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Asian International Journal
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Social Sciences
ISSN 2539-6102
Volume 14 Issue 2 April – june 2014
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Produced by the Department of Industrial Education, Faculty of Industrial Education, at the King
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TABLE OF CONTENTS – VOLUME 14 ISSUE 2
Papers/Authors Page
Development of innovation learning center in higher education institution
Narissara Kitipat, Natcha Thawesaengskulthai, and Achara Chandrachai
4 - 23
Computer games improve learning Chinese
Yan Liu, G. Scott Owen, and Rajshekhar Sunderraman
24 - 34
Development of EFL industrial management business related reading
materials for first-year students at the Thai-Nichi Institute of Technology
Bundit Anuyahong
35 - 55
Integrating a sustainable learning culture through English-medium programs
of Thai universities: Reflection from a classroom practice
Supaporn Chalapati and Siriporn Peters
56 - 76
Thai hard-disk drive industry knowledge management: The application of
failure mode and effect analysis
Nuttawut Rojniruttikul and Panuwat Rodchom
77 - 83
A SWOT analysis of Indonesian Teacher Learning Centers
Martinse Constantina Nabu Bois
84 - 103
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Development of innovation learning center in higher education institution
Narissara Kitipat
M.Sc. Candidate
Technopreneurship and Innovation Management Program, Graduate School
Chulalongkorn University, Bangkok, Thailand
Natcha Thawesaengskulthai
Assistant Professor
Department of Industrial Engineering, Faculty of Engineering
Chulalongkorn University, Bangkok, Thailand
Achara Chandrachai
Professor Emeritus
Technopreneurship and Innovation Management Program, Graduate School
Chulalongkorn University, Bangkok, Thailand
Reference to this paper should be made as:
Narissara Kitipat, Natcha Thawesaengskulthai, and Achara Chandrachai
Kitipat, N., Thawesaengskulthai, N., & Chandrachai, A. (2014). Development of innovation
learning center in higher education institution. Asian International Journal of Social Sciences,
14(2), 4 – 23. Retrieved from http://aijss.org/index.php/aijss20140201/
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Abstract
The purposes of this study are to study the requirements of teachers and students toward the
innovation learning center in higher education institution and to study, develop and improve an
innovation learning center model. In this research, innovation development process was used to
specify customers’ requirements, appropriate technology in order to set up a model of innovation
learning center. QFD technique is adopted to translate customers’ need into technical functions
for developed learning center. After that, the model was tested its acceptance level by
questionnaires. The result of the study shows that the model of the innovation learning center
should consist of e-learning system, library system, mobile learning system, database
management system, distance learning and video conference system, service management
system, learning activity management, vote, chat, library, security system, and information
notification. Result from 50 respondents shows 92.6% acceptance level and that the system
would support students’ self-learning. All systems are easily managed; moreover, they are user
friendly, convenient and fast.
Keywords: Innovation, Learning Center, Higher Education Institution, Development, QFD
Introduction
Learning center is an important place because it is a place where the students are allowed to learn
by themselves by joining various kinds of activities and using materials (Kuarnhavej, 1999). At
present, Learning centers have been established prevailingly by the government and private
sector. For the former case, example is learning center established by the government (Ministry
of Information and Communication Technology) whose policy is to spread the knowledge and
information throughout the country for the purpose of reducing the difficulty in order to access
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the information and communication technology. Currently, ICT Community Learning centers
have more than 500 centers nationwide.
There are also learning centers established by private sector such as SE-ED learning center, Live
and learn Learning centers (established by Toshiba (Thailand Co., Ltd.) and K SME Care
knowledge center (SME Learning center for entrepreneur established by Thai Farmer Bank).
For the example outside Thailand, Switzerland Lausanne École polytechnique fédérale de
Lausanne (EPFL) has established Rolex Learning center which is a large learning center with
library, conference room, class room and etc. Setting up a learning center plays an important
role to help students access learning resources on their own and to study whatever according to
their interests. It complies with the guideline of Education Reform Act, National Education year
1999.
The way to create new innovation comes from human development in order to become a person
with complete physical, mentality, morals, intelligence, knowledge and virtue ethics in his life.
This is consistent with the vision of Chulalongkorn University “Morale brings knowledge”. The
research aims to develop a model for innovation learning center with standards and enhancement
for students to learn and develop their skills. Focusing on learners as the center and utilizing
technology in learning process will help envision students and enhance critical thinking. These
are the roots of our idea for developing the innovation learning center; to advance the students’
education by developing their skill levels and; consequently, their quality of life. Moreover, this
can also enhance the society to learn about new innovation which is responded to the
government policy.
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Objectives
1. to study the needs of the teachers and students toward the innovation learning center in higher
education institution
2. to study models of innovation learning center in university in Thailand
3. to develop and adjust the model of innovation learning center
4. to study customers’ acceptance level of the developed innovation learning center
Literature Review
Learning center can be divided into several categories depending on the purpose of establishment
of such learning center. For example, learning center can be divided into 3 groups which are
learning resource center, discipline-based support center, stand–alone learning center (Prager,
1991) Learning center is a place that collects and exhibits learning experience. They also provide
activities and learning material for learners to learn by themselves. (Kuarnhavej, 1999) The
learning center can be inside or outside the classroom but mostly they always set up the learning
center inside the library (Malitong, 1997).
Inside the learning center, there are various learning resources from which students can learn.
They can be divided into the followings
(1) People; individuals who are in the education system
(2) Material; such as books, slides, film, map etc.
(3) Building; such as schoolhouse, classroom, library, auditorium
(4) Tools and equipment; such as computer, copy machine, or even a hammer, nails etc. and
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(5) activities; such as teaching through games, field trips etc. (Ely, 1972).
In addition, there are also activities such as regularly inviting guest speakers to educate students.
(Watthanakuljaroen, 2004) All of these support the learners to learn by themselves or they can
learn together as a group. Activity also can be divided into general activities, individual
activities, group activities, and special activities (Wongladarom, 2008). In addition, the area
inside the learning center needs to be well organized for both learning purpose and service
purpose in order to manage and allocate resources appropriately.
Research Method
The innovation development process conducted in the research is adapted from Ulrich and
Eppinger (2008) together with one of Palumbo, Waggener, Major and Piersol (1997) and the
other of Thannapattiwirot, Promtee and Akatimagool (2010) which can be divided into six stages
as the followings.
Identify the requirement of teachers and students
In this step, we used the questionnaires which contain multiple choices question using likert
scale (1-5) and opened-ended questions that respondents can express their attitudes. The
questionnaire is divided into two parts, one is about respondent’s general information, and the
other part is about the needs in learning and teaching process. Sample group and size is 50
teachers and 50 students from technopreneurship and innovation management program of
Chulalongkorn University by using multistage sampling to select the sample.
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Identify technical requirements for learning center
We used QFD to convert the need of teachers and students into a technical format to identify the
techniques in order to create the innovation learning center. The techniques of quality function
deployment(QFD) (Creative industries research institute, 2008) consists of 10 stages (1)
customer requirement (2) customer importance ratings (3) technical descriptors (4) relationship
matrix (5) absolute importance (6) improvement direction (7) correlation matrix (8) customer
rating of competition (9) technical analysis of the competitor products and (10) target values for
technical descriptors.
Generate the concept of learning center concepts
We used literature reviews, the observation of existing learning centers, In-depth interviews of
15 experts involving in learning centers such as teachers, students who constantly use
technology. Moreover “Black Box Function Diagram and Combination table is used to illustrate
concepts of innovation learning center.
Select the concept of learning center concept
We used Pugh Matrix (Ulrich & Eppinger, 2008) to evaluate the feasibility of operation and
using Weight Sum Method (Ulrich & Eppinger, 2008) to compare the features of each
characteristic and to select the best idea with the most possibility.
Design the prototype
We used sketch pictures and flowchart to describe the process.
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The concept testing and level of acceptance
We used the questionnaires to ask 50 samples, which are the teachers, students, executives, and
directors of the Technopreneurship and Innovation Management program at Chulalongkorn
University by using purposive sampling in selecting samples. Questionnaires are divided into
two parts, the first part is about general information, and the second one is about the level of
acceptance of the innovation learning center.
Research Results
Identify the requirement of teachers and students
We used questionnaires as a tool to ask about the target group’s attitude and the needs towards
the innovation learning center. About the needs, we divided them into 7 areas which are the
needs of:
1) the security control at the entrance door,
2) the attendance checking,
3) sending information through the SMS systems,
4) photocopy service,
5) library service,
6) voting system (in order for teachers to answer questions for students) and
7) other systems for learning and teaching purposes.
From 100 questionnaires, we found out that the need for E-book, E-journal has the highest mean
score of 4.54. The second is the need for reference book about innovation, document, textbooks,
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and textbook about innovation with mean of 4.42. The third is magazine about innovation,
having E-learning with mean of 4.38. And the last one is the need of Mobile learning (M-
Learning) which has the least mean of 2.47.
Identify technical requirements for learning center
QFD results prioritized technical function of innovation learning center as
1) the permission to access information,
2) data searching
3) library service,
4) information notification
5) joint-activities with other universities or other companies or guest speakers,
6) internet service and
7) computer service.
Generate the concept of learning center
We can define Black Box from literature reviews and in-depth interviews as shown in Figure 1
and Figure 2. We can determine the characteristics as follows; the format of self-learning, the
format of communication, the format of other services and the format of activities. In total, there
are 180 possible concept generated as shown in Table 1 and we can design concept of learning
center as shown in Table 2.
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Select the concept of learning center
In this step, we used Pugh Matrix and Weight Sum Method to select the concept as shown in
Table 3 and Table 4.
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From the result of Concept Screening by using Pugh Matrix, we found that concept C has ranked
the 1st, followed by concept B and D, which are ranked the 2nd, and then concept A and E,
which are ranked as the 3rd. Within the same characteristics, we can combine them. So we can
combine concept A and E, and combine concept B and D. And then, we can use Weight Sum
Method to select the concept as shown in Table 4.
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Table 4 Concept Scoring by using Weight Sum Method
From the result of Concept Scoring by using Weight Sum Method, we found that concept BD
has ranked the 1st, followed by concept C and then concept AE. Since each concept has around
the same score, so we would combine 3 concepts together for higher efficiency in learning and
for further developing learning center model.
Design the prototype
This is to design the working characteristics of the system and to create the prototype by
applying the idea we got from the previous process. The design processes are as follows;
Database is a function system which can be used as an intranet within the center and also
outside. There is a specific database system for innovations such as IT, popular innovations such
as NANO Technology. There is also a database for innovations which are the strength of
curriculum such as IPM, type of information including document file, video file and audio file
which can display any object in 360 degree perspective. There is a database for Power point
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slides and video recording any subjects, as well as the edited Videos which summarize only
important parts from the lessons.
E-learning system is the most functional system which students can learn through internet as a
real time, or learn from the history records. There is a channel of communication between
instructors and students where they can chat or exchange their ideas through the web board.
There are power point slides together with video and document which can be downloaded. They
can express opinion, vote, try e-learning online and assess the teaching and learning process as
you can see the example in the website like http://blackboard.it.chula.ac.th/
webapps/portal/frameset.jsp
Library system provides students books related to innovations in the society nowadays such as
Nano technology and other innovations which are the strength of curriculum such as IPM,
Database for E-book and E-journal, up-to-date innovation related document. There is database of
innovation from other universities or other organizations that we have connection with. The
system allows students to find information easily and specifically. General users who are not in
the curriculum can also access the database through VPN, and permission to use can also be set.
The format of classroom and meeting room has the following characteristics; participants can
teach or have meeting as real time without attending the classroom. There are display screens in
front of instructors and participants to present the power point and webcam capturing the
students and instructor’s faces.
Connection with other organizations or other universities can be in the form of joint activities
with other universities, organizations, companies’ entrepreneurs or individuals. There are
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organized short courses for interested individuals. There is also innovation specialist to provide
consulting for individuals or organizations.
The security system functions work such as scanning–in and out at the entrance. There is time
and image recording when people come in and go out. There is time and image recording for
those who attend classes. Students can contact staff easily and quickly.
Activities are for sharing knowledge among teachers and students. Guest speakers can be various
or can be students who have knowledge and experience to share.
Communication has various kinds of forms; sending E-mail to inform the information, or SMS to
release the emergency information, posting on social network to announce information, using
website to display information, or using Chat system to help answer questions instantly.
Counseling service has the characteristics as follows; there is the schedule showing the free time
for each instructor to give advice to the students. There is a teacher assistant in each subject.
Teacher assistants are allowed to answer questions instead of professor. Questions that are
frequently asked in each subject are stored as a database for further use. E-mail can be sent to ask
questions and they would be answered within 7 days.
