English Research (TO INVESTIGATE STUDENTS’ ATTITUDES TOWARD ENGLISH TEACHING AT THEDSABARN UPPER SECONDARY SCHOOL, GRADE 7 IN ACADEMIC YEAR 2019-2020)

TO INVESTIGATE STUDENTS’ ATTITUDES TOWARD ENGLISH TEACHING AT THEDSABARN UPPER SECONDARY SCHOOL, GRADE 7 IN ACADEMIC YEAR 2019-2020 ຦ກຶ ຦າ຃ລາມຽພໃ ຄພໍເ຅ຂຨຄຌກັ ຩຼຌຉໃ ກໍ ຍັ ກາຌ຦ຨຌພາ຦າຨຄັ ກຈິ ຂຌັໄ ມ7 ຋ໃ ຿ຩຄຩຼຌມຈັ ຋ະງມ຺ ຦ມ຺ ຍູຌຽ຋ຈ຦ະຍາຌ຾ຂລຄວລົ ຄຌາໍໄ ຋າ ຦ກ຺ ຩຼຌ 2019-2020 Viengtha XAYACHACK A research Submitted in Partial Fulfillment of the Requirements for Teaching English as a Foreign Luangnamtha Techer Training College 2020

TO INVESTIGATE STUDENTS’ ATTITUDES TOWARD ENGLISH TEACHING AT THEDSABARN UPPER SECONDARY SCHOOL, GRADE 7 IN ACADEMIC YEAR 2019-2020 ຦ກຶ ຦າ຃ລາມຽພໃ ຄພໍເ຅ຂຨຄຌກັ ຩຼຌຉໃ ໍກຍັ ກາຌ຦ຨຌພາ຦າຨຄັ ກຈິ ຂຌັໄ ມ7 ຋ໃ ຿ຩຄຩຼຌມຈັ ຋ະງມ຺ ຦ມ຺ ຍູຌຽ຋ຈ຦ະຍາຌ຾ຂລຄວລົ ຄຌາໍໄ ຋າ ຦ກ຺ ຩຼຌ 2019-2020 A research Submitted in Partial Fulfillment of the Requirements for Teaching English as a Foreign Researcher: Viengtha XAYACHACK Supervisor: Sinnakohn SIMUEANG 2020

ACKNOWLEDGEMENT The research would never have completed without consecration and assistance by many people during the time of my research, I would like to show my truthful thankfulness to many special persons, institutions, especially Luangnamtha Teacher Training College. I would like to express my appreciation to Mr. Sinnakohn SIMUEANG, my supervisor who has been enthusiastically, spending his time and expertise to give useful suggestions and considerably valuable comments on my entire research. I would like to express thanks to the Director of Luang Namtha Province Education and Sports Department and the Director of Thedsabarn Secondary School for their support and everything in my research. Thanks also go to students grade 7 at Thedsabarn Secondary School in helping to answer my questionnaire‟s items for data collection of all primary data which are highly considered a great deal of assistance providing information of the research. Last, I would like to thank you very much to the director of Luangnamtha Teacher Traing College for giving me the opportunity to do this research. i

ABSTRACT The objectives of the research of “Upper Secondary School Students‟ Attitudes toward English Teaching at Thedsabarn Secondary School”, are to investigate secondary school students‟ attitudes toward English teaching at Thedsabarn secondary school and to compare the students‟ attitudes between male and female toward English Teaching at Thedsabarn Secondary School. The quantitative approach was applied in this research. The sample consisted of 194 grade 7 students of Thedsabarn Secondary School. The instrument used for collecting data was a Likert-type, five-point rating scale questionnaire of 38 items. The results of the research showed: first, students were positive attitudes with every aspect regarding English Teaching in Luang Namtha Secondary Schools. In addition, the perception of Secondary School Students‟ Attitudes toward English Teaching in a high value of the mean. Second, there is no statistically significant difference in the quantitative disparity between the attitudes of male and female students towards English Teaching at Thedsabarn Secondary Schools. It can, therefore, be assumed that attitudes towards English teaching at Thedsabarn Secondary School, according to gender variables, was not significant differences. The teachers will concentrate on English skills, consist of everyday English life and update students with new content. The teachers should bring new ideas, new methods and beyond the textbook they will teach them. It is teaching that will make teaching-more interesting, if the teacher cares about the students‟ and teachers‟ ability to always tell students how to score, this will encourage students to be well prepared for the examinations. The teachers should use and always upgrade several kinds of teaching resources, because it is very helpful in learning and teaching. Teachers should bring realistic learning exercises that are ideal for students to use on a daily basis to assess and analyze, which is very helpful in teaching. ii

CONTENTS ACKNOWLEDGEMENT...........................................................................................................i ABSTRACT .............................................................................................................................. ii CONTENTS ............................................................................................................................. iii LIST OF TABLES .....................................................................................................................v CHAPTER ONE.........................................................................................................................1 INTRODUCTION ......................................................................................................................1 1.1 Background of the research ......................................................................................... 1 1.1.1 Thedsabarn Secondary School ................................................................................... 1 1.1.2 English for Secondary Curriculum ............................................................................ 1 1.1.3 English Textbooks and Materials............................................................................... 2 1.1.4 English Teaching and Learning in Luang Namtha Secondary Schools..................... 3 1.2 Problem Statement ....................................................................................................... 4 1.3 The Objectives of the research..................................................................................... 4 1.4 Research Questions...................................................................................................... 4 1.5 Significance of the research ......................................................................................... 5 1.6 Terminology................................................................................................................. 5 CHAPTER TWO........................................................................................................................6 LITERATURE REVIEW ...........................................................................................................6 2.1 The Definition of Attitudes.......................................................................................... 6 2.2 The Students‟ Attitudes ............................................................................................... 6 2.3 Contents of Lessons ..................................................................................................... 7 2.4 Teachers ....................................................................................................................... 7 2.5 Teaching Process ......................................................................................................... 8 2.6 Teaching Materials ...................................................................................................... 9 2.7 Measurement and Evaluation....................................................................................... 9 2.8 Previous studies ......................................................................................................... 10 CHAPTER THREE ..................................................................................................................12 RESEARCH METHODOLOGY .............................................................................................12 3.1 Research design ......................................................................................................... 12 3.2 Population and Sample .............................................................................................. 12 3.3 Research instrument................................................................................................... 12 iii

3.4 Reliability and validity............................................................................................... 13 3.4.1 Cronbach‟s Alpha Reliability Test........................................................................... 14 3.4.2 KMO (Kaiser-Meyer-Olkin) Validity Test .............................................................. 14 3.5 Data Analysis Method ............................................................................................... 15 3.6 Data Collection Procedure ......................................................................................... 15 3.7 Ethical consideration.................................................................................................. 16 CHAPTER FOUR ....................................................................................................................17 DATA ANALYSIS AND INTERPRETATIONS ...................................................................17 4.1 The results of the data analysis .................................................................................. 17 4.2 Gender Attitudes Comparing ..................................................................................... 23 4.4 Discussions ................................................................................................................ 32 CHAPTER FIVE ......................................................................................................................35 CONCLUTION AND RECOMMENDATION .......................................................................35 5.1 Research Finding ....................................................................................................... 35 5.3 Recommendations...................................................................................................... 36 5.4 Suggestions for Furter research ................................................................................. 36 REFERENCES .........................................................................................................................37 Appendix I. Questionnaire (English)........................................................................................39 Appendix II. Questionnaire (Lao) ............................................................................................43 Appendix III: Reliability and Validity Test..............................................................................47 iv

LIST OF TABLES Table 1 English Textbook for Lao Secondary Schools Students ..............................................2 Table 2 Analysis of Questionnaire Reliability .........................................................................14 Table 3 Analysis of Questionnaire validity ..............................................................................14 Table 4 Secondary School Students' Attitudes towards English Teaching ..............................17 Table 5 Contents of Lessons.....................................................................................................18 Table 6 Teachers.......................................................................................................................19 Table 7 Teaching Processes......................................................................................................20 Table 8 Teaching Materials ......................................................................................................21 Table 9 Measurement and Evaluation ......................................................................................22 Table 10 Differences between Male and Female‟s attitude .....................................................23 Table 11 Differences between Male and Female‟s attitude on Contents of Lesson.................24 Table 12 Differences between Male and Female‟s attitude on Teachers .................................25 Table 13 Differences between Male and Female‟s attitude on Teaching Processes ................26 Table 14 Differences between Male and Female‟s attitude on Teaching Materials ................28 Table 15 Differences between Male and Female‟s attitude on Measurement and Evaluation.29 Table 16 Additional comments and suggestions ......................................................................31 v

CHAPTER ONE INTRODUCTION This research is to investigate upper secondary students‟ attitudes toward English teaching at Thedsabarn secondary school and compares the Students‟ attitudes between males and females toward English Teaching grade 7. This chapter covers the Background of the Research, Problem Statement, The Objectives of the Research, Research Questions, Significance of the Research, Terminology. 1.1 Background of the research 1.1.1 Luangnamtha Secondary School Thedsabarn Secondary School is located in Luangnamtha province in the northern part of Laos. It is the biggest and the most popular secondary school in Luang Namtha province under supervisor by Luang Namtha Province Education and Sports Department. In Luangnamtha Secondary School, there are 4 main units. They include Administration unit, Academic unit, Technology unit and Students‟s Activity unit. Nowadays, students‟ Thedsabarn Secondary School mainly from 8 villeges in the city, such as Nahom, Xaysomboun, Odomsin, Viengkham, Phonxay, Nongbuavieng, Huakhua, and Thongom villege. In Thedsabarn Secondary School teaches 2 foriegne Languges like English and Vietnamese. 1.1.2 English for Secondary Curriculum The Secondary Education Program is a nationally recognized curriculum. The curriculum that assures the generation of young people to follow the direction of the country‟s socio-economic development, national character, science, modernization and adapting to international standards gradually. This is designed to help learners develop and continue learning by taking on the most important learner and ensuring that the learner is enhancing his or her ability to pursue higher education or careers. Students learn the theory together with practice. The content of the curriculum covers five principles of education such as Moral development, intellectual development, artistic development, physical development, and vocational development; The learning content is important, useful and can be used in everyday life. After the implementation of the educational reform of the Ministry of Education and Sports (MoES), English has been taught from grade 3 of primary school since 2010. For secondary school, it has used a new curriculum and new English textbook, the 1

