Appendix a 1St Survey Questionnaire

Appendices

APPENDIX A 1ST SURVEY QUESTIONNAIRE

Sawadee Khrup! This is a questionnaire designed by Mr. Sakon Kerdpol from Pibulsongkram Rajabhat University as part of his doctoral studies in Education at Flinders University in Australia. The questionnaire is seeking information from foreign tourists about their visit to Thailand. Results from this questionnaire will assist in the development of new topics for students who enroll in a “Tourism” major at Pibulsongkram Rajabhat University. Your cooperation in answering the questionnaire is very much appreciated.

Directions: Please fill in the blank and tick the information that relates to you.

1. Your country is…………………. 2. Reason for your visit to Thailand? (please tick all that apply) ….Interest in historical site ….Interest in Thai history ….Shopping ….Recreation ….Education visit ….Tour ….Passing through ….Other. Please specify……………………….. 3. How did you know about this site? ….Tourist leaflet ….Tourist information center ….From a friend ….Advertising on TV ….Guide books ….Magazines ….Internet advertisement ….Brochures of tour operators ….Other. Please specify………………………..

4. If you visit the tourist sites Phitsanuloke or Sukhothai, what would you like to know and see? ….Tourist attractions ….-Natural sites e.g., national parks, waterfalls ….-Historical sites e.g., ruins, old temples, museum ….Adventure e.g. rafting ….Festivals ….Customs ….Accommodation ….Night life entertainment ….History of the site ….Legend of the site ….Samlor or Tricycle-tour ….OTOP (One Tambol One Product)

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….Other. Please specify……………………………

5. Where did you stay while visiting this tourist site? ….Hotels ….Guest house ….Hostel ….Friend’s house ….Other. Please specify……………………………..

6. How long would you like to stay? ….Less than 24 hours. ….1-3 days ….4-6 days ….7-10 days ….11-14 days ….longer

7. How would you prefer to arrange your trip? ….Independently ….Through your job/studies ….Package tour ….Internet

8. What factors would contribute to your decision to visit Phitsanulok or Sukhothai? ….Climate ….Easy accessibility ….Cost and transport ….Language ….Shopping ….Cultural interest ….Food and drink ….tourist attractions ….People ….Other. Please specify……………………………..

9. Would you come again? ….Yes ….No ….May be

10. Would you recommend to a friend? ….Yes ….No ….May be

Thank you very much for your generous and kind cooperation.

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APPENDIX B

2ND SURVEY QUESTIONNAIRE

Learning Together in Local Tourism: A Case Study of the Implementation of Cooperative Learning at Pibulsongkram Rajabhat University.

As part of a doctorate study at Flinders University of South Australia, I as a student and researcher have to conduct this research which is part of the study requirement. I would like to request your cooperation in answering the questionnaires which I hope will be beneficial for those who study English either as major or minor or selective and I promise these questionnaires will be anonymous and confidential. Your generous cooperation is very much appreciated.

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

Gender of participants

Male Female

What is your age?

18-20 years old 21-23 years old 24-26 years old

Other -Please state How long have you studied English?

10 years 12 years 14 years

Other -Please state

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

5 = strongly agree, 4 = agree, 3 = not sure, 2 = disagree, 1 = strongly disagree

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Strongly Agree Not Dis- Strongly agree 4 sure agree disagree

5 3 2 1 1. Working in a small group called Learning Together helps me learn my English as a local guide. 2. I find it hard to talk in English as a local guide in a small group. 3. Working in a small group helps me learn English better than other methods such as lecturing from teacher. 4. Working in a small group motivates me to learn more about a local guide. 5. Working in a small group provides me with good studying strategies. 6. Working in a small group makes someone dominant in the group especially when discussing. 7. Working in a small group helps me understand individual differences. 8. Working in a small group helps make me proud of myself as being a helpful participant. 9. I am easily influenced by friends in working in a small group. 10. Working in a small group occupies most of my time. 11. Working in a small group helps me adjust myself. 12. Working in a small group makes me nervous. 13. Working in a small group provides me with a positive attitude toward the teacher and my colleagues. 14. Working in a small group creates individual accountability. 15. I really worry about what others think of me especially when working in a small group. 16. Working in a small group creates willingness to compromise and cooperate. 17. Working in a small group slow down my learning especially being a local guide. 18. Working in a small group provides me more self-confident.

19 Working in a small group helps create companionship. 20. Working in a small group makes me dependent. 21. I work best in a small group. 22. Working in a small group hinders my learning.

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23. I am ambitious to speak out as a local guide in a small group. 24. I am often afraid that I may look ridiculous or make a fool of myself in working in a small group. 25. Working in a small group provides me with good learning strategies. 26. Working in a small group creates interpersonal problems. 27. I feel embarrassed when making a mistake especially during a practice of being a local tour guide in a small group. 28. I lack self-confident when working in a small group. 29. I sometimes have difficulty controlling my temper when practicing as a tour guide in a small group. 30. Working in a small group creates a nice learning atmosphere. 31. Working in a small group wastes my time. 32. I learn better if I study by myself. 33. Working in a small group teaches us social roles. 34. I feel shy when working in a small group. 35. I get upset when someone in a small group does not help work in a group. 36. I feel proud to volunteer to present a small group work. 37. I feel very happy when friends applause after presentation. 38. I feel reluctant to volunteer first when working in a small group. 39. Working in a small group makes me more eager to speak English with foreigners. 40. I feel discourage when I cannot do what others can when working in a small group.