Learning through mobile has worked as follows; there are choices of “video on demand” and
“Live Broadcast” via mobile, students can download power point file, and view the daily
schedule. The most practical ideas are to develop the format of communication, such as using
MLearning system, sending information via SMS and via the social network, as well as to
develop the format of information such as making the video summarizing the lessons or
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visualizing any picture to be seen 360 degree as shown in the flowchart.
Figure 3 Sending SMS through a web page to inform information
The staff logs in at SMS Alert System in the web page and then, chooses the desired topic (to
confirm classes, to cancel classes, to inform date or plan change, or to confirm the classroom)
and then, send a message.
Figure 4 Using M-Learning in classes Students can access to the website via iPhone, choose to
view “Video on Demand” or “Live Broadcast” and also download the class material as well.
Figure 5 Development of data format
By editing the video to summarize the main idea of the lesson and collecting photograph of
innovation product in order to make 360-degree images.
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The concept testing and level of acceptance
To test the concept of the developed innovation learning center, we used the questionnaire in
which the working process of each system was explained. We also asked for level of acceptance
for each system. The level of acceptance for each system was tested through questionnaire by
asking 50 respondents including 7 teachers and 25 students and 18 general individuals. From the
test, the level of acceptance has shown in Table 5.
From the testing, we found that database and library system have the highest level of acceptance
with the percentage of 100, followed by 98% of having connections with other organizations or
other universities in the form of joint activities and communication. Teaching and learning via
mobile phone has the least level of acceptance of 62% because the respondents think that mobile
screen is too small, so it is not suitable for school use. Conclusion
The developed learning center consists of database system, e-learning system, library system,
and M-learning system. These encourage students to learn by themselves which is consistent
with Nipol Sukpredee (2003) who said that learning center is a place of which atmosphere
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attracts students to come to learn by themselves. A mix of teaching materials and media are
provided to students under the supervision of the instructors.
In addition, learning center composes of classrooms, meeting room, security system, counseling
service, activities and communication, and connection with other universities or other
organizations. The development of innovation learning center has brought the implementation
of SMS system for sending learning information to prevent students and instructors from missing
the important information.
Moreover, the development of data format such as editing the video to summarize the main idea
of the lesson will enable students to understand the lessons quickly and to easily review the
lessons. The development of the product display in 360-degree perspective allows users to see
the product in all aspects. Limitation
This research was conducted only for the Technopreneurship and Innovation Management
program at Chulalongkorn University. It is the program for master degree and doctoral degree,
not for undergraduate. Therefore, the needs may be different from those of the undergraduate and
probably may not be able to be applied in other colleges or other courses. For the application,
further study may be required.
Acknowledgement
We would like to thank you Assistant Professor Dr. Natcha Thawesaengskulthai, our main
advisor and Professor Emeritus Dr. Achara Chandrachai, advisor of joint thesis who has kindly
provided advices, knowledge and idea that are important to researchers. I also respectfully feel
thankful to Assistant Professor Dr. Pongpun Anuntavoranich, the Chairman of thesis
examination, Dr. Jen Sriwattanathamma and Dr. Prakob Koraneekij, Committee of thesis
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examination who kindly gave us suggestions and helped verify the research until this thesis was
successfully finished and has completed its goals.
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References
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:1-11. Ely, D. P. (1972). The field of educational technology: A statement of definition.
Audiovisual Instruction. 17(8), 36–43.
Kuarnhavej, B. (1999). Innovation Education. Bangkok: Chulalongkorn University
ICT Community Learning center by Ministry of information and communication technology.
Malitong, K. (1997). Technology study and innovation. Bangkok: Chulalongkorn University
Press.
Palumbo, A., Waggoner, T., Major, J., & Piersol, B. (1997). Electric and Hybrid
Electric Vehicles: New Product Development through University / Industry Collaboration. IEEE
Xplore.
Prager, C. (1991). Learning Centers for the 1990’s. ERIC Didest. Retrieved from
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/23/3e/ad.
pdf Rolex Learning Center. Rolex Learning Center Documents English Press Release. Retrieved
from http://www.rolexlearningcenter.ch/documents/ENGLISH_PRESS_RELEASE.pdf
Sukkapreedee, N. (2003). Innovation Technology education. Bangkok: Nealnara printing.
Thanaputtiwirot, S., Promtee, A., & Akatimagool, S.. (2010). Development of
PESDEEP Learning Model in the Teaching of Engineering Laboratory of Microwave
Passive Circuits. e-Journal: International Conference on Technical Education (ICTE2009). The
number of learning center list ICT community by Ministry of ICT. Retrieved from
http://www.thaitelecentre.org/main/index.php/2010-08-30-10-08-19
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Ulrich, K. T., & Eppinger, S. D. (2000). Product Design and Development. Singapore: McGraw
Hill. Watthanakuljaroen, T. (2004). A proposed model of learning resource center for Buddhist
Sunday Educational Centers. Ph.d. thesis. Field of study in Education Communications and
Technology, Department of Curriculum, Instruction and Education Technology, Faculty of
Education, Chulalongkorn University.
Wongladarom, V. (2008). A Proposed Model of Music Learning Centers In Higher Education
Institutions. Master thesis. Field of study in Audio-Visual Communications, Department of
Curriculum, Instruction and Education Technology, Faculty of Education, Chulalongkorn
University.
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Computer games improve learning Chinese
Yan Liu, G. Scott Owen, and Rajshekhar Sunderraman
Lecturers
Department of Computer Science
Georgia State University, Atlanta, GA 30302-3994
Reference to this paper should be made as:
Yan Liu, G. Scott Owen, and Rajshekhar Sunderraman
Liu, Y., Owen, G. S., & Sunderraman, R. (2014). Computer games improve learning Chinese.
Asian International Journal of Social Sciences, 14(2), 24 – 34. Retrieved
from http://aijss.org/index.php/aijss20140202/
26
Abstract
Due to the differences between Chinese character system and alphabetic writing system, learning
Chinese character has always been considered difficult for non-native Chinese speakers. This
paper introduces a few computer games developed for research on how computer games can help
instructors and students in Chinese classes. Beginner-students participated in this study are
divided in two groups with one group using computer games and the other without. The results
of the study indicate that the teaching materials with the computer games improved not only
short-term learning results but also long-term learning interests.
Introduction
Along with the development of internet and economics globalization, a second language skill is
necessary in today’s business. In the United States, there has been a burgeoning interest in
learning Chinese in recent years (Sung, & Padilla, 1998). According to a new report, there are
264 K-12 schools offer Chinese class in the United States, and 185 colleges and universities in
the United States now have programs in China (Chinahourly, 2010). Based on a most recent
enrollment survey of “Foreign Language Enrollments in K–12 Public Schools” (ACTFL, 2011)
provided by American Council on The Teaching of Foreign Languages, from school year 2004-
05 to school year 2007-08, more K–12 public school students enrolled in foreign language
courses, the enrollment of Chinese language was the largest increased enrollment by 195 percent
(ACTFL, 2011).
As more and more students in K-12 public schools and western colleges have chosen to learn
Chinese as a foreign Language, “research that focuses on how learners deal with different
orthographic system will be of critical importance”. In our study as part of research for a
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Computer-Assisted Chinese Learning System (CACLS), a computer-game-based Chinese
learning environment is developed to help instructors and students in learning Chinese
efficiently. This environment includes different types of games. The purpose of each game is to
improve one or two capabilities of Listening, Speaking, Reading or recognizing, and Writing in
Chinese. In this paper, one game will be discussed in detail: Treasure Island Game. Other games
will be introduced briefly.
Treasure Island Game Design
The beautiful island is in the middle of the sea. Pirates come to the island from boat in the bay.
Pirates stored uncountable treasures on the Treasure Island. The treasures are protected by secret
codes. Pirates are cautious and change their secret code often. Pirates whisper the code to other
pirates. The adventurer overhears the code and has limited time to use each code to get the
treasure. Pirates are smart and can always find the adventurer if the adventurer does not move.
The pirates follow the foot prints of the adventurer. Therefore, anywhere the adventurer goes, the
pirates can find the trace and follow up.
The pirates always use the shortest path (Dijkstra, 1959) to approaching the adventurer. Objects
such as hill, trees, even treasures can be obstacles, preventing adventurer from moving. Multiple
levels are used for the game. Advanced players can use higher level with more challenge due to
more and smarter pirates and more treasures. Each treasure is marked by a secret code, a Chinese
character. The pirate can use multiple characters to form a meaningful phrase or sentence as the
secret code. The whisper is actually pronouncing the Chinese character.
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The player based on what is heard to move quickly to the treasures, the Chinese characters and
fetch them and in the mean time to avoid from being captured by the pirates.
The design goal of this game is to improve user’s ability of reading and listening of Chinese
characters leaned in Chinese class. Playing the game can be homework. Once the score reaches
certain number, the player is considered finish the homework. In the above Figure 1, the
interface is for one version of the game for one lesson. The adventurer is a panda.
Algorithm Design
There are two characters in the game, the adventurer and the pirate(s). The main algorithm is the
one used for pirate. For the pirates, a modified shortest path algorithm is used. Because the road
has width, the pirate has to follow one side of the road in order to experience the entire path if
necessary to reach the target in shortest path. The direction is adjusted at any point based on the
adventurer’s current location so that the shortest path can be used.
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Step 1: Initialize speed = 2;
Step 2: Compute initial direction based on adventure and pirate locations dx = (xm-x1) / len; dy
= (ym-y1) / len; where xm and ym are adventure current location. xl and yl are pirate current
location. Len is line distance from pirate to adventurer.
Step 3: Keep moving until reach the target For(;;) { Pirate.x += dx*speed; Pirate.y += dy*speed;
If (len < = pirate.width) found the adventurer and break; else find new direction since both pirate
and adventurer may have moved ndx = (xm-x1) / len; ndy = (ym-y1) / len; Check if this direction
can reach target by If yes then use this direction {dx=ndx; dy=ndy} Else { Compute new
direction searching in 180 degrees theta = Math.atan(dy/dx); dTheta = Math.PI / 6.0; var r =
speed; ii=0; for(var i=1; i < 7; i++){ var tx = r*Math.cos(theta + dTheta * i); var ty =
r*Math.sin(theta + dTheta * i); if adventurer is reachable{ ii = I; break; } } if adventurer is
reachable, use this new direction incremental { dx = Math.cos(theta + dTheta * ii); dy =
Math.sin(theta + dTheta * ii); } } else use the other compensation direction incremental { dx =
Math.cos(theta – dTheta*(ii-1)); dy = Math.sin(theta – dTheta*(ii-1)); } } } The Adobe Flash
script implementation of this algorithm is attached in Appendix A. The adventurer is controlled
by the game player. There are no particular algorithms used for it except checking if adventurer
gets treasure or is caught by prates.
Implementation
The Treasure Island game is eventually implemented in Adobe Flash as a 2D animation game.
The treasure as shown in Figure 2 is marked by Chinese characters as secret code and
implemented as a flash movie clip object. The Adobe Flash script implementation of this
algorithm is attached in appendix A. The adventurer is controlled by the game player.
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There are no particular algorithms used for it except checking if adventurer gets treasure or is
caught by prates.
These Chinese characters are entered by Chinese instructors for different excises. For each
session of a game, Chinese characters used are randomly selected from the instructor’s inputs.
The treasure locations are also randomly arranged on the island by the program for each session.
This makes sure that the student player really learns the Chinese character when his or her player
score is high enough. Other objects such as trees, hills, and waterfalls, etc. are also implemented
as movie clips.
Each movie clip is controlled by its own procedure and their behaviors are event-driven by
actions of the player or the pirate. Pre-built movie clips are stored on the web server. Chinese
characters input by the instructor are stored in a database for each class. When a game session
starts, the framework of the game loads the objects and Chinese characters from the web server
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and stores them in local object arrays. The Chinese characters and their pronunciations are made
in sync by naming convention so that appropriate pronunciation is used for each Chinese
character.
Other Games
In order to help student improve listening, speaking, reading, and writing skill, other games are
developed as well, such as Stroke Fighting game and Word Connection games. Stroke fighting
game is developed to help students to learn how to write Chinese characters by practicing the
stroke orders in the game. Since Chinese characters have 2D structures, writing Web Service
Data Base Web Server a Chinese character needs to follow proper order to form a character
properly and efficiently. In the game, a Chinese character is disassembled into strokes.
