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No. Items Satisfaction Levels ������� S.D Result IV. Building and Facilities 3.74 .83 High 27. Places and facilities to promote .85 High atmosphere of learning and .90 High .85 High teaching 3.75 .83 High 28. The variability of classroom .98 High .87 High 29. The classroom environment 3.67 30. Lighting in classroom suitable 3.66 31. The size of classes 3.77 32. The variability of library 3.51 Total 3.68 Table 4.5 Table 4.5 point out students have satisfaction with building and facilities in high level (�������= 3.68, S.D= .87). The most items students have very high satisfied that was the size of classes. In addition, the important point they still have satisfaction were the classroom environment, and places and facilities to promote atmosphere of learning and teaching. In contrast, the item in learning and teaching management those students needs to be improved lighting in classroom suitable, and the variability of library. Table 4.6: Learners’ satisfaction towards the satisfaction of learners in measurement and evaluation provided. No. Items Satisfaction Levels ������� S.D Result V. Measurement and Evaluation 3.82 .72 High 33. The evaluation is relevant to the 3.61 .76 High objective 34. The clear criteria for the 3.66 .90 High evaluation of speaking skill 3.61 .80 High 35. The clear criteria for the 3.63 .86 High evaluation of listening skill 36. The clear criteria for the 3.67 .88 High evaluation of reading skill 3.58 .88 High 37. The clear criteria for the 3.63 .97 High 3.68 .84 High evaluation of writing skill 3.82 .78 High 38. The assessment in mild term and examination 39. Information of the examination results 40. Review the assessment results 41. Reliability of evaluation 42. Evaluation in morality and ethics 157

43. Assessment and evaluation 3.60 1.01 High from report paper that the .85 High evidence show the development of students study Total 3.68 Table 4.6 Table 4.6 expresses students have satisfaction to measurement and evaluation in high level (�������= 3.68, S.D=.85). The score in whole section have high satisfaction levels. The first high ranking levels students have very high satisfaction that was the evaluation in morality and ethics. In addition, the examination was very important therefore the second point student have high satisfaction was the evaluation because it is relevant to the objective, and the assessment in mild term and examination. However, students need to know the clear criteria for the evaluation of speaking. Moreover, the information of the examination and review the assessment result has low score. So, they need the Department improve these sections. Table 4.7: learners’ satisfaction towards in English learning and teaching management classify by grade. No. Satisfaction Grades Levels Grade 2 Grade 3 Grade 4 ������� S.D Result ������� S.D Result ������� S.D Result 1. Lecturers 3.67 .91 High 3.83 .91 High 3.53 .81 High 2. Curriculum 3.71 .75 High 3.85 .90 High 3.61 .82 High 3. Learning and 3.78 .83 High 3.91 .92 High 3.51 .77 High teaching aids 4. Building and 3.66 .93 High 3.91 .86 High 3.49 .79 Moderate facilities 5. Measurement 3.68 .82 High 3.88 .84 High 3.45 .82 Moderate and evaluation Total 3.70 .84 High 3.87 .88 High 3.51 .80 High Table 4.7 From table 4.7 shows mean and standard deviation about the satisfaction of learners towards the English learning and teaching management classify by grade. The result from above expresses that students have high satisfaction level in five sections (�������= 3.49, S.D=.45). The first ranking student gave high score that was learning and teaching aids. Students’ studies in second year have high satisfaction in learning and teaching aids. At the same time, students’ studies in third year have high satisfaction in the same section above. But, students in year fourth have different satisfaction and the section students have high satisfaction that was curriculum. Meanwhile, the section students don’t have high satisfaction that was measurement and evaluation in year fourth. In addition, students’ studies in third and fourth year have low score in building and facilities. By contrast, students in third year have low satisfaction in lecturers section. 158

