Developing English Exercise Package through Communicative Language Teaching Approach for Promoting Reading Skill and Knowledge Utilization Competency of Grade 6 Students

Abstract

The purposes of this study were as follows: 1) to develop a supplementary English
reading exercises through Communicative Language Teaching Approach for promoting
reading skill and competency on knowledge utilization of Grade 6 Students in accordance
with the 75/75 criteria of efficiency; 2) to investigate the effectiveness index of the exercises
in relation to implementation; 3) to compare students’ learning achievement on English
reading between before and after implementing the exercises; 4) to investigate the change
of students’ competency on knowledge utilization by comparing mean scores between
before and after implementing the exercises; and 5) to study students’ satisfaction toward
learning through the exercises developed. The sample of the study included 40 students of
Grade 6/1 enrolling at Lakmuang Mahasarakham School during the first semester of the
academic year 2013. The exercise implementation lasted for 12 hours. Research instruments
included the 10 sets of exercises designed to promote learners’ English reading skill and
competency on knowledge utilization of grade 6 students, 10 lesson plans in accordance
with Communicative Language Teaching Approach, achievement test of English reading with
30 items, achievement test of competency on knowledge utilization with 30 items, and
student satisfaction survey. Data were analyzed by percentage, mean, standard deviation,
effectiveness index. Mean difference was tested by t-test (Dependent samples).
Findings were as follows:
1. The exercises yielded the efficiency indexes of 76.92/76.75, which were higher
than the established criteria of 75/75.
2. The effectiveness index of the exercises was 0.6081.
3. The students’ achievement on English reading skill after learning through the
exercises was higher than that of the achievement before learning through the exercises at
the .01 level of significance.
2. The students’ competency on knowledge utilization after learning through
the exercises was higher than that of the competency before learning through the exercises
at the .01 level of significance.
3. The students yielded the highest level of satisfaction according to learning
through the exercises.