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Lao People Democratic Republic Peace Independence Democracy Unity Prosperity Ministry of Education and Sports Teacher Development Department Luangnamtha Teacher Training College Research Topic: To use visual aids (CAI Model) in teaching the occupations and workplaces to the 1st year students of 11+1+2 system, Luangnamtha Teacher Training College Researcher: AJ. MA. Sihnnakohn Srimuang ACADEMIC YEAR 2018-2019

Lao People Democratic Republic Peace Independence Democracy Unity Prosperity Ministry of Education and Sports Teacher Development Department Luangnamtha Teacher Training College Research Topic: To use visual aids (CAI Model) in teaching the occupations and workplaces to the 1st year students of 11+1+2 system, Luangnamtha Teacher Training College Advisors: Assist. Prof. Dr. Sornchai Mungthaisongh Mr. MA. Onnith Sitthilarth Researcher: AJ. MA. Sihnnakohn Srimuang ACADEMIC YEAR 2018-2019

PREFACE Education is an essential factor to human resource development. To reach the goal of teaching-learning in local school, the research should be conducted in the classroom because everyone believes that the results of the classroom research can help teaching- learning process better. There are 5 chapters in this research report: 1) introduction, 2) literature review, 3) methodology, 4) results, and 5) conclusion and recommendation Because of several work in my task, therefore to write research report, I do believe that there are many things may be improved in this research report, particularly the contents, grammatical rules, writing form and others of each chapter that can help readers understand better. As research writer, I feel grateful to get the useful comments and recommendation from the reader to develop the future research report. i

ACKNOWLEDGEMENT The research report would not finish completely without a lot of help from many sectors and people. I would like to take this chance to express my regards appreciation to all people who have supported me towards the completion of this study. First of all, I would like to express my deepest attitude to my an advisor from Chiangrai Ratchabath University, Thailand and Louangnamtha TTC with colleagues for the great advices, useful suggestion and recommendation throughout the research study. I would like to express gratefulness to the head of Primary and Kindergarten office that allowed me to conduct the research and also thanks all the English teachers in this system who help me improving my skills. I am also grateful to all students in 11+1+3 course who are kind, supported, comprehensive and encouragement with responding the useful data and being good facilitators. Finally, I would express our attitude to family, brother, sister and cousins who are always supply me everything. ii

ABSTRACT Research Title: “To use visual aids (CAI Model) in teaching the occupations and workplaces to the 1st year students of 11+1+2 system”, Luangnamtha Teacher Training College Lunagnamtha district and province. In academic 2018-2019 Researchers: Aj. AM: Sihnnakohn SRIMUANG Academic Year: 2018-2019 Research Advisor: Assist. Prof. Dr. Sornchai MUNGTHAISONGH Mr. MA: Onnith SITHILARD The objectives of this study are 1) To use CAI Model in teaching English efficiency; 2) To encourage students involve learning English willingly and funny. The target group of the study is the continuing students in 11+1+2 system, comprises of 28 students, 15 females. The research tools are questionnaire, observation and pre-test, post-test In conclusion, the result of using CAI Model in each stage of teaching is at good level, ̅ = 4.40 and S.D = 0.50. The most successful of teaching is greeting, review and setting homework. It is at excellent ̅ = 4.75 and S.D = 0.78. However, other topics are at good level, ̅ = 4.48 and S.D = 0.56. The whole results of the study is at a good level, ̅ = 4.37 and S.D = 0.57. There are 4 points at excellent level, ̅= 478 and S.D = 0.45, however there is an item at accepted level, ̅= 3.14 and S.D =.0.56. The results score of pre-test are different from the post-test one. It is from 17.85% of advanced score in pre-test; however it rises rapidly up to 57.14% of advanced one in the post-test. At the same time, the weak score in pre-test is 46.42% but lessens dramatically to 7.14% in the post-test. It is said the CAI model is efficient use in this research because students have an opportunity to see the whole lessons closely, practice several times in groups, pairs and individual, and speak out in front of the board. iii

Content Items page Preface ………………………...…………………………………………………………….i Acknowledgement ………………………………………………………………………….ii Abstract …………………………...………………………………………………………..iii Part I introduction 1.1. Rationale and the importance of the topic ………………………………………..........3 1.2. Research question………………………………………………………………………3 1.3. Aims of study……………………………………………………………………...........3 1.4. Study areas………………………………………………………………………...........3 1.4.1. Population and samplings…………………………………………………………..4 1.4.2. Focal points…………………………………………………………………………4 1.5. Study expectation………………………………………………………………………4 1.6. Word definition…………………………………………………………………………4 Part II literature review 2.1. Theoretical perspectives…………………………………………………………..........6 2.2. Theories use ……………………………………………………………………………9 2.3.Previous study of topic………………………………………………………………...13 Part III methodology 3.1.Population and samplings…………………………………………………………...…14 3.2.Study tools……………………………………………………………………………..14 3.3.Statistic of research…………………………………………………………………….15 3.4.Data collection…………………………………………………………………………15 3.5.Data analysis……………………………………………………………………….......15 Part IV study results………………………………………………………………....………….….20 Part V conclusion and recommendation……………………………………………..…..…….…...23 References …………………………………………………………………....................................25 iv

