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ภาคผนวก

ภาคผนวก A

๑ST SURVEY QUESTIONNAIRE The Development of Young Local Tour Guides on Tai Phuan’s Culture and Tourist

Attractions in Sisatchanalai District, Sukhothai Province. As part of research, I as a lecturer of English have to conduct this research after

being granted research fund from the National Research Fund. I would like to request your cooperation in answering the questionnaires which I hope will be beneficial for those who study English and I promise these questionnaires will be anonymous and confidential. Your generous cooperation is very much appreciated.

Directions: Please put a tick on all items that correspond to you. Gender of participants

Male Female What is your age?

๑๘-๒๐ years old ๒๑-๒๓ years old ๒๔-๒๖ years old Other -Please state

How long have you studied English? ๑๐ years ๑๒ years ๑๔ years

Other -Please state

Directions: Since you have worked in a small group (cooperative learning called Learning Together), please tick the box that is closest to your thinking about the statement:

๕ = strongly agree, ๔ = agree, ๓ = not sure, ๒ = disagree, ๑ = strongly disagree

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Strongly agree

๕

Agree

๔

Not sure

๓

Dis- agree

๒

Strongly disagree

๑

๑. Working in a small group called Learning Together helps me learn my English as a local guide.

๒. I find it hard to talk in English as a local guide in a small group.

๓. Working in a small group helps me learn English better than other methods such as lecturing from teacher.

๔. Working in a small group motivates me to learn more about a local guide.

๕. Working in a small group provides me with good studying strategies.

๖. Working in a small group makes someone dominant in the group especially when discussing.

๗. Working in a small group helps me understand individual differences.

๘. Working in a small group helps make me proud of myself as being a helpful participant.

๙. I am easily influenced by friends in working in a small group.

๑๐. Working in a small group occupies most of my time.

๑๑. Working in a small group helps me adjust myself.

๑๒. Working in a small group makes me nervous.

๑๓. Working in a small group provides me with a positive attitude toward the teacher and my colleagues.

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๑๔. Working in a small group creates individual accountability.

๑๕. I really worry about what others think of me especially when working in a small group.

๑๖. Working in a small group creates willingness to compromise and cooperate.

๑๗. Working in a small group slow down my learning especially being a local guide.

๑๘. Working in a small group provides me more self-confident.

๑๙ Working in a small group helps create companionship.

๒๐. Working in a small group makes me dependent.

๒๑. I work best in a small group.

๒๒. Working in a small group hinders my learning.

๒๓. I am ambitious to speak out as a local guide ina small group.

๒๔. I am often afraid that I may look ridiculous or make a fool of myself in working in a small group.

๒๕. Working in a small group provides me with good learning strategies.

๒๖. Working in a small group creates interpersonal problems.

๒๗. I feel embarrassed when making a mistake especially during a practice of being a local tour guide in a small group.

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๒๘. I lack self-confident when working in a small group.

๒๙. I sometimes have difficulty controlling my temper when practicing as a tour guide in a small group.

๓๐. Working in a small group creates a nice learning atmosphere.

๓๑. Working in a small group wastes my time.

๓๒. I learn better if I study by myself.

๓๓. Working in a small group teaches us social roles.

๓๔. I feel shy when working in a small group.

๓๕. I get upset when someone in a small group does not help work in a group.

๓๖. I feel proud to volunteer to present a small group work.

๓๗. I feel very happy when friends applause after presentation.

๓๘. I feel reluctant to volunteer first when working in a small group.

๓๙. Working in a small group makes me more eager to speak English with foreigners.

๔๐. I feel discourage when I cannot do what others can when working in a small group.

Do you have other comments about working in a small group (experiential learning approach)? ………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………

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…………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Thank you very much for your kind cooperation. Sakon Kerdpol

in a small group. ๓. Do you have other comments about working in a small group (experiential

learning approach)? ………………………………………………………………………………………… ………………………………………………………………………………………… …………………………………………………………………………………………….……………………………………………

………………………………………… Thank you very much for your kind cooperation. Sakon Kerdpol Working in a small group helps me learn English better than other

methods such as lecturing from teacher. ๔. Working in a small group motivates me to learn more about a local guide.

๕. Working in a small group provides me with good studying strategies. ๖. Working in a small group makes somssing.

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APPENDIX B List of Experts checking research tools

๑. Asst. Prof. Dr. Suk-kaew Khumsorn Field of study: Research and Evaluation Deputy Dean of Faculty of Education Pibulsongkram Rajabhat University

๒. Dr. Disaya Supharatyothin Field of study: Linguistics Deputy Dean of Humanities and Social Sciences Pibulsongkram Rajabhat University

๓. Dr. Thaweesak Khunyot Field of study: Language Education Assistant to the President for International Relations Pibulsongkram Rajabhat University

es most of my time. ๑๑. Working in a small group helps me adjust myself. ๑๒. Working in a small group makes me nervous. ๑๓. Working in a small group provides me with a positive attitude toward the

teacher and my colleagues. ๑๔. Working in a small group creates individual accountability.

๑๕. I really wo

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APPENDIX C

EVALUATION FORM

Faculty of Humanities and Social Sciences Pibulsongkram Rajabhat University Muang District, Phitsanulok ๖๕๐๐๐

September ๒๗, ๒๐๑๑

Subject: Request for the check of research tool

To: Asst. Prof. Dr. Sukkaew Khumsorn Encl: ๑. Pre test and Post test of being a young local tour guide ๒. Satisfaction Questionnaire ๓. Interview Questions ๔. Lesson plans for the Development of Young Local Tour Guides As Asst. Prof. Dr. Sakon Kerdpol, a lecturer of English Program, Faculty of Humanities and Social Science, Pibulsongkram Rajabhat University is conducting research entitled “The Development for Young Local Tour Guides on Tai Phuan Culture and Tourist Attractions in Sisatchanalai District, Sukhothai Province by using Experiential Learning Approach. As you are considered an expert for research and evaluation, you are cordially requested to provide assistance in checking the research tool made by a researcher for the validity. I was wondering if you could check the research tool for academic benefit. Your assistance is very much appreciated. Sincerely Yours (Asst. Prof. Dr. Sakon Kerdpol) Dean of Humanities and Social Sciences Office of Humanities and Social Sciences Phone /Fax ๐-๕๕๒๖-๗๐๗๘

