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•

------------------------

I I NIRC 2015

REGISTRATION FORM

National and International Research Conference 2015

Friday 23rd January 2015, Buriram Rajabhat University (BRU)

1. Title: ( ) Prof. ( ) Assoc. Prof. ( ) Asst. Prof.

( ) Dr. ( ) Mr. ( ) Mrs.

( ) Miss ( )Ms.

2. Name:

3. Brief Biodata:

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(

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5. Institution/Organization: _

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10. Research Article: _

11. Conference Level

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13. Do you want to publicize your paper in the proceedings?

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14. Types of Participation:

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( ) Oral Presentation ( ) Poster Presentation

15. Equipment Needed:

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16. Paper Submission: You can submit online or attach it together with your application form.

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18. Dietary:

( ) Normal ( ) Vegetarian ( ) Halal

19. Methods of Payment:

19.1 Registration fee

1) National Conference

( ) 1,000 THB for participants

( ) 2,500 THB for paper presenters

2) International Conference

( ) 45 USD for International participants

( ) 1,400 THB for Thai participants

( ) 200 USD for international presenters

( ) 4,500 THB for Thai presenters

19.2 Payment options

( ) Cash

( ) Electronic Bank Transfer

Bank: Bank of Ayudhya (THAILAND)

Account Name: Buriram Rajabhat University

Account Number: 4271001520

Swift Code: AYUDTHBK

Address: Bank of Ayudhya

439 Jira Road, Naimuang, Muang, Buriram 31000 Thailand

After the electronic transfer is done, please scan and send the receipt (with details of transfer) to: nirc2015@bru.ac.th or nirc2015@gmail.com

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Manuscript Preparation Guidelines for Full Papers Submitted to

The National and International Research Conference 2015 (NIRC 2015)

Buriram Rajabhat University rd

23 January 2015

The full paper must be typed in the MS word DOC format by using the Microsoft

Office Word 2007 or 2010. It must be submitted to Buriram Rajabhat University within the

due date: 10 September-20 l\Jovember 2014.

The following are some manuscript preparation guidelines:

1. Thai or English version of the full paper typed on A4 paper size including figures,

tables, references and appendix (if any) should be between 8-10 pages.

2. Font

2.1 TH SarabunPSK font with 16 points must be used for Thai papers and

Times New Roman font with 12 points for English papers. The papers must be typed in the

one-column width.

2.2 The Thai paper title, headings and the name of author(s) should be in

bold face and single-spaced at the TH SarabunPSK font size of 16 and be centered with

initial caps.

2.3 The English paper title, headings and the name of author(s) should be in

bold face and single-spaced at the Times New Roman font size of 12 and be centered with

initial caps.

2.4 Department(s), faculty (s), affiliation(s), city(s), country(s) and e-mail

address should be typed below the author's name. If there are more than one author from

different institutes, their names can be numbered in order.

3. The components of the full paper are as follows:

3.1 Both Thai and English paper titles are required, but only English abstract is

required for the international conference.

3.2 Names of author(s), co-author(s), advisor(s) and institute with full address

should be indicated.

3.3 Both Thai and English abstracts should be submitted, but only English

version is required for the international conference.

3.4 A number of 3-5 keywords must be written in Thai and English. Only

English keywords are required for the international conference.

3.5 The body of the full paper consists of the following parts:

3.5.1 Introduction

The introduction should consist of background, literature

reviews, and reasons for conducting the research.

3.5.2 Research Objectives

Only the important issues of the objectives covering the

overall research picture should be written.

3.5.3 Research Questions (if any)

3.5.4 Hypothesis (if any)

3.5.5 Research Methodology

The research methods including research population, samples,

instruments, data collection and data analysis, etc. should be clearly indicated.

3.5.6 Research Results

The research results should be clearly interpreted in line with

the objectives.

3.5.7 Discussions

The research results should be discussed with the theoretical

support so as to check whether the current research results go in line with or against the

previous studies.

3.5.8 Conclusion

The summary of the core issues in the research should be

presented.

3.5.8 Recommendation

Utilization of the research results and guidelines for further

research should be recommended.

3.5.9 References

The references must be based on APA style (Author, year). All

entries in the text should be listed at the references.

4. Page Setup

4.1 Headings

All headings should be in bold face. First-level headings shoul.d be

centered at the TH SarabunPSK font size of 16 for Thai papers and the Times New Roman

font size 12 for English papers. Second-level subheadings should be set flush left with initial

2

1

2

3

caps at the font size 12 for English papers. At least a one-line space should separate these

headings from the text.

