42 CHAPTER 5 FINDINGS This chapter concludes the purpose of the study, literature review, method, summary of findings, discussion, conclusion, limitation, significance of the study, and the recommendations for the further research. Purpose of the Study This study aimed to explore the effect of extensive reading on the reading comprehension of university students are Nakhon Pathom Rajabhat University. It also aimed to find out if they were gender differences between extensive reading and reading comprehension. Finally, the study aimed to know if extensive reading motivated students positively. The following research questions guided this exploratory study: 1. Does extensive reading have an effect on students’ reading comprehension in learning English? 2. Are the scores of English reading comprehension abilities between the male students and female students significantly different? 3. Does extensive reading give the students a higher motivation toward reading comprehension in English? Summary of Findings The major results of the study were organized and summarized according to the research questions.
43 Research Question 1 Does extensive reading have an effect on students’ reading comprehension in learning English? 1. Based on the pre-test and post-test results, their abilities in English reading comprehension after using an extensive reading program in the classroom were higher than before the intervention. The reason for this result is that the participants were from the faculty of Education who want to be future teachers. They want to improve their English ability to reach a certain level for being teachers and to pass an English proficiency and exit exam of NPRU before graduation. They performed well in general because they spent average time of reading 30:12:22. The research results correspond to the study done by Puangmaliwan (2005) with 120 first-year English major from Nakhon Ratchasima Rajabhat University, which revealed that students were able to achieve higher scores in reading comprehension and vocabulary recognition if they spent more time reading. Dohuy, Hull, and Tesuriwong (2006) conducted a similar study and found that students had increased their reading ability because they were willing to read more genres of books which they felt more positive about reading. They could guess the meaning more easily. Maneekhao and Tepsuriwong (2016) agree that students are happy with the material at their proper levels, so they are more interested to read extensively. Wisaijorn (2017) agreed that Thai students showed overall positive development of attitudes to reading capacity in reading English if they read more and more, especially for those whose proficiency was not highly developed.
44 Research Question 2 Are the scores of English reading comprehension abilities between the male students and female students significantly different? Though the group as a whole has increased post-test scores, gender differences were observed. There was no significant difference between the male and female posttest scores. However, from the observation, the female students put in more effort and did a slightly better average score of 32. 9545 (̅= 32.9545, S.D = 9.41365) in reading than those male students' average score of 31.2727 ( ̅=31.2727, S.D. = 10.22830). They spent an average time of reading (33:09:26) while the average time reading for the male students was (27:15:17). This result agrees with a study of Liu & Young (2014) which says that female students tried harder than male students in extensive reading. This result is like Hassan and Hassan (2016) who explain that female students are more serious about their studies than male students. They attend class more regularly, prepare for the test better, and ask more questions from teachers when they do not understand so well. Logan and Johnston (2009) agree that female students have better reading comprehension, read more frequently, and have a more positive attitude toward reading and school. Martinez and Gil (2020) also agree that girls are interested in reading more books; around 75% of them say they read for fun, compared to 50% of boys who perform better in mathematics. Research Question 3 Does extensive reading give the students a higher motivation toward reading comprehension in English?
45 The finding on the student's motivation toward English reading comprehension through extensive reading indicated that the students had higher motivations with the arithmetic mean (̅) of between 3.2727 to 4.1212 and a total of the average score of 3.85303 (̅=3.85303, S.D = 0.866952). This study showed that the students felt satisfied with the extensive reading program learning procedure. Almost all the items in the motivation questionnaire were ranked at a high level. Five items were rated at the highest level of 5, and the rest were rated at the high level of 4 and 3. Those five items that ranked highly were that a) the students tried to finish reading the whole text, b) they liked to search for more information if they did not understand important lines in the reading, c) they tried to read more to improve their grades, they tried to find what their weak point in reading skills is and try to improve it, and e)reading is important and a skill worth retaining in the long term. They have high motivation in reading because they feel pleasure in reading and understand what they read. Maass and Shimada (2018) agree that students have positive motivation toward extensive reading because of the freedom to choose their reading material and abandon it if it is not interesting or unsuitable for their linguistic competence. This is in line with Nutalak (2019) & Fongpaiboon (2017), who found that students had positive attitudes toward English learning via extensive reading because they increased their comfort and decreased their anxiety. According to Gardner (1985) and the SDT of Decci and Ryan (1985) theory of motivation, students can reach a higher learning achievement when they are highly motivated. Besides this, from the teacher’s observation, students’ motivation was gained from the teacher’s support and to be a role model for them in reading habits. Miftah (2013) agrees that in extensive
46 reading, students receive encouragement from what they choose to read, to feel pleasure and obtain general language improvement from the teacher’ help.