MoES has set up many training courses for using the textbook for English teachers (Research Institute for Educational Sciences, Ministry of Education and Sports, 2011). 1.1.3 English Textbooks and Materials The new English textbooks are used in this school. There are two parts of the textbook: lower secondary shool divided into four textbooks. The language skills such as 1. Introducing themselves and others, 2. Understanding English in the classroom, 3. Introducing their own country and others, 4. Describing objeacts/ occasions/ cultural activities, 5. Giving information about daily life, family and environment around us, 6. Comparing things, situations, people and others, 7. Reading for information, and 8. Writing a short summary of main points (Research Institute for Educational Sciences, Ministry of Education and Sport, 2010). Upper secondary school divided into three textbooks. The skills such as: 1. Applying four skills Reading (read simple and short paragraphs, passages, messages, letters, stories and etc…), Listening (listen to shorts conversation, dialogues in various workplaces, different short and simple stories), Writing (writing simple and short sentences, paragraphs, passages, messages, letters, stories and etc…), Speaking (speak simple and short paragraphs, passages, messeges, letters, stories and etc…), 2. Applying basic translation skills, 3. applying basic English communication skills (Research Institute for Educational Sciences, Ministry of Education and Sports, 2011). The seven textbooks are used in different levels. Table 1 English Textbook for Lao Secondary Schools Students No. grades Textbooks 1 Grade 1 English for Lao Secondary Schools Students Book 1 2 Grade 2 English for Lao Secondary Schools Students Book 2 3 Grade 3 English for Lao Secondary Schools Students Book 3 4 Grade 4 English for Lao Secondary Schools Students Book 4 5 Grade 5 English for Lao Secondary Schools Students Book 5 6 Grade 6 English for Lao Secondary Schools Students Book 6 7 Grade 7 English for Lao Secondary Schools Students Book 7 Every textbook is accompanied with teacher guide books, that can help the teachers understand about the lesson. Whether it is to convey the purpose of the lesson, how to teach 2

the lesson step by step, Teaching Materials. Those can help the teachers to write a lesson plan and teach qualitatively. The materials used in teaching of the English language in secondary schools are different kinds of visual aids such as a board, posters, pictures, flash cards, word cards, real objects, textbooks, audio-visual aids and a teacher‟s guide. Particularly, the visual aids help the teaching become more effective and efficient. The visual aids make students become more interested in learning the English language. 1.1.4 English Teaching and Learning in Thedsabarn Secondary School In Thedsabarn Secondary School, there are 8 English teachers (7 females). Their education background includes one Higher Diploma and 7 Bachelor Degrees. The teacher is knowledgeable in subjects and has skills and expertise in teaching English. But the number of teachers is too small, causing students to not receive a variety of teaching. In addition, the teachers emphasized the use of teaching materials and the practice of using English as training for English language skills and in enhancing their language proficiency. The teacher sets the lesson plans, passing on knowledge, creating a classroom environment, and engaging students in the use of teaching materials, with the teacher selecting teaching methods and using the appropriate teaching techniques for the students and the classroom context for their own learning and development. Each of the teachers has years of teaching experience and has joined training in teaching, using the new textbooks by applying the lessons learned in that class. There are also lecturers within the school to exchange techniques for teaching each other. According to the teacher's experience, what matters to the teachers is that the teaching techniques are not very diverse, the level of knowledge of the class is very different, the attention of the students, the textbooks are inadequate, the class situation especially the number of students in the classroom... On this problem, the teacher solves the problem by grouping students, in pairs, to engage students‟ study together, engaging in activities that encourage students to undertake their own activities to increase their knowledge, understanding, remembering lessons, and make teaching and learning activities more interesting. The teachers write the lesson on the chart and stick it on the board for the students to see and read. The teacher tried to exchange lessons with teachers who had previous teaching experience, especially teaching techniques and teaching-learning activities. Through the researcher's own observation of having taught at secondary school for eight years, it provides the most four frequently used teaching including “Teaching only in English”, “Teaching mainly in English with Lao to explain some difficult problems”, “Teaching mainly in Lao and seldom in English” and “Teaching only in Lao” for 3

students to choose which one they prefer, with the focus on students‟ attitudes toward English teaching. There are 7 grades in Thedsabarn Secondary School. There are 1,967 students (970 females) in 38 classrooms. There is an average of more 50 students in each classroom. Grade 1-grade 2 are taught English 4 hours per week and grade 3-grade7 are taught English 3 hours per week. Almost all of the students do not endorse teaching only in English teaching in classrooms because of their own limited language levels. They feel difficult to comprehend what teachers convey and entail strenuous effort to keep pace with the teachers. Teaching mainly in English with Lao to explain some difficult problems teaching should be adopted by qualified teachers in practical courses. Unqualified teachers could be unable to achieve efficient learning impacts because learners could not comprehend their professional expression in particular. 1.2 Problem Statement So far, the Ministry of Education and Sports has coordinated education, organizing teaching training, using new textbooks training, policies for teachers to upgrade their own education. Along with this, from the researcher‟s teaching experience in secondary school for eight years and could see the problems in English teaching such as students have medium and low monthly and final scores, Students‟ interest in learning English has decreased. The situation of English teaching-learning at Thedsabarn Secondary School needs to be improved. There are many problems with English teaching and learning in Thedsabarn Secondary School, and it is necessary to find out the students‟ attitudes towards English teaching at Thedsabarn secondary school. Thus, this research is aimed at the following objectives. 1.3 The Objectives of the Research  To investigate upper secondary students‟ attitudes toward English teaching at Thedsabarn Secondary School.  To compare the students‟ attitudes between male and female toward English Teaching at Thedsabarn Secondary School. 1.4 Research Questions 1. What are upper secondary students‟ attitudes toward English teaching at Thedsabarn Secondary School? 4

2. Are there any significant differences between male and female students regarding their attitudes towards English teaching? 1.5 Significance of the Research This research shows upper secondary students' attitudes towards English teaching as their results will be useful in developing techniques or teaching methods to suit the needs of secondary students. Besides, the research is useful that is found in this research: The finding of this research will help to understand whether students see the importance of English or not. The finding will be used to develop the English language curriculum to suit the knowledge, potential, and abilities of the English language. 1.6 Terminology  Thedsabarn Secondary School: The name of Secondary School in Luang Namtha Province.  Students’ attitudes: students‟ predisposition or a tendency to respond positively or negatively towards a certain idea, object, person, or situation.  Contents of Lessons: contents of English subject are used in Luang Namtha Secondary School.  Teachers: an instructor who has an English language qualification, is an expert, has experience, knowledge, abilities, and skills suitable for English subjects.  Teaching Processes: Patterns or operational characteristics related to effective teaching and learning so that students can learn according to their objectives. Including the teaching plans, teaching materials, and appropriate teaching tools.  Teaching Materials: The use of materials and materials to effectively support students' learning in English, which is in good condition, ready for use and modern quality use, with sufficient teaching materials for research. Teaching for students to gain knowledge and understanding.  Measurement and Evalutions: Methods or activities of measurement and evaluation of the teaching and learning of the English language theory and set the criteria for measurement and evaluation. The use of knowledge assessment results to develop students and improve learning and teaching. 5

CHAPTER TWO LITERATURE REVIEW There have been many related theories in the field of discourse situation, students‟ attitudes towards English teaching. To meet the purpose of the study, the following literature and research were investigated: The Definition of Attitudes, The Students‟ Attitudes, Contents of Lessons, Teachers, Teaching Process, Teaching Materials, Measurement and Evaluation, and Previous Studies. 2.1 The Definition of Attitudes In general, an attitude is a psychological construct, defined by Michael and Vaughan (2005, p. 150) as “a relatively enduring organization of beliefs, feelings, and behavioral tendencies toward socially significant objects, groups, events or symbols”. It is also viewed as “a psychological tendency that is expressed by evaluating a particular entity with some degree of favor or disfavor” (Eagly & Shelly, p. 1993). The attitude has been described in social sciences as an evaluation of an attitudinal individual, ranging from exceptionally negative to exceptionally positive (Van, 2004). Attitude can be discussed for better understanding under cognitive, behavioral and emotional characteristics. In the presence of proper motivation and learning ability, central processing is expected to occur during which the learner will provide the delivered reasoning and information with solicited deliberation (Nabi, 1999). Attitude is one of the effective factors that impact language learning (Visser, 2008). It is determined as “an individual‟s disposition to respond favorably or unfavorably to an object, person, institution, or event” (Ajzen, 1989, p. 241). Second or foreign language attitudes consist of attitudes towards the target language, its community, its culture, the social values associated with target language competence, as well as evaluations of other attitudinal objects, such as teachers, curriculum, and teachings methods (Gardner, 2001). Agreeing to Gardner‟s (1985) attitude is an evaluative response induced on the premise of the individual‟s convictions or conclusions around the referent. 2.2 The Students’ Attitudes Gardner and Lambert (1972) proposed that learners who feel most warmly about a language and want to incorporate into their speakers‟ society are more driven (and learned more effectively) than learners who only learn language as a means to an end (e.g. getting a better job). In other words, motive for integration was stronger than motivation for instrumental purposes. But whatever motivation learners have, it is evident that extremely 6