4.2 Margin

The top and left margins must be set at 3.81 centimeters 0.5 inches)

and those for bottom and right must be at 2.54 (l inch) centimeters. It is noted that a page

numbers is prohibited. Moreover, each paragraph should be indented at 1.90 (0.75 inch)

centimeters from the margin.

5. Table

The table heading must be numbered accordingly. The table heading and a

particular number must be typed in the same line by setting flush left of the margin. If the

table heading is longer than one line, the first letter in a new line should correspond to the

table heading in the first line. In addition, the table heading must be at the top of the data

but its details must be described below the table.

Example:

Table 1: Personal information of the samples

II No. Personal Information

Sex

Male

Female

Grade level

Fourth grade

Fifth grade

Experience of being tour guides in Thai

Been tour guides in Thai

Never been tour guides in Thai

Frequency (n=20)

4

16

5

15

8

12

Percentage (%)

20

80

25

75

40

I60

I

As shown in Table 1, out of 20 respondents, the number of females (80 %) was

much greater than that of males (20%). Most of them were from grade 5 (75 %). And most

of them have never been tour guides in Thai language before (60 %).

6. Figure

The figure heading must be arranged in order according to the article

contents. The heading together with a clear description must be placed at the bottom.

3

Example:

oDeclarative Sentence .1 nterrogalive sentence

CImperative Sentence oExclamatiVe Sentence

Figure 1: English sentences used in Thai folk songs

7. Equations

All equations should be placed on separate lines and numbered

consecutively throughout the text. The equation number should be placed in parenthesis

and flushed with the right-hand margin. Leave a blank line before and after equations. Look

at the example below:

Ti = j(x) (1)

8. In-text Citation

References within the text should be based on APA style by indicating author,

year of publication and page reference (if any). In addition, the Thai author's name should

be listed by a given name. However, if the Thai author's text is written in English, their name

should be listed by a family name like the foreign author's name. It is noted that the in-text

citation for electronic information is also the same.

Examples:

Thai author

(eJm~'U~ bt1eJ\~~eJ:W. 2556 : 35) (Akkarapon Nuemaihom. 2013 : 35)

(l'V'l6Vl'.i~ m~lYln'UeJn bbl;1~F1ru~. 2550 : 20) CPhaithun Krathoknok, et al., 2007 : 16)'II

(Nawamin Prachanant, 2013 : 14) (Prachanant. 2013 : 14)

Foreign author

(Kirkpatrick. 2003 : 35)

(Kramer, et al., 1995: 27)

Electronic information

(Gillum. 2005 : 20)

4

9. References

For typing the references, the first line of each entry must be printed left

aligned. If there are more lines for each entry, the other lines should be indented for 7

letters. For the Thai language, the entries will be arranged in alphabetical order from Kor-Hor

and in a sequence of vowels, but for English the entries wilL be arranged in alphabetical

order from A-Z and in a sequence of vowels as weLl. Notably, the book title should be

typed in bold and the first letter should appear in capitaLs.

Examples:

'lJ~l';ilUif(llU h~m61~tJ';j. (2552). n1':ielelm~l:J~~':i::bb'&'l::b~l:J~'Vla~"ll'U::1'Ufll~1'el':lnq~. (Yi~~I"1~'1~ 8). o Q.J ~ tid' ~ Q.J

m'lbYlVl.,: 611'Wf1Vl~'V'IbbVl'l"iJ~1~'1mru~V111YlCJ1~CJ., , Betty, Kirkpatrick. (2003). English Language Toolbox: Proverbs. Singapore. COS Printers

Pte Ltd. Sangsai, Y. (2004). English for KKU Drivers: An Analysis of Needs and English

Course Guidelines. Independent Study. Khan Kaen: Graduate School, Khan Kaen University.

5

Manuscript Preparation Guidelines for Paper Submission

I3.81 em. 0.5 inches)

r-------------------------------------------------------------------.----------------------------------------------------------------------------­i i Thai Research TitLe (18 points, boLd, centered with initiaL caps)

# one-line space

English Research TitLe (Times New Roman, 14 points, boLd, centered with initiaLI I caps)

I # one-line space

Author or Researcher / Advisor (12 points, boLd, centered with initiaL caps)

I Department(s), facuLty (s), affiliation(s), city(s), country(s) and e-maiL address

# one-line space

Thai Abstract (TH SarabunPSK, 16 points, boLd, centered with initiaL caps)

I~ 1.90 em. (0.75 inch) -.. .

