The Development of Instructional Model through Task-Based Approach Integrated with Cooperative Learning by Using Local Context to Enhance English Reading Comprehension Abilities and Analytical Thinking Skills for Grade 10 Students

Abstract

The objectives of this research were to 1) study the fundamental data and need analysis, 2) develop and determine the efficiency of an instructional model based on task-based approach integrated with cooperative learning by using local context to meet efficient criteria of 80/80, 3) to compare students’ reading comprehension abilities between before and after applying the model, 4) compare students’ analytical thinking skills between before and after applying the model, and 5) investigate students’ satisfaction with the instructional model. The subjects consisted of randomly 30 Grade 10 students of Pisanpunnawittaya school during the second semester of the academic year 2023 by cluster random sampling. The instruments used for gathering data were; 1) The instructional model based on task-based approach integrating with cooperative learning by using local context 2) Lesson plans according to the instructional model 3) English reading comprehension ability test 4) Analytical thinking skill test 5) A questionnaire used for measuring students ‘satisfaction. The data were analyzed statistically through the determination of the mean, standard deviation, t-test, and content analysis.

The results of the study were as follows:

1. The fundamental data and need analysis found that the goal of curriculum and education management had expectations that is aimed at encouraging students’ English reading comprehension ability and analytical thinking skills. Students could improve English reading, thinking skill and happiness in learning.

2. The instructional model based on task-based approach integrated with cooperative learning by using local context to enhance English reading comprehension abilities and analytical thinking skills for Grade 10 students is named “PASAR”, and is consisted of 4 main components: 1) Principles; 2) Objectives, 3) Learning activities, which consist of 5 steps: Step 1: P: Preparing and Motivating, Step 2: A: Activating, Step 3: S: Studying and Practicing, Step 4: A: Analyzing and Applying, and Step 5: R: Reviewing and 4) evaluation. The efficiency of this instructional model was 84.76/ 83.50.

3. The students’ English reading comprehension abilities after studying this model was significantly higher than that before studying this model constructed at .01 level

4. The students’ analytical thinking skills after studying this model was significantly higher than that before studying this model constructed at .01 level.

5. The students’ satisfaction toward the instructional model constructed was highly positive.