PROCEEDINGS

The 5th National & the 2nd International Academic Conference

13th - 14th February 2020 At the 2nd oor, Rattanathepsatri Building,Thepsatri Rajabhat University, PROCEEDINGS th nd The 5 National & the 2 International Academic Conference “Roles of the university as the driver for changes and

Innovation-based society”

13th - 14th February 2020 At the 2nd floor, Rattanathepsatri Building, Thepsatri Rajabhat University, Thailand

CO–HOSTS on The 5th National & the 2nd International Academic Conference on “Sciences, Arts, and Research for Sustainable Development”

1. Faculty of Management Science, Thepsatri Rajabhat University 2. Language Center, Thepsatri Rajabhat University 3. Faculty of Management Science, Kamphaeng Phet Rajabhat University 4. Faculty of Management Science, Chandrakasem Rajabhat University 5. Faculty of Management Science, Rajabhat University 6. Faculty of Management Science, Chiang Mai Rajabhat University 7. Faculty of Management Science, Rajabhat University 8. Faculty of Management Science, Nakhon Ratchasima Rajabhat University 9. Faculty of Management Science, Rajabhat University 10. Faculty of Management Science, Buriram Rajabhat University 11. Faculty of Management Science, Phra Nakhon Si Ayutthaya Rajabhat University 12. Faculty of Management Science, Phetchaburi Rajabhat University 13. Faculty of Management Science, Rajabhat Rajanagarindra University 14. Faculty of Management Science, Rambhai Barni University 15. Faculty of Management Science, Loei Rajabhat University 16. Faculty of Management Science, Valaya Alongkorn Rajabhat University 17. Faculty of Management Science, Sakon Nakhon Rajabhat University 18. Faculty of Management Science, Surat Thani Rajabhat University 19. Faculty of Management Science, Chombueng Rajabhat University 20. Faculty of Management Science, UdonThani Rajabhat University 21. Faculty of Management Science, Uttaradit Rajabhat University 22. Faculty of Education, Bansomdejchaopraya Rajabhat University 23. Faculty of Management Science, Bansomdejchaopraya Rajabhat University 24. Faculty of Science, Kalasin University 25. Faculty of Management Science, Ubon Ratchathani University 26. Faculty of Business Administration, North Eastern University 27. Faculty of Business Administration, Chaiyaphum Rajabhat University 28. Faculty of Business Administration and Management, Ubon Ratchathani Rajabhat University 29. Faculty of Business Administration and Accounting, Roi Et Rajabhat University 30. Faculty of Business Administration and Accounting, Sisaket Rajabhat University 31. Faculty of Business Administration and Information Technology, Rajamangala University of Technology 32. Graduate School University 33. UNIVERSITY TEKNOLOGI MARA(UITM) 34. SARJANAWIYATA TAMANSISWA (UST) 35. UNIVERSITAS SEBELASMARET (UNS)

Editorial Statement

According to Faculty of Management Science and Language Institute, Thepsatri Rajabhat University in collaboration with domestic and international universities organized the 5th National Conference and the 2nd International Conference under the theme “Roles of the university as the driver for changes and innovation-based society” held at Ratanathep Building, Thepsatri Rajabhat University, on February 14, 2020, the main objective is intended to be an outlet for theoretical and empirical research contributions for the academic institutions, scholars, researchers, practitioners, and students in the social sciences, humanity, and business management fields. To ensure the quality of the papers, the editorial board operates a double-blind review process. All contributions are initially assessed by the editorial board for suitability for the conference. Papers deemed suitable are then typically sent to a minimum of two independent expert reviewers to assess the scientific quality of the paper. The contributors are responsible for revising the paper according to the recommendations of the experts before getting an acceptance to be included in the electronic conference proceedings. Upon the success of the conference, the editorial board gratefully thanks all scholars, practitioners, and students for considering this conference as the outlet of their researches as well as the experts for their wholehearted contributions.

‘Assistant Professor Thanida Poodang Editor-in-Chief

Editor-in-Chief : Thanida Poodang

Editorial team : Asst.Prof. Wanida Permsiri Asst.Prof.Dr. Kisda Pongpittaya Asst.Prof.Dr. Opas Piansoongnern Assoc.Prof.Dr. Panitsupa Thampramuan Asst.Prof.Dr. Chommanard Mansamrith Asst.Prof.Dr. Sukanya Payungsin Dr.Sayamol Theptha

Peer Review Committee 1. Assoc.Prof.Dr. Suthinan Pomsuwan Bangkok University 2. Asst.Prof.Dr.Opas Piansoongnern 3. Mr.Kamarul Ariffin Mansor UNIVERSITY TEKNOLOGI MARA (UITM) 4. Dr.Yuyun Yulia SARJANAWIYATA TAMANSISWA (UST)

Editorial Policy The editorial board operates a double-blind review process. All submitted manuscripts are initially assessed by the editorial board for suitability for the conference. Manuscripts deemed suitable are then typically sent to a minimum of two independent expert reviewers to assess the scientific quality. The contributors are responsible for revising the manuscripts according to the recommendations of the experts before to get an acceptance to be included in the electronic conference proceedings. Manuscripts are accepted with the understanding that they represent original research and have not been copyrighted, published, or submitted for publication elsewhere. Authors of each manuscript appearing in the conference proceedings are solely responsible for all contents in their paper(s) including accuracy of the facts, statements, and citing resources. Facts and opinions are solely the personal statements of the respective authors and do not necessarily represent the views of the editorial board.

Presentation Schedule 14th February 2020 Group 1 At Room 24/202, 2nd Floor, Rattanathepsatri Building Thepsatri Rajabhat University

Expert 1. Assoc. Prof. Dr. Suthinan Pomsuwan 2. Mr. Kamarul Ariffin Mansor Moderator Dr. Somchai Watcharapunyawong

No. Time Article Presenter's name 08.30 – 08.50 a.m. Register 1 09.00 – 09.20 a.m. The Study of Potential Tourism Resource for Tourism Weerapol Noiklai, Development in Province. Payom Dhamabutra, Sahanon Tungbenchasirikul, Santidorn Pooripakdee 2 09.20 – 09.40 a.m. The management of Pung Thao Gong shrine (Ton Lumyai xin liu, Market) knowledge understanding for the Chiang Mai Charnnarong Srisuwan Chinese and worshipers 3 09.40 – 10.00 a.m. Guideline development of Baba food PERANAKAN Chalida Yamsrisuk modernization in 4 10.00 – 10.20 a.m. The product development and marketing promotion of Sopit Kamnuanchai, Kulchalee woven straw ropes of the OTOP occupational group in Puangpejara, Jumlong , . Khetjumnun, Panuphan Phermpiam, Ratchanok Suanseda, Saowanee Srikanjanarak 5 10.20 – 10.40 a.m. Perceptions of Entrepreneurs and Business Executives Rungluck Naksung toward Entrepreneurship Education in Thai Universities 6 11.20 – 11.40 a.m. The Effect of Product Knowledge and Perceived Ambar Lukitaningsih, Environmental Responsibility on Eco-Friendly Batik Purchase Kusuma Chandra Kirana, Delay Behavior Henny Welsa, Nonik Kusuma Ningrum 7 11.40 – 12.00 a.m. Learning Resources to Develop Students' Communicative Yuyun Yulia, Skills Diyah Trinovita 8 11.00 – 11.20 a.m. Application of Tamansiswa teaching values through blended Siti Mariah, learning Sri Wahyu Andayani Presentation Schedule 14th February 2020 Group 2 At Room 24/204, 2nd Floor, Rattanathepsatri Building Thepsatri Rajabhat University

Expert 1. Asst. Prof. Dr. Opas Piansoongnern 2. Dr. William P. Wall Moderator Ms.Chanakarn Boonkaew

No. Time Article Presenter's name 08.30 – 08.50 a.m. Register 1 09.00 – 09.20 a.m. INTEGRATING ENGLISH MEDIUM MATHEMATICS MOBILE Kamarul Ariffin Mansor, Wan APPLICATIONS TO TEACH LOW ACHIEVER UNIVERSITY Irham Ishak, Shafinah Md STUDENTS Salleh, Ab. Razak Mansur 2 09.20 – 09.40 a.m. AN ANALYSIS OF PUSH AND PULL FACTORS OF KOREAN’S Chonthicha Rungsattra, LONG STAY TOURISTS IN Keerati Trakansiriwanich 3 09.40 – 10.00 a.m. CLIMATE CHANGE IMPACTS ON WATER RESOURCES IN THE Chaiwat Ekkawatpanit, UPPER CHAOPHAYA RIVER BASIN Weerayuth Pratoomchai, Duangrudee Kositgittiwong 4 10.00 – 10.20 a.m. Attitudinal and Psychological Factors Affecting Perceived Thinn Thinn Aung, Kasemson Value and Buying Intention for Fashion Garment in Pipatsirisak Market 5 10.20 – 10.40 a.m. Development Guidelines on Rice Supply Chain Chirawan somwang Management Skills for Farmers in Tha Wung District, Lop Buri Province 6 10.40 – 11.00 a.m. A Primary Diagnosis of Supply Chain Performance for Chutima Thong-in, Community Enterprise: A Case Study of Fermented Fish Jejira Pachayaka, chili Sauces by Moo 4 Woman Group (Hua Pa Chef), Hua Natpaphat Muangngam, Pa Sub-district, , Supalak Chitsiri, Usanee Jitimanee, Chirawan Somwang

Table of Contents

The Study of Tourism Resource for Tourism Development in , Thailand. 1 - 10 Weerapol Noiklai, Payom Dhamabutra, Sahanon Tungbenchasirikul and Santidorn Pooripakdee

Knowledge management of the Pung Thao Kong shrine (Ton Lumyai market) 11 - 20 for Chinese in Chiang Mai and worshippers to better understand Xin Liu and Charnnarong Srisuwan

Guideline development of Baba food PERANAKAN modernization in Phuket Province 21 - 25 Chalida Yamsrisuk

The Product Development and Marketing Promotion of Woven Straw Ropes of 26 - 37 the OTOP Occupational Group in Mueang District, Saraburi Province. Sopit Kamnuanchai, Kulchalee Puangpejara, Saowanee Srikanjanarak, Panuphan Phermpiam, Jumlong Khetjumnun and Ratchanok Suanseda

Perceptions of Entrepreneurs and Business Executives toward Entrepreneurship 38 - 55 Education in Thai Universities Rungluck Naksung

The Effect of Product Knowledge and Perceived Environmental Responsibility 56 - 64 on Eco-Friendly Batik Purchase Delay Behavior Ambar Lukitaningsih, Kusuma Chandra Kirana, Henny Welsa and Nonik Kusuma Ningrum

Learning Resources to Develop Students' Communicative Skills 65 - 74 Yuyun Yulia and Diyah Trinovita

Application of Tamansiswa teaching values through blended learning 75 - 91 Siti Mariah and Sri Wahyu Andayani

INTEGRATING ENGLISH MEDIUM MATHEMATICS MOBILE APPLICATIONS 92 - 102 TO TEACH LOW ACHIEVER UNIVERSITY STUDENTS Kamarul Ariffin Mansor , Wan Irham Ishak , Shafinah Md Salleh and Ab. Razak Mansor

AN ANALYSIS OF PUSH AND PULL FACTORS 103 - 112 OF KOREAN’S LONG STAY TOURISTS IN CHIANG MAI PROVINCE Chonthicha Rungsattra, Keerati Trakansiriwanich

CLIMATE CHANGE IMPACTS ON WATER RESOURCES 113 - 123 IN THE UPPER CHAOPHAYA RIVER BASIN Chaiwat Ekkawatpanit Weerayuth Pratoomchai Duangrudee Kositgittiwong

Attitudinal and Psychological Factors Affecting Perceived Value and 124 - 143 Buying Intention for Fashion Garment in Myanmar Market Thinn Thinn Aung, Dr. Kasemson Pipatsirisak

Development Guidelines on Rice Supply Chain Management Skills for 144 - 154 Farmers in Tha Wung District, Lop Buri Province Assist. Prof. Dr. Chirawan somwang

Community Enterprise: A Case Study of 155 - 163 Fermented Fish chili Sauces by Moo 4 Woman Group (Hua Pa Chef), Hua Pa Sub-district, Phrom Buri District, Sing Buri Province Chutima Thong-in, Jejira Pachayaka, Natpaphat Muangngam, Supalak Chitsiri, Lakkhana Duangsikaew ,Dr. Usanee Jitimanee, & Assist. Prof. Dr. Chirawan Somwang, The 5th National & the 2nd International Academic Conference “Roles of the university as the driver for changes and Innovation-based society” 13th – 14th February 2020 At Rattanathepsatri Building, Thepsatri Rajabhat University

The Study of Tourism Resource for Tourism Development in Lopburi Province, Thailand.

Weerapol Noiklai1 Payom Dhamabutra2 Sahanon Tungbenchasirikul3 Santidorn Pooripakdee4

ABSTRACT

This research aimed to study tourism resources for tourism development in Lopburi Province, Thailand. This was qualitative research. The data about tourism resources in Lopburi’s area were gathered by in-depth interviews. The researcher applied specific sampling by choosing 32 key informants (8 from government agencies, 8 from private organizations, 8 from residents and 8 from tourists). Tools for this research were in-depth interviews, which, later, the interviews were narrated in 5 categories. The researcher categorized top 3 issues from each category such as 1) natural resources: Sup Langka Wildlife Sanctuary, Wang Kan Luang Waterfall and ; 2) cultural resources: Phra Ratchaniwet, / San Phra Kan and Ethnic Groups; 3) event resources: King Narai the Great’s Reign Fair, Monkey Banquet and Santol Fruit Festival; 4) activity resources: Thai Traditional Dressing, Buddhist Praying, visiting Phra Narai Ratchaniwet, visiting Pa Sak Jolasid Dam and floating railway and sunflower field; and 5) service resources: accommodations, restaurants and souvenirs.

KEYWORDS : Tourism Resource, Tourism Development, Lopburi Province

1 Ph.D. Candidate in Tourism Management, College of Management, University of Phayao. 2 3 4 College of Management, University of Phayao. - 1 -

Statement of the problems In the condition of world economic slowing down and other restrictions, all countries in this world use tourism industry as a tool to develop economy and society for their counties because tourism has been relating to other industries such as transportation business, accommodations, restaurants, souvenir shops, agricultural products and handicraft products – this means the flowing of money in economy and increasing employment. World Tourism Organization (2015) forecasted that until 2030 the region which would be the most attractive for tourists was Europe, then, East Asia and Pacific, America, Middle East and Africa – respectively. The coming of foreign tourists was the good way for economic growth. So, each country payed more attention to tourism industry. In the current condition of tourism, Asia is the destination of world tourists – also this requirement will be increased continually in the future. Moreover, Thailand is a country in Asia which can gain high income from this industry. The tourism competency of Thailand can gain a lot of money. We can see from the increasing rate of coming foreign tourists from 35,381,210 tourists in 2017 to 38,178,194 tourists in 2018. (Section of Tourism and Sport Economy, Ministry of Tourism and Sports, 2019). Lopburi is a province in the middle region of Thailand. This province is suitable for growing plants, and it has long history. Nowadays, Lopburi is “economic city, tourism city, education center of North of Middle Region, army city”. There have been a lot of tourists – both domestic and international tourists. However, the tourism status of Lopburi province is still not a major tourist destination. Tourism destinations are physical areas in which tourists spend at least one night, including tourism products, tourist attractions and supported services as well as various tourist resources. A destination of the tourism resource base is the essence of the location’s tourism appeal. Tourism resources are all, and any, of those features which draw people into a destination. They form the core of visitor attractions, but also include other services and facilities which cater to accommodate and entertain tourists while traveling in the destination area. Tourism resources represent the supply side of the basic supply and demand equation, which needs to be matched with market demand to develop a successful tourism destination. Tourism resources come in all shapes and sizes, and most features of an area can be considered parts of the overall tourism resource base of a destination. They include elements of the natural and man-made environment, festivals and events, activities, purpose-built facilities, hospitality, and transport services. These features are classified as either principal or supporting resources. (Dhamabutra, 2015) - 2 -

The purpose of the study was to enhance common understanding and commitment to tourism resources in Lopburi Province through the cooperation of tourism related parties in Lopburi province. The research results would be outstanding tourist sites in each category. Lopburi Province can use this information to create tourist attractions or images that attract people to visit. This information could also be used as a guideline for tourism development of Lopburi Province to become a major tourist destination.

Research Objective To study tourism resources to categorize tourist attraction in Lopburi Province into 5 categorizes: natural resources, cultural resources, event resources, activity resources, and services resources.

Scope of Research This paper was about tourism resource audit based on the area of Lopburi Province, according to quality research tool for in-depth interview which the researcher divided into 5 categories: natural resources, cultural resources, event resources, activity resources, and service resources. The in-depth interview was designed using simple groups for 32 persons, who were concerned for the demand side and the supply side for tourism planning and management in Lopburi Province. The researcher made an appointment and interviewed groups of government agencies, private organizations, and residents, during May – August 2019. The tourists in this study were collected in tourist attraction sites in Lopburi Province.

Conceptual framework of the research project Categories of tourism Sample Groups resource audit 1. Representatives from Government Agencies 1. Natural resources 2. Representatives from Private Organizations 2. Cultural resources 3. Representatives from Residents 3. Event resources 4. Representatives from Tourists 4. Activity resources

5. Service resources

Figure 1 Conceptual framework

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Research Methodology The research of “The Study of Tourism Resource for Tourism Development in Lopburi Province, Thailand.” was qualitative research. The data about tourism resources were in Lopburi Province. Tools for this research were in-depth interview, emphasizing on 5 categories of tourism resource data.

Table 1: Categories of tourism resource audit (Dhamabuta, 2015)

Type of Categories Description of details 1. Natural Resources Flora - forested areas; specialist farms; trees; wilderness; wildflowers; rare/endangered; spices & herbs. Landscape - beaches; causeways; caves; coral reef; unique landforms; geological formation; gorge/canyon; islands; mountains; plains; sand dunes; semiprecious gemstones; swampland; valleys & plateau; volcanoes. Fauna - birds; insects; wildlife; marine mammals; domesticated. Climate - seasonal: spring, summer, autumn, winter; arid; temperate; tropical; continental; coastal; alpine; wind. Water - rivers; cataracts; lakes; estuaries; thermal spring; geysers; springs/well; waterfalls; ocean/sea; snow/ice 2. Cultural Resources Religious - mosques; synagogues; temples; churches (frontier/pioneer); burial grounds; shrines; pilgrimage site; other religions. Heritage - castles; forts; historic birthplace; historic building; historic home; historic setting; museums; science/technical; monument; ancient/derelict ruins; interpretation centers; landmarks; battle sites; ancient roads or paths.

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Type of Categories Description of details Other - ethnic celebrations; indigenous culture; archaeological sites; TV series location; famous residents; folklore; local traditions 3. Event Resources Festivals - music; dance; wine/food; literature/poetry. Tournaments - sport; athletics; racing. Business - trade shows; sports equipment; conventions. shows/contests; fishing contest; regattas; air show/tattoos; military displays; photo exhibitions; celebrity visits. 4. Activity Resources Recreational - children’s playground; golf-course; ski hill/dry slope; tennis-courts; nature trails; hiking trails; horse trails; bike trails; bowling greens; canals; roller-blading; national games; flying/gilding; hang-gliding; parachuting; ballooning; horse riding; hobby/skills; view points; sports stadium; playing fields; ice rink; swimming-pool; water sport; hunting & shooting; caving/potholing; archery; off- road driving; fad & fashion activities; bungee jumping; white-knuckle activity. Facilities - winery; zoo/seal life center; wildlife sanctuary; game park; farm park; aviary; aquarium; arboretum; botanical garden; planetarium; theme park; water; mini/crazy golf; industrial tours; dockyards-naval; historic; wharves/piers; railways; parks. 5. Service Resources Transport - access; local airport; stables/equestrian. Accommodation – hotel; B&B/guest-house; self-catering units; caravans/trailers; educational/dormitories; guest ranch; farm cottages; time share; inns & pubs; motels; youth hostels. Reception - information center; interpretation; town trails; language services; pedestrian signposting; display board

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Type of Categories Description of details maps; tours; image/town theme; community attitudes; government policy; tour operators. Catering - bars/pubs; bistros/wine bars; coffee shop/tea room fast food; takeaway/takeaway/takeout; fine dining; family restaurants; ethnic cuisine; international cuisine; international cuisine; picnic sites; street vendors; self- service. Services - boatyard; car repair; petrol stations; banks; police/security; medical services; veterinary services; general hardware; domestic supplies; communications; energy supply; water supply; sewerage services.

The above tourism resource checklist was just a way to check the overall tourism resources. Therefore, for the completion of this research data, it was necessary to gather tourism resources in Lopburi from the stakeholders of tourism development in Lopburi Province. The researcher applied specific sampling to find 32 key informants who were concerned for the demand side and supply side for tourism planning and management in Lopburi Province such as. 1. Government agencies: 8 representatives who were related to tourism planning and management in Lopburi Province. 2. Private organizations: 8 representatives who were related to tourism activity in Lopburi Province. 3. Residents: 8 representatives who lived in Lopburi Province. 4. Tourists: 8 representatives who visited Lopburi during the time that the researcher collected data. After the researcher received the data from 32 representatives, the researcher analyzed and presented the research as descriptive research. However, for the simplicity, the tourism-based: Natural resources, Cultural resources, Events resources, Activities resources, and Services resources, this paper showed the first stage of the audits which should identify what research sites had to offer. The second stage was designed to help further develop a general image of where the

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destination broadly fit within the wider tourism marketplace, which would be used for statistical and questionnaire for another part of the main research. Research Outcomes From in-depth interviewing 32 key informants in tourism resources, the researcher found top 3 issues from each category as follows. 1. Natural resources 1.1 Sup Langka Wildlife Sanctuary 1.2 Wang Kan Luang Waterfall 1.3 Pa Sak Jolasid Dam 2. Cultural resources 2.1 Phra Narai Ratchaniwet 2.2 Phra Prang Sam Yot and San Phra Kan 2.3 Ethnic Groups 3. Event resources 3.1 King Narai the Great’s Reign Fair 3.2 Monkey Banquet 3.3 Santol Fruit Festival 4. Activity resources 4.1 Thai Traditional Dressing, Buddhist Praying and visiting Phra Narai Ratchaniwet 4.2 Visiting Pa Sak Jolasid Dam and floating railway 4.3 Visiting sunflower field 5. Service resources 5.1 Accommodations 5.2 Restaurants 5.3 Souvenirs The resulting finding, by the in-depth interview between May and August in 2019, showed the top three number of tourist attraction of each category, which was similar to what TAT (Tourism Authority of Thailand) recommend as the relative occurrence frequency of tourist attractions.

