Enhancing Analytical Reading Skills in Regional Dialects through the 5E Inquiry-Based Learning Approach and Thematic Storybooks among Sixth-Grade Students

Abstract

This study aimed to evaluate the effectiveness of the 5E inquiry-based learning approach integrated with thematic storybooks in enhancing the analytical reading skills of students regarding regional dialects. Specifically, the research sought to compare students’ analytical reading proficiencies before and after the educational intervention and to investigate student satisfaction toward the implemented instructional model.
The research employed a quasi-experimental design, specifically a one-group pretest-posttest model. The sample consisted of 22 sixth-grade students from Thaweerat School, Hat Yai District, Songkhla Province, selected through purposive sampling during the second semester of the 2025 academic year. The research instruments included two 5E inquiry-based lesson plans integrated with thematic storybooks, totaling eight instructional hours. Data collection tools comprised an analytical reading skill assessment (20 multiple-choice and 10 subjective items) with an Item Objective Congruence (IOC) of 1.00, and a 5-point Likert scale satisfaction questionnaire. Statistical analysis was performed using mean (M), standard deviation (S.D.), and a dependent samples t-test.
The findings revealed that students exhibited significantly higher analytical reading skills in regional dialects after the intervention (M = 26.45, S.D. = 1.83) compared to the pretest (M = 17.09, S.D. = 2.97), with a statistical significance at the .05 level (p < .001). Furthermore, the students demonstrated the highest level of overall satisfaction with the 5E inquiry-based learning approach (M = 4.87, S.D. = 0.24). The innovative storybook media received the highest satisfaction ratings among the evaluated domains.
Conclusions: The integration of the 5E inquiry-based learning approach with thematic storybooks serves as a highly effective pedagogical strategy for elevating analytical reading competencies. This learner-centered framework encourages active knowledge construction and provides a robust model for educators seeking to enhance language instruction and curriculum development in regional linguistic contexts