These strokes are arranged in one line horizontally in random order. They fall down at constant
speed. The player or student will choose a weapon to shoot down the strokes. In order to get
points and shoot down the strokes and win the game, proper order has to follow. The game also
provides the Chinese character writing animation movie clips (Liu, Liu, Owen, & Sunderraman,
32
2007) at the beginning menu part if the student wants to look at how to write first.
Word Connection game is designed to help student on how to connect Chinese characters in
proper order to form a valid sentence.
Student usage experiences
In order to test if the computer games help instructors and students to improve in teaching and
learning Chinese, the computer-game-based Chinese learning environment has been applied into
a Chinese classroom in Kid Chinese program of China-America Language and Culture Exchange
Center. Fourteen students between 6-9 years old have been divided into two groups with seven
students in each group: group G and group N. Group G was taught within computer game based
learning environment; and group N was taught within Noncomputer game environment. They are
all beginners in learning Chinese.
The textbook was used is ‘Chinese Paradise – the Fun Way to Learn Chinese’ for both groups.
Ninety-two new Chinese characters cross twelve chapters were taught in thirty-eight lessons by
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the same instructor in group G and group N. The only difference was that the group G was taught
within the computer game based environment while the group N was taught in traditional
environment.
During the experiment of teaching thirty-eight lessons in the two groups, each lesson lasts one
hour and each chapter was finished in three lessons. In the first lesson of each chapter, the
instructor taught new Chinese characters, and in the following two lessons of each chapter,
students were tested with the Chinese characters learned in the first lesson, and also did other
class practices with the instructor.
The instructor gave the two groups the same class practices material, the same homework for
them to do within different learning environments: computer game based environment and non-
computer game based environment. And at the end of each chapter, the instructor gave a chapter
test to group G and group N. After finishing six chapters, the two groups were given a middle
term exam. Test results for all the tests are summarized as shown below.
Test Results for Each Chapters, Midterm Exam, and Final Exam
From above data, it is found out that the group G with computer-game-based Chinese learning
environment shows better performance consistently than the group N with noncomputer game
based learning Chinese environment.
34
Future work
Since the student feedback and test result are encouraging, more computer games will be
developed in this Computer-Assisted Chinese Learning System (CACLS). The focus will be put
on the following areas. 1. Computer games that will help students to improve reading
comprehension skills. More story contents will be introduced. 2. Computer games that will help
students to improve speaking skills.
Conclusion
This paper presented the research result that the computer games can help instructors and
students to improve performance in learning Chinese. The preliminary survey results show that
students in computer-game-based learning environment receive better grade than students in
traditional learning environment.
35
References
ACTFL (2011). Foreign Language Enrollments in K–12 Public Schools: Are Students Prepared
for a Global Society? American Council on the Teaching of Foreign Languages
(ACTFL)Retrieved from http://tinyurl.com/j2zqkxz
Chinahourly (2010). More schools in the United States, universities offer Chinese courses.
Retrieved from http://www. chinahourly.com
Dijkstra, E. W. (1959). A note on two problems in connexion with graphs. Numerische
Mathematik 1, 269–271.
Liu, Y., Liu, K., Owen, G. S., & Sunderraman, R. (2007). Design and Development of an E-
learning Tool for Children to Learn How to Write the Chinese Words. Innovations in E-learning,
Instruction Technology, Assessment, and Engineering Education, 401-404, DOI: 10.1007/978-1-
4020-6262-9_69
Sung, H., & Padilla, A. (1998). Student motivation, parental attitudes, and involvement in the
learning of Asian languages in elementary and secondary schools. The Modern Language
Journal, 82(2), 205–216.
36
Development of EFL industrial management business related reading materials for first-
year students at the Thai-Nichi Institute of Technology
Bundit Anuyahong
Ph.D. Candidate
College of General Education and Languages
Thai-Nichi Institute of Technology
1771/1 Pattanakarn Road, Suanluang, Suanluang, Bangkok, 10250,
Reference to this paper should be made as:
Bundit Anuyahong
Anuyahong, B. (2014). Development of EFL industrial management business related reading
materials for first-year students at the Thai-Nichi Institute of Technology. Asian International
Journal of Social Sciences, 14(2), 35 – 55. Retrieved
from http://aijss.org/index.php/aijss20140203/
37
Abstract
The purposes of this research were 1) to develop and test efficiency of EFL supplementary
reading materials based on business for the first year industrial management students of Thai-
Nichi Institute of Technology 2) to compare the students’ English reading achievement before
and after using EFL supplementary reading materials based on business for the first year
industrial management students of Thai-Nichi Institute of Technology and 3) to survey the
students’ satisfaction towards the EFL supplementary reading material in 8 units. The subject
consisted of 30 first year Industrial Management students of Thai-Nichi Institute of Technology,
Bangkok, during second academic year 2010. The instruments used for this experiment were 8
units of the EFL supplementary reading materials, the English reading achievement test, and a
questionnaire was used for surveying the subjects’ satisfaction on the efficiency of the
constructed materials. The experimental process and data collection were conducted as follows.
The subjects were given a 30 item English reading achievement pretest. Then, the 8 units of
EFL supplementary reading materials based on business were used for 16 class sessions in 16
weeks. After the completion of each unit, the English reading formative test was administered to
measure the subjects’ English reading achievement and a questionnaire was used for surveying
the subjects’ satisfaction on EFL supplementary reading materials based on business. The t-test
was used to compare the subjects’ English reading achievement before and after using EFL
supplementary reading materials based on business. The average of the eight English reading
formative test scores was compared with the posttest scores in order to determine the efficiency
of the constructed materials. The mean and standard deviation of the questionnaire scores were
used to measure the students’ satisfaction towards the constructed materials. The results of the
study were as follows: 1. The efficiency of the materials was 79.91 for the English reading
38
formative tests and 79.77 for the posttest. Therefore, English reading lessons constructed were
highly effective. 2. The students’ English reading achievement after using the eight English
reading lessons was significantly higher than that before using the eight English reading lessons
constructed at 0.05 level. 3. The students’ satisfaction towards the eight English reading lessons
was highly positive.
Keywords: EFL supplementary reading materials, Industrial Management, TNI
Introduction
In the recent time, Instructional curriculum of foreign language is based on National Education
Act of B.E.2542 section 22 as it stipulated that education shall be based on the principle that all
learners are capable of learning and self-development, and are regarded as being most important.
The teaching-learning process shall aim at enabling the learners to develop themselves at their
own pace and to the best of their potentiality.
Moreover, section 24 in organizing the learning process, educational institutions and agencies
concerned shall provide substance and arrange activities in line with the learners’ interests and
aptitudes, bearing in mind individual differences, provide training in thinking process,
management, how to face various situations and application of knowledge for obviating and
solving problems, organize activities for learners to draw from authentic experience; drill in
practical work for complete mastery; enable learners to think critically and acquire the reading
habit and continuous thirst for knowledge, achieve, in all subjects, a balanced integration of
subject matter, integrity, values, and desirable attributes, enable instructors to create the
ambiance, environment, instructional media, and facilities for learners to learn and be all-round
persons, able to benefit from research as part of the learning process. In so doing, both learners
39
and teachers may learn together from different types of teaching-learning media and other
sources of knowledge, enable individuals to learn at all times and in all places.
Co-operation with parents, guardians, and all parties concerned in the community shall be sought
to develop jointly the learners in accord with their potentiality. Thai-Nichi Institute of
Technology has been operated under the philosophy of “disseminating knowledge and building
economic base”. One of the TNI objectives is to generate human resources who have abilities in
technological advancement and industrial management.
Moreover, TNI concept of program administration is to focus on the students’ language skills-
the students will be able to communicate in Japanese and English. In order to achieve in the TNI
objectives, TNI has provided English for Communication course which are divided into 3 core
courses for students from all faculties as well as provided elective courses for students from
each faculty to enroll (TNI Student Handbook: 2010: 24).
Reading plays a crucial role in our lives. It is so much a part of everyday living that one can
hardly imagine life without it. Reading is also uniquely individual and flexible. In the age of the
Internet and information revolution, reading retains its importance as an essential skill for
learners of any language. For most of them, it is the most important skill to master in order to
ensure success in learning (Alderson, 1984).
However, the interactive model appears to be the most promising in helping to explain the
reading process. It encompasses different types of first-language and second language reading; it
incorporates both bottom-up and top-down processes and recognizes the contribution of both the
reader and the text (Grabe, 1991).
40
The interactive model description recognizes other language factors, which are either taken for
granted in the top-down model or are over emphasized in the bottom-up model. The interactive
model also recognizes reader variables such as background knowledge, prediction, and other
global reading processes which are either unaccounted for in bottom-up models or accounted for
in top-down models for everything about reading. In the past decades, there has been sustained
interest in promoting reading as a significant and viable means of language development for
foreign language (FL) learners (Susser & Robb, 1990).
Reading in English as a foreign language
(EFL) has been greatly emphasized in traditional FL teaching, and until today EFL reading is
the core of instruction in many countries (Susser & Robb, 1990). Today, this instruction focuses
on teaching readers rather than teaching texts (Hass & Flower, 1988). To be more specific, we
now teach reading skills and strategies to understand some elements related to the process like
content, textual features, rhetorical elements, and cultural background (Susser & Robb, 1990).
Teaching-learning English language of TNI students has problem in reading and they also lack of
motivation in reading because instructional contents are not interesting. The contents are not
suitable to culture and to using in daily life of TNI students. Moreover, the problem in teaching
reading was instructional contents because difficulty of content and it was not suitable to recent
situation and the learners were not interested and did not understand culture of language.
Thus, instructional management must depend on learner’s interesting and ability that make
motivation in reading of the learner. The suitable media in teaching-learning English for
industrial management students of TNI is EFL supplementary reading materials. The use of
supplementary material in teaching-learning English is necessary especially when readers face
41
reading texts as it helps avoid the tendency to rely on personal background and situational cues
for interpretation of the text, (Bransford & Johnson, 1972; Oxford, 1990; Grabe, 2004).
In conclusion, the researcher created EFL supplementary reading materials based on business
which passed checking from experts for study improvement in reading of TNI students in second
semester, academic year 2010 and the results derived from research will be guideline in
improvement and development instruction and instructional materials next occasions.
Research Purposes
1. To develop and find effectiveness of EFL supplementary reading materials based on business
for the first year industrial management students of Thai-Nichi Institute of Technology.
2. To compare the ability in English reading of the students before and after using EFL
supplementary reading materials based on business for the first-year industrial management
students of Thai-Nichi Institute of Technology.
3. To study satisfaction in EFL supplementary reading materials based on business for the first-
year industrial management students of Thai-Nichi Institute of Technology.
Research Design
This study was to develop and experiment EFL supplementary reading materials based business
for the first year industrial management students of Thai-Nichi Institute of Technology. It
consisted of both qualitative and quantitative research which had the steps of research processing
as follows.
42
Population and sampling
1. Population is first year Industrial Management students, Thai-Nichi Institute of Technology,
Bangkok in the second semester, academic year 2010, 120 students from 4 classes.
2. Sampling is 30 first year TNI Industrial Management students in the second semester in
academic year 2010 derived from simple random sampling technique.
Variables
Variables in this study were as follows:
1. The ability in English reading of first year Industrial Management students before and after
using EFL supplementary reading materials based on business.
2. The Satisfaction of first year Industrial Management students towards EFL supplementary
reading materials based on business.
Research Instruments
1. Eight lessons of EFL supplementary reading materials based on business for first year
Industrial Management students of Thai-Nichi Institute of Technology.
2. Proficiency test in EFL supplementary reading materials based on business (30 items: 30
scores). The duration of the test was 1 hour.
3. Questionnaire constructed by researcher towards satisfaction on EFL supplementary reading
materials based on business for first year Industrial Management students of Thai- Nichi
Institute of Technology.
43
Construction and Development of Research Instruments
The researcher developed EFL supplementary reading materials based on business and then
constructed the proficiency test in English reading before and after learning EFL supplementary
reading materials based on business as following principles.
Firstly, the researcher studied the objectives of English reading lessons focused on English
reading skills and strategies, especially in reading for main idea, reading for topic sentences,
reading for pronoun reference, reading for fact and opinion, reading for sequencing events,
reading for author’s purposes, reading for preference, and reading for inference.
Secondly, the researcher derived eight topics from the survey of needs questionnaire and
interview the participants about required topics from first year Industrial Management students.
The topics are demonstrated as follows:
Table 1 Mean scores and standard Deviation of the required topics.
Thirdly, these eight topics were modified to suit with first year Industrial Management students
by giving the students vocabulary guideline and meaning, simplifying structures of language,
finding pictures, and applying the contents with EFL supplementary reading materials based on
business. Then, table of content specification was designed by determining the objectives,
contents, topics, reading skill, reading activities, and evaluation.
