Strengthening English Reading Comprehension Skills of Undergraduates in the 21st Century through Employing the QAR Strategy
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Abstract
Reading English for comprehension is crucial for developing lifelong learning skills in the 21st century. This study is Classroom Action Research (CAR) as the method of research. It is aimed at strengthening reading comprehension skills of undergraduates employing Question-Answer-Relationships (QAR Strategy. The objective of this study was to compare English reading comprehension skills of first-year undergraduates before and after being taught by employing QAR strategy. The samples of this research were 30 first-year undergraduates at Thaksin University selected by cluster sampling method. The research instruments were: 1) QAR lesson plans, and 2) English reading comprehension test. The statistics used for data analysis were analyzed by mean, standard deviation, and t-test. The research findings revealed that English reading comprehension skills of undergraduates after learning through QAR strategy were significantly higher than before at the significance level of .01. The undergraduates became better at responding comprehension questions in the English texts. This strategy also enhanced undergraduates to be more attentive in Reading Principles Course and increased undergraduates’ confidence to answer questions and differentiate questions about the English texts they had read.
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