DEVELOPMENT OF E-LEARNING COURSEWARE BASED ON KRABI LOCAL CONTENTS TO ENHANCE ENGLISH READING COMPREHENSION ABILITY OF MATTHAYOMSUKSA III STUDENTS
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1 DEVELOPMENT OF E-LEARNING COURSEWARE BASED ON KRABI LOCAL CONTENTS TO ENHANCE ENGLISH READING COMPREHENSION ABILITY OF MATTHAYOMSUKSA III STUDENTS Rachabawan Kesisom Student of Graduate School Surattahani Rajabhat University Dr.Natthapakal Kittisunthonphisarn Faculty of Architecture and Design Rajamangala University of Technology Rattanakosin Dr. Supanrigar Wathanaboon Graduate School Surattahani Rajabhat University ABSTRACT The purposes of this research were to develop e-learning courseware based on Krabi local contents to enhance English reading comprehension of Matthayomsuksa III students, to compare the learning achievement before and after using e-learning courseware based on Krabi local contents, and to study their satisfaction after learning by using the e-learning courseware. The sample was 30 Matthayomsuksa III students in the first semester, academic year 2014 at Lamthabprachanukhrao School, Krabi. The instruments used in the study were 1)the e-learning courseware based on Krabi local contents 2) 40 items of a reading comprehension ability test with the difficult value , discriminating power and its reliability at 0.85 and 3)a students satisfaction questionnaire with the reliability index of The data were statistically analyzed by percentage, mean, standard deviation and t-test for dependent. The research findings indicated that the e- learning courseware based on Krabi local contents of Matthayomsuksa III students had the efficiency at 83.11/81.08, the reading comprehension ability after applying the e-learning courseware was increased significantly at.05 level and the level of students satisfaction towards learning with the e-learning courseware was in the very high level. Keywords: E-Learning Courseware, Local Contents, Reading Comprehension Ability Introduction Nowadays, it cannot be denied and ignored that English is very important since English is the most common language used everywhere. With the help of developing technology, English has been playing major role in many sectors including education. ASEAN Community also uses English as working language which corresponds to H.E. Le Luong Minh (2013),Secretary-General of ASEAN said at the Global Conference on Educating the Next Generation of Workforce: ASEAN Perspectives on Innovation, Integration and English in Bangkok, English is an important and indispensable tool to bring ASEAN Community closer together. Used as the working language of ASEAN, English enables 9-10 March 2015, Kuala Lumpur, MALAYSIA. Organized by WorldConferences.net 130
2 ASEAN to interact with other ASEAN colleagues in ASEAN formal meetings as well as day-to-day communications. Therefore English teachers have a very important role to playing in helping their students to develop English communicative skills in the classroom, especially reading skill. Educational researchers have found that reading skill is one of the most complex and valuable skills a person can acquired. Besides, reading skill play a major role in the teaching and learning success at all educational stages. They said that a student who is a good reader is more likely to do well in school and pass exams than a student who is a weak reader. They also informed that good readers can understand the individual sentences and the organizational structure of a piece of writing. They can extract from the writing what is important for the particular task they are employed in. Furthermore, in the 21st century, Information and Communication Technology (ICT) is becoming as essential to almost all fields of life, including in education. The utilization of ICT in education has recently started to appeal the potential and significant progress in language learning. It has become a major issue in education world and has been used from preschool through to university that could facilitate students and teachers in teaching and learning process especially in learning language. As Hartoyo.(2008) stated that English language teaching method that is developing is Computer Assisted Language Learning (CALL). Some experts and educational researcher learning language in CALL, strongly supports the utilization of ICT in language learning to improve efficiency and effectiveness of learning that can improve the quality of understanding and mastery of the language studied. In other words, the integration of ICT in the field of language learning is inevitable known that the ICT and language learning are two aspects which support each other like two sides of the coin inseparable (Hartoyo, 2010). E-learning Courseware is one of ICT has been publicized as potentially powerful enabling tools for educational change and reform in the langue learning process. It has also assumed that more than other media can encourage students in learning language. This is due to the e-learning courseware s ability to present material is more diverse ways than either book. The students also can learn anywhere and anytime which they want. Besides the students can check their progress when they learning by e-learning courseware by themselves. This study was to develop e-learning courseware based on Krabi local contents to enhance English reading comprehension ability of Matthayomsuksa III students. The sample was 30 Matthayomsuksa III students who were given e-learning courseware based on Krabi local contents, reading comprehension ability test, students satisfaction questionnaire. The result was shown that the students had better score in reading comprehension ability test after learning by using e-learning courseware and their satisfaction was at a very high level. 