motivated learners are doing better than those without any motivation whatsoever. Students‟ attitude towards learning EFL has been seen as one of the main factors that stimulate language learning for students (Abidin, Alzwari, & Pour-Mohammadi, 2012). The association between attitudes and second-language learning has been proven by the number of studies (Gardner, 2002) while dealing with language learning, attitude is considered as one of the essential characteristics to affect performance, positive attitudes and educational principles appears to be helpful in creating innovations in society and vice versa. External language learning students in the classroom environment show different learning skills: some students quickly learn foreign language without any difficulty compared to other fellows who take a lot of time to learn, and still others learn a lot less even after a lot of effort (Kohonen, 1992). 2.3 Contents of Lessons The contents of lessons can be divided into many categories which are included in the courses specified by the program for the learners, which the learners have to learn and the teachers have teaching and learning activities that will enable the students to achieve objectives of the course. Smith, Stanley, and Shores (1950, p. 126-130) said that content means something that learners need to learn in society is something that the learners learn to live together informally in the family or community. Yet later years the culture evolved and became more complex. Therefore, at institution level teaching. Content meaning that the course content required for human life is content requiring special expertise or particular general career techniques. Content containing such facts and principles as the subject of science and mathematics, etc. Content also refers to subjects related to rules, values, or standards held by society, such as people's morals, standards for accepting or judging art's value, game rules. The content is a variety of lessons also included in the course and is a way to teach effectively and the learners should prepare everything they need. Specified to allow students to apply the knowledge gained to pursue careers in society and to develop their potential. 2.4 Teachers The teacher is responsible for formulating lesson plans, transferring modern knowledge, creating an atmosphere in the classroom, and organizing experiences with students using various teaching materials, which the teacher will choose the teaching method and use teaching techniques that are appropriate for the learners. For the purpose of learning and self- development. The quality of the student's education is directly related to the quality of the 7

teacher. The study of good teacher behavior from the sample group found that good teacher behavior consists of being a teacher who is knowledgeable in modern subject matter, has the ability to write articles. And create quality publications, knowledge of course content, suitable teaching subjects with content and the learners have knowledge in how to assess objectives, objectives. The objectives of men are appropriate and moral in the profession, as well as a good attitude towards fellow teachers, students and institutions. Trithan (2001) said that teachers who teach both in education and profession must have knowlage in various things as follows: The teaching aims is clear, Knowing the needs, abilities, and interests of the learners both in groups and individually. Knowing the needs of learners both in groups and individually, Knowing the community, Knowing about effective teaching plans to achieve achievement, Knowing the techniques of creating content to meet the needs of students, Knowing the use of various teaching materials, Knowing the evaluation of studies and paying attention to maintaining relationships between colleagues. The teacher is responsible for transferring knowledge, understanding, and providing advice and support to learners to be effective and have good teaching techniques so that learners can apply knowledge to develop themselves according to the set objectives. 2.5 Teaching Process The teaching processes are a method of teacher teaching that includes planning, conducting, evaluating, and evaluating the results used to improve and develop the learning system. Conducting teaching or teaching practices and using the teaching materials to suit students' interests and needs. If implemented, effective teaching will allow the student to achieve his or her stated objectives. Gagne‟s (1987) theory is a concept of learning, whether or not the learning of a person depends on the condition. Both the internal and external aspects of the learners and the learning events are organized in a sequence of 9 steps called Instruction Events: Gaining attention (reception), Informing learners of the objective (expectancy), Stimulating recall of prior learning (retrieval), Presenting the stimulus (selective perception), Providing learning guidance (semantic encoding), Eliciting performance (responding), Providing feedback (reinforcement), Assessing performance (retrieval), and Enhancing retention and transfer (generalization). The teaching process in secondary school has organized a variety of teaching and learning activities, both classroom-based and extracurricular activities, allowing students to participate, allowing students to develop themselves in the areas of academic and social, including fully using their knowledge and ability to create activities. 8

2.6 Teaching Materials The teaching materials refer to everything that teachers and learners use in teaching and learning to help the learning process to achieve its goals, including materials that are in nature or Human beings, such as materials, tools, teaching methods and activities, which are used to transfer knowledge from teachers to learners to achieve teaching goals. Nianchaloey (1992) have suggested the rules regarding the selection of instructional materials as follows: correct materials that are used to enable students to summarize the correct content or not. The comprehension used the materials to help the learner think logically and provide correct information to the learners or not. The experience gained through the media increases the parties' experience or not. Suitable for the age, grade level, number of learners, ability, mutual understanding of characteristics and learning styles of learners or not. Appropriate for the attitude and skills of the teacher or not. It works well and is it effective in learning or not. Worth the price and investment in production and use. The materials help students to participate in activities that the teacher wants or not. The duration of the teaching media Issuitable or not. Help offer and other activities that the learner may do more or not. It is convenient to use materials, such as places of light and other facilities. Good teaching materials should be consistent with the objectives, subjects, and teaching and learning activities that match the level and age of the learners and are interested in them. The important thing is that the learner learns according to the objectives set aside. 2.7 Measurement and Evaluation Measurement and Evaluation is an important component of teaching and learning because it gathers data, analyzes data, and reports for use in evaluating more effective teaching. Research Institute for Educational Sciences, Ministry of Education and Sports (2011, p.157) identified that, there are two periods of formative assessment: 1. The assessment before teaching: this assessment is to find out the ability of students and their readiness to follow the English learning. Also, the record of assessment will be used as the data and reference for the teacher to make a plan and teaching plan that is suitable for the class. 2. Informal assessment (during teaching and learning assessment) This assessment can be conducted informally. For example, ask a student to do a role-play in front of the class, do a small test to check the students' understanding. A teacher can give the point in the class and record it in a special book after students have finished. A monthly test is one of the informal tests, which conducted every month or after having finished two units. Also, a formal assessment can be conducted which means all students have to take the test at the same time 9

and the same test. Therefore, the result of the informal assessment will include the point in the class and the monthly test. The full mark of this assessment is 10. The monthly mark is calculated from the informative assessment and monthly test. The average of the calculation of these assessments is the monthly mark. In one semester 3-4 monthly tests are depending on the real situation of each school. The full mark of the semester is 10. 2.8 Previous studies Panklad (2011) conducted research at the Faculty of Science and Technology, Rajabhat Suansunandha University. The questionnaire was completed by 358 undergraduate students enrolled. The questionnaire was designed to investigate students‟ opinions towards the instruction in computer at Faculty of Science and Technology, Rajabhat Suansunandha University in overall and each of five aspects: Content of Lesson, Teacher, learning and Teaching process, Teaching Materials and measurement and evaluation. Their study indicated: The students' opinions towards the instruction in the computer at the Faculty of Science and Technology, Rajabhat Suansunandha University overall and each aspect was positive opinions. There were no significant differences between males and females on their opinions towards instruction on computers. Students from different class levels did not differ in their overall opinions towards instruction in computer. When compared to each aspect; there was a significant difference in the aspect of instruction but not on the other aspects. Students with different academic majors had significant differences overall and on every aspect. There were no significant differences among students with different academic achievement. Sun and Wang (2010) conducted a study focuses on Chinese college students‟ attitudes toward only English-medium teaching in class of senior English majors in Grade 2010, China Three Gorges University, accounting for a total of 136 persons. There through questionnaires and interviews Research results that only English-medium teaching is not of popularity among students giving their own English levels and the advancement of only English-medium teaching quality depend on the qualified teachers and suitable courses. Bhaskar and Soundiraraj (2012) The aim of the study is to determine whether there is any change in students‟ attitudes towards English Language Learning (ELL) when they come to college after completing school education. The transition of students‟ attitudes from school to college was explored in terms of grades, interest in English language, self-motivation to learn the language, involvement in the class, understanding the importance of English in securing a job and learner-centered language teaching methods that ensure greater freedom 10

for the learners. About 52 first-year Mechanical Engineering students from the Tamil medium stream took part in this research. To examine their shift in attitude towards ELL, an attitude questionnaire was administered and a semi-structured interview was conducted. The findings of the study indicated that there was a significant shift in their attitude towards ELL at their college level. 11

CHAPTER THREE RESEARCH METHODOLOGY In research on Upper Secondary School Students‟ Attitudes toward English Teaching at Thedsabarn Secondary School. The researcher carried out the following topics: Research design, Population and Sample, Research instrument, Reliability and validity, Data Analysis Method, and Ethical consideration. 3.1 Research design The quantitative approach was applied in this research. The survey questionnaire was employed because the researcher used descriptive statistics to describe and measure the degree of variables (Creswell, 2014). 3.2 Population and Sample The population in this research are upper secondary students grade 7 in the academic year 2019-2020 at Thedsabarn Secondary School, the total number of 376 students (182 females). Their ages were between 16-20 years. They have studied English since they were in primary school. The Sample size for the study has been calculated by using Taro Yamane‟s formula (Yamane, 1967) with 95% confidence level. ������ ������ = 1 + ������(������)2 Where n = sample size, N = population size = 376 e = sampling error assumed = 0.05 ������ = 376 1+376 (0.05 )2 ������ = 193.81 ≈ 194, ������ = 194 Applying Taro Yamane's formula to derive the sample size for the survey on students‟ attitudes of 376, a sample size of 194 (101 males and 93 females) were derived for the survey. 3.3 Research instrument This research employed quantitative method. A set questionnaire was used to collect data with Luang Namtha Secondary students grade 7. The researcher followed the detailed 12

