THE EFFECTS OF GENRE-BASED INSTRUCTION ON ENGLISH READING AND WRITING SKILLS OF GRADE 12 STUDENTS IN SCHOOLS UNDER THE OFFICE OF THE PRIVATE EDUCATION COMMISSION RATCHABURI

Abstract

The objectives of this research were: 1) to compare the English reading and writing abilities of Matthayomsuksa 6 students before and after participating in learning management based on the Genre-Based Approach (GBA), 2) to compare their post-learning English reading and writing abilities with the 75% proficiency criterion, and 3) to study the students’ satisfaction toward the learning management based on the Genre-Based Approach.

          This research employed a one-group pretest-posttest design. The population comprised 1,173 Matthayomsuksa 6 students from 35 classrooms in 9 private schools under the Office of the Private Education Commission, Ratchaburi Province, during the second semester of the 2024 academic year. The sample was selected through multistage sampling and consisted of 30 Matthayomsuksa 6 students from Darunaratchaburi School. The research instruments included: 1) ten GBA-based instructional plans totaling 20 hours, 2) an English reading and writing ability test consisting of 30 items, and 3) a student satisfaction questionnaire regarding the GBA-based learning management. The data were analyzed using mean, standard deviation, and t-test.

          The findings revealed that: 1) the students' English reading and writing abilities after the intervention were significantly higher than before at the .05 level; 2) their posttest scores were significantly higher than the 75% proficiency criterion at the .05 level; and 3) the students’ satisfaction toward the learning management based on the Genre-Based Approach was at a high level.