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Discussion From, the research of “The Study of Potential Tourism Resource for Tourism Development in Lopburi Province”, the researcher would like to discuss about the result as follow. 1. The 1st potential issue from natural resources was Sup Langka Wildlife Sanctuary. It is an upstream forest which fills the stream of Pasak River. Also, it is the last perfect forest where has wild lives, especially chamois – it is a kind of animal in wild life sanctuary. The 2nd is Wang Kan Luang Waterfall. It is from underground spring which the stream moistens the whole forest area, and it will never run out of water. The 3rd is Pa Sak Jolasid Dam, though the dam is the man-made construction. It is the longest soil dam in Thailand from the royal initiation of King Rama the 9th to protect local residents from flooding. There are very beautiful sight and no hunting area to conserve wild lives. 2. The 1st potential issue from cultural resources is Phra Narai Ratchaniwet. It is the important attraction of Lopburi. We can learn the history of King Narai’s Era. The 2nd is Three Phra Prang Sam Yot and San Phra Kan. They are also important and famous ancient attractions in Lopburi Province. The Prang Sam Yot, from the legend, was built in King Jayavarman the 7th’s Era following Belief. It was built by red stones like ancient Khmer’s architecture. For San Phra Kan, it is one of the praying place of Lopburi resident. Inside of San Phra Kan, there is an ancient graven image from Khmer’s Era. The 3rd is ethinic Groups. There are several tribes here because of the long history of this place. Each ethnic has unique and outstanding culture such as Thai Berng, Lao Ngaw, Mon, Lao Puan, and Chinese. The result from cultural tourism resource observation is directly related to the research of Tosaphol Chuen-upakarnun (2006) who studied the way of sustainable historical tourism management in ancient city of Lopburi. In the research, he claimed that there were only 4 famous attractions for tourists such as San Phra Kan, Prang Sam Yot, Phra Narai Ratchaniwet and Wat Phra Sri Rattana Mahathat. 3. The 1st issue from event resources is King Narai the Great’s Reign Fair. This festival makes Lopburi famous, and it is festival in remembrance of King Narai the Great who created the civilization to Lopburi Province. This event runs in every February each year – it is the month of his highness’s birth. The 2nd is Monkey Banquet. Lopburi residents believe that all monkeys are henchmen of the ancient graven image which referred to Prakan Guard Spirit. This means that monkey is the mascot of this province. Monkey Banquet Event is arranged in last week of

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November at Phra Prang Sam Yot and San Phra Kan. The 3rd is Santol Fruit Festival, in June – July at Muang Lopburi District Office. 4. The 1st potential issue from activity resources is Thai traditional dressing, Buddhist praying and visiting Phra Narai Ratchaniwet. These activities are the identity of Lopburi Province, especially in King Narai the Great’s Reign Fair. Lopburi residents and tourists wear Thai traditional dresses while they join the event. The 2nd is visiting Pa Sak Jolasid Dam and floating railway. This event is arranged by State Railway of Thailand to take tourists from Bangkok to visit Pa Sak Jolasid Dam in November – January. The 3rd is visiting sunflower field. It is a famous activity of Lopburi Province in November – January of each year. 5. The 1st potential issue from service resource is accommodations. The information from Lopburi Tourism and Sports Office (2018), in 2018, there were 98 accommodations. The 2nd is restaurants. And, the 3rd is souvenirs. It was directly related to the research of Savitte Chainarong (2012) who studied about Ancient Lopburi Tourism Development, Lopburi Municipality, Lopburi Province. The research gathered the data of Lopburi tourism supplying and found that facilities and services have enough competency to serve tourist’s requirement which are 1) accommodations in the area of ancient Lopburi; there are a lot of accommodations around San Phra Kan Road and Narai the Great Road; 2) restaurants in the area of ancient Lopburi; there are several and variety of restaurants; and 3) souvenirs in the area of ancient Lopburi; there are many souvenir shops – most of them sell ancient kitche utensils, craft weaving clothes, salted eggs, herbal salts and so on.

Suggestions The results from this research can be used as a guideline to plan for travelling in Lopburi Province. In addition, we can also apply the results to create the strategy of tourism development in Lopburi Province.

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References Ministry Tourism and Sports. ( 2019, October). Tourism Statistics 2018. Retrieved from https://www.mots.go.th/more_news_new.php?cid=497 Phayom Dhamabuta. (2015). Handbook for Principle of Sustainable Tourism. Bangkok: Management Collage, University of Phayao. Savitte Chainarong. (2012). The Development of Ancient City Tourism in Lopburi Province. Master thesis of Urban and Environment Planning, . Tosaphol Chuen-upakarnun. ( 2006). Sustainable Management Guidelines for Historical Tourism in Lobpuri Old Town. Master thesis of Urban and Regional Planning, Chulalongkorn University. UNWTO (2015). Tourism Highlights, 2015 Edition. Retrieved from https://www.e- unwto.org/doi/pdf/10.18111/9789284416899

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The 5th National & the 2nd International Academic Conference “Roles of the university as the driver for changes and Innovation-based society” 13th – 14th February 2020 At Rattanathepsatri Building, Thepsatri Rajabhat University Knowledge management of the Pung Thao Kong shrine (Ton Lumyai market) for Chinese in Chiang Mai and worshippers to better understand

Author: Xin Liu; Advisor: Charnnarong Srisuwan 1

ABSTRACT

This paper discussed about historical background of Chinese in Thailand through the Northern region especially in Chiang Mai province. The research focused on historical background, settlement, culture, belief and traditional way which are related to the shrine that is the center of Chinese in the present day. Pung Thao Kong shrine (Ton Lumyai Market: PTK shrine TL market for short), Chiang Mai province is selected to be case. Historical background of Chinese in Chiang Mai and the shrine, belief as well as worshipers’ problems about knowledge understanding, social relation of Chinese and community surrounding are study. Qualitative research on the field work collecting is done to find out the history background and related problems. Interview by questionnaires to 4 groups of people, an abbot in the shrine, Ton Lumyai Chinese community, the worshippers and people who related to PTK shrine is done. The result found that Chaozhou group built PTK shrine TL market in 143 years ago, the main function is for worshiping: a place as a spiritual care to the Chinese God. As the social change, the number of people who know PTK shrine knowledge had declined, the worshipers are not only Chaozhou Chinese but also other group of people who are not Chinese. For the aim to increase the value of PTK shrine, it is necessary to adapt the modern method to publicize the PTK shrine knowledge to the public: like QR code, brochure, sign/label and exhibition boards.

KEYWORDS: Pung Thao Kong shrine, Chiang Mai Chinese, Ton Lamyai Market.

1 Master student majoring in management of arts and culture, Fine Art Department, Chiang Mai University. E-mail: [email protected]. Assistant Professor Dr. Charnnarong Srisuwan is the advisor of Mr. Xin Liu

Statement of the problems China and Thailand have a long historical connection in the past, in the year of A.D.1300, the king Ramkhamhaeng has taken a lot of craftsman from Yuan Dynasty2, and this group of Chinese people was living in Siam after. Apart from the government communication between Siam and Yuan Dynasty, the folk connection was very active as well, especially the private Chinese traders3, they traded goods at many Siam ports even if the new following Chinese government Ming Dynasty forbidden private sea trading. The local products of Siam were Siam incense, Sappanwood, Rhinoceros, Ivory, Duck speculum feathers, Yellow wax, Chaulmoogra oil, etc4. Some of the private Chinese traders had been settled down in Ayutthaya, the first Chinese-Thai mixed-blood generation from a Siamese woman and a Ming Dynasty man appeared in the early 15 century, and the Chinese population had accounted to quarter in Ayutthaya’s population at that time5. There are some Chinese migrants’ names still can be found in the historical books, such as Qin Luo, Kun Minzhai, etc…, (1497)6; and Lin Daoqian was a pirate near Guangdong and Fujian provinces, he occupied Pattani and his offspring became the king of this country7. In the seventeenth century, the immigrant Chinese group accounted for 1 percent of the total population in the .8 The occupation of the Chinese people in the Siam was composed of “merchants, traders, scholar-officials, physicians, artisans, actors, and pig breeders”, according to dialects groups, the sources of Chinese were coming from Fujian, Guangzhou, and Chaozhou areas. In the year of 1767-1782, during Taksin reign, a numerous numbers of the Chaozhou people were attracted by this new kingdom to help this country develop. The total

2 Han, R. (1986). The History of Yuan. (Vol. 2). Beijing: People's Publishing House. P.424. 3 Skinner, W. (1957). Chinese society in Thailand: An Analytical History. New York: Cornell University Press. p.2. 4 Fei, X. (1436). Xing Cha Sheng Lan. Retrieved October, 20, 2019, from https://ctext.org/wiki.pl?if=gb&chapter=436710&remap=gb. P34-35. 5 Skinner, W. (1957). Chinese society in Thailand: An Analytical History. New York: Cornell University Press. p.3. 6 Liu, Xie., et al. (1510). Historical record of King Xiaozong. (Vol. 129). Retrieved October 16, 2019, from https://ctext.org/wiki.pl?if=gb&chapter=930212&remap=gb 7 Yu, Y. (1700). Bi Hai Ji You. (Vol. Hai Shang Ji Lue). Retrieved October 17, 2019, from https://www.coursehero.com/file/16711303//裨海纪游清郁永河撰/#/doc/qa 8 Skinner quoted Sun Fang Si. (1931). Die Entwicklung der chinesischen Kolonisation in Südasien (Nan-Yang) nach chinesischen Quellen. Jena: The University of Jena. Page 15. (The development of Chinese colonization in South Asia according to Chinese sources. Jena: The University of Jena. Page 15.) - 12 -

population in Bangkok had been estimated around one million and Chinese account for about a half. Chaozhou Chinese ranks first in the immigrant population, Hainanese, Guangzhou people following the second and third. According to Dr. Bradley’s travel note to Chanthaburi (จันทบุรี): this area was full of people and most of them were Chaozhou Chinese. They cultivated sugar-cane, pepper tobacco, etc. that is their core business9. Every Chinese person who migrant to overseas entrusting their spiritual care to the Chinese deity, each of Chinese groups believed in different god or goddess, for example, Fujian (or Hokkien) group believes in Tian Hou Sheng Mu, Hainanese believes in Shui Wei Sheng Niang10, Guangdong and Kejia groups believe in Guan Gong, Chaozhou people believes in Pung Thao Kong God, etc. When the time came to the year of 1855, Siam and Britain signed the Bowring treaty that causing the western countries could trade with Siam freely with the priority on tariff the Siam feudal government lost their all rights after the treaty signed. As long as the country door’s open, the trade between Siam and Lan Na had increased during 1884-1921, and then Britain’s power had influenced Lan Na as well. Besides this, the original trading in Lan Na was the caravan’s trade by land wherefrom Yunnan to Chiang Mai, the main trader group was Yunnan Muslin. Zheng Conglin was one of them, he came to Chiang Mai at the end of 19 century to do copper, silk and tea business. The Chiang Mai governor Nawarat (เจ้านวรัฐ) got to know his contribution and gave him land where located in the city center in order to create a Yunnan Muslin habitat area11. The Mosque Wang He (王和清真寺) was built at that time; people still worship in Mosque Wang He until now. The traditional caravan trading was replaced by boat transportation as time goes by, and that was made the Chinese be responsible for between Siam and Lan Na trade around the year 190012. Since 1684, Zhanglin port in Chaozhou became an important place to sail into Southeast Asia13, there are many Chaozhou Chinese were skilled in sailing as well as Hainan people, which is the reason why the Chinese were the main traders to be responsible for the river business.

9 Bacon, G. B. (1892). Siam, Land of the White Elephant (rev. ed.). New York: Scribner’s. P.162-166. 10 Skinner, W. (1957). Chinese society in Thailand: An Analytical History. New York: Cornell University Press. p.84. 11 Introduction Board in the Mosque Wang He, located in the Night Bazaar Chiang Mai. 12 Sarassawadee, O. (2005). History of Lan Na. Chiang Mai: Silkworm Books. p.239. 13 Huang, L. (1995). A General survey of Chaozhou-Shantou Emigrants for abroad. Shantou University Journal (humanities quarterly), 11(2), 90-94.

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As long as the river business prosperous, some of Chinese settled down in Paknampho (ปากน้า โพ), Tak (จังหวัดตาก), and Chiang Mai (เชียงใหม),่ etc., Wat Ket temple area (บริเวณวัด เกต) was the first place where Chinese emerged to Chiang Mai. Due to the geological reason, the Wat Ket area will flood when the rainy season coming, later, “the community gradually expanded to Laocho lane (ตรอกเล่าโจว้ หรือ ตรอกขว่ งเมรุ), Ton Lamyai (ตลาดต้นลาไย ), and Warorot markets (ตลาดวโรรส).” “Chinese had a role in all aspects of the business, including the river trade, tax collection, money-lending, and retail trade14.” Luang Anusarn Suntara (Sunhi Chutima) was a famous Chaozhou businessman at that time in the Wat Ked area, His Company still runs in the Thapae Road until right now. Every Chinese religious place can give the Chinese immigrants supporting on the spirit. Undoubtedly, in the Don Lamyai and Warorot markets, the reason for Chaozhou Chinese built the Pung Thao Kong shrine and the Guan Gong shrine is no exceptional. They built the Pung Thao Kong shrine in 143 years ago from now on, at that time as the information showed above, Chaozhou and Hainanese are the main groups who did river business between Bangkok and Chiang Mai, and these group of people mostly are Chaozhou Chinese, they settled in Wat Ket area in Chiang Mai. As more and more people came in, it is important to create a place for communication of all Chaozhou Chinese in Chiang Mai: factors based on belief, culture, tradition, lifestyle, then the Pung Thao Kong shrine was created at that time. It is also a religious place for the people make worshipping, the function of it mostly like Thai temple; for the Guan Gong shrine where near the Pung Thao Kong shrine in the Warorot market, it is a place where can help people justify the conflict inside the Chinese community, the function similar like a court. In terms of the numbers of people, Chaozhou Chinese are the main group in the Don Lamyai, and Warorot markets, the other Chinese groups are the minority. The Pung Thao Kong shrine (Ton Lamyai market) was built in 1876 (the 5th Rama king reign) and was registered in the government in the year 1936. In the year 1996, it was rebuilt, the new shrine was finished in the year 1998. The next year it was opened to the public. The shrine land belongs to the Chiang Mai Buddhism office, the Pung Thao Kong shrine should pay the money to rent the land every year. At the time 1999, the Pung Thao Kong council was founded, and in 2002, the Pung Thao Kong sponsor foundation was created. Apart from the Pung Thao Kong shrine

14 Sarassawadee, O. (2005). History of Lan Na. Chiang Mai: Silkworm Books. p.239. - 14 -

(Ton Lamyai market), there is another Pung Thao Kong shrine in Chiang Mai located in San Pa Khoi Market (ตลาดสันป่าข่อย), where is a small branch of Pung Thao Kong shrine (Ton Lamyai market).So, there are two Pung Thao Kong shrines in Chiang Mai as shown about. The standard of deity choosing based on the degree of popularity who Chinese people worship the most. Eleven different deities were enshrined inside the shrine, consisting of heaven and earth God, Pung Thao Kong-Ma, Guan-in Buddha, the fortune God, the local earth God, Dragon God, Tiger God, the Medicine God, Xuanwu God, Tai Sui God, and Men Shen God15. The newly shrine was decorated with dragon pillars in the building structure, the yellow-colored tile roof with two dragons’ sculptures on the top who was going to play a ball. Pung Thao Kong was a God that Chaozhou Chinese worship too much16, as long as other Chinese group joined the market for doing business, they accepted the Pung Thao Kong as their worshipping God gradually. As new technology leading to social evolution, the more and more young generation are moving out of their original place to the outside cities or overseas countries. Don Lamyai and Warorot markets are good examples to explain the social changing, the number of original Chaozhou Chinese in the market are declined, and other groups’ population are increased and mixed in the market area. People who worship the Pung Thao Kong God (Don Lamyai market) understood the meaning of the Pung Thao Kong God, but not in details, such as the historical background, the shrine art, architecture, ceremony and the functions of 11 Deity statues in the shrine, that cause the value of Pung Thao Kong shrine decreasing. Worshipers who are not the senior generation do not know much more details about it, including the younger Chaozhou generation. Hence, the author does the research to suggest the management method of Pung Thao Kong shrine knowledge to the worshipers and people who are related. The topic of this study is the management of the Pung Thao Kong shrine (Ton Lumyai Market) knowledge understanding for Chinese in Chiang Mai and worshipers. The targets of this study are the historical background of Chinese in Chiang Mai province, along with to study Pung Thao Kong shrine (Ton Lumyai Market) related to belief and Chinese tradition in

15 Pung Thao Kong shrine foundation. (Unknown). Pung Thao Kong shirne Chinag Mai. Chiang Mai: Pung Thao Kong shrine foundation. Unpublished. 16 Bannong, G. (2016). A Study on Pun Tao Kong worship among overseas Chinese and Chinese Thai in Thailand. (Doctor Thesis, Comparative Literature and Cross-Cultural Studies, School of Chinese Language and Literature). Beijing: Beijing Foreign Studies University. P.42.

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Chiang Mai, plus worshiper’s problems about knowledge understanding in the present day, at last, to present the management of the Pung Thao Kong shrine (Ton Lumyai Market) knowledge understanding for Chinese in Chiang Mai and worshipers.

Research Objective The research objective are to study historical background of Chinese in Thailand, Northern part and Chiang Mai; and to study Pung Thao Kong shrine (Ton Lumyai Market) which related to belief and Chinese tradition in Chiang Mai, and worshiper’s problems about knowledge understanding in the present day, in the last, author provides the communication media of the Pung Thao Kong shrine (Ton Lumyai Market) for Chinese in Chiang Mai and worshipers, such as QR code, brochure and exhibition boards.

Scope of Research The management of Pung Thao Kong shrine (Ton Lumyai Market) knowledge understanding for the Chiang Mai Chinese and worshipers includes study scope firstly, population: the population of this research is the people who related the Pung Thao Kong shrine (Ton Lumyai Market) and Ton Lumyai Market community. Secondly, the sample group and the way to choosing examples: In this study, the sample group consists of abbot in the shrine, the management team of Pung Thao Kong shrine, the Ton Lumyai Chinese community, the worshipers, and the people who related to the Pung Thao Kong shrine (Ton Lumyai Market). The number of interviewers is not limited, the way of choosing a sample by purposive sampling. Thirdly, scope of method: It includes Interview, surveying physical measurement and field observation. Fourthly, contents: the studies are about historical background of Chinese in Thailand and the Northern part as well as in Chiang Mai province, and to study the Pung Thao Kong shrine (Ton Lumyai Market) related to belief and Chinese tradition in Chiang Mai, and to show worshiper’s problems about knowledge understanding in the present day, in order to provide the communication media of the Pung Thao Kong shrine (Ton Lumyai Market) for Chinese in Chiang Mai and worshipers. Fifthly, place: the place of this study is in the Pung Thao Kong shrine (Ton Lumyai Market), Kad Luang, Ampor Mueng, Chiang Mai province.

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Conceptual framework of the research project Chinese who immigrated in Thailand, the communication between two countries group should be supported by Cross-cultural communication, and the Pung Thao Kong culture related to historical background of Chinese in Thailand and PTK shrine itself, this should be supported by knowledge management, the last concept or theory is the way to publicize PTK shrine knowledge understanding and it should be matched the modern method: the modern communication media concept should be concluding in the research.

Research Methodology The Format of research is qualitative research, this study by using interdisciplinary research and presenting the result of this research in the way of descriptive. And then the process of study: 1) Document study: Study the information from documents, books, researches, and thesis, together with field studies, in order to study community status, society, Chaozhou Chinese tradition, value, and belief in the past, ceremony and Pung Thao Kong culture in the Pung Thao Kong shrine (Kad Ton Lamyai), Mueng Chiang Mai, Chiang Mai province. 2) Field study: study worshiper’s problems about knowledge understanding in the present day, and the way to publicize the Pung Thao Kong shrine (Ton Lumyai Market) knowledge for Chinese in Chiang Mai and worshipers

Research Outcomes The outcomes of this research are: to understand the historical background of Chinese in Thailand and the Northern part. And then to understand the historical background of Chinese in Chiang Mai, belief and tradition related to the Pung Thao Kong shrine (Ton Lumyai Market), and the worshipers’ problem nowadays. The last, to publicize Knowledge about the Pung Thao Kong shrine (Ton Lumyai Market) to Chinese in Chiang Mai and worshipers.

Research findings The findings for this research are worshipers do not understand the Pung Thao Kong knowledge in detail, such as the historical background of Pung Thao Kong shrine, Chinese in Chiang Mai and the meaning of each gods inside the shrine, as well as the way to worship. And, - 17 -

there is no communication media effectively found in Pung Thao Kong shrine based on the research. Next, the Ton Lamyai community want to know the knowledge of Pung Thao Kong shrine. Lastly, the modern communication tools are expected to work well in terms of publicize the Pung Thao Kong shrine knowledge.

Discussion As the social changing, more and more people are transported from their original place to others, Chaozhou Chinese in Ton Lamyai is one example of it. It is impossible to prevent a tendency like this. Thus, the way of cultural transmission should be changed from the mouth to mouth way by local senior citizens to technology method. According to the research finding, the management method such as QR code, brochure and exhibition boards can reach the requirement of this research objective, worshipers and Chinese in Chiang Mai will get necessary knowledge about Pung Thao Kong Shrine culture, which can make the Pung Thao Kong shrine value increasing at the modern time. Whenever the people want to learn the knowledge of Pung Thao Kong shrine just scanning the QR code, or get a brochure, then they can acquire the information they want. In fact, according to the field research, 58 % people support a visible labels in the shrine, and 46% of people think social media will suit for promoting PTK shrine knowledge, and QR code can link the social media possibly. For the management inside the shrine, QR code will be placed on the sign/label in front of each God, the worshipers and Chinese in Chiang Mai can acquire the information about history of PTK shrine and Chinese in Chiang Mai easily, and the way to worship the God as well. Apart from this, brochure will be put on the staff working desk inside the shrine, or organized it as information desk for all the visitors: for the case people can read it by themselves when there are too many people to worship.

Suggestions The questionnaire started at 25 January and finished at 30 January, totally six days and 100 pieces in total (not included test process). As the questions shown in the abstract part, firstly, historical background of Chinese in Chiang Mai and the shrine, there are 52% and 32% of people want to get the both information based on the 100 person’ questionnaire. For the belief part, 94% of people came to shrine for worship, just 4% came in other reasons and 2% is invalid data from - 18 -

the research. For the part of worshipers’ problems about knowledge understanding, 43% and 41 % of people are needed knowledge about Meaning of Gods and statue as well as information about how to pray. Thirdly, it is necessary to promote arts and sculpture of PTK shrine as a tourist attraction place as a solution to improve social relation of Chinese and community surrounding between shrines, the result rank in the first, 49% comparing to other several reasons. However, people still don’t know some of the information what already have in the shrine, such as historical background of shrine. Other information still not include in the shrine as well. The author suggest the shrine should promote its knowledge by modern tools, such as QR code, and brochure or exhibition boards for worshippers and Chinese in Chiang Mai.

What kind of media suitable for PTK shrine? √ more than one

invalid อื่น (Other) โปสเตอร์ (Poster) สื่อสังคม (Social Media) โบรชัวร์Brochure) วิทยุ (Radio) หนังสือ (Book) Pung Thao Kong shrine (Ton Lamyai ป้าย(Sign/Label) market), Mueng Chiang Mai, Chiang Mai 0 20 40 60 80

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References Bacon, G. B. (1892). Siam, Land of the White Elephant (rev. ed.). New York: Scribner’s. Bannong, G. (2016). A Study on Pun Tao Kong worship among overseas Chinese and Chinese Thai in Thailand. (Doctor Thesis, Comparative Literature and Cross-Cultural Studies, School of Chinese Language and Literature). Beijing: Beijing Foreign Studies University. Fei, X. (1436). Xing Cha Sheng Lan. Retrieved October, 20, 2019, from https://ctext.org/wiki.pl?if=gb&chapter=436710&remap=gb. Han, R. (1986). The History of Yuan. (Vol. 2). Beijing: People's Publishing House Huang, L. (1995). A General survey of Chaozhou-Shantou Emigrants for abroad. Shantou University Journal (humanities quarterly), 11(2), 90-94. Ji, Q. (2014). Exploring the concept of QR code and the benefits of using QR code for companies. Rovaniemi: Lapland University. Liu, Xie., et al. (1510). Historical record of King Xiaozong. (Vol. 129). Retrieved October 16, 2019, from https://ctext.org/wiki.pl?if=gb&chapter=930212&remap=gb McAdam, R. (2000). Knowledge management as a catalyst for innovation within organizations: A Qualitative study. Ulster: University of Ulster. Olarn, T. (2559). Chinese’s economic roles in the early period of rattanakosin in eastern coast area. Journal of Humanities and Social Sciences Burapha University. 24(46), 59-79. Pung Thao Kong shrine foundation. (Unknown). Pung Thao Kong shirne Chinag Mai. Chiang Mai: Pung Thao Kong shrine foundation. Sarassawadee, O. (2005). History of Lan Na. Chiang Mai: Silkworm Books. Skinner, W. (1957). Chinese society in Thailand: An Analytical History. New York: Cornell University Press. Surched, O. (2559). 40 years of Tia Eia Chiang Mai Chinese Association in Thailand. Chiang Mai: Within design Co., Ltd. Thomas, D. R. (1994). Understanding Cross-cultural communication. South Pacific Journal of Psychology, 7, 2-8. Yu, Y. (1700). Bi Hai Ji You. (Vol. Hai Shang Ji Lue). Retrieved October 17, 2019, from https://www.coursehero.com/file/16711303//裨海纪游清郁永河撰/#/doc/qa Zhuang, G. (2005). On the Illusiveness of tributary system: A Case of the tributary relations between ancient China and Southeast Asia. Southeast Asian Affairs, 3, 1-8.

