The Development of Reading Comprehension Model and writing summary by using concept mapping teaching techniques To Enhance Reading Literacy and English Achievement of the First Year Students (RCRL Model)

Abstract

          The objectives of this research were to 1) develop a model, 2) compare reading and writing abilities, 3) analyze the reading intelligence, 4) study the satisfaction, 5) certify the model. The samples were 30 students of first year students in the English major, Faculty of Liberal Arts, Bangkokthonburi University, experimental research, same group, by random sampling technique. The research’s tools were 1) teaching plan, 2) the reading and writing test, 3) the questionnaire, 4) reading intelligence test, and 5) academic achievement test. The qualitative data were analyzed by mean ( ), and standard deviation (S.D.), percentage, skewness, kurtosis, and distribution, t-test, Bartlett’s test, Kaiser – Meyer – Olkin Measure of Sampling Adequacy (Kmo), Cronbach's alpha coefficient, and One-way ANOVA.
          Research results:
          1. The development and efficiency were the five steps: 1) Planning and Preparation, 2) Comprehensible Input, 3) Intake Activity, 4) Output and 5) Evaluation Extended stage and efficiency of the model met the assigned criteria 80/80 (74.73/80.47)
          2. Comparison of the students' reading ability skills measurement was found that the students’ post-learning was higher than the pre-learning with the statistical significance of .05.
          3. Analysis of basic data on components confirming reading intelligence for students revealed that the overall was at a high level (mean = 3.94, standard deviation = 0.62) which was 4 components: access and retrieve information within a text, search and select relevant text, evaluate and reflect and use of reading results with a weighted coefficient between 0.82 - 0.96, a quadratic multiple correlation coefficient (R2) between 0.65 - 0.92
          4. Academic achievement after using the learning management model was found that the 5th score had the highest average score (86.70 percent). It can be concluded that the learners have developed the ability to read English for understanding. and writing better summaries.
          5. The students' satisfactions were found that the mean was 4.31and the standard deviation was 0.14.
          6. The form accreditation by 3 experts was at a high level (mean = 4.41, standard deviation = 0.26). It was appropriate and can be used in teaching and learning.