The Effects of Using Task-based Learning with Vocabulary Learning Strategies to Develop English Reading Comprehension Skills of Twelfth-Grade Students

Abstract

This research consists of two purposes 1. to compare the English reading comprehension abilities of the twelfth-grade students before and after using task-based learning with vocabulary learning strategies and 2) to study the satisfaction of the twelfth-grade students toward task-based learning with vocabulary learning strategies. This research is quantitative. There are research tools which are: (1) lesson plans with task-based learning with vocabulary learning strategies (2) the English reading comprehension test and (3) the satisfaction questionnaire toward task-based learning with vocabulary learning strategies. The sample was 25 twelfth-grade students at the Demonstration School of Kanchanaburi Rajabhat University, Then the data obtained from the research tools were analyzed using descriptive statistics, consisting of hypothesis testing using paired t tests, means and standard deviations. The results of the study were: 1) The English reading comprehension abilities of twelfth-grade students after using task-based learning with vocabulary learning strategies were higher than before using it at the statistical level of .05 and 2) The students’ satisfaction with using task-based learning with vocabulary learning strategies was at the highest level (x̅= 4.83).