procedures: researches related to students‟ attitudes towards English teaching. The main source that the questionnaire adopted from are Quesqionnair on Students‟ Opinions towards in Instruction in Computer (Panklad, 2011) and questionnaire on China Three Gorges University Students‟ Attitudes Toward Only English-Medium Teaching in Classrooms (Yue, Wang , & Liu, 2010). This set of the questionnaire consisted of five main parts (contents of lesson, teachers, teaching process, teaching materials, and measurement and evaluation), there were 38 questions. The questionnaire was divided into two parts as follows: 1. General Information. 2. The upper secondary school students‟ attitude toward English teaching in EFL classroom at Thedsabarn secondary school (contents of lesson, teachers, teaching process, teaching materials, and measurement and evaluation). At the end of each questionnaire, there is open-ended questionnaire for the respondents to provide additional opinions and suggestions. The questionnaire is a rating scale with 5 levels according to Likert's method (Likert, 1967) as follows: 5 = Strongly Agree 4 = Agree 3 = Neutral 2 = Disagree 1 = Strongly Disagree In order to interpret the statistical findings, the following evaluation criteria were applied: 4.50-5.00 = means that student‟s attitude was Highly Positive. 3.50-4.49 = means that student‟s attitude was Positive. 2.50-3.49 = means that student‟s attitude was Medium Positive. 1.50-2.49 = means that student‟s attitude was Negative. 0.00-1.49 = means that student‟s attitude was Highly Negetive. 3.4 Reliability and validity The researcher designed a questionnaire consisting of five sections, covering of 60 questions and then presented to the supervisor for checking structure, content, and consistency. It was then experimented to answer by 30 secondary school students. In this paper, SPSS 24 software for questionnaire survey data reliability and validity of the empirical analysis of variables for the reliability and validity test. A general accepted rule is that α of 0.6-0.7 indicates an acceptable level of reliability, and 0.8 or greater a very good level. However, values higher than 0.95 are not necessarily good, since they might be an indication 13

of redundance (Hulin, Netemeyer & Cudeck, 2001), which indicates that the scale has high reliability, good internal consistency and validity found from the test results, all factor KMO (Kaiser-Meyer-Olkin Test) values are greater than 0.6, and each item of the load factor is greater than 0.6 and less than 0.8, which indicates that the scale has good structural validity, optimal model with a good degree. 3.4.1 Cronbach’s Alpha Reliability Test In this research, several items were measured for each variable. The Cronbach‟s alpha statistic was used to test internal consistency, or reliability of group items. Reliability tests are generally accepted as having high reliability typically accepted alpha level is .70 (Rovai, Baker , & Ponton, 2012). Table 2 No. of Items Cronbach‟s Alpha Analysis of Questionnaire Reliability 8 .787 6 .844 Variables 8 .828 Contents of Lesson 8 .850 Teachers 8 .837 Teaching Processes 38 .829 Teaching Materials Measurement and Evaluations Total Table 2 shows the result of Cronbach‟s Alpha of Questionnaire Reliability. The Cronbach‟s Alpha total score of Questionnaire were α = .829. The Cronbach‟s Alpha score of Contents of Lesson, Teachers, Teaching Processes, Teaching Materials, and Measurement and Evaluations were (α=.850, α=.844, α=.837, α=.837, α=.787). Cronbach‟s Alpha of five variables is greater than 0.7, indicating good fit. Accordingly, it can be concluded that the items that were developed do reflect this latent construct. 3.4.2 KMO (Kaiser-Meyer-Olkin) Validity Test In order to identify factors that may be inferred from the pattern of responses for the five variables, the exploratory factor analysis was undertaken. Factor loadings and fit indices for each factor analysis are described below. Table 3 14

Analysis of Questionnaire validity Items KMO Statistic 8 0.76 Variables 6 0.77 Contents of Lesson 8 0.75 Teachers 8 0.86 Teaching Processes 8 0.84 Teaching Materials 38 0.80 Measurement and Evaluations Total Table 2 present the results of the exploratory factor analysis for the latent construct. This construct is comprised of five variables measuring. We firstly find the evidence that the KMO statistic of Contents of Lesson has a value of 0.76 of 8 items, Teachers has a value of 0.77 of 6 items, Teaching Processes has a value of 0.75 of 8 items, Teaching Materials has a value of 0.86 of 8 items, and Measurement and Evaluations has a value of 0.84 of 8 items. Which quite good fit indicating the factor solution is robust (stable). 3.5 Data Analysis This study‟s data analysis employed Excel and the Social Sciences Statistical System (SPSS version 24). The independent simple t-test is used to compare the values of the means from two samples and test whether it is likely that the samples are from populations having different mean values. The data were analyzed using quantitative approach to the descriptive statistics. The researcher classified the data for the open-ended questions, and also counted in percentage. 3.6 Data Collection Procedure The data collection was carried out on 10-11 October 2019. The researcher contacted the school principal to obtain permission to collect the data using the questionnaire. After being granted permission, the researcher conducted an answering the questionnaire at the time the school was provided. The researcher requested cooperation from the sample students in answering the questionnaire by the researcher distributing 10, October, and receiving 11, October the questionnaire herself. The data collection was welcomed by the sample secondary school students in grade 7th. 15

3.7 Ethical consideration As shown by Brayman (2008), there are five standard ethical standards that the researcher should take into account while carrying out any research as follows: protect participants‟ privacy and confidentiality, avoid deceitfulness, all participants must be voluntary, do not authentically hurt, evaluate and report data authentically. The researcher collected data in this study, following procedures and methodologies: sent the letter permission to inform the director of Thedsabarn Secondary School to allow the researcher collected the data after allowed from Thedsabarn Secondary School, the researcher took the questionnaires to the participants to fill the answer. All respondents gave cooperation well as the volunteers, their personal information and the data that they reported did not affect them anymore and were kept confidential. 16

CHAPTER FOUR DATA ANALYSIS AND INTERPRETATIONS The purpose of this research was to study Lao secondary school students‟ attitudes toward English Teaching in EFL classroom at Thedsabarn Secondry School. And to compare the upper secondary students‟ attitude toward English teaching, classified by gender and academic achievement. For the interpretation to be understood, the researcher has defined the symbols used to interpret the results of the data analysis as follows: 4.1 The results of the data analysis Based on the investigation on grade 7 of Upper Secondary Students' Attitudes towards English Teaching on Teachers aspect, ones can see the overall figure of attitudes, and it is indicating Positive Attitude. Table 4 Upper Secondary Students' Attitudes towards English Teaching No. Upper Secondary Students' Attitudes Mean N = 194 towards English Teaching 4.12 S.D. Determiner 4.26 0.94 Positive 1 Contents of Lesson 4.06 0.91 Positive 2 Teachers 3.84 1.01 Positive 3 Teaching Processes 4.17 1.07 Positive 4 Teaching Materials 4.09 0.92 Positive 5 Measurement and evaluation 0.97 Positive Total As regards Students‟ Attitudes toward English Teaching, as can be seen from the data are shown in Table 4, the overall mean score for all the aspects measuring was 4.09, there was Positive Attitude. Although the results of each item seemed diverse, and it is found that Thedsabarn Secondary School Students‟ attitudes towards English Teaching, there were many factors affecting their attitudes. The aspect of registering the highest scores were Teachers (mean = 4.26). The lowest-scoring items measuring the contents of lessons were the following: Teaching Materials (mean = 3.84). As the results above, students have Positive Attitudes towards English Teaching. 17

Based on the investigation on Upper Secondary Students' Attitudes towards English Teaching on Contents of Lessons aspect, ones can see the overall figure of attitudes, and it is indicating Positive Attitudes. For this section of data explanation, the researcher has tried to examine the overall attitudes that would affect English teaching on the Content of Lesson. Table 5 Contents of Lessons N = 194 No. Contents of Lesson Mean S.D. Determiner 1 The aims of the content are clear. 4.18 0.81 Positive 2 Content encourages students to be creative. 4.15 0.96 Positive 3 The content of the lesson is modern. 3.99 0.97 Positive 4 The contents match the needs of the students. 3.90 1.01 Positive English language skills are defined throughout the content 5 3.88 1.03 Positive of the lesson. The content encourages students to have English language 6 4.26 0.86 Positive ethics. Students can apply their knowledge and skills to further 7 4.26 0.95 Positive their studies at a higher level. 8 Students can apply knowledge to use in daily life. 4.37 0.91 Positive Total 4.12 0.94 Positive As regards the Contents of Lesson, as can be seen from the data shown in Table 5, the overall mean score for all the items measuring Contents of Lesson was 4.12, there was Positive Attitudes. Although the results of each item seemed diverse, and it is found that Thedsabarn Secondary School Students attitudes towards English Teaching in Contents of Lessons, there were many factors affecting their attitudes. The three aspects registering the highest scores were item 8 („Students can apply knowledge to use in daily life‟, mean = 4.37), item 6 („The content encourages students to have English language ethics‟, mean = 4.26), item 7 („Students can apply their knowledge and skills to further their studies at a higher level‟, mean = 4.26). The three lowest-scoring items measuring the contents of lessons were the following: item 3 („The content of the lesson is modern‟, mean = 3.99), item 4 („The contents match the needs of the students‟, mean = 3.90), and item 5 („English language skills 18

are defined throughout the content of the lesson‟, mean = 3.88). As the results above, students have Positive Attitudes towards English Teaching in contents of the lessons. Based on the investigation on Upper Secondary Students' Attitudes towards English Teaching on Teachers aspect, ones can see the overall figure of attitudes, and it is indicating Positive Attitudes. For this section of data explanation, the researcher has tried to examine the overall attitudes that would affect English teaching on Teachers. Table 6 Teachers N = 194 No. Teachers Mean S.D. Determiner Teacher seeks new knowledge and techniques to teach their 9 4.12 1.00 Positive students. 10 Teacher is proficient in English. 4.20 0.77 Positive The teacher prepares to teach well every time there is 4.23 0.96 Positive 11 instruction. 12 Teachers explained the lesson clearly. 4.42 0.85 Positive Teachers often use new teaching techniques to make 4.19 1.01 Positive 13 students more understand. 14 The teachers are attentive and responsible for teaching. 4.39 0.87 Positive Total 4.26 0.91 Positive As regards the Teachers, as can be seen from the data shown in Table 6, the overall mean score for all the items measuring Teachers was 4.26, there were Positive Attitudes. Although the results of each item seemed diverse, and it is found that Luang Namtha Secondary School Students attitudes towards English Teaching in English Teachers, there were many factors affecting their attitudes. The three aspects registering the highest scores were item 12 („Teachers explained the lesson clearly‟, mean = 4.42), item 14 („The teachers are attentive and responsible for teaching‟, mean = 4.39), and item 11 (The teacher prepares to teach well every time there is instruction‟, mean = 4.23). The three lowest-scoring items measuring Teachers were the following: item 10 („Teacher is proficient in English‟, mean = 4.20), item 13 („Teachers often use new teaching techniques to make students more understand‟, mean = 4.19), and item 9 („Teacher seeks new knowledge and techniques to 19