44
Lastly, the constructed table was examined to test IOC by experts and write script of lesson plans
for all 8 lessons. Each lesson plan composed of learning objectives, topic and contents, reading
activities consisted of Pre-reading activity, While-reading activity and Post-reading
activity. Pre-reading activity emphasized on presenting picture and answering the questions in
order to lead the students to lessons and matching vocabulary with pictures. While-reading was
categorized into 5 groups: True/False; Yes/No Question; Information gap; Matching; and
Sequencing events. Post- reading activity was divided into various types which were Semantic
map, Information table. Lesson test consisted of multiple choice test, sequencing event,
information gap, and question answering.
Proficiency test
Proficiency test was used before and after EFL supplementary reading materials based on
business for first year Industrial Management students. The test was the same set which
consisted of 30 items (30 scores). Time duration for the test was 60 minutes. The researcher
determined the approach of the test as
1) to study the way of constructing proficiency test on EFL supplementary reading materials
based on business for first year Industrial Management students based on textbook, journal and
related research as an outline to create the test,
2) to create table of test specification included the contents of reading skills to achieve the goals
in each lesson,
3) to create one set of proficiency test in English reading followed the table of test specification.
The researcher selected difficulty and discrimination of test (P-R value) derived from standard
45
criteria which consisted of 30 items. Five experts examined corrected and improved accuracy,
validity and reliability of language and contents of the test,
4) to select the test that had the difficulty between 0.20-0.80 and rank of discrimination at 0.20 or
over. The calculation of the test reliability was used K-R 20 by Kuder-Richardson (Khajonsil
2000: 165). Then, proficiency test was used to sampling of the research.
The Satisfaction Questionnaire
The researcher created satisfaction questionnaire in order to investigate satisfaction towards EFL
supplementary reading materials based on business for first year Industrial Management
students from sampling students as 1) to study the outline of constructing questionnaire both
closed-end and opened-end based on Best (1981: 168-183). The questionnaire was separated into
five rating scales as demonstrated by Likert (cited Best 1981: 181). The result of the scores under
0.5 from the experts had to be considered and improved. The data obtained from small group
experiment was analyzed to find reliability by using α-Coefficient formula stated by Cronbach
(1974: 161). Coefficient of reliability was 0.85.
Data Collection
The process of try out
There were three phases of the data collection process on EFL supplementary reading materials
based on business for first year Industrial Management students of Thai-Nichi Institute of
Technology, Bangkok.
46
Phase 1
To apply with one TNI student who was not included in sample in second semester, academic
year 2010. The student had to study EFL supplementary reading materials based on business for
first year Industrial Management students and did the 30 multiple choice test items after that. In
this phase, the researcher enabled to investigate behavior, listen to the student’s point of view as
well as question about the problems during try out both 8 units and the proficiency test.
The result found that the student who involved in try out process of EFL supplementary reading
materials based on business for first year Industrial Management students of Thai-Nichi Institute
of Technology, Bangkok got 65 scores out of 80 from 8 lesson tests which was equal to 81.25%.
For the posttest, the student got 24 scores out of 30 which equal to 80.00%.
Hence, the effectiveness of EFL supplementary reading materials based on business for first year
Industrial Management students was equivalent to 81.25/80.00. The highest scores were from
lesson 1 (Buying and Selling) (89%). On the other hand, the lowest scores were from lesson 8
(Money and Finance) (72 %).
Phase 2
To apply with a small group of 9 students, the students had to study EFL supplementary reading
materials based on business for first year Industrial Management students and did the 30 multiple
choice test items after that. In this phase, the researcher recorded the problems and suggestions in
order to improve lessons to be more effective. The students had to do ability posttest which was
the same set of ability pretest. The scores derived from each lesson and scores from ability
posttest were calculated as 79.44/80.37. It was found that these nine students were able to get
572 scores out of 720 (79.44 %) from lesson tests. For the posttest, the students got 217 scores
47
out of 270 which equal to 80.37%. Hence, the effectiveness of EFL supplementary reading
materials based on business for first year Industrial Management students was equivalent to
79.44/80.37. The highest scores were from lesson 1 (Buying and Selling) (83.55%). On the other
hand, the lowest scores were from lesson 5 (Making Contacts) (71 %).
Phase 3
To apply with sampling of 30 students, the students had to study EFL supplementary reading
materials based on business for first year Industrial Management students and did the 30
multiple choice test items after that. In this phase, the students had to do ability posttest which
was the same set of ability pretest. The time duration was 60 minutes. The researcher, then,
analyzed the scores to find out the lesson effectiveness. The scores derived from each lesson and
scores from ability posttest were calculated as 79.91/79.77. It was found that these30 students
were able to get 1,918 scores out of 2,400 (79.91 %) from lesson tests. For the posttest, the
students got 718 scores out of 900 which equal to 79.77%. Hence, the effectiveness of EFL
supplementary reading materials based on business for first year Industrial Management
students was equivalent to 79.91/79.77. The highest scores were from lesson 1 (Buying and
Selling) (82.00%). On the other hand, the lowest scores were from lesson 8 (Money and Finance)
(69 %).
Data Analysis
1. Analysis to find out lesson effectiveness by using E1/E2 formula followed 75/75 criteria.
2. Comparison the ability in English reading of sampling students between pretest and posttest
by using t-test which was conveyed by SPSS/PC for window XP.
48
3. Data analysis from questionnaire both single item and whole questionnaire which presented a
form of rating scale. These rating scales were calculated to find out mean and standard deviation
and then translated based on criteria developed by Best (1981).
Results
Phase 1: The result of data analysis for finding efficiency of EFL supplementary reading
materials based on business for first year Industrial Management students in order to determined
criteria by experiment with 30 samplings. The processes of this phase were as follows:
The 30 samplings made lesson tests after learning of each unit in 8 units. Then, statistic used in
data analysis consisted of mean (x¯), standard deviation (S.D), percentage and rank order of
scores in each unit. The results found out that lesson tests of EFL supplementary reading
materials based on business for first year Industrial Management students used with the 30
samplings got a high mean score which was over 69% in each unit. The highest score came from
unit 1, Buying and Selling (82%).
However, unit 8, Money and Finance, got the lowest score.
Phase 2: The result of data analysis for comparison the ability in reading English of the 30
samplings before and after learning EFL supplementary reading materials based on business for
first year Industrial Management students.
Table 2 Score comparison between pretest and posttest, standard deviation, difference and t-test
of the 30 samplings.
49
This table highlighted that the posttest scores were higher than pretest scores at Statistical
significance at 0.05 level (Sig = 0.000 < 0.05). The mean score of posttest equaled to 21.63
which was higher than pretest score (9.75 out of 30). The difference score between pretest and
posttest was 11.88 and t-test was 24.620. It indicated that the ability in English reading after
learning EFL supplementary reading materials based on business for first year Industrial
Management students was more effective than before learning which followed hypothesis 2.
Phase 3: The result of data analysis for satisfaction level of the 30 samplings from questionnaire
to EFL supplementary reading materials based on business for first year Industrial Management
students.
The mean scores of all eight units was 4.43 (S.D. =0.58). Consequently, it was summarized that
the highest mean score was on unit 1 (x¯ = 4.59, S.D. =0.46). The second highest mean score
was on unit 3 (x¯ = 4.52, S.D. =0.63). The lowest mean score was on unit 7 (x¯ = 4.19, S.D.
=0.72). In conclusion, the overall mean score of eight units was 4.43 (S.D.= 0.58). It meant that
the point of view of the samplings towards EFL supplementary reading materials based on
business for first year Industrial Management students was ranked as a high satisfaction which
followed hypothesis
Conclusion
According to the study and data analysis, the results of this study were concluded as follows.
1. The efficiency of EFL supplementary reading materials based on business for first year
Industrial Management students in this experiment was 79.91/79.77 which was higher than
determined criteria (75/75). It was demonstrated that EFL supplementary reading materials
50
based on business for first year Industrial Management students of Thai-Nichi Institute of
Technology, Bangkok presented very high effectiveness-that followed hypothesis 1.
2. The ability in English reading after learning EFL supplementary reading materials based on
business for first year Industrial Management students was more effective than before learning
at statistical significance at 0.05 level which followed hypothesis 2.
3. The point of view of the samplings towards EFL supplementary reading materials based on
business for first year Industrial Management students was ranked as a high satisfaction which
followed hypothesis
Discussion
According to the study and data analysis, the results of this study could be discussed as follows.
The result of hypothesis 1 presented the efficiency of EFL supplementary reading materials
based on business for first year Industrial Management students was higher than the determined
criteria. In this way, it might concern with reasons as follows.
The contents of EFL supplementary reading materials based on business for first year Industrial
Management students in 8 units consisted of contents about Business English which the TNI
students was able to analyze the view of knowledge and its background knowledge to
understand the contents. Moreover, the process of reading involves the interaction of some
complex linguistic processes and knowledge bases which can be divided into print decoding and
comprehension processes (Norris & Hoffman, 2002). The decoding processes are informed by
the comprehension processes, which include knowledge of how syntactic structure informs
meaning, knowledge of how different discourse structures organize information, and an ability to
51
relate the propositions derived from print to the reader’s current knowledge and beliefs (Norris &
Hoffman, 2002; Blachowicz & Ogle, 2001).
In addition, the TNI information technology students were familiar with contents of the
instruction because they had background knowledge about it which might cause them to be easy
to understand (Goodman, 1994).
The teaching-learning activity in each unit constructed according to English reading theory from
the view of the experts such as, Williams (1994); Harris and Sipay (1979); Freebody and Luke
(1999) who anticipated that teaching-learning activity consisted of opening the chance of the
learners to study from easy activity to difficult activity in prereading activity and asking the
question in while- reading activity to checking understanding of the learners.
Furthermore, in post- reading stage, the researcher created semantic maps and information chart
to help the learners in filling information in the correct way. Moreover, the learner used
interactive model in reading to complete their reading comprehension. The interactive model is
the interaction between the reader and the text, with which he interacts to create meaning as his
mental processes function together at different levels (Upton, 1997; Carrell, 1987). Furthermore,
reading in a second language is not a monolingual event; second language readers have access to
their first language as they read, and many use it as a strategy to help comprehend a second
language text (Upton, 1997)
Instructional design and development of EFL supplementary reading materials based on business
for first year Industrial Management students conducted in order to experts’ views by determined
objective learning and pre-reading, while-reading and post-reading activity and the contents
about business English. The learners were able to use a reading strategy in learning because
52
comprehending textual discourse structures is an important attribute to the reader’s overall
reading abilities (Trabasso & Bouchard, 2002; Grabe, 2003; Kintsch & Rawson, 2005).
Furthermore, EFL supplementary reading materials based on business in reading comprehension
were developed in order to three types of knowledge that are required for understanding any
reading text. These are: the language knowledge of grammatical structures and rhetorical
convention; background knowledge, which enables readers to fit the new information presented
in the text into their already established framework of knowledge; procedural knowledge that
enables readers to proceed with the reading task. In other words, procedural knowledge is the
awareness of the purpose, the demands and the steps of performing the task and knowing how to
proceed on a task (Vann and Abraham, 1990).
The result of hypothesis 2 presented the ability in English reading after learning EFL
supplementary reading materials based on business for first year Industrial Management students
was more effective than before learning at statistical significance at 0.05 level which might
concern with satisfaction of the learners in learning about interesting topics and required
contents. EFL supplementary reading materials based on business for first year Industrial
Management students integrated teaching English reading with topics about business, which
were familiar by TNI students and the use of EFL supplementary reading materials based on
business has increased students’ comprehension, retention and retrieval of knowledge such as
encoding and note-taking (Kulhavy, Stock, Woodard, & Haygood, 1993; Sadiski, Paivio &
Goetz, 1991; Williams, 1994).
The point of view of the first year TNI Industrial Management students towards EFL
supplementary reading materials based on business for first year Industrial Management students
was ranked as a high satisfaction which followed hypothesis 3. The samplings had a high
53
satisfaction towards English reading instruction because they understood how to use reading
strategies. This was also caused a high reading ability in learning English reading instruction
which related with the statement of the educational theorist, Garner (1987), who reported that a
high reading ability tended to keep the meaning of the passage in mind, read in broad phrases,
skip words, and possess a positive self-concept. Moreover, the knowledge of business can
enhance comprehension and that students can be trained to improve their reading ability (Carrell,
1987; Taylor, 1992; Grabe, 2004; Williams, 1994; Threster, 2004; Pearson & Fielding, 1991).