Do you have other comments about working in a small group (cooperative learning called Learning Together)?

…………………………………………………………………………………………

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

Sakon Kerdpol

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APPENDIX C 3RD SURVEY QUESTIONNAIR

Sawadee Khrup! This is a questionnaire designed by Mr. Sakon Kerdpol from Pibulsongkram Rajabhat University as part of his doctoral studies in Education at Flinders University in Australia. The questionnaire is seeking information from foreign tourists about their visit to Thailand. Results from this questionnaire will assist in the development of English language for students who enroll in a “Tourism” major at Pibulsongkram Rajabhat University. Your cooperation in answering the questionnaire is very much appreciated.

Directions: Please fill in the blank and tick the information that relates to you.

1. Your country is…………………. 2. Your age group

15-20 years 21-25 years 26-30 years 31-35 years 36-40 years 41-45 years 50 years up

3. Who are you traveling with?

alone friend (s) spouse (male) spouse (female) brother/sister other please specify……………………………..

4. Is it the first visit to Thailand? If not how many times? Yes No

Please tick the following statements. 5. = strongly agree 4. = agree 3. = moderate 2. = disagree 1. = strongly disagree 5 4 3 2 1 5. My student is friendly. 6. My student’s English is easy to understand. 7. My student is informative on tourist attractions.

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8. My student is shy. 9. My student can answer the questions. 10. My student is confident in giving information on tourist sites.

What could be improving for the student(s)? …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… ……………………………………………………………………...... Thank you very much.

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APPENDIX D

Student’s Introduction Letter

My name is……………………………. I am a student of tourism from Pibulsogkram Rajabhat University. This is part of my study (training) being a local guide. I am very happy to give you information about these tourist attractions. If you have any questions, please feel free to ask and I will try my best to answer them.

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APPENDIX E

FLINDERS UNIVERSITY

ADELAIDE AUSTRALIA

August 2006

Dear Dr. Sawarng Pupatwibul, the President of Pibulsongkram Rajabhat University

I am writing to inform you of some research being undertaken by Mr. Sakon Kerdpol who is a lecturer at your Pibulsongkram Rajabhat University. Mr. Sakon Kerdpol is a Doctor of Education candidate in the School of Education at Flinders University carrying out research for his thesis entitled “A Case Study of Implementing Cooperative Learning: Learning Together Strategy on Local Tourism for Tourism Industry Students at Pibulsongkram Rajbhat University.”

The aim of this research is to investigate how cooperative learning strategy impacts to student learning English.

Knowing more about the process of cooperative learning strategy will provide a guide for teachers as they teach students to learn English as a foreign language. The questionnaire to be developed as part of the study will be a useful tool for English language teachers.

Participation in the project will involve filling out a questionnaire about positive and negative attitude towards cooperative learning strategy. This will take approximately 30 minutes.

The information Mr. Sakon Kerdpol will gather in this project will remain confidential and there will be nothing in the report on the project that will identify any person who participates.

In seeking your participation in the project, it is understood that you may decide to withdraw from the project at any time and that you are free not to answer questions or to discontinue participation. If you agree to participate in the project, please sign the attached form entitled Consent Form For Interview and return it to Mr. Sakon Kerdpol at the institute.

If you have any questions or concerns with the project I would be happy for you to contact me by telephone…or contact Mr. Sakon Kerdpol directly on 019716548 or Email [email protected]

Yours sincerely

This project has been approved by the Social and Behavioural Ethics Committee of the Flinders University, Australia.

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FLINDERS UNIVERSITY

ADELAIDE AUSTRALIA

June 1, 2006

Dear Dean of Faculty of Management Science, Pibulsongkram Rajabhat University

The aim of this research is to investigate how cooperative learning strategy impacts to student learning English.

Participation in the project will involve filling out a questionnaire about positive and negative attitude towards cooperative learning strategy. This will take approximately 30 minutes.

The information Mr. Sakon Kerdpol will gather in this project will remain confidential and there will be nothing in the report on the project that will identify any person who participates.

If you have any questions or concerns with the project I would be happy for you to contact me by telephone…or contact Mr. Sakon Kerdpol directly on 019716548 or Email [email protected]

Yours sincerely

This project has been approved by the Social and Behavioural Ethics Committee of the Flinders University, Australia.

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APPENDIX F

LETTER OF INTRODUCTION

FLINDERS UNIVERSITY

ADELAIDE AUSTRALIA

I November 2006 Dear Participant

This letter introduces Mr. Sakon Kerdpol who is a Doctor of Education candidate in the School of Education at Flinders University carrying out research for his thesis entitled “A Case Study of Implementing Cooperative Learning: Learning Together Strategy on Local Tourism for Tourism Industry Students at Pibulsongkram Rajbhat University.”

