



















































Journal of Green Learning


Journal of Green Learning, e-ISSN 2807-890X 

Vol. 1, No. 2, December 2021, pp. 49-51. 
DOI: 10.53889/jgl.v1i2.44   

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Satisfaction of students toward using test retest method in  

reading and writing skills for Thai word  
 

Nattharacha Chomphara1, Siriphon Srichantha2, Atikhun  Sintanapanya3 & Supachai Srichantha4  
1 Department of Thai Language, Faculty of Education, Loei Rajabhat University, Thailand 

2 Independent scholar, Thailand 
3 Senior Professional Level Teachers. Bangkhen (Wai Sali Anuson) School, Thailand 

4 Kalasin Hospital, Thailand 

 

Article Info  ABSTRACT 
Article history: 

Received October 12, 2021 

Revised   November 30, 2021 

Accepted December 14, 2021 

 

 This research study was aimed at the satisfaction of students toward using the 
test retest method in course Reading and Writing Skills for Thai Word. The 

research samples consisted of 44 students who were students at Loei Rajabhat 

University. The research instrument was a questionnaire. Data were analyzed 

with percentage, mean, and standard deviation. The result showed that the 

satisfaction level of students toward using the test-retest method in Reading 

and Writing Skills for Thai Word in overall aspects were at high level. They 

are ready to improve their learning achievement and language skills. The 

program or workshop for continuing in such knowledge and language skills 

need to be prepared in the appropriate contexts. 

 

This is an open access article under the CC BY-SA license. 

 

Keywords: 

reading skills 

satisfaction 

Thai words 

test retest method  

writing skills  

 

Corresponding Author: 

Nattharacha Chomphara  
Deaperment of Thai Language 
Faculty of Education 

Loei Rajabhat University 

Thailand  

Email: nattarop2875@gmail.com 

 

1. INTRODUCTION  

Language has been designed by humans to communicate with each other. People must learn their own 

language to use it to communicate with maximum efficiency and effectiveness. This is achieved through the 

language learning process, in addition to learning through the process of imitation from people in society. 

Language is also learned through the education system., It is acknowledged that each country promotes and 

encourages its citizens to learn their own language as a compulsory subject from the beginning of their schooling 

(Poonsrichote, 2012). 

At present, the reading and writing of Thai words is standardized based on the Thai dictionary which has 

been compiled by the Royal Institute. The government has notified wider general government agencies that from 

1982 onwards, language learning should be of the same standard throughout the country, and that schools must 

adhere to the writing of words according to the Thai dictionary. This will be the case in teaching at all levels.  

Thus, the reading and writing of the words that have been distilled from the past will disappear.Words are a 

fundamental element of communication skill, be it listening, speaking, reading or writing, because they are the 

smallest level of meaning before they are combined into a sentence, a paragraph and, finally, a complete, detailed 

narrative. Therefore, the skill of mastering words is essential, a skill that neither teachers nor learners can avoid 

(Poonsrichote, 2012). 

When considering the use of words by the Thai people today, there are several problems concerning reading 

and writing.. People may be influenced by others. One influential group is the mass media, based on its ability to 

reach people. There are many problems with the way the media use words, The unnecessary use of English words 

and sentences distort consonant pronunciation, for example, the incorrect pronunciation of the consonants ‘r’ and 

‘l’, and diphthongs, etc. 

https://creativecommons.org/licenses/by-sa/4.0/


 

50 

 

The Thai Language for Communication course focuses on enabling learners to use their Thai language 

skills to communicate with others correctly and appropriately. It is expected that teachers will find ways to develop 

the language skills of their learners to the maximum. If there is a problem with the use of words as a basic element 

of communication, it will lead to ineffective communication. There are many methods of teaching and learning 
that are student-centred. They all share one common idea, which is that learners must practice or apply what they 

are learning to acquire knowledge that will be durable. Application of the concept of the pratise od the used and 

the precise of the disused is required to create precise skills and more fluent (Guthrie, 1952; Mazur, 2006).  

Learning by repetition, or practise by repetition, is a learning approach with an emphasis on learners that 

aims to develop their skills (Thorndike, 1920). This approach assumes that the learners want to respond to any 

stimuli, allowing them to practise repetition following the process set by their teachers. This will allow the learners 

to learn and develop durable skills. They can practice until it becomes a practical skill (Politano, 2000). As shown 
in language teaching guidelines that require learners to repeat, such as learning by the TPR (Total Physical 

Response) model, we want to achieve learning that is durable and accurate. The language must be practised 

repeatedly until it becomes a skill. Based on the foregoing, the researcher studied the satisfaction of Loei Rajabhat 

University Students when using the test-retest method in reading and writing Skills for Thai to improve and 

develop the teaching and learning to be more efficient and effective. 

 

2. METHOD  

          2.1 Population scope 

               This research used a test group consisting of students enrolled in the Thai Language for Communication 

course. The group was taught by the researcher in semester 1 of the academic year 2020, LG 11 study groups, with 

a total of 44 students. 

          2.2 Content scope 

              The research focuses on the study satisfaction of Loie Rajabhat University Students when using the test-

retest method in reading and writing skills for Thai. A total of six aspects, which included content , instruction, 

teaching and learning activities, teaching evaluation , the learning environment, and the development of student 

characteristics. 