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The 5th National & the 2nd International Academic Conference “Roles of the university as the driver for changes and Innovation-based society” 13th – 14th February 2020 At Rattanathepsatri Building, Thepsatri Rajabhat University

Guideline development of Baba food PERANAKAN modernization in Phuket Province Chalida Yamsrisuk1

ABSTRACT

Guideline development of Baba food PERANAKAN modernization in Phuket Province aim to study development of culture tourism ; Baba food PERANAKAN in Phuket Province, which is a qualitative research. There should be contributions from the community. Local government and awareness, and are committed to ensuring the cleanliness, nutritional value of local food to the people.

KEYWORDS : BABA FOOD, MODERNIZATION, PERANAKAN

Statement of the problems Phuket province is a selected Phuket city of Gastronomy. Phuket is multiculture such as BABA food and industrial food, Phuket food are secret by family to family and the material from Phuket. They are collaborations with the official and private sector to promote economic value. The BABA food is a wisdom culture with family to communities. The BABA – PERANAKAN food in ANDAMAN Southern part in Thailand such as Phuket, Phgga, Ranong, Krabi, Trang to Satul and Street food. In and other culture area including Wedding Caremony have include the baba peranakan authentic food. This food is an identities local name and good test good food and more nutrient such as HOKKIAN MEE (Thai coconut noodle), O-tao, Nam-Chub, Kao-Yum etc. Other baba food is Moo-Hong, AR- jad, Kang bang Kuan etc. The dessert food is Niewheab, Pangtongko, Knomhao and The drinking dessert is a Too-bao, Oao-oae etc.

1Lecturer at Department of Public Administration, Faculty of Humanities and Social Science, Phuket Rajabhat University E-mail : [email protected]

The Peranakan culture should be promoted to people from local food. The research question is how to promote and development local food communities in Phuket province. This research is Guideline development to BABA modernization food in Phuket Province. To be manage sustainable culture to people.

Research Objective 1. To study promote of baba local food 2. To study development to modernization of baba local food

Research Methodology Literature Review are synthesis document with consumerism and assimilation culture concept to culture management. 1. Consumerism Consumerism are base on reproduce product capital to challenge the culture objective to commoditization consumers (Featherstone, 1992:14) to equality food. Although, consumerism are attraction people by products and rational choice to consumer. The consumer are satisfied the products and symbolic with consumerism or difference products. So, consumerism are satisfied emotional and soul. The mode of production is a consumerism satisfied the product, otherwise neo-marxist are increase opportunity for management and control the consumer. So the expand of the mode of production for the new market and building the group consumer with propaganda (Ewen,1976) activity. The mode of production are commodification with culture industry and control value. Culture are had share value for new culture or new culture capital (Adorno, 1972) The commodification to transfer new product more value by propaganda; News branding and attraction consumer such as healthy food brands. The culture of consumerism with Baudrillard (1970) are discussion with consumer by symbolic management to branding with mode of reproduction to local food. 2. The assimilation culture The assimilation culture are two level 2.1 social assimilation by behavior receptional assimilation 2.2 biological assimilation ~ 22 ~

The process for biological assimilation to change the identity culture. So, assimilation biological to conserve peranakan culture.

Collected Guideline development to modernization of baba food in Phuket Province. The process to collected is 1.) The researcher has been the letter from Research and Development Department, Phuket Rajabhat University to Indepth – Interview and Focus group. And 2.) The researcher has been the letter from Research and Development Department to Key Performance The Process of Interview and Focus Group 1.) The researcher was welcome the participation and short talk. 2.) The researcher was introduction yourself. 3.) The researcher was describe the objective research about 2 hour for interview and record it. The researcher are talk to each question and non purposive sampling by individual. 4.) The researcher are talk guideline development to BABA PERANAKAN food modernization in Phuket Province. To participation observer for the member before main question. 5.) The researcher talk about main question and sub main question. 6.) When the member answer other question, The researcher are talk about the interview again. 7.) When the interview already, The researcher are thank you for Key performance.

Research Outcomes The result for Focus Group is Guideline development BABA PERANAKAN Food modernization in Phuket. The food development to commodification culture and sustainable should be collaboration with the official private sector and people. The attraction to commodification product development, clean, safety and more nutrition food and marketing branding. (Lupton, 1997: 121) To make propaganda for the customer satisfied and more value nutrition food. The food branding are effected to communities tourism village and use wisdom to promote value and more nutrition food such as material herbal food and get food to medical.

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Communities development in Phuket.; Interview on 8 October 2019.

So, The Handbook is a very important with the personal to promote and development local food, product, service.

Discussion Guideline development of baba food in Phuket. The customer should be learned history about food including the original of material and the value of nutrition age such as The food is a safety. The customer are satisfies authentic of food. The quality of service and keep identities sustainable communities We are promote the Phuket local food to tourism culture by entrepreneur to city of gastronomy and nutrition development for tourism, brands, and improve skill entrepreneur and collaboration network of city of gastronomy.

Suggestions The communities are participate and management with local government. School are keep local culture such as food and promoted career to children for culture tourism with participation in communities.

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References Adorno, T. (1967). Veblen’s Attack on Culture. Translated by S.Weber. London : Spearman. Baudrillard, J. (1975). The Mirror of Production. St Louis : Telos Press. Ewen, S. (1976). Captains of Consciousness : Advertising and the Social Roots of the Culture. New York : McGraw-Hill. Featherstone, M. (1992). Consumer Culture and Postmodernism. London : Sage Publications. Lupton, D. (1996). Food, the Body and the Self. Witshire : Redwood Press. Lupton, D.(1997). The Imperative of Health : Public Health and the Regulated Body. Witshire : Cromwell .Press. Marvin Harris, Cultural Materialism: The Struggle for a Science of Culture (New York:Random, (1979), และ Michael Rhum, “Harris, Marvin (1927-),” in The Dictionary of Anthropology, edited by Thomas Barfield (Malden, Massachusetts: Blackwell Publisher, (1997), pp. 232-233. McCracken, G. (1998) . Culture and Consumption : New Approach and Symbolic Character of Consumer Goods and Activities. Bloomington ; Indiana University Press. Rhodes,T. and Shaughnessy, R. 1989. Compulsory Screening : Advertising AIDS in Britain, 1986 – 89. Policy and Politics 18(1) : 55 – 61. Miles, S. (2001). Social Theory in the real World. London: Sage.

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The 5th National & the 2nd International Academic Conference “Roles of the university as the driver for changes and Innovation-based society” 13th – 14th February 2020 At Rattanathepsatri Building, Thepsatri Rajabhat University

The Product Development and Marketing Promotion of Woven Straw Ropes of the OTOP Occupational Group in Mueang District, Saraburi Province.

Sopit Kamnuanchai 1, Kulchalee Puangpejara 2, Saowanee Srikanjanarak 3, 4 5 6 Panuphan Phermpiam , Jumlong Khetjumnun , Ratchanok Suanseda

ABSTRACT

This research is participatory action research (PAR) which aims to develop the woven straw rope products of the OTOP occupational group in Mueang District, Saraburi Province. The samples are 50 members of the OTOP occupational group. The process of research uses participatory action research to have a group conversation and collect data from interviews. The qualitative data will be analyzed by content analysis, and the quantitative data will be systematically analyzed by descriptive statistics which are percentage, mean and standard deviation. The findings reveal that the OTOP occupational group has difficulty in developing new products and a lack of skills in marketing promotion to increase sales. From the analysis, the researchers offer a training program to develop a skill set for product weaving as in a new bag model made from water hyacinth by bag weaving specialists. The researchers also offer another training program which is a promotion and media production to promote the marketing of the occupational group by marketing specialists. The outcome is found that the occupational group has an understanding, and recognizes the importance of marketing promotion, which creates a channel for the products to be more publicly known. Besides, the group

1Faculty of Management Science, Management, Thepsatri Rajabhat University Email:[email protected] 2Faculty of Management Science, Management, Thepsatri Rajabhat University E-mail: [email protected] 3Faculty of Management Science, Marketing, Thepsatri Rajabhat University E-mail: [email protected] 4Faculty of Management Science, Management, Thepsatri Rajabhat University E-mail: [email protected] 5Faculty of Management Science, Management, Thepsatri Rajabhat University E-mail: [email protected] 6Faculty of Management Science, Communication Arts, Thepsatri Rajabhat University Email:[email protected]

collaborates on the design, and messages to use an advertisement leaflet, billboards, and a sign in front of the group’s office.

KEYWORDS : product development ,marketing promotion, woven straw ropes

Statement of the problems Local wisdom is a community’s collective experience to use intellect to adapt to living among the different environments and diversity of society and culture. So, there is a concrete plan to create a variety of responsive inventions for living. (Nuanla-or Thinanon (Thinanon, 2001) Basket work is one of Thai local wisdom that is important for Thai’s daily life because it is convenient, and sentimentally valuable which embodies the fineness and localization. It leads to the dignity of being Thai and more creative development which can create new jobs and make a living for the community. The purpose of most local woven handcraft products is utilization according to the condition of society from a different era. Because of a rapid change of society in the past half-decade which is from the development policy and its dependence on more new technology, the need for woven handcraft products in everyday life decreases. Therefore, these products also adapt to the condition of Thai society by utilizing more widely, developing models, shapes, and sizes for the products to be more suitable to the condition of society. (Kanlayanee Patimapornthep, (Patimapornthep, 2005); Nuanla-or Thinanon, (Thinanon ,2001)). The woven handcraft of every region of Thailand has a close connection to the way of living of its local people. This connection harmonizes with the environment, process, materials, and the uniqueness of the woven handcraft that has been passed from generation to generation. Manowang,J. Sapa, W. and Lahuna, T. (20 17 ), did a research on the development of wicker toward the community standard in Dong Mada, Sub-district, Mae Lao District, , and the result showed that most of the products made for daily life’s use which had learned and passed from ancestors, some learned from neighbors. The result showed that the knowledge was inherited from generation to generation from the past to present called local wisdom. The researchers conducted a workshop on the development of wicker toward the community standard. The evaluation of the workshop satisfaction was impressive. They collaborated with the wickers in the community to find the solution on the product - 27 -

development, and the market’s demands. They chose to make and develop a basket that was multi-purpose but still uniquely original (left beating). It was the basket for vegetables, fruits, lamp, and dome-shaped cover developed from thin bamboo-stripes to ensure consistency, smooth lines, and lint-free. The product was also durable, mold and moth-free. Jedsada Patranont (Patranont, 2010), his research was participatory action research on the development of the local basketry handicraft under the community context of the Kapor Leaf team in Tung Pho Sub-District, Chulaphorn District, Nakhon Si Thammarat Province. The research results found that the Kapor Leaf basketry team would like to develop local basketry products. 30 members were interested in participating in the research process. There are also three perimeters in participatory action research. The vital ways of product development were to create new products from the remaining the Kapor Leaf that was able to develop to an actual product. There were 21 series and 53 pieces of products that were developed to local woven handcraft products. The developed products were able to be sold and passed all knowledge to local youth. The result was significantly beneficial to the community on the development of local basketry handicrafts. The OTOP occupational group of woven straw ropes in Mueang District, Saraburi Province was founded in 2009 by Mrs. Somya WongThong, a group president. She gathered about 50 members. The products are woven bags made of straw and plastic ropes, shoulder bags, doormats, key chains, and souvenirs such as bags, wallets. In addition, there is a box to put snacks. The products of the occupational group have developed continuously, and as a result, the standard rating of their OTOP products is 3 stars. As for the production, there will be assigned to the members to make by themselves in each house. The distribution is made at the group president’s house. The customer will buy the products there. There is also a booth in Muang Thong Thani. The income is relatively good, approximately 20,000 baht per month. Nevertheless, the OTOP occupational group of woven straw ropes in Mueang District, Saraburi Province still has a lot of challenges in many areas, such as the requirement for new product development and marketing promotion to increase sales, because the existing promotion they are currently having is through word of mouth, webpage, and the trade fair in Muang Thong Thani only 4 times a year. (WongThong,S. ,2019) From the challenges and problems mentioned above, the research team, therefore, saw the need to conduct research on the product development and marketing promotion of woven

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straw ropes made of the OTOP occupational group in Mueang District, Saraburi Province to help the group develop woven products, and offer necessary tools for the marketing promotion, which will lead to making a living, and sustainably develop the group’s career. Besides, the students of the Faculty of Management Science will use the experience gained to integrate with a subject that is currently being studying.

Research Objective 1. To develop the products of the OTOP occupational from woven straw ropes in Mueang District, Saraburi Province. 2. To promote the marketing of the OTOP occupational from woven straw ropes in Mueang District, Saraburi Province.

Scope of Research The researchers have set the scope of research as follows : 1. The samples are 50 members of the OTOP occupational group in Mueang District, Saraburi Province. 2. The research used is Participatory Action Research (PAR) 3. The duration of this research is from 1st February – 30th June 2019

Research Methodology The research is Participatory Action Research (PAR) which has four steps as follows : 1) Data collection 2) Populations and Samples3) Data Collection Procedure And 4) Data analysis 1. Data Collection : the techniques used to collect data as follows : 1.1 Paper, articles, research, and data concerning public sectors. 1.2 Field data collection by using in-depth interview techniques, and group discussion. 2. Populations and Samples : 50 members of the OTOP occupational group in Mueang district, Saraburi Province.

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3. Data Collection The research team has classified data collection according to research objectives as follows, 3.1 The first objective of research is product development of the OTOP occupational groups from woven straw ropes in Mueang District, Saraburi Province. The following collected data are below: 1 ) In-depth interview - This is an interview to collect information on product development needs, and the marketing promotion of woven straw ropes in Mueang District, Saraburi Province. The interviewees were 5 people consisting of one occupational group leader and four members of the occupational group by purposive sampling. 2 ) Focus group is a group discussion to determine the necessity for product development, and marketing promotion of woven straw ropes of 50 members of the occupational group in Mueang District, Saraburi Province. 3) Training – Organizing a training program for woven straw ropes of 50 members of the occupational group in Mueang District, Saraburi Province, given by 5 academic professional speakers of woven straw ropes.

3 .2 The second objective of research is promoted the marketing of the OTOP occupational group from woven straw ropes in Mueang District, Saraburi Province. The following collected data are below: 1) The focus group is an application of necessary information from the in-depth interview, and the group discussion of the association related to the OTOP occupational group from woven straw ropes in Mueang District, Saraburi Province, which has been synthesized by the research team to the representatives of the two associations involved. They are five scholars of woven straw rope products and marketing, and 50 members of the occupational group participated in sharing their opinion to promote the marketing of the OTOP occupational group from woven straw ropes in Mueang District, Saraburi Province in five areas of marketing promotion, which are 1) advertising, 2) public relations, 3) sales promotion, 4) direct sales, and 5) direct marketing. 2) Training – After receiving information from group discussions to know the requirements for the methods of marketing promotion of the OTOP occupational group from

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woven straw ropes in Mueang District, Saraburi Province, will continue to provide training to occupational groups.

4. Data Analysis 4.1 The study of product conditions and problems, and the marketing promotion of the OTOP occupational group from woven straw ropes in Mueang District, Saraburi Province by using content analysis and presenting descriptive data. 4 . 2 The analysis of the requirement of product types, models, and marketing promotion of the OTOP occupational group from woven straw ropes in Mueang District, Saraburi Province by using content analysis and presenting descriptive data. 4 .3 The evaluation and the development of woven straw rope products in Mueang district, Saraburi Province by using a questionnaire to survey the satisfaction of trainees to analyze the quantitative data using descriptive statistics such as percentage, mean and standard deviation, and presenting the data in the form of a table. 4.4 The evaluation of training knowledge on marketing promotion and media production for marketing promotion by using a questionnaire to survey the satisfaction of trainees to analyze the quantitative data using descriptive statistics such as percentage, mean and standard deviation, and presenting the data in the form of a table.

Research Outcomes From conducting research on the product development and marketing promotion of the OTOP occupational group from woven straw ropes in Mueang District, Saraburi Province. The research results were obtained according to the research objectives as follows. The first objective of research – The product development of the OTOP occupational groups from woven straw ropes in Mueang District, Saraburi Province. 1. From the in-depth interviews and group discussion found that the occupational group still has problems in many areas such as the requirement for new product development and marketing promotion to increase sales, because the existing promotions they are currently having are through word of mouth, webpage, and the trade fair in Muang Thong Thani only 4 times a year. In addition, members of the occupational group need to practice the skills of weaving new style products in the form of shoulder bags made from natural materials to provide - 31 -

the occupational groups with a wide range of products, and knowledge about marketing promotion. As well as producing certain types of advertising media such as billboards, brochures, etc. for the products to be known, and to increase sales causing the occupational group to earn more income and have a better quality of life. 2. The data analysis from the in-depth interviews and group discussion found that the OTOP occupational groups from woven straw ropes in Mueang District, Saraburi Province, there is a need for the development of new woven straw rope products that are made from water hyacinth, which is a natural material and easy to find in the local area. They also need to have knowledge in a marketing promotion in order to have a variety of products for customers to recognize. 3. Using the result from the analysis to educate members of the OTOP occupational groups from woven straw ropes in Mueang District, Saraburi Province, the research team has provided training for product development of the OTOP occupational groups from woven straw ropes in Mueang District, Saraburi Province, which is workshops to develop skills for weaving new style shoulder bag products made from water hyacinth. The research team invited specialists in woven bag products to teach and ask all members to practice together by using ropes made from water hyacinth to weave into a shoulder bag. As a result, the occupational group got introduced to another new shoulder bag product. The second objective of research – To promote the marketing of the OTOP occupational group from woven straw ropes in Mueang district, Saraburi Province. 1. The group discussion found that the occupational group needs to have more knowledge of the marketing promotion which is the public relations in two forms, 1) brochure and 2) advertising billboards with a stand, and a sign in front of the group’s office for the general public and customers to get to learn more about products of the occupational groups, resulting in sales increase. 2. Using the results from group discussions to organize training to offer knowledge on marketing promotion and media production to the members of the occupational group. The research team invited marketing promotion and media production experts so that all members have knowledge of marketing promotion and media production. The result of the training suggests that the occupational group members have more knowledge and understand the importance of marketing promotion that it can be a channel to make customers learn more - 32 -

about the products of the occupational group. In addition, the occupational group also work together for ideas to create 300 brochures for advertising, one billboard with a stand and one signboard for the occupational group. After the project has completed for both objectives, it concluded that the OTOP occupational groups from woven straw ropes in Mueang District, Saraburi Province, had more knowledge, understanding, and satisfaction. They are also able to apply the knowledge gained from participating in this academic project at a high level as shown in Table 1.

Table 1 The overall summary of project performance versus the objectives on the product development and marketing promotion of the OTOP occupational groups from woven straw ropes in Mueang District, Saraburi Province.

Result The dimension of evaluations Objectives X S.D. %

1. The cognition (after training) Not less than 90% 4.57 0.40 91.40 2. The satisfaction Not less than 80% 4.30 0.36 86.00 3. The application of knowledge Not less than 75% 4.38 0.50 87.60 Overall 88.33

From the table 1, the overall of the participants’ understanding after training was most impressive ( = 4.57, S.D. =.40). The overall satisfaction of the project was good ( =4.30, S.D. =.36). The overall application of knowledge was also good ( =4.38, S.D. =.50).

Discussion From the research, the results of the product development and marketing promotion of the OTOP occupational groups from woven straw ropes in Mueang District, Saraburi Province are as follows : 1. From the in-depth interview, the group discussion, and the association related to the product development and marketing promotion of the OTOP occupational groups from woven

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straw ropes in Mueang District, Saraburi Province found that the process is participatory research in which the all activities starting from brainstorming, decision making, and action has been made together among the members. The result of participatory research, however, still has problems in many areas such as the requirement for new product development and marketing promotion to increase sales, because the existing promotions they are currently having are through word of mouth, webpage, and the trade fair in Muang Thong Thani. In addition, members of the occupational group need to practice the skills of weaving new style products in the form of shoulder bags made from natural materials to provide the occupational groups with a wide range of products, and knowledge about marketing promotion. As well as producing certain types of advertising media such as billboards, brochures for the products to be known, and to increase sales causing the occupational group to earn more income and have a better quality of life, in which corresponds with Kawee Damplub, (2 0 1 2 Page 17), cited that the participation is the involvement of such activity, whether it is a government, private sector, or community’s representative, in which collaboration has been made together with all parties voluntarily such as planning, decisions making, participating, or evaluating for a common interest to be achieved successfully. 2. The data analysis from the in-depth interviews and group discussion found that the OTOP occupational groups from woven straw ropes in Mueang District, Saraburi Province, there is a need for 1 ) the development of new woven straw rope products that are made from water hyacinth, which is a natural material and easy to find in the local area which corresponds with Thanyaporn Jaiparngan, (2016), about the development of local handicraft style by participatory action for developing handcraft product styles continuously in the future. The research result found that the occupational group acquired a style of a model product that was functional, beautiful, and possible to sell at a reasonable price which will satisfy the customers or potential buyers of woven products and 2) They need to have knowledge in marketing promotion and media production which corresponds with Kulchalee Puangpejara, (2018), that had studied about the marketing promotion by community’s participation of Rai San Fan community enterprise and found that members should prioritize the marketing promotion because it will increase sale, and allow the customer to learn more about the products. It also corresponds with Weena Sae-bang, and Supachart Iamratanakul (2017), which found that the marketing promotion, especially the advertising would affect the creation of value-added products “Ready to Eat Salad

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Tray” of the Royal Project Foundation. It can be concluded that marketing promotion is a key factor affecting the OTOP product sales. 3. Using the results of the analysis to educate the members of the OTOP occupational groups from woven straw ropes in Mueang District, Saraburi Province on the product development and marketing promotion found two matters which are 1) The workshops to develop skills for weaving new style shoulder bag products made from water hyacinth. For the group to have more new style of products. As a result, the occupational group got a new product that was from the development which is a shoulder bag. 2) Training in marketing promotion and media production. The result of the training suggests that the occupational group members have more knowledge and understand the importance of marketing promotion and media production for selling the group’s products in which the customers can receive necessary information about the products to help in making a buying decision causing the sale increase of the group. In addition, the occupational group also works together for ideas to create 300 brochures for advertising, one billboard with a stand, and one signboard for the occupational group which corresponds with a goal of Thepsatri Rajabhat University stated that quality research meets local and international needs. 4. The result of the follow-up after the workshop and giving knowledge to members of occupational groups from the woven straw rope in Mueang District, Saraburi Province in product development and marketing promotion found that the occupational group has brought their new shoulder bag products along with existing products to sell in Korea resulting in more income. In addition, customers also get to know more about the products of the occupational groups from brochures and billboards, resulting in the products of the occupational groups to be widely-known and sale increase which directly affects the occupational group quality of life and better living conditions, which corresponds with a goal of Thepsatri Rajabhat University that we want the community and locality to be strong and self-reliant.

Suggestions 1 . The occupational groups should develop more diverse products by focusing on the needs of customers that are often interested in products that are relevant to daily use, or trends at that time.

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2. The occupational groups should encourage the group members to study new product styles that are on-trend, and various marketing promotion methods from online media which is a medium that is relevant and easily accessible today. So that the occupational group can present the group products to be wanted by the customers which directly ensures the income of group members resulting in a better quality of life.

References Damplub K, (2012), Farmers Participation in the Operation of Peace Community Development Adhering to the Sufficiency Economy Philosophy in Maikaen District of . The Thesis of Master of Agriculture, the School of Agriculture and Cooperatives, Sukhothai Thammathirat Open University. Jaiparngan T, (2016), The development of local handicraft style by participatory action, A case study of bamboo handicraft group of Nampon, Nong Wua Sor District, . The first national conference, “Reinforcing the interdisciplinary combined with Thai culture to forge ahead to the AC” Manowang, J., Sapa, W., and Lahuna T., (2017), The development of Wicker toward the Community Standard in Dong Mada, Sub-district, Mae Lao District, Chiang Rai Province. 13th Research Conference, research and innovation, driving economy and society. Page 926-936. Patimapornthep K, (2005), The research and development for solving a community’s problem by using local wisdom, the study case of the Mai Riang Community, Chawang District, Nakhon Si Thammarat Province. for wisdom and community empowerment. Bangkok. The Princess Maha Chakri Sirindhorn Anthropology Center (Public organizations) Patranont J, (2010), The development of local basketry handicraft by participatory action research, A case study of the Kapor leaf basketry in Tung Pho sub-district, Chulaphorn district, Nakhon Si Thammarat province. The thesis of Master of Education Degree in Art Education, Graduate School, Srinakharinwirot University.

