DEVELOPING A TEACHING MODEL TO IMPROVE ENGLISH READING PROFICIENCY AMONG UNDERGRADUATE STUDENTS

Abstract

The purpose of this research was: 1) to develop a Teaching Model to improve English reading proficiency among undergraduate students and 2) to compare the English reading proficiency among undergraduate students and following a Teaching Model. The sample comprises 50 undergraduate students enrolled in an English communication course at Burapha University. The research instruments utilized include a Teaching Model which was appropriated at the highest level (M = 4.50, S.D. = 0.55), Lesson plans was appropriated at the high level (M = 4.30, S.D. = 0.80) and English Reading Proficiency Test shows the difficulty level (p) between 0.45 - 0.64 indicating a moderate level of difficulty, the discrimination index (r) ranges from 0.22 - 0.77, and the reliability coefficient of the test was 0.89. Statistical analyses employed are mean, standard deviation, and t-test. The findings are as follows: 1) The developed Model of Teaching by using Concept of Experience Learning consists of six components: 1) Principles, 2) Objectives, 3) Key Content, 4) Learning Management Process, 5) Assessment and Evaluation, and 6) Media and Learning Resources. The learning activities in the lesson plan are divided into five steps: Step 1, Concept Development and Problem Solving; Step 2, Experiential Learning; Step 3, Implementation; Step 4, Discussion and Conclusion; and Step 5, Assessment and Evaluation. 2) The English reading proficiency of the experimental group students exhibited a statistically significant enhancement post-intervention, at the 0.05 level.