A STUDY OF ENGLISH READING AND COMMUNICATIVE WRITING SKILLS OF GRADE 12 STUDENTS USING TASK-BASED LEARNING
DOI:
https://doi.org/10.14456/nrru-rdi.2022.59Keywords:
Task-based learning, Reading skill, Communicative writing skillAbstract
This research had two aims: 1) To compare reading and communicative writing skills of grade 12 students before and after learning using task-based learning; and 2) To compare reading and communicative writing skills of grade 12 students using task-based learning to reach a 70 percent criterion. The research populations were 184 students of grade 12 students in the 2nd semester of the 2020 academic year at Assumption College, Nakhon Ratchasima The sample group for this research was 30 students of grade 12/3 students, selected by simple random sampling The research instruments consisted of task-based learning lesson plans with a high level of content validity, a reading test with a high level of content validity and a very high reliability and a communicative writing test with a very high level of content validity and acceptable reliability. The data were statistically analyzed by the descriptive statistics of percentage, mean and standard deviation of items and an inferential statistical independent t-test. The research findings showed that: 1) reading and communicative writing skills of grade 12 students using task-based learning after learning were significantly higher than before learning; and 2) reading and communicative writing skills of grade 12 students using task-based learning after learning were significantly higher than the 70% criterion.
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