2. E-learning Courseware The term of e-learning has really emerged and is being used to cover almost any technologysupported, learning initiative ranging from a text-based facilitated discussion to an interactive simulation exercise. This term is also used to refer to the delivery of content via electronic media including the Internet, intranet, extranets, satellite broadcast, interactive TV, and CD-ROM. The common elements for e-learning system are: 1) Learning Management system for administration purpose 2) courseware for instructional content or as substitutes to lecture in traditional classroom 3) interactive learning activity through online communication and interaction and; 4) evaluation to testing and grading learners. (Waterhouse, 2005). The designing and development of the effective e-learning courseware for higher education consist of three main theory of e-learning, including behaviorism, cognitivism, and constructivism (Waterhouse, 2005) March 2015, Kuala Lumpur, MALAYSIA. Organized by WorldConferences.net 131
3 3. Local Contents The most important factor in determining how much students will comprehend and how well they understand about a given topic is their level of knowledge about that topic. (Anderson & Pearson, 1984; Pressley, 1998; Spivey, 1984). It means that local contents, background knowledge, prior knowledge or just plain experience which be called schema is one of the important factors for teaching reading comprehension. Schema theory is based on the belief that "every act of comprehension involves one's knowledge of the world as well" (Anderson et al. 1969). The educational research stated that using schema, local contents or background knowledge the students can make connections to the local contents or prior knowledge while they are reading, their comprehension can be increased. Students whose knowledge of a topic is limited have difficulty comprehending much of what they read. And students who read little have the least opportunity to acquire new knowledge through reading. Therefore teachers must be responsible for helping students learn about the world in which they live and they have background knowledge. 4. Reading Comprehension Reading comprehension is the process of constructing meaning from text. The goal of all reading instruction is ultimately targeted at helping a reader comprehend text. (Keith Lenz.2010) Reading comprehension involves at least two people: the reader and the writer. The process of comprehending involves decoding the writer's words and then using background knowledge to construct an approximate understanding of the writer's message. Therefore, a major goal of teaching reading comprehension is to help students develop the knowledge, skills, and experiences they must have if they are to become competent and enthusiastic readers. According to Karlin(1971) stated that there are actually three main levels or strands of comprehension that are literal, interpretive and critical comprehension. The first level, literal comprehension, is the most obvious. Comprehension at this level involves surface meanings. At this level, teachers can ask students to find information and ideas that are explicitly stated in the text. In addition, it is also appropriate to test vocabulary. The second level or strand interpretive or referential comprehension. At this level, students go beyond what is said and read for deeper meanings. They must be able to read critically and analyze carefully what they have read. Students need to be able to see relationships among ideas. Finally, the third level of comprehension is critical reading whereby ideas and information are evaluated. Critical evaluation occurs only after our students have understood the ideas and information that the writer has presented. 5. Conceptual Framework Independent Variable E-learning Courseware Based on Krabi Local contents to Enhance English Reading Comprehension Ability Dependent Variable 1. Efficiency of e-learning Courseware 2. Learning achievement before and after using e-learning courseware 3. Students satisfaction after learning by using e-learning courseware Figure 1 : Conceptual Framework of the study 9-10 March 2015, Kuala Lumpur, MALAYSIA. Organized by WorldConferences.net 132
