The The English Language Subject Curriculum Design and Development by Using and Integrating the Results of the O-NET and the Royal Initiative Project of H.R.H. Princess Maha Chakri Sirindhorn to Enhance the Learning Process and Evaluation of Naresuan Palau Bo -

Abstract

The research of the English language subject curriculum design and development by using and integrating the results of the O-NET and the royal initiative project of H.R.H. Princess Maha Chakri Sirindhorn to enhance the learning process and evaluation of Naresuan Palau Border Patrol Police school, Huai Sat Yai sub-district, Hua Hin district, Prachuap Khiri Khan province has various purposes including 1) to develop English language curriculum for Prathomsuksa 6 students at Naresuan Palau Border Patrol Police school that integrates the Royal Initiative Projects of H.R.H. Princess Maha Chakri Sirindhorn, and 2) to study the effect of using the English curriculum of Prathomsuksa 6 students at Naresuan Palau Border Patrol Police school that integrates the Royal Initiative Projects of H.R.H. Princess Maha Chakri Sirindhorn. The research methodology focused on the participation of researchers, administrators, teachers, and students at Naresuan Pala-U Border Patrol Police School. Research tools included an English language teaching and learning management model integrated with the Royal Initiative Project, and English learning achievement tests. The target group of this research was 27 students who were studying in grade 6 at Naresuan Pala-U Border Patrol Police School. The statistics used in the research were mean and standard deviation.

The results of the research were as follows: 1) problems in English language learning management were found in basic communication skills: listening, speaking, reading, and writing. When the majority of students had reading and writing difficulties, it resulted in low achievement on the O-NET national test, 2) an integrated English language curriculum of 1 learning unit has been developed for teaching English at the Prathomsuksa 6 level, which is an integration of content with the Royal Initiative project namely the agriculture for lunch project, and 4) students who were taught by the integrated English curriculum in cycle 1 had good progression scores (x = 69.40) and students achieved progression = 9.37 points. However, when students were developed with integrated English language teaching video recordings in cycle 2, they showed good improvement (x = 74.81) and students achieved progression = 9.37 points.