งานนำเสนอ3

นำเสนอโดย นำงสำวนติ ยำ พืชเพยี ร รหสั นกั ศึกษำ 6021302007 เลขท่ี 7

Abstract This study used Analysis Phase, which is an initial step of ADDIE model, forconducting research and development. The author used Analysis Phase for analyzingthe communicative language problems that have existed with Thai students fornumbers of years. The author interviewed 14 English teachers and 35 participants (9th gradestudents) in the central region and the eastern region of Thailand. This study usedopen-ended questions to interview the problems that 9th grade students have faced incommunicative language. The results of the study showed that students should have knowledge andskills in grammar, vocabulary, listening, and speaking in order to have communicativelanguage. However, it is difficult for them to have a conversation because they lack anopportunity to practice listening and speaking skills. The author will use the results ofthis research to conduct the other four steps of ADDIE model for developingeducational innovation to overcome the problems in learning communicative language.

Introduction This paper is an application of the ADDIE model to conduct researchand development (R&D) systematically. The ADDIE model includes five stepsfor conducting R&D. This paper focuses only on the initial part of the ADDIEmodel, which is called “Analysis.” The Analysis phase discussed in this paper consists of six steps whichhelp the researcher to verify and validate the problems that have existed withthe Thai students in communicative language. A qualitative research is usedfor data collection and data analysis. Later the author will apply the other fourphases to develop educational innovation for helping students tocommunicate in English. Even though the researcher understands theproblems, the researcher still cannot simply develop educational innovationthat will apply to this type of students. Therefore, the author will graduallyconduct each step in order to ensure that some issues will not be overlooked.

Research and Development Processes In addition to the ADDIE model, Dick, Carey, and Carey (2001) have amodel which is also widely used as a framework for R&D in developinginstructional programs. That model has ten steps as follows:1. Identify instructional goals2. Conduct instructional analysis3. Identify entry behavior, characteristics4. Write performance objectives5. Develop assessment instruments6. Develop instructional strategies7. Develop and select instructional materials8. Design and conduct formative evaluation9. Revise instruction10. Design and conduct summative evaluation



Prior to discussing how to apply ADDIE model for the R&Dprocesses the author needs to explain Figure 1 as follows: A = Analysis D = Design D = Development I = Implementation E = Evaluation Figure 1 explains relationships of the ADDIE model which everyphase requires revision. The reason of keeping the revision is that ADDIEmodel pays close attention to the review of concepts. The revision stepcan be done by asking experts in a particular field to review whether thedesigner has done each step properly. If not, he or she has to revisebefore moving on to the next step. The author believes that the revisioncan guarantee a properly designed project.

This study found 5 themes:1) what students should know first,2) how to teach grammar,3) how to teach vocabulary,4) how to teach listening and speaking skills,5) the challenge of learning communicative language, and6) suggestions on learning communicative language

Content analysis The data showed that the communicative languagecomprises grammar, vocabulary, listening, and speaking skills. Theresults of analysis phase helps the researcher to create thenecessary instructional content for communicative languageinstruction as follows:• Grammar• Vocabulary• Listening skills• Speaking skills

Instructional analysis The instructional analysis phase showed that:•The instruction emphasis is more on memorizing than allowing studentsto practice. For example, several teachers ask students to memorize thegrammar rules and new words.•The instruction uses Thai language more than English language. It doesnot open an opportunity for students to practice listening as well asspeaking English language.•The native speakers or foreign teachers are needed in order to openopportunity for students to practice communicative language.•The instruction lacks class activities for practice listening and speaking.•The instruction still focuses more on teacher-centered than learner-centered techniques.

Identify instructional goals •Students have to understand and can apply a basicgrammar for communication about Pathum Thani province. •Students have to understand and can apply basicvocabulary for communication about Pathum Thani province. •Students have to have an opportunity to listen to Englishboth in class and outside of class about Pathum Thani province. •Students have to have an opportunity to speak Englishboth in class and outside of class about Pathum Thani province.

Conclusion There are four essential skills that can generate goodcommunicative language: grammar, vocabulary, listening, and speakingskills. Without understanding any of them he or she may face a hardtime to construct a sentence for communication. If he or she cannotconstruct a sentence, let alone speak it. The data of the analysis phaseof ADDIE model indicated that most students still lack of these fourskills. The problems towards these issues are that students do not havean opportunity to practice the four necessary skills for communicativelanguage. After Thailand enters the ASEAN Economic Community (AEC)and English language is one of the most common required medium forcommunicating among the members of the AEC countries.Consequently, it is a challenge for the researcher to find the way tosolve this problem and help Thai students be able to usecommunicative language. Later, the researcher will conduct theremaining four steps of ADDIE model.

Recommendation for future practice The researcher provides these practical recommendations toinform English teachers and schools how to better adjust the contextof communicative language in order to meet the needs of learningexpectation of the government.•Identify students’ background as early as possible.•Require students to participate and lead in course activities as much as possible.•Introduce, facilitate, and summarize course activities to maximize students’participation.•Train teacher appropriately with teaching skills and technological skills.•Provide learning materials such as video, audio, film, and the Internet.•Provide an opportunity for students to participate in communicative language such asexchange students, summer internship, and staying with a host family.

Recommendation for future research The findings of this study have generated some potentialdirections for future research•Use more research methods and data collection methods in orderto gain richer data.•Use an in-depth-interview in order to gain deep and detail data.•Use mixed methods researcher for gaining more data.•Follow up with design, develop, implication, and evaluation phasesin order to create innovation for education.

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