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APPENDIX D EVALUATION FORM

Evaluation Form to check the appropriateness the Lesson plans

(For the experts)

Directions: Please check as you are an expert in lesson plan of language teaching. Please tick√ on the item that accords to your actual opinion stated as follows: If the item in the lesson is the most appropriate, tick ๕. If the item in the lesson is the much appropriate, tick ๔. If the item in the lesson is moderately appropriate, tick ๓. If the item in the lesson is less appropriate, tick ๒. If the item in the lesson is the least appropriate, tick ๑. Item Evaluation list ๕ ๔ ๓ ๒ ๑

๑. Learning objective The objectives identify how students can do after learning the lesson and work on the assignment.

๒. Learning management accords with the objective in each step.

๓. Content Students can truly apply what they have learned.

๔. The content meets the students’ knowledge and ability.

๕. Instructional procedure The vocabulary, structure and expression have been explained to students prior to the study.

๖. The procedures have been explained clearly.

๗. Procedures have been identified how

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students understand the procedures.

๘. The students can use knowledge gained from the study to do the role play.

๙. The students can cooperate in doing the role play.

๑๐. The students can reflex on what they do on the role play in terms of language use.

๑๑. The students can propose how to resolve and adjust the language use.

๑๒. Assignment The opportunity is opened for students to use the language in practicing being a tour guide and presenting their topic assigned by the teacher.

๑๓. Students helping each other in resolving the problem is identified.

๑๔. The assignment stimulates the thinking process.

Total

Mean of total

Others:……………………………………………………………………………………………………………………………………………………

…………………………………

Signature…………………Evaluator ( ) Position………………………………. Day………….Month……….Year.

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APPENDIX E Evaluation Form checking appropriateness for research tool satisfaction

(For expert)

Directions: Please check as you are an expert in lesson plan of language teaching. Please tick√ on the item that accords to your actual opinion stated as follows: +๑ when you are sure that the evaluation form of satisfaction towards the lesson is appropriate. ๐ when you are not so certain if the evaluation form of satisfaction towards the lesson is appropriate. -๑ when you are certain that the evaluation form of satisfaction towards the lesson is not appropriate.

Item

+๑ ๐ -๑

๑. Input Content is clear and easy to understand.

๒. Language and vocabulary are appropriate and meet students’ abilities.

๓. Time spend for doing activity is appropriate. ๔. Teaching aids and other media used in the lesson

are appropriate.

๕. Process Atmosphere for joining the activity.

๖. The activity in the role play gives opportunity for students to perform in more or less like the actual tour guide.

๗. Students can express their opinions and discuss on what they have learned.

๘. Learning by focusing activity enables students to use the language in a real situation.

๙. Output Learning English through experiential learning enables students to use the language in a real

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situation. ๑๐. Student centered learning enables students to meet

their expectation in terms of knowledge.

๑๑. Students can apply their knowledge gained for their future use.

๑๒. Students are satisfied with the experiential learning approach.

Signature…………………….Evaluator ( )

Position………………………………….. Day……….Month………Year.

. ๓๕. I get upset when someone in a s mall group

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APPENDIX F

PIBULSONGKRAM RAJABHAT UNIVERSITY

MUANG DISTRICT, PHITSANULOK

June ๒๐๑๑ Dear Director, the Director of Muangchalieng School I am writing to inform you of some research being undertaken by Asst. Prof. Dr. Sakon Kerdpol who is a lecturer at your Pibulsongkram Rajabhat University carrying out research for his thesis entitled “The Development of Young Local Tour Guides on Tai Phuan’s Culture and Tourist Attractions in Sisatchanalai District, Sukhothai Province.” The aim of this research is to investigate how experiential learning approach impacts to student learning English. Knowing more about the process of experiential learning approach will provide a guide for teachers as they teach students to learn English as a foreign language. The questionnaire to be developed as part of the study will be a useful tool for English language teachers. Participation in the project will involve filling out a questionnaire about positive and negative attitude towards cooperative learning strategy. This will take approximately ๓๐ minutes. The information Asst. Prof. Dr. Sakon Kerdpol will gather in this project will remain confidential and there will be nothing in the report on the project that will identify any person who participates. In seeking your participation in the project, it is understood that you may decide to withdraw from the project at any time and that you are free not to answer questions or to discontinue participation. If you agree to participate in the project, please sign the attached form entitled Consent Form For Interview and return it to Asst. Prof. Dr. Sakon Kerdpol at the university.

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If you have any questions or concerns with the project I would be happy for you to contact me by telephone…or contact Asst. Prof. Dr. Sakon Kerdpol directly on ๐๑๙๗๑๖๕๔๘ or Email niceguy๒๔๙๘@yahoo.com Yours sincerely (Dr. Sawarng Phupatwibul) President Pibulsongkram Rajabhat University

nteer to present a small group work. ๓๗. I feel very happy when friends applause after presentation.


