Enhancing Reading Comprehension by Using the STAD Technique in Seventh Grade Students at a Secondary School
Keywords:
Reading Comprehension, STAD Technique, Seventh Grad StudentsAbstract
Thailand's 21st-century education landscape adapts to Web 2.0, incorporating modern devices and focusing on future-oriented learning, self-management, and life skills. Teachers must adapt teaching activities to meet students' needs. This research explored and evaluated the English reading comprehension skills of students both before and after implementing the STAD teaching method. It studied students'satisfaction with integrated English reading comprehension using the STAD teaching technique. The findings in Chapter 1 indicated moderate understanding, accompanied by a high standard deviation. In Chapter 2, students showed improvements with an average score of 62%, suggesting consistent teaching methods. Chapter 3, Home, yielded the highest average score of 8.33, indicating the effectiveness of the STAD approach. The total mean score for the 40 students was 19.80 out of 30 points, indicating satisfactory learning achievement through the STAD technique. After using the STAD technique, the difference in scores between pre-test and post-test was calculated, revealing an improvement in reading comprehension scores of 17 points and 4 points, respectively. In addition, students were generally satisfied with the STAD technique for enhancing reading comprehension among seventh-grade students. They were satisfied with teacher performance, content, and reading activities. In conclusion, the study compares the English reading comprehension abilities of seventh grade students before and after learning the STAD teaching technique at a secondary school. Results show significantly higher comprehension after using STAD, and students are highly satisfied with the teaching and learning process. The discussion stated that the STAD technique significantly improved English reading comprehension in seventh-grade students, facilitated by structured learning and group discussions. High satisfaction levels were observed, but a need for clearer communication and reevaluation of assessment methods was noted. Recommendation is that the study on the STAD technique in seventh grade suggests promoting awareness, creating engaging materials, fostering collaboration, using assessment methods, and monitoring learning outcomes. Future research should expand the sample, compare methods, and understand long-term effects.
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