I16 points I .

I ..I~ 1.90 em. (0.75 inch) -.. ..

# one-line space

Keywords: 3-5 words (TH SarabunPSK, 16 points, boLd)

# one-line space

I English Abstract (Times New Roman, 14 points, boLd, centered with initiaL caps)

~ 1.90 em. (0.75 inch) -.. .

12 points .

(' ') I .. 3.81 em. (l.5 inches) ~ 1.90 em. (0.75 inch)-.. ..

< )

# one-line space 2.54 em. (l inch)

Keywords: 3-5 words (Times New Roman, 12 points, boLd)

1 -------- -----------------------'

2.54 em. (1 inch)

I3.81 cm. (1.5 inches)

Introduction (boLd, centered with initiaL caps)

+-1.90 em. (0.75 inch) ---. .

+-1.90 em. (0.75 inch) ---. ..

# one-line space

Research Objectives (bold, centered with initiaL caps)

+-1.90 em. (0.75 inch) ---. ..

+-1.90 em. (0.75 inch) ---. ..

# one-line space

Research MethodoLogy (boL, centered with initiaL caps)

+-1.90 em. (0.75 inch) ---. ..

( )

............................................................................................................................................. 2.54 em. (1 inch)

( ) +-1.90 em. (0.75 inch) ---. .

3.81 em. (1.5 inches)

# one-line space

Research ResuLts (boLd, centered with initiaL caps)

+-1.90 em. (0.75 inch) ---. .

+-1.90 em. (0.75 inch) ---. ..

t\/B: TH SarabunPSK, 16 points for Thai papers

Times New Roman, 12 points for English papers

4

I3.81 cm. (1.5 inches)

Discussions (boLd, centered with initiaL caps)

'-1.90 em. (0.75 inch) ---. .

'-1.90 em. (0.75 inch) ---. ..

# one-line space

Conclusion (boLd, centered with initiaL caps)

'-1.90 em. (0.75 inch) ---. .

'-1.90 em. (0.75 inch) ---. .

# one-line space

Recommendation (boLd, centered with initiaL caps)

'-1.90 em. (0.75 inch) ---. .

< )

'-1.90 em. (0.75 inch) ---.

3.81 em. (1.5 inches)

# one-line space

References (boLd, centered with initiaL caps)

.

.

< ) 2.54 em. (l inch)

NB: TH SarabunPSK, 16 points for Thai papers

Times New Roman, 12 points for English papers

12.54 cm. (1 inch)

The Development of an English Innovation Based on Needs Analysis for Young Tour Guides at Muang Tam Sanctuary in Thailand

Akkarapon Nuemaihom Faculty of Humanities and Social Sciences, Buriram Rajabhat University,

Buriram Province, Thailand, 3 1000 akkarapon2512@gmail.com Prommintra Kongkaew

English Program, Humanities and Social Sciences, Ubon Ratchathani Rajabhat University, Ubon Ratchathani Province, 34000

pmkk85@hotmail.com

Abstract The purposes of this mixed quantitative and qualitative research were 1) to

investigate the needs for English of the young tour guides at Muang Tam Sanctuary in Buriram Province, Thailand, 2) to develop an English innovation based on their needs and 3) to discover their level of satisfaction with the innovation. The samples were composed of 20 students, five of whom were from grade 4 and 15 of whom were from grade 5. They were selected through a purposive sampling method. The instruments consisted of focus group discussion, pre-test and post-test, innovation of tourism English communication, innovation assessment form and satisfaction form. The statistics employed to analyze the quantitative data were percentage, mean, standard deviation and effectiveness index whereas the qualitative data was analyzed through content analysis. The results revealed that the samples had problems of all English four skills, but they most needed to practice speaking and listening skills more than other skills. Most of them needed to practice 16 English topics. Two appropriate types of innovations i.e. booklet and CD were also most needed. The samples' post-test scores of reading and speaking tests were significantly higher than the pre-test scores. The innovation evaluation made by the experts was overall found at the highest level. Finally, their satisfaction with the innovation was also found at the highest level.

