The Development of English-Speaking Skill by Using Problem-Based Learning for the First Year B.A. Students of Teaching English (International Program) in Education Faculty at Mahachulalongkomrajavidyalaya University

 

The Development of English-Speaking Skill by Using Problem-Based Learning for the First Year B.A. Students of Teaching English (International Program)
in Education Faculty at Mahachulalongkomrajavidyalaya University

Ven.Indapala, ChuenaaromChantimachaiamorn, and PhraVachiravichThitavangso

By Amornteb  Intasorn

Abstract

The purposes of the study were: 1) to study the Development of English-Speaking Skill by Using Problem-Based Learning for The First Year B.A. Students of Teaching English (International Program) in Education Faculty at Mahachulalongkomrajavidyalaya University; 2) to Development of English-Speaking Skill by Using Problem-Based Learning for the First Year B.A. Students of Teaching English (International Program) in Education Faculty at Mahachulalongkomrajavidyalaya University; and 3) To study students' satisfaction with English language teaching manuals for communication of Teaching English (International Program) in Education Faculty at Mahachulalongkomrajavidyalaya University.
The participants included teachers and students from selected of Teaching English (International Program) in Education Faculty at Mahachulalongkomrajavidyalaya University. The study employed a mixed-methods approach, incorporating both qualitative and quantitative data. The instruments used were a questionnaire on current English teaching methods, a manual incorporating CLT principles, lesson plans based on CLT, pre- and post-implementation assessments, and a satisfaction survey regarding the teaching manuals. Data were analyzed using percentage, mean, and standard deviation calculations via Microsoft Office Excel. Results indicated that current English teaching methods in the region varied, with many university employing traditional approaches. The introduction of CLT-based methods led to significant improvements in teaching effectiveness, with post-implementation assessments showing enhanced student performance. Additionally, students expressed high satisfaction with the new teaching manuals, achieving a satisfaction rate of 85.90%, a mean score of 4.29, and a standard deviation of 0.58. This suggests that the development and application of CLT-based methods were effective in improving English language instruction and student engagement in Education Faculty at Mahachulalongkomrajavidyalaya University. 

Research Questions

1) What is the approach to teaching English in government secondary schools in the Mandalay region of Myanmar?

2) How is the development of English language teaching methods in government secondary schools in the Mandalay region of Myanmar?

3) What is the satisfaction of students with English language teaching manuals for communication in public secondary schools in Mandalay Region, Myanmar? 

Research Objectives

1) To study the English Teaching methods at the government secondary school in Mandalay Division, Myanmar.

2) To develop English Teaching Methods at the Government Secondary in Mandalay Division, Myanmar.

3) To study students' satisfaction with English language teaching manuals for communication in government secondary schools in Mandalay Region, Myanmar.

 Methodology

Pre-experimental research by using pre-experiment and post-experiment with the samples is shown in the below figure (W. Pengsawad, 2008: 96).

Table 3.1 Pre-Experimental research by using pre-experiment and post-experiment with the samples

E means Samples

T1 means Pre-Experimental Test

X means English Teaching methods at the government secondary school

T2 means Post-Experimental Test

Research by using target group of this research is 50 sixth-grade high school students from Shan Pha Yar High School in Mandalay, Myanmar using purposive sample and sample group in this research consists of 20 sixth-grade high school students from Shan Pha Yar High School in Mandalay, Myanmar using purposive sample. 

Research Results

1) Study the English Teaching methods at the government secondary school in Mandalay Division, Myanmar.

Illustrates that of the study of the English Teaching methods at the government secondary school in Mandalay Division, Myanmar was found that the overall average was 4.23 which was a satisfied level. If it was separated individually as an aspect, it was found that the item with the highest average was item no 9. The teaching and learning activities do not provide opportunities for learners to use English for communication. (x̅ = 4.65, S.D. = 0.49), and the second item was o. 10. The teaching materials are not suitable for the students.
(x̅ = 4.55, S.D. = 0.69), and the third item was no. 7. You can use English correctly according to English grammar rules. (x̅ = 4.35, S.D. = 0.67), and the lowest level was no. 6. You feel pressured every time you have to communicate in English. (x̅ = 3.90, S.D. = 0.45), respectively. In conclusion, the study of the English Teaching methods at the government secondary school in Mandalay Division, Myanmar was at satisfied level.

2) Development of English-Speaking Skill by Using Problem-Based Learning for the First Year B.A. Students of Teaching English (International Program) in Education Faculty at Mahachulalongkomrajavidyalaya University. Comparison of competency of pre-test and post-test in the use experiment of the manual for English Teaching Communicative Language Teaching at a Government Secondary School in Mandalay Division, Myanmar using English Teaching Communicative Language Teaching. Indicates that comparison between the students’ pre-test and post-test in the use experiment of the manual for English Teaching Communicative Language Teaching at a Government Secondary School in Mandalay Division, Myanmar using English Teaching Communicative Language Teaching is found that the pupils who have the score post-test of use of the manual for English Teaching Communicative Language Teaching at a Government Secondary School in Mandalay Division, Myanmar using English Teaching Communicative Language Teaching. (x̅ = 17.70, S.D. = 1.22) are higher than the pre-test score pre-test in the use experiment of the manual for English Teaching Communicative Language Teaching at a Government Secondary School in Mandalay Division, Myanmar using English Teaching Communicative Language Teaching. (x̅ = 9.10, S.D. = 1.12) as statistically significant at 0.5.

3) Study students' satisfaction with English language teaching manuals for communication in government secondary schools in Mandalay Region, Myanmar. Illustrates the satisfaction of using experiment of the manual for English Teaching Communicative Language Teaching at a Government Secondary School in Mandalay Division, Myanmar by using English Teaching Communicative Language Teaching was found that the overall average was 4.26 which was a satisfied level. If it was separated individually as an aspect, it was found that the item with the highest average was item no. 5. Teaching activities and lessons help learners converse and share opinions with their peers. (x̅ = 4.50, S.D. = 0.69), and the second item was no. 8. Modern and suitable teaching materials for learners. (x̅ = 4.45, S.D. = 0.76), and the third item was no. 2. Teaching activities encourage learners to express themselves and share their opinions. (x̅ = 4.40, S.D. = 0.50), and the lowest level was no. 4. Teaching activities and lessons that are understandable and easy stimulate learners to grasp the content better. (x̅ = 4.05, S.D. = 0.22), respectively. In conclusion evaluate the satisfaction of using the experiment of the manual for English Teaching Communicative Language Teaching at a Government Secondary School in Mandalay Division, Myanmar by using English Teaching Communicative Language Teaching which was at satisfied level. 

Suggestions

1. Suggestions that should be applied

1) There should be a variety of interesting learning materials, the use of technology in managing learning, and the design of diverse learning activities to create motivation for learning.

2) Activities should be organized to promote English language learning so that students can better understand the content.

3) Activities should be organized to review students' knowledge and

Understanding of the material learned, as well as to discuss learning topics, so that students can develop their learning and apply it in their daily lives.

2. Suggestions for future research

1) One should study other works to integrate them into the organization of English language teaching activities for communication, alongside other forms of English communication teaching for students.

2) The English communication teaching manual should be applied to the English language teaching of students at other grade levels.

3) Advanced technology teaching tools should be integrated into instruction by using digital platforms, mobile apps, and multimedia content to enhance communication in the real world.