416 Available online at www.buuconference.buu.ac.th The 5 th Burapha University International Conference 2016 Harmonization of Knowledge towards the Betterment of Society Applying ADDIE Model for Research and Development: An Analysis Phase of Communicative Language of 9 Grad Students Noppadol Prammanee * Faculty of Technical Education, Rajamangala University of Technology Thanyaburi, 39 Moo 1, Rangsit-Nakhonnayok Rd. Klong 6, Thanyaburi Pathum Thani, Thailand 12110 Abstract This study used Analysis Phase, which is an initial step of ADDIE model, for conducting research and development. The author used Analysis Phase for analyzing the communicative language problems that have existed with Thai students for numbers of years. The author interviewed 14 English teachers and 35 participants (9th grade students) in the central region and the eastern region of Thailand. This study used open-ended questions to interview the problems that 9th grade students have faced in communicative language. The results of the study showed that students should have knowledge and skills in grammar, vocabulary, listening, and speaking in order to have communicative language. However, it is difficult for them to have a conversation because they lack an opportunity to practice listening and speaking skills. The author will use the results of this research to conduct the other four steps of ADDIE model for developing educational innovation to overcome the problems in learning communicative language. 2016 Published by Burapha University. Keywords: ADDIE Model; Instructional Design; Research and Development (R&D) * Noppadol Prammanee. Tel.: +668-9519-9804; fax: +662-549-3209 E-mail address: noppadol_p@rmutt.ac.th.
1. Introduction Proceedings of the Burapha University International Conference 2016, 28-29 July 2016, Bangsaen, Chonburi, Thailand This paper is an application of the ADDIE model to conduct research and development (R&D) systematically. The ADDIE model includes five steps for conducting R&D. This paper focuses only on the initial part of the ADDIE model, which is called Analysis. The Analysis phase discussed in this paper consists of six steps which help the researcher to verify and validate the problems that have existed with the Thai students in communicative language. A qualitative research is used for data collection and data analysis. Later the author will apply the other four phases to develop educational innovation for helping students to communicate in English. Even though the researcher understands the problems, the researcher still cannot simply develop educational innovation that will apply to this type of students. Therefore, the author will gradually conduct each step in order to ensure that some issues will not be overlooked. 1.1. Research and Development Processes Semakhun (2552) defined research and development (R&D) as the design of new products using a research process and evaluating the products before releasing them (p. 97); while Gall, Borg, and Gall, (1996) defined educational research and development as an industry-based development model in which the findings of research are used to design new products and procedures (p. 712). They went on to say that the products and procedures have to be evaluated and improved until they meet criteria. In addition to the ADDIE model, Dick, Carey, and Carey (2001) have a model which is also widely used as a framework for R&D in developing instructional programs. That model has ten steps as follows: 1. Identify instructional goals 2. Conduct instructional analysis 3. Identify entry behavior, characteristics 4. Write performance objectives 5. Develop assessment instruments 6. Develop instructional strategies 7. Develop and select instructional materials 8. Design and conduct formative evaluation 9. Revise instruction 10. Design and conduct summative evaluation 1.2. The ADDIE Model for Research and Development A A I I E D D D Figure 1. Core elements of instructional development. Adopted and modified from Gustafson and Branch (2002) 417
Prior to discussing how to apply ADDIE model for the R&D processes the author needs to explain Figure 1 as follows: A = Analysis D = Design D = Development I = Implementation E = Evaluation Figure 1 explains relationships of the ADDIE model which every phase requires revision. The reason of keeping the revision is that ADDIE model pays close attention to the review of concepts. The revision step can be done by asking experts in a particular field to review whether the designer has done each step properly. If not, he or she has to revise before moving on to the next step. The author believes that the revision can guarantee a properly designed project. 1. Analysis consists of: 1.1 Problem analysis 1.2 Learner analysis 1.3 Content analysis 1.4 Instructional analysis 1.5 Identify instructional goals 1.6 Experts review and revision 2 Design consists of: 2.1 Writing behavioral objectives 2.2 Selecting evaluation and measurement tools 2.3 Designing instructional strategies 2.4 Selecting Media and instructional material 2.5 Experts review and revision or formative evaluation 3 Development consists of: 3.1 Developing evaluation instruction 3.2 Developing instructional media and materials 3.3 Developing lesson plans 3.4 Developing guides for instructors and learners 3.5 Experts review and Revision or formative evaluation 4 Implementation 4.1 Prepare presentation strategies 4.2 Individual try out 4.3 Small group try out 4.4 Field trial 4.5 Experts review and revision or formative evaluation 5 Evaluation consists of: 5.1 Data gathering or data collection 5.2 Summative evaluation 1.3. Analysis Processes An analysis phase consists of: 1.1 Problem analysis 1.2 Learner analysis 418
