The Developing of English Reading Proficiency through Constructivist-Based Learning Management of Undergraduate Students

Abstract

The research article consisted of the following objectives: 1) to develop English reading proficiency through constructivist-based learning management of undergraduate students 2) to study the satisfaction of learning English through constructivist-based learning management of undergraduate students. A quantitative research model was used. The population was second-year students majoring in English at Chiang Rai Rajabhat University. This research used specific sampling which was a group of 57 students who enrolled in Reading II. The research instruments for data collection were pretest and posttest, a set of English reading practice activities from 8 lessons, and a questionnaire to measure satisfaction after studying. Data were analyzed by the SPSS statistical program which was composed of mean, standard deviation, and t-test.

From the study, the following results were found 1) after the students were given constructivist-based learning management, the scores of their proficiency to read English were higher than before. Significantly at 0.01 level 2) students were satisfied with learning English through constructivist-based learning management. In activities, it was easier to understand and apply. The mean was at the highest level, which was 4.370 (S.D. = 0.672). Therefore, teachers should improve teaching styles and develop activities for learning based on constructivist-based learning in other skills such as listening and speaking skills to encourage learners to develop themselves in English reading skills that can be applied to real situations.