การพัฒนากระบวนการบูรณาการทักษะการคิดในการสอนอ่านภาษาอังกฤษเพื่อความเข้าใจ แก่นักเรียนระดับมัธยมศึกษาตอนต้นตามทฤษฎีโครงสร้างความรู้และเมตาคอกนิชัน / จินดา ยัญทิพย์ = A development of the process of integrating thinking skills in teaching English reading comprehension to lower secondary school students based on schema and metacognition theories / Jinda Yantip
The purposes of this research were 1) to develop the process of integrating thinking skills into teaching English reading comprehension to lower secondary school students based on schema and metacognition theories and 2) to study the effectiveness of the process of integrating thinking skills into teaching English reading comprehension to lower secondary school students based on schema and metacognition theories by comparing the students{7f2019} English reading comprehension, thinking skills and summarizing skills learned through this process to those who learned through regular teaching. The samples of this research were the eighth - grade students of Nakornsawan school. They were from two classrooms; and divided into experimental; and control groups ;and there were fifty five students in the experimental group and fifty three students in the control group. The experimental group was instructed through the developed instructional process. The control group was taught through regular teaching. The durationof experiment was ten weeks long. The instruments for collecting data were an English reading comprehension test, a thinking skill test and a summarizing skill test. Data were analyzed by the percentage of average score, standard deviation and t test. The results of this research were as follows : 1. The process of integrating thinking skills into teaching English reading comprehension consisted of eleven steps. Pre reading had three steps; 1) surveying 2) activating prior knowledge 3) planning in reading. Reading had four steps; 4) selecting important information 5) connecting between prior knowledge and new information 6) finding the main idea 7) evaluating. After reading had four steps ; 8) checking reading comprehension 9) extending knowledge 10) discussing and expressing an opinion and 11) evaluating after reading. The developed instructional process was implemented by integrating thinking skills into it. There were eleven thinking skills ; questioning skill, identifying skill, classifying skill, ordering skill, comparing skill, inferring skill, predicting skill, connecting skill, elaborating skill, reasoning skill and summarizing skills. 2. The effect of studying the process of integrating thinking skills into teaching English reading comprehension was: 2.1) Posttest scores of English reading comprehension of the students learning through this process was higher than those learning through the regular teaching at the .05 level of significance. 2.2) Posttest scores of thinking skills of the students learning through this process was higher than those learning through regular teaching at the .05 level of significance. 2.3) Posttest scores of summarizing skills of the students earning through this process was higher than those learning through regular teaching at the .05 level of significance.
