Effects of Organizing Learning Activities in Thai Language by Using Reading Comprehension Instructional Media Named Reading Comprehension and its Applicability to Daily Life for Primary 4 Students

Abstract

Reading is a key skill to improving thought and intelligence. Thus, instructional media to improve reading skills are important tools in the instructional organization of Thai and foreign languages in relation to thought improvement. This research, which is qualitative and experimental, aims to analyze Thai language teaching achievement and satisfaction when product and medicine labels, as an instructional media named “Painkiller, Milk, and Sweets”, are used among primary 4 students from 5 purposively sampled schools in Chaloem Phra Kiat district: Anuban Thachang, Sai-Ngam Chalermprakiat, Ban Nontawit, Pimanprachasan, and Phetmatukla. Research Instruments are students’ pre-test and post-test scores as well as teachers’ satisfaction questionnaires. For the teaching achievement, the research found that the test average score of the samples was increased when the Pre-test and post-test were compared (Anuban Thachang: 6.24/8.96, Sai-Ngam Chalermprakiat: 5.5/9, Ban Nontawit: 5.43/8, Pimanprachasan: 5.5/7.88 and Phetmatukla: 6.64/9.21). For the instructional media satisfaction, from the 5 scaled score, it was reported that the teachers using the instructional media averagely rated 4.24 for the teaching activity, 4.52 for the instructional media, and 3.96 for the pedagogic contribution. These findings contribute to the further development of instructional media and learning innovations for teaching reading comprehension and its applicability to daily life as well as of pedagogic activities for reading literacy in both prose and poetry.