Development of an Integrated English Reading Teaching Model Focusing on the ASEAN Community Contents to Enhance Reading Comprehension and Critical Reading Skills of Mattayomsuksa 6 Students

Abstract

The purposes of this research are: 1) to study problems and needs in developing the Integrated English Reading Teaching Model, 2) to develop an Integrated English Reading Teaching Model with efficiency at 75 /75, and 3) to evaluate the use of the Integrated English Reading Teaching Model consisting of 3.1) to compare reading comprehension skills and critical reading skills before and after study via this model, 3.2) to compare reading comprehension skills before and after study via this model, 3.3) to compare critical reading skills before and after study via this model, and 3.4) to measure students’ satisfaction leveltowards this model. The subjects, 36 students from a school in Lopburi province were randomly sampled from a classroom of Matthayomsuksa 6 students. The subjects were taught by the researcher. Learning achievements before and after study via the model were compared under dependent t-test statistic method. The students’ opinions were measured by the values of percentage, mean, and standard deviation. The results were evident as follows: 1) The average scores of the students for reading comprehension skills were at moderate level and the average scores of students for critical reading skills were at the highest level. 2)The models showed the efficiency at 86.25/ 82.33 that was aligned with the established requirement at 75/75. 3) Model Evaluation: 3.1) Students’ reading comprehension and critical reading skills after learning were significantly higher than before learning at the 0.5 level of statistical significance with the large effect size; 3.2) Students’reading comprehension skills after learning were significantly higher than before learning at the 0.5 level of statistical significance with the large effect size. 3.3) Students’ critical reading skills after learning were significantly higher than before learning at the 0.5 level of statistical significance with the large effect size. 3.4) The subjects’ overall opinion towards the models was at the high level.