Curriculum Development to Enhance Competency of English Teachers in Instructional Management to Improve English Listening and Speaking Skills for Mathayomsueksa III Students

Abstract

The purposes of this research were 1) to study problems regarding curriculum
development to enhance competency of English teachers in instructional management for
improving English listening and speaking skills of Mathayomsueksa III students, 2) to develop
the curriculum to enhance competency of English teachers in instructional management
for improving English listening and speaking skills of students effectively, and 3) to evaluate
the effectiveness of the curriculum to enhance English teachers competency in learning
listening and speaking skills in English. The methodology used in this research was Research
and Development approach, composed of 3 phases those were; the first phase for
investigating the problems and needs of English teachers in promoting on learning management
for listening and speaking skills; the second phase was designing and constructing of curriculum
to enhance competency of English teachers ; and the third phase was implementing of
curriculum effectiveness to enhance competency of English teachers. The target group in
developing English teachers were 7 Mathayomsueksa III teachers and 7 PEER teachers in the
Office of Kalasin Primary Education Service Area 3, which provided by purposive sampling
technique, and 172 grade 9 students from 7 teacher participant’s classes, who was responsible
in learning management in the second semester of academic year of 2014. The research
instruments consisted of the questionnaire for investigating of problems and needs in English
learning management, the assessing form of curriculum to enhance English teachers
competency, the assessing form of teachers knowledge and understanding in English
learning management for listening and speaking skills, the assessing form of teacher abilities
in learning management design, the assessing form of teachers’ lesson plans, the assessing
form for learning management in classes, and the test of English listening and speaking skills.
The statistics used in data analysis were percentage, mean, standard deviation, and t-test
(Dependent Sample) was employed for testing hypothesis.
The results of the research were as follow :
1. The results of studying for the problems and needs to develop English
instructional management found that learning management in improving of listening and
speaking English skills revealed the problems of understanding and abilities in learning
management quit low level, and were not appropriate with the learner contexts. Thus was
not influenced on the standardized quality and learning outcomes, which showed the needs
to improve in English listening and speaking skills at a highly level. Especially, knowledge,
understanding, and ability of the teachers in classroom learning management.
2. The developing of curriculum for enhancing the teachers competencies in
learning management on listening and speaking English skills for Mathayomsueksa III students,
found that curriculum composed of 6 elements, those were the principles and rationale, the
purposes, concept of developing, process and activities for developing, medias in developing,
and assessment. Whereas the activities for developing teachers were based on workshop
and mentoring, which curriculum showed the experts’ evaluating score at a high level. The
developing process was composed of 5 step, those were encouraging of awareness,
designing for plans of activities, pre-practicing, performing in real situation, reflecting and
reciprocating in learning.
3. The effects of implementing curriculum to enhance the competencies in
learning management for listening and speaking English, for Mathayomsueksa III students
revealed that: 1) the teachers who were developed based on curriculum gained higher of
knowledge to construct Learning Management of English than before the developing, 2) the
teachers who were developed through the curriculum gained abilities in designing and
constructing the instructional plans in English learning with listening and speaking skills, both
of overall and each personnel at a high level, 3) the teachers who developed based on that
curriculum gained abilities to provide learning management in listening and speaking English,
for overall and each personnel at a high level, and 4) the students who provided in leaning
management by the teachers developed through that curriculum, showed the ability in
English listening and speaking higher than before learning, for overall of classes and each
class at the .05 level of significance.