The Development of a Model for Teaching and Learning Using Local Context-Based Processes to Promote Reading Ability and Written English Secondary School Level 1

Abstract

          The objectives of this research were 1) to develop and find the efficiency of using the process. Local Context Based Learning : LBL to promote English reading and writing abilities Mathayomsuksa 1 level 2) to experiment with the local context-based process, Local Context Based Learning: LBL, to promote reading and writing abilities in English. 3) to study their satisfaction toward the learning management model by using the learning management model using the local context process as a base, Local Context Based Learning: LBL, to promote learning ability. reading and writing english Mathayomsuksa 1 level. The sample group used in the research were Mathayomsuksa 1 students in the second semester of the academic year 2021 at Tha Nang Naew Wittayayon School. Khon Kaen Secondary Educational Service Area Office, 1 classroom, 25 students, using a cluster random sampling method, 1 classroom, there are 4 research steps: Step 1 Research (R1) is Analysis of basic information (Analysis : A): the study of basic information. For the development of the learning management model, the second step is development (Development: D1), which is the design and development (Design and Development: D and D). Learning Management Step 3 Research (Research: R2) is applied. (Implementation Step 4: Development: D2) is an evaluation (Evaluation: E), statistics that use the mean and standard deviation.
           The research results found that
           1. The development of a learning management model using the local context  process as a base, Local Context Based Learning: LBL, to promote English reading and writing abilities. Secondary 1 level is as follows: 1) There is a theoretical framework derived from the developmental concept of development teaching strategies. and select teaching materials Evaluation tools were developed in conjunction with Research and Development, Kemp's systematic instructional design (Kemp. 1985: 18) and Dick and Carey's (Dick and Carey. 2005: 1-8) Application with research and development processes and having a learning model that emphasizes experience (Experiential Learning) and self-led learning management (Self-Directed Learning) and 2) a teaching and learning model using the local context process as a base, Local Context Based Learning: LBL, to promote English reading and writing abilities. Secondary 1 level consists of 5 steps as follows: 1) the stimulation step in learning (Stimulation) 2) Teaching (Coaching) 3) Group activity (Team work) 4) Practical implementation (Usage of real situation) 5) Lesson summary and evaluation (Evaluation) applied in conjunction with the research and development process (Research and Development) 2) The results of the development and evaluation of the teaching and learning model using the local context-based process as a base. Local Context Based Learning: LBL to promote English reading and writing abilities. Mathayomsuksa 1 level, according to the opinions of 5 experts, was the most appropriate level in all items. with an average of 4.40 indicating that it is suitable for use in learning activities. To promote the ability to read and write English. of students in grade 1
          2) The results of the development and evaluation of the teaching and learning model using the local context-based process as a base. Local Context Based Learning: LBL to promote English reading and writing abilities. Mathayomsuksa 1 level, according to the opinions of 5 experts, was the most appropriate level in all items. with an average of 4.40 indicating that it is suitable for use in learning activities. To promote the ability to read and write English. of students in grade 1 
          3) The results of the experimental model of instructional management using  local context-based learning: LBL to promote reading and writing abilities in English. Secondary 1 level before and after school The difference was statistically significant at the .01 level and the Mathayomsuksa 1 students had the overall effect after developing English reading and writing abilities. More skills than before have been developed in English reading and writing proficiency. statistically significant at the .01 level 
          4) Assessment results of the use of the teaching and learning model using the local context process as a base, Local Context Based Learning: LBL, to promote English reading and writing abilities. Secondary 1 level consists of 
               4.1) Comparison of the learning achievement of students learning using  the instructional management model using the local context-based process. Local Context Based Learning: LBL to promote English reading and writing abilities. At the Mathayomsuksa 1 level, there was an efficiency of the teaching and learning model using the local context-based process, Local Context Based Learning: LBL, to promote English reading and writing abilities. Secondary 1 level was equal to 84.89/87.20 which was higher than the 80/80 criterion set and had an effective index of the learning process with a local context based learning model. : LBL to promote English reading and writing ability Secondary 1 level was equal to 0.6373, higher than the specified criterion. 
               4.2) The results of the assessment of student satisfaction with learning using the teaching and learning model using the local context process as a base. Local Context Based Learning: LBL to promote English reading and writing abilities. Grade 1 when considering the overall mean ( ) was 4.61, which was in the range of 4.20 – 4.88 and had a standard deviation (S.D.) of 0.42, which was in the range of 0.33 – 0.56, indicating that the students had overall satisfaction at the highest level