47 CHAPTER 6 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS This study is experimental research designed to investigate the impact of extensive reading on students reading comprehension at Nakhon Pathom Rajabhat University, Nakhon Pathom province, Thailand. This chapter presents the summary of the study, conclusion, and recommendations for future research. Summary The objectives of this study are to see the impact of extensive reading on the students’ reading comprehension at the university student level before and after using the extensive program and to compare the English reading comprehension abilities of male and female students before and after using the extensive reading program, and to investigate students’ reading motivation towards reading procedure using extensive reading after the experiment. The subject in this study was 1500011: Fundamental English 2 as a course requirement of NPRU. The total number of students was 33, consisting of 11 male and 22 female students who are freshmen in the second semester of their academic year. The sample group was selected using a purposive sampling technique. All of them were aged between 17-19 years old. The research instruments used for data collection were pre and post-test and questionnaires. Each class was three hours long, and the teacher devoted 30 minutes for extensive reading in ten consecutive weeks from 21st December 2020 until 25th February
48 2021. At the beginning of the course, the teacher introduced the experiment and gave a pre-test. In the 10th week of the semester, students received a post-test. The identical pretest and post-test for reading comprehension consisted of five reading passages with fifty multiple-choice questions. The test comprised of thirty multiple-choice type questions, ten true-false type questions and ten not true-false text type questions. The test was adapted from the Cambridge Test's KET (A2 level) for English beginner learners. The students were asked to answer these questions within sixty minutes. Apart from the test, a five Likert scale was also used to collect data on the student’s motivation toward extensive reading after the intervention. The question from the questionnaire was adopted from the questionnaire of Rattanavich (2016), and it was comprised of two parts. The first part described the general information about the respondents. The second part described the respondents’ motivation towards the extensive reading which was implemented while they were studying in the class. This questionnaire consisted of 20 questions regarding motivation to read English text outside of the classroom. Concerning data collection procedures, the experiment was conducted within ten weeks in the second semester of the academic year of 2020-2021 at Nakhon Pathom Rajabhat University. The data collection procedure comprised of four stages. Firstly, the students were asked to do the pre-test before conducting the experiment. Sixty minutes was given to complete it at the first week. Then the students were taught the lesson and they participated in extensive reading activities. After the intervention, they were asked to take the post-test which was the same as the pre-test. Also, the questionnaire on the students’ motivations towards to the use of extensive reading program in class was distributed to them. Finally, the data collected from the experiment was analyzed and
49 present in terms of arithmetic mean (̅) and standard deviation (S.D) to compare pre and post test results and data collected from questionnaire used to interpret of motivation level. Conclusion Based on the pre-test and post-test results, the students' English reading comprehension abilities after the use of an extensive reading program in the classroom were higher than before the intervention at the statistically significant difference of 0.05 level. The statistical analysis revealed that the total mean of the post-test (̅= 32.3939, S.D. =9.56537). After the pre-test and post-test scores of the students were compared, it was found that the former was less than the latter. To sum up, English reading comprehension abilities of NPRU students in English language courses after extensive reading were at a good level and would be increasingly improved. This result shows that the subjects' abilities on English reading comprehension after an extensive reading program was applied in the classroom were higher than their ability before the experiment. The scores of English reading comprehension abilities between male and female students compared in their post-test scores were not significantly different. However, the female students’ scores were higher than those of male students. The average score of the female students’ post-test was 32.9545 (̅=32.9545, S.D = 9.41365), while the average score of the male students’ post-test was 31.2727 (̅=31.2727, S.D = 10.22830). This result reveals that the English reading comprehension abilities of the male and female students were not different.