CHAPTER I INTRODUCTION 1.1. Background of the Study One of the most important foreign languages used all over the world in various affairs-political, economic, social, instructional, and so on, the English language should be instructed more practically and effectively in Laos. Lao learners’ low motivation and low proficiency in their English skills have been widely discussed. Different teaching methods have been employed, and some new teaching techniques have been studied in order to overcome various limitations that most schools have been encountering; however, Lao students do not seem to improve their English satisfactorily. Furthermore, their attitude in learning English is still on the negative side. According to the result of English proficiency evaluation in 2019 of the 1st students at Luangnamtha Teacher Training College in Luangnamtha District and Province, where the researcher works, approximately 80 percent of them have unsatisfactory scores in listening and speaking tests. These students are not able to communicate even in most basic situations. Worse than that, most of them don’t even know simple words commonly used in everyday life. These include the words normally learned by nonnative speakers who study English as a foreign language. Computer-Assisted Instruction (CAI) is a relatively new application in communicative approach teaching. Learners are provided with encouraging and enjoyable ways in practicing the English skills. Serious CAI learners are supposed to have more joy in English lessons on various topics. This will result in their positive learning of the language. Unlike such traditional means of presentation as transparency, slide, and video, Computer-Assisted Instruction (CAI) is a rich interactive presentation capable of helping the learners understand a lesson in a shorter period of time (Boorana Somchai. 2001). The multimedia incorporated in a CAI project-texts, graphics, animations, sounds and videos-stimulate the learners to further explore the planned lessons. 1

This study is aimed at exploring how a new model of Computer-Assisted Instruction multimedia presentation can help promote class interaction in general and how it affects the new instructional method effective and practical for high schools equipped with insufficient computer facilities. Traditionally, a Computer-Assisted Instruction program is designed for use in such a way that the learners can practice on their own outside classroom. It has been used by active learners as a supplementary practice. However, the real situation with the researcher’s school as well as with many others is that the learners, most of whom are brought up in poor families, do not have computers at home and that the school itself does not have enough computers for them to practice their English through a CAI program. Therefore, the researcher, having long been well aware of this limitation, is determined to create a special kind of CAI program to be used in classroom as a teaching tool for the whole class as opposed to a traditional CAI program which is designed for the learners’ individual use. The researcher expects that this new CAI model will be very helpful to most schools that do not have enough computers for their students. What are needed in a classroom will simply include a low-end computer set capable of running a CAI application and a television set. The cost of doing so should be comparatively low and affordable to most schools, even to the poor ones. With this kind of CAI, the researcher strongly believes that English lessons can encourage the students to learn the language better. It is also highly expected that, with this tool, class interaction will increase. 1.2. Research questions Main question What visual aids should be used to help the students understand the lesson clearly and correctly? Specific questions - Can computer used whether increase the numbers of students understand the lesson better? - How can teacher use computer in teaching-learning efficiency? 1.3. Aims of study - To use CAI Model in teaching English efficiency - To encourage students in learning English willingly 2

1.4. Study Areas 1.4.1. Target group Target group The target group of the study is the continuing students in 11+1+2 system, comprises of 28 students, 15 females, Luangnamtha Teacher Training College, Luangnamtha district and province, academic years, academic year2018-2019 Focal point The main content of this study is teaching: unit 2: occupation and workplaces 1.5. Study expectation After the research, the results can be affected to many areas of education sectors such as: - English Unit of LTTC will understand deeper about the advantage teaching technique of using computer in teaching learning process - English teachers are able to find out the solution of teacher’s problems of teaching English in LTTC - English teachers can explain and reveal the significant awareness of students to teacher’s teaching 1.6. Word definition. CAI abbreviates from Computer Assisting Instruction, which used as teaching model Rationale refers to the explanation of an action or belief on something that happening in the situation in an area. Target group refers to a large group of people who are doing studying a class Organizing is a systematic process of structuring, integrating, coordinating task goals, an activity to resources in order to attain objectives. Aims of study mean the purpose or plan that we are going to do research of teaching and learning. Research question means that the set of question that asking a pattern group 3

Measurement scale means the criteria to evaluate the results of data analysis Standard deviation is the formula used in finding out the diverse answerers in is large group of people. Focal point is the content of the material that uses for study 4

CHAPTER II LITERATURE REVIEW This chapter reviews related literature in accordance with the following topics: 1. Conceptions and Studies of Educational Psychologists; 2. Learning Theories for Designing Computer Assisted Instruction; 3. Computer Assisted Instruction for Teaching English; 4. Interactive Multimedia Computer Assisted Instruction 2.1. Conceptions and Studies of Education Psychologists Computer-Assisted Instruction (CAI) refers to tutorial, drill & practice and crossword teaching activities or means the way of individual teaching, using a computer to produce pictures, animations, sound effects, test, exercises, for teaching plans related to course syllabus and curriculum. Computer-Assisted Instruction (CAI) is the one of instrument which learners will respond on keyboard to pictures, texts including instrument, such as slide, tape and video etc. (Software Industry Promotion Agency, Office of the Basic Education Commission and Siam Computer & Language Institute. 2006). Computer-Assisted Instruction multimedia presentation designing must employ the concepts and theories of several educational psychologists. Learning process is the basis for designing multi CAI presentation as the following. 1. The Learning Theory of Edward Lee Thorndike. The learning theory of Edward Lee Thorndike represents original S-R behavioral psychology structure: stimuli and responses. Stimuli and responses are introduced to learners. It will affect habits weakened or strengthened by the nature and repetition of the stimuli-responses pairings. The pattern for S-R theory is a trial and error study in which responses surely proceed to control compensations. The symbolical connectionism, like all behavioral theory, is that studying could be suitably justified without quoting to any unobservable interior situation. (Green. 2007 : Web Site) Thorndike's theory includes three primitive laws: 1) Law of effect - responses to a condition. It is a link between stimuli and responses when learners perform the preferred or desired behavior. Learners will be reinforced in order to promote learning 5

