Development of Thai Language Learning Activitites Package on Principles of Language Usage to Enhance Ability to Read and Write Thai for Six Grade Students

Abstract

The purposes of this study were 1) to create and find effective Thai language learning activitites package on principles of language usage to enhance ability to read and writeThai for grade 6 students by the criterion at 80/80.  2) compare the ability of reading and writing  Thai between Pre-test  and Post -test. 3) compare the studying achievement on using Thai language learning activitites package on principles between Pre-test  and Post -test. 4) study the students’ satisfaction to the instruction on using Thai language learning. The research was Experimental Research; One-Group-Pretest-Posttest Design.The study was divided into. 1: Develop and find out the efficiency Thai language learning activitites package on principles by the criterion at 80/80. 2: Experimented the learning activities Thai language learning activitites package. The six grade students 23 sampling students who were studying in the first semester in 2021 of Ban Mae Om Ki School. The studying tools were 1) 3 sets of Thai language learning activitites package on principles of language usage to enhance ability to read and writeThai. 2) achievement test and 3) satisfaction questionnaire, analyzing the data by using percentage Dependent t-test and mean. The results were as follows: 1) Thai language learning activitites package on principles of language usage to enhance ability to read and write Thai for grade 6 students was higher than the criterion at 82.9/81.44  2) The ability of reading and writing on using Thai language learning activitites package on principles of language usage to enhance ability to read and write Thai for six grade students; Post–test was significantly higher than Pre–test at level .05  3) The studying achievement on Thai language learning activitites package on principles of language usage to enhance ability to read and write Thai for grade 6 students; Post–test was significantly higher than Pre–test at level .05  4) The students’satisfaction to the instruction was appropriate at high level.