50 The student's motivation towards English reading comprehension through extensive the reading program was at a high level. This indicated that the students contained good motivation toward extensive reading program on English reading comprehension. The results showed that the arithmetic means (̅) had between 3.2727 to 4.1212 and the total of average score of 3.85303 (̅=3.85303, S.D = 0.866952). This result shows that students’ motivation toward English reading comprehension through extensive reading program were at good levels. Limitations There are some limitations in this study. First of all, there was no control group. It was not allowed to test students who were not participating in this experiment. It is very difficult to claim conclusively that the improvements resulted from the extensive reading treatment. It is also difficult to measure different kinds of individual student’s motivation and, proficiency in vocabulary, grammar, spelling, or general knowledge about the world. These findings cannot all be attributed to whether the learning from extensive reading. Nevertheless, students had higher reading comprehension abilities at the end of the intervention. However, whether the high reading comprehension scores resulted from memorizing the pre-test, which was repeated as a post-test is not known. In addition, the time was short, and the study did not focus on reading accuracy or reading speed, which are essential in reading. Another limitation was the population which only included, and there was a limitation in the context of the population which only included students from the Social Studies major in the Education department whose English language proficiency was at the basic level. The study did not include their learning behavior, background, interest, or culture.
51 Significance of Study The findings of this study provide a valuable parameter for instructors to develop better programs and activities for students to improve their English reading comprehension and motivation in English reading and to emphasize extensive reading in the English curriculum. English instructors interested in ensuring students learn the language can use extensive reading to improve their reading comprehension and motivate them to read. Thai university students can realize the essence of extensive reading in learning English as the direction for higher education and a better future. Recommendations for Future Research Based on the findings of this study, the following are the recommendations 1. Future studies should be conducted in a real classroom interaction so that it is easy for the teacher to control participants and motivate them more effectively. 2. To provide the same book to both male and female students in a week to read. The post-test scores are compared. This would provide information about the impact of extensive reading intervention for both genders. 3. To explore if there are any difficulties or challenges for students during the experiment.
52 REFERENCES
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APPENDICES
60 APPENDIX A: PRE-POST TEST IN ENGLISH The effectiveness of extensive reading in English language learning on EFL students at a university level The purpose of this pre post-test is to collect the information about students’ reading comprehension after they have experienced the implementation of extensive reading in Fundamental English 2 class in a second semester of the academic year of 2020-2021 at Nakhon Pathom Rajabhat University. The students’ section is 62/24 which is the first-year students from education major. The obtained information would be very helpful in enhancing and developing English learning and teaching in a university level. Thus, please do the test truthfully. The pre post-test consists of 5 reading comprehension passages with the total of 50 points. Reading Comprehension (50 points) Passage1: Reading Comprehension (Items 1-10: 10 points) Direction: Read the passage and choose the best answer Madagascar has two seasons, a warm, wet season from November to April, and a cooler dry season between May and October. However, different parts of the country have very different weather.
61 The east coast is hotter and wetter, with up to 4000mm of rainfall per year. In the rainy season, there are strong winds, and these can cause a lot of damage. Avoid visiting eastern Madagascar between January and March because the weather can make road travel very difficult. The dry season is cooler and more pleasant. The high, central part of the country is much drier and cooler. About 1,400 mm of rain falls in the rainy season, with some thunderstorms, but the summer is usually sunny and dry, but it can be cold, especially in the mornings, with freezing showers, and it may snow in mountain areas above 2,400m, and even stay there for several days. The west coast is the driest part of the island. Here, the winter months are pleasant with little rain, cooler temperatures and blue skies. The summers can be extremely hot, especially in the southwest. This part of the country is semi-desert, and only gets around 300mm of rain per year. 1. Madagascar has four seasons: spring, summer, autumn and winter. A. True B. False 2. There is more rain in January in June. A. True B. False 3. The wet season is colder than the dry season. A. True B. False 4. It hardly ever rains in central Madagascar.