teach their students‟, mean = 4.12). As the results above, students have Positive Attitudes towards English Teaching in Teachers. Based on the investigation on Upper Secondary Students' Attitudes towards English Teaching on Teaching Processes aspect, ones can see the overall figure of attitudes, and it is indicating Positive Attitudes. For this section of data explanation, the researcher has tried to examine the overall attitudes that would affect English teaching on Teaching Processes. Table 7 Teaching Processes No. Teaching Processes N = 194 Mean S.D. Determiner The teacher brings activities to enhance knowledge of 3.94 0.99 Positive 15 English. 16 The teacher brings new knowledge in English to teach. 4.00 1.01 Positive 17 There is a theory teaching before practice. 4.15 1.02 Positive Teachers track students' progress and complement 4.22 1.01 Positive 18 students' achievement. 19 Teachers engage students in English activities 4.06 1.02 Positive The teachers give importance to the creation of student 4.04 1.04 Positive 20 work. 21 Teachers attach great importance to student work creation. 4.20 0.90 Positive 22 The teacher states the scoring principle to the student. 3.91 1.10 Positive Total 4.06 1.01 Positive As regards the Teaching Processes, as can be seen from the data shown in Table 7, the overall mean score for all the items measuring Teaching Processes was 4.06, there were Positive Attitudes. Although the results of each item seemed diverse, and it is found that Thedsabarn Secondary School Students attitudes towards English Teaching in English Teachers, there were many factors affecting their attitudes. The three aspects registering the highest scores were item 18 („Teachers track students' progress and complement students' achievement‟, mean = 4.22), items 21 („The teacher gives importance to the English teaching process‟, mean = 4.20), and item 17 („There is a theory teaching before practice‟, mean 4.15). The three lowest-scoring items measuring Teaching Processes were the following: item 16 („The teacher brings new knowledge in English to teach‟, mean = 4.00), item 15 („The teacher 20

brings activities to enhance knowledge of English‟, mean = 3.94), and item 22 („The teacher states the scoring principle to the student‟, mean = 3.91). As the results above, students have Positive Attitudes towards English Teaching in Teaching Processes. Based on the investigation on upper Secondary Students' Attitudes towards English Teaching on Teaching Materials aspect, ones can see the overall figure of attitudes, and it is indicating Positive Attitudes. For this section of data explanation, the researcher has tried to examine the overall attitudes that would affect English teaching on Teaching Materials. Table 8 Teaching Materials No. Teaching Materials N = 194 Mean S.D. Determiner Modern technology such as speakers, projector is 1.292 Medium 23 3.39 Positive sufficient for teaching and learning. Readiness to prepare teaching materials before 4.11 0.935 Positive 24 teaching. The teaching materials used in teaching for 3.86 1.018 Positive 25 students to understand are modern. The teaching materials used in teaching are in 3.99 1.043 Positive 26 good condition. Teaching materials used in teaching is sufficient 1.218 Positive 27 3.64 for the number of students. The teaching and learning materials in English is 0.890 Positive 28 4.07 appropriate. The textbooks are sufficient for teaching and 3.61 1.328 Positive 29 learning. The materials used are in good condition and 4.09 0.856 Positive 30 1.07 Positive ready to use. Total 3.84 Based on the results found on the Table 8, the average of the mean is 3.84 and S.D. is 1.07, there was Positive Attitudes. Although the results of each item seemed diverse, and it is found that Thedsabarn Secondary School Students attitudes towards English Teaching in Teaching Materials, there were many factors affecting their attitudes. As ones can see, the highest value of all items‟ mean was 4.11, “Readiness to prepare teaching materials before 21

teaching.”, with this value of that many Upper Secondary Students agree on. Students agree with teachers always prepare teaching materials before teaching, and it contributes to student learning. The lowest value of the items‟ mean was 3.39, “Modern technology such as speakers, projector is sufficient for teaching and learning.”, show that teacher rarely use modern technology such as speakers, projector is sufficient for teaching and learning. It is a tool that will make teaching more effective and get students interested and excited to see such materials. The teacher should use many kinds of teaching materials and always update it because it is very helpful in learning and teaching. As the results above, students have Positive Attitudes towards English Teaching in Teaching Materials. Based on the investigation on Upper Secondary Students' Attitudes towards English Teaching on Measurement and Evaluation aspect, ones can see the overall figure of attitudes, and it is indicating Positive Attitudes. For this section of data explanation, the researcher has tried to examine the overall attitudes that would affect English teaching on Measurement and Evaluation. Table 9 Measurement and Evaluation No. Measurement and evaluation N = 194 S.D. Determiner Mean 0.97 Positive The determination of measurement criteria and 3.97 31 0.95 Positive evaluation in English subject is clear. 0.99 Positive Teachers use measurement and evaluation results to 3.99 0.94 Positive 32 0.96 Positive 0.86 Positive develop learners' potential. 0.84 Positive The instructors regularly inform students of their own 0.84 Positive 33 4.11 0.92 Positive development and ability. The measurement and evaluation in the practical 3.93 34 course are appropriate. 35 Teachers are fair in grading. 4.33 Teachers always follow students who are absent from 36 4.46 school. Specify the time used for teaching each subject 4.19 37 appropriately. 38 The report of grades is correctly. 4.40 Total 4.17 22

As regards the Teaching Materials, as can be seen from the data shown in Table 9, the overall mean score for all the items measuring Teaching Materials was 3.84, there was Positive Attitudes. Although the results of each item seemed diverse, and it is found that Thedsabarn Secondary School Students attitudes towards English Teaching in English Teachers, there were many factors affecting their attitudes. The three aspects registering the highest scores were item 24 („Readiness to prepare teaching materials before teaching‟, mean = 4.11), item 30 („The materials used are in good condition and ready to use‟, mean = 4.09), and item 28 („The teaching and learning materials in English is appropriate‟, mean = 4.07). The three lowest-scoring items measuring Teaching Materials were the following: item 27 („Teaching materials used in teaching is sufficient for the number of students‟, mean = 3.64), item 29 („The textbooks are sufficient for teaching and learning‟, mean 3.61), and item 23 („Modern technology such as speakers, projector is sufficient for teaching and learning‟, mean 3.39). As the results above, students have Positive Attitudes towards English Teaching in Measurement and evaluation. 4.2 Gender Attitudes Comparing This section the researcher analysis used SPSS version 24 Independent-sample T-Test in to compare the means of two sets of data of male and female attitudes, as follow: Table 10 Differences between Male and Female’s attitude Comparing between Male and Male (N = 101) Female (N = 93) No. Female‟s attitude Mean S.D. Mean S.D. t sig 1 Contents of Lesson 4.12 0.98 4.12 0.89 0.03 0.46 -0.56 0.61 2 Teachers 4.22 0.96 4.30 0.86 -0.44 0.46 -0.59 0.43 3 Teaching Processes 4.02 1.09 4.11 0.90 0.17 0.42 -0.28 0.48 4 Teaching Materials 3.88 1.07 3.81 1.08 5 Measurement and Evaluation 4.19 0.90 4.16 0.94 Total 4.09 1.00 4.10 0.93 23

Table 10 shows there were no significant difference between male and female students‟ attitudes. The mean scores of Students‟ Attitudes in Contents of Lesson, Teachers, Teaching Processes, Teaching Materials, and Measurement and Evaluation (Male = M=4.22, M=4.19, M=4.12, M=4.02, M=3.88 and Female = M=4.30, M=4.16, M=4.12, M=4.11, M=3.81). The independent T-test results revealed that there were no significant difference between male and female students in Contents of Lesson (t = 0.03, p > 0.05), in Teachers (t = -0.56, p > 0.05), in Teaching Processes (t = -0.44, p > 0.05), in Teaching Materials (t = -0.59, p > 0.05), and in Measurement and Evaluation (t = 0.17, p > 0.05). In conclusion, there were no significant difference between male and female students‟ Attitudes towards English Teaching in 5 aspects. Table 11 Differences between Male and Female’s attitude on Contents of Lesson No. Contents of Lesson Male (N = 101) Female (N = 93) t sig Mean S.D. Mean S.D. -0.46 0.64 4.20 0.79 -0.63 0.53 The aims of the content are 4.15 0.83 4.20 0.88 1.20 0.23 1 3.90 0.87 1.64 0.10 3.77 0.95 -1.20 0.23 clear. 3.97 0.97 0.49 0.62 Content encourages students to 2 4.11 1.03 4.23 0.89 -0.87 0.39 0.08 0.94 be creative. 4.33 0.85 0.03 0.46 The content of the lesson is 4.07 1.04 4.37 0.91 3 4.12 0.89 modern. The contents match the needs 4 4.01 1.05 of the students. English language skills are 5 defined throughout the content 3.79 1.09 of the lesson. The content encourages 6 students to have English 4.29 0.84 language ethics. Students can apply their 7 knowledge and skills to further 4.21 1.02 their studies at a higher level. Students can apply knowledge 8 4.38 0.91 to use in daily life. Average 4.12 0.98 24

