Professional Documents
Culture Documents
02 Acknowledgement PDF
02 Acknowledgement PDF
i
CERTIFICATE
ii
ACKNOWLEDMENTS
I wish to sincerely thank all those who have contributed in one way or
another to this study. Words can only inadequately express my deep gratitude to
my guide, Dr. Supriya Sahasrabuddhe, for her meticulous care, kindness and
generosity. Her fruitful comments and insightful suggestions have been a crucial
formative influence on the present study. She has supported me in every possible
way since the beginning of my research. Her critical and careful reading of my
writing has saved me from a lot of errors. Without her guidance and
encouragement, my research would have never come out in the present form. I
have seen in her an unpretentious and devoted scholar. Furthermore, it has been a
memorable and enjoyable experience for me to work with her.
I wish to express my sincere gratitude to Dr. Ashok Thorat, the Director of
the place of research, for his incessant inspiration, expert guidance, invaluable
suggestions, and, above all, his moral support.
Grateful acknowledgments are also due to Dr.Madhuri Shridhar Gokhale
for her valuable suggestions and kind assistance for class observation.
Special thanks are due to the authorities of the Indian Council for Cultural
Relations (ICCR), New Delhi for awarding me a scholarship under the Cultural
Program Scheme (2004-2005).
I must thank Mrs. Angkarn Srithawon, Mr.Salyond Srisamutr, Mr. Nirand,
Mr.Thana, Mr.Sawong, Mr.Chalermpan,Mr. Pakorn, Dr.Chookiat Jarat,
Dr.Phramaha Suchat Sanitsanom, Dr. Phramaha Chirat Khamlee and Dr.Vilas ,
Dr. Dutsadee Panya, Mr. Santhos Ghangale, and those whose names are not
mentioned here for their full support and encouragement. I also express sincere
thanks to colleagues from the Department of English in Naresuan University,
Phyao, Thailand for their encouragement. I wish to express heartfelt love and
iii
appreciation to my dear friends, Lorlar, Nittaya, Paweena, Saisunee, Kitimaphon
and Wilaiwan for their constant inspiration and encouragement. My special
thanks to Phramaha Kunakorn Kongchana, Mr. Kamran Janfeshan, Mr.Himadri
S.Roy and Mr. Kampeeraphab Intanoo for patient proofreading and correction
work, Dr.Agman, Mr. Keda Jaihal, and Miss Rungruedee for statistics used in
the thesis. Finally, I sincerely acknowledge the courtesy of the authorities of
libraries: Pune University’s library and the library of Institute of Advanced
Studies in English for their cooperation needed by permitting me access data and
relevant materials while carrying out the present research.
Mr.Singkham Rakpa
iv
ABSTRACT
v
effective process of writing, Process Approach, should be introduced in order to
enforce the role of learners in the class which is normally dominated by the class
teacher. Thus, the present study tries to create effective supplementary materials
based on the Process Approach to teaching of writing for the second year
undergraduates, mainly the students majoring in English, in Naresuan University,
Phayao Campus, Thailand. This study is a quasi experimental research conducted
with the belief that the effectiveness of the Process Approach with
complementation of the Learner-Centred Approach would bring out the apt and
suitable supplementary materials to help the writing class at the university in
particular and in writing classes in general.
vi
Objectives of study
Chapter 2: The second chapter is divided into three main parts; the first
part (Part A) focuses on the history of the development of education in Thailand,
educational system an educational reform. The second part (Part B) deals with
history of English language teaching and English language teaching in Thailand,
significance of English language, its role of English language today, its status in
Asian, English as a global language and reasons and the future of English. An
account of English language teaching including English teaching methods
vii
approaches is discussed. This part also discusses teaching English as a foreign
language (TEFL) in Thailand, the National Education Act (1999), National
English Curricula (2001), Thai government policy on English teaching and
learning plan. The last part of the second chapter (Part C) provides information
of Naresuan University and English language teaching programme, especially
teaching of writing.
Chapter 3: The third chapter is divided into three parts: Part A devotes its
contents for teaching of writing by focusing on three main theoretical framework
for teaching of writing, namely Communicative Approach, Process Approach
and Learner-Centred Approach, and part B deals with teaching writing,
component of writing , techniques and strategies for teaching of writing
including writing feedback, writing assessment. The last part (Part C) deals with
the role of instructional materials including supporting materials for teaching of
writing
Chapter 6: The final concluding part of the study deals with conclusion,
pedagogical implications, limitation of the study, recommendations and
suggestions for future studies.
viii
Research Tools
Three questionnaires were used as the tools for data collection. The first
questionnaire was administered as the pretest prior to the beginning of the
experiment and as a posttest after experiment, whereas the second and third
questionnaires were used to assess the effectiveness of process writing and
supplementary writing materials.
t-test
2
d n d n (d 2 )
t , where s =
s n 1
where n is number of observation, s is standard deviation and d is deviation from
its mean.
Formula for mean x =
x
n
where x is item and n is number of observations
ix
Major findings from questionnaire one as pretest and posttest
Mean score value shown in pretest and posttest has statistically significant
difference. Students provided their positive response when they rated their
interest and awareness of studying writing. The mean score of the posttest
indicates the positive changes after the experiment of lesson plans with
supplementary writing materials. The mean score value of pretest is 2.64 whereas
the mean score value is 3.73 which is high according to criteria mean.
Pretest Posttest
The mean score value of students’ opinions toward the process writing
materials indicates positive response. The positive answers from students were
given. The mean score average is 3.45 (high level).
x
Based on student opinions towards the process writing materials used in
the class. The major findings can be classified as follows:
1. Process writing materials used with the experimental group served
students’ need and interest. Students opined that the contents in the
process writing materials are clear and challenging to study.
Students had a chance to work together either pairs or group with
the activities designed with the process writing. Regarding
appropriate time in conducting the process writing materials,
students proved the appropriateness of time used in the writing
class.
2. With regard to evaluation forms, most of students presented their
opinions towards the process writing materials in positive
indication. The process writing materials are effective and useful in
terms of interesting and persuasive features.
3. The process writing materials remain satisfactorily effective in the
sense that studying writing skills can be assisted by the process
writing materials. Evaluations forms are important and useful as far
as the students’ reflection and learning the process writing is
concerned
4. Research result indicates that materials are relevant to the course
syllabus and the lesson plans were supported well in grammatical
points, clear and easy explanation. In addition, they viewed that
materials designed are good in terms of well arranged order, good
and useful techniques for gathering information prior to the first
step of writing.
5. Research results indicate that students’ awareness and interest are
high and writing skill is very essential as far as daily
communication is concerned. Besides, students also showed their
xi
high interest in process writing materials in assisting writing and
highly regarded process writing materials as challenging,
persuasive, and effective.
6. The results of the study as implication for classroom teaching can
be summarized as effective writing assessment, self-assessment,
peer –assessment, autonomous learning, and effective learning
strategies in writing skills.
To improve the quality of teaching writing skill, peer revision has been
used in writing class, that is, students correct, suggest, and discuss each other’s
work in terms of mechanics and contents. Students exchange ideas, contents, and
get prompt feedback from peers. Then, teachers are able to pay more attention to
weak students.
xii