62 A. True B. False 5. The wettest part of the island is the east. A. True B. False 6. January-March is a good time to visit eastern Madagascar. A. True B. False 7. The centre of Madagascar is the coldest part. A. True B. False 8. Snow sometimes falls in Madagascar. A. True B. False 9. The west coast has the best weather in December. A. True B. False 10. The north-east is hottest than the south-east. A. True B. False Passage2: Reading Comprehension (Items 11-20: 10 points) Direction: Read the passage and choose the best answer
63 Tiffany writes: Saturday 7th April - 10.43 am Are you free this afternoon? Do you want to go out? Jack writes: Saturday 7th April - 10.45 am I just have to finish my homework, but I think I can finish it this morning. What do you want to do? Tiffany writes: Saturday 7th April - 10.48 am Let’s go into town. We can go shopping and then get a coffee. We can go to the new cafe near the library. The cakes look great there. Jack writes: Saturday 7th April - 10.50 am You know I hate shopping. Why don’t we go to the park? Kev and Rob will be there skateboarding. We can have meet up with them. Tiffany writes: Saturday 7th April - 10.52 am I don’t want to spend my Saturday afternoon watching boys skateboarding! That’s so boring! But we can go to the park for a game of tennis if you like. Jack writes: Saturday 7th April - 10.55 am I’m not really in the mood for tennis. I don’t want to do anything too active. I want to
64 just relax. You could come to my house, and we could watch a movie. We’ve got lots of good food. Tiffany writes: Saturday 7th April - 10.56 am I could watch a film on my own. Why don’t I bring some board games round? That’ll be a bit more fun. Jack writes: Saturday 7th April - 10.57 am Okay, that sounds alright, but my little brother will probably want to play too. Is that okay with you? Tiffany writes: Saturday 7th April - 10.58 am Sure. Shall I invite anyone else? I think Sophie is free this afternoon. Jack writes: Saturday 7th April - 11.00 am Okay, you can invite her, but no-one else. I don’t want too many people round. Tiffany writes: Saturday 7th April - 11.01 am Fine. I’ll come round after lunch. Is one o’clock okay? Jack writes: Saturday 7th April - 11.02 am Make it half past. I have to write a few emails first. See you l8r. 11. Jack is doing his homework this morning.
65 A. True B. False C. Not in the text 12. Jack and Tiffany went shopping together last Saturday. A. True B. False C. Not in the text 13. Tiffany wants to go to the library. A. True B. False C. Not in the text 14. Jack wants to take his skateboard to the park. A. True B. False C. Not in the text 15. Tiffany wants to play tennis, but Jack doesn’t. A. True B. False C. Not in the text 16. Tiffany has already watched a film today. A. True B. False C. Not in the text
66 17. They decide to play board games at the new cafe this afternoon. A. True B. False C. Not in the text 18. Four people will play board games this afternoon. A. True B. False C. Not in the text 19. Jack’s brother is younger than Jack. A. True B. False C. Not in the text 20. Tiffany will meet Jack at half past twelve. A. True B. False C. Not in the text Passage3: Reading Comprehension (Items 21-30: 10 points) Direction: Read the passage and choose the best answer
67 High speed trains pass platform without stopping Please stand behind the yellow line 21. The notice tells passengers… A. where to catch the fast train B. to stay away from fast trains. C. about a change to the train service. ↑ Way Out & Lifts ← Waiting Room & Toilets Left Luggage → 22. Turn right if you... A. want to leave the station. B. are waiting for a train. C. want to store your bag. When ticket office is closed please use ticket machine. Passengers travelling without a ticket may receive a fine. 23. The sign tells passengers... A. where to find the ticket office. B. to buy a ticket before travelling.
