Research (Developing Creative English Writing skills of Grade 9 Students Through the use of Pictures )

TITLE                              Developing Creative English Writing skills of Grade 9 Students Through                                             the use of Pictures

AUTHORS                     Tongchan             Pratum                Pratoomsri    Boriboon

                                            Phattarawadee    Suwannadee       Phatsuda        Kaewlun

                                            Sakkarin              Sawangsuntari    Saowaluck    Bandasak                         

ADVISOR                      Assoc. Prof. Dr. Thoopthong Kwangsawad

UNIVERSITY               Mahasarakham University  DATE  2011

ABSTRACT

This study aimed to (1) design creative English writing activities by using pictures with a required efficiency of 75/75 (2) examine the effectiveness indexes of using pictures to develop creative English writing skills (3) compare the results of creative English writing skills before and after using pictures. The samples were 42 grade 9 students selected by cluster random sampling. The instruments used in the experiment were 3 lesson plans to improve creative English writing skills by using pictures, a pre-test and a post-test. The data were statistically analyzed by mean, percentage, standard deviation and t-test. The results of the study were: (1) creative English writing skills which were designed by using pictures reached an efficiency of 63.44/57.06. This was lower than the criterion (75/75). (2) The index of the effectiveness of the activities of creative English writing was 0.42. This indicated that the students were able to improve their learning after they reached an effectiveness level of 42%. (3) The post-test scores of the students were significantly higher than pre-test scores of the students at the .05 level.

                   It shows that using pictures to improve creative English writing skills has achieved the goals. Pictures have become a powerful instructional tool for both students and educators to develop creative English writing, to inspire the learners to dare to write in English, to make them write better, and to think positively about English writing.

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Astract.doc
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Research Unit Environment Topic Pollution.doc
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Christmas & Happy New Year 2010 Party EN

จุดเทียนชัยถวายพระพร วันพ่อแห่งชาติ

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English Camp ณ โรงเรียนชุมชนบ้านสว่าง

ค่ายครูอาสารักษ์ป่าอีสาน ณ อุทยานแห่งชาติภูเวียง

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ค่ายครูอาสาสู่ชนบท ณ โรงเรียนบ้านจานทุ่ง

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CLIL (Content and Language Integrated Learning)

CLIL involves students learning subjects such as science or geography through the medium of a foreign language. Other related terms include ‘Content-based instruction', ‘English across the curriculum', and ‘Bilingual education'. 

CLIL is sometimes referred to as dual-focused education as lessons have two main aims, one related to a particular subject or topic and one linked to language.

How does a CLIL lesson work?

In a CLIL lesson, the subject defines the language that is used. Language is used both to learn about the subject and to communicate. Students acquire the language through exposure and use, rather than through focused instruction.

The 4Cs Curriculum (Coyle 1999) suggested that a successful CLIL lesson should focus on:

• Content: learning new knowledge and skills

• Communication: using language to learn while learning to use language

• Cognition: developing thinking skills

• Culture: learning about your own and other countries' cultures

Credits:

CLIL lesson plan

http://www.eflbooks.co.uk/clil.php?start=clil

http://www.teachingenglish.org.uk/transform/teachers/specialist-areas/clil

Writing Skill Lesson Plan

Writing Skill lesson plan 1
Writing Skill lesson plan 2
Writing Skill lesson plan 3

Writing Skill

Writing skills are specific abilities which help writers put their thoughts into words in a meaningful form and to mentally interact with the message.

Types of Writing:

• cause/effect essay
• comparison/contrast essay
• definition essay
• description essay
• narration essay
• persuasive essay
• process analysis essay

Credit:

http://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/whatarewritingskills.htm

Example of Speaking Skill lesson plan

Speaking Skill lesson plan 1
Speaking Skill lesson plan 2
Speaking Skill lesson plan 3
Speaking Skill lesson plan 4
Speaking Skill lesson plan 5

Speaking Skill

Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information (Brown, 1994) The receptive skill is reading and listening. Speaking is the productive skill in the oral mode. It, like the other skills, is more complicated than it seems at first and involves more than just pronouncing words.