The aims of this research are to evaluate the effectiveness of cooperative learning on English language development amongst tourism students, to evaluate the impact of cooperative learning on the practices of local tour guide students. The study also aims to develop a set of recommendations for future practice in cooperative learning in Thai educational institutions.

Knowing more about the process of cooperative learning strategy will provide a guide for teachers as they teach students to speak English as a foreign language. The questionnaire to be developed as part of the study will be a useful tool for English language teachers.

Participation in the project will involve the following: 1. During class Mr Kerdpol will ิbe observing the teacher and taking notes.

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2. At the end of the project, the participants will be asked to fill out a questionnaire about positive and negative attitude towards cooperative learning strategy for 30 minutes. 3. The participants will be focus-group interviewed how they feel about the cooperative learning strategy for an hour.

The information Mr. Sakon Kerdpol will gather in this project will remain confidential and there will be nothing in the report on the project that will identify any person who participates.

If you have any questions or concerns with the project I would be happy for you to contact me by telephone…or contact Mr. Sakon Kerdpol directly on 0819716548 or Email [email protected]

Yours sincerely

Sakon Kerpol

This project has been approved by the Social and Behavioural Ethics Committee of the Flinders University, Australia.

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APPENDIX G FLINDERS UNIVERSITY ADELAIDE AUSTRALIA

CONSENT FORM FOR PARTICIPATION THROUGH COMPLETION OF A QUESTIONNAIRE

I……………………………………………………………………………….(name) being over the age 18 years hereby consent to complete a questionnaire as requested in the research project, “A Case Study of Implementing Cooperative Learning: Learning Together Strategy on Local Tourism for Tourism Industry Students at Pibulsongkram Rajbhat University.” being undertaken by Sakon Kerdpol (School of Education), Flinders University.

I. I have read the information provided.

2. Details of the procedures and any risks have been explained to my satisfaction.

3. I am aware that I should retain a copy of the Information Sheet and Consent Form for future reference.

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

5. The decision to participate, not participate or to begin and withdraw from the project will not affect my educational program at Pibulsongkram Rajabhat University, nor will it affect my grades or my status as a student.

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Participant’s Signature………………………………………….Date………………

I certify that I have explained the study to the volunteer and consider that she/he understands what is involved and freely consents to participate.

Researcher’s Signature………………………………………….Date……………….

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APPENDIX H

Individual Accountability Self-Monitoring Form

Name ______Group name______Date ______Subject ______

Did I contribute to the group work today? Yes______No______How?______

Did I reach my own learning goal today? Yes ______No ______My learning goal was: ______

What I accomplished: ______

Is there anything that I could do to improve my accountability? ______

My future accountability goal is: ______

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APPENDIX I

Cooperative Group Reflection and Goal Setting Group name: ______Date: ______Needs Improvement Good Excellent How well did our group: 1. Complete the task? ______2. Use the time wisely? ______3. Practice the social skill? ______What we did especially well: ______What we need to improve on: ______Future goal(s): ______

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APPENDIX J Materials Used in the 8-Week-Lesson Plans Phitsanuloke Geographic Features

Phitsanulok, covering some 105,815 square kilometers, is 377 kilometers north of Bangkok. It borders Uttaradit Province on the North, Pichit Province on the South, Loei and Petchabun Provinces on the East, and Kamphaeng Phet and Sukhothai Provinces on the West. Situated on a strategic location dividing Thailand’s Central and Northern regions, and connecting to the Northeastern region, Phitsanulok is undeniably an important hub and an ideal base for travelers wishing to explore the lower North and western Northeast. Phitsanulok, however, is not just a stopover for tourists, but is a province with promising tourism opportunities.

Phitsanulok Province spans the banks of Maenam Nan and has Maenam Khwae Noi running through it. Therefore, it is locally known and historically referred to as “Song Khwae City” (Song means two and Khwae means a river). Most of Phitsanulok’s terrain is flatlands, with one third of the area being mountain ranges on the north and the east. Its unique natural endowments including natural parks and waterfalls make a trip to Phitsanulok worthwhile.

Phitsanulok is geographically divided into 9 districts: Muang District, Wangthong District, Bang Rakam District, Bang Krathum District, Wat Bot District, Phrom Phiram District, Nern Maprang District, Nakhon Thai District, and Chart Trakarn District. It is governed by the governor appointed by the Department of Local Administration, Ministry of Interior. Phitsanulok is considered as the Gateway to Indochina, that is, if ones traveling on land to Southern China on the North, to Vietnam on the East, Myanmar on the West and to Malaysia on the South, they have to pass Phitsanulok. Furthermore, Phitsanulok becomes the center of government offices such as the 3rd Army camp, Police Command Region 5, Education Region 7, Medical Service Center Region 9, Telecommunication Center in the lower north of Thailand. In addition, Phitsanulok remains the higher educational center in the lower north of Thailand. To mention just a few, Naresuan University, Pibulsongkram Rajabhat University, Nursing College, Public Health College and technical colleges provide education for local people as well as nationwide.