๓๙. Working in a small group makes me more eager Strongly agree ๕ Agree ๔ Not sure ๓ Dis- agree ๒ Strongly disagree ๑ ๑. Working in a small group called Learning Together helps me learn my English

as a local guide. ๒. I find it hard to talk in English as a local guide in a small group. ๓. Working in a small group helps me learn English better than other methods

such as lecturing from teacher. ๔. Working in a small group motivates me to learn more about a local guide.

mailto:[email protected]

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APPENDIX G

LETTER OF INTRODUCTION

PIBULSONGKRAM RAJABHAT UNIVERSITY MUANG DISTRICT, PHITSANULOK

June ๒๐๑๑

Dear Participant

This letter introduces Asst. Prof. Dr. Sakon Kerdpol who is a lecturer of English at Pibulsongkram Rajabhat University carrying out research for his thesis entitled “The Development of Young Local Tour Guides on Tai Phuan’s Culture and Tourist Attractions in Sisatchanalai District, Sukhothai Province.” The aims of this research are to develop young local tour guides of Muangchalieng School students by using experiential learning, to explore the improvement in students’ communicative ability through experiential learning and to examine to what extent the students have positive and negative attitudes towards experiential learning. Knowing more about the process of experiential learning will provide a guide for teachers as they teach students to speak English as a foreign language. The questionnaire to be developed as part of the study will be a useful tool for English language teachers. Participation in the project will involve the following:

1. During class Asst. Prof. Dr. Sakon Kerdpol will be teaching. 2. At the end of the project, the participants will be asked to fill out a questionnaire about

positive and negative attitude towards cooperative learning strategy for ๓๐ minutes. 3. The participants will be focus-group interviewed how they feel about the experiential

learning for an hour. The information Asst. Prof. Dr. Sakon Kerdpol will gather in this project will remain confidential and there will be nothing in the report on the project that will identify any person who participates.

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In seeking your participation in the project, it is understood that you may decide to withdraw from the project at any time and that you are free not to answer questions or to discontinue participation. If you agree to participate in the project, please sign the attached form entitled Consent Form For Interview and return it to Asst. Prof. Dr. Sakon Kerdpol at the university. If you have any questions or concerns with the project I would be happy for you to contact me by telephone…or contact Asst. Prof. Dr. Sakon Kerdpol directly on ๐๘๑๙๗๑๖๕๔๘ or Email niceguy๒๔๙๘@yahoo.com Yours sincerely (Dr. Sawarng Phupatwibul) President Pibulsongkram Rajabhat University

mailto:[email protected]

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APPENDIX H PIBULSONGKRAM RAJABHAT UNIVERSITY

MUANG DISTRICT, PHITSANULOK

CONSENT FORM FOR PARTICIPATION THROUGH COMPLETION

OF A QUESTIONNAIRE

I……………………………………………………………………………….(name) being under the age ๑๘ years hereby consent to complete a questionnaire as requested in the research project, “The Development of Young Local Guides on Tai Phuan’s Culture and Tourist Attractions in Sisatchanalai District, Sukhothai Province.” being undertaken by Sakon Kerdpol (Humanities and Social Sciences), Pibulongkram Rajabhat University. I. I have read the information provided. Details of the procedures and any risks have been explained to my satisfaction. 2. I am aware that I should retain a copy of the Information Sheet and Consent Form for future reference. 3. I understand that:

I may not directly benefit from taking part in this research. I am free to withdraw from this project at any time and am free to decline to answer any particular questions. while the information gained in this study will be published as explained, I will not be identified, and individual information will remain confidential.

4. The decision to participate, not participate or to begin and withdraw from the project will

not affect my educational program at Muang Chalieng School, nor will it affect my grades or my status as a student.

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๑๕APPENDIX I

Sorthor ๐๕๓๘.๐๕ /Wor ๑๐๘๙ Humanities and Social Sciences Pibulsongkram Rajabhat University Muang District, Phitsanulok ๖๕๐๐๐

November ๙, ๒๐๑๑

Subject: Data collection To: Head of Sisatchanalai National Park (Pakha) Enclosure: Itinerary

Due to the fact that Asst. Prof. Dr. Sakon Kerdpol, a lecturer of English, now is collecting the data on his research entitled “The Development of Young Local Tour Guides on Tai Phuan’s Culture and Tourist Attractions at Sisatchanalai District, Sukhothai Province with ๕๐ grade tenth students at Muang Chalieng School. In this research, the samples of the study need to gain direct experience being young local tour guides in the tourist attractions in Sisatchanalai such as Sisatchanalai Historical Park, Wat Phrasirattanamahathat, Turiang Kilns, Lumtut Ancient Silversmith, Somsamai Ancient Goldsmith, Sathorn Gold Textile Museum, Sisatchanalai National Park at Pakha; therefore, we would like to ask your permission to allow those students to visit the tourist sites without admission fees and also to for a free ride of the trams with a Historical professional tour guide. The schedule to Sisatchanalai Historical Park is November ๑๑, ๒๐๑๑ and Sisatchanalai National Park at Pakha on November ๑๙, ๒๐๑๑. We are very grateful for your cooperation for the benefit of the young local tour guides and for the public relations of Sisatchanalai in the future. Sincerely Yours (Asst. Prof. Dr. Sakon Kerdpol) Dean of Humanities and Social Sciences

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Office of Humanities and Social Sciences Tel/fax ๐๕๕ ๒๖๗ ๐๘๗, ๐๕๕ ๒๖๗ ๐๐๑-๒ ext ๒๐๐๐ Asst. Prof. Dr. Sakon’s mobile phone number: ๐๘๑๙๗๑๖๕๔๘

lly when working in a small group. ๑๖. Working in a small group creates willingness to compromise and cooperate.

๑๗. Working in a small group slow down my learning especially being a local

guide. ๑๘. Working in a small group provides me more self-confident. ๑๙ Working in a small group helps create companionship.

๒๐. Working in a small group makes me dependent. ๒๑. I work best in a small group. ๒๒. Working in a small group hinders my learning. ๒๓. I am ambitious to speak out as a local guide in a small group. ๒๔. I am often afraid that I may look ridiculous or make a fool of myself in

working in a small group. ๒๕. Working in a small group provides me with good learning strategies.

๒๖. Working in a small group creates interpersonal problems. ๒๗. I feel embarrassed when making a mistake especially during a practice of

being a local tour guide in a small group.

