THE DEVELOPMENT OF READING COMPREHENSION THROUGH THE DR-TA (DIRECTED READING-THINKING ACTIVITY) INSTRUCTION AND 5W1H TECHNIQUE FOR GRADE FIFTH STUDENTS

Abstract

         This research aimed to (1) develop English reading comprehension skills through the use of the Directed Reading Thinking Activity (DR-TA) instructional model combined with the 5W1H technique for Grade 5 students, and (2) compare students’ English reading comprehension skills before and after the implementation of this instructional approach. The sample group consisted of 23 Grade 5 students from Ban Nam Kam (Sitthiphol Nukul) School, Nakhon Phanom Province, during the second semester of the 2024 academic year. The sample was selected using cluster random sampling through a lottery draw, with the classroom serving as the sampling unit. The research instruments included DR-TA lesson plans integrated with the 5W1H technique and an English reading comprehension test developed by the researcher. The data were analyzed using mean, standard deviation, percentage, and hypothesis testing through a dependent samples t-test.
          The research findings were as follows: 1) The implementation of the DR-TA learning model combined with the 5W1H technique effectively improved English reading comprehension skills among Grade 5 students met the efficiency criterion of 70%. The overall average reading comprehension score increased to 22.92, with a standard deviation of 0.85, representing 76.41%. 2) Grade 5 students who received instruction through this integrated learning model exhibited significantly higher reading comprehension skills after learning compared to before learning, with a statistical significance level of 0.05.