Publication: An implementation of flipped classroom within role-play technique to develop english speaking skills of prathomsuksa 6 students
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Issued Date
2022-05-27
Resource Type
Language
eng
File Type
application/pdf
Access Rights
Open Access
Rights
ผลงานนี้เผยแพร่ภายใต้ สัญญาอนุญาตครีเอทีฟคอมมอนส์แบบ แสดงที่มา-ไม่ใช้เพื่อการค้า-ไม่ดัดแปลง 4.0 (CC BY-NC-ND 4.0)
Rights Holder(s)
Srinakharinwirot University
Suggested Citation
Theerapat Pikulthong, ธีรภัทร พิกุลทอง (2022). An implementation of flipped classroom within role-play technique to develop english speaking skills of prathomsuksa 6 students. Retrieved from: https://hdl.handle.net/20.500.14740/53000
Alternative Title(s)
การใช้ FLIPPED CLASSROOM ผสานเทคนิคการสอนบทบาทสมมติเพื่อพัฒนาทักษะการพูดภาษาอังกฤษของนักเรียนชั้นประถมศึกษาปีที่ 6
Author(s)
Advisor(s)
Organization
Abstract
The objectives of this research were to develop the English-speaking skills of Prathomsuksa Six students through the implementation of the Flipped Classroom and Role-Play technique, compared to the academic achievement of Prathomsuksa Six students between, before, and after learning with the implementation of the Flipped Classroom and Role-Play technique, and studied student satisfaction. The population consisted of 180 Prathomsuksa Six students at Watbansong School in Surat-Thani province. The sample was selected by a purposive procedure, with 40 students in the 2021 academic year. The research instruments were lesson plans, a speaking observation form, an online speaking pre-test and post-test, and an online questionnaire on student satisfaction. The data were collected using online platforms, suitable for the COVID-19 pandemic. The students took an online pretest, took a quiz after learning in each lesson, a speaking observation form and an online post-test on their satisfaction. The results revealed that the development of English-speaking skills had a highly significant percentage (80.20%) and high mean scores (M=4.01, S.D.=0.34). The results indicated that the students developed English-speaking, in accordance with the data, with five components: pronunciation, grammar, vocabulary, fluency and comprehension. The researcher observed their development after each lesson and the data was obtained in 12 hours. The academic achievement of the students after learning was significant at a level of .05 and had significantly higher mean scores on the post-test (M=25.95, S.D.=2.10) than the pretest (M=15.10, S.D.=3.37). Furthermore, the satisfaction of the students toward the study was at a positive level (M=4.15, S.D.=0.53), the mean scores of teaching approaches was at a highly positive level (M=4.24, S.D.=0.46), and the average mean score was at a positive level (M=4.17, S.D.=0.56) regarding the benefits of the study. The findings revealed the advantages of learning and student satisfaction with the Flipped Classroom and Role-Play technique.
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Degree Name
MASTER OF EDUCATION (M.Ed.)
Degree Discipline
Department Of Curriculum And Instruction
Degree Grantor(s)
Srinakharinwirot University