for example, when learners can answer questions teachers must give rewards or high marks or compliments. 2). Law of readiness – Learning will happen when everything is ready including learners, environment and teachers. Learners will be pleased if they have a chance to practice. They will be unhappy if they do not have a chance to practice or learn. On the other hand, if learners are not ready to practice or study but they are forced to do it they will not be pleased. 3). Law of exercise – Skills can be gained when learners practice repetitively. It is a way to promote long term memory. Without practicing continuously learners cannot perform well. Thus learning depends on practicing and working on exercises. Thorndike's theory can be applied to teaching and learning. Teachers must have techniques or process to motivate learners to study. Teachers must try to promote learners to study successfully by themselves in order to motivate them to continue studying. 2. The learning theory of Ivan P. Pavlov. The donations to psychology of Ivan P. Pavlov, a Russian physiologist, are among the most significant in the historical psychology. He believed that learning depends on conditions. Human beings or animals have responses naturally to stimuli even though they have never learnt before. For example, the size of the iris diaphragm will be reduced when eyes exposed to the light, quick movement when cigarette burns their skin, and saliva comes when looking at raw mangoes, etc. Though Pavlov is well- known for his work on Pavlovian or classical conditioning, he worked on several problems related to both psychology and physiology (Dewsbury. 1997). He said the experiment about reaction of Pavlov condition has many names, such as, Classical Conditioning, Pavlovian Conditioning, Respondent Conditioning or Type S. Conditioning. Ivan P. Pavlov's theory can be applied to teaching and learning English. Teachers must use learners’ natural needs as stimuli. Teachers teach the story they used to teach before so that learners understand the lessons. Teachers may present stimuli along with the lesson that teachers want to teach. For example, when teachers know that learners like to hear about legend, short story, jokes, they tell story in mathematic class. Teachers may use similar activities continuously so that learners can learn easier. 3. The learning theory of B.F. Skinner. Skinner designed a CAI program and owned reinforcement theory and Operant 6

Conditioning theory (Skinner. 2007 : Web Site). He agreed with Thorndike that reinforcement is important for learning. Human beings and animals’ behaviors will show when reinforcement is provided. If there is no reinforcement the action will gradually disappear. The theory is based upon the concept of learning that reinforcement has positive effects on learners. When a specific Stimulus-Response model is applied in the teaching process, it strengthens the learners’ studying process. Learners respond differently from each other. Behaviorism sees that the creature can discharge reactions instead of obtaining answer due to an outside incentive. 4. The learning theory of Jerome Bruner. (Bruner. 2007: Web Site) Learners are encouraged to discover facts and relationships by themselves. He wrote the process of education, which emphasized curriculum alternation grounded in theories of cognitive generation. Bruner said that studying is an alert method in which learners build new thoughts or conceptual basis on their knowledge generally. Therefore, Bruner's constructivist theory is a general plan for education based of the cognitive study. The principles of his constructivist frameworks are as follows: 4.1. Instruction must be concerned with the experiences and contexts that make the students willing and able to learn (readiness). Students should practice and experiment. They should feel or see what they work on by themselves. 4.2. Instruction must be structured so that it can be easily grasped by the students (spiral organization). Students’ readiness by observing stimulates students to create images in their minds so that they can learn easily. 4.3. Instruction should be designed to facilitate extrapolation and or fill in the gaps (going beyond the information given). Students’ readiness using symbols starts from real things to pictures and then symbols. 5. The learning theory of Bloom. (Bloom. 2007 : Web Site) In 1956, Benjamin Bloom was the leader of a group of educational psychologists who increased a division of levels of behavioral intellect significant in studying. He identified six levels within the cognitive domain, from the simple review or memory of facts, as the lowest level, through increasingly more complex and abstract mental levels, 7

to the highest order which is classified as evaluation. Examples that represent intellectual activity on each level are listed below. 5.1. Knowledge: After learning students gain knowledge. They are able to arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat and reproduce state. 5.2. Comprehension: Students can convert knowledge gained to better understanding. They can classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select and translate. 5.3. Application: Students gained knowledge and understanding they can then apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use and write. 5.4. Analysis: Students gained knowledge, understanding and application they can then analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question and test. 5.5. Synthesis: Students gained knowledge, understanding, application and analyzing they can then synthesize or create new formula. 5.6. Evaluation: After students have passed the first five levels, they can make a decision, evaluate, appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, and value what they are working on. From the previous information, the first theory, Edward Lee Thorndike’s theory can applied to use educational activities that instructor must have the techniques or other process to motivate or to promote learners’ interest in experimental study by their abilities. The theory of Pavlov condition can be applied to use educational activities that teachers must bring to the nature of learners to motivate best known learning or teachers repeat the lessons for the best comprehension or present the stimuli together with lessons they wanted to teach. The theory of Skinner is the special manners that tried to prepare behavioral reasons for a broad range of cognitive phenomena. The theory of Bruner is a general plan for education based on the cognitive study that Constructivism is a very broad conceptual plan in philosophy and science and Bruner's theory represents one particular perspective. The last theory, the theory of Benjamin 8

Bloom, identified six levels within the cognitive domain namely: knowledge, comprehension, application, analysis, synthesis and evaluation. 2.2. Learning Theories for Computer Assisted Instruction Design There are two theories conducive to computer assisted instruction (CAI) design; Behavioral and Cognitive Theories (Ajcharee. 2006 ; citing Bupachat, Sukree, Chailert and Sopapan. 2001). Regarding Behaviorism theories, these theories are believed to occur on a principle of “stimulus-response.” This theory is originated from important contributors John B. Watson, Ivan Pavlov, B.F. Skinner, and E. L. Thorndike. A concept of this group is applied to design the computer assisted instruction teaching as follows: 1. Contents are divided into small groups. 2. Each group should indicate goals and objectives clearly. 3. Learners can choose the easy or difficult tasks and activity suitable for learners’ needs and ability. 4. Criteria and evaluation must be clear and reliable. 5. Feedback should be done immediately. 6. Proper pictures and sounds are used. 7. Learners are stimulated to create imagination corresponding to their ages. They can use texts, pictures, sounds or role plays in which they participate in the activities. 8. Tasks and feedback are presented through sounds, pictures, animations or texts instead of using reading only. 9. Information in contrast ideas is presented. For example, fish have to survive in the river, but there is a kind of fish that can walk on hard solid. 10. Teachers should raise questions for learners so that they are suspicious or surprised. 11. Give the examples or general information for learners to explore answers by themselves. The idea of Behavioral theories consist of 4 important basic elements (Ajcharee. 2006 ; citing Monchai. 2001) as follows: 9