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Pongnin M, (2005), Kwan Phayao local wisdom, on the pathway of the community’s product surrounded by the same lake, for wisdom and community empowerment. Page 7-62, Bangkok The Princess Maha Chakri Sirindhorn Anthropology Center (Public organizations). Puangpejara K, (2018), The Marketing Promotion by Community’s Participation of Rai San Fan Community Enterprise, Nikhom Sang Ton-eng Sub-district, Mueang District, Lop Buri Province. Veridian E-Journal, Silpakorn University 11, 2 (May–August) 1455-1467 Sae-bang W, (2017), The Market Survey to Know the Factors That Affect the Creation of Value- Added Products “Ready to Eat Salad Tray” of the Royal Project Foundation. Veridian E-Journal, Silpakorn University 10, 2 (May–August): 1885-1900. Thinanon N, (2001), The research of local handcrafts in Nakornnayok, Faculty of Fine Arts, Srinakharinwirot University.

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The 5th National & the 2nd International Academic Conference “Roles of the university as the driver for changes and Innovation-based society” 13th – 14th February 2020 At Rattanathepsatri Building, Thepsatri Rajabhat University

Perceptions of Entrepreneurs and Business Executives toward Entrepreneurship Education in Thai Universities

Rungluck Naksung1

ABSTRACT

The purposes of this research were (1) to obtain in-depth data from the entrepreneurs and business executives participated in the qualitative interviews; and (2) to gain perspectives toward entrepreneurship education from the survey conducted through the online channel. Qualitative and quantitative research methods were integrated for investigating the entrepreneurship education contexts in Thailand. In doing this, data collection was divided into 2 phases. In the first phase, qualitative in-depth interview was conducted with eight entrepreneurs from various industries such as finance, food, agriculture, franchise, healthcare, and logistics. In the second phase, apart from a qualitative in-depth interview, two hundred structured questionnaires were distributed to entrepreneurs and business executives. There were one hundred and fifty-five questionnaires were returned. Convenience sampling was used in data collection. The qualitative and quantitative results revealed that entrepreneurship is an important discipline for university students at all levels. But some perspectives pointed out that entrepreneurship and business administration courses in Thailand are nearly the same.

Keywords: Entrepreneurship, Education, Thailand, University, and Innovation.

Rationale Since the last decade, entrepreneurship has emerged as an academic field in both social sciences and natural science. Several entrepreneurship courses have been introduced widely. On a global scale, entrepreneurship courses have been offered in business schools and non-business schools (Matlay, 2008). Therefore, entrepreneurship currently involves students in all disciplines (Gibb, 2002; Henry et al., 2005).

1 Faculty of Management Science Thepsatri Rajabhat University, Narai Maharach Road, Thale Chup Son Sub-District, Muang District, Lopburi 15000 Thailand Email: [email protected]

Entrepreneurship is one of the top agendas of the current Thai government. It is deemed to be one of the important factors that strengthen Thailand’s economy sustainably. Since 2012, the entrepreneurship issue has been brought to talk in several national seminars. The government believes that entrepreneurship can lead Thailand to become one of the innovative countries in the Asian Economic Community (AEC). Whilst at the same time, entrepreneurship in the world economy is brought to be a hot issue. The gig economy is a good example to clarify this situation. The new generation does expect to work for their own sake rather than working for multinational corporations as does in the past. The word "Startup" becomes popular since then. Several startups are successful and grow very fast in the global economy such as UBER, Airbnb, Lazada, and more. This impact also changes Thailand and influences the and education. The word "entrepreneurship" is widely used as a popular word in Thai universities and colleges. It is sometimes used for declaring the philosophy of the educational institutions as well as the marketing campaign. According to a survey of empirical studies in leading databases, this paper is deemed as the first empirical survey study about entrepreneurship education in Thailand. Presently, there are several Thai universities and colleges offering business courses that overlap with entrepreneurship. The researcher aims to explore and recognize the present situation about entrepreneurship education in Thailand rather than to examine the relationship between independent and dependent variables. This research expects to be beneficial for educational policymakers and business practitioners. Knowledge for this empirical study can be brought for planning and shaping the direction of Thailand's entrepreneurship curriculum to align with industry and global needs in the end.

Objectives of the Study 1. To provide an analysis of the present situation and the recent evolution of entrepreneurship education in Thai universities. 2. To explore perceptions of entrepreneurs and business executives toward entrepreneurship courses in Thai universities. In doing this, the researcher intends to investigate how entrepreneurship education is perceived and how entrepreneurs and business executives see its difference from the business administration discipline.

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Methodology Qualitative and quantitative research methods were integrated for investigating the entrepreneurship education contexts in Thailand. The purposes of the use of this mixed approach were (1) to obtain in-depth data from the entrepreneurs and business executives participated in the qualitative interviews; and (2) to gain perspectives toward entrepreneurship education from the survey conducted through the online channel. In doing this, data collection was divided into 2 phases. In the first phase, qualitative in-depth interview was conducted with eight entrepreneurs from various industries such as finance, food, agriculture, franchise, healthcare, and logistics (Suddaby et. al., 2015). The entrepreneurs and business executives were asked about their general perspectives on entrepreneurship and entrepreneurship education offering in undergraduate and postgraduate programs in Thai universities. How do they see entrepreneurship education? Are they able to differentiate entrepreneurship and business administration educations? How? What are their opinions on entrepreneurship professors about their roles, teaching methods, qualifications, and ability to drive a student's entrepreneurial mindset? All information was confidentially kept and not revealed without the permission of the interviewees.

Table 1 Demographic data of the interviewees Case Gender Age Industry Business 1 Male 67 Agriculture Vegetable export 2 Male 50 Food Food export 3 Male 46 Food Franchise and financial consultant 4 Male 60 Transportation Logistics and supply chain provider 5 Male 58 Retailing Consumer product manufacturing 6 Male 40 Food Food product manufacturing and export 7 Male 62 Healthcare Medical services 8 Male 50 Government SMEs development organization

In the second phase, apart from a qualitative in-depth interview, two hundred structured questionnaires were distributed to entrepreneurs and business executives. There were one hundred and fifty-

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five questionnaires were returned. Convenience sampling was used in data collection. The questionnaire consists of 10 questions as follows: - Entrepreneurship is an important subject for national development as well as economics, accountancy, finance, engineering, and medicine. - Knowledge gained from the entrepreneurship and business administration disciplines is similar. - Contents in the entrepreneurship and business administration curriculums are similar. - Teaching methods of the entrepreneurship and business administration curriculums are similar. - The case-based teaching approach is enough for studying the entrepreneurship degree. - Working hard on an individual business plan is enough for studying the entrepreneurship degree. - Professors who can teach in the business administration programs are people who can also teach in the entrepreneurship programs. - Professors teaching in the entrepreneurship programs must have extensive business experience as top executives before. - Professors teaching in the entrepreneurship programs must be able to encourage and lead students to start up the business projects after their graduation. - People who would like to be an entrepreneur can study both the entrepreneurship and business administration programs because the results are likely the same. For the first objective, all data of the interviewees were evaluated and analyzed throughout the evaluation and comparison of common issues. However, data were also analyzed during the interview. The researcher intended to look for insight in which situation, setting, images, and meaning were key issues. Therefore, the communication of meaning, the number of times a definite phrase or speech pattern, and the frequency and variety of messages was the unit of measurement. The advantage of using the researcher, rather than software programs, to analyze the data was to encourage the opportunities to obtain insightful interpretations as well argued by Suddaby (2006). However, another one of the objectives of this research was to explore the perceptions of entrepreneurs and business executives toward entrepreneurship courses in Thai universities. Descriptive statistics were utilized to analyze the data such as Mean (푥̅), Standard Deviation (S.D.), and percentage (%).

Results The results revealed that there are 14 out of 120 public and private universities offering 5 undergraduate degrees and 15 postgraduate degrees in entrepreneurship. In this number, there are only two

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universities have the entrepreneurship schools, while, the rest offer degree and non-degree courses in entrepreneurship under the business schools. Interesting findings obtained from both in-depth interview and questionnaire survey are the entrepreneurs and business executives perceive that: - Contents of the entrepreneurship courses are not significantly different from the courses offering in the business administration programs. Many subjects in the entrepreneurship courses are the ones offering in the business administration programs. The names are just changed but the contents are questioned. In this regard, entrepreneurs and business executives believe that innovative products and services are difficult to offer to the market. Because the prospect entrepreneurs are still taught and led to think traditionally; - Students who graduate from the entrepreneurship programs are not able to start up their own business after graduations; - The case-based teaching method is just a part of the entrepreneurial learning approach. The universities should provide business plan pitching which will help to enhance the entrepreneurial mindset of the students; - Thai professors are viewed as lack of extensive business experience. Therefore, they are not able to convince business professionals and entrepreneurs to participate in all entrepreneurial development processes. At the same time, they are also not able to lead and strengthen student’s creative ideas; - Collaborations with international entrepreneurship programs, schools or universities are not important. Domestic collaborations are seen as the most powerful impact on driving entrepreneurial capabilities of the students. Thai entrepreneurs and business executives expect local-based innovations rather than global-oriented ones.

Table 2 Number of Thai universities offered entrepreneurship education Level # Institution Unit Curriculum Doctorat Bachelor Master e  Entrepreneurship  Bangkok School of (Internationa (In partnership (Internationa 1 University Entrepreneurship l  with Babson l and Thai (Private) and Management and Thai College, USA) Program) Programs)

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Level # Institution Unit Curriculum Doctorat Bachelor Master e Small and Medium  Graduate School Enterprise  (Thai  Management Program) Small and Medium Enterprise  Management with Graduate School  (Thai  Concentration on Program) Beauty and Fashion Business University of  Thai Chamber College of 2 Entrepreneurship (Thai   of Commerce Entrepreneurship Program) (Private) Innovation and Entrepreneurship  (Double degree (Internationa program with   Rangsit Faculty of l Malardalen 3 University Business Program) University, (Private) Administration Sweden)  Entrepreneurship  (Thai  Program)  Entrepreneurship  (Internationa  Mahidol Management College of l Program) 4 University Management  (Public) Entrepreneurship  (Thai  and Innovation Program)

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Level # Institution Unit Curriculum Doctorat Bachelor Master e Chulalongkorn Faculty of  Entrepreneurship 5 University Commerce and (Thai   Management (Public) Accountancy Program) Organizational Management,  Entrepreneurship, (Thai   and Human Faculty of Program) Resource Commerce and Management Thammasart Accountancy  6 University Global (Internationa (Public)   Entrepreneurship l Programs)  Global Studies and School of (Internationa Social   Global Studies l Entrepreneurship Programs) Silpakorn Faculty of  7 University Management Entrepreneurship  (Thai  (Public) Science Program) National Institute of  International 8 Development Entrepreneurship  (Internationa  College Administration l Program) (Public) Burapha Faculty of Small and Medium  9 University Management and Enterprises  (Thai  (Public) Tourism Management Program)

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Level # Institution Unit Curriculum Doctorat Bachelor Master e Faculty of Thaksin  Economics and Entrepreneurship 10 University (Thai   Business and Management (Public) Program) Administration King ’s University of Graduate School  Entrepreneurship 11 Technology of Management  (Thai  Management and Innovation Program) (Public) Small and Medium  Enterprises  (Thai  Ramkhamhaeng Faculty of Management Program) 12 University Business Entrepreneurship  (Public) Administration  (Thai  Program) Far Eastern Faculty of  13 University Business Entrepreneurship  (Thai  (Private) Administration Program) Khon Kaen Faculty of  Entrepreneurship 14 University Business  (Thai  and Innovation (Public) Administration Program) Total 5 15 0

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Table 3 A comparison of duration of the study, tuition fee, and distinction of the entrepreneurship education that are currently offered by Thai universities Key Information Tuition # Institution Unit Curriculum Duration Fee Distinction of Study (USD) BBA Entrepreneurship Babson College- (In partnership with 3 Years 13,000 based Framework Babson College, USA) - Babson College- based Framework School of - 2-month study at Entrepreneurship MM Babson College and Management Entrepreneurship - All courses are (In partnership with 1 Year 40,000 lectured by Babson College, Babson’s professors Bangkok USA) - GEM Research 1 University Center (Private) - STEP Project Center MBA - An option for the Small and Medium 18 undergraduate Graduate School 6,600 Enterprise Months students to do a Management double degree MBA Small and Medium - Create new Enterprise 18 entrepreneurs in the Graduate School Management with 6,600 Months beauty and fashion Concentration on business Beauty and Fashion Business

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Key Information Tuition # Institution Unit Curriculum Duration Fee Distinction of Study (USD) - Direct supports from The Thai University of Chamber of Thai Chamber of College of BBA 2 4 Years 11,000 Commerce through Commerce Entrepreneurship Entrepreneurship the Young (Private) Entrepreneur Clubs (YEC) nationwide MM - Transferable to Innovation and study in Sweden Entrepreneurship - Obtain a double (Double degree degree Rangsit Faculty of 2 Years 9,000 program with - Enhance the 3 University Business Malardalen employability of the (Private) Administration University, students in Thailand Sweden) after graduation MM 2 Years 9,000 Entrepreneurship MM Entrepreneurship 2 Years 14,300 Management Mahidol College of (in English) 4 University Management MM (Public) Entrepreneurship 2 Years 11,000 and Innovation (in Thai) Chulalongkorn Faculty of BBA 5 University Commerce and Entrepreneurship 4 Years 6,000 (Public) Accountancy Management

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Key Information Tuition # Institution Unit Curriculum Duration Fee Distinction of Study (USD) BBA Organizational Faculty of Management, Commerce and Entrepreneurship, 4 Years 6,000 Accountancy and Human Resource Thammasart Management 6 University BA (Public) Global Studies and 4 Years N/A Social School of Entrepreneurship Global Studies MBA Global 2 Years N/A Entrepreneurship Silpakorn Faculty of MBA 7 University Management 2 Years N/A Entrepreneurship (Public) Science National Institute of International MA 8 Development 2 Year 10,000 College Entrepreneurship Administration (Public) MM Burapha Faculty of Small and Medium 9 University Management and 2 Years 8,000 Enterprises (Public) Tourism Management Thaksin BBA Faculty of 10 University Entrepreneurship 4 Years 4,000 Economics and (Public) and Management

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Key Information Tuition # Institution Unit Curriculum Duration Fee Distinction of Study (USD) Business Administration King Mongkut’s University of Graduate School MBA 11 Technology of Management Entrepreneurship 2 Years 8,500 Thonburi and Innovation Management (Public) MBA Ramkhamhaeng Faculty of Small and Medium 12 University Business 2 Years 3,000 Enterprises (Public) Administration Management Far Eastern Faculty of MBA 13 University Business 2 Years 6,500 Entrepreneurship (Private) Administration Khon Kaen Faculty of MBA 14 University Business Entrepreneurship 2 Years 7,000 (Public) Administration and Innovation

Remark: BBA stands for Bachelor of Business Administration MBA stands for Master of Business Administration MM stands for Master of Management

In-depth interview results Differences between entrepreneurship and business education The study revealed that entrepreneurship and business educations must have different focuses. The entrepreneurship course must concentrate on the creation of business owners who are creatively courageous in investing any new ventures, while, the business course must intend to create those who intend to become

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the professional executives who are keen on business management and problem-solving. The entrepreneurship program is expected to position higher than the business administration one because it is more complex and the discipline needs more practical. Based on the experiences of the interviewees, they indicated that they did not realize any differences between the entrepreneurship and business curriculums. In their perceptions, the entrepreneurship course is similar to the business administration course. Furthermore, the entrepreneurship course is perceived as the substitute or a part of the business administration discipline. Regarding the learning approach, entrepreneurship and business administration are not significantly different in the perceptions of the interviewees. They are not able to differentiate the uniqueness of these two disciplines. However, the interviewees suggested that the entrepreneurial courses should provide several practices for strengthening the effective decision making of the students. The entrepreneurial students should be able to tackle any difficulties by using their entrepreneurial mindset and approach. The courses must concentrate on the exploitation of the opportunities and then transform them into the business. In doing this, the course administrators should create their unique study and learning approaches. Apart from the learning approach, the uniqueness means entrepreneurship should have its concentration such as retail business entrepreneurship, agricultural business entrepreneurship, or hospitality and tourism business entrepreneurship, etc.

Industrial and business linkage to the entrepreneurship curriculum According to the interview, the entrepreneurship course in Thailand is impractical because the course is not linked to industry and business in reality. The students are unable to create their ventures after graduation because the hands-on practices are not taught in the classrooms. The business simulations through case studies are inadequate for entrepreneurs. The entrepreneurship students must be guided, coached, and encouraged to take risks in all diverse business circumstances. An important reason behind this difficulty is that those who have no or less industrial and business experiences generally lecture the entrepreneurship course in Thailand. The interviewees pointed out that the entrepreneurship students must not only be inspired but also attentively coached by those who have extensive knowledge and hands-on experience in running their businesses. In Thailand, few successful entrepreneurs are contributing themselves to education and the development of the new entrepreneurial generation. In the study, professors and lecturers in the Thai universities are recognized as just an instructor, not a professional coach. Therefore,

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this lack of industrial and business connections of professors and lecturers is identified as the key impediment in fostering the effectiveness of the development of entrepreneurship education in Thailand.

Entrepreneurship learning environment According to the interview, the learning environment is one of the important factors influencing the entrepreneurial creation process. The lectures conducted in the classroom are insufficient. Most Thai universities do not provide the learning environments that can drive the entrepreneurial spirit of the students. The universities must offer entrepreneurial activities regularly such as idea creation contest, business plan competition, etc. These events may not be included in the curriculum but specially organized by the program or the special academic units of the universities. The study also revealed that the entrepreneurship course should consistently organize the special talk series held by successful entrepreneurs. The interviewees further indicated that there are only some programs offered by leading universities to do this. Two gaps in the entrepreneurship education are filled by this activity. First, the student's entrepreneurial spirit can strategically be ignited through talks and participation with the guest speakers. Second, it is a substitute for the professor's practical business experience.

Quantitative results

Table 4 Demographic data of 155 questionnaire respondents Demographic data Frequency Percentage Gender Male 68 43.9 Female 87 56.1 Educational Level Primary 1 0.6 Secondary 1 0.6 High school 3 1.9 Associate’s degree 2 1.3 Bachelor’s degree 54 34.8 Master’s degree 88 56.8

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Demographic data Frequency Percentage Doctoral degree 6 3.9 Occupation Entrepreneur 44 28.4 Top level executive 13 8.4 Middle level executive 32 20.6 Junior level executive 25 16.1 Operational staff 41 26.5 Number of Employees in an Organization Less than 50 52 33.5 51-100 15 9.7 101-200 14 9.0 201-300 9 5.8 301-500 15 9.7 501-800 3 1.9 801-1000 2 1.3 More than 1000 45 29.0

Table 5 Frequency distribution of the questions from the questionnaire survey of 155 respondents Frequency and Percentage

Highly Disagree Not Agree Highly Question disagre sure agree x̅ S.D. e Entrepreneurship is an important 9 9 27 40 70 3.99 1.18 subject for national development (5.8) (5.8) (17.4) (25.8) (45.2) as well as economics, accountancy, finance, engineering, and medicine Knowledge gained from the 15 35 46 44 15 3.06 1.14 entrepreneurship and business (9.7) (22.6) (29.7) (28.4) (9.7)

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Frequency and Percentage

Highly Disagree Not Agree Highly Question disagre sure agree x̅ S.D. e administration disciplines are similar Contents in the entrepreneurship 14 35 58 41 7 2.95 1.02 and business administration (9.0) (22.6) (37.4) (26.5) (4.5) curriculums are similar Teaching methods of the 14 44 61 27 9 2.83 1.01 entrepreneurship and business (9.0) (28.4) (39.4) (17.4) (5.8) administration curriculums are similar The case-based teaching 41 42 37 27 8 2.48 1.20 approach is enough for studying (26.5) (27.1) (23.9) (17.4) (5.2) the entrepreneurship degree Working hard on an individual 59 44 32 16 4 2.12 1.11 business plan is enough for (38.1) (28.4) (20.6) (10.3) (2.6) studying the entrepreneurship degree Professors who can teach in the 21 39 53 36 6 2.79 1.07 business administration programs (13.5) (25.2) (34.2) (23.2) (3.9) are people who can also teach in the entrepreneurship programs Professors teaching in the 17 17 31 55 35 3.47 1.26 entrepreneurship programs must (11.0) (11.0) (20.0) (35.5) (22.6) have extensive business experience as top executives before Professors teaching in the 18 30 54 38 15 3.01 1.14 entrepreneurship programs must (11.6) (19.4) (34.8) (24.5) (9.7)

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Frequency and Percentage

Highly Disagree Not Agree Highly Question disagre sure agree x̅ S.D. e be able to encourage and lead students to start up the business projects after their graduation. People who would like to be the 29 46 41 28 11 2.65 1.18 entrepreneur can study both the (18.7) (29.7) (26.5) (18.1) (7.1) entrepreneurship and business administration programs because the results are likely the same

Conclusion Thai entrepreneurs and business executives mutually agree that entrepreneurship is a significant subject for national development as well as other important subjects such as medicine, engineering, finance, and accounting (x̅ = 3.99, S.D. 1.18). They indicate that entrepreneurship and business courses are similar in contents and details (x̅ = 3.06, S.D. 1.14). but the teaching methods must be different (x̅ = 2.83, S.D. 1.01) while working on the business plan (x̅ = 2.12, S.D. 1.11) and using only case study method (x̅ = 2.48, S.D. 1.20) are insufficient for students in the entrepreneurship program. Regarding the teacher issue, Thai entrepreneurs and business executives pointed out that professors who teach in the entrepreneurship program must have extensive experience in business (x̅ = 3.47, S.D. 1.26) and must also be a person who can encourage students to succeed after their graduation (x̅ = 3.01, S.D. 1.14). However, there are some points for education policymakers to think about Thailand's entrepreneurship education from the study. It is seen that people would like to be the entrepreneur can study both the entrepreneurship and business administration programs because they believe that the results are similar (x̅ = 2.65, S.D. 1.18). This point should urgently be discussed among educators and policymakers. Entrepreneurship should not be a fancy course for the next generation but it should be a major discipline that equips them with fresh ideas, tools, implementation strategies, and leadership.

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Recommendations Recommendations for entrepreneurship education development - The entrepreneurship curriculum should be uniquely designed and included practical ideas and practices from private firms. - Creative ideas are insufficient. Technological skills must also be established in the students because the entrepreneurship curriculum should be more realistic and practical. It is not just about a business plan but a prototype and its implementation. Recommendations for future research - Perspectives of the students and professors where the entrepreneurship curriculum is actively implemented should be investigated. Their perspectives will enhance our understanding of the focus and direction of the program. - The curriculums of Rajabhat universities should be researched because this group of universities has a direct impact on the prosperity and sustainability of local communities in their areas covering the whole country.

Reference Gibb, A. A. (2002), “In pursuit of a new ‘enterprise’ and ‘entrepreneurship’ paradigm for learning: Creative destruction, new values, new ways of doing things and new combinations of Knowledge”. International Journal of Management Review, 4(3), 233- 269. Henry, C., Hill, F., and Leitch, C. (2005). Entrepreneurship education and training: can entrepreneurship be taught? Part I. Education + Training, 47(2), 98–111. Matlay, H. (2008). The impact of entrepreneurship education on entrepreneurial outcomes. Journal of Small Business and Enterprise Development, 15(2), 382–396. Suddaby, R., Bruton, G. D., and Si, S. X. (2015). Entrepreneurship through a qualitative lens: Insights on the construction and/or discovery of entrepreneurial opportunity, Journal of Business Venturing, 30, 1–10.

