The Development of Ability on English Reading and Writing for the 6th Years Class of Secondary Level by Using Directed Reading-Thinking Activity Model Together With Learning Performance on Brain Based Learning
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This study compares the English reading and writing abilities of twelfth grade students using the DR-TA strategy in combination with brain-based activities and learning management. This research was classified as experimental research and used a quasi-experimental design. This study involved fifty twelfth grade students at Assumption College, Samutprakarn. A randomized control group pretest-posttest was designed and the data analysis used a t-test for the dependent samples. The satisfaction questionnaire of students was used with the DR-TA strategy, in combination with brain-based activities and learning management. The results had a significant effect on English reading and writing by using the DR-TA strategy in combination with brain-based activities to the learning management of the experimental group had a mean score in terms of comparison. The mean score for reading was 10.28 and the posttest showed an increase to 15.04, the mean score for writing was 11.28, and the posttest showed an increase to 15.36 at a statistically significant level of .05. The experimental group was satisfied with the learning management model. The experimental group used the DR-TA strategy in combination with brain-based activities to learning management and satisfaction was at the highest level (4.62). Therefore, the hypothesis was accepted, which means that the DR-TA strategy in combination with brain-based activities to learning management had a significant effect on the reading and writing skills of the students.
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