Managing Learning of Thai Literature: Sepha Khun Chang Khun Phaen Episode of Khun Chang Thawai Dika Using Rogerian Argumentation Concept to Develop Common Ground Argumentative Writing Skills for Grade 12 Students

Abstract

This quasi-experimental research in Thai language had two objectives: 1) to compare students’ common ground argumentative writing skills before and after learning management of the literary work Sepha Khun Chang Khun Phaen, Episode of Khun Chang Thawai Dika, using Rogerian argumentation concept, and 2) to study the satisfaction of Grade 12 students toward the said learning management. The sample consisted of 32 Grade 12 students enrolled in the second semester of the 2025 academic year, selected by purposive sampling. The research instruments were: 1) a learning management plan based on Rogerian argumentation concept comprising 5 periods of 50 minutes each, 2) a pretest and posttest consisting of 15 multiple-choice items and 1 essay item, totaling 20 points, and 3) a learning management satisfaction questionnaire, a 5-point Likert scale comprising 14 items across 4 aspects. Data were analyzed using mean, standard deviation, and a dependent samples t-test. The results revealed that: 1) students’ common ground argumentative writing scores after learning were significantly higher than before at the .05 level. The essay score, which directly measured argumentative writing skills, had a pretest mean of 1.97 (S.D. = 0.40) and increased to 3.94 (S.D. = 1.10) after learning. 2) Students’ overall satisfaction toward the learning management was at the highest level (average = 4.55, S.D. = 0.60). This research therefore serves as an additional approach that may be further applied in Thai language learning management promoting critical thinking at the secondary level