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The 5th National & the 2nd International Academic Conference “Roles of the university as the driver for changes and Innovation-based society” 13th – 14th February 2020 At Rattanathepsatri Building, Thepsatri Rajabhat University

The Effect of Product Knowledge and Perceived Environmental Responsibility on Eco-Friendly Batik Purchase Delay Behavior

Ambar Lukitaningsih1, Kusuma Chandra Kirana2, Henny Welsa3 Nonik Kusuma Ningrum4

ABSTRACT

This research discussed eco-friendly batik product marketing strategy to contribute to the government policy on increasing the number of sales in small and medium enterprises (SME’s) that engaged in the field of eco-friendly batik products. Data were obtained by questionnaires which distributed to the 250 customers who delay the consumption of eco-friendly batik products. The data examined using regression analysis to capture the effect of product knowledge and perceived environmental responsibility on eco-friendly batik purchase delay behavior. The instruments are valid and reliable. The result shows that product knowledge and perceived environmental responsibility are significantly negative effect eco-friendly batik purchase delay behavior. This finding is enriching the theory of planned behavior and support governments’ go green program for society to use environmentally friendly products according to their lifestyles.

Keywords: product knowledge, perceived environmental responsibility, eco-friendly batik purchase delay behavior

1 M.M./ Head Department/ Faculty of Economics/ Master of Management Department/ Universitas Sarjanawiyata Tamansiswa 2 M.M./ Teaching Staff/ Faculty of Economics/ Master of Management Department/ Universitas Sarjanawiyata Tamansiswa 3M.M./ Teaching Staff/ Faculty of Economics/ Master of Management/ Universitas Sarjanawiyata Tamansiswa 4 S.E., M.Sc./ Secretary of Department/ Faculty of Economics/ Department of Management/ Universitas Sarjanawiyata Tamansiswa

1. Introduction Batik is one of Indonesia’s handicraft industries recognized as a cultural and non-material heritage by UNESCO. There are ups and downs in the development of the batik industry in Indonesia, for example from 1200 batik industries in Yogyakarta in the early 1990s, only 400 units have survived until now. Based on the Ministry of Industry and Trade, the number of Indonesia’s batik are 132 thousand companies or 20 percent of the total of the National textile industry. Meanwhile, data from the Batik Owners’ Cooperation in Indonesia in 2014 stated that only 16 out of 116 companies remained. The development of batik in Indonesia also faced rejection by the Center for Import Promotion from Developing Countries. This organization stated that synthetic batik restricted to be export to the because the users of synthetic staining, in the long run, can cause cancer (Sunarya, 2006). International conference in Geneva on ecology and environmental labeling was also banning the use of certain synthetic types because of the impacts on the environment and worker health (Afifah, Ernawati, & Sudaryanto, 2012). The development of eco-friendly batik products can be an alternative solution. However, eco-friendly batik has not been able to beat synthetic batik sales in general because more consumers prefer to buy synthetic rather than eco-friendly batik or delay the purchase of eco-friendly batik product. Knowledge is a factor that influences behavior (Molesworth & Suortti, 2002; Sugandini, Rahatmawati, & Arundati, 2017). Consumers are unable to separate positive and negative information about eco-friendly batik products. Knowledgeable consumers will have positive descriptions of the benefits of eco-friendly batik products. The more positive the description, the more positive the customers' attitude toward eco-friendly batik products. On the other hand, the lack of knowledge about eco-friendly batik can cause a purchase delay. Consumers' eco-friendly batik products knowledge insufficiency will lead to a negative attitude toward the eco-friendly batik product. Furthermore, this lack of knowledge will drive to a negative intention to purchase, and finally, decision making will never follow (Ajzen & Fishbein, 2005). Roger (1995) and Joseph (2019) explained that consumers who delayed the purchase still classified as potential consumers because they still have the willingness to buy, even though they still resisted to buy. Many factors can doubt consumers to purchase. Zimberoff & Hartman (2001) said that purchasing delay is not a kind of escape because they just hold their decision to buy. Furthermore, Horsky (1990) argued that

~ 57 ~ consumers adopt new products slowly because they do not believe in product quality and afraid of facing risk using a new product that they had never assigned. Examining the effect of perceived environmental responsibility on attitude is important because the changes in consumers attitudes on a green lifestyle will lead them to actively trying to minimize the impact of non-eco-friendly products (Cherian and Jacob, 2012). Perceived environmental responsibility defined as individual or group action that recommends the use of natural resources continuously (Sivek & Hungerford, 1990). Environmentally responsible individuals will exhibit an attitude that acknowledges the importance of nature and the environment (Schultz, 2000; Stern, Dietz, & Guagnano, 1995). Individuals with a more positive attitude toward the environment will have tendency to participate in pro-environment behavior (Hines, Hunderford, & Tomera, 1987). Research conducted by Chen and Chai (2010) shows that perceived environmental responsibility is positively effecting attitude toward the environment. Therefore, the more positive consumers perceived environmental responsibility, the more negative their tendency to purchase non-eco-friendly batik products, the more positive their tendency to purchase eco- friendly batik products. The purpose of this research is to explore the determinant of eco-friendly batik product purchase delay behavior. This research discussed the determinants of eco-friendly batik products purchase behavior. A total of 250 respondents delaying the purchase of eco-friendly batik products because of insufficient knowledge and lack of perceived environmental responsibility were asked to complete the questionnaires as the main survey data. The finding is expected to contribute to the development of batik industries in Indonesia, especially for SMEs producing eco-friendly batik products. Furthermore, this research finding is also expected to provide basis for government policy formulation on the green industry. Moreover, this finding can also be a foundation for future research in the same field study.

Literature Review and Hypothesis Development Purchase Delay Behavior. Purchase delay behavior defined as individual action on postponing the adoption of new products (Rogers, 1995; Joseph, 2010). This behavior categorizes as non- adopter. Consumers who delay purchase products will allocate their time shortly before purchasing.

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Consumption delay behavior reflects the uncertainty. They tend to delay the purchase of the most desirable items to reduce risk, time, and effort in choosing the right decision. Product Knowledge. Consumers product knowledge is an individual condition in increasing the understanding of the innovative product (Molesworth & Suortti, 2002). Skilled knowledge will increase the ability of consumers to obtain positive pictures related to the benefit of eco-friendly batik. This understanding is an input to become consumers consideration in forming a positive attitude on eco-friendly batik products. Perceived Environmental Responsibility. Perceived environmental responsibility defined as individual or group action that recommends the use of natural resources continuously (Sivek & Hungerford, 1990). An individual who has a responsibility toward the environment will tend to show a positive attitude toward the environment and acknowledges the importance of nature. Knowledge is an important factor of shaping consumers behavior. The more knowledgeable consumers toward the eco-friendly product, the more positive their evaluation, the more positive their attitude and behavior. On the other hands, the less informed consumers toward the eco-friendly product, the more negative their evaluation toward the product, and the more negative their attitude and behavior (Molesworth & Suortti, 2002; Sugandini, Rahatmawati, & Arundati, 2017; and Ajzen & Fishbein, 2005). Negative consumers will tend to delay their purchase toward product because they lack of trust toward the product and avoid risk (Roger, 1995; Joseph, 2019; Zimberoff & Hartman, 2001; and Horsky, 1990). Brucks (1985), Rao & Monroe (1988), and Sujan (1985) on their research found that knowledge affects preference during decision making and have positive impact on attitude in adopting impersonal, personal, and self-knowledge as a source of information. This research formulate hypothesis as follow:

H1. The Effect of Product Knowledge on Eco-Friendly Product Delay Purchase Behaviour Consumers who are environmentally responsible will tend to avoid non-eco-friendly products and committed a green lifestyle (Cherian and Jacob, 2012). The more responsible consumers toward environments, the more positive their attitude toward eco-friendly products (Hines, Hunderford, & Tomera, 1987). Research conducted by Chen and Chai (2010) shows that perceived environmental responsibility affect attitude toward eco-friendly products. The higher the environmental responsibility, the higher the intention to not to delay the purchase of eco-friendly products. Results ~ 59 ~ show that perceived environmental responsibility significantly positive effect attitude toward eco- friendly product. This theoretical framework developed from the theory of planned behavior. Perceived environmental responsibility is the reason consumers delay the purchase of eco-friendly products. Furthermore, this research formulates hypothesis as followed: H2. The Effect of Perceived Environmental Responsibility on Eco-Friendly Product Delay Purchase Behaviour

Figure 1. Research Model

Method This research is classified as quantitative research. The variables of this research consist of two dependent variables, those are product knowledge and perceived environmental responsibility, and one independent variable, which is eco-friendly batik product purchase behavior. Potential consumers of eco-friendly batik products in Yogyakarta are the population of this research. Purposive sampling technique applied in this research. There were 250 respondents of eco-friendly batik products who delaying the purchase of eco-friendly batik asked to fill in the questionnaire as primary survey data. The instruments of this research developed from Brucks (1985), Rao & Monroe (1988), Sujan (1985), and Chen & Chai (2010). Data gathered through a survey using a closed-ended questionnaire with six Likert scales and analyzed using regression analysis with IBM SPSS program.

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Result and Discussion Table 1. Hypothesis Testing

Hypothesis testing Sig T-test Product Knowledge on .000 -4.596 Purchase Delay Perceived Consumer .001 -3.395 Responsibility on Purchase Delay Source: Research Data

Interval calculation identified that 61.20% respondents have a low eco-friendly batik product knowledge, and the rest are 38.80% have a high product knowledge. This means that respondent with low product knowledge is higher in comparison with respondent with high product knowledge. Research shows that respondents who have insufficient product knowledge negatively impact eco- friendly batik product purchase delay behavior (-4.596). This means that the lower the product knowledge, the higher the eco-friendly batik product purchase delay behavior because of insufficient information. This findings in line with research conducted by Miller, Rusell, Miller, & Crist (2004). Knowledge can increase the ability of consumers to understand and evaluate the message of the specific advertising on product to push the consumption. Lack of knowledge can restrain the process of customer purchasing. Alba & Hutchinson (1987) stated that knowledge is an important construct for customer behavior because it has a role in searching the information, innovation adoption process, and new product learning. Cognition is an important domain to shape consumer behavior. This finding also supports research conducted by Brucks (1985). Subjective and objective knowledge are unrelated to the nature of information but on customer choice. Subjective and objective information will have effect on customer decisions. Consumers with higher subjective knowledge tend to seek for information related to a product before they make a decision. Higher subjective knowledge can remove bad alternatives. Support on empirical study results by Brucks (1985) can be shown by their positive effect on behavioral knowledge. Knowledge related to internal attribution, social norm, and guilty feeling. Knowledge also indirectly affected perception and attitude on pro-environment behavior. This means that if ~ 61 ~ consumers' have a better knowledge of eco-friendly batik product, their attitude will be positive. Consumers will be likely to consume eco-friendly batik products than synthetic products. Consumer responsibility toward the environment negatively impacts purchase delay behavior of eco-friendly batik products. This is confirmed by the regression calculation result (- 3.395). This is also supported by descriptive data that explained the majority of the respondent which has a high responsibility toward the environment on low category that is 30.8%, this means that 62.2% respondent has no responsibility toward the environment. Therefore, this research is in line with the basic theory which stated that if consumers have a high perceived environmental responsibility, the purchase delay behavior will be decreasing. Consumers who have high perceived environmental responsibility will have a positive attitude toward eco-friendly batik products and tend to purchases this product. These findings support research conducted by Kaiser, Ranney, Hartig, & Bowler (1999) which said that mature people of Swiss to examine ecology behavior on rational choice model through enlarging attitude factor toward environment to moral domain on someone’s responsibility toward the environment as a predictor of intention to behave ecologically. Research by Chen & Chai (2010), who examine the effect of consciousness and environmental responsibility on attitude toward green product and environment on a group of women in Malaysia also supporting.

Conclusion The result shows that the behavioral model on purchase delay eco-friendly products is affected by product knowledge and environmental responsibility on eco-friendly batik product purchases. This model meets the goodness of fit. It means that the model can be used to draw the relationship between variables on the model therefore future research can replicate this model. This finding can be explained that if consumers are highly knowledgeable toward the product and responsible toward the environment, eco-friendly batik product purchase delay will be lower. This research can also be used to manage marketing strategy related to eco-friendly batik products. The strategy needs to pay attention to knowledge aspects. The knowledge aspect is an important variable to predict consumers' behavior. This can provide information to consumers related to positive advice and knowledge about coloring, quality, and the impact of possible pollution that can harm consumers. Therefore, government and social organizations need to socialized green lifestyle

~ 62 ~ programs to escalate consumers' knowledge related to eco-friendly products and increase the sense of responsibility toward the environment.

References Afifah, A., Ernawati, D., & Sudaryanto, S. (2012). Faktor-faktor yang berhubungan dengan terjadinya dermatitis kontak akibat kerja pada karyawan binatu. Fakultas Kedokteran, Ajzen, I., & Fishbein, M. (2005). The influence of attitudes on behavior. The handbook of attitudes, 173(221), 31. Alba, J. W., & Hutchinson, J. W. (1987). Dimensions of consumer expertise. Journal of consumer research, 13(4), 411-454. Brucks, M. (1985). The effects of product class knowledge on information search behavior. Journal of consumer research, 12(1), 1-16. Chen, T. B., & Chai, L. T. (2010). Attitude towards the environment and green products: consumers' perspective. Management science and engineering, 4(2), 27. Fiske, S. T. dan Jennifer, E. (1994). Affirmative Action in Theory and Practice: Issue of Power, Ambiguity and Bender versus Race. Basic Applied Social Psychology, 15: 201-220 Hines, J. M., Hungerford, H. R., dan Tomera, A. N. (1987). Analysis and Synthesis of Research on Responsible Environmental Behavior: A Meta-Analysis. Journal of Environmental Education, 1-8. Horsky, D. (1990). A diffusion model incorporating product benefits, price, income and information. Marketing Science, 9(4), 342-365. Joseph, R. C. (2010). Individual Resistance to IT innovations. Communication of the ACM, 53(4): 144-146. Kaiser, F. G., Ranney, M., Hartig, T., & Bowler, P. A. (1999). Ecological behavior, environmental attitude, and feelings of responsibility for the environment. European psychologist, 4(2), 59. Miller, J., Rusell, G., Miller, J., & Crist, E. (2004). Modeling feedbacks between water and vegetation in the north African climate system. Scientists Debate Gaia, 297-305.

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Molesworth, M., & Suortti, J. P. (2002). Buying cars online: the adoption of the web for high‐ involvement, high‐cost purchases. Journal of Consumer Behaviour: An International Research Review, 2(2), 155-168. Moreau, C. P., Lehmann, D. R., & Markman, A. B. (2001). Entrenched knowledge structures and consumer response to new products. Journal of marketing research, 38(1), 14-29. Rao, A. R. dan Monroe, K. B. (1988). The Moderating Effect of Prior Knowledge on Cue Utilization in Product Evaluations. Journal of Consumer Research, 15: 253-264 Rogers, E. M. (1995). Lessons for guidelines from the diffusion of innovations. Joint Commission Journal on Quality and Patient Safety, 21(7), 324-328. Schultz, P. W. (2000). Empathizing with Nature: The Effects of Perspective Taking on Concern for Environmental Issues. Journal of Social Issues, 56(3), 391-406. Simonson, I. (1990). The Effect of Purchase Quantity and Timing on Variety-Seeking Behavior. Journal of Marketing Research, 27(2): 150-162. Sivek, D. J. dan Hungerford, H. (1990). Predictors of Responsible Behavior in Members of Wisconsin Conservation Organizations. The Journal of Environmental Education, 21(2), 35-40. Stern, P. C., Dietz, T., dan Guagnano. (1995). The New Ecological Paradigm in Sociopsychological Context. Environment and Behavior, 27(6), 723-743. Sugandini, D., Rahatmawati, I., & Arundati, R. (2017). Environmental attitude on the adoption decision mangrove conservation: An empirical study on communities in special region of Yogyakarta, Indonesia. Review of Integrative Business and Economics Research (RIBER), 7(1). Sunarya, I. K. (2006). Pemanfaatan zat warna alami dan tata keselarasan pada kerajinan batik sutera, serat nanas, dan katun guna meningkatkan kualitas dan produktivitas: laporan penelitian hibah bersaing tahun pertama: Universitas Negeri Yogyakarta. Hines, J. M., Hungerford, H. R., dan Tomera, A. N. (1987). Analysis and Synthesis of Research on Responsible Environmental Behavior: A Meta-Analysis. Journal of Environmental Education, 1-8. Zimberoff, D., & Hartman, D. (2001). Four primary existential themes in Heart-Centered Therapies. Journal of Heart Centered Therapies, 4(2), 3-3.

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The 5th National & the 2nd International Academic Conference “Roles of the university as the driver for changes and Innovation-based society” 13th – 14th February 2020 At Rattanathepsatri Building, Thepsatri Rajabhat University

Learning Resources to Develop Students' Communicative Skills

Yuyun Yulia1, Diyah Trinovita2

ABSTRACT The objective of this research is to describe learning resources or textbooks for students to develop their communicative skills. The content analysis was employed in analyzing data through interview of English teachers in high schools and document analysis. Various textbooks used in schools become the object of this research. The results show that textbook provides activities to achieve students' communicative skills including 21st century skills such as creativity, critical thinking, collaboration, and communication. Texts, however, needs to be improved in terms of age and level of student (junior or senior high school). Keywords: Evaluation, English Textbooks, Cunningsworth criteria

Introduction English becomes a global language used by people across countries (Crystal, 2003). Kachru (1998) contended that in 2000, English has become Asian Englishes. Graddol (2006) respectively predicted in 2020 people use English reaching the number of 2 billion. This massive and rapid change brings along the issue on English language teaching, in particular, learning resources as the very close tools to equip students to learn English. Teaching English as a foreign language seems to be more difficult because the English language itself is not used for daily communication. This is in accordance with Lin & Chien (2010)

1 vice rector cooperation and public relation affairs english language department, university of sarjanawiyata tamansiswa 2 vice rector cooperation and public relation affairs english language department, university of sarjanawiyata tamansiswa

summarizing that the purpose of teaching English as a foreign language is to confirm that English is as media of communication in the world. They further contend that the presence of English as an international language bringing along the policy stipulating English to be one of the various subjects that must be taught in the school. Thus, the government put forward the teaching of English to Indonesian learners (Yulia, 2013). This is also due to the presence of English in any field, for instance, in the school, hospital, office, tourist attraction, even in the trading area. In addition, Crystal (2003:4) also said that in the context of the country's foreign-language teaching, English can be a priority to be taught. Even though the language is not an official language but it becomes the language that is learnt and examined in the national examination. In this case, teachers have responsibilities to prepare the learning materials, strategies, sources, and methods to facilitate the process of teaching-learning in class (Rumahlatu et.al, 2016). In the teaching and learning process, textbooks are necessary as reference or guide to learn. Every textbook has a different design, even more, there is a quite different material between one book into another. For teachers, they must know the quality of good books. It means that a good book is a book that is compatible with the latest curriculum, the syllabus, and of course, it must be compatible with the aims and goals of teaching (Rahma, 2013). It is also supported by Cunningsworth (1995) who notes the consideration before deciding to use the textbook, it must be appropriate with the aims and goals of teaching. In brief, teachers have to ensure whether the textbook is suitable with the criteria of good textbook before they selected a textbook as a reference for teaching and learning process. Moreover, teachers must also consider the strengths and weaknesses of the textbook to find out whether the book is proper as learning sources to achieve students' communicative competence as targeted by Indonesian government (Government Regulation No. 19 Year 2005) and in line with 21st communicative skills targeted in terms of communicative skills. Not only teachers are able to select but they also need to be able to design and implement teaching materials to achieve students' communicative competence (Yulia & Supriani, 2012).

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Curriculum is provided to achieve national education standard and the needs of stakeholders in facilitating graduates to work with. It is designed to generate productive, creative, innovative and effective outcome. Students, eventually, are expected to improve their competencies such as to think critically, express the ideas, solve problem, communicate, collaborate, and so forth (Retnawati, H., Hadi, S., & Nugraha, A. C., 2016). In the teaching-learning process, a lot of schools still use textbooks as student learning resources, in particular, in rural areas. Textbooks are students learning resources for spoken/written materials, as a source of activities for learners to communicate, as a reference source, as a syllabus, as a resource for self-directed learning or self-access work, and as a support for less experienced teachers (Cunningsworth, 1995). Added with this, textbooks assist teachers to make teaching-learning process easy, especially for less experienced teachers because textbooks provide direction for learning activities. Textbooks play important roles as primary source for teachers and also as a media to learn due to its tasks or activities to achieve communicative skills. Hutchinson and Torres (1994:318) convey their opinion towards roles in using the textbook, (1) the presence of textbooks give benefit for the teacher in saving time because they do not necessary to design the learning materials; (2) the textbooks also give direction to lessons, for instance, the instructions in the textbooks show the activity of what should the teacher and students do; (3) the textbooks provide explanation about the learning materials; (4) the textbooks also facilitate the students' exercises include homework. Cunningsworth (as cited in Richard, 2001:258) points out the criteria of a good textbook, they are: (1) a good textbook should be appropriate to students’ need, it means that the learning material in the textbook should be matched with the aims and objectives of the curriculum. This is due to the fact that government designed the learning objectives based on the consideration from learners' grades; (2) a good textbook should gives contribution for students in present or future, as example, the textbook should contain various expressions that can be used by the students in the present or future, for instance, expressing congratulations. If the students have already mastered this expression, they can apply it whenever and wherever they need; (3) a good textbook should facilitates the learning process, for instance, the textbook provides the learning material along with the examples, exercises and learning ~ 67 ~

activities; (4) and a good textbook should have clear directions to support the learning process, especially for the instruction in students’ exercises. Various kinds of textbooks with various publishers and writers are used in high schools to facilitate teachers and students. Moreover, the textbooks have a different quality although it is clear that there is no textbook designed for a general target market that focused on a particular group of learners (Cunningsworth, 1995). He further notes criteria of good textbook: (1) aims and approaches seek the appropriateness between the learning materials in the textbook and basic competence (Kompetensi Dasar) of the curriculum. The learning materials in the textbooks should correspond with the learners’ needs such as to improve their communicative competence, as a good resource for students with involving other sources, expands the students' awareness to be more active, creative, communicative, think critically, and so forth. Besides, the approach in the textbook should be in accordance with the curriculum; (2) design and organization seeks how the structure of learning materials is organized. Besides, this criterion is also used to find out how the complexity of learning materials whether it is suitable for learners’ levels; (3) language contents are used to assess the presence of the discussion of grammar items, vocabulary builders, and pronunciation practices; (4) language skills are employed to evaluate listening, speaking, reading, and writing skills; (5) topics are utilized to seek how the variations and the up-to-date topics that are provided in the textbook; (6) methodology is employed to appraise the language approach that is applied by the textbook, whether it is in accordance with the demand of the curriculum; (7) practical consideration seek how the quality of textbook appearance, whether it is colorful, strong and long-lasting.

