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Sasiwimon Sutthisan
Thepsatri Rajabhat University
Education Social Sciences

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Situations, Problems, and Needs in Teaching English of Grades 1-6 Teachers in the Central Region of Thailand Kanya Kongsoongnoen; Sasiwimon Sutthisan
International Journal of Pedagogy and Teacher Education Vol 1, No 1 (2017): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v1i1.4608

Abstract

The purpose of this research was to examine the situations, problems, and needs in teaching English of grades 1-6 teachers in five provinces located in the five provinces in the central region of Thailand: Lop Buri, Sing Buri, Saraburi, Suphan Buri, and Ang-Thong in 2016. A questionnaire comprising both open and closed-ended questions was sent to the English teachers in the area and 170 teachers responded back. Percentage, mean and standard deviation were applied to analyze quantitative data whereas content analysis was conducted for qualitative data. The results of the teachers’ questionnaire response indicated most participants had no degree in English, but had 1-5 year experience in teaching English. When considering on the teachers’ perceptions on teaching English using Likert Scales, their satisfaction was at a moderate level in every item (teaching situations, contents, learning activities, learning materials, and evaluation). Most teachers mentioned that lacking teaching methodologies, contents, and skills in English were of concern when teaching English, therefore, they had their students learn from the programs themselves and sometimes the teachers used the text books to teach. The findings also showed that the teachers needed teaching English training especially the English teaching methodologies. Lacking qualified teachers to teach English in primary grades was critical particularly with Grades 1-2.Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution 4.0 International License
Lexical and Syntactic Competency through Language Camp Activities Based on Multiple Intelligence Approach Sasiwimon Sutthisan
International Journal of Pedagogy and Teacher Education Vol 2 (2018): IJPTE Focus Issue July 2018
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (276.037 KB) | DOI: 10.20961/ijpte.v2i0.25146

Abstract

The attempts of the present research were 1) to investigate the students’ problems in terms of lexical and syntactic usage in Language camp prior to the implementation of the activities based on multiple intelligence approach 2) to develop the students in terms of lexical and syntactic used in Language camp and 3) to compare the students’ learning achievement in terms of lexical and syntactic used in Language camp before and after implementing the activities based on multiple intelligence approach. The research sample, obtained by a purposive sampling technique, comprised 52 third-year students enrolled in Language Camp for English Skill Development course in the 2nd semester, Academic Year 2017. The research tools used in the study comprised of pre-and post-test, activities based on Multiple Intelligence approach, and standardized interview. The obtained quantitative data were computed by means, standard deviation, percentage, and independent sample t-test whereas the content analysis was done to elicit the qualitative data. The findings indicated that the students' problems of lexical and syntactic usage were categorized into two main issues: the confusion of using vocabularies and sentences and incorrect sentence orders. The results from the comparison before and after implementing the activities based on multiple intelligence approach revealed statistically significant differences at the .01 level. The students’ achievements were considerably improved after learning through the activities based on multiple intelligence approach and could employ each lexical and syntactic category with more confidence when retaking the exam.
Co-Authors Kanya Kongsoongnoen