1.3 Content analysis 1.4 Instructional analysis 1.5 Identify instructional goals 1.6 Experts review and revision An analysis stage begins with problem analysis, learner analysis, content analysis, instructional analysis, identify instructional goals, and finally the experts review and revision. The results of problem analysis and learner analysis can generate the content analysis, instructional analysis, and identify instructional goals. After completed with these analysis phases, the researcher asked experts to review in order to ensure the quality of the analysis phase. This research used open ended questions to interview 14 teachers and 35 participants (9th grade students) in the central educational region and the eastern educational region of Thailand. The interview questions related to the problems in communicative language. 1.4. Results of problem analysis and learner analysis The results of analysis phases found several themes and sub-categories as shown in Table 1. Table 1. Themes and sub-categories of the study Themes 1. What students should know first? 2. How to teach grammar? 3. How to teach vocabulary? 4. How to teach listening and speaking skills? 5. The challenge of learning communicative language 6. Suggestions on learning communicative language Sub-categories Grammar Vocabulary Listening Speaking Memorize the grammar rules Provide some examples Construct a sentence Use learning activities Explain the meanings Memorize vocabularies Use vocabulary for constructing a sentence Apply vocabulary in daily life Watch the movies and listening to the music Learn from the native speakers or international teachers Practice constructing a sentence Apply in daily life Role play Simulation Hard to pronounce Hard to understand the pronunciation Cannot remember the grammar Cannot combine the sentences The limitation of vocabularies Shy to talk Explain and check learning progress Memorize vocabularies and grammar rules Listen to the music, read books, and watch movies Use games for teaching Use foreigner teachers Use field trip, organize English camp, and go abroad Try to communicate in English 419
This study found 5 themes: 1) what students should know first, 2) how to teach grammar, 3) how to teach vocabulary, 4) how to teach listening and speaking skills, 5) the challenge of learning communicative language, and 6) suggestions on learning communicative language. 1. What the students should know first? Theme 1 What students should know first consists of: (1) grammar, (2) vocabulary, (3) listening, and (4) speaking. Several students have problems with grammar, vocabulary, and speaking skills. Most of them need teachers to teach grammar and vocabulary by using real world situations, such as learning-by-doing, study visit, and memorize and pronounce new words. Many students indicated that to force our brain for memorizing the grammar and vocabulary is very painful. Over time we forgot what we have memorized because we have very few chances to practice grammar and vocabulary. One student explained that we keep memorizing grammar and vocabulary, we hardly apply them I m bored when attending English class. I have to listen to my teacher read a paragraph ask students to read, translate, and find the new words very rarely to apply what we have learned For the listening and speaking skills, most students said that they lack of listening and speaking skills. Most of them agreed that they do not have opportunity to practice listening and speaking skills. One student replied that even in English class we hardly listen to English language the majority of discussion is in Thai. How can I learn how to communicate? 2. How to teach grammar? Theme 2 How to teach grammar consists of: (1) memorize the grammar rules, (2) provide some examples (3), construct a sentence, and (4) use learning activities. Many students said that after teachers have taught the grammar, students have to memorize the rules. One student said that use mind map is one of the tools that help me to learn grammar. While one student mentioned that using picture is also help me to learn English grammar. Teachers said that they provide some examples related to grammar that students have learned. The results of the open-ended interview indicated that every student found that having examples related to what they have learned about grammar is very helpful in learning grammar. Teachers stated that after students understand grammar they can practice constructing sentences. Many students need teachers to use a variety of activities for learning English grammar. One teacher said first of all students have to understand grammar present tense is one of the most important tenses. She went on and stated that to provide examples that are related to the daily life of students will be helpful for learning 3. How to teach vocabulary? Theme 3 how to teach vocabulary includes: (1) explain the meaning, (2) memorize vocabularies, (3) use vocabulary for constructing a sentence, and (4) apply vocabulary in daily life. The results of the open-ended interview revealed that most students want teachers to explain the meaning of the new words. Every teacher also uses this strategy to teach vocabulary because students can memorize the meaning of the new words. Based on this statement, every student learns new vocabulary by memorizing. The researcher learned that most students learn a new vocabulary by using the words to construct a sentence and they will remember these words for a long time. Most teachers confirmed that they asked students to practice constructing a sentence once they know the meaning of the words. Most students and teachers said that one of the best strategies for learning vocabulary is to apply vocabulary in daily life. Some students said that they feel embarrassed when they use wrong words to express something. One teacher said her teaching strategy is : 1) pronounce the vocabulary, 2) explain the meaning, and 3) provide some examples of 420