Method The objects of this research are textbooks that are commonly used by English teachers at senior high school, in particular for the tenth grader students of Senior High School, they are as follows:

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Table 3.1. The Lists of Textbooks

Title of Textbook Author Publisher Curriculum Bahasa Inggris Utami Widiyati, Zuliati Kemendikbud 2013 Rohmah & Furaidah Pathway to English Theresia Sudarwati & Eudia Erlangga 2013 Grace Talk Active Lanny Kurniawan & Yudhistira 2013 Kenneth W. Ament

Those books are selected based on the frequently used by schools both government and private high schools; current curriculum, the 2013 curriculum and the textbooks were easy to obtain online or offline bookstores. The data were collected through interview of English teachers in both government and private schools as well as document analysis. Cunningsworth (1995) criteria are employed to consider activities revealed to achieve student communicative skills. Findings and Discussions This section revealed the findings and discussions of tasks/activities revealed in textbooks to achieve students' communicative skills based on the textbook evaluation criteria proposed by Cunningsworth (1995). This section exposed the results of analysis of English textbooks which focused on the aims and approaches criteria. The learning materials generally are in line with basic competence (Kompetensi Dasar - KD) of the 2013 curriculum. It was implied in the learning objectives provided in the textbook. As an example, the learning objective in Chapter one confirmed the conformity to the KD of the 2013 curriculum. “Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi

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transaksional…” It refers to the learning objective point one “mengidentifikasi makna, tujuan komunikasi, struktur teks, dan unsur bahasa…” which means that students were asked to understand of the social function, generic structure, and linguistic feature of the text. Besides, KD 4.1 “Menyusun teks interaksi transaksional lisan dan tulis…” was in line with the learning objective point two and three “meminta dan memberi informasi tentang jati diri… dengan struktur teks dan unsur bahasa yang tepat”. It means that the students were asked to apply their understanding through producing texts in oral or written forms. In this case, the learning material in the book was indicated as being relevant to Kompetensi Dasar of the curriculum. This was due to the fact that the learning materials in Chapter one explained the social functions, text structures, and linguistics elements of expression of introducing oneself and others including expressing gambits related to personal identity. The approach revealed in the textbooks were indicated as referring to Communicative Language Teaching (CLT) in which the activities dominated on students-centered. Besides, the students’ activities in this book encourage students to participate in learning actively through pair-work or group-work. The example of students’ activities is shown in Chapter seven. The students’ activity in this chapter is related to a certain job or occupation that is a journalist. The students were asked to make an interview with their friends, and they acted it out to be an interviewer and interviewee. The interviewee can be a popular person, actress, actor, athlete, or an inventor. By doing so, students were expected to apply their experience to their job someday. The learning materials of genres of texts for the tenth-grade students include descriptive, recount, and narrative texts. Besides, the examples of the texts are suitable for learners’ age and levels even though some are not appropriate for the learners' age and level, for instance, learning material of descriptive text provides the story of Taj Mahal and Malin Kundang in narrative text. Besides, the learning materials are TMII, Borobudur, and David Beckham in which students are familiar to those stories. Furthermore, it also explained the stories of Lake Toba, Titanic, and Kerinci. The textbooks revealed various students' activities. The sources of students’ activities not only from the textbook but also from the internet, for instance, the listening skills activities in Chapter 6, the textbooks required students to open the YouTube link. They were asked to listen to examples of ~ 70 ~

announcements. Furthermore, students' activities are to browse in the internet such as Encyclopedia, Wikipedia, and YouTube. Besides, most of the instructions in the tasks required students to record their speaking practice by a mobile phone. Students' activity is to browse on the internet to listen to a song then fill the blank lyrics. Overall, three English textbooks provided various learning resources using technology. The learning activities showed their role in increasing students’ competencies – creativity, critical thinking, communication, and collaboration, for example, it is shown in Chapter four, students were asked to create a word web of text about Cuban Rondo, then it is continued to write a description of the text. Moreover, they were suggested to use their imagination to develop the text. In PE book, the students were asked to fill the form about personal information of their friends. Afterward, they were asked to fill the blank text which is related to the task before. Meanwhile, the students’ activity can be found in Chapter two in Task 23. Students were asked to create greeting cards to congratulate their friends, such as a new baby, graduation, winning a competition, and marriage even though themes are not appropriate with their age or level. Textbooks provided the activities which refer to increase students’ critical thinking. It was found in Chapter 3, students were invited to open their ideas through imagination. They were asked to answer the questions include what do you need to consider before visiting a place? Destination? Budget? Safety? and so forth. The students’ activity in Chapter four also showed an effort to encourage students to convey their ideas through several questions such as have you ever planned something? When do you usually do it? Why do you think you should do it? and so on. Meanwhile, in Chapter four, the students were presented a text and table and then they were asked to classify each paragraph into parts, qualities, or characteristic description and put an argument for each paragraph. It can be interpreted that those activities succeeded in increasing students’ critical thinking because they practiced to solve the problem or the case through the questions. In improving students’ communicative competence, textbooks provide activities which required students to pretend to be a tour guide to describe the special peculiarities of the tourism objects with their own ideas. In Chapter seven, students were asked to write the description about The Chef at ~ 71 ~

Shang Palace that is Liu Chiang Hai. Students were asked as well to create dialogs using several ideas provided in the task. It means that they were asked to use the ideas as the topic of the dialog. In this case, students’ communicative competence can be improved because those activities trained them to express their ideas. In increasing students’ collaborative competence, the activity drilled students to finish the imperfect story about Kancil with their classmates. They were asked to continue the story with their own word. Meanwhile, the activity trained students to work in pairs to create a dialog based on the situations. Then, they were asked to do role-play the dialog itself. Students are asked to create announcements with their partner based on the following events. Through those activities, the students were trained to work in a team, being tolerant of others, respecting others’ opinions.

Conclusion Textbooks, generally, fulfilled the criteria of aims and approaches. The learning materials in those books succeeded in facilitating pair work or group work activities; involving technology as other resources; improving students’ competencies such as creativity, critical thinking, communication, and collaboration. Unfortunately, three English textbooks were indicated as a lack in providing the texts which were suitable for learners’ age and level. Therefore, the examples of kinds of texts or themes must be replaced with the appropriate texts. Overall, further research to examine tasks or activities revealed in textbooks are great concerns to promote the 21st century skills - critical thinking and problem solving, collaboration, creativity and communication to meet the needs of education revolution 4.0.

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References Crystal, D. (2003). English as a Global Language. Cambridge University Press. Cunningsworth, A. (1995). Choosing Your Coursebook. Oxford: Heinemann. Ekawati, Y. N. (2017). English Teachers’ Problems in Applying the 2013 Curriculum. English Review&58; Journal of English Education, 6(1), 41-48. Graddol, D. (2006). English Next: Why Global English May Mean the End of 'English as a Foreign Language. London: British Council. Hutchinson, T., & Torres, E. (1994). The Textbook as Agent of Change. Kachru, B. B. (1998). English as an Asian language. Links & letters, 5, 89-108. Kurniawan, L., & Ament, K. W. (2016). Talk Active 1 Senior High School Year X. Jakarta: Yudhistira. Lin, G. H. C., & Chien, P. S. C. (2010). An Introduction to English Teaching, A Textbook for English Educators. Rahma, F. I. (2013). An Analysis of the English Textbook for Junior High School VII Based on Content Standard of BSNP (Doctoral dissertation, Universitas Muhammadiyah Surakarta). Retnawati, H., Hadi, S., & Nugraha, A. C. (2016). Vocational High School Teachers' Difficulties in Implementing the Assessment in Curriculum 2013 in Yogyakarta Province of Indonesia. International Journal of Instruction, 9(1), 33-48. Richards, J.C. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press. Rumahlatu, D., Huliselan, E. K., & Takaria, J. (2016). An Analysis of the Readiness and Implementation of 2013 Curriculum in the West Part of Seram District, Maluku Province, Indonesia. International Journal of Environmental and Science Education, 11(12), 5662 5675. Sudarwati, T., & Grace, E. (2013). Pathway to English for Senior High School Grade X. Jakarta: Erlangga. Widiati, U., Rohmah, Z., & Furaidah. (2017). Bahasa Inggris Edisi Revisi 2017. Jakarta: Pusat Kurikulum dan Perbukuan, Balitbang, Kementrian Pendidikan dan Kebudayaan. ~ 73 ~

Yulia, Y. (2013). Teaching Challenges in Indonesia: Motivating Students and Teachers’ Classroom Language. Indonesian Journal of Applied Linguistics, 3(1), 1-16. Yulia, Y & Supriani, N. (2012). Implementing ICT for Students of Faculty of Teacher Training and Education in Yogyakarta. In Effectively Implementing Information Communication Technology in Higher Education in the Asia-Pacific Region (pp. 265-272). New York: Nova Science Publishers Inc.

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The 5th National & the 2nd International Academic Conference “Roles of the university as the driver for changes and Innovation-based society” 13th – 14th February 2020 At Rattanathepsatri Building, Thepsatri Rajabhat University

Application of Tamansiswa teaching values through blended learning

Siti Mariah1, Sri Wahyu Andayani2

ABSTRACT

This study aims to introduce the application of the values of Tamansiswa teachings through blended learning. This study uses a classroom action research (CAR) by Kemmis Taggart model with two cycles. The subjects of this study were students of the family welfare education study program, the Teaching and Education Faculty at UST 2019/2020 academic year. Data collection techniques using observation, interviews, and documentation. Analysis of data through quantitative descriptive. The results showed that the application of Tamansiswa teaching values through Blended learning can be done well through face to face (offline) 75% and online 25%. Blended learning can internalize Tamansiswa teaching values effectively and there is an increase in the majority of students through face-to-face learning: orderly, steadfast, uplifting, courageous, corrective, independent souls, intermediate building, initiative, ing ngarso sung tuladha, whereas in online learning: orderly, consultative, cooperative, focused, determined, independent soul, responsible and ing ngarso sung tuladha.

Key word: Tamansiswa teachings values; a classroom action research; blended learning

Introduction Education is the process of delivering information to students that contains meaningful messages. Along with the development of communication and information technology that affects various aspects

1 Universitas Sarjanawiyata Tamansiswa Yogyakarta – Indonesia correspondent author: [email protected] 2 Universitas Sarjanawiyata Tamansiswa Yogyakarta – Indonesia correspondent author: [email protected]

of human life, such as economic, social, and also influential in the delivery of messages from the teacher to students in learning. The messages conveyed can be implemented directly (face to face) between the teacher and students and virtually. One learning model that can be applied to develop students' potentials and offer students knowledge in a dialogue to ignite and express their ideas about a particular topic so that what happens is knowledge is not forced to be planted but is found, processed and selected by students utilizing advanced technology in blended learning[1]. As is also believed by Ki Hadjar Dewantara, it involves efforts to understand and protect the needs of students as educational subjects. In that perspective, Ki Hadjar interpreted education as a "caring" activity[2]. To improve the quality of education, Sarjanawiyata Tamansiswa (UST) University has developed an academic portal, http://portal.ustjogja.ac.id which is an academic information system for the UST academic community so that it can receive information more quickly via the Internet. This system is expected to provide convenience for each user to carry out academic activities and learning processes. Blended learning is one of the most effective learning models to increase the efficiency of classroom instruction and allows increased discussion or review of information outside the classroom[3]. Smartphone is one of the telecommunications technologies with high-class technology that has developed very rapidly. Smartphones are driven by the needs of people who want to solve a problem quickly without the need for face to face. Today's smartphones have sophisticated features and make it possible for users to do work that used to require a computer or laptop to work and communicate with others. Therefore smartphones become the reason as smartphones to help humans. Almost of the Indonesian people have a smartphone as a communication tool. This is evidenced by 55 million people in Indonesia have used smartphones and will increase to 62, 5 million people in 2016 (techno.okezone.com). Education according to Ki Hajar Dewantara is a process of civilization that is an attempt to provide noble values to the new generation in society that is not only maintenance but also intending to advance and develop culture towards the nobility of humanity. Thus, blended learning as a learning model that utilizes the development of internet-based information and communication technology can be applied to learning without removing the essence of education itself. The purpose of this research is to introduce the application of the Tamansiswa teachings values through blended learning conducted in the Study Program of Family Welfare Education (PKK) of the Teaching and Education Faculty (FKIP) of UST and to test the effectiveness of the application of the

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Tamansiswa teachings values through blended learning to students. The research was limited to the Introduction to Education subject with the subject of PKK semester 1 semester 2019/2020

Research Methods This research is a Classroom Action Research as a form of reflective inquiry which is carried out to increase the internalization of Tamansiswa teachings values in students. This class action research was carried out in the introductory course in Education in the odd semester 2019/2020, with the consideration that the internalization of Tamansiswa teaching values in the first semester students still had a high chance. The study was conducted in collaboration with a colleague lecturer involved. The collaboration team functions as an observer as long as the researcher carries out research. In addition to conducting observations on the internalization of students' values through blended learning, the collaboration team also conducts analysis and reflection, to analyze the strengths and weaknesses of each action. This study consists of 2 cycles, where each cycle uses four components of action namely planning, implementing, observing, and reflecting in an interrelated cycle[12].

Figure 1. Chart of class action research cycles[12]

This class action research was carried out in two cycles. Each cycle consists of four stages; planning, action, observation, analysis, and reflection. Each of these stages can be explained as follows.

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Cycle 1 The first cycle in the CAR consists of planning, implementation, observation and reflection as follows: 1. Action Plan a. Develop learning tools with a blended learning model b. Arrange and prepare observation sheets to internalize the values of Tamansiswa teachings c. Prepare learning tools and media d. Develop teaching materials e. Develop learning evaluation tools. 2. Acting This action is carried out using planning guidelines that have been created, are flexible, and open to changes. At the beginning of learning lecturers and students make agreements through lecture contracts and use the blended learning model, where 40% of the material, assignments, and discussions are done online at http://portal.ustjogja.ac.id/ on the virtual class menu. 3. Observation Observations were made during the blended learning process, both virtual and face-to-face using observation sheets. Observations were made to see the values of Tamansiswa teachings which were internalized on students. Besides, the observer also notes important things that are not listed in the observation sheet into the field notes. 4. Reflecting The reflection is in the form of a discussion between the researcher and the observer to evaluate the results of the actions that have been carried out by assessing the internalization of the students' teaching values to the students. Indicators of PTK success are: 75% of students exhibit behavior that is consistent with the teaching values of Tamansiswa.

Cycle 2 Like the first cycle, the second cycle also consists of; planning, implementing, observing, and reflecting. Data collection techniques in this study were tests, observations, interviews and discussions. a. Conservation: used to collect data about student participation in PBM and implementation of blended learning b. Interview: to get data about the level of success of the implementation of blended learning c. Discussions between lecturers, peers, and collaborators. Reflections on CAR cycle results. ~ 78 ~

The validity of the data in this study relates to the conclusions obtained from the observation of peers, interviews with students, assignments, and inventory results. Data analysis in this study was divided into two, namely quantitative data analysis and qualitative data. The effectiveness of the application of Tamansiswa teaching values is assessed from each cycle, both face-to-face and online learning. The values of Tamansiswa's teachings that were observed included orderly, tackling, brave, corrective, clear mind, independent souls, ing madya mangun karso, and Tut Wuri Handayani, as well as online learning based on the results of observations on the orderly, consultative, cooperative, cooperative, firm, free spirit, responsibility, and ing ngarso sung tuladha.

Table 1 Rubric indicators for the implementation of Tamansiswa teaching values

score 4  the indicators of Tamansiswa teachings are internalized score 3  the indicators of Tamansiswa teachings are visible score 2  the indicator of Tamansiswa teachings values starts to develop score 1 = the indicators of Tamansiswa teachings are not visible

Results And Discussion The Family Welfare Education Study Program (PKK) is one of the study programs held at FKIP Sarjanawita Tamansiswa University (UST) which has a vision, mission, and goals. The vision of the PKK study program is to become an excellent study program and be able to compete at national and international levels, and in line with the PKK study program's mission to organize education and learning with superior quality in the field of PKK, culinary expertise and dressmaking based on the teachings of Tamansiswa. The implementation of PKK education and learning in the field of Catering and Clothing expertise to produce excellent graduates based on Tamansiswa teachings, it is necessary to develop learning tools that can face the challenges of the times.

A. Pre-Action Based on observations and experiences of researchers managing educational subjects including; introduction to education, learning strategies, curriculum studies, and internships 1, 2, and 3 show the motivation and enthusiasm of PKK students to become teachers is still low. Students are passive in participating in learning because the methods used tend to be centered on lecturers with learning methods of lecture, inquiry, and discussion. ~ 79 ~

In completing lecture assignments that are still conventional with hard-paper, most students complete their assignments not on time and tend to only copy-paste from sources on the internet. Similarly, when conducting discussions and presentations, students still read the material without understanding the material read, even most of it is just reading from his smartphone. Tamansiswa teaching values in the form of orderly, tedious, kendel, candel, consultative, corrective, cooperative, Ing- mangun karso, Ing-ngarso sung tuladha, and Tut Wuri Handayani tend to be still low, so that the application of learning that can develop values Tamansiswa teaching values to realize the vision and mission and goals of the PKK study program.

B. Cycle I 1. The Planning Stage At the planning stage, the development of learning tools based on blended learning is grouped into 5 activity stages: a. Analysis of learning tools by reviewing the Semester Learning Plan. This is done so that product development does not go beyond the established path. The products developed are Semester Learning Plans, Student Task Plans (RTM), and modules. b. Develop learning tools based on blended learning by means of theoretical analysis and empirical experience. c. Collecting various theoretical studies on RPS, RTM, and modules from various literatures, both textbooks, journals, and the internet. d. Creating a framework of learning tools and develop learning tools according to RPS, edit designs from display colors, fonts used, to make module covers e. carry out editing of the device before it is submitted to the validator Expert validation is done so that products that have been developed can be said to be suitable for use. The results of expert assessments I, II, and III obtained a total score of 150 with a percentage of 100%. Based on these results, it can be explained that the results of the assessment of all experts are considered feasible. Blended learning-based learning tools were tested on 3rd-semester students of PKK study programs with two stages: small scale trials and large group tests. At this stage, the researcher utilizes the google form questionnaire that was rated via google drive. The result of the instrument readability test is that 95.5% is good to use. The limited scale test is used to determine student responses to RPS, RTM, and modules that have been declared feasible by experts. The limited test

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uses Google Drive with https://docs.google.com/forms/d/e/1FAIpQLSfT17YzADsNOSOmbGh0zzl1axlB5nhL_UEwIH HuJuZzq0RjUw/viewform?usp=sf_link. Based on the results of the student questionnaire obtained a value of 99.12 with a percentage of 79%. This value is in the range of scores between 97 ≤ X <111.5 in the good category, thus it can be explained that students' responses to learning tools based on blended learning in the Introductory Education course are feasible and good to be used to support learning activities.

2. Action The implementation of blended learning in Cycle I following the RPS that has been made is three (3) face-to-face meetings and two (2) online learning through assignments and online discussions. Material study material by RPS uploaded on portal.ustjogja.ac.id as shown in Figure 2 below:

Figure 2. The course material menu is at https://portal.ustjogja.ac.id/index.php?…

Students download valid RPS and study material on the course material menu so that they can study the learning program for one semester, so that students' readiness to participate in blended learning lectures can be carried out optimally. RPS contains all components of course information, i.e. Identity of courses, learning outcomes, learning outcomes of courses, course descriptions, references, learning media, learning achievements of each meeting, study material, methods, media, learning experience, assessment, and time. Thus students can prepare themselves to follow learning well. ~ 81 ~

In the first cycle (1), offline learning or face-to-face learning is carried out at meetings 3, 4 and 5 with learning achievements looking at foundation material and educational principles. , and the flow of educational philosophy with creative media. Furthermore, announcing assignments through RTM to students, as shown in Figure 4, follows:

Figure 4. Task list menu on portal.ustjogja.ac.id

Online learning is carried out at meetings 6 and 7 with educational foundation study materials, subjects and educational objects with a media module that can be downloaded by students through portal.ustjogja.ac.id. Show focus and enthusiasm in online discussions. Internalization of Tamansiswa teaching values in the first cycle (1) is done by checking the collection of student assignments in the assignment grades menu and student activity in online discussions at portal.ustjogja.ac.id can be seen in Figure 5 below:

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Figure 5 online discussion menu

3. Observations Observations were made when learning took place by internalizing Tamansiswa teaching values both offline through face-to-face in class and online by utilizing academic information systems through portal.ustjogja.ac.id. Observations were made to obtain data on the suitability of the implementation of learning by internalizing Tamansiswa teachings values through blended learning as the learning plans that have been prepared. The application of blended learning is in accordance with the provisions of UST 2018 academic regulations, which is held at most 2 meetings before the midterm and 2 meetings before the Final Semester Examination. The results of observing the internalization of Tamansiswa teaching values through blended learning have been carried out, although not yet optimal. Students who take semester 1 of PIP courses are new students who are still in the adaptation phase, so that they need adjustments in the implementation of learning. Some students have not been fully orderly in time and collect their assignments online, tend not to dare in presenting the material, the work done is not corrective, there are still many who do copy-paste, and are hesitant in making arguments. However, most of the students have shown cooperative action in carrying out their group assignments, showing the attitude of ing-

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ngarso sung tuladha, ing-mandya mangun karso, and tut wuri handani by giving advice to his friends to dare to go forward presentation. Internalization of the Tamansiswa teaching values is carried out with the among systems approach, where students can determine their groups, presenting voluntary material studies to emphasize internal motivation. Each student meeting is allowed to present the results of the study and review of the material to be discussed, so that courage, determination, and focus in expressing ideas, ideas and opinions are expected to be internalized to students.

4. Reflection At the reflection stage, internalization of Tamansiswa's teaching values during the learning process, both face-to-face and online are good enough, but not yet optimal, namely: a. First time students use online learning and not all students understand and are familiar with the features available on the portal, so some students are still confused when conducting online discussions b. Some students did not learn the module that was uploaded on the portal, so the response during the discussion was less optimal. The assignment is in accordance with the material study material and RTM developed at the planning stage. Students work on assignments in accordance with the steps of work, format, and time specified, as well as other agreed conditions.

C. Cycle II 1. Planning The learning plan in cycle 2 still uses the RPS that has been prepared and validated with study material on the national education system: philosophy, goals, goals of the national education system, type, level, and level of education, and institutions. Learning is carried out offline through face-to-face and online through assignments and discussions. Based on the results of reflection cycle 1, the researcher completes the learning kit with the Student Assignment Plan (RTM) so that students are clearer in their assignment procedures. In addition, researchers develop teaching materials in accordance with the study material to be discussed. Teaching materials using power point media are then uploaded to the portal for students to study.

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2. Action The implementation of blended learning in Cycle II was carried out in accordance with the RPS that had been made, namely three face-to-face meetings and two online learning through assignments and online discussions. Material study material in accordance with RPS uploaded on portal.ustjogja.ac.id namely National Education System: philosophy, goals, objectives of the national education system, type, level, and level of education, and institutional, as shown in the following figure:

Figure 6. Menu material lectures on portal.ustjogja.ac.id

Furthermore, discussions about education problems in Indonesia are conducted online. In the second cycle (2), offline or face-to-face learning is carried out with the National Education System look at learning achievements: philosophy, goals, goals of the education system, type, level, and level of education, and institutions through face-to-face learning. Demonstrate a strong attitude towards establishment, enthusiasm in the presentation and discussion of the education system in various countries. 3. Observation The application of Tamansiswa teaching values in the second cycle is done by checking the collection of student assignments on the assignment grades menu and student activeness in online discussions at portal.ustjogja.ac.id. 4. Reflection At the reflection stage, internalization of Tamansiswa's teaching values during the learning process, both face-to-face and online are good enough, but not yet optimal, namely:

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a. First-time students use online learning and not all students understand and are familiar with the features in the portal, so some students are still confused when conducting online discussions b. Some students lack learning modules that have been uploaded on the portal, so the response during the discussion is less than optimal. Assignments are in accordance with the RTM developed at the planning stage, and in accordance with the material study material. Students work on assignments in accordance with the steps of work, format, and time specified, as well as other provisions that have been agreed. Test the effectiveness of blended learning in internalizing Tamansiswa teaching values with characteristic indicators that have been tested by Tamansiswa experts (results of the Tamansiswa expert test data analysis, 2015). Based on observations from learning activities, both face-to-face learning in the form of orderly values, firmness in conveying ideas, ideas, and opinions, brave, corrective, focused, independent souls, ing madya mangun karso (IMMK), and tut wuri handayani (TWH), and online learning based on observations the value of order, consultative, cooperative, firm on the establishment, the soul of independence, responsibility, and ing ngarso sung tuladha.

Table 3. Internalization of Tamansiswa Teachings Values in Blended Learning in Face-to-face learning

Tamansiswa Teachings Values Orderl Brave- clear independen firm corrective IMMK TWH y focused minded t soul cycle 1 2.76 2.91 2.97 2.76 2.94 3.26 2.91 3.03 cycle 2 3.74 3.29 3.35 3.21 3.41 3.38 3.38 3.47 Percentage 0.98 0.38 0.38 0.45 0.47 0.12 0.47 0.44

Based on the observation results of face-to-face learning offline in cycles 1 and 2 there was an increase in all Tamansiswa teaching values which were shown by orderly in terms of attendance, task collection, dare to express ideas, ideas, and opinions, as well as firm stand in presentations and discussions. Similarly, corrective values, students can improve the quality and correct mistakes in completing assignments, in addition to that students focus and be careful about their ideas in conveying ideas. The spirit of independence is always observed when expressing opinions and asking questions. ~ 86 ~

Students have internalized Ing Madya Mangun Karso (IMMK) by motivating each other, as well as Tut Wuri Handayani (TWH) in doing their tasks in groups..