68 C. that the ticket machine is not working. Taxis over bridge Please cross road for buses to Weston town centre and bus station. Use this stop for buses to Belgrave and Dorstone. 24. Stay here if you want to... A. get a taxi B. go to the town centre. C. go to Dorstone. Delays and cancellations possible because of snow Please check timetable for updates to your service 25. The notice tells passengers that... A. train services may change. B. the next train is delayed. C. it will snow soon.
69 ↑ Gates 1-19 All other gates → 26. The sign tells passengers... A. where to catch a train. B. where to board a plane. C. where to collect luggage. Fasten seatbelt while in your seat. Life vest is under your seat. 27. You will see this sign... A. in a plane. B. in a train. C. in a hire car. NOTICE Because of road works, this stop will move to Fountain Road between 5th and 25th March 28. The notice tells passengers that... A. the bus route will change. B. buses will leave from a different place. C. buses will run late in March.
70 Buses leave from this stop at 0530, then every 15 minutes until 1800, then hourly until 2200. 29. There is NOT a bus at... A. 0545 B. 1830 C. 2100 Maximum Capacity 30 passengers seated 14 passengers standing 30. The notice describes... A. how many people can ride the bus. B. the cost of a bus ticket. C. how many buses there are per day. Passage4: Reading Comprehension (Items 31-40: 10 points) Direction: Read the passage and choose the best answer Sixteen - What now? You’re 16 and finally you can leave school! By now, you’re probably sick of teachers, desks, tests and exams. But don’t just run for the exit. You need to think carefully about what to do next.
71 If you want a professional career, you will need to go to university and get a degree. To do that, you need to stay at high school for another two years. But you needn’t stay at the same place. There are several options in the district of Northacre. St. Leopold’s School has the best pass rate of all the high schools in the district. It offers a wide range of subjects in the humanities and sciences. St Leopold’s is, of course, a private school, so may be too expensive for you. But don’t worry, there are several other options if you want to follow the academic route. Knowle Grammar School is a state school, so there are no fees, and it has excellent tuition and facilities. It is a boys’ school from the ages of 11-16, but from 16-18 it is co-educational. But it is selective, so you’ll have to pass an exam to get in. If you’re interested in going into Business, check out Wyle River Academy. This school specialises in subjects like Business Studies, Management and Economics. If you prefer the arts, look at the courses on offer at Northacre College. Here you can study woodwork, art, textiles and much more. Northacre College also offers a wide range of vocational qualifications. You can do a 1- year certificate or a 2-year diploma in subjects like electrics, plumbing, roofing and hairdressing. If you’d prefer to work outdoors, look at Milldown College, where there are courses in Farm Mechanics, Land Management, Animal Management and much more. A final option is to get an apprenticeship with a local or national company. You will get on-the-job training, gain certificates or diplomas and start earning straight away. But be warned - places are limited! Find out more at the Jobs Fair on 26th May at Northacre College. 31. The aim of the article is to….
72 A. advise young people about how to get to university. B. tell young people about the options available. C. advise young people to stay in education. 32. The article advises reader who want a professional career to… A. go to university immediately. B. stay at the same school for two more years C. go to high school to two more years, then get a degree. 33. St Leopold’s is the best school for… A. good exam results. B. humanities and sciences. C. facilities. 34. You can only attend St Leopold’ school if… A. pay tuition fees. B. pass an exam C. study both humanities and sciences. 35. You can only attend Knowle Grammar School if you… A. pass an exam. B. are a boy. C. can afford the tuition fees. 36. Anna wants to work with horses. Where is the best place for her to study? A. Wyle River Academy B. Northacre College C. Milldown College
73 37. Henry wants to be a builder. Where is the best place for him to study? A. Wyle River Academy B. Northacre College C. Milldown College 38. Kevin wants to be a fashion designer. Where is the best place for him to study? A. Wyle River Academy B. Northacre College C. Milldown College 39. Caroline wants to run her own company. Where is the best place for him to study? A. Wyle River Academy B. Northacre College C. Milldown College 40. What is the problem with apprenticeships? A. there are few available. B. they are expensive. C. they don’t give you any qualifications.