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Legend of Phra Buddha Chinarat Phra Buddha Chinarat is acclaimed to be the most beautiful Buddha image in the world. It is one of the most revered Buddha images in Thailand, only second to the Emerald Buddha. It is in the attitude of subduing Mara. Currently, it is located in Wat Phra Sri Rattana Mahathat Woraviharn in Phitsanulok in Northern Thailand. It was created during the reign of Phra Maha Thammaraja Lithai (King Li Thai) in the styly of Sukhothai. Actually, King Li Thai wanted three new Buddha images for his temple. As a result, three artisans from Sawankhalok and Chiangsaen offered to cast three high-quality Buddha images for him. The first two, which were Phra Buddha Chinasri and Phra Buddha Satsada respectively, were cast very well and currently are housed in Wat Bavornives in Bangkok. However, the last failed many times. Eventually, an old man appeared mysteriously and created a Buddha image with a flaming halo, which ends in nagas (snakes) on both sides of the Buddha and then the old man disappeared mysteriously. King Li Thai was so impressed and named that Buddha image as Phra Buddha Chinarat, which meant the Victorious King Buddha image. In 1631 King Ekatotsarot of Ayutthaya used his gold regalia to be beaten and put into gold sheets and used to coat the Buddha.

The beauty of Phra Buddha Chinarat is well known amongst both Thais and foreigners as the composition of the arts of Sukhothai and Chiangmai are perfectly balanced and elaborated. It was so beautiful and significant that King Variravudh (King Rama VI of Chakri Dynasty) praised the image: “…so long as Phra Buddha Chinarat remains in Phitsanulok, Phitsanulok will remain a town worthy of visiting at all time. And even if Phitsanulok had been stripped of its last belongings and yet still managed to retain Phra Buddha Chinarat on its soil, it might as well boast of an object most worthy of admiring in the North or even in the whole of Thailand itself…”

Many imitated Phra Buddha Chinarat were produced but the famous one, which was cast during the reign of King Chulalongkorn (King Rama V of Chakri Dynasty), is at Wat Benchamaborphit in Bangkok.

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Sukhothai Sukhothai is one of the northern provinces of Thailand which covers 6596.1 square kilometers with 593,264 inhabitants. Neighboring provinces are Prae, Uttaradit, Phitsanulok, Kamphaeng Pet, Tak and Lampang. Sukhothai is located in the valley of the Yom River. The Ramkhamhaeng national Park in the south of the province and the Si Satchanalai in the northwest both protect the mountainous forest areas of the province.

The province is most famous for the historic city of Sukhothai, the capital of Sukhothai Kingdom. It is located about 12 kilometers from the modern new Sukhothai city. Not far from Sukhothai is the Si Satchanalai Historical Park, a second city of the same time. The province was at first known as Sawankhalok, it was renamed to Sukhothai in 1939.

The province is divided into 9 districts: Muang Sukhothai District, Si Sarong District, Sawankhalok District, Thung Saliam District, Si Satchanalai District, Barn Dan Lan Hoi District, Khirimat District, Kong Krailat District, and Si Nakhorn District.

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Ancient Sukhothai History Flouring between the 14th century and the 16th century A.D., the Kingdom of Sukhothai spread across Moei, lower Yom, Ping, Nan and upper Pa Sak river valleys. Those areas of land lay between two great kingdoms, namely Pagan in the west and Khmer in the east.

Prior to the establishments of Sukhothai around the middle of the 13th century, people had already settled in those areas. Stone implements found on Khao Khen and Khao Ka hills in Sri Nakhon District of Sukhothai Province, as well as human remains and stone implements at Ban Bung Ya in Khirimat District of Sukhothai Province, are evidence of prehistoric settlements, related to those in Laos, Cambodia and Vietnam.

Those early settlements later developed into states. From the 7th century, the inhabitants had relations with people in the central and northeastern areas which were under the influence of Dvaravati culture. Archaeological evidence of Dvaravati style beads, bronze as well as implements, silver coins stamped with image of the sun, carved clay objects, human skeletons, were found at Wat Chom Chun in the old town of Si Satchanalai.

An ancient Khmer style monument, commonly known as Prang Pu Cha, on a small hill in Ban Na Chooeng, Khirimat District, Sukhothai Province, indicates the influence of the Khmer culture in this area. It is difficult to specify the age of this ancient monument, however, since most important features are in ruins. Based on the assumption that the Khmer civilization extended through the town of Si Thep in Phetchabun Province and the town of Dong Mae Nang Muang in Nakhon Sawan Province, the region which later became the Sukhothai Kingdom had possibly had contact with the Khmer Kingdom since the 12th century.

The continuous spread of Khmer culture from the 12th century to the 13th century is evidenced by ancient monuments such as Ta Pha Daeng shrine in Sukhothai Province. Contemporary with Bayon style of the 12th century, the shrine indicates the first development of a town in the Khao Pra Thak valley under Khmer influence.