sentences that use a particular vocabulary the best way to remember vocabularies is to apply and practice more often. 4. How to teach listening and speaking skills? Theme 4 How to teach listening and speaking included: (1) watch the movies and listening to the music, (2) learn from the native speakers or international teachers, (3) practice constructing a sentence, (4) apply in daily life, (5) role play, and (6) simulation. Most teachers and students agreed that listening and speaking skills are not easy to learn because it takes time. Several teachers said that to watch the movie and listening to the music could be helpful for students to learn little by little until they get used to the patterns of English. There is one teacher who added that the best way to learn listening and speaking skills is to practice more often. Most students also agreed with the teachers. While almost all, if not all students, said that they want to learn listening and speaking skills from the native speakers or international teachers. One student said that I want to practice communicative language with the native speaker or foreigners staff in school should speak English... Most students stated that to practice constructing a sentence is useful for learning because they can prepare for speaking. One student said that if I don t prepare I don t know what tense and what word I have to use when I have to speak with the foreigners. Another student said that I m nervous when teacher asks me to communicate with my classmates I don t know I just cannot move on. All teachers confirmed that they asked students to practice constructing the sentences. The results of the interview showed that students want to apply listening and speaking skills in their daily life. Most participants agreed that listening skills are important for starting and replying in conversation with partners. For the role play, one teacher said that it is important because it will help students understand content more, if they don t understand they would not be able to play the role. The same teacher had added that simulation is to help students for making a decision to solve problems they have faced. This is another way to help students for learning speaking skills because they have to think and talk so that teachers have to prepare for teaching situations, goals, rules, and scores very well. 5. The challenge of learning communicative language Theme 5 comprises: (1) hard to pronounce, (2) hard to understand the pronunciation, (3) cannot remember the grammar, (4) cannot combine the sentences, (5) the limitation of vocabularies, and (5) shy to talk are the problems of being good communicative language. When asked about the challenge of learning communicative language, most students said that some words are very hard to pronounce as well as being too complicated to understand the pronunciation. Most students have a hard time to think about what grammar will be used in a particular situation. While some of them worried about the limitations of vocabulary. One student said that When you don t know the word you cannot understand and cannot use for communication. While some students are too shy to speak out because they worry about making a mistake and they will feel embarrassed. 6. Suggestions on learning communicative language Theme 6 Suggestions on learning communicative language included the following terms: (1) explain and check learning progress, (2) memorize vocabularies and grammar rules, (3) listen to the music, read books, and watch movies, (4) use games for teaching, (5) use field trip, organize English camp, and go abroad, and (6) try to communicate in English. When ask about how to improve teaching and learning most students stated that they want teachers to explain clearly and check if they are making progress in learning. Most teachers and students agreed that the 421
best way to learn vocabulary and grammar is to memorize them and apply with the learning strategies. Most teachers and students said that a good way to learn communicative language is to listen to the music, read books, and watch English movies. Some students want teachers to use games for teaching communicative language. While some students want to go for field trip, organize English camp, and go abroad for learning communicative language because students will face real world situations for applying what they have learned. Most teachers and students agreed that try to communicate in English is good for learning strategy. The results of problem analysis and learner analysis will be helpful in generating content analysis, instructional analysis, and identify instructional goals for preparing instructional content to teach communicative English effectively as shown below. 