1. Driving force is the learner’s needs that encourage them to search for the methods that they can reach their needs. 2. Stimulus is learner’s received knowledge or direction immediately from external stimuli to created response. 3. Respond is behavior performed in order to respond to stimuli that motivate learners. 4. Reinforcement is rewarding for supporting spirit or motivating learners such as praising, giving reward, or giving score. Reinforcement should be done continuously. With regard to Cognitivism theories, Chomsky believed that behavioral humans originated from different of mind, thought, temper and sense. The concept of learning is that learning is the mixture of old and new information. This theory is originated from an important psychologist named Jean Piaget Burner. The concept of his group is applied to design computer assisted instruction that can be concluded as shown below. 1. The use of various techniques to draw learners’ attention before starting the lessons can be done by mixing data and designing interesting introduction. 2. Teachers should draw learners’ attention continuously by using different methods and styles. 3. The use of picture and graphic in education activities should match the contents. 4. Choosing the lessons, contents, graphic, activities, language and control for teaching should be correspondent to the difference of individual learners. 5. Learners should be directed properly if the contents in the lessons are complicated. 6. The learners should have an opportunity to review old knowledge related to new knowledge in a proper way. 7. The education activities should be well-integrated to match the given knowledge or given questions so that learners can think, analyze and find the answers. 8. Teachers should create motivation based on the success in learning of the students. From the above beneficial information, behaviorism theories are based on a reason of “stimulus-response.” All behaviors are caused by external stimuli (operant 10

conditioning). All demeanors can be justified without the need to consider consciousness or internal mental states. And Cognitivist theories believed that behavioral humans originated from different mind, thought, temper and sense. Learning is mixed between old and new data together. If learners have old data implicated with new data, they are able to learn easily. 3. Computer Assisted Instruction for Teaching English Information Technology is a new innovation which is very popular among English teachers. It is widely used in business and education. In addition, it is used in language education. Information technology is the technology related to data management using computer. Computer is used for collecting, noting and computing educational statistics. Computer and its program are required for information technology. There are many different programs that can be used in education. Nowadays, programmed text is applied to teaching with the use of computer assisted instruction that learners are interested in responding. Before using CALL, language instructors may obviously study the usage of computer. Computer assisted language learning (CALL) can integrate technologies appropriately, support experiential and practical studying in a variety of methods, submit efficient comment to students, encourage searching and worldwide learning, increase learners success, enable pair and group work, offer entrance to reliable equipment, accelerate greater interaction, individualize tuition, empower freedom from only source of learning, and stimulate most learners (Nakamichi. Cited Lee, 2000 ; Warshauer and Healey. 1998 ; Johnson. 1999 ; McKenzie. 2001). Furthermore, Michael (1997) also said that Computer-Assisted Language Learning (CALL) might be defined as the computerized applications of searching in foreign language instructing and studying. CALL has been invented potentially by the creation and next development of the innovation technology computer. As a result, the CALL particularly design is a huge quality, a reflection of the level of developmental innovation technology. CALL is a relatively interdisciplinary study that has been influencing other disciplines and fields. From the above information, both computer and computer programs can be used in teaching languages and have different 11

advantages. They are computer assisted language learning program, CALL, and internet for teaching English as a foreign language. Educators or creator need to layout CALL route what language educators teach veritably that learners want to comprehend. Lessons may also be willingly moveable to school settings across vocabulary situations and vocabulary educators may extend to studies increased in the innovation technology as undertaking professionals. That assignment has practice of authentic and generative reasoning, which teachers or educators can be enabled to design technology-related programs. In addition, computing and language teaching/learning have a collision on CALL that have included essentials of psychology, computational linguistics, artificial intelligence, educational innovation technology design and human-computer interactive learners. 4. Interactive Multimedia Computer Assisted Instruction Nowadays, many high schools or first-class education institutions have been using multi-computer assisted presentation styles in the classrooms. Hoaas (2001) implies that many teachers are reinstating, chalk-and-talk, to conventional instruction with computer-assisted multimedia presentations. Technological innovations include the internet, computerized tutorials, and the use of computer-generated slide presentations. Formerly, changing from chalk-and- talk to a computer-assisted instruction design, the educator needs to design slide presentation. Technological innovations that are used for practice for non-expert individuals have been made. These multimedia presentations consisted of graphics, colors, sounds, and animations. Furthermore, Fourie (2001) explains the experimental improvement of creating CAI for tutoring in the formulation of search strategies, and from revising it in 1998, feedback from learners and a literature study are used to report on the pattern. Computer-assisted instruction (CAI) is a well-known teaching method used for teaching either individual student or group of students. There are several synonyms for CAI such as computer-based education (CBE), computer-based training (CBT) and computerassisted learning (CAL). Therefore, Spotts (1993) defined computer-based training (CBT) as a presentation method to teach the learners. This computer program was provided the opportunity for learners to interact with the lesson by themselves. CBT is also known as computer-assisted learning, computer-aided instruction and computer-based 12

