A Comparison Achivement And Motivation Of Matthayomsuksa Four Students Through English Communication Learning Between CLT Approach And TPR Approach

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เศรษฐพัส สุวรรณแสนทวี
สาน วิไล
สุขศิลป์ ประสงค์สุข

Abstract

Developing learning together between teachers with students and students with
students including the students had participated in their performances which affected to
teaching with the excitement. Meaningful practices can be helped the students for applying
their knowledge which acquired in daily life , drill English basic skills in higher level, develop
English for Communication Teaching and prepare to participate with ASEAN Economic
Community (AEC). The purposes of this study were : 1) to construct and find out the English
for Communication lesson plans which had their efficiency of the set criteria of 70/70 by CLT
and TPR Approach 2) to find out the effectiveness index of the English for Communication
lesson plans by CLT and TPR Approach 3) to compare learning achievement toward English
for Communication (Listening and Speaking skill) between CLT and TPR Approach 4) to compare
motivation between CLT and TPR Approach. The sample consisted of 35 Matthayomsueksa
4 students in 2 classrooms attending Chieng Kaew Pittayakom School, Tan Sum District,
Ubon Ratchathani in the second semester of the academic year 2012, obtained by using the
cluster random sampling technique, two experimental groups, 1st group of 35 and 2nd group
of 35. Two types of the instruments used in this study were 1) 4 lesson plans for CLT
Approach 2) 4 lesson plans for TPR Approach 3) an learning achievement test; 45 items of
multiple choices with discriminating powers (B) ranging .21 - .68 and a reliability of .88 and 4)
the motivation test; 15 items with discriminating powers (B) ranging .57 - .72 and a reliability
of 0.71. The statistics used for analyzing the collected data were percentage, mean and
standard deviation; and t-test (Independent Samples) was employed for testing hypotheses.
The results of the research were as follows;
1. The CLT lesson plans had an efficiency of 75.33/73.59 which were higher than
the established requirement and The TPR lesson plans had an efficiency of 74.81/68.19 which
were lower than the established requirement.
2. The CLT and The TPR lesson plans had effectiveness index of 0.5196 and
0.5079, showing that they progressed their learning at 51.96 and 50.79 percentage
respectively.
3. The students who learned using the CLT lesson plans showed a higher mean
score on learning achievement test than using the TPR lesson plans at the .05 level of
significance.
4. The students who learned using the CLT lesson plans and those using the TPR
lesson plans showed their motivation with English learning at the .05 level of significance.
In conclusion, The CLT Approach are a) development listening and speaking skill in
English skills for Communication including reading and writing skill which are related b) focus
on student's language competency in real situations or role plays and c) to develop learning
English for Communication at Matthayom 4 students were higher efficient. Thus, should
encourage teachers to use English in teaching.

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Section
Research Article