Around the 13th century, there was a great change in the Khmer Kingdom when King Jayavarman VII adopted Mahayana Buddhism as the main religion of the Kingdom. In Khmer sanctuaries, Buddha images were enshrined instead of images of Hindu gods and decorative art was centered on the theme of Buddha’s story. Evidence of Khmer sanctuaries under Mahayana influence has been found at Prang Sam Yot, the prang of Wat Mahathat in Lop Buri Province, and the prang of Wat Phra Phai Luang in Sukhothai.

Around the middle of the 13 century, those communities having cultural relations with the Khmer liberated themselves and established the Kingdom of Sukhothai.

Taken from Guide to Sukhothai, Si Satchanalai and Kamphaeng Phet Historical Parks by Chuchote, Preechapechacupt, and Sungthong, 2003.

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History of King Ramkhamhaeng the Great

Ramkhamhaeng the Great (c. 1239-1317, aka. Pho Khun Ramkhamhaeng) was the third king of the Phra Ruang dynasty, ruling the Sukhothai kingdom (a forerunner of the modern kingdom of Thailand) from 1277 to 1317, during its most prosperous era. He is credited with the creation of the Thai alphabet and the firm establishment of Theravada Buddhism as the state religion of the kingdom.

Life and rule

His parents were Prince Bang Klang Hao, who ruled as King Sri Indarditya, and Queen Sueng, although a legend describes his parents as an ogress named Kangli and a fisherman.

At the age of 19 her participated in his father’s successful invasion of the city of Sukhothai, freeing it from Khmer rule and essentially establishing the independent Sukhothai kingdom. Because of his conduct at war, he was given the title “Phra Ramkhamhaeng”, or Rama the Bold. After his father’s death his elder brother Ban Muang ruled the kingdom and gave Prince Ramkhamhaeng control of the city of Sri Satchanalai. On his accession, therefore, Prince Ramkhamhaeng had an established reputation for leadership.

Ramkhamhaeng formed an alliance with the Yuan Dynasty of China, from whom he imported the techniques for making ceramics now known as Sangkhalok ware. A story describes his seduction of the wife of King Ngam Muang, the ruler of neighboring Phayao-an event which may have helped him toform his three-way alliance with Ngam Mueang and with King Mengrai of Chiang Mai, both of whose kingdoms were to the north of Sukhothai. Ramkhamhaeng expanded his kingdom as far as Lampang, Prae and Nan in the north, Phitsanulok and Vientiane in the east, Mon in the west, as far as the Gulf of Bengal in the northwest and Nakhon Si Thammarat in the south.

Ramkhamhaeng is traditionally credited with developing the Thai alphabet (Lai Sue Thai) from earlier Khmer, Mon and Burmese scripts, on the evidence of an inscription (the Ramkhamhaeng stele) dated to 1283 or 1292 which bears the earliest known Thai writing. He is also still respected as the king who introduced the style of benevolent monarchy that remains today.

He was succeeded by his son Pho Khun Loethai.

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OTOP (ONE TUMBON ONE PRODUCT) OTOP is launched by the initiative of former Prime Minister Taksin Chinawat’s government in order to help the grass root people throughout Thailand to earn more money and this cabinet has adapted the idea of OTOP originated in Japan. This government not only created markets for OTOP locally but also exported five star products overseas as well.

Samples of OTOP from Sukhothai:

The product is woven by women in Si This bracelet is handmade in Satchanalai District. Tambon Tha Chai, Si Satchanalai District.

The clay unglazed ceramics are hand These glazed ceramics are hand made at made in Khiri Mat District. Muang Kao, ancient Sukhothai.

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Samples of OTOP from Phitsanulok:

Sweet banana crisps are made by the Honey-coated banana rolls adapted residents of Bangkrathum District. from sweet banana crisps are made by Phai Lom Women’s Agriculture Group, Phai Lom in Bangkrathum District.

Hand-stitched blanket is made in colorful Artificial flower from Thai clay is and beautiful patterns by a group of women hand made by Thai Clay Applied at Tha Thong, Muang District. Group at Noen Kum, Bang Krathum District.

Fried Herbs inspired by the speech of Morinda Fruit Juice with Honey His Majesty the King are handmade by Added by Alisa Sornphet, Muang Fried Herbs Women’s Agriculture Group District. at Ban Khlong, Muang District.

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APPENDIX K AN EXAMPLE OF OBSERVATION ON COOPERATIVE LEARNING CALLED LEARNING TOGETHER

One example of the Cooperative Learning Method called Learning Together as observed on July 9, 2007.

Observations Made about the Lessons Discussion of the Findings

1. The teacher greeted the students, they 1. To learn a foreign language, cultural responded and greeted back. appreciation is essential for students to acquire. 2. The teacher told students to pay 2. Sometimes students need clear attention to the presentation in order to instructions to direct them. master the lesson for more details and the individual practice at a later stage. 3. The teacher pronounced new words 3. Students’ pronouncing the new words and defined the meaning of difficult correctly is a must to make meaning clear vocabulary by using some Thai or simple and simplifying words or using language English for example “relics” by showing 1(Thai) to explain the meaning is helpful the photo of war relics e.g. guns, shells. and it is a good strategy for a quick Another meaning of relics in terms of an understanding. As the activity progressed archaeological object which was contained if a student was able to give the correct in the chedi is the ashes of Lord Buddha. meaning of the word he/she was given immediate feedback and praise. 4. The teacher distributed the worksheet 4. Students’ helping each other created and had students who sat in their own the group work’s decision, accountability groups helping each other in and democracy. Using a bilingual understanding the text. Then match the dictionary allowed them to understand the right picture with the most appropriate meaning more clearly and quickly. description. At this stage, students were

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allowed to use a bilingual dictionary.