instruction. Moreover, Burford (1992) explained computer-assisted instruction (CAI) for CBE that it is one of the perfect and efficient teaching methods. CAI is known as a suitable method in three common outlines; tutorials, drills and simulations, usually attended by feedback for each question and answer as the following: 1) Tutorials, the teaching designs, can help the learners to increase knowledge by reviewing articles or reading textbooks. These could attract the learners with interrogatory or stimulate them to comprehensive knowledge that has just been educated by working on conditioned series of brief questions. 2) Drills, the common teaching format, consist of an interrogatory and answerable series, accompanied by feedback for interactive questions. 3) Simulations, the teaching creations, emphasize application of knowledge by creating situation that learners learn from the set up situations or conditions that often happen in daily life. Normally learners cannot work via their competent without previous preparation. Learners can learn a problem-solving method from the set up situation. This representational psychical training engages their interaction. Besides, Hardison (2004) analyzed the efficiency of computer-assisted prosody instructing, using a pretest-posttest model. CAI prepared native English-speakers. Learners were focused on prosody. They can practice English as if they interacted with native speakers. The general search is made reference to computerized visual displays of set outlines in prosodic learning. From the above information, it might be assumed in brief that a use of computer-assisted instruction multimedia presentation to promote classroom interaction might be one of efficient ways for learners to resolve English learning problems. The effects of two-way studying on the development of learners have been found. These include interaction between the learner and users of the language, collaborative creation of meaning, purposeful interaction through language, and attention getting to the feedback of learners when using the language 13

CHAPTER III METHODOLOGY OF RESEARCH 3.1. Target group The target group of study is the 1st year students, in 11+1+2 primary teacher system of Luangnamtha Teacher Training College that consists of 28 students, 15 females in academic year 2018-2019. 3.2. Study of tools. Researchers start from making power point by adapting from textbook and online information. And then develop and structure the research tools in 3 parts. The firstly, the content of pre-test and post-test, observation and questionnaire were designed which is based on the objectives of the study, then took them to a tutor for giving advice and lastly, the some collections were done.  Pre-test and post-test. The first sheet was the choosing past verbs to match the words to the pictures, and then listen to the words and tick the correct words, after that practice the conversation, lastly say the sentences on the board.  Questionnaire. The questionnaire was the consisted of 3 main parts. The first one is about general information of indicating, scales and another one was the main contents of the questionnaire which had 15 items and the last was more suggestion of study.  Observation. The class observation was focused on the content of unit 3 occupation and workplaces by using 5 stages related to: greeting, revision, presentation, control practice and free practice, including 20 subtopics of activities. It can be seen on the observation form. 3.3. Statistic of Research. Three types of statistic were considered to use in this research: percent %, average ( ̅) and Standard Deviation (S.D) to find out the results of the Pre-test and Post-test are 14

different. Observation will be used collecting the data after CAI implementation. The questionnaire is for investigating students’ satisfaction and awareness on CAI 3.4. Data collection. Researcher team started to collect data as the following steps: firstly, wrote the proposal to the head of Primary and kindergarten system for doing a study in the system. After that the researcher contacted with the students for collecting sample group. Lastly, the lesson was taught and the pre-test and post-test were conducted 10 minutes for each session, and at the same time, the peers were observers by using observation sheet. Finally, the target group was asked for completed the questionnaire. 3.5. Data Analysis. The collective data was analyzed by organizing the information to gather and calculated them in accordance with kind of information that got from pre-test and post- test, questionnaire and classroom observation. Then, calculation was done by computer, using basic statistic formula which express the next stage, and put the final results on the table provided. At the end, the final study results were needed to interpret, which based on the condition setting. The detailed meaning of scoring was shown below: 1. The scales of Interpretation the Value of Average ( ̅) and Standard Deviation (SD). Space of average Meaning 5.00-4.51 Excellent 4.50-3.51 Good 3.50-2.51 Accepted 2.50-1.51 Satisfactory 1.50-1.00 Weak 2. The Measurement Scales of pre-test and post-test scores. 8 – 10 = advanced 5 – 7 = accepted 1 – 4 = weak 3. Statistic Used for Data analysis. To collect the detailed information on the study, formulations were used on the 15

data analysis. For example: percentage (%), average ̅), standard deviation (SD).  Standard deviation (SD). The standard deviation (SD) was calculated by using the formula: SD = √������ ∑ ������ ∑ ������ ������ ������ SD refers to Standard Division. (x)2 refers to the square of sum of score in each question. x2 refers to the square of sum of score in each question. N refers to number of sample.  Percentage. The percentage (%) was calculated by using the formula: p = ������������ ������ p refers to percent. F refers to frequency of the percent calculated. n refers to number of request.  Average ���̅���). The average or Arithmetic Mean was calculated by using the formula: ̅ = ∑ ������ ̅ refers the average score of each question. x refers to the sum of average score. n refers to the number of sampling. 16

CHAPTER IV RESEARCH RESULT The target of this study is to examine the CAI Model, the study result will be presented as below: 1. The study result of observation from CAI Model 2. The students’ satisfaction and awareness of CAI Model used 3. The result of pre-test and post-test by using CAI model 4.1. The study result of the observation from CAI model Table 2: The Analysis results of observation No Description ̅ S.D Level I Greeting 1 Teacher greets students 4.56 0.12 Excellent 2 Teacher checks student members 4.91 0.28 Excellent 3 Teacher asks about the dates 4.83 0.38 Excellent II Revision 1 Teacher checks homework and asks students about 4.91 0.28 Excellent the last lesson Good III Presentation 1 The power point design is clear and interesting. 4.25 0.62 2 all of students can hear the voice and see the 4.03 0.68 Good contents 3 The teacher elicits clearly by using power point 4.25 0.62 Good 4 Students repeat the new words from the power point 4.11 0.58 Good 5 The teacher gives students a chance to practice 4.83 0.38 Excellent activity through power point 17

