THE DEVELOPMENT OF THAI READING COMPREHENSION ABILITY USING THE SQ5R TECHNIQUE WHIT GRAPHIC ORGANIZERS FOR PRATHOM SUKSA 2 STUDENTS AT BAN DONG YANG SCHOOL

Abstract

This classroom action research aimed to: 1) examine contextual problems and needs in Thai language learning management; 2) develop Thai reading comprehension lesson plans using the SQ5R technique combined with graphic organizers; and 3) evaluate Grade 2 students’ reading comprehension after the intervention against the 70% criterion. The target group comprised four Grade 2 students at Ban Dong Yang School, Tak Province, in the first semester of the 2026 academic year. Research instruments included a teacher interview protocol, 10 lesson plans totaling 10 hours, and a 20-item, three-option multiple-choice reading comprehension test. Data were analyzed using the mean, standard deviation (S.D.), and percentage. The findings revealed that: 1) Students lacked systematic reading strategies and tools for organizing ideas, resulting in reading comprehension scores below the 70% criterion. Traditional lecture- and rote-based instruction, limited individualized analysis, and insufficient engaging media and innovative techniques contributed to boredom, low motivation, and unsatisfactory achievement. These findings highlighted the need for active reading instruction supported by visual thinking tools. 2) The developed lesson plans integrating SQ5R with graphic organizers demonstrated a high level of appropriateness (mean = 4.33, S.D. = 0.29). 3) All students showed continuous improvement across action research cycles and achieved average post-intervention reading comprehension scores exceeding the 70% criterion. Observations and interviews also indicated active participation in discussions, group interactions, graphic organizer activities, and question-and-answer exchanges, which enhanced students’ confidence and enthusiasm for learning.

Keywords: Ability, Reading Comprehension, SQ5R Technique, Graphic Organizers