THE DEVELOPMENT OF FRENCH PRONUNCIATION AND SPELLING SKILLS PACKAGE WITH THE PHONICS METHOD IN BLENDED LEARNING PROGRAM FOR MATHAYOMSUKSA 5 STUDENTS PATUMWAN DEMONSTRATION SCHOOL SRINAKHARINWIROT UNIVERSITY

Abstract

Significance in teaching foreign languages is to develop students’ communicative skills, listening, speaking, reading, and writing. Nevertheless, the skills which are found problematic for the students are reading and spelling. Moreover, due to the Covid-19 pandemic, the schools were unable to operate on-site classes properly leading to the use of technology to conduct online classes. This research aimed 1) to develop skills package with the Phonics method in a blended learning program to meet 80/80 efficiency criterion, 2 ) to compare the students’ learning achievement of French pronunciation skill between before, during, and after using the skills package, 3) to compare the students’ learning achievement of French spelling skill between before, during, and after using the skills package; and 4) to study the students’ satisfaction from using the package. The sample of this study was 14 eleventh grade students in French language program in second semester, academic year 2021, of Patumwan Demonstration school of Srinakharinwirot University. The samples were chosen by purposive sampling method. The research instruments were blended learning lesson plans with skills package using the Phonics method, pre-test and post-test for French pronunciation skill, pre-test and post-test for French spelling skill, and a questionnaire on students’ opinions towards the skills packages. Data were analyzed by using mean, standard deviation, item-objective congruence index, and t-test for dependent sample. The findings revealed that the students’ average score of the French pronunciation and spelling skill post-tests were greater than that of the pre-tests at .05 statistical significance level. Furthermore, the students’ opinions toward the quality of the skills packages were highly satisfied.