6 The teacher explain by using power point 3.58 0.51 Good 7 The teacher has various activities on the power 4.5 0.52 Good point Good 8 The teacher gives students enough time to practice 3.91 0.28 Good the lessons Good Excellent IV Control practice 1 The teacher puts appropriate activities on the power 4.02 0.71 point 2 Students practice diverse activities by the power 4.12 0.75 point 4.75 0.62 3 The teacher monitors and helps students’ learning V Free practice 1 The teacher tells representatives to do role play on 3.75 0.45 Good Good the board Excellent 2 The teacher feedbacks to student who do the role 4.5 0.62 Excellent Excellent better Good 3 The teacher praises students’ goodness and 4.83 0.38 encourage the weakness VI Setting homework 1 The teacher gives the students homework to do at 4.66 0.65 home. 2 The teacher tells the students’ time for being useful 4.83 0.57 in free time. Total 4.40 0.50 The table 2 indicates the results of data analysis that got from the observation on teaching English focusing on the CAI model in each stage of teaching. The whole results of the study is at good level, ̅ = 4.40 and S.D = 0.50. The most successful of teaching is greeting, review and setting homework. It is at excellent ̅ = 4.75 and S.D = 0.78. However, other topics are at good level, ̅ = 4.48 and S.D = 0.56. 18

4.2. The students’ satisfaction and awareness of CAI model Table 3: The Average ̅ and Standard Deviation (S.D) from Questionnaire No Content ̅ S.D Meaning Good 1 The teacher reviews lesson by power point 4.5 0.51 Accepted Good 2 The teacher uses clear power point that all 3.14 0.56 Good Excellent students can see Good Good 3 Teacher uses appropriate power point to present 4.33 0.38 Good Excellent the lesson Good Excellent 4 The teacher puts various information in the power 4.41 0.65 Good Good point Excellent Good 5 Students have chance to ask-answer about the 4.58 0.51 lesson 6 Students are able to get information from the 4.25 0.75 power point 7 Using power point in teaching-learning has good 4.50 0.51 atmosphere in the class. 8 Students are interested in the lesson through 4.16 0.79 power point 9 Students involve in the lesson willingly. 4.91 0.57 10 The teacher has a lot of activities to help students 4.33 0.65 through power point 11 The teacher checks students’ understanding by the 4.75 0.45 questions on the power point 12 The teacher encourages students to the lesson by 4.08 0.65 admiring 13 The teacher monitors and helps the students’ 4.33 0.77 learning 14 The teacher gives a chance to student presenting 4.91 0.28 on the board Total 4.37 0.57 19

The table 3 indicates the results of data analysis that got from the questionnaire on teaching by focusing on using CAI model. The whole results of the study is at a good level, ̅ = 4.37 and S.D = 0.57. There are 4 points at excellent level, ̅= 478 and S.D = 0.45, however there is an item at accepted level, ̅= 3.14 and S.D =.0.56. So let’s say the technique use in efficient. 4.3. The study result of pre-test and post-test from teacher’s technique of teaching by using CAI model Table 4: The percent of pre-test scores (before using the CAI) No Content Attendants % Level 1 Testers who get the score from 8 – 10 5 17.85% Good 2 Testers who get the score from 5 – 7 10 35.71% Accepted 3 Testers who get the score from 1 – 4 13 46.42% Weak Table 5: The percent of post-test score (after using the CAI) No Content Attendants % Level 1 Testers who get the score from 8 – 10 16 57.14% Very good 2 Testers who get the score from 5 – 7 11 39.28% Accepted 3 Testers who get the score from 1 – 4 2 7.14% Weak Table 4 and 5 display the results of pre-test and post-test score. Those two tables reveal that the results score of pre-test are different from the post-test one. It is from 17.85% of advanced score in pre-test, however it rises rapidly up to 57.14% of advanced one in the post-test. At the same time, the weak score in pre-test is 46.42% but lessens dramatically to 7.14% in the post-test. It is said the CAI model is efficient use in this research because students have an opportunity to see the whole lessons closely, practice several times in groups, pairs and individual, and speak out in front of the board. 20

CHAPTER V CONCLUSION AND RECOMMENDATION This chapter summarizes the whole study and provides some feedback on areas that require the ways of teaching English language by focusing CAI model in 11+1+2 system, Luangnamtha Teacher Training College, Luangnamtha District and Province, in academic year 2018-2019. The conclusion and recommendation were also presented lately at the end of this chapter. The objectives of this study are 1) To use CAI Model in teaching English efficiency; 2) To encourage students involve learning English willingly and funny. Thus, to support the study, a few types of study tools were used which consisted of a pre-test, post-test, questionnaire and observation. The observation is to find out the real advantage using alternative methods of teaching occupations and workplaces by using CAI Model in stages of teaching, while questionnaire is used for investigating students’ satisfaction and awareness to teacher’s method of teaching by using CAI Model. Finally, the pre-test and post-test are used to test and collect data. 5.1. Conclusion Based on the topic: “To use visual aids (CAI Model) in teaching the occupations and workplaces to the 1st year students of 11+1+2 system”, Luangnamtha Teacher Training College Lunagnamtha district and province. In academic 2018-2019 5.1.1. The study result of the observation from CAI Model From the real doing and conducting research, it is said that the research results achieve the goal and match to the mentioned objectives. The result of data analysis that from the observation on teaching occupations and workplace, which focused on using CAI Model in each stage of teaching is at good level, ̅ = 4.40 and S.D = 0.50. The most successful of teaching is greeting, review and setting homework. It is at excellent ̅ = 4.75 and S.D = 0.78. However, other topics are at good level, ̅ = 4.48 and S.D = 0.56. 5.1.2. The students’ satisfaction and awareness to learn occupations and workplaces by using CAI Model The results of questionnaire data analysis suggest that it is successful by the goal setting 21