74 Passage5: Reading Comprehension (Items 41-50: 10 points) Direction: Read the passage and choose the best answer Gatesbridge’s new Merriwether Mall is opening this September. With an area of 320,000 square metres, the Merriweather Mall will be the biggest mall in the south west. It’s located close to the motorway, has its own bus station and 2000 car parking spaces, so it is convenient for everyone. The mall has five areas, all under cover. The largest, Main Street, is a shopping area on three floors. Here, you’ll find all the major chain stores and department stores. You can buy fashion items and all the famous brand names. There is also a large chemist. Situated on two levels, the market square is where you can find traditional market stalls. On the lower floor, there are food stalls, including a butcher’s, baker’s, a fishmonger’s, greengrocer’s and delicatessen. On the upper floor, you will find stalls selling hardware and haberdashery. Bohemia is at the rear of the mall. Here, you’ll find quirky, independent shops selling everything from second hand music and books to clothes and handicrafts.
75 The Palisade is more upmarket. Here you will find fashion boutiques, jewellers, antiques and furniture. There are also two banks and a post office located along The Palisade. The Showground is the entertainment centre of the mall. On the ground floor, there is a food court where you’ll find cuisine from around the world, including Chinese, Japanese, Thai and Italian food. There is a large arena where events will take place through the year. There is also an eight-screen cinema, a night club and a bowling alley. And if that is not enough, we are offering you a voucher which will give you £10 off any purchase over £40 that you make in the Merriwether Mall between 10th and 16th September. You can’t afford to miss it! 41. Where is the best place in the mall to buy an expensive necklace? A. Main Street B. Market Square C. Bohemia D. The Palisade E. The Showground 42. Where is the best place in the mall to buy some bacon? A. Main Street B. Market Square C. Bohemia D. The Palisade E. The Showground 43. buy some Nike trainers?
76 A. Main Street B. Market Square C. Bohemia D. The Palisade E. The Showground 44. buy a used CD? A. Main Street B. Market Square C. Bohemia D. The Palisade E. The Showground 45. have a meal? A. Main Street B. Market Square C. Bohemia D. The Palisade E. The Showground 46. buy an expensive, old cupboard? A. Main Street B. Market Square C. Bohemia D. The Palisade F. The Showground
77 47. see a film? A. Main Street B. Market Square C. Bohemia D. The Palisade E. The Showground 48. buy some bacon? A. Main Street B. Market Square C. Bohemia D. The Palisade E. The Showground 49. buy some shampoo? A. Main Street B. Market Square C. Bohemia D. The Palisade E. The Showground 50. mail a parcel? A. Main Street B. Market Square C. Bohemia
