Integrating Project-Based Learning to Improve English Speaking Skills among Students in Physical Education Program, Institute of Physical Education, Yala Campus
Article Sidebar
Main Article Content
Abstract
The objectives of this research were 1) to compare English speaking skills among students taught with project-based learning and a conventional instructional method, 2) to compare the English speaking skills of students between before and after taught with project-based learning, and 3) to compare the student’s English speaking skills after taught with project-based learning with 65% criterion. This study was an experimental research integrating project-based learning process, consisting of 5 stages, (i.e., learning, planning, doing, presenting, and reviewing). The sample of this study was undergraduate students in Institute of Physical Education, Yala Campus under the Bachelor of Education Program. They enrolled in English for Academic Communication for the Physical Education Profession course (EN052048) in the final semester of 2018 academic year. The sample was selected based on a purposive sampling technique. The sample was divided into two groups of students in Physical Education program, namely: the experimental group (n=23) and the control group (n=19), totaling 42 individuals. Pretest was conducted to measure English speaking ability among students. The sample’s pretest score was lower than 50% criterion. There was no difference in mean scores between two groups. It took 45 hours for the experiment. The research instruments consisted of project-based learning plans, conventional instructional plans, and English speaking skill assessment. Data were analyzed using statistics, including mean (), standard deviation (s.d.) and t-test. The results of this research indicated that English speaking skills among students taught with project-based learning were higher than those taught with a conventional instructional method with a statistical significance level of .01. After taught with project-based learning, the English speaking skills of students were higher than before with a statistical significance level of .05. Posttest score of the sample was higher than 65% criterion. The findings indicated that the experimental group improved speaking English skills and communicative skills. These skills are important and necessary to prepare students for future professional experiences or lifestyles.
Article Details
References
Bender, W. N. (2012). Project-Based Learning : Differentiating Instruction for the 21st Century. California: CORWIN A SAGE Company
Chantakut, J. (2014). Importance of English. https://sites.google.com/site/krujitpisut/khwam-sakhay-khxngphasa-xangkvs
Chalarak, N. (2015). The role of teachers and teaching in the 21st century. The Teacher's Role and Instruction in The 21st Century. Journal of the Far Eastern University, 9(1).
Dejakup, P. (2013). Teaching Thinking through Integrated Teaching and Learning Project Century skills 21. 3rd edition. Bangkok: Chulalongkorn University Printing House.
Domesrifa, K. (2008). A study of the use of speaking activities for communication in the development of English speaking ability of mathayom suksa 1 students. Department of Teaching English as a Foreign Language Srinakharinwirot University.
Jaikasa, N. (2012). Development of speaking ability on various occasions using role-based teaching. Hypothetical speaking art of vocational certificate students National Academic Conference Nakhon Pathom Rajabhat University.
Lardizabal, Amparo S. and others. (1970). Methods and Principles of Teaching. Quezon City: A Lemer – Phoenix.
McDonnell, K. (2007). Can 40 seconds of compassion reduce patient anxiety. Journal of Clinical Oncology, 17(1), 371.
Naisbitt, John. (2014). Megatrends: Ten new directions transforming our lives. Warner Books/ Warner Communications Company.
Newman, J. L. (2008). Talents are unlimited: It’s time to teach thinking skills again. Summer 2008. 31(3), 34 – 44.
Ornstein and Hunkins. (1988). Curriculum: Foundation, Principles and Issue 2th. Boston: Allyn and Bacon, 1993.
Oleg, T. & Mohamed K. (2016). Adaptive Knowledge Management of Project-based Learning. Journal of Education and Training Studies, 4(6),137–144.
Panich, V. (2012). Learning management in the 21st century. Teaching in the 21st century. Bangkok.
Plailek, T. (2011). The development of English final consonant skills of students Grade 6. The Demonstration School of Suan Sunandha Rajabhat University Bangkok: Rajabhat University Suan Sunandha.
Phan, L.H. (2013). The English language in the ‘Asian century’: University World News Publication.
Randall, C. M. (1987). Job Satisfaction of Chief Administrative Officers of Teacher Education Programs. Dissertation Abstracts International. 48(1) : 21-A.
Simpson, M. R. (2011). Engagement at Work: A Review of the Literature. International Journal of Nursing Studies. 46, 1012-1024.
Sombatyanuchit.A. (2009). The use of local content in cooperative learning to promote competency Speaking and reading English in advanced students. Master's thesis Chiang Mai University.
Songkram.N. (2011). Development of project-based learning model and collaborative learning for knowledge building Is an innovation for students Bachelor of Education in Public Higher Education Institutions Project research report Create innovative knowledge for students. Valaya Alongkorn Rajabhat University under the Royal Patronage.
Strobel J, Barneveld AV. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. IJPBL 2009, 3,44-58.
Yohlao.D. (2014). A Study of PBL Learning Management from the Knowledge Construction Project for Building 21st Century Skills for Children and Youth: Based on the school's successful experience. Thailand. Bangkok: Thippayawut Ltd., Part.
Zohreh Eslamin and Randall Garver. (2013). English Language learning and project Based - learning. https://brill.com/view/book/edcoll/9789462091436/BP000014.xml#paywall- content Yiyin