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APPENDIX J

Pibulsongkram Rajabhat University

Muang District, Phitsanulok ๖๕๐๐๐

November ๙, ๒๐๑๑

To Head of Sisatchanalai Historical Park

Due to the fact that Asst. Prof. Dr. Sakon Kerdpol, a lecturer of English, now is collecting the data on his research entitled “The Development of Young Local Tour Guides on Tai Phuan’s Culture and Tourist Attractions at Sisatchanalai District, Sukhothai Province with ๕๐ grade tenth students at Muang Chalieng School. In this research, the samples of the study need to gain direct experience being young local tour guides in the tourist attractions in Sisatchanalai such as Sisatchanalai Historical Park, Wat Phrasirattanamahathat, Turiang Kilns, Lumtut Ancient Silversmith, Somsamai Ancient Goldsmith, Sathorn Gold Textile Museum, Sisatchanalai National Park at Pakha; therefore, we would like to ask your permission to allow those students to visit the tourist sites without admission fees and also to for a free ride of the trams with a Historical professional tour guide. The schedule to Sisatchanalai Historical Park is November ๑๑, ๒๐๑๑ and Sisatchanalai National Park at Pakha on November ๑๙, ๒๐๑๑. We are very grateful for your cooperation for the benefit of the young local tour guides and for the public relations of Sisatchanalai in the future.

Sincerely Yours

(Dr. Sawarng Phupatwibul) President Pibulsongkram Rajabhat University

small group.

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APPENDIX K Interview questions for

The Development of Young Local Tour Guides on Tai Phuan’s Culture and Tourist

Attractions in Sisatchanalai District, Sukhothai Province

๑. Which part of the topic (Tai Phuan History, Tourist Attractions, Accommodation, local dishes, Souvenirs, Festival) do you think is useful for you and why? ๒. Do you like the way the teacher presents his lesson (explains difficult vocabulary, divides students to work in a small group called Experiential Learning) and the way he does his his activities into small group (student takes turn to be a tour guide)? ๓. What do you like about the techniques used by the teacher? ๔. What do you not like about the techniques used by the teacher? ๕. What are the advantages of working in a small group called Experiential Learning? ๖. What are the disadvantages of working in a small group called Experiential Learning? ๗. Do you think the l๓essons and time spent are enough and appropriate for you if not how long would you like? ๘. What is your suggestion (s) to improve the lessons for students’ future career as a local guide? ๙. Do you think the lessons the teacher presented to you will be useful for your future career as a local guide? ๑๐. What topic do you like best and why? ๑๑. What activities during the field trip (Silver and Gold Smith, Sathorn Museum, National Park at Phakha) do you like best and why? ๑๒. Do you think this technique can be applied to other courses with your study and why?

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APPENDIX L

Pictures of Research Procedures

Teaching how to be a local tour guide by experiential learning approach

A craftsman making rings at Lumtut Ancient silversmith

A group photo taken in front of Lumtut Ancient silversmith.

A field trip at Somsamai Ancient Goldsmith

A craftsman making gold woven belt at Somsamai Ancient Goldsmith

A field trip visiting Lumtut Ancient Silversmith

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Ancient woven gold bracelets and other products Students riding the tram exploring

Sisatchanalai Historical Park

A group photo taken in front of Wat Changlom

A guide from the Fine Arts Dept. describing the history of Wat Nang Phaya

A visit to Wat Prasirattana Mahathat or Wat Phra Prang

A model of Koi Noi Kilns at Ban Koi Noi

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A gold Phasin worn by the owner’s daughter’s wedding

Uncle Sathorn, the owner of the Gold Textile Museum telling the history of Tai Phuan’s

culture and woven materials

Layers of kilns found under the ground believed to be kilns when Sukhothai was the

first capital

Paintings depicting stories of Tai Phuan’s culture and ways of life

Students, a teacher and Fulbright teacher getting ready to visit Pakha National Park

The authority at Pakha National Park explaining the history of the park

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Watching the video of Pakha National Park

The authority at Pakha National Park welcoming our group and introducing an amateur young tour

guide to our group

The young local guide describing how to observe at wildlife footprints found at the park

The authority at Pakha National Park showing the video on history of the park

The land leech creeping about at Pakha National Park

Students having sticky rice and chicken for lunch at Pakha National Park

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The student representative presenting what he has seen during the exploration

The students exploring the tourist sites at Pakha National Park

A group photo taken at Tad Duen Waterfall

Students enjoying wandering after a lunch walk to the waterfall.

The student bitten by land leech The student experiencing the

land leech bites

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Thanking the authority for facilitating our visit

A Fulbright teacher and Head of English Dept. from Muang Chalieng School

Last group photo taken with the professional tour guide

Collecting trashes along the trail

A Fulbright teacher enjoying swimming at the waterfall with students

Waterfall flowing on rocks at Tad Duen Waterfall

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Getting ready to head home Students travelling home after the field trip at Pakha National Park

Student’s power point presentation on accommodations in Sisatchanalai

A student practicing to be a local guide after a teacher’s lesson

Drawing lots to see whose team presenting power point presentation first

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Student’s power point presentation on Tourist attractions (Sisatchanalai Historical Park)

Student’s power point presentation on Tourist attractions in

Sisatchanalai

Student’s power point presentation on Sathorn Golden Textile Museum in

Sisatchanalai

Student’s power point presentation on Festivals in Sisatchanalai

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๓๐. Working in a small group creates a nice learning atmosphere. ๓๑. Working in a small group wastes my time. ๓๒. I learn better if I study by myself. ๓๓. Working in a small group teaches us social roles. ๓๔. I feel shy when working in a small group. ๓๕. I get upset when someone in a small group does not help work in a group. ๓๖. I feel proud to volunteer to present a small group work.

