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4-1 shows the students’ results of the pre-test paper. Table 4-2 shows the students’ results of the post-test paper. According to the Table 8, it is shown that there are the same highest score in EC and CC. The meanscores of the two classes are totally the same. The percentage of good students (over 80) on the readingcomprehension is 64.3% in EC and 63% in CC. The mean score for EC is 76, and the mean score for CC is74.9. Therefore, it is concluded that the students’ reading ability for EC and CC are nearly the same beforethe TBLT application in the reading teaching in the senior high school.According to the Table 9, it is shown that there is a larger gap on scores of post-test paper between ECand CC. The mean score of the students from EC is 88, while the mean score of the students from CC is 76.The gap is 12 and the previous gap is 1.1. The percentage of good students (over 80) from EC is 79%,while the percentage of good students (over 80) from CC is 73%. The gap is 7% and the previous gap is1.3%. Therefore, it can be concluded that the students from EC have achieved great progress after theexperiment.
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Conclusion

During the experiment, a lot active and positive changes happened in the English reading class. Theapplication of TBLT has its own glamour in English reading class in senior high schools so that it hasreceived welcome all over the world.Not only the English teachers but also the students pay more attention to the memory of the new word,the retelling of the passage and the grammar in traditional English reading class. The main meanings,structure of the passage, the culture expressed by the passage and the actual application of English languagehave always been ignored by teachers and students. Nevertheless, TBLT provide a great platform to learnEnglish reading. The TBLT focuses on the interests and actual application of English for most students.In traditional teaching class, the English teachers play a role as a controller and the students play a roleas an audience. The students learn something explained by English teachers, not something they want tolearn. In the teaching class with TBLT, the teachers begin to change their roles as a guide. The studentsbecome more active. They have more opportunities to take part in the class activities.
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Reference (omitted)

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