Development of Thai Language Reading and Writing Abilities with Word Spelling by Phonics Learning Management for Prathomsuksa 1 Students

Thai Reading with Word Spelling , Thai Writing with Word Spelling , Phonics Learning Management

The Thai language is an important basis, especially Thai word spelling in reading and writing, which can be a key component used in various skills. It is also a foundation for the preparation of students’ reading and writing development. The researcher was, therefore, interested in doing this study with the objectives to 1) compare Prathomsuksa 1 students’ Thai spelling ability in reading before and after Phonics Learning Management, 2) compare Prathomsuksa 1 students’ Thai spelling ability in writing before and after Phonics Learning Management, 3) study learning behavior of Prathomsuksa 1 students after Phonics Learning Management, and 4) study Prathomsuksa 1 students’ satisfaction toward Phonics Learning Management. The samples were selected by using a simple random sampling method which was 24 students from Prathomsuksa 1/3 that studying in the first semester of academic year 2022 at Bang Khae School (Nuengsangwananusorn) under Bang Khae District Office, Bangkok. The research tools consisted of 1) a Phonics Learning Management lesson plan, 2) a test of Thai spelling ability in reading, which was at 0.89 level of reliability, 0.28-0.78 level of difficulty, and 0.22-0.67 level of discrimination, 3) a test of Thai spelling ability in writing, which was at 0.84 level of reliability, 0.23-0.73 level of difficulty, and 0.22-0.67 level of discrimination, 4) an observation form for recording students’ learning behavior, and 5) a questionnaire for assessing students’ satisfaction toward Phonics Learning Management. The data were analyzed by using Mean, Standard Deviation, T-test, and Content Analysis. The research results were as follows: 1. The Prathomsuksa 1/3 students’ Thai spelling ability in reading before and after Phonics Learning Management was different with statistical significance at the 0.05 level and the Mean Score after the learning management ( = 9.50, S.D. = 0.59) was higher than that before learning ( = 1.00, S.D. = 1.22). 2. The Prathomsuksa 1/3 students’ Thai spelling ability in writing before and after Phonics Learning Management was different with statistical significance at the 0.05 level and the Mean Score after the learning management (  = 9.58, S.D. = 0.58) was higher than that before learning (  = 0.88, S.D. = 1.08). 3. The Prathomsuksa 1/3 students’ learning behavior after the Phonics Learning Management was found that the students could recognize Thai alphabets, sound blending in words, word comparison, and read and write Thai words correctly. 4. The Prathomsuksa 1/3 students’ satisfaction with Phonics Learning Management was overall at a high level. When each aspect was considered, it was found that all aspects were also at a high level, which could be ranked in descending order of their means as follows: learning activities, gaining benefits and learning atmosphere. The research finding revealed that, in Thai language learning and teaching management, reading skill, writing skill, and word spelling could be well integrated if suitable learning and teaching management was applied. The application of a language learning strategy with figures could stimulate students’ interest. Consequently, students learned with joy and delight and could organize better thinking methods, which could help students read and write with word spelling correctly. Keywords: Thai Reading with Word Spelling, Thai Writing with Word Spelling, Phonics Learning Management

Thesis · Curriculum and Instruction

Chanin Timlerk

Phetchaburi Rajabhat University

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TH-M.CI-001

TH

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