๓๗. I feel very happy when friends applause after presentation.


๓๙. Working in a small group makes me more eager to speak English with foreigners. ๔๐. I feel discourage when I cannot do what others can when working in a small

group. to speak English with foreigners. ๔๐. I feel discourage when I cannot do what others can when working in a small

group. ๑. Working in a small group called Learning Together helps me learn my English

as a local guide. ๒. I find it hard to talk in English as a local guide in a small group. ๓. Working in a small group helps me learn English better than other methods

such as lecturing from teacher. ๔. Working in a small group motivates me to learn more about a local guide. ๕. Working in a small group provides me with good studyi APPENDIX M

Student’s power point presentation on Local food of Sisatchanalai

Student’s power point presentation on Kilns at Koi Noi in Sisatchanalai

Student’s power point presentation on Tai Phuan’s culture in Sisatchanalai

Student’s power point presentation on tourist attractions (Pakha National Park

in Sisatchanalai )

Student’s power point presentation on Souvenirs of Sisatchanalai

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APPENDIX M

Thematic Analysis

Adapted from Baddeley (๑๙๙๒) in Cook & Finlayson (๑๙๙๙).

Interviews of ๑๒ participants Experiential Learning

nalysis

Activities the students worked on Researcher’s appraisal

Participant’s or Student’s comment

Types of learning Researcher’s appraisal


Skills acquired Researcher’s appraisal


Practicing speaking English

๗ out of ๑๒ participants tried to speak English with their friends, teacher and a Fulbright teacher.

Rehearsing and repetition make students improve their speaking ability.

Most participants enjoyed practicing speaking English.

Being brave, building confidence

๗ out of ๑๒ participants said that they felt brave to speak English after talking with a teacher and a Fulbright teacher.

Discussing of ideas

๘ out of ๑๒ participants discussed within their groups.

Recording existing knowledge

Some participants seemed to revise their previous knowledge.

An understanding of new information

A few participants took longer time than others to master new information.

Making friends Some participants enjoyed working with friends because they came from different groups joining the project.

Socializing Most of them felt good learning to give and to take.

Accepting others Some participants made new friends with different classes and felt close to one another.

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Judging Most of them like the way the teacher presenting his lessons and the way he did his activities into small group (experiential learning).

Accepting other’s ideas

Good to argue but agree with friends finally.

Selecting the information

Some participants trying to search information from the internet especially doing the group project.

Sharing ideas ๗ out of ๑๒ felt proud to share ideas with friends.

Transferring knowledge gained from the teacher to friends

Participants not only kept new knowledge but also extended it to friends.

Reordering what they know

Often some participants had to change their previous knowledge after being shared by a teacher.

Arguing and compromising

๕ out of ๑๒ participants argued but mostly they compromised.

Democratizing their thinking and information

Make a leader and followers; most importantly they accepted their friends’ ideas.

Turn taking and accepting others

Some participants took turns in speaking and encouraged others to speak.

Questioning and seeking clarification

First, some participants asked friends and if the answers were not clear they asked a teacher.

Making connections with prior learning

Most of the time, participants with high ability were likely to question their friends, a teacher, and Fulbright teacher.

Negotiating and expressing doubts

Some participants learnt how to negotiate and most liked to listen to friends and a teacher.

Searching for information

๗ out of ๑๒ participants looked for unknown words in a dictionary in advance or asked a teacher or friends or from internet.

Applying knowledge to a new situation

Some participants tried to use new vocabulary and expressions learned from the teacher to a new topic.

Sharing ideas and listening to others.

Most participants tried to share ideas and listened to the others’ and finally agreed on what was the best solution.

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Offering help Some participants offered to share knowledge and ideas and helped friends to make the lessons understood, planning the group project and were happy to do so especially when their friends got bitten by land leeches while exploring Pakha National Park by trying to stop the bleeding of their friends.

Being part of a team and caring for others

Most participants felt good being part of the team especially finding materials for the group project which would be presented in power point later on.

An understanding of group process (socialization)

Participants had a better understanding of working in a small group sharing ideas, responsibilities, helping friends who got bitten by land leeches while exploring Pakha National Park.

Selecting preference

Though ๗ out ๑๒ participants argued, eventually they agreed.

Comparing information and choosing

Some participants learnt to compare their information with friends and chose the best one which would be used in a group project.

Deciding and choosing

Most of them felt positive on the group’s decision making but only a few felt upset when their friends disagreed.

Building confidence

From frequent practice with the teacher especially practicing being a local tour guide and sometimes with Fulbright teacher, most participants had confidence.

Consolidating information and applying prior knowledge to a new situation

A few participants took longer time to build up their confidence in speaking English.

Expressing ideas, opinions frequently

After being confident, participants expressed themselves more often and felt confident that they could be a young local tour guide.

204

Learning to work together

Most participants enjoyed working in a small group especially sharing responsibility in finding information and pictures for a group project, only a few did not.

Making connections with a group

Some participants tried to help e.g. looking for unknown words, answering questions during the lessons and focus group interview.

Sharing responsibility

Most participants took part in the activities especially doing a project work, only a few tried to ride on the wagon or sat still.

(๑๙๙๙). Interviews of ๑๒ participants Experiential Learning ng strategies. ๖. Working in a small group makes someone dominant in the group especially when discussing. ๗. Working in a small group helps me understand individual differences. ๘. Working in a small group helps make me proud of myself as being a helpful participant. ๙. I am easily influenced by friends in working in a small group. ๑๐. Working in a small group occupies most of my time. ๑๑. Working in a small group helps me adjust myself.

๑๒. Working in a small group makes me nervous. ๑๓. Working in a small group provides me with a positive attitude toward the

teacher and my colleagues. ๑๔. Working in a small group creates individual accountability. ๑๕. I really worry about what others think of me especially when working in a

small group. ๑๖. Working in a small group creates willingness to compromise and cooperate. ๑๗. Working in a small group slow down my learning especially being a local

guide. ๑๘. Working in a small group provides me more self-confident.

.

205

APPENDIX N

Thematic Analysis Adapted from Baddeley (๑๙๙๒) in Cook & Finlayson (๑๙๙๙).