4 Based on the objectives of this study that were (1) to develop the e-learning courseware based on Krabi local contents, (2) to compare the learning achievement between pretest and posttest of using e-learning courseware and (3) to study their satisfaction after learning by using the e-learning courseware, the above conceptual Framework (Figure 1 ) was develop. 6. Methodology 6.1 Sample and data collection method The sample was 30 Matthayomsuksa III students in the first semester, academic year 2014 at Lamthabprachanukhrao School, Krabi province in Thailand. They were given the pretest and posttest before and after using e-learning courseware based on Krabi local contents to compare the learning achievement. After all, the students were asked to complete the satisfaction after learning by using the e-learning courseware s questionnaire. 6.2 Research Instrument The instruments used in the study were 1) e-learning courseware based on Krabi local contents 2) 40 items reading comprehension ability test and 3) students satisfaction questionnaire. 6.3 Data Analysis The data were statistically processed and analyzed by percentage, means, standard deviation and t- test for dependent. 7. Finding & Discussions 7.1 Research finding on efficiency of e- learning courseware based on Krabi local contents The result of study found that the e-learning courseware based on Krabi local contents to enhance reading comprehension ability has the efficiency of 83.11/81.08 and was higher than the specified standard criteria which was at 80/80 because the e-learning courseware was developed by following the ADDIE Model which are analyze the content, design, develop, implement, and evaluate to acquire the effectiveness. Besides, the contents in the e-learning courseware involved the local contents or background knowledge of students. The result corresponded to Nunan(2001) and Arroya (1992). 7.2 Research finding on learning achievement before and after learning by using the e-learning courseware The result of the study found that the students scores in reading comprehension ability test after learning by using the e-learning courseware or posttest were more than the scores before learning with the e-learning courseware or pretest significantly at the.05 level because the text or lessons which used in the e-learning courseware based on local contents or prior knowledge of students. The students had familiar to the text so it helped them easy to understand the lesson. The result corresponded to Chou, P.T. (2011) 9-10 March 2015, Kuala Lumpur, MALAYSIA. Organized by WorldConferences.net 133
5 7.3 Research finding in students satisfaction after learning by using the e- learning courseware based on Krabi local contents The result of the study found that the students satisfaction after learning by using the e-learning courseware was at a very high level because the language which used in the lesson were not too difficult for students. Besides, the menu, pictures and fonts which used were also beautiful, clear, easy and suitable for learning. 8. Conclusion and Future Recommendation From the above mentioned finding and discussion, the e-learning courseware based on Krabi local contents was efficiently developed, the learning achievement was increased, and the students satisfaction was a very high level. However for those who teach English as a second language, it is recommended that the contents which using the courseware should let the students choose the title or topic which they are interested in. Furthermore the e-learning courseware should have the audio or the video. Acknowledgemen This paper is under scholarship of Suratthani Rajabhat University. References Anderson,J. et al (1969). Efficient Reading. A Practical Guide. Mc Graw Hill Book Company. Sydney. Anderson, R.C. and Pearson, P.D. (1984). A schema-theoretic view of basic processes in reading comprehension. Handbook of reading research. New York: Longman. Arroya, C.(1992). What is the Effect of Extensive Use of Computers on the Reading Achievement Scores of Seventh Grade Students?. Eric Document Reproduction Service No. ED Chou P.T.( 2011). The Effects of Vocabulary Knowledge and Background Knowledge on Reading Comprehension of Taiwanese EFL Students. Electronic Journal of Foreign Language teaching.8(1), Hartoyo. (2008). Individual Differences in Computer-Assisted Language Learning (CALL). Semarang: Universitas Negeri Semarang Press..(2010). Teknologi Informasi Komunikasi (TIK) dalam Pembelajaran Bahasa. Semarang: Pelita Insani Semarang: Universitas Negeri Semarang Press. Karlin, R. (1971). Teaching Elementary Reading: Principles and Strategies. Harcourt Brace and Jovanovich, Inc. Nunan.(2001). Designing Task for the Communication Classroom. Cambridge : Cambridge University Press March 2015, Kuala Lumpur, MALAYSIA. Organized by WorldConferences.net 134
6 Spivey, N. (1984). Discourse synthesis: Constructing texts in reading and writing. Newark, DE: International Reading Association. Waterhouse, S. (2005). The Power of e-learning: The essential guide for teaching in the digital age. Boston, MA : Pearson Education, Inc March 2015, Kuala Lumpur, MALAYSIA. Organized by WorldConferences.net 135
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