Table 4.8: To compare the satisfaction of learners towards the English learning and teaching management divide by gender. Satisfaction Levels Male Female T-Test P-Value No. N= 75 N=77 1. Lecturers ������� S.D ������� S.D 0.43 .48 2. Curriculum 3.68 .85 3.67 .92 0.16 .43 3. Learning and teaching aids 3.73 .85 3.72 .84 0.46 .66 4. Building and facilities 3.75 .89 3.69 .84 -0.35 .47 3.66 .87 3.71 .87 5. Measurement and evaluation 3.66 .87 3.67 .83 -0.57 .61 .53 Total 3.69 .87 3.69 .86 0.02 Table 4.8 From table 4.8 shows the satisfaction of learners towards the English learning and teaching management manage separated by gender. After examine in five sections between male and female don’t have different satisfaction and the mean difference is significant at the .05 level. Therefore, the result was not related to the research question that male and female students no have different satisfaction towards in English learning and teaching management in the Department of Geography and GIS, Faculty of Social Sciences, National University of Laos. Table 4.9: To compare the satisfaction of learners towards the English learning and teaching management manage divided by provinces. No. Satisfaction Levels Vientiane Other T-Test P-Value Capital Province 1. Lecturers N= 75 -0.13 .53 2. Curriculum ������� S.D N=77 -1.32 .27 3. Learning and teaching 3.66 .92 ������� S.D -1.45 .20 3.63 .92 3.69 .85 aids 3.89 .76 -0.43 .61 4. Building and facilities 3.62 .94 3.82 .77 -1.31 .62 5. Measurement and 3.68 .90 -0.92 .48 evaluation 3.69 .84 Total 3.66 .91 3.67 .79 3.66 .91 Table 4.9 3.75 .80 From table 4.9 indicate the result between students who live in Vientiane and other province. P-value greater than 0.05, means by 95 % level of significant students. Therefore, students live in difference provinces no have difference satisfaction in English learning and teaching management in Department of Geography and GIS. 159

5. Conclusion The objective of this research studied and comparison students have satisfaction of learners towards the English learning and teaching management in the Department of Geography and GIS, Faculty of Social Sciences, National University of Laos in 5 purposes such as, lecturer, curriculum, learning and teaching aids, building and facilities, and measurement and evaluation divided by gender, grade, and provinces. 1. The satisfaction of learners towards the English learning and teaching management In general, students have high satisfaction in English learning and teaching management. In addition, learning and teaching aids is the first ranking of the section. Students have high satisfaction with teaching aids because lecturers in Faculty of Social Sciences have more experiences in teaching and using visual aids in teaching to make students understand the lesson and be able to create good atmosphere in class room. 1. Students have high satisfaction in lecturers section because lecturers have more experiences in learning and teaching management. According to (Gagne 1973) that the role of teachers is very important because teachers can encourage students’ activities. Teachers have many steps in teaching such as creating interesting lessons by using materials or conversations. Besides that, lecturers have developed curriculum with up to date contents. Since curriculum is essential in learning and teaching, lecturers must follow the curriculum. Moreover, learners must understand the detail of curriculum such as objective of curriculum, course outline and lesson plan. All of these make the efficient plan for learning and teaching in both short and long terms. Furthermore, the curriculum also defines time for teaching in the course and provides detailed language, grammar, skills and activities needed for each module. Delors quote that the trend of successful of learning and teaching management have many compositions depending on learners, the quality of instructions. The consideration steps of learning and teaching management is very crucial for lecturer because they must have lesson plan before teaching in short term and long terms, and lecturers should understand details of principle and theory of subject they teach. In addition, lecturers should consider how to choose or adapt various methods of teaching and techniques. Moreover, the lecturers should understand about curriculum development, designing visual aids, also roles of lecturers and students. The item student have very high satisfaction in lecturers section that lecturers are knowledgeable in the subject. The item shows high score because lecturers in Department of Geography have more experience in teaching and following the curriculum. More crucially, lecturers have syllabus and lesson plane ready for their teaching sessions. By the contrast, the item that has low satisfaction was lecturers’ ability in motivating students’ participation. For this item, students didn’t have high satisfaction because the learning and teaching English in Department of Geography and GIS focus on teaching English for specific purpose (ESP). This is because students come from different provinces ,they have different knowledge and ability in English. Thus, sometimes lecturers cannot motivate students’ participation well because students have different level of English ability. If they had high knowledge in English that they would have more attention in learning process. In addition, the quality of learning and teaching would be effective or not it depend on lecturers. Moreover, students have high satisfaction in understanding in lesson covered 95% and 94% 160