1.5. Content analysis The data showed that the communicative language comprises grammar, vocabulary, listening, and speaking skills. The results of analysis phase helps the researcher to create the necessary instructional content for communicative language instruction as follows: Grammar Vocabulary Listening skills Speaking skills The results revealed that it does not require advanced grammar for communication because students may get struck when they have to think about which correct tenses will be used in this situation. As a result, teachers have to teach very specific and very simple tenses for students to use in a particular conversation. Students also want to learn English grammar by applying them into the sentences and work with classmates like conversation in pair or in small group so that they can help one another learn. The vocabulary is another trouble for Thai students to speak because some students do not really understand the meaning of some words. Without understanding the meaning it will make them feel uneasy to speak English. Thus, English teachers have to give students a chance to study new words by experimenting in a real world situation by themselves. For example, provide them a study visit, visit or organize English speaking environments or places, and speak English in class. Listening is another problem that exists with Thai students. The interview data showed that students rarely have chance to listen to English language either in class or outside of class. Therefore, English teachers have to find the way to improve listening. Speaking is another problem found to be similar with the listening. Most students stated that they do not have chance to practice speaking as it should be. Students do not have time to practice speaking English. 1.6. Instructional analysis The instructional analysis phase showed that: The instruction emphasis is more on memorizing than allowing students to practice. For example, several teachers ask students to memorize the grammar rules and new words. The instruction uses Thai language more than English language. It does not open an opportunity for students to practice listening as well as speaking English language. The native speakers or foreign teachers are needed in order to open opportunity for students to practice communicative language. The instruction lacks class activities for practice listening and speaking. The instruction still focuses more on teacher-centered than learner-centered techniques. 422
1.7. Identify instructional goals Identify instructional goal was generated from four types of analysis: Problem analysis, learner analysis, content analysis, and instructional analysis. In this step the researcher has to identify instructional goals for teachers or instructional designers to create instructional activities. To this end, teachers or instructional designers have to ensure that each goal has to be very specific. If the goal is too broad, teachers may have a hard time to design instructional activities and measurement. Moreover, students may not be able to follow the unclear instructional activities. After analyzing the data, the researcher identified instructional goal for students to learn communicative language; for instance, to be a tour guide in Pathum Thani province as follows: Students have to understand and can apply a basic grammar for communication about Pathum Thani province. Students have to understand and can apply basic vocabulary for communication about Pathum Thani province. Students have to have an opportunity to listen to English both in class and outside of class about Pathum Thani province. Students have to have an opportunity to speak English both in class and outside of class about Pathum Thani province. 1.8. Experts review and revision Experts review and revision begin by asking three experts in instructional technology who are proficient in instructional design and three experts in English language field to review the first phase. After reviewing they recommend the researcher to use some other tools for data collection in order to gain richer data such as survey questionnaire. Moreover, they also suggested the researcher to use another needs analysis technique to analyze the first phase of ADDIE model. Some experts also recommended the researcher to mix between analysis methods such as use need assessment from a previous paper, Needs Assessment Techniques for Developing an Effective Training Program which was published in HRD Journal Vol. 6 No. 1 June 2015 (Prammanee, 2015). Another need analysis could help to the researcher to gain a deeper understanding of the problem. 1.9. Discussion From the results of the study, the discussion can be divided into four sections as follows: 1 Grammar 2 Vocabulary 3 Listening skills 4 Speaking skills. Even though some experts suggested not worrying much about the grammar for those who are not very fluent in speaking yet, he or she may feel uncomfortable to begin speaking. Dealing with this problem, teachers may need to provide more opportunities for students to practice speaking with their classmates and other learning resources until they get familiar and feel comfortable to talk. This finding is consistent with another scholastic research (Chansamrong, Tubsree &, Kiratibodee, 2014) which found that when students learn grammar through blended-cooperative learning strategy their scores improved significantly. For the vocabulary, most students want teachers to employ learning strategies for memorizing and pronunciation of new words such as using learning by doing techniques, using technology for teaching, and 423