as well because the students’ satisfaction and awareness to teacher’s CAI Model use, which they were encouraged, participated in several different activities. The whole results of the study is at a good level, ̅ = 4.37 and S.D = 0.57. There are 4 points at excellent level, ̅= 478 and S.D = 0.45, however there is an item at accepted level, ̅= 3.14 and S.D =.0.56. So let’s say the students are satisfied to the technique use. 5.1.3. The study result of the pre-test and post-test assessment from teacher’s technique of teaching occupations and workplaces by using CAI Model The results score of pre-test are different from the post-test one. It is from 17.85% of advanced score in pre-test, however it rises rapidly up to 57.14% of advanced one in the post-test. At the same time, the weak score in pre-test is 46.42% but lessens dramatically to 7.14% in the post-test. It is said the CAI model is efficient use in this research because students have an opportunity to see the whole lessons closely, practice several times in groups, pairs and individual, and speak out in front of the board. 5.2. Recommendations Recommendation is so utilized thing on doing research because a researcher can bring it to improve in the future study better. After the study, I have some recommendation as below: 5.2.1. Recommendation on Academic Affair 1. To enhance students to participate in teaching-learning. The teachers should use alternative types of computer, projector... 2. Before giving students tasks, the clear visual aids should be assigned for encouraging them to do activities willingly. 3. Teachers should create and implement different audio clips in each lesson.  For school School should organize programs of training or seminar for English teachers about techniques of using visual aids to teaching- learning especially to how to use computer in the in teaching- learning to increase number of students involve the lesson.  For teacher English teacher should find out more techniques of using ICTs in the classroom to 22

improve the quality of teaching- learning and help student understand the lesson easier and quicker. 5.2.3. Recommendation the near future of study. The CAI Model used is efficient technique to encourage students in teaching- learning process because it can involve students to the lesson joyfully. Here are the steps: - Firstly, prepare the lesson contents on the power points - And then, slide power points while explaining the lesson in each stage of teaching - Next, organize the activities by showing power points and give - After that, check with the whole class - Finally, suggest the activity with demonstration, examples and let them do role play on the board 23

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Boston, MA: Bedford-St Martins. Hedgcock, J. (2005). Taking stock of research and pedagogy in L2 writing. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 597614). Hinkel, E. (2001). Giving examples and telling stories in academic essays. Issues in Applied Linguistics, 12, 149-170. Hinkel, E. (2005). Analyses of L2 text and what can be learned from them. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 615628). Kirszner, L., & Mandell, S. (2011). Patterns for college writing: A rhetorical reader and guide (12th ed.). Boston, MA: Leki, I., Cumming, A., & Silva, T. (2008). A synthesis of research on second language writing in English. New York: Routledge. Manchón, R. M. (2011). L2 writing development: Multiple perspectives. Berlin: De Gruyter. Nation, I. S. P. (2011). Research into practice: Vocabulary. Language Teaching, 44, 529539.. Paltridge, B. (2004). State of the art review: Academic writing. Language Teaching, 37(2), 87-105. Snow, M. (2005). A model of academic literacy for integrated language and content instruction. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 693-712). Mahwah, NJ: Lawrence Erlbaum. Swales, J., & Feak, C. (2012). Academic writing for graduate students (3rd ed.). Ann Arbor, MI: The University of Michigan Press. Swales, J. (1990). Genre analysis. Cambridge: Cambridge University Press. Zhou, A. (2009). What adult ESL learners say about improving grammar and vocabulary in their writing for academic purposes. Language Awareness, 18(1), 31-46. 25

Observation Teacher ………………………………… Date: …… Observer …………………….................. Time: …… Subject…………………………………. Unit……topic……………………….lesson……...topic…………………………… Please tick (√) in the table with real content of the teacher and students as they meaning as the following. Scores: 5: very good ດຫີ ຼາຍ 4: good ດີ 3: fair ປານກາງ 2: weak ອອ່ ນ 1: very weak ອອ່ ນຫຼາຍ No Contents Criteria 54321 I Greeting 1 Teacher greets students 2 Teacher checks student members 3 Teacher asks about the dates II Revision 1 Teacher checks homework and asks students about the last lesson III Presentation 1 The power point design is clear and interesting. 2 all of students can hear the voice and see the contents 3 The teacher elicits clearly by using power point 4 Students repeat the new words from the

power point 5 The teacher gives students a chance to practice activity through power point 6 The teacher explain by using power point 7 The teacher has various activities on the power point 8 The teacher gives students enough time to practice the lessons IV Control practice 1 The teacher puts appropriate activities on the power point 2 Students practice diverse activities from the power point 3 The teacher monitors and helps students’ learning V Free practice 1 The teacher tells representatives to do role play on the board 2 The teacher feedbacks to student who do the role better 3 The teacher praises students’ goodness and encourage the weakness VI Setting homework 1 The teacher gives the students homework to do at home. 2 The teacher tells the students’ time for being useful in free time. Total

Questionnaires 1. indication: collecting the data in this study. We just would like to know the techniques of learning. So, your information will not have any negative effect in your studies. ► please tick (√) in the table with the real contents of the teaching. 2. Criteria Score: 5 : very good ດຫີ ຼາຍ 4 : good ດີ 3 : fair ປານກາງ 2 : weak ອອ່ ນ 1 : very weak ອອ່ ນຫຼາຍ No Contents Scores 1 1 The teacher reviews lesson by power point ຄະແນນ 543 2 2 The teacher uses clear power point that all students can see 3 Teacher uses appropriate power point to present the lesson 4 The teacher puts various information in the power point 5 Students have chance to ask-answer about the lesson 6 Students are able to get information from the power point 7 Using power point in teaching-learning has good atmosphere in the class. 8 Students are interested in the lesson through power point 9 Students involve in the lesson willingly.