regarding to lecturers dress up and they still like lecturers give home work in 76%. Fore lecturers are well-prepared that students have strongly agree 70%. 2. Curriculum is very important because curriculums are equipment to guide lecturers to educate learners to be qualified citizens which it is a major step to the development of social- economic and lead country to the civilization. Moreover, learning-teaching management that is a process of education to build up experiences for learners base on the curriculum (Saylor and Alexander, 1973:98). Therefore, lecturers in Department of Geography and GIS have improved and developed curriculums in each year in order to select relevant descriptions of the subjects for students so when they graduate, they are ready for their future work. They will be able to use their knowledge and skill in their work. Therefore, students have high satisfaction in curriculum section, especially, for the course contents included. The item has low score that was curriculum continuity and coherence. The reason students have low score in the item because students in Department of Geography and GIS have come from many provinces and they have different level in English knowledge. In addition, at Geography Department has been taught ESP as a subject and the curriculum is different from school they have studied previously. Therefore, students have low satisfaction to this item. Besides that, 82% of the students are satisfied with activities included. Most of them are appropriate to students’ levels while 65% of them the commented the topic covered in curriculum are complicated. Furthermore, 17% of the students need lecturers to help motivate students in learning more creatively. 3. All of items in learning and teaching aids have high satisfaction. The item with high satisfaction was teaching aids and used high-technology in learning and teaching process. The result of research show that learning and teaching aids are efficient tools in learning and teaching English and they help students understand in lesson easily. Therefore, lecturers must choose appropriate materials for lessons and relate to objects and descriptions of lessons. Moreover, lecturers should always develop and produce new materials for teaching as Dolar quoted that to preparing teaching materials is very important because teachers must know which materials are suitable for lesson taught. In other words, teachers are able to use appropriate learning and teaching aids, and relate to the objectives. Additionally, teachers prepare appropriate learning-teaching management in both short and long terms and the steps of learning and teaching activities continuously. Therefore, lecturers in Faculty of Social Sciences have found a variety of appropriate teaching aids to be used in classroom comprising of CD, documentaries, flash cards, pictures and posters. All of these are useful for learning and teaching, in order to make it more interesting, exciting and easy to understand for the learner’s. Thus, students in Geography and GIS have very high satisfaction in item of learning and teaching materials used in the course and using high-technology in teaching- learning process. In contrast, the item that has low score was appropriateness and adequacy of teaching aid for practicing listening, speaking, reading and writing. The reason why students gave low satisfaction with this item because in Department of Geography and GIS has been mainly taught English for specific purpose. Two skills such as reading and writing are stressed in the curriculum. Therefore, students don’t have much time to practice listening and speaking skills, especially for listening. In additionally, 80% of the students are satisfied with the use of interesting teaching aids and lecturers’ skills in demonstrating visual aids. 161

