THE DEVELOPMENT OF A THAI LANGUAGE LEARNING MANAGEMENT MODEL: “CREATING INTEREST, FOSTERING CURIOSITY, CONNECTING TO CONTENT, AND DEVELOPING LEARNING” (TUTAR MODEL) TO PROMOTE READING COMPREHENSION ABILITY OF GRADE 8 STUDENTS

Abstract

          The objectives of this research were: (1) to investigate the current problems and needs regarding the teaching and learning of Thai reading comprehension among Grade 8 students, (2) to develop a Thai language instructional model entitled “Triggering Understanding Transferring Assessment Reflection” (TUTAR Model) to enhance students’ reading comprehension ability to meet the 80/80 efficiency criterion, (3) to study the results of implementing the TUTAR Model in Thai language instruction to improve students’ reading comprehension, and (4) to examine students’ satisfaction with the TUTAR Model.

          The research was conducted with 37 Grade 8 students at Tessaban 2 Nongbua School, under Ubon Ratchathani Municipality, during the first semester of the 2024 academic year. The sample was selected using cluster random sampling, with classrooms as the sampling units. The research instruments included a questionnaire and interview forms on current instructional conditions, the TUTAR instructional model with a user manual and lesson plans, a reading comprehension achievement test, and a student satisfaction questionnaire. Data were analyzed using descriptive statistics—frequency, percentage, mean, and standard deviation—and a dependent samples t-test.

The findings were as follows:

1. The overall condition of Thai language instruction for enhancing reading comprehension was rated at a moderate level (= 3.68). The three highest-rated aspects were: (a) teachers guided reading from simple to more complex texts (= 4.34), (b) students had clear purposes when reading (= 4.04), and (c) students experienced happiness and gained knowledge through reading comprehension activities (= 4.00).


2. The developed instructional model integrated practice-based learning, constructivist learning theory, and transfer of learning theory. The model comprised principles, objectives, instructional process, assessment, and implementation conditions. The TUTAR Model consists of five steps: Triggering (stimulating interest), Understanding (comprehending lesson content), Transferring (applying knowledge to design tasks), Assessment (evaluating through various methods), and Reflection (summarizing and reflecting on learning). The model emphasized learner-centered activities, self-directed learning, and inquiry, supported by teacher guidance. The model achieved an efficiency score of 82.38/84.23, meeting the 80/80 criterion.


3. Students’ reading comprehension ability after learning with the TUTAR Model was significantly higher than before learning at the .05 level, confirming the research hypothesis.


4. Students’ overall satisfaction with the TUTAR Model was at the highest level ( = 4.60).

Keywords : reading comprehension, instructional model, enhancing comprehension ability