Keywords: English Innovation, Needs Analysis, Young Tour Guides, Muang Tam Sanctuary

1. Introduction English is the dominant global language. It has an official or a special status in

75 countries with a total population of over two billion. English is the language of diplomacy and international communications, business, tourism, education, science, computer, technology, media and internet (David, 1997). Recently, English has been proposed as a lingua franca (ELF). ELF is the use of the English language as "a common means of communication for speakers of different first languages." English, as mentioned in Article 34 of the ASEAN Charter, is regarded as an official working language of the Association of Southeast Asian Nations (ASEAN). Moreover, the Mutual Recognition Agreement (MRAs) among the ASEAN members has been made to facilitate free labor movement in eight professions including doctors, dentists, nurses, engineers, architects, accountants, surveyors and tourism personnel. Even if English language is used as a foreign language (EFL) in Thailand, it is still very crucial for

Thais who are going to communicate in English with ASEAN people. Regarding tourism, the tourism personnel including tour guides are under the eight professions in ASEAN. They are the important factors in tourism industry. It was reported in the Bangkok Post that tourism has produced the most income for Thailand, and more than 22 million tourists visited Thailand last year, up nearly 16 % year-on-year, setting a new record for the kingdom. Janthet, Head of Phnom Rung Sanctuary and Prasat Muang Tam, says that about ten thousand foreigners visited Prasat Muang Tam in 2012, a historical tourist site in Prakhonchai district under Buriram Province, and tourism revenue amounted to more than one million Baht.

The young tour guides at Muang Tam Sanctuary are the students of Wat Ban Muang Tam School. Some of them used to study the tour guide course in Thai language, but none of them took the English course before, so they are not able to communicate with foreign tourists in English. Janthet says that young tour guides have been trained to be the tour guides in the Thai language, but they have not been trained to use English. Siangtrong, Director of Wat Ban Muang Tam School, adds that his students never attend the English course for tour guides, and they do not have a guidebook to practice their English, so they are not able to communicate well in English with the foreign tourists. This might make them lose the chance to spread Thai culture to the foreigners. However, if these students can use English properly, they might spend their free time with creative activities and earn some money.

Because of the aforementioned reasons, the researcher is interested in conducting the research relating to development of an English innovation and design of the suitable English courses for the young tour guides at Prasat Muang Tam in order to assist young tour guides to develop and improve their English for communicating with foreign tourists. For developing the English innovation so as to meet the samples' demand, their needs are analyzed because needs analysis is the process of determining the needs for which a learner or group of learners requires a language and arranging the needs according to priorities (Richards, Platt & Platt, 1992). Needs analysis is developed alongside the formulation of a communicative approach to language teaching. It has been particularly associated with the field of English for Specific Purposes (ESP) (Johnson and Johnson, 1998). ESP is an approach to language teaching in which all decisions as to content and method are based on the leamer's reason for learning (Hutchinson and Waters, 1996). It is described as the teaching used in academic studies and the teaching of English for vocational or professional purposes (Anthony, 1997). Two formal ways of collecting the information about needs analysis: a questionnaire and a structured interview (Mackey and Montford, 1978). Moreover, the most frequently used ways of data gathering are the questionnaire, interview, observation, informal consultations with sponsors, learners and other relevant sectors (Hutchison & Waters, 1996).

Some studies on development of an English innovation and needs analysis have been conducted by some researchers, for instance, Atipaedya's research on a self-study learning model for communicative English for eco-tourism in Thaka, Amphawa, Samutsongkram (2010), Sangsai's research entitled "English for Khon Kaen University Drivers: An Analysis of Needs and English Course Guidelines" (2004), and Meemark's research about an analysis of needs and problems of English for tourist police (2002), etc. It is clearly evident that the research focusing on development of an English innovation based on needs analysis for the young tour guides at Muang Tam Sanctuary has not been conducted before. The researcher is, therefore, interested in doing the

2

research entitled "The Development of an English Innovation Based on Needs Analysis for Young Tour Guides at Muang Tam Sanctuary in Thailand."

2. Research Objectives This research consisted of three objectives: 1) to investigate the needs for English

of the young tour guides at Muang Tam Sanctuary or Prasat Muang Tam in Buriram Province, Thailand, 2) to develop an English innovation based on their needs and 3) to discover their level of satisfaction with the innovation.

3. Research Methodology The samples were composed of 20 students, five of whom were from grade 4

and 15 of whom were from grade 5. They were selected from a total population of 17 grade 4 and 34 grade 5 students at Wat Ban Muang Tam School in Prakhonchai District, Buriram Province. The samples were purposively chosen because of the following reasons: 1) They were personally interested in being tour guides. 2) Some of these informants have already been young tour guides in the Thai language. And 3) neither of these had been trained to be English guides before.

