The Development of Reading Instructional Model Using a Task-Based Reading Strategy and Online Learning Activities to Enhance Reading Comprehension Ability of Undergraduate Students

Abstract

The purposes of this research were to: study the efficiency and the effectiveness of the Reading instructional model (PTFT Model) using task-based and online learning activities to enhance reading comprehension of undergraduate students. The model was developed based on social constructivism, cooperative learning, and task-based learning frameworks. The research method used was Research and Development. The instruments for designing the instructional model was the students’ reading strategies surveys while the instruments for assessing the efficiency and the effectiveness of the instructional model were reading texts and exercises, pre- and post- reading comprehension tests. The students’ satisfaction toward the reading instructional model was assessed after the implementation the model using a questionnaire. The findings show that the efficiency of the PTFT Model met the criterion of 80.04/80.07. The students’ reading comprehension test scores after using the PTFT Model were significantly higher than before using the model at 0.05 level. As for the students’ satisfaction toward the instructional model, the results show that the level of satisfaction was high. In conclusion, the results of the current study indicate that the reading instruction model effectively improved students’ reading comprehension ability.