The Development of Task-Based Reading Instruction Model through Collaborative Strategic Reading to Enhance Reading Comprehension Abilities, Collaborative Strategic Reading and Analytical Thinking Skills for Mattayomsuksa 3 Students

Abstract

          The objectives of this research were to; 1) develop and determine the efficiency of 2PCE Model, 2) compare students’ reading comprehension abilities before and after applying the model, 3) compare students’ analytical thinking skills before and after applying the model, 4) compare students’ use of collaborative strategic reading before and after applying the model, 5) study the students’ opinions toward the model and 6) verify the 2PCE Model by experts. The samples were 17 of Mattayomsuksa 3 students at Wadsalawanaram School in academic year B.E. 2563 selected by random sampling technique. The research’s tools were 1) 2PCE Model and the model’s manual; the exercises and lesson plan, 2) the tests on the comprehensive reading abilities and the analytical thinking skills, 3) the survey on using collaborative strategic reading and 4) the questionnaire on the students’ opinions towards the model. This research was Research and Development using Mixed Methods Research. The quantitative data was collected by percentage, average, standard deviation and T-test and the qualitative data was collected by content analysis. The findings of the research showed that:
          1. The development and efficiency of the 2PCE Model was found that the model comprised 4 elements which were principles and objectives, learning management, key conditions of the application of the model and evaluation including the three learning processes consisting in Preparing & Practicing Reading Task (2P), Conducting Reading Task (C) and Evaluating Reading Task (E). The 2PCE model verified by five experts was at the high level of acceptance and the efficiency of the model met the assigned criteria 80/80 (80.07/80.20).
          2. The comparison of the student's reading comprehension ability before and after using the model was found that the students’ post-learning scores of the comprehensive reading abilities were higher than the pre-learning scores with the statistical significance of .05.
          3. The comparison of the students' analytical thinking skills before and after using the model was found that the students’ post-learning scores of the analytical thinking skills were higher than the pre-learning scores with the statistical significance of .05.
           4. The comparison of the students' use of collaborative strategic reading before and after using the model was found that the application of the collaborative strategic reading was higher than the pre-learning scores with the statistical significance of .05.
          5. The study of students' opinions towards the reading model found that the students’ opinions towards the teaching process were at the high level; Preparing & Practicing Reading Task (3.99), Conducting Reading Task (3.91) and Evaluating Reading Task (3.67).
           6. The 2PCE Model was approved by the five experts at the high level; the theoretical acceptance (3.99), the acceptance of possibility (3.91), the compatible acceptance (3.67), and the acceptance of the application of the manual (4.28).