54
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57
Integrating a sustainable learning culture through English-medium programs of Thai
universities: Reflection from a classroom practice
Supaporn Chalapati
Lecturer
School of Global Studies
Social Science and Planning, RMIT University, Melbourne
Siriporn Peters
Assistant Professor
Department of Architectural Education and Design
Faculty of Industrial Education
King Mongkut’s Institute of Technology Ladkrabang, Bangkok
Reference to this paper should be made as:
Supaporn Chalapati and Siriporn Peters
Chalapati, C., & Peters, S. (2014). Integrating a sustainable learning culture through English-
medium programs of Thai universities: Reflection from a classroom practice. Asian International
Journal of Social Sciences, 14(2), 56 – 76. Retrieved
from http://aijss.org/index.php/aijss20140204
58
Abstract
Internationalising university curricula has become a major priority for many universities in
Thailand. There are different motives for developing English-medium programs among Thai
universities. The emphasis on English language competence of students supersedes concerns
about cultural challenges in a classroom. This paper aims to share and discuss experiences and
evidence of classroom practices. The methodology of this research is qualitative research.
Participatory Action Research was employed as a research approach by using a case study of a
postgraduate program of the Department of Industrial Architectural Education and Design in the
Faculty of Industrial Education at King Mongkut’s Institute of Technology Ladkrabang,
Bangkok, Thailand. The participants were postgraduate students who studied an Advanced
Graphic Design course between 2011-2012. There are three main research outcomes. Firstly,
English language skill is not a significant barrier to the learning processes; however, the
students’ learning attitude towards English-Medium classroom is found to be the major concern.
Secondly, the unique feature of the program is enabling sustainable life-long learners,
independent problem solvers and international professionals in the region. It is recommended
that students should be enabled as sustainable change agents because they are the most
significant stakeholders in the learning process. Finally, there is a need to shift the role of
lecturers to facilitators in order to further students’ learning at each step they have taken both
inside and outside the classroom.
Keywords: Internationalization, learning culture, English-Medium Program, sustainable change
agents, Thai value
59
Introduction
The 21st century is the century of learners; the focus is on learners rather than lecturers. Building
a sustainable learning culture through the current popular English-medium degree programs in
Thailand requires new attitudes of all stakeholders in education. It is about shifts in ways of what
students learn, the way they learn it and how they are taught. Since the aftermath of the 1997
economic crisis, knowledge and skills are recognized as vital to the future of Thai economy.
Internationalisation has integrated in Thai government policy since 1990 in an effort to improve
educational standard and English competency of Thai students.
It also includes the nation’s need to build the nation’s competitiveness in the pace of economic
globalisation challenges. Driven by Thai and international employers from both public and
private sector increasingly seek proof of English ability of university graduates and employees
for their organisations. Thai higher education institutions are currently having more active roles
and working closely with industries in terms of matching demands and supplies of knowledge-
workers (degree qualifications), skilled workers and English-speaking workers as Marginson &
Considine (2000: p5) suggested ‘universities must mirror markets in order to serve
markets’(Marginson & Considine, 2000).
Internationalized curriculum, according to Bremer and van de Wende (1995: p.10), should have
‘an international orientation in content, aimed at preparing students for performing
(professionally and socially) in an international and multicultural context and designed for
domestic students and/or foreign students’(Bremer & van der Wende, 1995). Thus, a university’s
curriculum needs to embrace and sustain national or local values and knowledge systems while
at the same time incorporating the best and most appropriate international ‘bodies of knowledge.’
60
Internationalising university curricula has become a major priority for many Thai universities
and a powerful English language as the lingua franca in higher education is one of significant
factors in an internationalisation process of Thailand. Much research has been done on
curriculum contents, but there have been limited research on how students go about learning in
English-medium degree programs offered by local Thai universities.
In addition, most universities assume that students have learned how to learn when they access to
higher education. The popularity of the establishment of English-medium programs signifies
greater attention being given to the economic dimension of globalization while cultural
dimensions and social development are given less emphasis or even ignored. Therefore, this
paper aims to share experiences and evidence of classroom practices as well as guide teaching
staff in Thai higher education institutions who intend to implement a sustainable learning culture
through English-medium programs in their (program, faculty, department too much use of
program).
This paper draws from a case study of an Advanced Graphic Design course which was offered
between December 2011 and March 2012. This course is a part of the current Master of Science
in Industrial Education (Industrial Design Technology). This paper presents findings of the first
cyclical process. Reflections from classroom practices and observations are also included as
suggestions for further research.
Perceiving a sustainable learning culture in a Thai culture
Most traditional curriculum focused on how the lecturer teaches rather than how students learn.
There has been a paradigm shift taking place, moving the emphasis from teaching to learning and
a more student-centered curriculum. Consequently, the recent change has impacted on the
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curriculum design process with a greater emphasis on student learning, particularly knowledge,
skills and competencies. The focus is on how learners learn.
The Delors’s Report (1996) is still a significant guide for educators to rethink towards the
concept of lifelong learning. Learning is a process and the process of learning to think is a
lifelong learning. There is a need for greater self-knowledge; it requires learners to exercise
greater independence and a stronger sense of personal responsibility. Essentially, learners need to
have freedom to think, judge, feel and imagine in order to participate effectively in a changing
world. Learners’ personal qualities and skills are important to sustain this development.
Consequently, there are increasing global pressures for universities in Asian- Pacific region to
revise academic curriculum contents, especially to priorities English medium education in
science, technology, economic and business management disciplines (Delors, 1996).
Traditionally, teaching staff in universities have focused their efforts on the acquisition and
transmission of knowledge rather than on the processes by which students come to understand
the subject matter being transmitted. It is important to change this emphasis in order to assist
teaching staff to understand how they might involve in the internationalisation of the curriculum,
it is necessary to challenge the way they think about teaching and assisting students’ learning.
The best approach to improving teaching is by studying students’ learning. (Ramsden, 1992).
The improvement of teaching is related to the extent to which teaching staff are prepared to
conceptualise teaching as a process of helping students to ‘change their understanding’ of the
subject matter they are taught. Building a sustainable learning culture from collectivist society
like Thailand requires a ‘new attitude’ of educators to challenge and create an ‘individualistic
learner’ who is prepared to think critically in relation to global, political, economic and social
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issues and trends. Significantly, most ‘individualistic learners’ in the Thai context would have a
sense of their cultural origins and the cultural foundations of their society.
They should be able to conceive the educational and career aspiration from a uniquely Thai
cultural perspective. Culturally defined behaviours of Thai students such as krengjai, choei or jai
yen are however based on status, seniority, power and rank are moulded by these social
relationships (Klausner, 2000). Core concepts of Thai cultural values, perspectives and
behaviours affect teaching and learning practices in the set international scenario within the
(Thai) local context.
One of the most difficult Thai concepts for westerners to understand is the behavioural pattern
defined as ‘krengjai’. Krengjai attitude, one of significant Thai core values often plays a
significant role in a community especially, instructor/lecturer and student relationship. The
students’ relationship to the lecturer is also expressed in the word ‘bun khun’ which means
‘gratitude’, the correct and natural response of the student to the lecturers’ kreng jai (Caiger,
Davies, Leigh, Orton, & Rice, 1994).
It is notable that krengjai is a displayed attitude towards one higher in the rank, social status and
age scale. Klausner explained it as ‘diffidence, deference and consideration merged with respect’
(p.258). Accordingly, students from a collectivist culture tend to avoid confrontation/criticism
with their lecturers. Students also try (every effort) not to cause lecturers to lose face at any
circumstance at school. Thai students’ behaviour of ‘choei’ (uninvolved) and seldom ask
questions in a classroom is very likely to be observed in a Thai classroom.
Different perceptions of lecture-based class of Thai students significantly appear in the behaviour
expected of student towards their lecturers and learning. Thai students have ‘the expectation that
63
university classes will be taught in a lecture format and their expected “response set” is to sit
quietly and listen. Students expect that lecturers/professors’ notes will be written on handouts or
overhead projections, but they expect also to take cursory notes during class’ (George, 1987).
Sanuk (fun, enjoyable) interaction in a classroom setting is another unique Thai attitude towards
both work and play.
This view is often observable in a Thai classroom as ‘sanuk’ implies absorbing and interesting. It
is important for lecturers to conduct their teaching styles in an enjoyable or a fun way in order to
encourage students’ learning and make an interesting classroom atmosphere (Chalapati, 2007).
Methods
This study explored both personal experiences of internationalisation across a wide range of
stakeholder groups. Questions were asked about how English-medium degree programs were
experienced and interpreted by educational policy makers, senior university executives, teaching
staff, and students. Significantly, this study offered scope for authors to reflect upon the research
process and in particular the significance of cultural values in conducting crosscultural research.
While both authors are Thai and many of our research subjects were also Thai, we still
encountered cultural obstacles throughout the research process. This study employed a case
study research methodology using qualitative techniques and emphasizing on the qualitative
approach.
Participatory Action Research (PAR) was a research approach of this study because PAR allows
researchers to actively involve in real-life situations and able to collect the data of a ‘reality’ in
real time. PAR also enables the active participants both academic researchers and participants to
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investigate and examine a problematic situation or action to change it for the better (Kindon,
Pain, & Kesby, 2007; Peters, 2011).
Finally, PAR has empowerment effects on the participants through the process of constructing
and using their own knowledge (Walter, 2009), so that they become life-long learners and
independent problem solvers. The ethnographic data included observation, focus group
interviews and physical artefacts such as photographs and written reports which were created by
the participants. They were used in order to enable the researchers to have a better understanding
of how students’ learn, plan, think and transform their ideas to actions while they were working
outside classroom without the researchers’ supervision.
A Case Study
A case study, which was the principle qualitative research strategy employed in this study,
allows the authors as researchers to gather data on the same subject from a variety of sources to
better reflect the social context in which the research takes place (Merriam, 1998). The Master of
Science in Industrial Education (M.S.I.Ed. in Industrial Design Technology) was chosen as a
case study because it is one of the most well-established postgraduate programs of King
Mongkut’s Institute of Technology Ladkrabang (KMITL), Bangkok, Thailand.
It is a postgraduate program in the Department of Architectural Education and Design, the
Faculty of Industrial Education at KMITL. Significantly this program has been considered to be
offered as a full English-medium program initiative (using English as a sole medium of teaching
and learning). There is an increasing demand by local Thai students and students across the
region, particularly students from Laos.
65
The Advanced Graphic Design course was selected as the key course of this study because it
introduced English as the medium of teaching and learning. This course consisted of both
theories and practices. The class activities were composed of a two-hour lecture about graphic
design principles and theoretical frameworks, two- hours for design practices in classroom under
supervision of the lecturers, and three-hours for self-learning outside the classroom.
This course also required the students to create their own design project; however, the evaluation
was based on group assessments. The students also needed to read from primary sources. The
students of this program are expected to have English proficiency because KMITL requires
prospective students to have GPA above 2.50 when applying for the program. Significantly they
must possess GPA of English courses above 2.75 or a TOEFL (Test of English as a Foreign
Language) score of 61 (Internet Based), or TU-GET (Thammasat University Graduate English
Test) score of 550, or CU-TEP (Chulalongkorn University Test of English Proficiency) score of
500, or IELTS (International English Language Testing System) score of 5.5.
Research Objectives
This case study is a part of KMITL's initiatives for English-medium program establishment. The
main goal of the case study is to investigate how Thai students learn through the English medium
program, so that the teaching staff could have a better understanding of their students learning
approaches, attitudes and behaviors. The study also intends to promote a sustainable learning
culture through English-medium programs of Thai universities.
Research Design
The research procedures had three main phases. The first phase was participant recruitment and
data collection because there are different students studying Advanced Graphic Design each
66
semester. The second phase was class activities which were lecturing and group activities. The
group activities were multiple cyclical processes which consisted of a group discussion for
reflection and planning an action, taking action and observation, and then a group discussion for
reflection and planning an action. The final phase was evaluation. The following presents
activities and findings of each phase.
The first phase: Participants Recruitment and Data Collection
The participants were recruited through the Advanced Graphic Design class. As the course is
offered for the first-year students in the second semester, the participants were required to
undertake this course before submitting their thesis proposal. This course offered two sessions.
The first session was in the morning. It had twenty-five students. The other session was in the
afternoon. It had twenty-four students. As a result, forty-nine participants took part in this
research. Focus group interview in class revealed important information as follows.
Firstly, the participants had different knowledge and skills as they graduated from different
disciplines, such as industrial design education, fine art, and engineering. Some of the
participants had prior knowledge and work experience in graphic design principles and practices.
Almost all of them had work experience in government organizations and the private sector
because they were aged between 25-45 years old. Only a few had no work experience as they
entered the program immediately after they graduated with a bachelor’s degree.