Table 11 shows there were no significant difference between male and female students‟ attitudes. The mean scores of Students‟ Attitudes in Contents of Lessons: The aims of the content are clear, Content encourages students to be creative, The content of the lesson is modern, The contents match the needs of the students, English language skills are defined throughout the content of the lesson, The content encourages students to have English language ethics, Students can apply their knowledge and skills to further their studies at a higher level, Students can apply knowledge to use in daily life (Male = M=4.38, M=4.29, M=4.21, M=4.15, M=4.11 M=4.07, M=4.01, M=3.79 and Female = M=4.37, M=4.33, M=4.23, M= 4.20, M=4.20, M=3.97, M=3.90, M=3.77). The independent T-test results revealed that there were no significant difference between male and female students in Contents of Lessons: The aims of the content are clear (t = -0.46, p > 0.05), Content encourages students to be creative (t = -0.63, p > 0.05), The content of the lesson is modern (t = 1.20, p > 0.05), The contents match the needs of the students (t = 1.64, p > 0.05), English language skills are defined throughout the content of the lesson (t = -1.20, p > 0.05), The content encourages students to have English language ethics (t = 0.49, p > 0.05), Students can apply their knowledge and skills to further their studies at a higher level (t = -0.87, p > 0.05), Students can apply knowledge to use in daily life (t = 0.08, p > 0.05). In conclusion, there were no significant difference between male and female students‟ Attitudes towards English Teaching in Contents of Lessons. Table 12 Differences between Male and Female’s attitude on Teachers Male (N = 101) Female (N = 93) No. Teachers t sig Mean S.D. Mean S.D. Teacher seeks new 9 knowledge and techniques 4.07 1.08 4.18 0.91 -0.79 0.43 0.79 4.26 0.75 -1.01 0.32 to teach their students. 0.98 4.27 0.95 -0.49 0.62 Teacher is proficient in 4.15 10 English. The teacher prepares to 11 teach well every time 4.20 there is instruction. 25

Teachers explained the 4.36 0.91 4.47 0.77 -0.90 0.37 12 1.10 4.19 0.90 -0.11 0.92 lesson clearly. 0.88 4.39 0.86 -0.04 0.97 0.96 4.30 0.86 -0.56 0.61 Teachers often use new teaching techniques to 4.18 13 make students more understand. The teachers are attentive 14 and responsible for 4.39 teaching. Average 4.22 Table 12 shows there were no significant difference between male and female students‟ attitudes. The mean scores of Students‟ Attitudes in Teachers: Teacher seeks new knowledge and techniques to teach their students, Teacher is proficient in English, The teacher prepares to teach well every time there is instruction, Teachers explained the lesson clearly, Teachers often use new teaching techniques to make students more understand, The teachers are attentive and responsible for teaching (Male = M=4.39, M=4.36, M=4.20, M=4.18, M=4.15, M=4.07 and Female = M=4.47, M=4.39, M=4.27, M=4.26, M=4.19, M=4.18). The independent T-test results revealed that there were no significant difference between male and female students in Teachers: Teacher seeks new knowledge and techniques to teach their students (t = -0.79, p > 0.05), Teacher is proficient in English (t = -1.01, p > 0.05), The teacher prepares to teach well every time there is instruction (t = 0.49, p > 0.05), Teachers explained the lesson clearly (t = -0.90, p > 0.05), Teachers often use new teaching techniques to make students more understand (t = -0.11, p > 0.05), The teachers are attentive and responsible for teaching (t = -0.04, p > 0.05). In conclusion, there were no significant difference between male and female students‟ Attitudes towards English Teaching in Teachers. Table 13 Differences between Male and Female’s attitude on Teaching Processes No. Teaching Processes Male (N = 101) Female (N = 93) t sig Mean S.D. Mean S.D. -0.79 0.09 4.06 0.82 15 The teacher brings activities to 3.82 1.11 26

enhance knowledge of English. The teacher brings new 3.98 0.93 -1.01 0.78 16 4.02 1.08 4.21 0.90 -0.49 0.47 4.27 0.84 0.01 0.54 knowledge in English to teach. 4.02 1.00 -0.90 0.60 4.10 0.98 -0.04 0.43 There is a theory teaching 4.10 1.13 17 4.17 0.80 -0.04 0.72 4.06 0.98 -0.27 0.06 before practice. 4.11 0.90 -0.44 0.46 Teachers track students' 18 progress and complement 4.18 1.15 students' achievement. Teachers engage students in 4.10 1.03 19 English activities Teachers attach great 20 importance to student work 3.98 1.09 creation. The teacher gives importance 21 to the English teaching 4.22 0.99 process. The teacher states the scoring 22 3.77 1.18 principle to the student. Average 4.02 1.09 Table 13 shows there were no significant difference between male and female students‟ attitudes. The mean scores of Students‟ Attitudes in Teaching Processes: The teacher brings activities to enhance knowledge of English, The teacher brings new knowledge in English to teach, There is a theory teaching before practice, Teachers track students' progress and complement students' achievement, Teachers engage students in English activities, Teachers attach great importance to student work creation, The teacher gives importance to the English teaching process, The teacher states the scoring principle to the student (Male = M=4.22, M=4.18, M=4.10, M=4.10, M=4.02, M=3.98, M=3.82, M=3.77 and Female = M=4.27, M=4.21, M=4.17, M=4.10, M=4.06, M= 4.06, M=4.02, M=3.98). The independent T-test results revealed that there were no significant difference between male and female students in Teachers: The teacher brings activities to enhance knowledge of English (t = -0.79, p > 0.05), The teacher brings new knowledge in English to teach (t = -1.01, p > 0.05), There is a theory teaching before practice (t = -0.49, p > 0.05), Teachers track students' progress and complement students' achievement (t = 0.01, p > 0.05), Teachers engage 27

students in English activities (t = -0.90, p > 0.05), Teachers attach great importance to student work creation (t = -0.04, p > 0.05), The teacher gives importance to the English teaching process (t = -0.04, p > 0.05), The teacher states the scoring principle to the student (t = -0.27, p > 0.05). In conclusion, there were no significant difference between male and female students‟ Attitudes towards English Teaching in Teaching Processes. Table 14 Differences between Male and Female’s attitude on Teaching Materials No. Teaching Materials Male (N = 101) Female (N = 93) t sig Mean S.D. Mean S.D. -1.72 0.25 3.28 1.27 0.28 0.53 Modern technology such as 4.06 0.95 -1.20 0.61 3.82 1.02 -0.73 0.41 23 speakers, projector is sufficient 3.50 1.31 3.92 1.05 -0.61 0.73 3.61 1.27 for teaching and learning. -1.74 0.36 4.01 0.84 0.64 0.55 Readiness to prepare teaching 3.55 1.36 0.35 0.03 24 4.15 0.92 4.23 0.87 -0.59 0.43 3.81 1.08 materials before teaching. The teaching materials used in 25 teaching for students to 3.89 1.02 understand are modern. The teaching materials used in 26 4.05 1.04 teaching are in good condition. Teaching materials used in 27 teaching is sufficient for the 3.67 1.18 number of students. The teaching and learning 28 materials in English is 4.13 0.93 appropriate. The textbooks are sufficient 3.66 1.31 29 for teaching and learning. The materials used are in good 30 3.96 0.82 condition and ready to use. Average 3.88 1.07 Table 14 shows there were no significant difference between male and female students‟ attitudes. The mean scores of Students‟ Attitudes in Teaching Materials: Modern technology such as speakers, projector is sufficient for teaching and learning , Readiness to prepare teaching materials before teaching, The teaching materials used in teaching for 28

students to understand are modern, The teaching materials used in teaching are in good condition, Teaching materials used in teaching is sufficient for the number of students, The teaching and learning materials in English is appropriate, The textbooks are sufficient for teaching and learning, The materials used are in good condition and ready to use (Male = M=4.15, M=4.13, M=4.05, M=3.96, M=3.89, M=3.67, M=3.66, M=3.50 and Female = M=4.23, M=4.06, M=4.01, M=3.92, M=3.82, M=3.61, M=3.55 M=3.28). The independent T-test results revealed that there were no significant difference between male and female students in Teaching Materials: Modern technology such as speakers, projector is sufficient for teaching and learning (t = -1.72, p > 0.05), Readiness to prepare teaching materials before teaching (t = 0.28, p > 0.05), The teaching materials used in teaching for students to understand are modern (t = -1.20, p > 0.05), The teaching materials used in teaching are in good condition (t = -0.73, p > 0.05), Teaching materials used in teaching is sufficient for the number of students (t = -0.61, p > 0.05), The teaching and learning materials in English is appropriate (t = -1.74, p > 0.05), The textbooks are sufficient for teaching and learning (t = 0.64, p > 0.05). However, there was a significant difference between male and female students‟ attitudes in The materials used are in good condition and ready to use (t = 0.35, p < 0.05). In conclusion, there were no significant difference between male and female students‟ Attitudes towards English Teaching in Teaching Materials. Table 15 Differences between Male and Female’s attitude on Measurement and Evaluation No. Measurement and Evaluation Male (N = 101) Female (N = 93) t sig Mean S.D. Mean S.D. The determination of measurement criteria and 4.04 0.93 0.83 0.34 31 3.91 1.00 evaluation in English subject is clear. Teachers use measurement and 32 evaluation results to develop 4.06 0.94 3.92 0.97 0.92 0.33 learners' potential. The instructors regularly 33 inform students of their own 4.14 0.94 4.08 1.05 0.60 0.66 development and ability. The measurement and 4.04 0.84 3.81 1.02 1.12 0.08 34 evaluation in the practical 29

