The Development of Chinese Reading Skill Practice Based on Information Processing Theory for 11th Grade Students
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Abstract
This research aimed 1) to develop a Chinese reading skill practice based on information processing theory of 11th grade students to be effective according to criteria 70/70, 2) to compare the Chinese reading skill of 11th grade students before and after receiving the learning management with the developed Chinese reading skill practice, and 3) to study the satisfaction of 11th grade students towards the learning management. The research samples were 11th grade students from the Chinese language program at Satree Pakpanang school in the first semester of the 2021 academic year. There were 15 students in 1 classroom, obtained by cluster random sampling, with schools as the random unit. The tools used to collect data include: 1) Chinese reading skills practice based on information processing theory, 2) lesson plans using the developed Chinese reading skills practice, 3) a Chinese reading skill test, and 4) a questionnaire on the satisfaction of students towards the learning management. The data was analyzed using mean, standard deviation, and a dependent samples t-test.
The results of the study were: 1) Chinese reading skill practice based on information processing theory for 11th grade students, the efficiency was 87.56/84.22, above the threshold of 70/70, 2) Chinese reading skill of 11th grade students after receiving the learning management by using the Chinese reading skill practice based on information processing theory was significantly higher than before at the statistical level of .01, and 3) the students in 11th grade had the highest level of satisfaction with the learning management by using the Chinese reading skill practice based on information processing theory.
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