Secondly, the expectation of the participants from the Advanced Graphic Design class was not
very high because not all of them wanted to study this course. However, they had to undertake
the course as it was needed in order to fulfill the requirement of the program.
67
Thirdly, the participants confessed that only a few of them passed the English requirement of
KMITL before they entered the program. However, they could enter the program because
KMITL allowed them to do so conditionally. They were required to pass the English test before
they submitted the proposal of their thesis.
Only students under MOU (Memorandum of understanding) between KMITL and other
academic institutions allowed undertaking two English courses for postgraduate students while
they were studying instead of taking the English tests. After they passed these English courses,
they could submit the proposal of their research project.
Finally, throughout the program the participants were required to read from primary sources such
as journals and books as well as write 300 word abstracts of their thesis. There were no
assessments of their English proficiency. As a result, they did not make any effort to improve
their English skills. The focus group interview enabled the investigator to realize that the
participants had limited prior knowledge, skills, and work experience involving graphic design.
Their expectation from studying this course was not very high. In an attempt to change this
expectation, the following phase was designed to facilitate a learning environment in order to
enable the participants to become long-life learners and independent problem solvers by using
graphic design elements.
The second phase: Class activities
The second phase was class activities which were lecturing and group activities. The group
activities were multiple cyclical processes which consisted of a group discussion for reflection
and planning an action, taking action and observation, and then a group discussion for reflection
68
and planning an action. The main goal was to facilitate the students becoming long-life learners
and independent problem solvers through their own experience.
Based on observation during lecturing in class, the participants were quiet or ‘choei’. There was
no interrupting or asking any questions after the lecturing. They would interact only if the
lecturer asked them questions. When the lecturer worked as a facilitator and used a mind map on
the white broad, the participants had more responses and interaction. This class activity revealed
that the participants did not understand a lot of keywords or technical terms in English, such as
‘design brief’ ‘artwork’, ‘vector’ or ‘bitmap’.
Thus, the participants were assigned to read from recommended books in order to have a better
understanding of keywords or technical terms in graphic design principles and practices.
However, there was no assessment whether the participants studied outside the class or not. The
participants did not make any effort to study extra outside the classroom.
The participant observation during the practice sessions exposed that the participants’
responsibility was very low. The lecturer introduced a new concept in class, such as ‘sustainable
graphic design’ because the participants were expected to use this new concept as a theoretical
framework of their design project. To help them to have a greater understanding, the participants
were assigned to read recommended books and journals as supplementary materials. Their
written report revealed that they did not read the recommended books and journals. They also
were assigned to download Endnote software from the website of the university into their
computer notebook and then brought their notebook to the following class.
Endnote is the software for citation the references in the written report. It is available for KMITL
students. However, they did not download the software into their computer. The focus group
69
interview during the group activities in class also revealed that the participants’ English
proficiency was not sufficient. The lecturer demonstrated how to use Adobe Creative Suite:
Illustrator, Photoshop, and InDesign in class. This is the western software for creating visual
communication and artwork, which is widely used in the printing industries both in Thailand and
other regions. However, they did not continue to learn how to use the software. As they
explained, they did not use this software because they did not understand the meaning of each
word on each panel.
The group activities were composed of a design project and presenting their final design to
external experts in the graphic design field. The participants were assigned to write a proposal
and complete a graphic design project as a group. They were also required to use ‘sustainable
graphic design’ as the theoretical framework. At the end of the semester, they needed to submit a
written report and present their final design through PowerPoint in class. They were encouraged
to select their own group members. Each group should have 4 or 5 members. Each week, the
participants would work together as a group to create ideas and potential solutions. They also
needed to present the progress of their project (see Figure 1).
Figure 1 Environment in class activities
70
The participant observation during the group activities exposed that the participants had a lot of
fun or ‘Sanuk’ working together as a team. They had opportunities to share their experience and
exchange their ideas within the group. They were very pleased with themselves when they could
see the progress of their project.
In the final stage of their project, the participants did not have an opportunity to make their own
decision because the teaching staff made a decision for them. According to the teaching staff,
they would select the final solution as they wanted to show the best work to the external
professors who they invited to do the final evaluation. Even though the participants disagreed
with the teaching staff, they did not argue. They just accepted the final decision without
discussion because they were ‘krengjai’ the teaching staff and would like to pass this course.
The final phase: Evaluation
The final phase is evaluation. This activity was set up as a workshop. The external professors
from different universities were invited to evaluate the participants’ design projects. The
teaching staff were only observers. The observation revealed that the external professors did not
understand that the participants created their new design by using ‘sustainable graphic design’ as
theoretical framework because the participants did not provide this information in their written
report. During the presentation, the participants could not explain why they selected the final
solution because the teaching staff had selected the solution for them. However, they did not
explain that to the external professors either. As a result, most of them felt really frustrated, but
they did not say anything because they were ‘Krengjai’ the teaching staff (see Figure 2).
71
Figure2 Evaluation activities
This evaluation activity made the teaching staff realized that this teaching approach could not
enable the participants to become long-life learners and independent problem solutions because
the participants were not given an opportunity to create their own solutions and make their own
decisions. The participants were not able to be international professionals in the region because
they were not able to access primary sources of knowledge or use western software.
Results and Discussion
The research findings of this study reflected students’ belief and attitude towards the programs
based on their traditions of social, cultural and educational values. These cultural challenges as
Mulder(1997, p.25) highlighted ‘the tendency to shy away from the critical analysis of things’ is
a Thai weakness (Mulder, 1997) and it is commonly agreed by many western scholars.
Significantly, the results reflected the institution’s strategic management and plan for future
English-medium degree program establishments. The first theme of research findings was levels
of English proficiency of the students. English proficiency has become one of the necessary
criterions for university graduates in Thailand and among Thailand’s neighboring countries in
the region.
72
However, having a variation in English language proficiency of university entry standards was
problematic. The students felt that they could not effectively read academic articles written in
English which were provided for their additional reading resources due to their lack of English
reading skills. In addition, students felt reluctant to access international research articles which
are relevant to their subjects of studies and most of which are written in English.
However, it was also found that English language skills is not the only significant barrier of
students’ learning processes, but students’ learning attitude towards English-medium classroom
is found to be the major concern.
The second theme of research findings was the students’ responsibility of learning. Students did
not perceive that they should take the ownership of their own learning processes. It is
recommended that students should be enabled as sustainable change agents because they are the
most significant stakeholders in the learning process. They should be given an opportunity to
create their own ideas and make their own decisions, so that they could become more self-reliant.
Students will be able to sustain and assure both current and future learning performances.
In order to achieve this, there is a need to shift the role of lecturers to facilitators in order to
further students’ learning at each step they have taken both inside and outside the classroom. It is
important that teachers enable students to experience changes in order to increase the students’
abilities to manage future changes. This learning culture is sustainable when students are able to
take ownership of their own learning rather than rely entirely on teachers’ assistance.
The lack of the University’s on-going English language support was the final theme of research
findings. Currently, KMITL does not have an English language learning center where students
can access English language assistance and improve their English proficiency. Moreover, the
73
learning environment in the University does not encourage the students to use English language
both inside and outside the classroom.
Conclusion
Producing quality graduates and raising Thai students’ English proficiency are integral parts of
the policy. It is a challenge faced during the process of bringing practice into the classroom. It
requires teaching staff to not only focus on the content but also the teaching and learning
processes. The teaching staff needs to be more outward looking and internationally and cross-
culturally aware if they are to develop international perspectives in their students.
The emergence of English-medium degree programs in Thailand can be seen as a positive step
towards educating a more globally literate managerial class in Thailand. English language degree
programs in Thailand have however been developed within a Thai speaking environment.
Institutions’ social environments have made it difficult for Thai students and especially for those
future targeted students from Thailand’s neighboring countries such as China, Laos and Vietnam
to express themselves in a regular English-speaking environment, particularly outside the
classroom.
It appears that educational institutions have neither ongoing English language support for
learners nor a compulsory program as a part of their curriculum. This lack of English language
support programs discourages students from using English. Enabling Thai students to be life-
long learners and independent problem solvers is a longterm process. Thai students rarely engage
in critical thinking. They only do what they are told and do not challenge the lecturers or
authorities both inside and outside classroom.
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In order to improve this, teaching staff should provide an environment, opportunity and
encouragement for them to engage in critical thinking through their learning processes both
inside and outside their classroom.
Suggestions for Further Research
To determine student approaches to learning, students will need to be interviewed further in
order to gain a greater level understanding of their approaches and their perceptions to learning.
Acknowledgements
The authors would like to thank the postgraduate students who undertook Advanced Graphic
Design course between 2011 and 2012 for their participation and photographs. The authors also
thank to the anonymous reviewers for their useful suggestions in order to improve this paper.
75
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77
Thai hard-disk drive industry knowledge management: The application of failure mode
and effect analysis
Nuttawut Rojniruttikul
Assistant Professor
Department of Management Science, Administration and Management College
King Mongkut’s Institute of Technology Ladkrabang, Bangkok, Thailand
Panuwat Rodchom
Engineer
HSA Tooling & NPL Development
Western Digital (Thailand) Company limited
This paper should be referenced as:
Nuttawut Rojniruttikul and Panuwat Rodchom
Rojniruttikul, N., & Rodchom, P. (2014). Thai hard-disk drive industry knowledge management:
The application of failure mode and effect analysis. Asian International Journal of Social
Sciences, 14(2), 77 – 83. Retrieved from http://aijss.org/index.php/aijss20140205/
78
Abstract
The objectives of this study were to study level of knowledge toward Failure Mode and Effect
Analysis of Engineer in Hard Disk Drive Industry in Thailand and to compare the level of
knowledge and attitude toward Failure Mode and Effect Analysis of Engineer in Hard Disk
Drive Industry in Thailand classified by the difference in organization factors. A simple random
sampling with a sample size of 347 was conducted. Questionnaire was used as research
instrument to collect data. Statistics used for data analysis were percentage, arithmetic mean,
standard deviation, t-test, One-way ANOVA. The findings were as follow: 1) The engineer’s
knowledge towards Failure Mode and Effect Analysis was considered as high. 2) The engineers
from different departments shown statistically significant difference in the level of knowledge
towards Failure Mode and Effect Analysis at the 0.05 level while the difference in organization
factors shown no statistically significant difference.
Keywords: Failure Mode and Effect Analysis, Hard Disk Drive Industry, Knowledge, Attitude,
Organization factors
Introduction
A failure modes and effects analysis (FMEA), is a procedure in product development and
operations management for analysis of potential failure modes within a system for classification
by the severity and likelihood of the failures. A successful FMEA activity helps a team to
identify potential failure modes based on past experience with similar products or processes,
enabling the team to design those failures out of the system with the minimum of effort and
resource expenditure, thereby reducing development time and costs. It is widely used in
79
manufacturing industries in various phases of the product life cycle and is now increasingly
finding use in the service industry.
Failure modes are any errors or defects in a process, design, or item, especially those that affect
the customer, and can be potential or actual.
Effects analysis refers to studying the consequences of those failures. Therefore, the knowledge
of FMEA plays a crucial role in creating and sustaining competitive advantage especially in hard
disk drive industry. Therefore, the understanding in knowledge management level would provide
the benefit for all organization to effectively manage knowledge.
Research Objective
1. To study the level of knowledge toward Failure Mode and Effect Analysis (FMEA) of
engineer within Hard Disk Drive Industry in Thailand.
2. To compare the knowledge toward Failure Mode and Effect Analysis (FMEA) of engineer
classified by organizational factors.
Conceptual Framework
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Methods
The data for this study were drawn from a random sample of engineer within Hard Disk Drive
Industry in Thailand by using questionnaire as research instruments. The reliability test was
conducted to ensure reliable questionnaire exists before data collection. The results from
reliability test shows the scale have acceptable internal consistency reliability (all Cronbach’s
alpha coefficients more than 0.70).
Results
Table 1 reports percentage among organizational characteristics (communication, training,
organizational culture and reward). The results shown most respondents perceived their
organization had effective communication, effective training, and organic structure. Most of the
respondents belong to engineering and maintenance department.
Table 1 Organizational Characteristics
81
Table 2 reports means, standard deviation, number of sample. The results shown most
respondents have high knowledge of Failure Mode and Effect Analysis (FMEA), approximately
15 score from 20 score.
Table 3 reports Communication, Training, and Organizational Culture. The results shown no
difference in knowledge of engineer regarding Failure Mode and Effect Analysis (FMEA)
associated with communication, training and organizational culture by using t-test. However,
there was statistically significant difference in knowledge of engineer regarding Failure Mode
and Effect Analysis (FMEA) associated with department at the 0.05 level by using One-way
ANOVA test.