5. The teacher checked students’ 5. Working together in a small group, matching orally for each item at one at the students with high or medium abilities time. Then each student chose the tourist were able to help weaker ones and the attraction he would like to practice being weaker ones did not feel humiliated. If as a local guide by using the pattern that some in the group were able to answer the the contract teacher showed them. At this questions correctly, the compliments were stage, the teacher walked around and acted usually rewarded. Also encouragement as a facilitator in case some help and was always given when working in the explanation were needed. small group. (Reinforcement)

6. Each student in turn tried to be a local 6. This stage the practice helped guide by using the pattern that the contract consolidate and build self confidence for teacher demonstrated to them and the rest each student acting as a local guide. in the group pretended to be tourists.

7. The teacher informed each group to 7. This activity helped to reinforce the nominate his/her group to be a local guide confidence and build up the leadership to in front of the class and the whole class the group. was acting as tourists. 8. The students, one by one, answered the 8. Answering the questions helped their questions related to the text they read understanding in the text better and be orally. ready to accept other’s answers. 9. The teacher assigned students to search 9. Students searching more information by for more detail in each tourist attraction themselves created a better retention of the for their future career and bring the text to their learning and sharing the information to share with the rest of the information with friends is one of the class for their next lesson. social skills they should acquire.

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APPENDIX L

CONSENT FORM

THE FLINDERS UNIVERSITY OF SOUTH AUSTRALIA Social and Behavioural Research Ethics Committee ______CONSENT FORM FOR INTERVIEW My name is: I am over the age of 18 years and consent to participate as requested in the research project entitled, “A Case Study of Implementing Cooperative Learning: Learning Together Strategy on Local Tourism for Tourism Industry Students at Pibulsongkram

Rajbhat University.”

I. I have read the information in the letter of introduction. 2. Details of procedures and any risks have been explained to my satisfaction. 3. I agree to my information and participation being recorded on tape/videotape. 4. I know that I should retain a copy of the Information Sheet and Consent Form for future reference. 5. I understand that: • I may not directly benefit from taking part in this research.

• I am free to withdraw from the project at any time and am free to decline to answer a particular question or questions.

• While the information gained in this study will be published as explained, I will not be identified, and individual information will remain confidential.

• The decisions to participate, not participate, to begin and then withdraw will have no effect on my educational program or status as a student.

• I may ask that the recording/observation be stopped at any time, and that

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I may withdraw at any time from the session or the research without disadvantage.

6. I have read the information and had an opportunity to discuss taking part in this research with a family member or friend.

Participant’s signature………………………………………… Date…………………

I certify that I have explained the study to the volunteer and consider that she/he understands what is involved and freely consents to participation.

Researcher’s signature……………………………………………..Date………………….

7. I, the participant whose signature appears below, have read a transcript of my Interview and agree to its use by the researcher as explained.

Participant’s signature……………………………………………..Date………………….

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APPENDIX M Interview questions for Learning Together in Local Tourism: A Case Study of the Implementation of Cooperative Learning at Pibulsongkram Rajabhat University. 1. When you have been assigned to go gathering information for the topic from foreigners at the hotel or elsewhere in Phitsanulok or Sukhothai, do you think it is helpful for your speaking English? Do you feel confident enough to talk to them? 2. Did the foreigners always agree with your request? If not what did you do? 3. Which parts of the topics do you think are useful for you and why? 4. Do you like the way the teacher presents her lesson (explains difficult vocabulary, divides students to work in a small group called Learning Together) and the way she does her activities into small group (student takes turn to be a tour guide)? 5. What do you like about the techniques used by the teacher? 6. What do you not like about the techniques used by the teacher? 7. What are the advantages of working in a small group called Learning Together? 8. What are the disadvantages of working in a small group called Learning Together? 9. Do you think the lessons and time spent are enough and appropriate for you if not how long would you like? 10. What is your suggestion (s) to improve the lessons for students’ future career as a local guide? 11. Do you think the lessons the teacher presented to you will be useful for your future career as a local guide? 12. What you like or not like about the presentation of a group project on Sukhothai and Phitsanulok? 13. What do you like or not like about practicing being a local guide at the tourist sites? 14. Do you think this technique can be applied to other courses with your study and why?

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APPENDIX N Pictures of Research Procedures

Researcher and students collecting data on the 1st survey questionnaire.

Collecting data to make a topic for tourist students at Topland Hotel Plaza in Phitsanulok.

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A contract teacher teaching third year students of tourism major by using cooperative learning called Learning Together.

A representative from each group practicing being a local guide in front of the class room.