The research instruments consisted of focus group discussion, pre-test and post­test, English innovation for young tour guides, innovation assessment form and satisfaction form. The statistics used to analyze the quantitative data were percentage, mean, standard deviation and effectiveness index while the qualitative data was analyzed through content analysis. The methods of developing the research tools were discussed as follows:

3.1 Regarding the focus group discussion, all samples were invited to participate in a discussion forum organized at Wat Ban Muang Tam School in order to obtain the in-depth data of their English problems and needs. The form of focus group discussion was divided into three parts: 1) participants' general information, 2) six items of their opinions about problems and needs of communicative English for young tour guides, and 3) other suggestions.

3.2 Pre/post tests comprised three parts: 1) the reading part with 15 questions for testing the samples' reading comprehension, 2) the vocabulary part with ten questions for testing their English vocabularies, and 3) the speaking test. For the latter test, one out of three pictures of Prasat Muang Tam would be chosen by the samples, and they would talk about it for at least 10-15 sentences. Moreover, the speaking test was evaluated on four criteria i.e. pronunciation, presentation, fluency, and interaction. The difficulty index (P) of the reading test was determined by trying it out with 20 non­samples who were the students of Ban Jorakhemak School, and the difficulty of the obtained scores was analyzed. The results showed that the test difficulty index was between 0.40-0.60, and the test discrimination was between 0.20-0.50. For the calculation of the test reliability, Kuder Richardson's KR-20 formula was applied. The reliability of the test was 0.81 whereas the speaking test was calculated by using Cronbach's Alpha Coefficient, and its reliability was 0.82. Regarding the research hypothesis, the samples' post-test scores of reading and speaking tests would be significantly higher than the pre-test scores at the statistical level of 0.05.

3.3 The English innovation for young tour guides was developed in line with the samples' needs analysis and the results of their pre-test of English capability. Two innovations which were most needed by the young tour guides i.e. booklet and CD. These two types of the English innovations consisted of 16 units. Before utilizing the

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innovation, the following steps were carried out: drafting innovation, examining its contents validity by three experts, panel of three experts making comments on innovation, trying-out with non-samples, and using the innovation with the target samples.

3.4 The innovation form consisted of three main parts: English contents with four items, booklet design with eight items and English CD with three items. It was considered and assessed by three experts, and the panel discussion was also organized openly for public. The comments given by the experts and participants were taken into account in order to develop the suitable innovation with contents validity.

3.5 The satisfaction form was composed of three main parts: English contents with four items, booklet design with eight items and English CD with five items. The form had the content validity examined and approved by three experts. It was tried out with 20 non-samples and finally was used with the samples in the target area.

It was noted that these research instruments with the IOC between 0.5 and 1.00 were chosen, and the tools' Index of Item-Objective Congruence (lOC) was between 0.67 and 1.00.

4. Research Results The results were presented according to the research objectives as follows: 4.1 The needs of English for young tour guides at Prasat Muang Tam

The personal information of young tour guides were shown in Table 1 below:

Table 1: Personal information of the samples

No. Personal Information Frequency (n=20) Percentage (%) 1 Sex

Male Female

4 16

20 80

2 Grade level Fourth grade Fifth grade

5 15

25 75

3 Experience of being tour guides in Thai Been tour guides in Thai Never been tour guides in Thai

8 12

40 60

As shown in Table 1, out of 20 respondents, the number of females (80 %) was much greater than that of males (20%). Most of them were from grade 5 (75 %). And most of them have never been tour guides in Thai language before (60 %).

As for the samples' opinions about English, most of them agreed that English is very crucial for entering ASEAN community because English is regarded as the working language of ASEAN, so young tour guides need to know English and must be able to communicate well with foreign tourists in English. Regarding their English problems, all of them had problems of four English skills i.e. listening, speaking, reading and writing, but they needed to develop speaking and listening skills more than the other two skills because they would interact with foreigners and explain to the tourists about the historical park in English. However, they did not want to study grammar.

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The topics they needed to learn should be about English in daily life and English related to the story of Prasat Muang Tam. Total 16 topics or contents were needed by the samples. These topics were presented in Table 2 below:

Table 2: 16 topics of English innovation

No. English Topics 1 Greetings and Welcoming 2 Introducing Oneself 3 Brief History of Prasat Muang Tam 4 Baray or Muang Tam Reservoir 5 Pediment 6 Boundary Walls and Doorways 7 Lintel 8 Stone Inscriptions 9 Lotus with 8 Petals 10 Ponds 11 Gallery and Arched Doorways 12 Banalai or Library 13 Group of 5 Towers 14 Lotus Bud ofthe Towers 15 Giving Directions 16 Thanking and Saying Goodbye

Table 2 showed that 16 topics were needed by the samples. These items were suitable and necessary for them as the young tour guides at Prasat Muang Tam. It was noted that items 1, 2, 15 and 16 were about speaking English in daily life situations while the rest related to Prasat Muang Tam.

