The Development of English Reading Lessons by Using Local Contexts in Maha Sarakham Provincial Culture for Matthayomsueksa 2 at Maha Wichanukun School

Abstract

This study aimed to (1) develop English reading lessons by using local contexts in Maha Sarakham provincial culture to have a required efficiency of 80/80, (2) compare English reading achievements of Matthayomsueksa 2 (grade  students before and after the uses of English reading lessons by using local contexts in Maha Sarakham provincial culture, (3) find out an effectiveness index of the developed English reading lessons by local contexts in Maha Sarakham provincial culture, (4) find out learning retention after learning the English reading lessons by using local contexts 77 in Maha Sarakham provincial culture, and (5) examine Matthayomsueksa 2 students' satisfaction with the English reading lessons by using local contexts in Maha Sarakham provincial culture. The sample used in this study consisted of 30 Matthayomsueksa 2/1 students attending Maha Wichanukun School, Amphoe Mueang, the Office of Maha Sarakham Educational Service Area Zone 1 under the Office of the Basic Education Commission in the first semester of the academic year 2006, obtained by the simple random sampling techniqes. Four types of the instruments used in the study were: 16 English reading lessons by using local contexts in Maha Sarakham provincial culture, a 40-item 4-choice learning achievement test of English reading lessons by using local contexts in Maha Sarakham provincial culture for Matthayomsueksa 2, plans for organization of learning the English reading lessons by using local contexts in Maha Sarakham provincial culture, and a scale on Matthayomsueksa : students' satisfaction with the English reading lessons by using local contexts in Maha Sarakham provincial culture. The statistics used for analyzing the collected data were percentage, mean, standard, deviation, and t-test (dependent samples).

The results of the study were as follows:1. The English reading lessons by using local contexts in Maha Sarakham provincial culture for Matthayomsueksa 2 had an efficiency of84.98/83.42 which was higher than the established requirement of 80/80.

2. Matthayomsueksa 2 students' learning achievements before and after learning by using local contexts in Maha Sarakham provincial culture were at the .05 level of statistically significant differences. A learning achievement mean score after learning was higher than before leaning.

3. The English reading lessons by using local contexts in Maha Sarakham provincial culture had an effectiveness index of 0.6266, showing that the students had learning progress from before learning at 62.66 percent.

4. After learning Matthayomsueksa 2 students who learned by the uses of English reading lessons by using local contexts in Maha Saarakham provincial culture had an achievement mean score of 33.37; and 2 weeks after learning they had a learning retention mean score of 32.20 with decrement of the mean score for 0.16, and a loss of memory at 0.42 percent of the mean score after learning, and students' learning achievements after had 2 weeks and after learning by using local contexts in Maha Sarakham provincial culture were at the .05 level of statistically no significant differences. showing that the students had learning retention.

5. Matthayomsueksa 2 students showed their satisfaction with learning by uses of English reading lessons by using local contexts in Maha Sarakham provincial culture as a whole at the highest level (X= 4.91). And when each aspect was considered, it was found that their satisfaction was also at the highest level in every aspect. The students provided their opinions: "I feel I believe that English is useful to living my life. The use of this teaching method or teaching technique can cause me to be swell-rounded at English. Also, there are mid-term and final evaluations and the results of evaluations are informed to students."

In conclusion, the development of English reading lessons by using local contexts in Maha Sarakham provincial culture had an efficiency in the performance process of 84.98 and an effectiveness in output of 83.42 which were higher than the established requirements of 80/80. The students had developments in knowledge at 62.66 percent, had satisfaction with learning at the highest level, and had learning retention. These reading lessons can be regarded as appropriately efficient and effective learning innovations which can develop students in all aspects of knowledge, practices, and attitudes, more of English leaning. Also, English is to living one's life.