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Students in turn practicing being a local guide in their group with a contract teacher facilitating the practice.

Students in the group matching the description with the right pictures in the lessons before practicing being a local guide.

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Setting out a field study to Sukhothai and Sisatchanalai in front of Pibulsongkram Rajabhat University.

Visiting OTOP (One Tumbol One Product), ceramic making at Khirimat District, Sukhothai Province.

A student trying a hands-on how to make a ceramic from clay.

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Taking a tram touring around Sisatchalai World Historical Park by a professional tour guide from the park.

A tour guide briefing historical background to students.

Feeding elephant, once used for fighting with the king on its back against the enemy, at Sisatchanalai World Historical Park.

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Historical site at Sisatchanalia World Historical Park.

Beautiful stucco with floral design at Wat Nang Phaya, Sisatchanalai World Historical Park.

Wat Chedi Jedthaew at Sisatchanalia Wold Historical Park.

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OTOP (One Tumbol One Product) at Golden Textile Museum, Tambol Hadsio, Sisatchanalia District.

OTOP at Goldsmith, Tambol Thaichai, Sisatchanalai District.

Samples of OTOP at Goldsmith, Tambol Thachai, Sisatchanalai District.

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Students attending the historical site briefing at Information Center, Sukhothai World Historical Park.

Students taking a tram touring Sukhothai World Historical Park.

Students visiting the Immovable Buddha Image at Wat Sichum, Sukhothai World Historical Park.

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Students presenting their project on Sukhothai and Phitsanulok through power point presentation.

Power point presentation on Sukhothai.

Poster presentation on Sukhothai World Historical Park.

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Students doing the 2nd questionnaire on their attitudes towards cooperative learning method called Learning Together.

Two focus-group interviews after the 8 week-lesson completion.

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Students practicing being a local guide at Wat Yai in Phitsanulok.

Student from tourism major being a liaison as well as practicing as a local guide at International Takraw in Phitsanulok.

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APPENDIX O Thematic Analysis Adapted from Baddeley (1992) in Cook & Finlayson (1999).

Interviews of 12 participants Cooperative Learning called Learning Together

Activities Participant’s Types of Participant’s Skills Participant’s the students or learning or acquired or worked on Student’s Researcher’s Student’s Researcher’s Student’s Researcher’s comment appraisal comment appraisal comment appraisal Practicing 10 out of 12 Rehearsing and Most Being brave, 9 out of 12 speaking participants repetition participants building participants English tried to speak make students enjoyed confidence said that they English with improve their practicing felt brave to their friends, speaking speaking speak English teacher and ability. English. after talking foreign tourists. with a contract teacher and foreign tourists. Discussing of 4 out of 12 Recording Some An A few ideas participants existing participants understanding participants discussed knowledge seemed to revise of new took longer within their their previous information than others to groups. knowledge. master new information. Making friends Some Socializing Most of them Accepting Some participants felt good others participants enjoyed learning to give made new working with and to take. friends within friends. their own class and with foreign tourists and felt close to one another.

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Judging All of them like Accepting Good to argue Selecting the Some the way the other’s ideas but agree with information participants teacher presents friends finally. cared when her lessons and foreign the way she tourists turned does her down their activities into requests ant small group they tried to (CL). find others who were willing to assist them. Sharing ideas 7 out of 12 felt Transferring Participants not Reordering Often some proud to share knowledge only kept new what they participants ideas with gained from knowledge but know had to change friends. the teacher to also extended it their previous friends to friends. knowledge after being told by a contract teacher. Arguing and 5 out of 12 Democratizing Make a leader Turn taking Some compromising participants their thinking and followers. and accepting participants argued but and others took turns in mostly they information speaking and compromised. encouraged others to speak. Questioning First, some Making Most of the Negotiating Some and seeking participants connections time, and expressing participants clarification asked friends with prior participants doubts learnt how to and if the learning with high ability negotiate and answers were were likely to most liked to not clear they question their listen to asked a teacher. friends, a friends and a teacher, and teacher. foreign tourists. Searching for 7 out of 12 Applying Some Sharing ideas Most information participants knowledge to a participants and listening to participants looked for new situation tried to use new others. tried to share

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unknown words vocabulary and ideas and in a dictionary expressions listened to the in advance or learned from the others’ and asked a teacher teacher to a new finally agreed or friends. topic. on what was the best solution. Offering help Some Being part of a Most An Participants participants team and participants felt understanding had a better offered to caring for good being part of group understanding share others of the team. process of working in knowledge and (socialization) a small group. ideas and helped friends to make the lessons understood and were happy to do so. Selecting Though 7 out Comparing Some Deciding and Most of them preference 12 participants information participants choosing felt positive on argued, and choosing learnt to the group’s eventually they compare their decision agreed. information making but with friends and only a few felt chose the best upset when solution. their friends disagreed. Building From frequent Consolidating A few Expressing After being confidence practice with information participants ideas, opinions confident, the teacher and and applying took longer time frequently participants sometimes with prior to build up their expressed foreign tourists, knowledge to a confidence in themselves most new situation speaking more often. participants had English. confidence. Learning to Most Making Some Sharing Most work together participants connections participants responsibility participants enjoyed with a group tried to help e.g. took part in working in a look for the activities,

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small group unknown only a few only a few did words, answer tried to ride on not. questions. the wagon or sat still.