Moreover, for types of teaching aids students have different satisfaction with posters (35%), pictures (42%) and flashcards ( 20%). 4. For buildings and facilities, students have high satisfaction. When considering in all items, the item that has very high score is the size and the variability of classroom. According to the result buildings and facilities are very important for learning and teaching. According to Phonethip Khamkaipong (2547: 42) studied atmosphere in classroom is very crucial for learning and teaching management. The buildings and facilities in Faculty of Social Sciences, Department of Geography are enough, safe and clean for students. Moreover, the Department has increased the number of classrooms, and provided clean environment and guard. But the item which has low score is the variability of the library. The reason that students give low score because in the library there are not a lot of English textbooks provided for students so they have low satisfaction in the item. Moreover, for the facilities section, students still need more computers and books to be provided in library (75%), internet (97%), the speed of internet wireless (89%). More importantly, toilet facility is also desired (96%). 5. Students have high satisfaction in all sections in measurement and evaluation. The purpose of measurement and evaluation is to measure students’ knowledge, skills, morality and ethics referring to the objective of the subject. Thus, the measurement and evaluation for English knowledge must use multiple tools. The process should be relevant and appropriate to the contents that they have studied. Additionally, the measurement and evaluation can continues with learning and teaching management including measurement, evaluation, observation, interview, participant, report. According to Gagne (1973:15), students do homework by themselves and teachers inform the feedback to students such as reflecting the mistakes and congratulating for students when doing well on homework. Beside that, whether students can understand efficiently in lesson or not it is based on the result of evolution and measurement such as tests, examination, questions and examples. For measurement and evaluation in Faculty of Social Sciences, Department of Geography and GIS conducted monthly, midterm and examination. In addition, the process of evaluation is seriously for monitored in examination classroom and giving scores. The evaluation is relevant to the objective and evaluation is moral and ethical there are the reason why students have high satisfaction. On the other hand, students don’t have high satisfaction with information of the examination results because the Department informs the result of examination late for students. The reason why the Department of Geography and GIS provide information about the test score last because lecturers in Faculty of Social Science are too busy with their teaching morning, afternoon and evening courses. Moreover, after examinations the lecturers have to teach third term so lecturers don’t have time to check and inform score on time. For students when they finished their examination they want to know the result of the examination. Yet, the result is not posted on time. So they give low score on this item. Additionally, some assessments in class students have high satisfaction such as give score to students’ participant in class (78%), and above 96% of the students for checking students names in class and provide midterm test and 78% students have high satisfied in examination relevant in lesson. 162

2. The satisfaction of learners towards the English learning and teaching management classify by gender, provinces and grades 1. By gender The different genders have different satisfaction on learning and teaching management. Teaching aids and measurement and evaluation have different satisfaction. The mean difference is significant at the .05 level. But there were not any differences. According to the results male and female students have different satisfaction English learning and teaching management in Department of Geography and GIS, Faculty of Social Sciences. 2. By provinces Students live in different provinces have different satisfaction on learning and teaching management .In addition, the satisfaction buildings and facilities are also different, and the mean difference is significant at the .05 level. But there was not much difference on other items. As a result, it is indicated that students live in difference provinces have difference satisfaction. 3. By grades Students’ studies in different year have different satisfaction to learning and teaching management. From the result of examine, it is shown that students have different satisfaction towards lecturers, learning and teaching aids and measurement and evaluation. And the mean difference is significant at the .05 level. References Akasai. (2538). The school activities related to develop learning-teaching of school (2538:151). A. Maslow, Motivation and personality (New York: Harper & Row, 1945). Cohen, L.,and standley, J.C(1997). Research Methods in Education. London:Rutledge Gage, Nathan(Ed.). (1964). Handbook of research on teaching. Chicago: Rand McNally. Gage, Roberth M. (1965).The condition of learning. New York: Holt, Rinehart & Winston. Glass, G.V. and Stanley,J.C.(1997). Statistical Method in Education and Psychology. New jersey:Prentice-Hall. Ministry of Education (2005).National Education Development Plan 2003 to 2015: Education publisher. Ministry of Education.(2008). The Education Law of Lao P.D. R. Supported by PESL project. National University of Laos.(2007). National University of Laos Decrees, institutions and article of National University of Laos. Huammit Co.,Ltd. Phonethip Khamkaipon.(2547).The study of English learning-teaching management of Layong school. Raudenbush,S.W., and Bryk,A.S.(1992, 2002). A Hierarchical Linear Model:application and data Analysis Methods. 1st & 2nd Ed. California: Sage Publications. Inthiphone. (2010). The problem of teaching GIS in department of Geography and GIS. Vientiane, Laos: National University of Laos. Smith, Frank. (1975). Comprehension and learning: A conceptual Framework for Teachers. New York: Holt, Rinehart & Winston. Suraphon Yenjalen.(2543:85). Studied students have satisfaction to businessman in Kongkra school. Chiengmai, Thailand: Chiengmai University. 163

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