area 2, in the first semester of the academic year 2021 selected by cluster random sampling. The research design was a one-group pretest-posttest design. The research instruments were 12 lesson plans, an English reading comprehension ability test and an attitude questionnaire. The experiment lasted 12 weeks, 2 hours a week, and 24 hours in total. The mean, percentage, standard deviation, t-test for dependent samples, and one sample t-test were used for data analysis. The findings indicated that the students’ pretest and posttest mean scores on English reading comprehension ability were 10.61 or 26.52 percent and 31.33 or 78.33 percent respectively. The students’ posttest mean score on English reading comprehension ability was higher than the set criterion of 70 percent and it was significantly higher than that of the pretest, and the students’ attitude toward teaching English reading comprehension using scaffolding technique was at a good level.
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