Table 3 Communication, Training and Organizational Culture
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Table 4 reports Knowledge Management, Administrative Factor, Technological Factor and
Personal Factor. The results show statistical significant difference in administrative factor,
technological factor and personal factor toward knowledge management at the 0.01 level by
using One-way ANOVA test. All three factors are considered as the important factors to deliver
knowledge management within this institution.
Conclusion
This study has sought to provide answers to research question regarding how knowledge
management work well in hard disk drive industry in Thailand. To answer this question, this
research focused on two aspects: (1) to study the level of knowledge Failure Mode and Effect
Analysis (FMEA) of engineer within Hard Disk Drive Industry in Thailand and (2) to compare
83
the knowledge Failure Mode and Effect Analysis (FMEA) of engineer classified by
organizational factors. The research was conducted by using quantitative analysis techniques (t-
test and One-way ANOVA).
Analysis of data from questionnaires strongly indicated that the level of knowledge Failure
Mode and Effect Analysis (FMEA) was considered as high. Therefore, the organization is
recommended to maintain knowledge management activities in order to sustain the level of
knowledge management. In addition, the evidence in this study suggests the generalization of
knowledge management concept as there is no difference in knowledge management with
respect to the difference in communication, training and organizational culture.
This finding is consistent with most of literature that indicates that knowledge management is
treated as a universal practice. Moreover, the study contributes to the body of knowledge
surrounding knowledge management by revealing the extent to which difference in department is
associated with knowledge management. Therefore, the organization should value the difference
of department and implement internal system to ensure essential knowledge embodies into the
right workforce within each department in the organization.
Future Research
This study used the perceptions of engineer who work in the company on as the data source.
Therefore, the future research should consider other careers in the organization and incorporate
other explicit and tacit knowledge into the study. Finally, the combination of quantitative and
qualitative approach is also recommended in order to provide in-depth understanding of the
interaction among variables in the conceptual framework.
84
References
Blumentritt, R., & Johnston, R. (1999). Towards a strategy for knowledge
management. Technology, Analysis and Strategic Management, 11(3), 287-300.
Davenport, T., & Prusak, L. (1998). Working Knowledge: How Organizations Manage What
They Know. Boston: Harvard Business School Press.
Gherardi, S. (2006). Organizational Knowledge: The Texture of Workplace Learning. Oxford.
Blackwell Publishing. Marquardt, M. (1996). Building the Learning Organization. New York:
Mc.Graw-Hill.
Marquardt, M., & Reynolds. (1994). The Global Learning Organization. New York: IRWIN.
Rojniruttikul, N., & Sangmanee, W. (2010). The Factors Affecting Knowledge
Management: Evidence from King Mongkut’s Institute of Technology Ladkrabang. The
8th International Conference on Developing Real-Life Learning Experiences: Innovation and
Technology Education.
Senge, P. F. (1990). The Fifth Discipline. New Work: Double Day.
Wikesmann, U., Fischer, H., & Wikesmann, M. (2009). Cultural characteristics of
knowledge transfer. Journal of Knowledge Management, 13(6), 464-477.
85
A SWOT analysis of Indonesian Teacher Learning Centers
Martinse Constantina Nabu Bois
Education Studies Lecturer
Education Studies and ICT
Department Sampoerna School of Education, Jakarta, Indonesia
Reference to this paper should be made as:
Martinse Constantina Nabu Bois
Bois, M. C. N. (2014). A SWOT analysis of Indonesian Teacher Learning Centers. Asian
International Journal of Social Sciences, 14(2), 84 - 103. Retrieved
from http://aijss.org/index.php/aijss20140206/
86
Abstract
This study was designed to investigate the extent to which the building and the facilities of TLC
Pasuruan are being utilized by teachers in Pasuruan, a city and district of East Java of Indonesia,
and to generate a SWOT analysis of how the TLC works. Perceptions of the TLC administrators,
who lead and manage the TLC, were obtained as the sources of data. Of eighteen potential
administrators, twelve were involved as the respondents for data collection. The data collection
was carried out using quantitative and qualitative research methods. A questionnaire survey was
used for the former to trace how teachers make use of the building and the facilities of the TLC.
The latter was carried out using interviews and focus group discussions to clarify the former and
to conduct a SWOT analysis on how the TLC has been operated. The findings show that the
teachers have been aware of the benefits they can get from the TLC and have, therefore, utilized
the TLC’s building as well as ICT and library facilities for their professional development. It is
also found from the study that a SWOT analysis on the works of the TLC has already been
generated as a result of a workshop recently held before the study. Yet interviews and
discussions on items of the developed SWOT analysis were conducted to provide a more in-
depth description of the items. It is reasonable to conclude, based on the findings, that even
though there are some areas for improvement, the TLC needs to be maintained as an ongoing
professional learning community for teacher professional development and sustainable
development of education in Pasuruan.
Keywords: TLC Pasuruan, the TLC administrators, perceptions, teacher professional
development, sustainable development of education
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Introduction
Student achievement and teaching quality are inseparable and have become significantly
important in preparing contemporary students for the 21st century, which have, then, put a greater
challenge on teaching profession (Carroll, 2009; Cesarone, 2000; King et al., 2011; Milone,
1996). Contemporary teachers should, therefore, be supported and should not be left alone doing
their job since quality teaching is no longer an individual accomplishment (Carroll, 2009;
Easton, 2008; Servage, 2008; Servage, 2009).
These are the reasons behind the importance of providing teachers with ongoing professional
development activities and enabling them to access and exchange information, skills and
knowledge on an ongoing basis for the betterment of quality teaching practices leading to
improved student achievement (Colbert et al., 2008; Easton, 2008; Fullan, 2006; Garret, 2010;
Gonzales and Vodicka, 2008; Holloway, 2006; Servage, 2008; Servage, 2009).
In Indonesia, there have been a wide range of efforts given on providing best ways to support
ongoing teacher professional development and teaching quality improvement ever since the
implementation of decentralized education service provision. The efforts are not only initiated by
the Indonesian government but also private and donor communities through cascading models of
training and cluster and school-based support, focusing on different aspects of teaching quality
improvement. One of the efforts is initiated by PT HM Sampoerna TBK that offers a model
named Teacher Learning Center (TLC) in Pasuruan, Surabaya and Karawang Districts. The
model has been implemented through a 3-year Memorandum of Understanding (MoU) signed by
the consecutive District/City Education Offices and School Development Outreach (SDO) as the
work unit of Putra Sampoerna Foundation (PSF) in March 2010.
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The three TLCs are designed to be teacher professional learning centers for public and private
primary education (that also include early childhood education and kindergarten) and secondary
education teachers and educators, school principles, and superintendents as the target groups.
The TLCs provide physical spaces for the groups to meet regularly to develop lesson plans and
teaching aids, share teaching resources and methodologies, access online and offline
development materials and tools such as books, educational journals, audio visual materials,
scientific magazines, encyclopedias, instructional materials, and curriculum materials. The TLCs
also provide professional development workshops, offering various topics on school subjects and
pedagogies, and their current related issues. The main purpose of the TLCs is to equip the target
groups as the front liners of education who will make a difference in the schools and education
of the districts.
Given the fact that the three-year funding of the TLCs is coming to an end, a TLC Model
Viability Assessment funded by PT HM Sampoerna TBK was recently conducted in the three
districts to assess the sustainability of the model in the districts, the viability of the model being
adopted in other areas of Indonesia, a comparison to other similarly designed teaching learning
centers that have attempted in the past, as well as a survey of key stakeholders on the perceived
value-added of the existence of the TLCs. Adding to the Assessment were some individual
studies undertaken independently to investigate various aspects of the TLCs. This particular
study is among the studies, investigating the extent to which TLC Pasuruan as one of the TLCs
has been utilized and generating a SWOT analysis of the TLC from the perceptions of its
administrators who oversee management and operational aspects of the TLC.
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Context, methodology, and respondents
The Company Profile of TLC Pasuruan provides the structures of what and how the TLC is
being operated and heading to. It is stated on the Profile that the vision of the TLC is to enhance
teachers’ professionalism and global thinking. The vision is further elaborated in the missions,
which are to provide teachers with access to various learning resources to be more creative and
ready to become teaching and learning facilitators; to provide the access for teachers/educators to
share knowledge to enhance their professionalism; to facilitate teachers to develop their
instructional media; to develop teachers’ skills to apply the appropriate strategies in facilitating
their students to learn; and to create opportunities and challenges for teachers to be more
innovative, creative, and professional. This study was to find out the extent to which the teachers
have utilized the TLC structures and how the works of the TLC are kept in line with the
structures.
The research methods adopted for this study were quantitative and qualitative methods. A
quantitative method enables data collection to be obtained by using instruments with preset
questions and responses to obtain measurable and observable data on variables of a study
(Creswell, 2008). The method was employed in this study by using a questionnaire survey of
such characteristics distributed to 18 administrators as potential respondents. The questionnaire
was used to obtain perceptions of the respondents on how teachers make use of the existence and
the facilities of TLC Pasuruan for their professional development. Attached to every
questionnaire was a letter inviting the respective respondents to attend a particular seminar for
their professional development, which would then be followed by a focus group discussion of the
TLC, where at the same time they could submit the completed questionnaires.
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A qualitative method is used to explore unknown variables of a study by providing a
nonsystematic structure of general questions for participants to generate their responses
(Creswell, 2008). In this study, the method was employed by using interviews and focus group
discussions to clarify unclear information on the completed questionnaires and to do a SWOT
analysis of the works of the TLC. Of 18 possible respondents, 11 at the level of Chairs and 7 at
the level of Units, 12 participated in and contributed their perceptions to this study. The mix
method design was used in this study to build on the strengths of both methods and to create a
powerful mix to analyze any complex phenomenon.
The utilization of building and facilities of TLC Pasuruan by teachers
The utilization of building and facilities of TLC Pasuruan was traced by using a questionnaire of
eight questions. The eight questions are put into three groups for data presentation and
discussions, first being the utilization of the TLC building and facilities for teacher professional
development meetings; second being the utilization of internet access facilities at the TLC; and
third being the utilization of the library at the TLC. Of 18 distributed questionnaires, 12 were
completed and returned.
The Utilization of Building and Facilities of TLC Pasuruan by Teachers for Their
Professional Development Meetings
Eight respondents answered “twice” and the other 4 “more than three times” when responding to
the question being “How often per month do teachers make use of the TLC building and
facilities for professional development meetings?” This indicates quite frequent meetings being
held at the TLC. When the information was further explored through interviews, it was found out
that the teachers of three different groups being kindergarten and early childhood education
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groups, Kelompok Kerja Guru/KKG (primary teachers working groups) and Musyawarah Guru
Mata Pelajaran/MGMP (secondary school subjects teachers’ working group) have their regular
timetables already set for them to meet at the TLC.
The agenda of these meetings varies from planning and developing lessons, teaching methods
and resources to sharing best practices, lessons learned, and recommendations of delivered
lessons. Some evidence/products of these meetings such as developed lesson plans and teaching
resources are displayed in the TLC once a month on a regular basis.
The Utilization of ICT Facilities of TLC Pasuruan by Teachers
All respondents indicated personal e-mail – Yahoo, Google, Hotmail, etc as the most
favorite/most frequently used type of website that teachers use when accessing the internet in the
TLC. The response to the second most was divided into three answers, one being Social Network
– Facebook, Twitter, etc. as indicated by 7 respondents; two being Search Engines – Google as
indicated by 3 respondents; and three being News Online – detik.com, kompas.com, etc. as
indicated by 2 respondents.
Even though no further information was explored on whether the personal email is accessed for
personal or work-related matters, there is a clear indication that the teachers are already aware of
the internet access provided at the TLC and, therefore, make it useful to satisfy their social and
professional needs. Some interviews indicated a rationale behind this that is a letter released by
District and City Education Offices of Pasuruan, two government offices as the partners of the
TLC, early this year.
The letter requires all principals of all secondary schools within the two areas to make it
mandatory for their teachers to become the TLC members to make use of the provided facilities
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and resources. As indicated on the completed questionnaires and later confirmed in the
interviews, all respondents agreed that ICT facilities in the TLC have already met technology
needs of teachers. However, when asked whether the teachers have any difficulty in using the
facilities or in accessing the TLC website portal for information sharing, there were 4 “yes” and
8 “no” answers. Further interviews of the latter answers indicated that the difficulties are
encountered by some teachers who have just become members of the TLC and, therefore, need a
catch up on how to use the facilities.