Table 4. Internalization of Tamansiswa Teachings Values in Blended Learning In online learning

Tamansiswa Teachings Values Orderl consultativ cooperativ independen TJW brave firm INST y e e t soul B cycle 1 3.32 2.50 2.62 3.06 2.97 3.09 3.09 3.09 cycle 2 3.74 3.18 3.44 3.26 3.21 3.24 3.21 3.38 Percentage 0.42 0.68 0.82 0.2 0.24 0.15 0.12 0.29

Based on observations of online face-to-face learning in cycles 1 and 2, there was an increase in all Tamansiswa teaching values which were shown in an orderly manner in terms of attendance, task collection, consultative, cooperative, antep and fixed in online discussions. Likewise, the independent Soul is always observed when expressing its opinions and ideas. Students show responsibility with the timeliness of collecting assignments and accepting the consequences if it is too late to not be able to upload their assignments. Likewise with Ing Ngarso Sung Tuladha's (INST) grades, students can work on their assignments in groups.

Discussion Classroom action research is conducted in 2 cycles in the introductory subject of semester 1 academic year 2019/2020, following the stages of planning, implementation (action, observation), and reflection. In cycle 2 the steps taken are an improvement in the results of reflection from the first stage. The results obtained in this study in the form of data from interviews and observations on students involved in research. Action data from the two cycles is used to determine the internalization of Tamansiswa teaching values to students, in the form of orderly, firm, focused, courageous, independent, corrective, consultative, intermediate values in building karo, tut wuri handayani, ing ngaso sung tuladha by applying blended learning to PIP subjects. The results of observations in blended learning in PIP courses, Tamansiswa teaching values have been internalized in most students with good categories, as follows: Orderly in carrying out learning is

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indicated by indicators signing contract lectures, respecting, respecting, obeying and obeying the rules imposed in learning [11]. One of the regulations developed in the PIP course is to wear polite clothing, speak politely, arrive on time, and complete assignments in accordance with the applicable time and conditions. The results of observing the firm and courageous values of students in learning are good, shown by boldly expressing opinions, ideas, and ideas that are in accordance with reality. While the student's firm value can be seen from the attitude that is not easily discouraged, such as students who are late uploading assignments because the unstable network of students communicates with the lecturer and is ready to carry out other tasks. This is a consequence of the delay. Students already have a firm stand seen in presentations and discussions[13]. Students who hold firm have principles in their lives. Likewise, a brave attitude, values that can lead someone to have courage, authority, and a noble. It is hoped that the internalization of the Tamansiswa teaching values will enable graduates to have resilience and be able to adapt to all situations [8]. According to Ki Hajar Dewantara, power will come when someone has experienced purity of mind, and inner calm[13]. The value of Independent and Soul independence has been internalized quite well in most students, both in face-to-face learning and online. This can be seen from the determination in expressing opinions and the courage to express opinions. During presentations on the educational philosophy and educational foundations, students actively discuss and express their opinions based on the results of the study of material learned in the module. By having strong values and an independent spirit, students are expected to have the courage to live their lives, not be easily carried away, have readiness to face challenges, and dare to express opinions with arguments and rationale based on theories. Blended learning that is carried out in PIP courses through face-to-face and online learning can also effectively increase student readiness in facing increasingly uncertain future challenges. The development of technology and information requires human resources who have the skills demanded in the coming 21st Century, the transformation of teaching and learning in Higher Education cannot be avoided by the use of web-based communication technology [14]. The observations show students can motivate each other in the use of technology, provide encouragement/influence or demands to enhance creativity. Readiness to accept obligations and the ability to carry out learning tasks online and face to face, and do not avoid receiving sanctions if he violates the duties and authority given to him.

Conclusions The conclusions of this study are as follows: ~ 88 ~

1. The application of Tamansiswa teaching values through Blended learning can be carried out well following the learning plan implemented through face to face (offline) 75% and online 25%. 2. Blended learning can internalize Tamansiswa teaching values effectively, which is shown in Cycle 1: The planning stage is carried out the development of learning tools based on blended learning through RPS needs analysis; development of RPS, RTM, and modules, validation, and testing; The implementation phase is through presentations and discussions, while online is through assignments and discussions; The observation phase shows that Tamansiswa teaching values have begun to be internalized in some students; The reflection phase is carried out to improve cycle 1 on RTM and online discussion threads. Cycle II: Planning stage based on the results of reflection phase 1; Face to face implementation through inquiry, presentations, questions and answers, and online discussions; The observations showed that all activities went according to plan and there was an increase in Tamansiswa teaching values for most students; The results of the reflection show that students are getting used to online learning. 3. The application of blended learning shows an increase in the internalization of the Tamansiswa teaching values in face-to-face learning: orderly, courageous-focused, firm, corrective, clear- minded, independent soul, intermediate building, initiative, ngarso sung tuladha, while in online learning: orderly, consultative, cooperative, brave, determined, independent soul, responsible and ing ngarso sung tuladha.

Suggestion The results showed that the Tamansiswa teaching values were effectively implemented in blended learning, so it was suggested to all teachers and educators to apply blended learning to develop technological literacy, data literacy, and human literacy that are necessary for their future stock while preserving the values of wisdom local.

Acknowledgment This research was funded by UST LP3M. We thank the UST LP3M, PKK head of study, observer, first semester PKK students and all parties involved. The contribution of this manuscript is part of an effort to realize the vision and mission of UST FKIP in producing teachers characterized by Tamansiswa teachings.

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References [1] K. Thorne, Blended Learning : How to Integrate. British Library, 2003. [2] Ki Hajar Dewantara, Karya Ki Hadjar Dewantara: Pendidikan. Bagian pertama. Majelis Luhur Persatuan Taman Siswa, 1977. [3] C. R. G. Curtis J. Bonk, The Handbook of Blended Learning: Global Perspectives, Local Designs. San Fransisco: Pfeiffer, 2006. [4] C. R. G. Anthony G. Picciano, Charles D. Dziuban, Blended Learning, 2nd ed. New York: Routledge, 2014. [5] Husamah, “PEMBELAJARAN BAURAN BLENDED LEARNING) Terampil Memadukan Keunggulan Pembelajaran Face-to-Face, E-Learning Offline-Online dan Mobil Learning,” At- Turats, vol. 9, no. 2, p. 75, 2014. [6] D. Lalima and K. Lata Dangwal, “Blended Learning: An Innovative Approach,” Univers. J. Educ. Res., vol. 5, no. 1, pp. 129–136, 2017. [7] C. Agus, “Revitalisasi Ajaran Luhur Ki Hadjar Dewantara,” Abad J. Sej., vol. 1, no. 1, pp. 51– 66, 2017. [8] S. Darsiti, Ki Hajar Dewantara. Yogyakarta: Departemen Pendidikan dan Kebudayaan, Direktorat Sejarah dan Nilai Tradisional, Proyek Inventarisasi dan Dokumentasi Sejarah Nasional, 1985. [9] B. Samho and O. yasunari, “Konsep Pendidikan Ki Hadjar Dewantara dan Tantangan- Tantangan Implementasinya Di Indonesia Dewasa ini,” J. Chem. Inf. Model., vol. 53, no. 9, pp. 1689–1699, 2013. [10] Solehan, “Konsepsi Panca Dharma Ki Hadjar Dewantara Ditinjau Dari Sudut Pandang Pendidikan Islam,” Ta’dib, vol. 15, no. 01, pp. 1–30, 2010. [11] Siti Mariah, “Karakteristik Calon Pamong bercirikan Tamansiswa Menghadapi Era Mea 2015,” Sosiohumaniora, vol. 3, no. 2, pp. 171–180, 2017. [12] C. M. and A. Hartley, “Classroom Based, Teacher-Led Action Research As A Process for Enhancing Teaching and Learning,” J. Educ. Leadersh. Action, vol. 4, no. 2, 2017.

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[13] Hamid Darmadi, Pengantar Pendidikan Era Globalisasi: Konsep Dasar, Teori, Strategi dan Implementasi dalam Pendidikan Global. an1mage, 2019. [14] M. Barrios, A. González-Teruel, A. Cosculluela, A. Fornieles, and J. Turbany, “Structure and Performance Assessment in Traditional Face-To- Face and Blended Learning Statistics Courses,” Procedia - Soc. Behav. Sci., vol. 141, pp. 1259–1262, 2014.

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The 5th National & the 2nd International Academic Conference

“Roles of the university as the driver for changes and Innovation-based society” 13th – 14th February 2020 At Rattanathepsatri Building, Thepsatri Rajabhat University

INTEGRATING ENGLISH MEDIUM MATHEMATICS MOBILE APPLICATIONS TO TEACH LOW ACHIEVER UNIVERSITY STUDENTS

Kamarul Ariffin Mansor1, Wan Irham Ishak2, Shafinah Md Salleh3 and Ab. Razak Mansor4

ABSTRACT

This paper investigated the implementation of smartphone mobile application in assisting teaching and learning towards low achiever’s student in tertiary education. Specifically, this study concentrated on teaching and learning mathematics in English at tertiary level where English is considered as a second language in Malaysia and used as a medium of instruction in the learning process at Universiti Teknologi MARA (UiTM). Unbalanced quasi pre and post-test experimental design was used in this study to determine the impact of English medium mathematics mobile application towards the performance of low achievers’ students. This study limited the participation of the students to students whose scores were under the low achiever’s category only. As such, students who entered the undergraduate’s diploma program through a special entrance program (i.e., the MDAB program under UiTM) were selected in this study. These students were divided into two groups, one of which used the mobile application (Treatment Group, n = 24) and the other one did not used the mobile application (Control Group, n = 27). Bayesian t-test using JASP open-source statistical software was carried out to test the existence of significant change in students’ performance based on the marks they scored on a test for a specific topic before and after the introduction of mobile applications in students learning process. Based on the analysis carried out, results show that the treatment group which introduced the use of mobile application in learning process had a slightly better performance compared to the control group. In the future, it is recommended that a specific mobile application is developed respective to the syllabus content and introduced in the early schooling process in order to fill the students with a better understanding on the fundamental concepts before they enter the tertiary education.

Keywords: Mobile application, Smartphone, Interactive, Mobile learning, Bayesian.

Introduction The rapid growth of digital technology has made in-class and out-of-class learning activities more enhanced with the existence of mobile devices such as

1 Senior Lecturer, Faculty of Computer Science and Mathematics, Universiti Teknologi MARA (UiTM), Kedah, Malaysia. eMail: [email protected] 2 Senior Lecturer, Akademi Pengajian Bahasa (APB), Universiti Teknologi MARA (UiTM), Kedah, Malaysia. eMail: [email protected] 3 Senior Lecturer, Akademi Pengajian Bahasa (APB), Universiti Teknologi MARA (UiTM), Kedah, Malaysia. eMail: [email protected] 4 Senior Lecturer, Faculty of Computer Science and Mathematics,Universiti Teknologi MARA (UiTM), Kedah, Malaysia. eMail: [email protected] notebooks, smartphones or mobile phones, and personal digital assistants (Sung, Chang & Liu, 2016). In parallel with the Industrial Revolution 4.0 and Education 4.0, these devices are considered as popular learning tools in the 21st century. As we entered a new decade and a new blueprint of Education 5.0, with the creation of cloud technology and the growth of Artificial Intelligence (AI) technology, these devices are a must-have item for everyone including students. Though there are qualitative analyses of the employment of mobile devices in education, systematic quantitative analyses of the consequences of mobile-integrated education are lacking. The challenge of experimenting with new mobile technological innovations for teaching and learning may be a constant issue for educators in schools and even for lecturers in higher academic institutions. Hussin, Manap, Amir, and Krish (2012) were convinced that Malaysian university students were highly familiar with computing and communicating activities using their mobile phone. In addition, computer games that encompass educational objectives and subject matter are believed to hold the potential to motivate students to learn academic subjects more as they are more learner-centered, easier, more enjoyable, more interesting, and more effective (Kafai, 2001; Malone, 1980; Prensky, 2001). Furthermore, studies on learning through games as compared to traditional learning reported that the results were equivocal regarding the differences between games and traditional teaching methods. Randel, Morris, Wetzel and Whitehill (2012) discovered that 38 studies reporting no differences, 27 studies preferring games and 3 studies preferring traditional methods. A more recent research project namely Teachers Evaluating Educational Multimedia (TEEM) and Computer Games in Education (CGE), investigated the use of commercial games in schools, producing positive benefits mainly concerning skills development and motivation, whereas curricular- specific learning outcomes were seldom mentioned (Facer, 2003; Kirriemuir, 2002). In another study, the Electronic Games for Education in Math and Science (E-GEMS) project demonstrated that games boost children’s motivation and educational accomplishment in science and mathematics education in middle school (Klawe, 1999). Kim and Kwon (2012) reviewed 87 English as a Second Language (ESL) Smartphone apps and the results revealed that the ubiquitous accessibility and flexibility nature of current ESL apps seems to be effective in offering personal and learner-centered learning opportunities. In addition, result of analysis obtain from recent studies on the use of mobile learning encountered that in general, it enriches the traditional learning process (Viberg, Andersson & Wiklund, 2018). At present universities around the world are finding the application of mobile learning to be boundless, and that mobile phones are now becoming the most commonly used devices amongst students. However, the use of mobile application in learning still at low utilization level and depends on several other factors encompasses the teaching and learning process either in schools or in the universities. According to Tu and Hwang (2018), some of the elements that need to be considered in carrying out mobile learning included but not limited to factors such as learning and teaching strategies, research issues, sample groups and methods, and its application domains. In additions, previous study also found that there also exist barriers in the implementation of mobile application learning process such that the effectiveness of mobile learning in schools is the lack of teacher professional development and this barrier may also extend to universities’ instructors (Crompton, Olszewski & Bielefeldt, 2016). Thus, taking into consideration the limitation, factors, and barrier in the development of mobile application from scratch, this study aims to investigate the effectiveness of selected ~ 93 ~ mobile applications available in the mobile apps store to teach mathematics in English. Therefore, this study extends the previous studies by Kim and Kwon (2012) and Viberg et al. (2018) and explore the use of mathematics mobile application in the teaching and learning of mathematics in UiTM and specifically on the low achievers’ students. Of course, the selected available mobiles apps will not entirely cover the whole syllabus but will provides some ideas in the development of a customize mobiles apps for a specific content. Since this study was done in UiTM Kedah branch campus, it is important for UiTM lecturers to understand that some students may face difficulty adjusting to the transition from Malay medium of instruction in schools to English medium in UiTM. In addition, low proficiency students faced greater challenges in understanding subject- specific lectures (mathematics) delivered in English. The following approaches were considered for the implementation of this study and data collection which includes, investigation of suitable mobile applications to meet the research objectives, preparation of teaching and learning environment (smartphone, internet connection, downloading mobile applications, etc.), integration of mobile applications for teaching and learning mathematics in English, integration of mobile applications in real learning environment, and setting up an evaluation framework that integrates technology, performance, efficiency, usability, and effectiveness. Thus, this paper will quest for answer on the question of how can mathematics mobile application be adopted in UiTM mathematics classes and its effectiveness? In doing so, the main objective of this study is to analyze the effectiveness of using English medium mathematics mobile applications toward low achiever students' performance in mathematics.

Methodology This is a case study carried out in UiTM Kedah Branch Campus which mainly involve the Diploma level students. This study employed a mixed method research design approach that combined the quantitative and qualitative data analysis techniques. However, this paper only discussed the quantitative analysis part with respect to the research objective mentioned earlier. The population under study are all the first semester students who enrolled in a program that contain Business Mathematics course in the first semester of their study plan. Since this study mainly focus on low achievers’ students, we have limited our sample scope only to those who entered the diploma program through a special program organized by UiTM. This program which called MDAB is designed for low achievers from their secondary school who failed to enter the UiTM diploma program through the normal enrollment intake. For easy management of the sample, purposive sampling was applied such that two different classes have been chosen as sample with both classes consist of students from the special program MDAB. In order to avoid bias in the traditional learning process, these classes were chosen from the same instructor to ensure that both classes will have a control environment in term of the learning style using the traditional face-to-face teaching and learning process. In this paper, the quatitative analysis follows a quasi-experimental pre- and post-test design. The students that participated in the study are assigned to two groups, one of which use the mobile application (Treatment Group) and the other one did not use mobile application (Control Group). Since the study followed a pretest/posttest experimental design, taking before and after measures of each group, enable the researcher to explore the effects of application used (mobile or non-mobile) on

~ 94 ~ students’ achievement as measured by a knowledge test on mathematical concepts and problem-solving. Based on the overview of the research literature and the research design employed, the hypotheses of the study are formulated as follows: H1: The students of Treatment group show no different performance with the Control group during the pre- test evaluation. H2: The students of Treatment group show a different performance with the Control group on the post-test evaluation after the introduction of mobile apps. H3: The students of Treatment group would exhibit significantly greater achievement in terms of mathematical knowledge than those of Control group. The following approaches were considered for the implementation of this study and data collection process. Task 1: investigation of suitable mobile applications to meet the research objectives. Task 2: preparation of teaching and learning environment (smartphone, internet connection, downloading mobile applications, etc.) Task 3: integration of mobile applications for teaching and learning mathematics in English. Task 4: Integration of mobile applications in real learning environment. Task 5: Setting up an evaluation framework that integrates technology, performance, efficiency, usability, and effectiveness. Data were collected based on two methods, empirical and survey. In addition, in depth understanding on the research objectives were obtained from an interview session with a specific group of students. However, result from the survey and interview session will not be presented and discuss in this paper. In this study, empirical data were collected through pre-test and post-test respective to the materials covered in the syllabus. In the first stage, the students in both groups were first taught using the same techniques (traditional face-to-face teaching and learning) for a chosen topic. This was done through a two hours lecture and two hours tutorial session. After the session, the students were given three days over the weekend to prepare themselves for a pre-test on the topic covered. Result from the pre-test were recorded. In the second stage, the same procedures were repeated for the post-test for a different topic, but this time a mobile application was introduced together with the traditional teaching method to the treatment group and the result from the posttest were then recorded. Next, the recorded empirical data were tested for the existence of significant differences between the treatment group and the control group using JASP Version 0.1 software (JASP Team, 2019). The hypothesis proposed earlier were tested using Bayesian independent t-test running under JASP software using BayesFactor R package (Morey & Rouder, 2015).

Results and Findings 51 students have participated in this study, such that 27 of them were in the Control group while 24 of them were in the Treatment group. Among the respondents, 13 (25.5%) of them are males and 38 (74.5%) of them are females. The Bayesian Independent t-test were first carried out on the pre-test data for both the Treatment and Control group. As illustration purposes, a nondirectional t-test using default Cauchy prior width to its JASP default r = 0.707 were specified. Rejecting or fail to reject a proposed hypothesis is based on the critical t-values for JZS Bayes factors 1/10, 1/3, 3, and 10 as a function of sample size (Rouder, Speckman, Sun, Morey & Iverson, 2009). The Table 1, Table 2, and Figure 1 summarized the results obtained.

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Table 1 Bayesian Independent Samples T-Test BF₀₁ error % Pre-Test 3.559 0.018

Table 2 Group Descriptive 95% Credible Interval Group N Mean SD SE Lower Upper Pre - Test Control 27 43.93 14.02 2.699 38.38 49.47 Treatment 24 43.79 12.71 2.595 38.42 49.16

Figure 1 JASP output for prior and posterior plot (Pre-Test between Treatment and Control groups)

Since the students in both groups come from very similar background in mathematics and English, descriptively there was not much difference in the average score obtained by both groups with a slightly higher average in the control group which can be negligible. In addition, the standard error in the treatment group is slightly lower compared to the control group which indicate a more consistent distribution in the treatment group. This was presented in Table 2. The Bayes factor also reflected that it is 3.559 times in favor of the null as compared to the alternative hypothesis (refer Table 1). This indicates that before introducing the use of mobile apps to the treatment group, both groups can be considered to have the same achievement level. Furthermore, the posterior median score is -0.008 with a 95% credible interval ranges from -0.493 to 0.493 indicate evidence that the posterior mass is evenly distributed (see Figure 1) which further support the Bayes factor result earlier. The height of the prior distribution line (i.e., represented by the point on the dotted line) in Figure 1 was below the height of the posterior distribution line that further support the result in favor of the null hypothesis. Next, we examine the posttest data using similar approach. The results for the nondirectional test using the Post-Test data set were presented in Table 3, Table 4, and Figure 2. The nondirectional analysis result were summarize and presented as follows:

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Table 3 Bayesian Independent Samples T-Test BF₀₁ error % Post Test 0.724 0.002

Table 4 Group Descriptive 95% Credible Interval Group N Mean SD SE Lower Upper Post - Test Control 27 43.89 16.13 3.103 37.51 50.27 Treatment 24 52.38 14.14 2.886 46.40 58.35

Figure 2 JASP output for prior and posterior plot (Post-Test between Treatment and Control groups)

The descriptive mean score for both the control and treatment group were presented in Table 4. Based on the result it clearly shows that the mean score for treatment group (i.e., N = 24, M = 52.38) was slightly higher than the control group (i.e., N = 27, M = 43.89). The post-test mean score for the treatment group also shows an increase of 8.59 marks (i.e., 52.38 – 43.79) or a percentage increase of 19.6% as compared to the pre-test mean score. Investigating the Bayes Independent t-test on the post-test data shows a significant rejection of the null hypothesis with BF01 statistic equal to 0.728 or equivalently 1.381 times in favor of the alternative hypothesis (i.e., BF10 = 1.381). This is further supported by result shown in Figure 3 such that the height of the prior distribution is slightly higher than the height of the posterior distribution. In addition, the result also reveals that the posterior median score is -0.462 with 95% credible interval ranges from -1.017 to 0.075 which provides evidence that most of the posterior mass is negative. Thus, further investigation on the post-test data was carried out such that based on the previous result obtained, a directional test was performed. The result is presented in Table 5, Figure 3, and Figure 4 shown below.

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Table 5 Bayesian Independent Samples T-Test BF₀₊ error % Post Test 9.418 ~ 6.501e -5 Note. For all tests, the alternative hypothesis specifies that group Control is greater than group Treatment.

Figure 3 JASP output for prior and posterior plot (Post-Test between Treatment and Control groups)

Figure 4 JASP output for Bayes Factors Robustness Check (Post-Test between Treatment and Control groups)

The result on the directional test was presented in Table 5 and Figure 3. Taking into the consideration the direction observed from the previous non-directional test, as expected it has increased the relative evidence on the null hypothesis (introducing the ~ 98 ~ mobile app in teaching and learning environment improved the students’ performance). In general, the Bayes factor has increase from 0.721 to 9.418, such that the observed data collected are 9.418 times more likely in favor of the null hypothesis as compared to the alternative hypothesis. Figure 4 provide the results on the Bayes factor robustness check for a different level of prior and based on the result, the observed data shows moderate to strong evidence supporting the null hypothesis as compared to the alternative hypothesis. Thus, based on the result reported, we have enough evidence to support the hypothesis that introducing mobile apps in teaching and learning mathematics to low achievers’ students significantly improved their performance. Summary of the hypothesis test is provided in Table 6 shown below.

Table 6: Summary of hypothesis testing results Description BF01, *BF0+ Decision

H1: The students of Treatment group show no 3.559 Supported different performance with the Control group during the pre-test evaluation.

H2: The students of Treatment group show a different 0.724 Supported performance with the Control group on the post-test evaluation after the introduction of mobile apps.

H3: The students of Treatment group would exhibit 9.418* Supported significantly greater achievement in terms of mathematical knowledge than those of Control group.

