A Development of an InstructIonal Model Based on
Pragmatics Theory to Enhance Interpretative
Reading Ability of Undergraduate Students
The objectives of this research were; 1) to conduct a needs analysis for the development of an instructional model, 2) to design and develop the instructional model, 3) to implement the instructional model in the classroom, and to evaluate the eficiency of the instructional model. The sample group consisted of 30 Thai-major students in Rajabhat Chiang Mai University who enrolled in THAI 3206 Interpretative Reading. The research instruments comprised an interpretative reading proiciency test, instructional management plans, and an opinion questionnaire. The data were analyzed for mean, standard deviation, and t-test. The study indings revealed that, 1) interpretative reading ability was so crucial that students needed practice to master it; 2) The constructed model had two phases. The irst phase comprised planning and preparing students for learning. The second phase was organizing learning activities, which consists of three major steps. The irst step was the pre-reading activities, consisting of understanding features of reading texts and demonstrating how to read interpretatively. The second step was the main reading activities, consisting of reading interpretatively by the students themselves, sharing ideas among group members, and practicing interpretative reading. The third step was the post-reading activity, comprising re-implementation for assessment, 3) the overall posttest scores ofthe students after having implemented the model were higher than the pre-test scores, 4) the posttest scores ( x̄ = 21.70, S.D. = 4.19) on the interpretative reading proiciency test of the students were signiicantly higher than the pre-test scores (x̄ = 19.68, S.D. = 3.90)at the 0.05 level, and 5) the students generally think highly of the model.
Keywords : Instruction Model Pragmatics Theory, Interpretative Reading