course are appropriate. 35 Teachers are fair in grading. 4.30 0.93 4.37 1.00 -0.33 0.62 4.48 0.88 1.82 0.76 Teachers always follow 4.24 0.79 -2.18 0.42 36 students who are absent from 4.45 0.84 4.31 0.86 -1.41 0.15 4.16 0.94 0.17 0.42 school. Specify the time used for 37 teaching each subject 4.14 0.88 appropriately. The report of grades is 4.49 0.82 38 correctly. Average 4.19 0.90 Table 15 shows there were no significant difference between male and female students‟ attitudes. The mean scores of Students‟ Attitudes in Measurement and Evaluation: The determination of measurement criteria and evaluation in English subject is clear, Teachers use measurement and evaluation results to develop learners‟ potential, The instructors regularly inform students of their own development and ability, The measurement and evaluation in the practical course are appropriate, Teachers are fair in grading, Teachers always follow students who are absent from school, Specify the time used for teaching each subject appropriately, The report of grades is correctly (Male = M=4.49, M=4.45, M=4.30, M=4.14, M=4.14, M=4.06, M=4.04, M=3.91 and Female = M=4.48, M=4.37, M=4.31, M=4.24, M=4.08, M=4.04, M=3.92, M=3.81). The independent T-test results revealed that there were no significant difference between male and female students in Measurement and Evaluation: The determination of measurement criteria and evaluation in English subject is clear (t = 0.83, p > 0.05), Teachers use measurement and evaluation results to develop learners' potential (t = 0.92, p > 0.05), The instructors regularly inform students of their own development and ability (t = 0.60, p > 0.05), The measurement and evaluation in the practical course are appropriate (t = 1.12, p > 0.05), Teachers are fair in grading (t = -0.33, p > 0.05), Teachers always follow students who are absent from school (t = 1.82, p >0.05), Specify the time used for teaching each subject appropriately (t = -2.18, p > 0.05), The report of grades is correctly (t = -1.41, p > 0.05) In conclusion, there were no significant difference between male and female students‟ Attitudes towards English Teaching in Measurement and Evaluation. 30

4.3 Additional comments and suggestions Summary of comments and suggestions from the open-ended questionnaire about upper secondary students‟ attitudes toward English Teaching at Thedsabarn Secondary School. Distribution by frequency and percentage. Table 16 Additional comments and suggestions Additional comments and suggestions Frequency Percentage of answers I. The contents of the lesson 1 The lesson content is appropriate. 2 3.88 2 Some lessons are too difficult to understand. 9 17.46 3 The lesson must be clear and applicable to everyday life. 18 34.92 4 The lesson content is easy to understand. 9 17.46 5 The lesson content must be about tradition. 1 1.94 II. Teachers 6 Some teachers are not as focused on teaching as they should be. 1 1.94 The teacher teaches and explains the lesson in understands and 15.52 78 detail, explain the lesson further. 8 The teacher must be to become more proficient in English. 1 1.94 9 The teacher explains the lesson as unclear. 3 5.82 10 The teachers must bring new knowledge to every class. 1 1.94 11 The teachers should follow on time. 7 13.58 Teachers must always prepare new lessons or teaching methods 1.94 12 1 for their students. 13 Teachers are too kind, causing students to be inconsiderate. 4 7.76 14 The teachers spoke too quiet. 4 7.76 III. Teaching process Students want teachers to give them more homework to 3.88 17 2 encourage their learning. 18 Students want to be involved in teacher teaching. 3 5.82 Students want the teacher to focus on the main text of the 32.98 19 17 lesson and highlighting the main of the lesson. Use techniques and teaching methods that stimulate students to 27.16 20 14 learn more. 21 Prepare teaching, lesson plan before teaching. 2 3.88 31

22 Explaining the lesson too quickly. 2 3.88 3.88 23 The teacher should speak English more than Lao. 2 15.52 Students want teachers to focus on basic skills (speaking, 5.82 24 8 19.40 5.82 listening, reading, writing, grammar) 11.64 IV. Teaching Materials 3.88 1.94 25 Students would like to have modern tools for teaching. 3 17.46 5.82 Students would like to have enough textbooks to read and learn 3.88 26 10 more easily. 27 The teaching material is tailored to the content of the lesson. 3 Students want to be able to use the mobile phone and computer 28 6 to explore lessons during class. V. Measurement and Evaluation 29 Fairness in measurement and evaluation is required. 2 30 Increase your rating activity 1 31 The test must be appropriate to the student's knowledge. 9 32 Give wrong score, score not match score sheet. 3 33 Measurement and evaluation are good. 2 Based on the results found on the Table 14 showed students‟ Additional comments and suggestions on attitudes towards English Teaching on each aspect. The highest comments and suggestions of the Content of lesson: Frequency of answers was 18, percentage was 34.92, „The lesson must be clear and applicable to everyday life.‟. The highest comments and suggestions of Teachers: Frequency of answers was 8, percentage was 15.52, „The teacher teaches and explains the lesson in understands and detail, explain the lesson further.‟. The highest comments and suggestions of Teaching Processes: Frequency of answers was 17, percentage was 32.98, „Students want the teacher to focus on the main text of the lesson and highlighting the main of the lesson.‟. The highest comments and suggestions of Teaching Materials: Frequency of answers was 10, percentage was 19.40, „Students would like to have enough textbooks to read and learn more easily.‟.The highest comments and suggestions of Measurement and Evaluation: Frequency of answers was 9, percentage was 17.46, „The test must be appropriate to the student's knowledge‟. 4.4 Discussions As the findings above highlight, students were in agreement with every aspect regarding English Teaching in Thedsabarn Secondary School. In accordance with the 32

students‟ opinions towards the instruction in the computer at the Faculty of Science and Technology, Rajabhat Suansunandha University overall and each aspect was positive attitudes (Panklad, 2011). Students were positive attitudes that Students agree with teachers always prepare teaching materials before teaching, and it contributes to student learning. Students want to learn lessons that can be used in daily life and which can be applied in the future, which is very important based on international communication. It turns out that the lesson content that the teacher is still teaching some skills match the needs of the student, students want the teacher to teach all English skills which the teacher needs to focus on in all English skills such as listening, speaking, reading, writing. Teachers explained the lesson clearly, and help students understand the lesson better, which makes teaching more effective. Teachers do not regularly use new teaching techniques and method to teach students. Teachers are constantly paying attention to learning outcomes, such as monthly test scores and test scores. To find solutions and help student study better. Teachers rarely state the scoring principle to the student. Teachers always prepare teaching materials before teaching, and it contributes to student learning. Teacher rarely use modern technology such as speakers, projector is sufficient for teaching and learning. Teachers regularly monitor student absenteeism, which shows the teacher's concern for students. Students need teachers to bring practical learning activities that are appropriate for students to use in measuring and evaluating regularly, which is very effective in teaching. Sun and Wang (2010) can be concluded in two points First, almost all of the students support bilingual education which represents that only English- medium teaching is not of popularity in this group of students. Although students are aware of the significance of only English-medium teaching, there are still some students who insist on bilingual education based on their own language level. Second, only English-medium teaching, which is of large advantages for providing learning atmosphere and so on, is called for to be adopted in practical courses aiming at improving language ability by qualified teachers instead of professional courses for the purpose of professional knowledge enrichment by unqualified teachers. Bhaskar and Soundiraraj (2012) The results indicate that the students‟ attitude towards language learning is changing positively. The study suggests English language instruction needs to improve in school to make them successful learners. The examination-oriented approach should be discarded and more focus should be placed on speech skills, using audiovisual aids, enabling them to become active learners and using creative teaching methods. Efforts to make them active participants in language classes can also be made. Those acts should turn them into successful learners. 33

The quantitative difference between the attitudes of male and female students towards English Teaching at Thedsabarn Secondary Schools does not constitute a statistically significant difference. This finding can be interpreted as that the gender of the participants does not cause any differentiation in the attitudes of participants towards English Teaching at Luang Namtha Secondary Schools. Hence, it can be stated that attitudes toward English Teaching at Thedsabarn Secondary School, do not exhibit significant differences according to the variables of gender. By Panklad (2011), there were no significant differences between males and females on their opinions towards instruction computers. 34

CHAPTER FIVE CONCLUTION AND RECOMMENDATION This chapter is the conclusion of the findings of the study based on the research questions and the set of findings chapter, recommendations and suggestion for further research. Research on Upper secondary students‟ attitudes toward English teaching at Thedsabarn Secondary School has the following objectives: first to investigate upper secondary students‟ attitudes toward English teaching at Thedsabarn Secondary School. Second to compare the Students‟ attitudes between males and females toward English Teaching at Thedsabarn Secondary School. The sample in this research was grade 7th upper secondary students at Thedsabarn Secondary School, Luang Namtha District, Luang Namtha Province. In the first semester of the academic year 2019, a total of 194 people. the research instrument used a questionnaire of students‟ attitudes toward English teaching. As for the data analysis, the analysis was performed by finding the average value. Standard deviation and percentage. 5.1 Research Finding This research has revealed first, the fact that students were in agreement with every aspect regarding English Teaching in Luang Namtha Secondary School. In addition, the perception of Upper Secondary Students‟ Attitudes toward English Teaching in a high value of the mean. Students want to learn English skills, which consist of English daily life and new content. Students want to know new knowledge, new techniques, and teach them beyond the textbook. The students need teaching-learning more interesting, always tell students how to score, this will allow students to prepare well for the exams. Moreover, students like to use many kinds of teaching-learning materials and always update it because it is very helpful in learning and teaching. Students like to do practical learning exercises that are appropriate for students to use daily. Second, there is no statistically significant difference in the quantitative disparity between the attitudes of male and female students towards English Teaching at Thedsabarn Secondary Schools. This result can be interpreted as the participants‟ gender does not cause any difference in participants‟ attitudes towards English Teaching at Luang Namtha Secondary Schools. It can, therefore, be assumed that attitudes towards English teaching at 35