        2.3 Procedure 

             The researcher sent a questionnaire to the sample group of 44 students enrolled in the Thai language 

course. The sample group was willing to fill out the questionnaire and were prepared to submit it within the 

specified period. 

 

3. RESULT  

          This research study was aimed at the Satisfaction of Loei Rajabhat University students toward using the 

test retest method in reading and writing skills for Thai word can be shown in Table 1.  

 

Table 1 Satisfaction level of students  

Aspect Satisfaction level 

�̅� S.D Meaning 
Course content 4.01 0.68 High 

1. Consistent with the aim of the course 

2. Modern course content that meets the needs 

3. Important and interesting 

4. Can be applied in life 

5. Can be integrated with various subjects 

4.02 

4.01 

4.04 

4.00 

3.97 

0.55 

0.59 

0.65 

0.87 

0.73 

High 

High 

High 

High 

High 

Teachers evaluation 4.11 0.56 High 

1. Qualifications and experience suitable for the course taught 

2. Ability to transfer knowledge 

3. Specialized in the subjects taught 

4. Enthusiasm for teaching 

5. Behaves appropriately and sets a good example 

6. Has professional ethics 

4.24 

3.95 

4.36 

4.29 

4.34 

4.32 

0.70 

0.64 

0.59 

0.57 

0.60 

0.63 

High 

High 

High 

High 

High 

High 
Teaching activity 4.12 0.61 High 

1. Uses teaching materials that are suitable for the course 

being taught. 

2. Activities to encourage students to learn language for 

practical/professional purposes 

3. Activities to promote students’ ability to think critically and 

creatively  

3.99 

 

3.95 

 

 

4.02 

0.66 

 

0.64 

 

 

0.65 

High 

 

High 

 

 

High 



51 

 

 

4. Activities to encourage students to learn to integrate 

knowledge with life 

5. Opportunities for students to exchange knowledge with 

teachers 

 

3.96 

 

4.11 

 

0.65 

 

0.69 

 

High 

 

High 

Teaching evaluation 4.13 0.54 High 

1. Measurement and evaluation are appropriate 

2. Clarity of evaluation criteria 

3. Has informed the learners of the pre-assessment criteria 

4. There are channels and procedures for reviewing 

assessments 

5. Measurements and assessments are efficient and fair 

4.07 

4.15 

4.25 

 

4.11 

4.10 

0.60 

0.66 

0.68 

 

0.66 

0.67 

High 

High 

High 

 

High 

High 
Factors of learning environment 4.11 0.56 High 

1. Audio-visual equipment is appropriate 

2. Instructional media are appropriate 

3. The laboratory equipment is modern and suitable to 

facilitate learning 

4. Classroom environment is appropriate 

5. There is a modern, appropriate and adequate information 

system 

6. There are modern, appropriate and sufficient learning 

resources (libraries, computers, etc.) 

3.88 

3.83 

 

3.67 

3.72 

 

3.78 

 

3.74 

0.80 

0.84 

 

0.87 

0.80 

 

0.80 

 

0.78 

High 

High 

 

High 

High 

 

High 

 

High 
Development of student characteristics 4.11 0.56 High 

1. Moral and Ethics 

2. Knowledge 

3. Problem-solving skills 

4. Interpersonal relations and responsibilities 

5. Numerical analysis, communication, and information 

technology 

6. Learning management 

3.74 

4.01 

4.11 

4.12 

 

4.11 

4.11 

0.78 

0.68 

0.61 

0.61 

 

0.54 

0.56 

High 

High 

High 

High 

 

High 

High 
Overall 4.09 0.56 High 

 

It was found that the satisfaction level overall, it is at a high level. When considering each aspect, it was 

found that all aspects were satisfied. Overall, it's at a very high level as well, can be sorted as follows: teaching 

evaluation, teaching activity, teachers evaluation,  factors of learning environment, student characteristics of 

development, and course content. 

 

4. CONCLUSION 

            The results of the study can be discussed as follows. It was found that the overall satisfaction levels of the 

Loei Rajabhat University Students LG 11 study group was at a high level. When considering each aspect 

separately, it was found that each aspect had a high level of satisfaction. The aspects considered were as follows: 

teaching evaluation, teaching activities, teacher evaluation, factors of learning environment, the development of 

student characteristics, and course content. It can be seen that the students' overall satisfaction in teaching and 

learning was at a high level. This is because the teaching took place at the higher education level. Most of the 

teaching aspects met the students' expectations. Based on this, we can say that the curriculum includes teaching 

and learning to suit the needs of students who have the main aim of applying their knowledge to their careers or 

in  higher education. 

 
5. ACKNOWLEDGEMENT  

This research was sponsored by Faculty of Education, Loei Rajabhat University. 

 

REFERENCES 
Guthrie, E. R. (1952). The psychology of learning. New York: Harper & Brothers. 

Mazur, J. E. (2006). Learning and behavior. 6th ed. N.J. : Pearson Education. 
Politano, C. (2000). Brain-based learning with class. Canada : Portage & Main Press. 

Poonsrichote, P.  (2012). Thai language used with the TV programs for youth on the channels 3, 5, 7, and 9. 

Thesis, Chiang Mai Rajabhat University. (unpublished document) 

Thorndike, E. L. (1920). Education : A first book. New York : Macmillan. 