Regarding the English innovation suitable for young tour guides, they needed two appropriate types of innovations i.e. booklet and CD.

For their other suggestions, the following points were recommended: 1. English vocabulary should be added at the end of each unit of the booklet. 2. The English words should be transcribed into the Thai language. 3. English should be translated into Thai in order to help them understand the

contents better. . 4. The pictures of Prasat Muang Tam should be added in the booklet in order to

make it more interesting. 5. CD scripts should be read by foreigners or native speakers so that the young

tour guides will get familiar with the native English accents.

4.2 Pre/Post-tests The pre-test was organized prior to the development of an English innovation in

order to evaluate the samples' English capability and to utilize the pre-test scores as the data for developing the innovation suitable for them. Before giving them the post-test, the English training workshop was organized in order to introduce the booklet and CD and let them practice English. One native speaker and the researcher himself taught them how to communicate in English effectively. After the workshop, the samples had

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one month of English self-learning based on the developed innovation, then their English capability was evaluated so as to compare their pre-test and post-test scores.

Having compared their English capability before and after using the innovation of the first test I, it revealed that their pre-test scores were found at 29 percent while the post test scores were found at 55 percent. Moreover the effectiveness index that reflected their learning progress was found at 0.3630 or 38.30 percent. Thus, it was concluded that they obtained the learning achievement after using the developed innovation.

The samples were given one more month to practice English using the same innovation in order to see if their scores would increase in line with the time extension. After taking the second test 1, their scores significantly increased and were found at 58 percent. In addition, the effectiveness was found at 0.4052 or 40.52 percent.

Having compared their two post test scores, it was obvious that the second post test scores (58) were significantly higher than the first post test scores (55). This reflected that they had learning progress and time extension also assisted them to get learning achievement.

4.3 English Innovation for young tour guides The innovation development was based on the data obtained from pre-test and

focus group discussion. Two types of the innovations were constructed i.e. booklet with A5 size and English CD. 16 topics or contents were included in the innovation. Its contents validity was examined by three experts and had the IOC of 0.67-1.00. Regarding the English CD, one native speaker was invited to read the English scripts in order to help the samples get familiar with the native English pronunciation.

4.4 Innovation assessment The innovation form consisted of two parts: 1) close-ended questions with five­

rating scales and 2) recommendations. Moreover, the first part was composed of three sections with a total of 15 items: four items for English contents, eight items for booklet design, and three items for English CD. The form possessed the content validity of 0.67­1.00. Look at the concise figures of the innovation assessed by three experts in Table 3.

Table 3: The experts' assessment of the innovation

Items Numbers of experts

Levels of satisfaction

Mean X

S.D.

English contents 3 highest 4.67-5.00 0.00-0.58 4 items 3 highest 4.83 0.29

Booklet design 3 highest 4.67-5.00 0.00-0.58 8 items 3 highest 4.83 0.29

English CD 3 highest 4.67-5.00 0.00-0.58 3 items 3 highest 4.78 0.32

Total I 15 items 3 highest 4.81 0.32

The table above indicates that the innovation evaluation made by the experts was overall found at the highest level (4.81). Having considered each aspect, it shows that two aspects i.e. English contents and booklet design were found at the highest level

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with the same average of 4.83, and the English CD was also found at the highest level with an average of 4.78.

For their other suggestions, the following points were recommended: I. English should not be translated into Thai word by word, but the Thai

translated version should be separately given on another page. 2. English-Thai transliteration should be based on the English-Thai dictionaries

written by Thai authors because this transliteration looks very familiar to the samples. 3. The musical sound should be added in the CD at the beginning and the end of

each unit in order to make the CD more interesting. Moreover, the sound of music in the northeastern region is recommended.

4.5 The samples' satisfaction with innovation The satisfaction questionnaire consisted of two parts: 1) close-ended questions

with five-rating scales and 2) recommendations. Moreover, the first part was composed of three sections with a total of 17 items: four items for English contents, eight items for booklet design, and five items for English CD. The satisfaction questionnaire possessed the contents validity of 0.67-1.00. Look at the concise figures of their satisfaction in Table 4.

