THE EFFECT OF USING COMMUNICATIVE LANGUAGE TEACHING INSTRUCTION INTEGRATED WITH THE FLOWCHART TECHNIQUE IN ENGLISH GRAMMAR ABILITY ON GRADE 9 STUDENTS AT SCHOOLS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE, CHONBURI-RAYONG

Abstract

    The objectives of this research were to 1) compare English grammar ability of grade 9 students before and after learning through communicative language teaching (CLT) instruction integrated with the flowchart technique (experimental group), 2) compare English grammar ability of experimental group to that of students learning through the traditional method (controlled group), and 3) compare the attitudes of the experimental group towards English grammar learning before and after learning. The research sample in this study consisted of 84 students in grade 9. The research instruments were 1) CLT instructional plans with the highest level of appropriateness evaluation results, 2) traditional method plans with the highest level of appropriateness evaluation results, 3) an English grammar ability test with difficulty (P) ranging from 0.27 to 0.60; discrimination power (r) ranging from 0.36 to 0.74; and reliability of 0.86, and 4) a questionnaire to assess students' attitudes toward grammar learning with all items' IOC higher than 0.50. The experiment was carried out by the researcher, who also collected the data. The statistics used for data analysis were the mean, standard deviation, and t-test. The findings revealed that 1) English grammar ability of experimental group was significantly higher than their pre-learning counterpart score at the 0.01 level of statistical significance, 2) English grammar ability of the experimental group was higher than controlled group, and 3) English grammar learning attitudes of the experimental group were significantly higher than before learning at the 0.01 level of statistical significance. Which, demonstrates the ability to interact with classmates.