The Development of Activity Sets to Promote Reading Comprehension of Thai Language Department for Ninth Grade Students of Wat Burapa Charity School, Sakon Nakhon Province

Abstract

              The purposes of this research were 1) to develop and determine the efficiency of activity sets to promote reading comprehension of ninth-grade students according to the 70/70 criterion, 2) to compare the reading comprehension achievements of the students before and after learning with the reading comprehension activity sets, and 3) to examine the students’ satisfaction of learning through the reading comprehension activity sets. The sample group included 21 ninth-grade students enrolled at Wat Burapa Charity School. This classroom was sampled through cluster random sampling. The research instruments were 1) reading comprehension activity sets with an IOC of 0.60 -1.00 and appropriateness at the highest level, 2) a reading comprehension test with an index of difficulty (p) of 0.48 to 0.76, a power of discrimination (r) of 0.20 to 0.60, and a reliability of 0.89 from KR-20, and 3) a satisfaction questionnaire on learning through the reading comprehension activity sets with an IOC of 1.00. The statistics used in the data analysis were percentage, mean, standard deviation, and t-test (dependent samples). The results of the study are as follows:

1. The reading comprehension activity sets had a total of 8 sets. They were arranged upon
   the levels of content difficulty as set 1 tales (the easiest), set 2 songs, set 3 news, set 4 commercials,
   set 5 articles, set 6 proverbs, set 7 quotes, and set 8 poems. The duration of each activity set was 2 hours,
   so the 8 sets required a total of 16 hours. Each activity set consisted of 1) the set title, 2) instructions
   for teachers, 3) instructions for students, 4) objectives, 5) a time period, 6) learning materials, 7) content,
   8) learning activities with the 5W1H technique, a mind map technique, a group process technique and reinforcement, 9) a pre-test and a post-test, 10) answer keys, and 11) a satisfaction questionnaire.
   The reading comprehension activity sets had an efficiency of 84.80/89.40, which was greater than the
   pre-set criterion of 70/70.
2. The reading comprehension achievements of the students after completely learning with
   the reading comprehension activity sets were better than before learning with a statistical significance of .01.
3. The students expressed the highest level of overall satisfaction with the reading comprehension activity sets ( = 4.66, S.D. = 0.50).