THE COMPARISON OF ENGLISH LISTENING AND SPEAKING SKILLS OF MATTHAYOMSUKSA 4 STUDENTS AT SAMUTSAKHON WITTAYALAI SCHOOL BETWEEN USING CONSTRUCTIVIST THEORY AND USUAL INSTRUCTION

Abstract

The aim of this study was to compare English listening and speaking skills of Mathayomsuksa 4 students at Samutsakhon Wittayalai School between using constructivist theory and usual instruction; and to study the satisfaction of students taught by constructivist theory. The sample was 2 classes of Mathayomsuksa 4 students studying in the second semester of academic year 2018, totaling 90 students. They were selected by cluster random sampling. The research instruments were lesson plans based on constructivist theory and usual instruction, an achievement test of English listening, an assessment form of English speaking skill, and a satisfaction questionnaire about teaching by constructivist theory. The statistics used for data analysis were mean, standard deviation, and t-test. The results revealed that: 1) the English listening and speaking skills after teaching by constructivist theory was higher than usual instruction with statistical significance at .05 level. 2) The Matthayomsuksa 4 students at Samutsa Khonwittayalai School satisfied with teaching by constructivist theory at the highest level.