using study visit strategy. The similar finding of Wu, Surasin, and Prammanee (2014) found that most students use the strategy of memorizing the meanings and pronunciations of new words. Moreover, high achievers more frequently used three categories (cognitive, memory, and meta-cognitive) than low achieving students. Good listening skills require a lot of time and effort. Grammar and vocabulary are also required for being good listeners. If he or she does not understand grammar and vocabulary, he or she may misunderstand the meaning of words or sentences. Thus, learners have to try hard to learn because in the real world situation we cannot expect someone to use simple grammar and simple vocabulary. The results of this study are in accord with the Riyai and Khamsri (2012) study which found that listening skills are the beginning of speaking, reading, and writing. They also recommended two levels of listening: 1) the beginning level: Listen to the sound of the words and be able to distinguish and pronounce them and, 2) advanced level: listen to the sentences and stories for practice listening. Good speaking skills are also required similar to listening skills because if a person cannot understand their partner s meaning, they cannot reply to it. This finding is corresponding with the Sangchai (2010) which found that speaking always goes with listening. That is, when someone is speaking, some has to listen. Therefore, when teaching speaking skills, listening skills will be taught in the same time. Nan, Surasin, and Brudhiprabha (2015) found that most Chinese college students English speaking skills will be improved by paying close attention to students behaviors of error recognition and self-correction by English teachers, and learning more about the students needs is necessary. 1.10. Conclusion There are four essential skills that can generate good communicative language: grammar, vocabulary, listening, and speaking skills. Without understanding any of them he or she may face a hard time to construct a sentence for communication. If he or she cannot construct a sentence, let alone speak it. The data of the analysis phase of ADDIE model indicated that most students still lack of these four skills. The problems towards these issues are that students do not have an opportunity to practice the four necessary skills for communicative language. After Thailand enters the ASEAN Economic Community (AEC) and English language is one of the most common required medium for communicating among the members of the AEC countries. Consequently, it is a challenge for the researcher to find the way to solve this problem and help Thai students be able to use communicative language. Later, the researcher will conduct the remaining four steps of ADDIE model. 1.11. Recommendation for future practice The researcher provides these practical recommendations to inform English teachers and schools how to better adjust the context of communicative language in order to meet the needs of learning expectation of the government. Teachers and schools The study defines the roles a teacher should play in teaching English for communicative language as follows: Identify students background as early as possible. Require students to participate and lead in course activities as much as possible. Introduce, facilitate, and summarize course activities to maximize students participation. Train teacher appropriately with teaching skills and technological skills. 424
Provide learning materials such as video, audio, film, and the Internet. Provide an opportunity for students to participate in communicative language such as exchange students, summer internship, and staying with a host family. 1.12. Recommendation for future research The findings of this study have generated some potential directions for future research: Use more research methods and data collection methods in order to gain richer data. Use an in-depth-interview in order to gain deep and detail data. Use mixed methods researcher for gaining more data. Follow up with design, develop, implication, and evaluation phases in order to create innovation for education. Acknowledgements Thank you research participants who provide me the data and teachers who helped the researcher to collect the data such as Mrs.Yooppares Bale, Ms. Jarinya Pansiri, Ms. Sirinya Kawee, Ms. Ratchadapron Pookmanee, Ms. Sureerat Kajondechanuphab, and Mr. Arun Salee. Moreover, Dr. Ronald Markwardt who edited my English language. References Dick, W., Carey, L., & Carey, J. O., (2001). The systematic design of instruction (5th ed.). New York: Addison-Wesley, Longman. Gall, M. D., Borg, W.R., & Gall, J. P. (1996). Educational research: An introduction. White Plains, NY: Longman. Gustafson, K. L., & Branch, R. M. (2002). Survey of instructional development models (4 th ed.). Syracuse, NY: ERIC Clearinghouse on Information & Technology. Nan, Z., Surasin, J., & Brudhiprabha, P. (2015). Self-collection strategies employed in spoken English by Chinese first-year college EFL. HRD Journal, 6(1), 149-161. Prammanee. N. (2015). Needs Assessment Techniques for Developing an Effective Training Program. HRD Journal, 6(1), 9-26. Riyai, P., & Khamsri, T. (2012). Developing English Listening-Speaking Skills of the First-year Students through Self-Access Multimedia Computer Program. Chiang Mai: North-Chiang Mai University. Sangchai, D. (2010). Teaching English in elementary education. Bangkok: O. S. Printing House Co., Ltd. Semakhun, C. (2009). Research and Development: R & D). Journal of Science, 10(1-2), 97-104. 425
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