78 D. The Palisade E. The Showground End of the test Thank you for your kind cooperation.
79 APPENDIX B: QUESTIONNAIRE แบบสอบถาม The effect of extensive reading on Thai students’ reading comprehension to learning English as a foreign language ผลของการอ่านแบบกวา้งขวางที่มีต่อการอ่านเพื่อให้เกิดความเขา้ใจของนกัศึกษาไทยที่เรียนภาษาองักฤษในฐานะภาษาต่างประเทศ The purpose of this survey is to collect the information about students’ motivation after they have experienced the implementation of extensive reading in Fundamental English class in the academic year 2020-2021 at Nakhon Pathom Rajabhat University in which 32 students from Education Faculty. The obtained information would be very helpful in enhancing and developing English learning and teaching in a university level. Thus, please answer all the items truthfully. การสา รวจคร้ังน้ีมีวตัถุประสงคเ์พื่อรวบรวมขอ้มูลเกี่ยวกบัแรงจูงใจของนกัศึกษาหลงัจากที่พวกเขามีประสบการณ์ในการอ่าน แบบกวา้งขวางในช้นัเรียนภาษาองักฤษพ้ืนฐาน ปี การศึกษา 2563-2564 ที่มหาวิทยาลัยราชภัฏนครปฐม ซ่ึงมีนกัศึกษาท้งัหมด 32 คนจากคณะครุศาสตร์ ข้อมูลที่ได้รับจะเป็ น ประโยชน์อยา่งยิ่งในการเสริมสร้างและพฒันาการเรียนการสอนภาษาองักฤษในระดบัมหาวิทยาลยัดงัน้นั โปรดตอบทุกข้อตามความเป็ น จริง The questionnaires are divided into 2 parts: แบบสอบถามแบ่งออกเป็น 2 ส่วน: Part1. General information about the respondents ส่วนที่ 1. ขอ้มูลทวั่ ไปของผตู้อบแบบสอบถาม
80 Part2. Respondents’ motivation towards the extensive reading which was implemented while they were studying in the class. ส่วนที่ 2. แรงจูงใจของผตู้อบแบบสอบถามที่มีต่อการอ่านแบบกวา้งขวางซ่ึงไดน้า ไปใชข้ณะที่เรียนในช้นัเรียน Part 1 ส่วนที่ 1 General information about the respondents ขอ้มูลทวั่ ไปของผตู้อบแบบสอบถาม Direction: Please write down your information in the space provided. ขอ้ช้ีแนะ: โปรดเขียนขอ้มูลของคุณลงในช่องวา่งที่เลือก 1 Gender เพศ: ชาย Male หญิง Female 2 Age อายุ: 17-18 19-20 More than 21 มากกวา่ 21 3 Year of study ศึกษาอยใู่นช้นั ปีที่: Freshman ปี ที่1 Sophomore ปี ที่2 Junior ปี ที่ 3 Senior ปี ที่ 4 4 Major สาขาวิชา: Part 2 ส่วนที่ 2
81 Respondents’ motivation from the extensive reading แรงจูงใจของผตู้อบแบบสอบถามในการอ่านแบบ กว้างขวาง All the statements below refer to your degree of agreement towards the implementation of extensive reading which were implemented while they were studying in the class. Each statement is followed by five numbers; 5, 4, 3, 2, and 1. Also, each number means the following: ขอ้คา ถามท้งัหมดดา้นล่างน้ีแสดงถึงระดบัความคิดเห็นของคุณต่อการอ่านแบบกวา้งขวาง ซ่ึงไดถู้กนา ไปใชข้ณะที่เรียนในช้นัเรียน คา ถามแต่ละขอ้มีตวัเลือกห้าตวั 5, 4, 3, 2 และ 1 และแตล่ะหมายเลขมีความดงัต่อไปน้ี: 5 means that strongly agree หมายความวา่ เห็นดว้ยอยา่งยงิ่ 4 means that agree หมายความวา่ เห็นด้วย 3 means that moderate หมายความวา่ ปานกลาง 2 means that disagree หมายความวา่ ไม่เห็นดว้ย 1 means that strongly disagree หมายความวา่ ไม่เห็นดว้ยอยา่ง ยงิ่ Read the following statement carefully; select the numbers (5, 4, 3, 2, or 1) in the table which applies to you. Please note that, it is not a test; there are no right or wrong responses to any of the statements on this survey. อ่านขอ้ความต่อไปน้ีอยา่งละเอียด เลือกตัวเลข (5, 4, 3, 2 หรือ 1) ในตารางที่ตรงกบัความคิดเห็นของคุณ โปรดสงัเกตวา่ ค าถาม เหล่าน้ีไม่ใช่ส่วนหน่ึงของการทดสอบ ดงัน้นัจึงไม่มีคา ตอบที่ถูกหรือผิดในการตอบแบบสา รวจน้ี
