The Development of English Reading Comprehension Skill by Using Communicative Language Teaching (CLT) for Grade 6 Students - research report

Sep 15, 2026

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The research investigated how Communicative Language Teaching (CLT) improves Grade 6 students’ English reading comprehension. It measured the effectiveness index of an instructional plan, compared students’ reading comprehension before and after CLT, and examined students’ satisfaction with CLT. Thirty Grade 6 students from Rajabhat Mahasarakham Demonstration School participated, with a seven-week implementation and sixteen 50-minute sessions.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

Abstract

Introduction

Importance of English reading comprehension

Problems in reading and comprehension at Grade 6

Purpose and study context

175 The Development of English Reading Comprehension Skill by Using Communicative Language Teaching (CLT) for Grade 6 Students Phattiya Choosakul1 , Duangporn Sriboonruang2 and Ladawan Wattanabut3 Faculty of Humanities and Social Sciences, Rajabhat Maha Sarakham University1,2,3 Corresponding Authors, E-mail: [Jaoying.Phat@gmail.com](Jaoying.Phat@gmail.com1)[1](Jaoying.Phat@gmail.com1) ,[D.Sriboonruang@gmail.com](D.Sriboonruang@gmail.com2 and)[2](D.Sriboonruang@gmail.com2 and)[ and](D.Sriboonruang@gmail.com2 and) [ta1ladaw@yahoo.com](ta1ladaw@yahoo.com3)[3](ta1ladaw@yahoo.com3) ABSTRACT The purposes of this research were to 1) study the effectiveness index of instructional plan which used CLT to improve Grade 6’s English reading comprehension ability by using Communicative Language Teaching, 2) compare the English reading comprehension ability of students before and after learning through Communicative Language Teaching for developing reading comprehension and 3) study the satisfaction of students toward CLT for learning reading comprehension. The sample was 30 students studying in Grade6, Rajabhat Mahasarakham Demonstration School, selected by using purposive sampling. The experiment was carried out for a seven -week time frame; there were sixteen class periods of fifty minutes each. The instruments used in this study were 4 lesson plans, an achievement test and a questionnaire to evaluate the students’ satisfaction in learning English reading comprehension through communicative Language Teaching. The data were statistically analyzed by mean, standard deviation and ttest for dependent samples. The findings revealed that: 1) the English reading comprehension ability of students after used the instructional plans rose up at 0.8419 levels or 84.19%, 2) the English reading comprehension ability of students after learning though CLT Technique was improved, according to the comparisons of the score of pretest and posttest. The mean scores in posttest were higher than those of the pretest and the mean score between pretest and posttest in every lesson are significantly different at the 0.05level, and 3) The students were satisfied in learning English reading comprehension through communicative language teaching. Keywords: Reading comprehension; Communicative Language Teaching; Satisfaction Received 24 August 2019 Revised 28 September 2019 Accepted 7 October 2019 176 NTRODUCTION To be able to convey meanings among group of persons, the tool is unavoidably used and that tool is comprehensible language. Language is necessary to learn for meaning interpretation or acquiring any useful knowledge no matter for education or knowing culture of society. Knowing more than one language leads to knowing different cultures of the world and enables make friendships to people in various nations (Ministry of Education Commission, 2008, p. 1) Reading is one of the most important skill in learning English classes. In contrast, many learners have troublesin comprehension. This is similar to (An. F. C.An, F. C, 2011) . stated that reading is very important for learners, but they do not understand the text they read. Then , they have failure on communication skill. Hayes(Hayes, B.L. , 1991) pointed that primary school students have troubles in reading English for comprehension when moving to secondary school students as the contexts became harder. In fact, when comparing reading classes from lower year to higher years, the prominent difference is difficulty level of texts. One aspect that lowered their scores is not having enough comprehension to answer the texts they read. Sumitra Ungwattanakul (1994) explained the reason of miscomprehension in reading stems from not knowing vocabularies and sentence structures. This is similar to Samut Senshaowanich (2002) who explained reading comprehension stems from lack of reading technique, thinking and analyzing. Readers do not understand vocabularies and sentences. Consequently, they ca

FAQs

What was the purpose of the research using CLT for Grade 6 reading comprehension?

The study aimed to examine the effectiveness of a CLT-based instructional plan, compare students’ reading comprehension before and after learning, and assess learners’ satisfaction with CLT.

How was the study conducted and what was the sample size?

Thirty Grade 6 students were selected using purposive sampling. The experiment ran for seven weeks with sixteen class periods of fifty minutes each.

What were the key findings about students’ reading comprehension and satisfaction?

Students’ English reading comprehension improved after using the instructional plan, with posttest scores higher than pretest scores and significant differences at the 0.05 level. Students also reported satisfaction with learning reading comprehension through CLT.

Sep 15, 2026

Uploaded by Lute