10 The teacher has a lot of activities to help students 11 through power point 12 The teacher checks students’ understanding by the 13 questions on the power point 14 The teacher encourages students to the lesson by Total admiring The teacher monitors and helps the students’ learning The teacher gives a chance to student presenting on the board Other comments ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………

Test Time: Name/surname: ……………………………………………. 60’ Class: ………… Task 1: Match the English and Lao words. Example: 1. g 1. Teacher a. ພະນກັ ງານລດັ 2. Doctor b. ຊາວນາ 3. Student c. ຕາຫວຼ ດຊາຍ 4. Farmer d. ທະຫານ 5. Soldier e. ກາມະກອນໂຮງງານ 6. Policeman f. ຄນົ ຂາຍເຄ່ື ອງ 7. Businessman g. ຄູສອນ 8. shop keeper h. ນກັ ສກຶ ສາ 9. factory worker i. ທື່ ານໝ 10. government official j. ນກັ ທຸລະກດິ ຊາຍ 11. Businesswoman k. ຕາຫຼວດຍງິ 12. Policewoman l. ນກັ ທຸລະກດິ ຍງິ

Task 2: Listen and read. lawyer accountant secretary engineer dentist vet director vice director manager

Appendixes - Research tools - Lesson plans

Lesson Lesson 5: occupations and workplaces Class: Year 1, 11+1+3 continuing course Communicative Aims: • students will be able to read and write about occupations and workplace • students will be able to use simple present with occupations and workpla Communicative Aims:  Introduce students to rethink about future jobs Comprehension Students understand that:….. • How jobs and work place are pronounced correctly • What language functions are used to describe jobs and workplaces • How present simple is used with wh-questions and statement Knowledge • Know about occupations • Know present simple to describe jobs • Know the differences between jobs Tasks - Students repeat after teacher, read as whole class and points to student individually - Students say the words and phrases of occupations - Students practice conversation by asking and answering about the occ Presen Process of teaching • T introduce the topic • T elicits by showing the pictures of jobs and workplaces

n Plan time: 100’ es aces to communicate with others Related questions 1. What jobs do people in your family do? 2. What is your job? 3. What does your father do? 4. Where do you work? 5. How do you like your job? Skills • Can use present simple with wh-questions and statement • Can describe a job and work place ts Evidence of assessments • Ask students to identify the types of jobs cupations ntation • Ask students to rearrange the sentences • Prepare flash cards of jobs

Professional : architect Jobs/work Service management : director places waiter Workpla hotel T drills the greet words, phrases and sentences in the mind mapping T says 3-4 times Students repeat after teacher as a whole class T points random 3-4 students T asks students copy, practice saying in pairs T explain how to use simple present - What do you do? I am a policeman; where do you work. I work - What does she do? She is a teacher Prac Activity 1 matching T asks students to work in pairs and match the information in colum AB A salesperson For an airline A pilot In a department store A carpenter T sets the time 10 minutes

e occupation: r aces: bank, Subject + verb1 + object at the bank ctice mn A,B,C C Build houses Serve passengers Sells clothes

T asks some volunteers to match on the board and give credit Activity 2 find out the simple present tense T asks students to look through the conversation and then underlin 1, p 9) T sets the time 10 minutes for finding simple tense in the conversat T asks some volunteers reading out and give credit Activity 3 fill in the gaps T asks students to read and give information to (activity 5 A and B, T sets the time 10 minutes for filling the gaps and monitors T asks some volunteers reading out and give credit Activity 4 Write am, is or are in the sentences below. 1. My name __________ Jenny. 2. Your father __________ a businessman. 3. Manoly __________ a teacher. 4. I _________ a student. My sister ________a policewoman. 5. You __________ government officials. Produ - Ask students to do role play by asking and answering about A: what do you do? B: I am a ……………… Head of FL

ne the simple tense that describe jobs and workplaces (act 4, New tion and monitor , New1 p10) uction Date ……………………. jobs? Teacher’s Signature LO

Les Lesson 6: occupations and workplaces (con) Class: Year 11+1+3 continuing course Communicative Aims: • students will be able to read and write the phrases and sentences about o • students will be able to use time expressions with occupations and work Communicative Aims:  Introduce students about the importance of time Comprehension Students understand that:….. • How time expressions are used in sentences correctly • What words, phrases to describe jobs and workplaces • How to write the daily grind Knowledge • Know about time expressions • Know about time expressions to describe jobs and workplaces in a text • Know the differences between at, in, on Tasks - Students listen and repeat after teacher as whole class and points to st - Students say the words and phrases of workplaces - Students practice conversation by asking and answering about the wor Presen • T introduce the topic • T elicits by showing the pictures of jobs and workplaces

sson Plan time: 100’ occupations and workplaces kplaces to communicate with others Related questions 1. What time do you go to school? 2. What time do you get up? 3. Do you study at night? 4. What time does your sister have a class? 5. Does your mother go to work at 10’? Skills • Can use time expressions in sentences • Can describe a job and work place with time expressions tudents individually Evidence of assessments rkplaces • Ask students to identify the types of places • Ask students to match the sentences • Prepare flash cards of workplaces ntation

• T drills the greet words, phrases and sentences in the mind mapping • Students repeat after teacher as a whole class • T points random 3-4 students • T asks students copy, practice saying in pairs • T explain how to use simple present - What do you do? I am a policeman - What does she do? She is a teacher Prac Activity 1 matching T asks students to work in pairs and match the information in colum AB A salesperson For an airline A pilot In a department store A carpenter

ctice mn A,B,C C Build houses Serve passengers Sells clothes

T sets the time 10 minutes T asks some volunteers to match on the board and give credit Activity 2 listen and number T asks students to listen to the teacher and number to the pictures, 1 T sets the time 10 minutes for filling the gaps and monitors T asks some volunteers reading out and give credit Activity 3 fill in the gaps T asks students to look through the conversation and then complet Tom: Hello, Susan. _________________? Susan: I _______ fine, thanks. And you? Tom: Very well, thanks.

, one is done te