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Development of an Integrated English Reading Teaching Model Focusing on theASEAN Community Contents to Enhance Reading Comprehension and CriticalReading Skills of Mattayomsuksa 6 Students |
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| รหัสดีโอไอ | |
| Creator | Mongkol Barlee |
| Title | Development of an Integrated English Reading Teaching Model Focusing on theASEAN Community Contents to Enhance Reading Comprehension and CriticalReading Skills of Mattayomsuksa 6 Students |
| Publisher | RJES |
| Publication Year | 2560 |
| Journal Title | Rangsit Journal of Educational Studies |
| Journal Vol. | 4 |
| Journal No. | 2 |
| Page no. | 12 |
| Keyword | Reading Comprehension Skills/ Critical Reading Skills /Integrated EnglishReading Teaching Model /ASEAN Contents |
| ISSN | 2408-1809 |
| Abstract | The purposes of this research are: 1) to study problems and needs in developing theIntegrated English Reading Teaching Model, 2) to develop an Integrated EnglishReading Teaching Model with efficiency at 75 /75, and 3) to evaluate the use of theIntegrated English Reading Teaching Model consisting of 3.1) to compare readingcomprehension skills and critical reading skills before and after study via this model, 3.2)to compare reading comprehension skills before and after study via this model, 3.3) tocompare critical reading skills before and after study via this model, and 3.4) to measurestudentsี satisfaction leveltowards this model. The subjects, 36 students from a school inLopburi province were randomly sampled from a classroom of Matthayomsuksa 6students. The subjects were taught by the researcher. Learning achievements before andafter study via the model were compared under dependent t-test statistic method. Thestudentsี opinions were measured by the values of percentage, mean, and standarddeviation. The results were evident as follows: 1) The average scores of the students forreading comprehension skills were at moderate level and the average scores of studentsfor critical reading skills were at the highest level. 2)The models showed the efficiency at86.25/ 82.33 that was aligned with the established requirement at 75/75. 3) ModelEvaluation: 3.1) Studentsี reading comprehension and critical reading skills afterlearning were significantly higher than before learning at the 0.5 level of statisticalsignificance with the large effect size; 3.2) Studentsีreading comprehension skills afterlearning were significantly higher than before learning at the 0.5 level of statisticalsignificance with the large effect size. 3.3) Studentsี critical reading skills after learningwere significantly higher than before learning at the 0.5 level of statistical significancewith the large effect size. 3.4) The subjectsี overall opinion towards the models was atthe high level. |