Interviews of ๑๒ participants

Experiential Learning Students’ comments

oup makes m APPENDIX N Activities SS worked on

R’s appraisal

S๑

Rong

S๒

Non

S๓

Rat

S๔

Pan

S๕

Si

S๖

Pa

t

S๗

Nich

S๘

Chai

S๙

Ni

S๑๐

Jen

S๑๑

Wut

S๑๒

Prat

Practicing speaking English

S๒, S๓, S๔, S๕, S๖, S๗, S๙, S๑๐, S๑๑, S๑๒: ๑๐ of ๑๒ students tried to speak English with their friends, their teacher and foreign tourists.

Discussing of ideas

S๔, S๗, S๘, S๙, S๑๐: ๔ of ๑๒ students discussed within their groups.

Making friends S๔, S๖, S๘, S๑๑: Some students enjoyed working with friends. Judging S๑, S๒, S๓,…S๑๒: All of them like the way the teacher presents his lesson and the

way he does his activities into small group. Sharing ideas S๒, S๓, S๔, S๗, S๑๐, S๑๑, S๑๒. ๗ of ๑๒ students felt proud to share ideas with

friends. Arguing and compromising

S๒, S๑๑: ๒ of ๑๒ students argued but mostly they compromised.

Questioning & seeking clarification

S๑, S๒, S๕, S๙, S๑๐: ๕ of ๑๒ students asked friends first and if the answers were not clear they asked a teacher.


S๑, S๒, S๕, S๗, S๙, S๑๑, S๑๒: ๗ of ๑๒ students looked for unknown words in a dictionary in advance or asked friends or a teacher.

Offering help S๑, S๒, S๘, S๑๑, S๑๒, Most students offered to share knowledge & ideas & helped friends to make lessons understood & were happy to do so.

Selecting preference

S๑, S๓, S๕, S๖, S๘, S๑๐ S๑๒. Though some students argued, eventually they agreed.

Building confidence

S๑, S๒, S๓, S๔, S๖, S๗, S๙, S๑๐, S๑๑, ๑๒: From frequent talking to their teacher and sometimes with Fulbright teacher, they had confidence.


S๑,… S๑๑: Most students enjoyed working in a small group only a few did not.

206

Thematic Analysis y (๑๙๙Students’ comments Types of learning

R’s appraisal

S๑

Rong

S๒

Non

S๓

Rat

S๔

Pan

S๕

Si

S๖

Pat

S๗

Nich

S๘

Chai

S๙

Ni

S๑๐

Jen

S๑๑

Wut

S๑๒

Prat

Rehearsing and repetition make SS improve their speaking ability

S๒, S๔, S๖, S๗: Some of the students enjoyed practicing speaking English.


S๓, S๖: Some students reviewed their previous knowledge.

Socializing S๑, S๖, S๗: Most students felt good learning to give and to take.

Accepting others’ ideas

S๖, S๗: Good to argue but agree with friends finally.

Transferring knowledge gained from T to friends

S๒, S๓, S๔, S๗, S๑๐, S๑๑, S๑๒: Students not only kept new knowledge but also extended it to friends.

Democratizing their thinking &information

S๑, S๓, S๔, S๕, S๖,…S๑๐: Make a leader & followers.

Making connection with prior learning

S๓, S๔, S๑๐: Most of the time, students with high ability were likely to question their friends, a teacher and a foreign teacher.


S๑, S๖, S๘, S๑๑: Some students tried to use new vocabulary & expressions learned to a new topic.

Being part of a team & caring for others

S๒, S๓, S๔, S๖, S๗, S๑๐, S๑๑, S๑๒: Most of them felt good being part of the team.

Comparing information and choosing

S๑, S๗, S๘, S๙: Some students learnt to compare their information with friends and chose the best solution.

Consolidating information & applying prior

S๑, S๘, S๙: A few students took longer time to build up their confidence in speaking English.

207

knowledge to a new situation Making connection with a group.

S๖, S๗, S๑๐: Tried to help e.g., look for unknown words, answer questions.

rticipants

Students’ comments

xperiential Learning Skills acquired R’s appraisal

S๑

Rong

S๒

Non

S๓

Rat

S๔

Pan

S๕

Si

S๖

Pat

S๗

Nich

S๘

Chai

S๙

Ni

S๑๐

Jen

S๑๑

Wut

S๑๒

Prat

Being brave, building confidence

S๑, S๒, S๓, S๔, S๕, S๖, S๗, S๙, S๑๐, S๑๑: ๙ of ๑๒ said that they felt brave to speak English after talking with a contract teacher and foreign tourists.


S๓, S๖, S๙: Some students took longer than others to master new information.

Accepting others

S๓, S๕, S๖, S๘: Some students made new friends within their own class and with foreign tourists & felt close to one another.


S๑, S๒, S๓, S๔, S๕, S๙: Some students cared when the foreign tourists turned down their requests and they tried to find others who were willing to assist them.


S๓, S๘: Often students had to change their previous knowledge after being told by a contract teacher.

Turn taking & accepting others

S๗, S๘, S๑๐, S๑๑, S๑๒: Some students took turns in speaking & encouraged others to speak.

Negotiating & expressing doubts

S๓, S๖, S๑๐: Some students learnt how to negotiate & most liked to listen to friends & a teacher.

Sharing ideas & listening to others

S๔, S๗, S๘, S๑๐, S๑๑, S๑๒: Some students tried to share ideas & listened to the others’ & finally agreed on the best solution.

An understanding of group process

S๗, S๘, S๙: Students had a better understanding of working in a small group.

208

Deciding & choosing

S๑, S๔, S๖, S๙, S๑๑: Some students felt positive about the group’s decision making and only a few felt upset when their friends disagreed.


S๑, S๗, S๘: After being confident, students expressed themselves more often.


S๒, S๓, S๔, S๖, S๗, S๘, S๙, S๑๐, S๑๒: Most students took part in the activities only a few tried to ride on the wagon or sat still.

Students’ commentse dependent. ๒๑. I work best in a small group.

209

APPENDIX O

Thematic Analysis

Adapted from Baddeley (๑๙๙๒) in Cook & Finlayson (๑๙๙๙).