82 Motivation Questionnaires แบบสอบถามแรงจูงใจ Direction คา สงั่ : Put a check in the space provided. โปรดใช้เครื่องหมาย ลงในช่องที่เลือก My motivation to read in English แรงจูงใจของฉนั ในการอ่านเป็นภาษาองักฤษ Strongly Disagree ไม่เห็นดว้ย อยา่งยิ่ง 1 Disagree ไม่เห็นดว้ย 2 Moderate ปานกลาง 3 Agree เห็นด้วย 4 Strongly Agree เห็นด้วย อยา่งยิ่ง 5 1. I try to finish reading the whole text. ฉนัจะพยายามอ่านเน้ือหา ท้งัหมดจนจบ 2. I like to search for more information if I don’t understand important lines in the reading text. ฉนัจะพยายามคน้หาขอ้มูลเพิ่มเติม ถ้าหาก ฉนั ไม่เขา้ใจเน้ือหาสา คญับางตอนที่กา ลงัอ่านอยู่ 3. I like to help my friends with their reading assignments. ฉันชอบ ช่วยเพื่อนทา การบา้นการอ่าน 4. I try to learn the definitions of any words I don’t understand. ฉันจะพยายามหาความหมายของค าศัพท์ทุกค าที่ ไม่เขา้ใจ 5. I try to find ways to read faster. ฉนัพยายามหาทางให้อ่านไดเ้ร็วข้ึน 6. I only try to read more to improve my grades. ฉนัพยายามอ่านมากข้ึนเพื่อเพิ่มเกรด 7. I have to read because the teacher assigns me work to do. ฉนัจา เป็นตอ้งอ่านเพราะวา่อาจารยส์ ั่งให้ฉนัอ่าน 8. I don’t like reading anything with too many paragraphs. ฉนั ไม่ชอบอ่านเน้ือหาใดๆ ที่มีหลายยอ่หนา้ 9. I try to complete reading assignments or tests by myself to check my understanding. ฉนัพยายามทา การบา้นหรือทา ขอ้สอบวิชาการอ่าน ด้วยตัวเองเพื่อวัดความเข้าใจของฉัน
83 10. I try to find details in the reading text to answer questions. ฉนัพยายามคน้หารายละเอียดในขณะอ่านหนงัสือ เพื่อที่จะตอบค าถาม 11. Reading activities make me feel bored. กิจกรรมการอ่านทา ให้ฉนัรู้สึก เบื่อ 12. If I don’t understand the text, I will read it again. ถา้หากฉนั ไม่เขา้ใจเน้ือหาที่กา ลงัอ่านอยู่ ฉันจะ อ่านซ้า อีกคร้ัง 13. I set and achieve my reading goals. ฉนัสามารถบรรลุเป้าหมายการอ่านที่ฉันต้งัไวไ้ด้ 14. I am willing to work hard to read better. ฉนัยนิดีที่จะขยนัมากข้ึนเพื่อพฒันาการอ่าน 15. If a text is interesting, I don’t care how hard it is to read. ถา้หากเน้ือหาน่าสนใจ แมว้า่เขา้ใจไดย้ากแต่ฉนัก็ ยงัจะอ่าน 16. I always quit reading when I have to read difficult texts. ฉนัจะไม่อ่านต่อ ถา้หากฉนัตอ้งอ่านเน้ือหาที่ยาก 17. It is important for me to find main idea in each reading text. ในการอ่านหนงัสือ การหาใจความส าคัญมี ความสา คญัอยา่งยิ่งต่อฉนั 18. Although I get bad reading grades, I continue to improve my reading skill. แมว้า่ฉนัจะไดค้ะแนนไม่ดีในวิชาการอ่าน แต่ฉนั จะพยายามพฒันาทกัษะในการอ่านต่อไป 19. I will find what my weak point in reading skills is and try to improve it. ฉนัจะหาจุดอ่อนในการอ่าน และจะพฒันาให้ดีข้ึน 20. Reading is important and a skill worth retaining in the long term. การอ่านเป็นสิ่งสา คญัและเป็นทกัษะที่ควรค่าแก่ การธ ารงไว้ในระยะยาว
84 Adapted from the questionnaire of Rattanavich (2016) ดัดแปลงมาจากแบบสอบถามของรัตนวิช (2559) Thank you for your kind cooperation. ขอขอบคุณส าหรับคว