A Development of Creative Thinking in Language Based on Communicative Approach for Prathomsuksa 6 Students of Ban Chanla School under Ubon Ratchathani Primary Educational Service Area Office 5

Abstract

The purposes of this research were to study a development of creative thinking in language based on communicative approach for Prathomsuksa 6 students and to compare the result of a development of creative thinking in language based on communicative approach for Prathomsuksa 6 students of Ban Chanla School, under Ubon Ratchathani Primary Educational Service Area Office 5. The samples were 25 Prathomsuksa 6 students of Ban Chanla School, under Ubon Ratchathani Primary Educational Service Area Office 5, in the second semester of the academic year 2011. They were selected by purposive sampling. The research instruments were divided into two: 1) The experimental instrument was 12 lesson plans based on communicative approach to develop the creative thinking in language, the average was 4.62 ; 2) the instruments used to gather data were (1) the test of creative thinking in language, the discrimination of the test ranged from 0.30-0.32 and the coefficient alpha was 0.971; (2) The first final test discrimination ranged from 0.29-0.32 and the coefficient alpha was 0.977 ; the second final test discrimination ranged from 0.31-0.33 and the coefficient alpha was 0.976 and the third final test discrimination ranged from 0.29-0.32 and the coefficient alpha was 0.977 ; (3) the records of the teaching behaviors ;
(4) the records of the learning behaviors, (5) the interview form and (6) the daily recordings. Statistics used in the research were percentage, mean and standard deviation.

The research findings were as follows:

1. A development of creative thinking in language based on communicative approach for Prathomsuksa 6 students of Ban Chanla School, in Life style Unit, used the technique of action research. The results of development were three ladder system circles: the first was Occupation, the second was Food and Drink and the third was My Free Time. The results of the first ladder system circle: Step 1 plan : prepare the lessons plan by use communicative approach’s Littlewood, Step 2 action: the teacher can’t follow the lesson plan in time and no system for teaching, Step 3 observation: form the interview students don’t understand for writing in words, phrases and sentences and the rubric sore was difficult, Step 4 reflection: after the first ladder system circle ten students didn’t passed the criteria (had sixty percent of total scores). Thus the teacher taught ten students again in free time by use the old lesson plan and improves in practice step for creative thinking in language by to give more time. Explain and give more the sample for writing and criteria. After taught again everyone passed the criteria. The results of the second ladder system circle: Step1 plan: improve in some strength and weak point from the first ladder system circle for plan to teaching, Step 2 action: the teacher can follow the lesson plan in time and good system for teaching. The student had more time to practice in practice step and production step,Step3 observation: students enjoyed to study and play game. They can show off, Step 4 reflection: after the second ladder system circle 5 students didn’t passed the criteria. Then the teacher taught five students again in free time by use the old lesson plan and improves in practice step for creative thinking in language by use group activity. The student can help each other before practice individual. They can use dictionary while doing activity in writing words, phrase and sentences. Explain and give more the sample part of speech for use in phrase and sentences. After taught again everyone passed the criteria. The results of the third ladder system circle: Step1 plan: improve in some strength and weak point from the second ladder system circle for plan to teaching, Step 2 action: The student had more time to practice in practice step and production step. Practice students in group before individual. The clever students can help the other. They can use dictionary in doing activity, Step3 observation: students attended to study and do activity. They didn’t copy their friends, Step 4 reflection: after the third ladder system circle 4 students didn’t passed the criteria. Then the teacher taught four students again in free time by use the old lesson plan and improves in practice step for creative thinking in language by use group activity. They can use dictionary while doing activity in writing words, phrase and sentences. After taught again everyone passed the criteria.
2. In comparing a development of creative thinking in language before and after using communicative approach in English subject for Prathomsuksa 6 students of Ban Chanla School, It was found that the mean was higher before learning.