THE EFFECT OF DR-TA (DIRECTED READING-THINKING ACTIVITY) TECHNIQUE COMBINED WITH THINK-PAIR-SHARE ON THE DEVELOPMENT OF THAI READING FOR MAIN IDEA SKILLS OF GRADE 4 STUDENTS

Abstract

The purposes of this research were: 1) to compare the Thai reading for main idea skills of Grade 4 students before and after receiving instruction using the DR-TA (Directed Reading-Thinking Activity) technique combined with Think-Pair-Share, 2) to compare the Thai reading for main idea skills of Grade 4 students after learning through the DR-TA technique combined with Think-Pair-Share with the 70 percent criterion, and 3) to investigate the students’ satisfaction toward learning management in the Thai language subject using the DR-TA technique combined with Think-Pair-Share. The target group consisted of 12 Grade 4 students from a small-sized school in Kumpawapi Network 1. The participants were selected using purposive sampling. The research design employed a one-group pretest–posttest design. The research instruments included: 1) lesson plans, 2) a Thai reading for main idea skills test, and 3) a satisfaction questionnaire. The statistics used for data analysis were mean, percentage, and standard deviation. Inferential statistics included the dependent samples t-test and the one-sample t-test were employed.

        The research findings revealed that: 1) Grade 4 students who learned through the DR-TA technique combined with Think-Pair-Share had the posttest scores that were significantly higher than the pretest scores at the .05 level of statistical significance, 2) Grade 4 students who learned through the DR-TA technique combined with Think-Pair-Share had posttest scores that significantly higher than the 70 percent criterion at the .05 level of statistical significance.       3) Grade 4 students’ satisfaction toward learning management in the Thai language subject using the DR-TA technique combined with Think-Pair-Share was at a high level overall.