The Development of Reading Instructional Model Through Transactional Strategies Instruction, Project-Based Learning, and Blended Learning to Enhance English Reading Ability, Strategy Use and Creative Thinking for Undergraduate Students of Faculty of Education

Abstract

The purposes of this study were to (1) develop and investigate the effectiveness of the model; (2) compare students’ comprehension ability; (3) study multiple reading comprehension strategy usage; (4) evaluate students’ creative thinking; and (5) examine students’ feedbacks. A sample of 32 students were drawn from the undergraduate students of Silpakorn University who registered in a course of English for Everyday Use in the first semester of academic year 2018 by Random Sampling technique. The research instruments employed were (1) teacher’s manual, (2) Reading comprehension test, (3) Survey of Reading Strategies, (4) Logbook, (5) Creativity and Innovation Rubric, and (6) Focus Group Discussion guides. The data were analyzed by mean, standard deviation (S.D.), percent, content analysis, and t-test dependent.

The study revealed that the reading instructional model consisted of 4 components: principles, objectives, learning and teaching procedures, and evaluation, and was named “POMME Model” comprised 5 steps: Preparing (P), Operating (O), Mapping (M), Making and Presenting (M), and Evaluating (E). It was assessed by 5 experts at the highest level.

The research results were as follows;

1. The efficiency of the model was 80.51 / 81.09, meeting the set criteria at 80/80, and the students’ test scores obtained in post-test were significantly higher than pre-test at 0.05 level of statistical significance.
2. The students’ reading comprehension ability scores obtained in post-test were significantly higher than pre-test at 0.05 level of statistical significance.
3. The students’ usage of multiple reading comprehension strategies after the implementation of the Reading Instructional Model in overall was significantly higher than before implementing at 0.05 level of statistical significance.
4. The students’ creative thinking performance after using the Reading Instructional Model passed the set criteria, at the above-standard level.
5. Based on the feedbacks of students, it was concluded that they had a better attitude with English language and improved their reading ability.