Taina? yours. 2550, maiannimaiounandinguuneyianvosiinioniisoniannonarelaams Wanadhugne Snoviinut San Fermaasineniastia cw virmwsingy saedinnnd avin dower orersdiinnwrinuriinud: sormansivrsd a3. qndiad qihesaies univatio irons viiinglssaedite 1) Henonrwaualunaiouan de inguuyyeyianves tndowtuisoufimnnoudmalaonrs HyaAnvinwsnsiion (2) Ame voAahimavinsnutiouvaninien mune dni nae 3) AmnanufadtuvenindoutalsuuAmnneulawiiidenns dyaantinwz ns Famadounrsaoulaun anuiuym ngudaodw Muningoutuilsoufinwils 6 Ladounmniata MTU SO RUTROMITfonuUD fe re nana fewTaveuusia fidowirinmwanguiugnutudln smo 2549 taaea mafinuntiiunrsdow ivounewannuuusouunendinronnnes ind osiiod lunsi8o enouAunmadcurioudouunendaiten yeRninuemaisuu uuudanmnganssamacuvuee vem Fainareroyo tin undo swauadoannaanasgyy Hr etest uasnsuonuyenT ws runt a Soyod las nso newiaiin sain evuariuuedzemsurseweg omy tom maviannnweunsetumaroumneanquuoyian Trans yslnvinws maou davabhindouimswannenuansomanateudtute ndourmsodouais: Tony tug nuinesaundutusedueyenlaums di udeusie9 (Connectors) lumaesmaannndu amanse donl¥iawviimneay uazrursodouls: Toniinrweonngostusen halves muaengen (Agrcement) THgnfesmaneay nansuuuilandans yenvinm a souilsedudl qed: Sauaneraiy, obnsihiud iqmantavised os navn isiinsreGorininiaduluenudousoningewniseonity 3 assume Yoavosgahiuunte (Errors of Form) Sofinernms HAs (Errors of Overuse) une doingrn misnzina hil¥ (Enors of Omission) nontaimninmuitantuvosiingeutifiions HyeRavions nso, uaemadanadeumsmounntsnudtug wu dindouculnaiienutwhilse Tenfuarmanse sianimsiiounn dinquvosiindeuloshaihlseanémnRamate Moonwaeng. 2007. The Improvement of Paragraph Writing Performance of Upper Secondary Students through Task-Based Instruction (TBI). Master of Arts Thesis in English, Graduate School, Khon Kaen University. Thesis Advisor: Associate Professor Dr. Suttirat Rujikietgumjom ABSTRACT The purpose of this study were to 1) improve the paragraph writing performance of upper secondary students using the writing task activities; 2) investigate the errors found in upper secondary students’ written works; and 3) study the opinions of upper secondary students towards using writing task activities and the task-based instruction approach (TBI). The participants obtained from the purposive sampling method were 50 upper secondary students of Grade 12 attending a Fundamental English course at Wat Klang Municipal School, Khon Kaen province in the academic year 2006. The study was of research and development (R&D) type. The instruments used in this study comprised 1) the pre-test and post-test; 2) writing task activities; 3) the observation checklist; and 4) the questionnaire. The data were analyzed with the use of basic statistical methods, namely, mean (¥), standard deviation ($.D.), test score and frequency. The results from open-ended questions were analyzed and presented as the descriptive summary report ‘The findings of the study reveal that the writing task activities constructed to improve paragraph writing performance were effective in improving the participants’ writing skill. The participants could write simple sentences and combined them to paragraphs using connectors. The writing task activities helped increase the use of connectors and transition words in their writing, the participants could use more accurate word choice and correct agreement of the subject and the verb, and obviously the participants got higher scores after the implementation of the writing task activities. The calculation of t-test between the pre-test and the post-test showed the difference at the .05 level of significance. The errors found in the participants’ written works were categorized into three types; errors of form, errors of overuse and errors of omission. In addition, the participants had the positive opinions in using the writing task activities, and the TBI was effective in improving their English learning,