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APPENDIX P Thematic Analysis Adapted from Baddeley (1992) in Cook & Finlayson (1999).

Interviews of 12 participants

Cooperative Learning called Learning Together

Students’ comments

Activities SS S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 worked on Toy Kit Pla Tim Man Poo Ped Tam Pin Rum Sua Yut R’s appraisal Practicing S2, S3, S4, S5, S6, S7, S9, S10, S11, S12: 10 of 12 students tried to speak speaking English with their friends, their teacher and foreign tourists. English Discussing of S4, S7, S8, S9, S10: 4 of 12 students discussed within their groups. ideas Making S4, S6, S8, S11: Some students enjoyed working with friends. friends Judging S1, S2, S3,…S12: All of them like the way the contract teacher presents her lesson and the way she does her activities into small group. Sharing ideas S2, S3, S4, S7, S10, S11, S12. 7 of 12 students felt proud to share ideas with friends. Arguing and S2, S11: 2 of 12 students argued but mostly they compromised. compromising Questioning & S1, S2, S5, S9, S10: 5 of 12 students asked friends first and if the answers seeking were not clear they asked a teacher. clarification Searching for S1, S2, S5, S7, S9, S11, S12: 7 of 12 students looked for unknown words in a information dictionary in advance or asked friends or a teacher. Offering help S1, S2, S8, S11, S12, Most students offered to share knowledge & ideas & helped friends to make lessons understood & were happy to do so. Selecting S1, S3, S5, S6, S8, S10 S12. Though some students argued, eventually they preference agreed. Building S1, S2, S3, S4, S6, S7, S9, S10, S11, 12: From frequent talking to their teacher confidence and sometimes with foreign tourists, they had confidence. Learning to S1,… S12: Most students enjoyed working in a small group only a few did work together not.

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Students’ comments

Types of S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 learning Toy Kit Pla Tim Man Poo Ped Tam Pin Rum Sua Yut R’s appraisal Rehearsing S2, S4, S6, S7: Some of the students enjoyed practicing speaking English. and repetition make SS improve their speaking ability Recording S3, S6: Some students reviewed their previous knowledge. existing knowledge Socializing S1, S6, S7: Most students felt good learning to give and to take. Accepting S6, S7: Good to argue but agree with friends finally. others’ ideas Transferring S2, S3, S4, S7, S10, S11, S12: Students not only kept new knowledge but also knowledge extended it to friends. gained from T to friends Democratizing S1, S3, S4, S5, S6,…S10: Make a leader & followers. their thinking &information Making S3, S4, S10: Most of the time, students with high ability were likely to connection question their friends, a teacher and foreign tourists. with prior learning Applying S1, S6, S8, S11: Some students tried to use new vocabulary & expressions knowledge to learned to a new topic. a new situation Being part of a S2, S3, S4, S6, S7, S10, S11, S12: Most of them felt good being part of the team & caring team. for others Comparing S1, S7, S8, S9: Some students learnt to compare their information with friends infor. and and chose the best solution. choosing Consolidating S1, S8, S9: A few students took longer time to build up their confidence in infor. & speaking English. applying prior knowledge to a new situation Making S6, S7, S10: Tried to help e.g., look for unknown words, answer questions. connection with a group.

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Students’ comments

Skills acquired S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 R’s appraisal Toy Kit Pla Tim Man Poo Ped Tam Pin Rum Sua Yut Being brave, S1, S2, S3, S4, S5, S6, S7, S9, S10, S11: 9 of 12 said that they felt brave to building speak English after talking with a contract teacher and foreign tourists. confidence An S3, S6, S9: Some students took longer than others to master new information. understanding of new infor. Accepting S3, S5, S6, S8: Some students made new friends within their own class and others with foreign tourists & felt close to one another. Selecting the S1, S2, S3, S4, S5, S9: Some students cared when the foreign tourists turned infor. down their requests and they tried to find others who were willing to assist them. Reordering S3, S8: Often students had to change their previous knowledge after being told what they by a contract teacher. know Turn taking & S7, S8, S10, S11, S12: Some students took turns in speaking & encouraged accepting others to speak. others Negotiating & S3, S6, S10: Some students learnt how to negotiate & most liked to listen to expressing friends & a teacher. doubts Sharing ideas S4, S7, S8, S10, S11, S12: Some students tried to share ideas & listened to the & listening to others’ & finally agreed on the best solution. others An S7, S8, S9: Students had a better understanding of working in a small group. understanding of group process Deciding & S1, S4, S6, S9, S11: Some students felt positive about the group’s decision choosing making and only a few felt upset when their friends disagreed. Expressing S1, S7, S8: After being confident, students expressed themselves more often. ideas, opinions frequently Sharing S2, S3, S4, S6, S7, S8, S9, S10, S12: Most students took part in the activities responsibility only a few tried to ride on the wagon or sat still.

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