TO PROMOTE THAI READING SKILLS THROUGH THE USE OF PATTANI FOLKLORE FOR GRADE 5 STUDENTS

Abstract

This research article aimed to: 1) Investigate the basic information for developing a local learning unit using Pattani provincial folklore. 2) Develop a local learning unit using Pattani provincial folklore. 3) Compare students’ reading skills achieved through the local learning unit with the criterion of 80 percent and 4) Compare students’ learning achievement before and after instruction using the local learning unit. The population consisted of Grade 5 students in the second semester of the 2025 academic year from municipal schools in Pattani Province, totaling 426 students. The sample group comprised 30 Grade 5 students, selected through multistage sampling. The research instruments included interviews, lesson plans, a reading skills assessment, and a learning achievement test. The data were analyzed using statistical methods including the mean, standard deviation, comparison of the mean with a criterion, and comparison of the means of two related samples. The research findings revealed that: 1) The basic information for developing a local learning unit using Pattani provincial folklore indicated that the literary content, particularly the legends of Pattani, was enjoyable, stimulated students’ interest, and fostered positive attitudes toward reading in Thai. It was also effective in enhancing students’ reading aloud skills and reading comprehension skills. 2) The local learning unit using Pattani provincial folklore consisted of the principles, core concepts, learning objectives, key competencies and desirable characteristics, local learning content, learning activities and instructional time, learning standards/indicators, instructional media and learning resources, measurement and evaluation methods, and expected learning outcomes 3) Students’ reading skills developed through the local learning unit were significantly higher than the 80 percent criterion at the .05 level of significance and 4) Students’ learning achievement after instruction using the local learning unit was significantly higher than before instruction at the .05 level of significance.