The Development of Mathayomsuksa 3 Students’ Chinese Reading Aloud Ability by Using LT Technique Cooperative Learning

Abstract

Background and Aims: Chinese is a unique language that requires the expertise of teachers to develop such abilities in students, and depending on the interests of the learners, having them develop their communication abilities is difficult in actual practice. Therefore, it is very necessary to have a learning management model for Chinese language subjects to develop communication abilities that are specific to students to serve as an important base for the development of Chinese communication abilities and other related Chinese language abilities at a higher level. The objectives of this research were 1) to develop the ability to read aloud Chinese words of Mathayomsuksa 3 students with cooperative learning activities, and effective LT technique according to criteria (75/75). Collaborate on LT techniques between before and after. And 3) to study the satisfaction of Mathayomsuksa 3 students towards cooperative learning activities using the LT technique.

Methodology: The sample was students of Nong Wua So Pittayakhom School, Non-Wai Subdistrict, Nong Wua So District, Udon Thani Province by randomly selecting groups of 1 room with 36 people. The research tools were (1) 12 plans for learning Chinese subjects, totaling 12 hours, (2) a Chinese reading ability test, 20 items, and (3) satisfaction questionnaires. It is a 5-level estimation scale with 15 items. In this research, the researcher experimented. According to the One-Group Pre-test Post-test Design, the data were analyzed using percentage, mean, and standard deviation. and t-test.

Results: 1) the Chinese reading aloud activity of Mathayomsuksa 3 students who studied with cooperative learning activity using LT technique was effective at 77.20/79.70. The results showed that 1) Chinese vocabulary reading aloud activity of Mathayomsuksa 3 students who studied with cooperative learning activity, LT technique was effective at 77.20/79.70; Cooperative learning activities, LT technique, could pronounce after learning higher than before learning at the statistical significance of.05 and 3) Mathayomsuksa 3 students were satisfied with learning activities. Cooperative type, the overall LT technique is at the highest level.

Conclusion: The use of LT techniques in Chinese vocabulary reading activities for Mathayom 3 students was successful with an efficiency of 77.20/79.70, which helped develop reading and pronunciation skills. In addition, students also showed high pronunciation ability after studying and were highly satisfied with the cooperative learning activities using the LT technique.