Operational Development of Communicative Conversation Skills in English by Using the Explicit Teaching Method for Prathom Suksa Five Students of Lao Suea Kok Educational Network 23 under Ubon Ratchathani Primary Educational Service Area 1 Office

Abstract

Operational  Development of Communicative Conversation Skills in English by Using the Explicit Teaching Method for Prathomsuksa Five Students of Laosueakok Educational Network 23 under Ubon Ratchathani’s Primary Educational Service Area 1 Office The objectives of the research were 1) to study Prathomsuksa Five students’ development of communicative conversation skills in English by an explicit teaching method, 2) to compare a learning achievement of the experimental students with the set criteria of the development of communicative conversation skills in English and 3) a learning achievement before and  after the development of communicative conversation skills by an explicit teaching  method  between the experimental and control groups.

                 The experimental group was taught by the explicit teaching method and the control group was taught by a conventional method.  The samples were 20 Prathaomsuska Five students  of Ban Taemai School in the school year 2012, derived by a divided random sampling.  The research instruments were ten lesson plans for the explicit teaching method in English, the skill tests, the exercises and the teacher’s daily records.  Qualitative data were analyzed by using statistics and t-test.

                 The research findings were as follows.

1. An activity of organizing a learning plan by using an explicit teaching method to develop communicative conversation skills in English resulted in an efficient teaching.  The method in question was based on six steps: in step one the content was revised and the homework was evaluated; in step two a new content was given with the teacher explaining  the detailed objectives in a step-by step manner; in stage three  the teacher gave an advice; in stage four, a feedback and correction were given; in stage five students were given time to do exercises; in stage six a revision was made weekly or monthly.  Based on the development of communicative conversation skills by an explicit teaching method, it was found that the students had got more encouragement to express themselves. They had revised the lesson in all steps of the activities. They had a good time practicing, repeating and revising.  The explicit teaching method became more efficient.
2. In comparing the learning activities by using the English conversation skill test before and after the development, it was found that the students in study had higher conversation skill than before at a statistical significance of .01.  The scores following their learning in three circuits accounted for 77.50% and the students passed the set 100%.
3.   Considering a learning achievement between the experimental and control groups, it was found that the former group that was taught by the explicit teaching method had a higher learning achievement than the latter group with a statistical significance of .01