Table 4: The samples' satisfaction with the innovation

Items Numbers of samples

Levels of satisfaction

Mean X

S.D.

English contents 20 highest 4.65-4.80 0.41-0.59 4 items 20 highest 4.71 0.54

Booklet design 20 highest 4.65-4.80 0.41-0.59 8 items 20 highest 4.73 0.49

English CD 20 highest 4.65-4.80 0.56-0.70 5 items 20 highest 4.76 0.45

Total I 17 items 20 highest 4.74 0.49

The table above indicates that the samples' satisfaction with the innovation was between 4.65-4.80. Overall, this was ranked at the highest level (4.74). Having considered each aspect, it shows that English CD was found at the highest level and was ranked first (4.76). It was followed by booklet design (4.73) and English contents (4.71) respectively.

5. Discussion The following points based on the research results were discussed: 5.1 The research had been conducted in line with the samples' needs, so their

needs were analyzed by organizing focus group discussion and pre-test taking in order to obtain the authentic data for the developing the English innovation suitable for them. This is identical to the process proposed by the scholars who said that needs analysis is the process of determining the needs for which a learner or group of learners requires a language and arranging the needs according to priorities (Richards, Platt, and Platt, 1992).

5.2 The samples had problems in all four English skills, but speaking and listening skills were mostly needed to practice. The reason might be that they have to

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listen and speak English for selling their products and services to the foreign tourists. This is similar to the research which revealed that two English skills: listening and speaking were needed by most of Khon Kaen University's drivers (Kaewphanchuang, 20 10, and Sangsai, 2004).

5.3 Two types of innovation, booklet and English CD were most needed by the

young tour guides at Prasat Muang Tam. The reason might be that the booklet is a convenient and portable tool which can be used anywhere and anytime they are available, and they also can practice listening skill by listening to the CD. This result is similar to the research of Atipaedya (2010) who stated that a self-directed learning model for communicative English language using for eco-tourism in Thaka, Amphawa, Samutsongkram consisted of picture books, illustrations and vocabularies both in English and Thai.

5.4 16 English topics were most needed by the samples. This might be because these topics are about English in daily life situations and Prasat Munng Tam. The result was close to the research finding which revealed that the English topics relating to the samples' occupation were included in the English course (Sangsai, 2004).

5.5 Their English ability after using the innovation was significantly higher than before using it. The main reason might be that this innovation was systematically developed. The right process of innovation development was also carried out according to the theory proposed by the scholar who said that the innovation should be developed through the right process in order to acquire the efficient innovation (Sitthisombun, 2006).

5.6 The English innovation was evaluated by three experts at the highest level (4.81), and the samples' satisfaction with the innovation was also found at the highest level (4.74). This might be because of the following reasons: It was developed according to the target group's needs analysis. The systematic development process was conducted from the first stage of data collection to the final stage of post-test taking. The innovation can cover their needs of the English topics and contents used in their daily life. The booklet is a convenient and portable instrument. Moreover, they can also practice listening skill using the CD. This is similar to the research results of the researcher who said that the samples were satisfied with the local innovation because it covered the needed contents, and was convenient to use (Kaewphanchuang, 2010).

6. Conclusion The samples wanted to study English as an ASEAN language to get ready for

entering ASEAN community. Most of them needed to practice listening and speaking more than reading and writing. 16 topics of English were most needed. Two types of the English innovation were also most needed. Their post test scores were significantly higher than the pre-test scores. Finally their satisfaction with the English innovation was found at the highest level. Moreover, they made some suggestions, for instance, adding pictures in the booklet, translation of English into Thai; and organizing the English training workshop for them, etc.

7. Recommendations The following are some recommendations based on the research results: 7.1 The innovation developed by the researcher can be used by relevant tourist

agents or organizations to train and develop their personnel. Educational institutes can also utilize the innovation as the data to develop the courses of English for Guides or

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English for Specific Purposes (ESP). Lastly, this innovation is designed for self­learning, so it can be useful for those who do not have enough time to study English in a formal setting.

7.2 It is also recommended that further studies should be conducted for other tourism personnel such as receptionists, vendors, and taxi drivers, etc. Other types of innovation such as Computer Assisted Instruction (CAl), and social media, and on-line courses, etc. should also be developed.

References

Atipaedya, A. (2010), "A Self-directed Learning Model for Communicative English Using for Eco-Tourism and Cultural Heritage Tourism in Thaka, Amphawa District, Samutsongkhram Province", Bangkok: Suan Sunandha Rajabhat University.

