Learning Management Based on Language Teaching for Communication Combined with Grouping Techniques to Develop Chinese Speaking Skills for Everyday Use of Secondary 4 (Grade 10) Students Pittayarat Yamprayoon, Rossarin Jermtaisong(*)
Rajamangala University of Technology Thanyaburi (RMUTT)
Abstract
The objectives of this study were to: 1) compare
Chinese speaking skills for everyday use of Secondary 4 (grade
10) students before and after learning through the conventional
learning management, 2) compare Chinese speaking skills for
everyday use of Secondary 4 students before and after learning
through the language teaching for communication combined with
grouping techniques as the learning management, and 3)
compare Chinese speaking skills for everyday use of Secondary 4
students who had received the learning management based on the
language teaching for communication combined with grouping
techniques and the conventional learning management.
The samples for this research included fifty Secondary 4
students at Prathandongrungwittayakarn School, Secondary
Educational Service Area Office 8. The students were in the
second semester of 2019 and selected by the cluster random
sampling method. The study was undertaken in the second
semester in the 2019 academic year, using a pretest-posttest
nonequivalent-groups design. The tools of this study were: 1) a
conventional learning management plan, 2) a learning
management plan based on the language teaching for
communication combined with grouping technique as the
learning management, and 3) a Chinese communication skill test.
The statistics used to analyze the data were comprised of mean,
standard deviation, t-test (dependent samples), and t-test
(independent samples).
The research results were as follows: 1) Chinese
speaking skills for everyday use of Secondary 4 students before
and after learning through the conventional learning
management were different at a significance level of 0.05, 2)
Chinese speaking skills for everyday use of Secondary 4 students
before and after learning through the language teaching for
communication combined with grouping techniques as the
learning management were different at a significance level of
0.05, and 3) Chinese speaking skills for everyday use of
Secondary 4 students before and after learning based on the
language teaching for communication combined with grouping
techniques were significantly higher than those who learned
through the conventional learning management, with a
significance level of 0.05.
Keywords: Chinese speaking skills, language teaching for communication, grouping techniques
