The Development of English Instructional Model by Using Activity-based Learning to Improve Communicative English Speaking Ability and Happiness in Learning by Using Local Context for Primary Students

Abstract

The purposes of this study were 1) to develop and find the quality of English instructional model using Activity-Based Learning to improve communicative speaking ability and happiness in learning by using local context for primary students 2) to evaluate the effectiveness of the developed instructional model, and 3) to disseminate the implementation of the developed instructional model and evaluate the effectiveness of the instructional model. The target participants of the research were 12 primary students (Grade 4-6) that joined in English club in the second semester of the academic year 2021 by volunteering selection. The instruments of the research were the instructional model, usage manual, lesson plans, communicative English speaking ability evaluation form, communicative strategies recording form, questionnaire about happiness in learning, and opinion recording form towards the instructional methods. Data were collected and analyzed by percentage, mean, standard deviation, and content analysis.

           The research findings were as follows: 

1. The instructional model consisted of 5 components; 1) principle 2) objectives 3) instructional process consisting of 5 stages as follows 3.1) Inspire: I, 3.2) Presentation: P, 3.3) Practice: P, 3.4) Communicate: C, 3.5) Evaluate: E, 4) measurement and evaluation, and 5) factors affecting the success. It was evaluated by experts and found that the appropriateness was at high level. (= 4.16, S.D. = 0.36)


2. The effectiveness of the instructional model were as follows:

                2.1 The communicative English speaking ability was overall at good level.

              2.2 The communicative English speaking ability during using instructional model had progressed.

                2.3 According to using communicative strategies, avoiding conversation was found to be the most frequently used strategy, followed by mime, and switching to the mother tongue. The communicative strategies the students didn’t used were substitution or approximation, circumlocution, and coining words.

                2.4 According to happiness in learning, the results were as follows: 1) The Students were more confident, enthusiastic, and self-esteem. 2) The teacher was kind and sincere. 3) The students had better relationship with teacher and friends. 4) Learning atmosphere was relaxing, promoted learning and had enough and appropriate learning resources and facilities. 5) The students could choose to learn as their needs and interest. They enjoyed learning and were be able to transfer their knowledge to use in real situations. 6) The students were impressed with playing games, doing fun activities, leaning new vocabularies, practicing communicating with friend and foreigners. 7) The students would apply knowledge for furthering higher study, doing jobs in the future, communicating and giving information to foreigners, and sharing knowledge with other people.     

1. The effectiveness of disseminating the instructional model were as follows:

                3.1 The communicative English speaking ability was overall at good level.  

               3.2 The communicative English speaking ability during using instructional model had progressed.

                3.3 According to using communicative strategies, avoiding conversation was found to be the most frequently used strategy, followed by mime, and switching to the mother tongue. The communicative strategies the students didn’t used were substitution or approximation, circumlocution, and coining words.

                3.4 According to happiness in learning, the results were as follows: 1) The students were more confident, enthusiastic, and self-esteem. 2) The teacher was kind and sincere. 3) The students had better relationship with teacher and friends. 4) Learning atmosphere was relaxing, promoted learning and had enough and appropriate learning resources and facilities. 5) The Students could choose to learn as their needs and interest. They enjoyed learning and were be able to transfer their knowledge to use in real situations. 6) The students were impressed with playing games, doing fun activities, leaning new vocabularies, practicing communicating with friends. 7) The students would apply knowledge for furthering higher study, doing jobs in the future, communicating and giving information to foreigners, sharing knowledge with other people, and improving English skill.