Reflective Journals Experiential Learning:

ak out as a local guide in

Activities

the

students

worked on

Researcher’s

appraisal

Participant’s

or

Student’s

comment

Types of

learning

Researcher’s

appraisal

Participant’s

or

Student’s

comment

Skills

acquired

Researcher’s

appraisal

Participant’s

or

Student’s

comment

Discussing of ideas

Most of the time, they discussed with friends and sometimes with a teacher.

Reordering existing knowledge

Most participants learnt new things about Tai Phuan’s culture and customs.


They obtained new knowledge and understood the topics better.

Preparing oneself (e.g. pre reading).

Most of the participants studied the topics before hand and found some unknown words in

Arranging information

Some of the participants learn to arrange information from their friends and the teacher’s

Being responsible for the topic assigned (e.g. pre reading)

Most of the participants were responsible for what they had been assigned, looking for

210

advance. guidance. vocabularies in advance and studied the topics.

Sharing ideas Most participants share their ideas with friends.

Transferring knowledge

Some of participants learn how to transfer new knowledge well.


Since the topics vary, participants had to follow the teacher’s instruction carefully.

Arguing and compromising

Only one third of the participants argued about the topics and finally agreed on the best solution.

Democratizing their thinking and information

The majority of participants agreed on the solution they made together.

Turn taking and accepting others

Though they had a leader, they took turns to speak or ask and answer questions.

Offering help Two thirds of the participants were willing to offer help to their friends.

Being part of a team and caring for others

They felt good being part of the team and only a few felt disappointed when some friends did not participate.

An understanding of socialization

Small group work made them understand more about cooperation, and being responsible for a group.

Questioning and seeking clarification

Some participants tried to question their

Making connections with prior learning

Some of them knew very little about Tai

Negotiating and expressing doubts

Some participants tried to negotiate and

211

friends and if they did not fully understand they asked the teacher.

Phuan’s culture and customs; however, after they had learnt they applied those ideas in their daily lives.

express their doubts and eventually the teacher made them clear for their understanding.


Most of them were responsible for their assignment but only a few are ignored responsibility.


Some of them were able to apply new knowledge to a new situation.

Sharing ideas and listening to others.

Most of the participants learnt how to share ideas and listen to the others.

Judging They liked the techniques that the teacher used and most of them enjoyed working in a small group.


Very often the participants did not make their decision before listening to their friends’ opinions as well.


Most of the participants learnt how to select the information from the teacher and their friends.

Praising and encouraging

Two thirds of the participants gave praise to their friends.

Rewarding others

Two thirds of the participants gave and received praise and

Supporting others

One third of the participants tried to encourage their friends

212

also encouraged friends to try again.

to answer the questions and tried to speak English with their friends and the teacher.

Building confidence

Some participants tried to speak English often in order to build up their confidence.

Consolidating information and applying prior knowledge to a new situation

Some of them needed to learn how to apply prior knowledge to a new situation due to their individual differences and their motivation.


Some of the participants tried to express themselves frequently; however, they also let their friends to have a turn.

Becoming a leader and/or follower

For a leader, the same person seemed to dominate and most of them were happy to be followers.

Perceiving the social roles

Most of them knew who acted as a leader so they listened to the leader, however, when making a decision, they let the group decide.

Accepting the roles of self and others

Most of them knew their roles so they did whatever they were told; however, there were always a few who did not understand this social aspect.


Almost all of them learnt to work

Making connections with a group

Due to the closeness in age, the


Most of the participants tried to share

213

together well. group had no difficulty working together and readjusting as a group.

their responsibilities since the final outcome was for the sake of the group’s performance.

a small group. ๒๔. I am often afraid that I may look ridiculous or make a fool of myself in

working in a small group. ๒๕. Working in a small group provides me with good learning strategies.

214

APPENDIX P

Thematic Analysis Adapted from Baddeley (๑๙๙๒) in Cook & Finlayson (๑๙๙๙).

Reflective Journals Experiential Learning: Students’ comments

es interpersonal problems.๒๗. I Activities SS worked on

R’s appraisal

S๑

Rong

S๒

Non

S๓

Rat

S๔

Pan

S๕

Si

S๖

Pat

S๗

Nich

S๘

Chai

S๙

Ni

S๑๐

Jen

S๑๑

Wut

S๑๒

Prat

Discussing of ideas

S๑, S๒, S๓, S๖, S๗, S๘, S๙, S๑๐, S๑๓: Most of the time they discussed with their friends & sometimes with a teacher.

Preparing oneself (e.g. pre reading

S๑, S๒,S๓, S๕, S๘: One third of students studied the topics beforehand & found

unknown words in advance.

Sharing ideas S๑, S๓, S๔, S๕, S๑๑: One third of students shared their ideas with friends especially doing their project work.

Arguing & compromising

S๑: Only one student argued about the topics & finally agreed on the best solution.

Offering help S๑, S๕, S๖: Some students were willing to offer help to their friends such as sharing information for the project work and especially when they went to Pakha National Park, their friends got bitten by land leeches; they helped their friends pulling the leeches out of the foot.

Questioning &seeking clarification

S๑, S๘: Some students tried to question their friends & if they did not

understand, they asked their teacher.


S๒, S๓, S๔, S๕, S๘: One third of students were responsible for their assignments but only a few were ignored responsibility.

Judging S๑. S๓, S๔, S๕, S๖, S๗, S๘, S๙, S๑๐, S๑๒: Most students liked the techniques that teacher used & most of them enjoyed working in a small group.

Praising & encouraging

S๑, S๔, S๑๐: One quarters of students gave praise to their friends.

Building confidence

S๓, S๘, S๑๑: Some students tried to speak English often in order to build up their

confidence.

Becoming a leader and/or followers

S๑, S๔, S๖, S๘, S๙: For a leader the same person seemed to dominate & most of

them were happy to be followers.

215


S๑, S๔, S๖, S๘, S๙: One third of students learnt to work together well.

hy when working in a small group.

