The Development of Task-based Integrated Local Learning to enhance English communication ability for Matthayomsuksa Three students

Abstract

The purposes of this study were as follows: (1) to develop and find the effectiveness of task-based integrated local learning to enhance English communication ability for Matthayomsuksa 3 students; (2) to compare the students’ English communication ability before and after using developed learning steps; and (3) to study students’ satisfaction toward learning. The sample consisted of 36 Matthayomsuksa three students of Kanchananukroh School, Kanchanaburi. They were selected by simple random sampling. The instrument for collecting data was a learning management manual, an English communication ability assessment form, a questionnaire on the opinions of students. Analysis data by percentage, mean, standard deviation, dependent t-test, and Content Analysis. The research results were found as follows:

1. Developed activities of task-based integrated local learning called SESIE learning activity steps was composed of 5 steps: 1) stimulate, 2) explain, 3) study, 4) implement, and 5) evaluate. The effectiveness of the learning activity met the criterion of 87.62/82.33, higher than the required criterion.

2. Students’ communication ability after using the activities was higher than before using, with a statistical significance at the level of 0.01.

3. The students’ satisfaction toward learning activity was at the highest level.

New knowledge gained from this research, it was found that workload-based learning management was found to be a method of teaching and learning that can help develop students' communication skills in English because students learn through practice by themselves. They practice communication skills from classroom simulations through a teacher-organized learning process.