Credit:

http://www.sil.org/lingualinks/languagelearning/otherresources/gudlnsfralnggandcltrlrnngprgrm/SpeakingSkill.htm

Example of Reading Skill Lesson Plan

Reading Skill lesson plan 1
Reading Skill lesson plan 2
Reading Skill lesson plan 3
Reading Skill lesson plan 4
Reading Skill lesson plan 5

Reading Skill

Reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation.

Five types of reading

Scanning type of reading

For example, scanning a telephone book: 

• You are looking for it quickly.
• You know what you are searching for

• You 'see' every item on the page, but you don't necessarily read the pages - you ignore anything you are not looking for. Thus, when you discover the key words being searched for, you will be unable to recall the exact content of the page.  

Skimming type of reading

Skimming provides an 'overview' of the text. Skimming is useful to look at chapter/section headings, summaries and opening paragraphs. The purpose of skimming: 

• To check relevance of text.
• Sets the scene for the more concentrated effort that is to follow, if the text is useful.

Light type of reading

Reading for leisure tends to be 'light':

• Read at a pace which feels comfortable.
• Read with understand.
• Skim the boring, irrelevant passages.

Word by word type reading

This type of reading is time consuming and demands a high level of concentration.

Reading to study type of reading

The method involves five simple steps; Survey, Question, Read, Recall and Review.

• Survey: skim through to gain an overview and not key points.
• Question: devise questions you hope the text will answer.
• Read: slowly and carefully.
• Recall: from memory, write down the main points made by the chapter.
• Review: revisit your questions - compare these to your recall and establish how well the text has answered them; fill in any gaps by further reading and note-taking.
•  

Example of Listening Skill Lesson Plan

Listening Skill lesson plan 1
Listening Skill lesson plan 2
Listening Skill lesson plan 3
Listening Skill lesson plan 4
Listening Skill lesson plan 5

Listening Skill

Listening is the absorption of the meanings of words and sentences by the brain. Listening leads to the understanding of facts and ideas. But listening takes attention, or sticking to the task at hand in spite of distractions. It requires concentration, which is the focusing of your thoughts upon one particular problem. A person who incorporates listening with concentration is actively listening. Active listening is a method of responding to another that encourages communication.

Listening is a very important skill, especially for tutors. Many tutors tend to talk too much during a tutorial session. This defeats the purpose of tutoring, which is to allow students to learn by discussion. Rather than turning the session into a mini-lecture, tutors must actively listen and encourage their students to become active learners.

Credit:

www.ccsf.edu/content/dam/Organizational_Assets/.../listening.doc

Example of CBI Lesson Plan

CBI lesson plan 1
CBI lesson plan 2
CBI lesson plan 3
CBI lesson plan 4
CBI lesson plan 5
CBI lesson plan 6
CBI lesson plan 7

CBI (Content Based Instruction)

Content-Based Instruction (CBI) is an approach under the category of Communicative Language Teaching.

Definition:  It is the teaching of content or information in the language being learned with little or no direct or explicit effort to teach the language itself separately from the content being taught. (Krahnke, 1987)

The Relationship of Language and Content in Regular Language and Subject Matter Classes Compared to CBI

In many contexts, students learn language and subject matter separately.

In content-based instruction, students learn language and subject matter simultaneously.

 

Summary

CBI is an effective method of combining language and content learning. Theme based CBI works well in EFL contexts, and I believe its use will increase as teachers continue to design new syllabi in response to student needs and interests. As I said at the beginning, I believe that learner motivation increases when students are learning about something, rather than just studying language. Theme based CBI is particularly appealing in this respect because teachers can use almost any content materials that they feel their students will enjoy. What can be better than seeing our students create something and learn language at the same time?

Credits:

http://iteslj.org/Articles/Davies-CBI.html

http://slagoski.googlepages.com/Content BasedInstruction.doc

https://www.ed2go.com/Classroom/Lessons.aspx?