๓๕. I get upset when someone i S Students’ comments

tuents’ commoes not help work in a group Types of learning

R’s appraisal

S๑

Rong

S๒

Non

S๓

Rat

S๔

Pan

S๕

Si

S๖

Pat

S๗

Nich

S๘

Chai

S๙

Ni

S๑๐

Jen

S๑๑

Wut

S๑๒

Prat


S๒, S๓, S๔, S๖, S๗, S๘, S๙: Half of students learnt new things about Tai Phuan’s culture and customs.

Arranging information

S๓, S๘: Some students learnt to arrange information from their friends & the teacher’s guidance.

Transferring knowledge

S๓: Some students learnt how to transfer new knowledge well.

Democratizing their thinking &information

S๔, S๖, S๘: Some students agreed on the solution they made together.

Being part of a team & caring for others

S๑, S๓, S๗: They felt good being part of the team & only a few felt disappointed when some friends did not participate.

Making connection with prior learning

S๓, S๑๐: Some students knew very little about Tai Phaun’s culture; however, after they had learnt they applied those ideas in their daily lives.


S๖, S๘, S๙: Some students were able to apply new knowledge to a new situation.


S๔: Very often students did not make their decision before listening to their friends’ opinions as well.

Rewarding others

S๓, S๖, S๗, S๑๐, S๑๑, S๑๒: Half of students gave & received praise & also encouraged friends to try again.

Consolidating information & applying prior knowledge to a new situation

S๑, S๓: Some students needed to learn how to apply prior knowledge to a new situation due to their individual differences and their motivation.

Perceiving the S๔: Most students knew who acted as a leader so they listened to the leader,

216

social roles however, when making a decision, they let the group decide. Making connection with a group.

S๒, S๖, S๘: Due to the closeness in age, the group had no difficulty working together and readjusting as a group.

. ๓๖. I feel proud to volunteer to present a smaroup makes me more

eager to speak Eng Students’ comments Students’ comments

lish with foreigners.๔๐. I feel discourae when I c Skills acquired R’s appraisal

S๑

Rong

S๒

Non

S๓

Rat

S๔

Pan

S๕

Si

S๖

Pat

S๗

Nich

S๘

Chai

S๙

Ni

S๑๐

Jen

S๑๑

Wut

S๑๒

Prat


S๑, S: They obtained new knowledge & understood the topics better.

Being responsible for the topic assigned (e.g. pre reading)

S๑, S๒, S๓, S๕, S๘: Some students were responsible for what they had been assigned so they looked for vocabularies before hand and studied the topics in advance.


S๓, S๔, S๕, S๗, S๘: Since the topics vary, SS had to follow the teacher’s instruction carefully.

Turn taking & accepting others

S๑, S๔, S๖, S๑๑: Though they had a leader, they took turns to speak or ask & answer questions.

An understanding of socialization

S๑, S๔: Small group work made them understand more about cooperation, & being responsible for a group.

Negotiating & expressing doubts

S๓, S๕, S๖: Some students tried to negotiate & express their doubts & eventually the teacher made them clear for their understanding.

Sharing ideas & listening to others

S๑, S๕, S๖, S๘, S๙: One third of students learnt how to share ideas & listen to

the others.


S๓, S๕, S๖: Some students learnt how to select the information from the teacher & their friends.

Supporting S๑, S๓: Some students tried to encourage their friends to answer questions &

217

others tried to speak English with their friends and the teacher. Expressing ideas, opinions frequently

S๔, S๕, S๑๑, S๑๒: Some students tried to express themselves frequently; however, they also let their friends have a turn.

Accepting the roles of self & others

S๑, S๒, S๓, S๔, S๕, S๖, S๘: Most students knew their roles so they did whatever they had been told; however, there were always a few who did not understand this social aspect.


S๑, S๒, S๓, S๔, S๕, S๘: Half of the students tried to share their responsibilities since the final outcome was for the sake of the group’s performance.

annot do what others can when working in a small group.aahdhh Agreeoooo

218

ประมวลภาพประเพณแหชางบวชนาค ต าบลหาดเสยว อ าเภอศรสชนาลย จงหวดสโขทย

ผทจะบวชเตรยมปลงผม

ญาตของผทจะบวชโกนผมใหนาค

219

เตรยมเครองอฐบรขาร

เตรยมตกแตงชางทจะเขาขบวนแหนาค

220

นาคนงบนหลงชางทตกแตงอยางงดงาม

เตรยมขบวนแหออกจากวด แหรอบหมบาน

221

กลองกยหลยซมน าขบวนแห

นาคประนมมอถอสกกจจงและดอกไมธปเทยน นงบนหลงชาง

222

ชาวบานผเขารวมขบวนแหนาค

ขบวนชางน านาคแหไปรอบตลาด

223

ขบวนชางมาถงบรเวณวดหาดเสยว

วงดนตรน าหนาขบวนแหชาง

224

รวขบวนแหนาค น าหนาดวยพานผาไตร

หญงไทยพวนสวมผาซนตนจกถอพานผาไตร

225

นาคนงบนคอชาง แหไปรอบ ๆ ตลาดและหมบาน

เจาปกอบรรพบรษทชาวบานหาดเสยวเคารพสกการบชา

และเปนผสรางวดหาดเสยว

226

นาคเขาสกการะเจาปกอกอนเขาท าพธในโบสถ

นาคและผปกครองรอท าพธในโบสถ

227

นาคมารวมกนทวดหาดเสยวและรบพรจากพระ

ออกจากโบสถ นาคกาวขนหลงชางเขาขบวนแหกลบไปทบาน

228

นาคทจะมาบวชมทงทบรรพชาเปนสามเถรและอปสมบทเปนพระ

สามเณรขอศลจากพระอปชฌาย

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ภาคผนวก - PSRU › ~rdi › files › res_che2553 › ...ภาคผนวก ภาคผนวก A "ST SURVEY QUESTIONNAIRE The Development of Young Local Tour Guides