Thedsabarn Secondary School, according to gender variables, do not exhibit significant differences. 5.3 Recommendations Based on the results of the research, the teachers should adjust the lesson to reflect the knowledge of the students. Besides, the content should be up-to-date and interesting to the students‟ needs for speaking, listening, reading and writing skills so that students can apply the knowledge gained in real life. Teachers should have interesting and appropriate teaching materials appropriate to the subject matter to increase the interest in learning of the learners and the teachers should focus on the real practice. Teachers should have a variety of teaching techniques according to the characteristics of the learners. There be available, modern and interesting teaching materials that are used, such as speakers, projectors, graphics, and textbooks that are sufficient for teacher and student use. There are clear measurement and evaluation criteria. The content used in the assessment should control the subjects studied both in theory and in practice. 5.4 Suggestions for Further Research The present research Upper Secondary Students‟ Attitudes toward English Teaching. It focuses on Contents of Lessons, Teachers, Teaching Processes, Teaching Materials, and Measurement and Evaluation aspect of Secondary School Students‟ Attitudes. This is the new research finding in Upper Secondary School Students‟ Attitudes toward English Teaching at Thedsabarn Secondary School. Further research is needed for a thorough study of School, classroom, and classroom atmosphere aspects for the confirmation of the findings. Study the teacher's attitude toward English language teaching in secondary school. Moreover, we should study about motivation to learn English of upper secondary students at Secondary school. The outcome of this research will be useful for future research studies. 36

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Michael , H., & Vaughan, G. (2005). Social Psychology (4th edition). London: Prentice-Hall. Nabi, R. L. (1999). Acognitive-functional model for the effects of discrete negative emotions on information processing, attitude change, andrecall. Communication Theory, 9(3), 292-320. Nianchaloey, J. (1992). Educational Technology. Bangkok: Bangkok Media Center. Panklad, S. (2011). Students' Opinions Towards the Instruction in Computer,Faculty of Science and Technology ,Rajabhat Suansunandha University. Master Thesis, M.Ed. Higher Education. Bangkok: Graduate School, Srinakharinwirot University. Research Institute for Educational Sciences, Ministry of Education and Sport. (2010). Lower Secondary Curriculum. Research Institute for Educational Sciences, Ministry of Education and Sports. (2011). Upper Secondary Curriculum. Rovai, A., Baker , J., & Ponton, M. (2012). Social Science Research Design and Statistics: A Practitioner's Guide to Research Methods and SPSS Analysis Paperback. Smith, B. O., Stanley, O. W., & Shores, J. H. (1950). Fundementals of Curriculum Development. New Yok: World Book Company. Trithan, T. (2001). The opinions of undergraduate students on the instructional management of the Bachelor of Industrial Technology Program, King Mongkut's Institute of Technology North Bangkok. Bangkok University: Srinakharinwirot University. Copy. Visser, M. (2008). Learning under conditions of hierarchy and discipline: The case of the German Army (1939-1940). Learning Inquiry, 2, 127-137. Yamane, T. (1967). Statistics: An Introductory Analysis, 2nd Edition, New York: Harper and Row. Yue, S., Wang , Y., & Liu, J. (2010). A Case Study of Chinese College Students‟ Attitudes Toward Only English-Medium Teaching in EFL Classrooms. College of Foreign Languages, China. Retrieved from http://dx.doi.org/10.7575/aiac.alls.v.6n.2p. 174 38

Appendix I. Questionnaire (English) Questionnaire The questionnaire to survey Students' attitudes toward English teaching in EFL Classroom. Please answer every question based on the fact. Your answer will be kept confidential and will be used only for academic purposes. Part 1: General information Please write tick () in front of the box that best matches your personal information. 1. Gender: Male Female Part 2: The secondary school student's attitude toward English teaching in EFL classroom at Thedsabarn Secondary School. Please write tick () in the box that best matches your opinion. The level of opinion score as follows: 5 = The most agree 4 = Agree very much 3 = Moderate agree 2 = Little agree 1 = Least agree Items Agreement Levels No. Contents of Lessons 54321 1 The aims of the content are clear. 2 Content encourages students to be creative. 3 The content of the lesson is modern. 4 The contents match the needs of the students. English language skills are defined throughout the content of 5 the lesson. The content encourages students to have English language 6 ethics. 39

Students can apply their knowledge and skills to further their 7 studies at a higher level. 8 Students can apply knowledge to use in daily life. Teachers 9 Teacher seeks new knowledge and techniques to teach their students. 10 Teacher is proficient in English. 11 The teacher prepares to teach well every time there is instruction. 12 Teachers explained the lesson clearly. 13 Teachers often use new teaching techniques to make students more understand. 14 The teachers are attentive and responsible for teaching. Teaching processes 15 The teacher brings activities to enhance knowledge of English. 16 The teacher brings new knowledge in English to teach. 17 There is a theory teaching before practice. 18 Teachers track students' progress and complement students' achievement. 19 Teachers engage students in English activities 20 Teachers attach great importance to student work creation. 21 The teacher gives importance to the English teaching process. 40

22 The teacher states the scoring principle to the student. Teaching materials 23 Modern technology such as speakers, projector is sufficient for teaching and learning. 24 Readiness to prepare teaching materials before teaching. 25 The teaching materials used in teaching for students to understand are modern. 26 The teaching materials used in teaching are in good condition. 27 Teaching materials used in teaching is sufficient for the number of students. 28 The teaching and learning materials in English is appropriate. 29 The textbooks are sufficient for teaching and learning. 30 The materials used are in good condition and ready to use. Measurement and Evaluation 31 The determination of measurement criteria and evaluation in English subject is clear. 32 Teachers use measurement and evaluation results to develop learners' potential. 33 The instructors regularly inform students of their own development and ability. 34 The measurement and evaluation in the practical course are appropriate. 35 Teachers are fair in grading. 41

36 Teachers always follow students who are absent from school. 37 Specify the time used for teaching each subject appropriately. 38 The report of grades is correctly.  Other suggestions: 1. Contents of Lessons: …………………………………………………………………… ………………………………………………………………………………………… 2. Teachers: ……………………………………………………………………………… ………………………………………………………………………………………… 3. Teaching Processes: …………………………………………………………………… …………………………………………………………………………………………... 4. Teaching Materials: …………………………………………………………………… …………………………………………………………………………………………... 5. Measurement and Evaluation: ………………………………………………………… …………………………………………………………………………………………...  Thank you for your kind cooperation 42

Appendix II. Questionnaire (Lao) ຾ຍຍ຦ຨຍຊາມ ຃ລາມຽພໃ ຄພໍເ຅ຂຨຄຌກັ ຩຼຌຆຌັໄ ມຈັ ຋ະງມ຺ ມ7 ຋ໃ ມຉໃ ກໍ າຌ຦ຨຌພາ຦າຨຄັ ກຈິ ເຌວຨໄ ຄຩຼຌEFL ພາກ຋ 1: ຂໍມໄ ຸຌ຋ໃ ລ຺ ແຎ  ກະ຤ຸຌາເ຦ໃ ຽ຃ໃ ຨຄໝາງ ຋ກິ () ເຌວຨໄ ຄ຦ໃ ວໃ ົຼຌ຋ໃ ກຄ຺ ກຍັ ຂມໍໄ ຌູ ຦ໃ ລຌຉລ຺ ຂຨຄ຋ໃ າຌວາົ ງ຋ໃ ຦ຸຈ 1. ຽພຈ: ຆາງ ງຄິ ພາກ຋ 2: ຾ຍຍ຦ຨຍຊາມ຃ລາມຽພໃ ຄພໍເ຅ຂຨຄຌກັ ຩຼຌຆຌັໄ ມຈັ ຋ະງມ຺ ມ7 ຉໃ ກໍ າຌ຦ຨຌພາ຦າຨຄັ ກຈິ ເຌວຨໄ ຄຩຼຌ EFL  ກະ຤ຸຌາກະ຤ຸຌາເ຦ໃ ຽ຃ໃ ຨຄໝາງ ຋ກິ () ເຌວຨໄ ຄ຦ໃ ວໃ ົຼຌ຋ໃ ກຄ຺ ກຍັ ຃ລາມຽວຌັ ຉລ຺ ຂຨຄ຋ໃ າຌວາົ ງ຋ໃ ຦ຸຈ. ຃ໃ າຌາໍໄ ໜກັ ຂຨຄ຃ະ຾ຌຌ຃ລາມ຃ຈິ ຽວຌັ ມຈໃ ຄັ ຌ:ໄ ຃ະ຾ຌຌ 5 ໜາງຽຊຄິ ຽວຌັ ຈວົາງ຋ໃ ຦ຸຈ ຃ະ຾ຌຌ 4 ໜາງຽຊຄິ ຽວຌັ ຈວາົ ງ ຃ະ຾ຌຌ 3 ໜາງຽຊຄິ ຽວຌັ ຈຎາຌກາຄ ຃ະ຾ຌຌ 2 ໜາງຽຊຄິ ຽວຌັ ຈໜຨໄ ງ ຃ະ຾ຌຌ 1 ໜາງຽຊຄິ ຽວຌັ ຈໜຨໄ ງ຋ໃ ຦ຸຈ ຤/ຈ ຽຌຨໄ ເຌຂຨຄຍຈ຺ ຩຼຌ ຤ະຈຍັ ຃ລາມ຃ຈິ ຽວຌັ 1 ຅ຈຸ ຎະ຦ຄ຺ ຂຨຄຽຌຨໄ ເຌ຅ະ຾຅ຄໄ . 5432 1 2 ຽຌຨໄ ເຌ຦ໃ ຄ຺ ຽ຦ມເວຌໄ ກັ ຩຼຌມ຾ຌລ຃ຈິ ຦າໄ ຄ຦ຌັ . 3 ຽຌຨໄ ເຌຂຨຄຍຈ຺ ຩຼຌມ຃ລາມ຋ຌັ ຦ະແໝ. 4 ຽຌຨໄ ເຌຂຨຄຍຈ຺ ຩຼຌກຄ຺ ກຍັ ຃ລາມຉຨໄ ຄກາຌຂຨຄຌກັ ຩຼຌ. 43