The Utilization of Library of TLC Pasuruan by Teachers
The rest of the questions were to identify the utilization of the TLC’s library by teachers. In
response to the question being “How often per week do teachers visit the TLC’s library?”, 6
respondents answered “more than three times”, 4 “once”, and 2 “twice”. To the next question on
the length of time spent by teachers in the library, 8 respondents answered “1-2 hours”, 3 “30
minutes to 1 hour”, and 1 “more than 2 hours”. All respondents answered “yes” to the question
whether books on teaching and learning are the books mostly read by the teachers. The relatively
frequent visit to and the sufficient amount of time spent in the library, and the books on teaching
and learning being indicated as the books mostly read by teachers can lead to an assumption that
they have best utilized the existence of the library and its resources for their professional
development. One last question was to identify whether there are types of books teachers need
but have not been provided by the TLC. Six respondents answered “yes” and the other six “no”.
An equal balance between the two answers indicates that half the respondents believed that there
is no need to provide additional books at the TLC since the available ones are already sufficient.
Yet the other half came up with the opposite statement that the TLC still needs to provide
additional Encyclopedias of more various topics and more books on leadership and management,
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technology and IT, scientific writing, statistics, education journals, scientific dictionaries,
scientific articles, and vocational education.
A SWOT Analysis of how TLC Pasuruan works
A focus group study is defined as one of the best methods to collect information about a topic
from a group of people of common characteristics (Krueger and Casey, 2000 cited in Flanigan,
2007). There has been an increasing movement on the use of focus groups in program
assessment to provide a feedback system as a guideline for the program and a basis for ongoing
improvement (Ansay et al., 2004).
These were the rationale behind the original design of the study to apply a focus group
discussion (FGD) to generate a SWOT analysis of how TLC Pasuruan works. It was expected
that an overall picture of the TLC could be generated through the SWOT analysis. However, it
was unknown prior to the FGD session that the intended SWOT analysis has been recently
developed at a stakeholders workshop.
The session was, therefore, conducted differently from the original plan. Some FGDs of different
groups of respondents were carried out to get an agreement that all items on the developed
SWOT analysis are still valid in representing the present picture of the works of the TLC, and to
obtain more in-depth understanding of each item. Results from the discussions shared the same
voice that the SWOT Analysis still represents the overall picture of the TLC. Followings are the
items of the SWOT analysis, each followed by some discussions as obtained from the
respondents.
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Strengths (Internal Positive) Sufficient number of capable, professional, full-time staff
The TLC has 11 administrators at the Chairs level and 7 at Units level (Boards of Founders,
Supervisors, and Advisers are not included). For the Chairs level, there are 1 Chair, 2 TLC
Coordinators, 4 Deputy Chairs, 2 Secretaries, and 2 Treasurers. For the Units level, there are 2
administrators each for Quality and Human Resources Improvement Unit, Research and
Development Unit and Collaboration and Community Relations Unit, and 1 for Media/Structure
and Infrastructure Unit. Of all administrators, only TLC Coordinators that are employed as full-
timers and receive monthly payment from SDO – PSF. They are based at the TLC and have a
full control on the TLC operational activities on a daily basis.
The other administrators are government officers and work for the TLC on a need basis. The
present full-times are identified as capable and professional in doing their job. They are strong
assets of the TLC.
Available internet access
Internet can be accessed from 5 personal computer units that are available at the TLC. The
access is only granted for the members that have membership cards. Becoming a member of the
TLC is quite easy.
One prospective member is only required to complete a provided form and get it submitted along
with 3 colored photos, a copy of ID card, a recommendation letter from principal/head of office,
and administration fee of IDR 10,000. It is free of charge for the membership card holders to
access the personal computers and internet; yet, they are charged a reasonable/cheaper amount of
money when using other ICT facilities such as facsimile, printer, scanner and photocopy
machines. The membership card holders also have free access (with some technical rules) to
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collections of books and non-book materials in the library. Detailed information on these is
documented as a file on Rules for TLC Pasuruan Members that is provided at the TLC for
everyone to know.
Sufficient professional books as reading references
Sixty books in English and 175 in Indonesian are currently housed in the library; encyclopedias
and dictionaries are included in the number. The books are on different fields of study. To name
a few, there are books on educational research, teacher and teaching, curriculum, finance in
education, mathematics, and special education. Other 60 English books are on delivery. Besides
collections of books, the library also has collections of magazines, newspapers and journals as
well as non-book materials such as DVDs, VCDs, CD-ROM, and audio cassettes of different
topics.
Available instructional media
The instructional media here refers to materials that help teachers teach and students learn. It
includes traditional media such as board markers, markers, papers, charts, and pictures. It also
includes newer materials such as computer programs and/or softwares, DVDs, VCDs, CDROM
and audio cassettes. These materials are made available for teachers to access at the TLC.
Sufficient support, including funding, from the stakeholders
The TLC is financially funded by PT HMS ever since the signing of the MoU in March 2010.
The funding covers operation and maintenance costs of the TLC. They include monthly
operational costs to cover telephone, internet/speedy and office supplies bills, and monthly
payment for the two TLC Coordinators. The electricity and water bills are excluded. The former
is covered by the District Education Office and the latter is unnecessary as the Office has
96
provided a well as the source of water for the TLC. The TLC and the two Education Offices of
Pasuruan also provide financial support when hosting workshops to cover food, beverage and
transportation allowances for the participants.
High enthusiasm of the educators, principals and supervisors to participate and support
There is a strong indication among all respondents that the educators, principals, and supervisors
are very enthusiastic to get involved and contribute to the works of the TLC. It is not only
because of the letter released by the two Education Offices of Pasuruan but also because they
have seen the good works the TLC has provided for teachers and educators within the areas.
Strategic location of the TLC makes it easier for everybody to visit
The TLC is strategically located at the District Education Office of Pasuruan as it is accessible. It
is also strategic when it comes to the term sustainability as it is a way of maintaining the Office’s
commitment to support the TLC. Besides, teachers can double the value of their visit to either the
TLC or the Education Office. If they intend to visit the Education Office, for example, they can
also drop in to the TLC, or vice versa.
Weaknesses (Internal Negative) The full-timers are still needed
As already discussed on the strength section, there are only two full-timers at the TLC. It is
believed that the TLC requires more, considering the normal workload at the TLC especially
when hosting workshops and the needs to enhance teacher professional development in
Pasuruan. More full-timers are needed to enhance the work performance of Units Level since
teacher professional development begins at this very level that requires more attention. There is
still a gap on this at the TLC.
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There is no other TLC in other regencies to look up to as references or models
The TLC is referred to as the first center in Indonesia that embraces teachers and educators of all
educational levels to meet and work together to improve their professional competencies. Being
the first makes it difficult for the TLC to have a role model of how to best manage and operate
the TLC.
Lack of competences/skills to use or operate the ICT media
Even though the availability of instructional media is identified as one of the strengths, a
weakness still remains. Teachers are identified as less competent in utilizing the available media.
More professional development on this aspect is required.
Available books/references are in English – not many people can make use of them
Almost half of the collections of books in the TLC’s library are in English and many teachers are
not at the English proficiency level that enables them to utilize the books.
The management system has just been started
The TLC was officially established in April 2010 and the management system has been
established ever since. It is still in the process of attempting to accommodate the needs of the
members and contribute to the improvement of its organizational needs and directions as
outlined on the vision and missions.
Opportunities (External Positive) Many teachers have been trained by Sampoerna School of
Education (SSE)
The TLC has a huge numbers of teachers as members and it is indicated that many of them have
been trained by SSE through the TLC programs. It is a positive indication, meaning that the
98
teachers are the potential assets for the TLC to help provide assistance in developing and/or
delivering future teacher professional development. It is also indicated that the teachers can be
agents of change of improved teaching and learning practices in their schools and networks.
Another indication is that the TLC can maintain collaborative work with SSE for its ongoing
teacher professional development.
Real support is provided by the Pasuruan local goverments at district and city levels A
real support is obviously shown by the local governments through the two Education Offices of
Pasuruan when both releasing a letter to all secondary school principals, obligating them to
obligate their teachers to be members of the TLC. Another real support is proven through the
shared bills for the monthly operational costs of the TLC. Support in terms of motivation is also
given by the offices by showing their good will to work collaboratively with the TLC
coordinators in organizing workshops or other professional development events for teachers.
Support from Sampoerna School of Education (SSE) professionals and academics
SSE is a teacher education institution run by PSF that provides assistance to the TLC by sending
its professionals and academics to support and/or deliver workshops and academic or
professional sharing sessions for teachers. The researchers of the TLC Model Viability
Assessment, which includes the writer of this paper, are from SSE.
Support from many educators
The TLC is not only a place and a forum for knowledge sharing among teachers but also
between teachers and educators, namely principals, superintendents, lecturers, education staff,
and education practitioners from government and non-government organizations. They get
involved in the TLC activities as workshop facilitators of different topics on education.
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Career enhancement through Classroom Action Research (CAR) facilitated by TLC
CAR workshops have been carried out by the TLC for teachers, aiming at assisting them to do
action research in their classroom and produce scientific reports. The reports can be used to
obtain credits for certification to get their academic rank promoted to move forward on their
career enhancement pathway.
Increasing demand from the society on education quality improvement
Nowadays, there is a common agreement worldwide that education quality improvement,
especially in teaching and learning, has become significantly important (Brooks-Young, 2005;
Carroll, 2009; Cesarone, 2000; King, Williams, & Warren, 2011; Milone, 1996). This has
increased the demand on teachers and educators to improve their work performance and have
opened opportunities for the TLC in providing professional development activities to help its
teachers and educators meet the demands.
Threats (External Negative) The use of TLC facilities is free of charge – ongoing costs for the
maintenance of the facilities?
Besides facsimile, printer, scanner and photocopy machines, the other TLC facilities are free of
charge. There is a concern on the ongoing costs for the maintenance of the facilities when the
TLC is not fully funded as it is now. Will the TLC survive and be able to carry on with the
activities it is now doing and is planning to do? There is no definite answer to the question.
Teachers being unfamiliar with independent learning
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Teaching and learning methods of the 21st century require teachers to be facilitators for their
students to learn independently. Teachers of the TLC have acknowledged their lack of skills and
knowledge to be the teachers of this type.
Political change in the local governments and its impact on the sustainability of the TLC
Some TLC administrators who are the staff of the two Education Offices of Pasuruan have
confirmed the readiness of the offices to take on the TLC activities. However, there is still a
slight concern if the officials at the offices that currently support the TLC activities will someday
be replaced with the new ones. They might be unfamiliar with the TLC and might develop new
policies that do not support the TLC as expected. This might, then, impact on the sustainability
of the TLC.
Lack of entrepreneur skills among the members
There is an indication that teachers of the TLC require more knowledge and skills on
entrepreneurship. Entrepreneurship education has been included in the education curriculum but
the materials are limited only on the basic level of introducing norms or values of
entrepreneurship and have not yet got to the level of relating the norms or values to the real daily
life.
Teachers teaching hours versus TLC working hours
Most teachers of the TLC have long teaching hours per day that limit their time availability to
get involved in the TLC activities. Their teaching schedules and those of the TLC activities often
crash, leaving them with difficult situation to choose either one to prioritize.
Only 3 year-financial supports from 2010 to 2012
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The TLC is only funded for three years from 2010 to 2012 and, even though there is a strong
indication that the two offices will take on the TLC activities after 2012, there is still some
uncertainty about this.
Conclusion
This paper has presented the perceptions of TLC Pasuruan administrators, who play the leading
and managing roles of the existence and the operational aspects of the TLC, on how the TLC’s
building and facilities are being utilized by its teachers and how the TLC has performed its work.
It is identified that the teachers have well utilized the TLC’s building and facilities for their
professional development as they have set regular meetings at the TLC for that purpose. It is also
identified that the ICT facilities have been well utilized by the teachers as indicated from the
frequent use of internet access at the TLC for their personal and professional matters.
Even though the administrators believe that the ICT facilities have met the technology needs of
the teachers, a need of workshops on using the ICT facilities especially for those who have just
become the TLC members is identified.
There is another indication that the teachers have well utilized the TLC’s library and its
resources, which is indicated from their frequent visit to and the length of time spent in the
library. It is also indicated that the collections of books being mostly on teaching and learning
have met the teachers’ needs of professional books.
Yet, a number of topics for future provision of books are listed by the administrators, assuming
that the books are potentially needed by its teachers and educators. This paper has also presented
a descriptive SWOT analysis of how the TLC works, outlining the strengths, weaknesses,
opportunities and threats of the TLC.
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Based on the findings, a final conclusion can be made that the TLC has benefited its teachers and
its existence is, therefore, required for ongoing teacher professional development towards
sustainable development of education in Pasuruan.
103
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