Anthony, L. "English for Specific Purposes: What Does It Mean? Why Is It Different?", [Online]. Retrieved November 29, 2013 from http://www.antlab.sci.waseda.ac.jb/abstracts/ESParticle.html

David, C. (1997). "English as a Global Language", Cambridge: Cambridge University Press.

Huthchinson, T. & Water, A. (1996). "English for Specific Purposes: A Learning­Centered Approach", 11 th ed. Great Britain: Bell & Bain Glasgow.

Janthet, C. (20 June 2013), "Head of Phnom Rung Sanctuary", Interview. Johnson, K. & Johnson, H. (1998), "Encyclopedic Dictionary of Applied Linguistics:

A Handbook for Language Teaching", Great Britain: Blackwell. Kaewphanchuang, S. (2010), "Local Innovation Development for English Ability

Improvement of Tourism Personnel in Thailand and Laos People's Democratic Republic", Thesis, Ph.D. Loei: Loei Rajabhat University.

Lingua Franca (EFL). [Online]. Retrieved July 10,2014 from http://en.wikipedia.org/wiki/English_as_a_lingua_franca

Mackey, R. & Mountford, A. (1978), "English for Specific Purposes", Singapore: New Art Printing.

Mutual Recognition Agreement (MRAs). [Online]. Retrieved July 11,2014 from http://www.nationmultimedia.com/national/8-professions-to-face-tough­competition-30l73878.html

Richards, lC, Platt, J, & Platt, H. (1992), "Dictionary of Language Teaching & Applied Linguistics", Singapore: Longman.

Sangsai, Y. (2004), "English for KKU Drivers: An Analysis of Needs and English Course Guidelines. Independent Study", Khon Kaen: Graduate School, Khon Kaen University.

Siangtrong, S. (20 November 2013), "Director ofWat Ban Muang Tam School", Interview.

Sitthisombun, M. (2006), "Practical Packages beyond the Text: Classroom Research", Phitsanulok: Faculty of Education, Naresuan University.

Thailand Tourism: New Record Set in 20l2/Bangkok Post: Learning. [Online]. Retrieved January 7, 2014 from www.bangkokpost.com/learing/learning­

from-news/3 33064/thailand-tourism-new-record-set-in-2012

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Program National and International Research Conference 2015: NIRC 2015

"The Wisdom for Educational and Social Development" 23rd January 2015

Venue: Chaloem Phrakiat Maha Vajiralongkom's 50th Anniversary Building, Buriram Rajabhat University, Buriram Province, Thailand

I Time 08.00-09.00 am. 09.00-09.30 am.

09.30-11.00 am.

11.00-11.1S am. 11.1S-11.30 am.

11.30 am. -12.30 pm. 12.30-1.30 pm. 1.30-7.00 pm.

1.30-7.00 pm.

7.00-7.30 pm.

Activities 1Venue Registration in front of Buddha Raksa Meeting Hall, 3ra Floor Opening Ceremony by Assoc. Prof. Malinee Chutopama, the President of Buriram Rajabhat University Keynote Speech on "Captivating Class with Constructivism: Practical Strategies for Pre-service and In-service Teachers" by Professor Dr. Michael R. Smith Niagara University, Lewiston, New York, U.S.A. Coffee break -A ribbon cutting ceremony by BRU President to open a poster presentation at the open hall beside Buddha Raksa Meeting Hall, 3rd

Floor -Featured Speakers at Buddha Raksa Meeting Hall, 3rd Floor and Room IS0904, 9th Floor A poster presentation Lunch National Oral Presentation 1. Education at Buddha Raksa Meeting Hall, 3rd Floor and Rooms IS0901, IS0902, IS0903, IS0904, 9th Floor 2. Humanities and Social Sciences at Rooms IS0702 and IS070311, 7th Floor 3. Science and Technology at Sitalai Room and Pratchayalai Room, 8th Floor 4. Area-based Research Development at Sueksitalai Room, 8th Floor

*(Coffee Break at 3.00-3.1S pm.) International Oral Presentation 1. Education at Graduate School Meeting Room, 9th Floor 2. Humanities and Social Sciences at Rooms IS090SI1 and IS090S/2, 9th Floor Certificate Presentation Ceremony delivered to the presenters who receive a Presentation Award and Closing Ceremony by Asst. Prof. Dr. Narumon Somkuna, Dean of the Graduate School, Buddha Raksa Meeting Hall, 3rd Floor

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* NB: The program is subject to change as appropriate.