Conclusion This study enhanced teaching and learning mathematics in English way beyond the traditional face-to-face and whiteboard process. This study provides researchers and lecturers on the increasing trend of using mobile applications to teach mathematics and its effectiveness towards students’ performance without jeopardizing the traditional way of teaching and learning. This study had explored the utilization of mobile technology in higher learning education and based on the results obtained, teaching and learning mathematics can be enhanced by integrating mobile application in classroom and promote independent learning for the students. This finding is also supported by previous literature search such that from the study they discovered that informal learning is signified to be more enriching than the formal learning (Viberg et al., 2018). Similar result reported that semi-informal learning like flipped classroom significantly outperformed the traditional learning (Lo & Hew, 2018). In short, firstly, the research findings are beneficial to the students where it can promote interactive, independent learning to learn mathematics using their Smartphone. Secondly, Mathematics lecturers can enhance their teaching strategies with the integration of mathematics mobile application in teaching and learning. Finally, this research is beneficial to English language lecturers where they can engage in collaboration with the mathematics lecturers in analyzing the best or suitable mobile applications that suits the UiTM course syllabus. In fact, with the collaborations among different expertise may ease the development of a better mobile application that suits not only the syllabus but also the ~ 99 ~ needs of the students in motivating them to install and use the mobile apps in their smartphones and use them in their learning process. The empirical findings provide evidence that learning effectiveness is affected by user satisfaction and intention to reuse, which, in turn, are determined by system quality, information quality, perceived enjoyment, and perceived fee (Wang, Wang, Lin & Tsai, 2019). Recommendation A recommendation on the current study for future development is to design the appropriate mobile applications that suits the Malaysian students, i.e., the UiTM students, not only in term of syllabus coverage but also in term of the English instruction that is at par level with the knowledge and skill of this low achievers’ students. In fact, this model of collaborations among different departments or academics fields can also be applied to the education systems of any countries where English is not their first language. For future research, it is recommended that a study is carried out in determining the best contents at par with the student knowledge in order to motivate the students in accepting mobile apps as part of their learning tools, either in understanding the mathematical fundamentals or performing the problem-solving procedures correctly.

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Wang, Y.-Y., Wang, Y.-S., Lin, H.-H., & Tsai, T.-H. (2018). Developing and validating a model for assessing paid mobile learning app success. Interactive Learning Environments, 27(4), 458–477. DOI: 10.1080/10494820.2018.1484773

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Authors Biodata Kamarul Ariffin Mansor (M.Sc.), is a senior lecturer at Faculty of Computer Science and Mathematics, Universiti Teknologi MARA (UiTM), Kedah Branch Campus, Malaysia. His research interest includes the application of structural equation modeling and statistical applications in other field of studies, data analytics and visualization using Excel, R, Tableau, etc.

Wan Irham Ishak (PhD.), is a senior lecturer at Akademi Pengajian Bahasa, Universiti Teknologi MARA (UiTM), Kedah Branch, Malaysia. His research interests include language and English for specific purposes, discourse and communication studies and applied linguistics.

Shafinah Md. Salleh (M.Sc.), is a senior lecturer at Akademi Pengajian Bahasa, Universiti Teknologi Mara, Kedah Branch, Malaysia. Her research interests include discourse and communication studies, sociolinguistics and workplace communication.

Ab. Razak Mansur (M.Sc.), is a senior lecturer at Faculty of Computer Science and Mathematics, Universiti Teknologi MARA (UiTM), Kedah Branch Campus, Malaysia. His research interest includes fuzzy set, fuzzy clustering, image processing, computer vision, and artificial intelligence system.

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The 5th National & the 2nd International Academic Conference

“Roles of the university as the driver for changes and Innovation-based society” 13th – 14th February 2020 At Rattanathepsatri Building, Thepsatri Rajabhat University

AN ANALYSIS OF PUSH AND PULL FACTORS OF KOREAN’S LONG STAY TOURISTS IN CHIANG MAI PROVINCE

Chonthicha Rungsattra1, Keerati Trakansiriwanich2

ABSTRACT

The purpose of this study was to analysis of push and pull factors of Korean’s long stay tourists in Chiang Mai Province. The sample were 293 of Korean’s Long Stay Tourists who are four groups of retried tourist and medical tourist, educational tourist, sport tourist and some tourists who will to escape from colder weather. Purposive sampling is applied. Questionnaire was developed for data collection instrument. The statistical analysis applied in this study is descriptive statistics, includes mean and standard deviation This research found that factors with highest level which push South Korean people leaving Korean and make decision for long staying in Chiang Mai are lack of career opportunity, unreasonable wage paid and high cost living. Moreover, it is also found that influential factors (the highest level) which attract South Korean tourists to long stay in Chiang Mai are image of tourism and life security and security of tourism.The cultural heritage of Chiang Mai as well as friendly behavior of local people and their assistance are influential factors for South Korean tourists for long stay decision in Chiang Mai. Other important factors are geography, climate of Chiang Mai, scenic attractions, sociocultural attractions, natural attractions, good tour services, high season all year round, In addition, sport and health tourism, many activities, accommodation and facilities with reasonable cost, good location, the social similarity of both countries, simple society and living, volunteering activities, modern technology and good environment are all the pull factors on their decision. KEYWORDS: Push Factors, Pull Factors, Long Stay Tourism

1Ph.D. Candidate, School of Tourism Development, Maejo University E-mail: [email protected] 2Lecturer, School of Tourism Development, Maejo University E-mail: [email protected] Statement of the problems Tourism industry is important in global economic and it is accepted all over the world to be in the first to third range income from the Top 10 national income (Goeldner and Ritchie, 2006: 26). Like other countries, Thailand’s tourism industry is a main source of national income. (Pimonsompong, 2005: 1) The amount of income is probably greater than import/export leading the value of National income increases as well as the rate of employment, career building and economic expansion (Sujarinpong, 2006:2) Thailand is one of the country’s most favored traveler destinations. The statistical data shows the number of tourist’s arrival in Thailand between 2007 and 2015 (2007: 300,194, 2008: 299,217, 2009: 286,435, 2010: 293,048, 2011: 357,368, 2012: 463,892, 2013: 563,787, 2014: 1,084,702 and 2015: 991,499) (Sungkhakorn, 2016: 29-36) Over the following 9 years it has been observed that the short-stay and long – stay tourists have continued to grow as expected especially from Japan, China and South Korea. Not only those are the major countries which choose Thailand to visit, but they also commit the strong and close relationship among them. The Committee of the National Long Stay Tourism estimates Chiang Mai is one of the primary areas for tourists’ itineraries because of its reputation for archaeological site, art and culture as well as several kinds of natural attraction including nature tourism, Argo-cultural and historical based tourism, conservative tourism, health tourism and many creative related to tourism. In additional, the beauty of flora and many tropical fruits are factors attracted to tourists and investors to travel to Chiang Mai. South Korean has been the third nationality which spends the long stay in Chiang Mai. Therefore, South Korean tourists are research participants. This study also defines the most important factors which involve in their decision making for the long stay in Chiang Mai based on empirical observations. Research Objective An analysis of push and pull factors of Korean’s Long Stay Tourists in Chiang Mai Province. Scope of Research This research studied the push and pull factors which influence South Korean tourist’s decision for the long staying in Chiang Mai. This study was conducted for 3 years since 2015 to 2018. The surveys and questionnaires were carried out randomly or used the purposive sampling on a total of 293 participants

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Definition of Key Terms A long-stay tourism refers to the tourists who stay at their destination more than 15 days. It also refers to the outbound tourists who temporally stay especially in Thailand for tourism purpose in order to upturn in long -stay tourism after a two- years declining long-stay tourism from 1998 to 2000 following the government policy (Department of Tourism. 2003: n.d.) Korean Tourists refers to Korean travelers who spend time on tourism at their destination for more than 15 days. The groups of this kind of tourist are retried tourist and medical tourist, educational tourist, sport tourist and some tourists who will to escape from colder weather. Conceptual framework of the research project

Pull Factors Geography, tourist source preparation, source of tourism, legality , security , accommodation, cost, expenses, technology, Long Stay Tourism activities, economy, society, of Korean Tourists in friendly local, environment, culture Chiang Mai Province

Push Factors Economy, society, culture, geography, politics

Research Methodology Population and Sample The 293 samples were randomly selected based on non-probability sampling from a total of 1,091 long- stay South Koreans. The statistically number of South Korean tourists was from Chiang Mai Immigration (Tirakanant, 2005: 170-171). Pagoso was used for calculating samples size which is significant with 95% confidence level. Garcia and Leon (1978) in Chua (1984) in Tanupol. (1997: 150). Purposive sampling was also applied in this research. Research Instruments Open-ended question questionnaires with a total confidence of 0.86 were used as a research instruments.

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Data Collection The questionnaires were distributed to South Korean tourists through the assistance and cooperation between the Graduate School of Maejo University and the director of the Korean association in Chiang Mai province. These questionnaires then were examined by the researcher Statistics Used for Data Analysis The researcher analyzed the data using descriptive analysis including mean, opinion evaluation and standard deviation

Research Outcomes Table 1: Push Factors (in Korea)

Push Factors Mean SD Level Order Economic Factors Lack of professional work 3.74 0.82 High 1 Unreasonable wages 3.65 0.77 High 2 High cost living 3.54 0.90 High 3 Unreasonable tax rate 3.13 0.65 Moderate 4 Unproper general economic system 2.55 0.87 Low 5 Overall mean 3.32 0.92 Moderate Social Factors Lack of life security 2.25 0.80 Low 6 Lack of social service and suitable government role 2.97 0.71 Moderate 2 Lack of a good fundamental transportation 2.77 1.00 Moderate 4 Population density and crowed area 2.49 0.78 Low 5 Ineffective educational system 3.11 0.87 Moderate 1 Unsuitable number of tourist attractions 2.24 0.76 Low 7 Poor quality and Insufficiency of medication 2.94 0.85 Moderate 3 Unwelcome and Unfriendly local people 1.89 1.16 Low 9 Health and livelihood problem 2.18 0.79 Low 8 Overall mean 2.54 0.86 Moderate

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Cultural Factors Unsuitable local knowledge, culture and tradition 2.27 0.84 Low 2 Willing to learn and gain knowledge of Korean 2.89 0.80 Moderate 1 culture Overall mean 2.58 0.88 Low Environmental Factors Inappropriate environment 2.15 0.83 Low 7 Unbalanced natural sources 2.16 0.87 Low 6 Poor water quality 2.45 1.10 Low 4 Air pollution 2.57 1.06 Low 3 Poor waste management 2.17 1.40 Low 5 Poor city sanitation 2.97 0.89 Moderate 1 Escaping from usual circumstance 2.90 0.83 Moderate 2 Overall mean 2.48 1.06 Moderate Geographic Factors

3.36 1.08 1 Unsuitable weather condition (Too cold) Moderate Unsuitable geography 3.30 1.11 Moderate 2 Overall mean 3.33 1.09 Moderate Political Factors Uncertain politic and inappropriate policy 2.31 0.93 Low 4 Inappropriate country ‘s leader administration 2.34 0.87 Low 3 No chance for political participation 2.42 1.04 Low 2 Inappropriate national and international political 2.31 0.93 Low 4 status Lack of transparency of national administration 2.93 0.82 Moderate 1 Overall mean 2.46 0.95 Low

From table 1 the participants have their opinion in different level toward push factors which affect their decision making for long staying in Chiang Mai. For economical factor, overall mean is moderate ( x = 3.32, S.D. = 0.92) the Push Factors in decision making are high which are lack

~ 107 ~ of professional work, unreasonable wages and high cost living. For social factor, overall mean is moderate ( x = 2.63, S.D. = 0.99). The push factors are moderate which are ineffective educational system, lack of social service and unsuitable government role, poor quality and insufficiency of medication and lack of a good fundamental transportation. For cultural factor, Overall mean is low ( x = 2.58, S.D. = 0.88) and the push are moderate factor is willing to learn and gain knowledge of Korean culture. For environmental factors, overall mean is moderate ( x = 2.48, S.D. = 1.06). The push factors are in the moderate level which are poor city sanitation and escaping from usual circumstance. For geographic factors, overall mean is moderate ( x = 3.33, S.D. = 1.09). The push factors are moderate which are unsuitable weather condition (Too cold) and unsuitable geography. For political factors, overall mean is low. The push factors are moderate which is lack of transparency of national administration Table 2: Pull Factors (in Chiang Mai)

Pull Factors Mean SD Level Order Geographic Factors • Good geography 3.78 0.85 High 2 • Good climate 3.87 0.79 High 1 Overall mean 3.83 0.82 High Tourism: Preparation of tourist attraction 3.84 0.85 High 1 Spectacular tourist source Good quality of service 3.75 0.87 High 4 Annual tourism 3.76 0.87 High 3 Mean 3.78 0.86 High 2 Source of tourist attraction Diverse nature attraction 3.80 0.80 High 2 Diverse cultural and history attraction 3.88 0.76 High 1

Sport and health tourism 3.78 0.81 High 3 Mean 3.82 0.79 High

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Image of tourism Good image of tourism 4.28 1.00 Highest 1 Activity Many activity choices 3.77 0.86 High 2 Tourism cost Reasonable accommodation cost 3.65 0.89 High 4 Reasonable tour cost 3.74 0.89 High 3 Mean 3.69 0.89 High Overall mean 3.83 0.88 High Legal factors Enhancing long-stay support from Long Stay Tourism 2.04 1.35 Low 6 of Thailand Supporting from Long Stay Tourism of Korea 2.54 1.06 Low 5 Uncomplicated immigration 2.91 0.89 Moderate 3 Effortless long -stay visa inquiry 1.85 1.21 Low 7 Suitable political situation for long staying 2.88 0.85 Moderate 4 Effective practitioner and medical equipment 3.04 0.77 Moderate 2 Strong and long relationship between Thailand and 3.13 0.80 Moderate 1 Korean Overall mean 2.63 1.11 Moderate Security factor Security of life 4.30 1.06 Highest 2 Security of tourism 4.33 0.95 Highest 1 Overall mean 4.31 1.00 Highest Economic factors Reasonable cost living 3.77 0.87 High 1 Reasonable medical care cost 2.36 0.93 Low 2 Overall mean 3.07 1.14 Moderate

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Accommodation Proper location 3.68 0.85 High 1 Many provided facilities such as internet, T.V etc. 3.61 0.92 High 2 Overall mean 3.65 0.89 High 1 Cultural factors Good cultural heritage of Chiang Mai 4.25 1.03 Highest 1 Similarity of culture between Chiang Mai and South Korean 3.55 0.93 High 2 Overall mean 3.90 1.04 High Social factors Livable society 3.74 0.85 High Simple living 3.81 0.83 High participating in voluntarism 3.70 0.93 High Overall mean 3.75 0.87 High Technological factor Modern technology 3.58 0.88 High 3 Environmental factor Good environment 3.71 0.84 High 2 Transportation factor Security and convenience of transportation 2.33 0.97 Low 4 Kindness of local people Kindness of Chiang Mai people and their support 4.31 1.00 Highest 1 Overall mean 3.48 1.17 High

From table 2 the participants have their opinion in different level toward pull factors which affect their decision making for long staying in Chiang Mai. For geographic factors, the overall mean is in the high level ( x = 3.83, S.D. = 0.82). The pull factors are in the high level which are good geography and good climate. For tourism, preparation of tourist attraction, image of tourism, activity and tourism cost, the overall mean is the high level ( x = 3.83, S.D. = 0.88). The pull factor is in the highest level is good image of tourism. For legal perspective, the overall mean is moderate ~ 110 ~

( x = 2.63, S.D. = 1.11) and the overall mean of the security reason is in the highest level ( x = 4.31, S.D. = 1.00). The pull factors are in the highest level which are the security during travelling and life security. The pull factors are in the moderate level which are effective practitioner/ medical equipment and strong relationship between Thailand and Korean. For economic factors, the overall mean is moderate ( x = 3.07, S.D. = 1.14). The pull factor is in the high level which is reasonable cost living. For Accommodation factors, the overall mean is high ( x = 3.65, S.D. = 0.89). The pull factors are in the high level which are proper location and many provided facilities such as internet, T.V etc. For Cultural factors, the overall mean is high ( x = 3.90, S.D. = 1.04). The pull factors is in the highest level which is good cultural heritage of Chiang Mai. For Social factors, the overall mean is high ( x = 3.75, S.D. = 0.87). The pull factors are in the high level which is livable society, simple living and participating in voluntarism. For technological factor is modern technology, the overall mean is high. For environmental factor is good environment, the overall mean high. For transportation factor is security and convenience of transportation, the overall mean low and for kindness of local people is kindness of Chiang Mai people and their support, the overall mean highest. Discussion This research found that factors with highest level which push South Korean people leaving Korean and make decision for long staying in Chiang Mai are lack of career opportunity, unreasonable wage paid and high cost living. Moreover, it is also found that influential factors (the highest level) which attract South Korean tourists to long stay in Chiang Mai are image of tourism and life security and security of tourism. The cultural heritage of Chiang Mai as well as friendly behavior of local people and their assistance are influential factors for South Korean tourists for long stay decision in Chiang Mai. Other important factors are geography, climate of Chiang Mai, scenic attractions, sociocultural attractions, natural attractions, good tour services, high season all year round, In addition, sport and health tourism, many activities, accommodation and facilities with reasonable cost, good location, the social similarity of both countries, simple society and living, volunteering activities, modern technology and good environment are all the pull factors on their decision.

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Suggestions 1. This research analyzes influential impelling factor and attractive factors for South Korean tourists for long staying in Chiang Mai. However, behavior of tourist and satisfaction of tourist should be included for further study. 2. Related organizations such as Tourism Authority of Thailand, Ministry of Tourism and Sports, Ministry of Foreign Affairs and Immigration Bureau are able to use the result of this research to establish plan and policy for tourism and also for the legal regulation to control and promote long stay tourism in Chiang Mai. 3. For further study, marketing of tourism should be included for public or private organization for marketing plan in order to establish strategies for long -stay South Korean tourist in Chiang Mai.

References Sungkhakorn, K. (2016). Business Plan of Long Stay 2017-2021 Upper Northem Provincial Cluster1. Chiang Mai: Chiang Mai Provincial Office of tourism and Sports. Pimonsompong, C. (2005). Planing and Tourism Marketing Development. Bangkok: 5th ed. Kasetsart University Press. Tanupol, N. (1997). How to prepare a research project. Chiang Mai: Maejo Institute of Agricultural Technology. Sujarinpong, P (2006). Tourist Guide. Bangkok: Kasetsart University Press. Tirakanant, S. (2005). Research Methodology in Science: Guidelines for action. Bangkok: Chulalongkorn University Press. Department of Tourism. 2003. Framework for the promotion and development of standards for long stay tourism services. Bangkok: Chulalongkorn University Press. Goeldner, Charles R. and Ritchie, J.R. Brent. 2006. Tourism: Principles, Practices, Philosophies. 10th ed. New York: John Wiley & Sons

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The 5th National & the 2nd International Academic Conference

“Roles of the university as the driver for changes and Innovation-based society” 13th – 14th February 2020 At Rattanathepsatri Building, Thepsatri Rajabhat University

CLIMATE CHANGE IMPACTS ON WATER RESOURCES IN THE UPPER CHAOPHAYA RIVER BASIN

Chaiwat Ekkawatpanit1 Weerayuth Pratoomchai2 Duangrudee Kositgittiwong3

ABSTRACT

Climate change acts majority impact on extreme hydrological events such as flood and drought. Human activities mostly contributed to climate change and altered hydrological processes. This study focused on a regional scale climate change impact assessment on water resources in the Upper basin in Thailand over the period 2026-2040 (near future) using 5 Global Climate Models (GCMs) with 3 greenhouse gas emission scenarios in terms of Representative Concentration Pathways (RCPs) low (RCP2.6), intermediate (RCP4.5), and high (RCP8.5) scenarios. We found that the relative surface air temperature increased, related to the reference period (1986-2000). Maximum surface air temperature was projected to increase by 1.9, 1.77, and 2.31 °C in the projected period under the RCP2.6, RCP4.5, and RCP8.5 scenarios, respectively. Rainfall was projected to increase in the upper of basin, while it decreased in the lower of basin. In terms runoff river projections in the future, Chiang Mai and Kampangphet provinces tended to face with the risk of both flood and drought, while Nakorn Sawan province might be predominated by drought due to the variability of rainfall. This study will benefit to water management in the Upper Chao Phraya Basin.

1Assistant Professor at Department of Civil Engineering, Faculty of Engineering, King Mongkut’s University of Technology Thonburi E-mail : [email protected] 2Lecturer at Department of Civil Engineering, Faculty of Engineering, King Mongkut’s University of Technology North Bangkok E-mail : [email protected] 3Assistant Professor at Department of Civil Engineering, Faculty of Engineering, King Mongkut’s University of Technology Thonburi E-mail : [email protected]

KEYWORDS : CLIMATE CHANGE, WATER RESOURCES, UPPER CHAOPHAYA, HYDROLOCIAL MODEL Statement of the problems Climate change is one of the most important challenges for humanities. It has a broad and spatially distributed impact on multiple sectors. Observations of air temperature rises and a number of extreme hydrological events, as well as people’s perceptions on the impacts of climate change, e.g., drought, flooding, and rainfall-induced landslides, show an increasing trend (Pratoomchai et al., 2015b). The consequences of climate change impacts on water resources related to water variability and hazard are complicated. In addition, these impacts are uncertain and difficult to predict. Therefore, quantitative and spatially explicit projections of the impacts of climate change at a regional or basin scale is crucial. It is beneficial to provide and formulate better water resource management. River discharge projection is necessary to cope with water-related disasters induced by climate change. By using river discharge information, it is possible to assess future changes in water resources, flood discharge, droughts, and especially possible future hotspots on water-related disasters can be identified. Alcamo et al., 2007, Hirabayashi et al., 2008 and Arnell and Gosling, 2014 analyzed changes in the future risks of floods on a global scale. For a regional assessment, hydrological models have been used to analyze the impact of climate change at the basin scale (Pratoomchai et al., 2014).

Research Objective The objective of this paper is to investigate the impacts of climate change on water resources in the Upper Chao Phraya River Basin in Thailand, which concerned among climatology and river discharge. This study may allow and enhance an understanding on how climate change will alter water resources as well as warning signs for future management.

Scope of Research This study used hydrological model namely H08 model for simulated the streamflow and reservoir operation in Upper Chao Phraya River Basin. The model simulation in Upper Chao Phraya

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River basin focus on reservoir operation only Bhumibol and Sirikit dams using a simplified upper rule curves.

Conceptual framework of the research project In this study, the river discharge was simulated using the H08 model. The H08 is a water resources model, which was developed by Hanasaki et al., 2008.It consists of six modules for both natural water cycle and major human activities (reservoir operation). In this study, however, land surface hydrology, river routing and reservoir operation module are examined.

Land Surface Hydrology Module The land surface hydrology module of H08 calculates the energy and water budget including snow water equivalent. The module is based on a single layer bucket model (Hanasaki et al., 2013) and improved in two aspects. First, soil temperature is calculated using the force restore method to simulate the diurnal cycle of surface temperature using 3-hourly meteorological forcing inputs. Second, subsurface runoff has been incorporated as shown in Figure 1.

Figure 1. Schematic of H08’s land surface process module

The energy balance equation used in the H08 model was shown in the Equation 1.

4 (1− )SW + LW = TS + lE + H + G (1)

Where  is albedo, SW is the downward short wave radiation [W m-2], LW is the downward long wave radiation [W m-2], E is Evaporation [kg m-2 s-1], Tsis Surface Temperature [K], H is sensible heat flux [W m-2], is the Stefan-Boltzmann constant [5.67x10-8 W m2 K4], l is the latent heat [2.45x106 J kg-1], and G is soil heat flux [W m-2].

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The soil water balance was expressed as

dW = Rainf + Q − E − Q − Q (2) dt sm s sb

Where W is soil water content [kg m-2], Rainf is the rainfall [kg m-2 s-1], Qsm is the snow melt rate [kg m-2 s-1], E is evaporation[kg m-2 s-1], Qs is the surface runoff [kg m-2 s-1], and Qsb is the subsurface runoff. [kg m-2 s-1] Surface flow (Qs) was generated if the soil water content (W) exceeded the soil water content at field capacity (Wf ).

W −W ,W  W Q = f f s  (3)  0 ,W  W f

Subsurface runoff (Qsb) was calculated using the Equation 4.  W  W  Q = f   sb  W   f  (4) Q  Where sb is subsurface runoff, is a parameter and  time constant[s].  Soil water content at field capacity (Wf) is water capacity between wilting point ( wiltingpoint ) and  field capacity ( fieldcapacity ).

Wf = SD ( fieldcapacity −wiltingpoint ) (5)   Where SD is soil depth[m], fieldcapacity is field capacity and wiltingpoint is wilting point.

River model The river model of H08 is derived from the Total Runoff Integration Pathways (TRIP) developed by Oki and Sud, 1998. Figure 2 showed schematic representation of the river module. Rivers are virtual elements depicted as straight lines and no need any cross-sectional component for simulating process. This model used a spatial resolution of 5-minute (or about 10 km x 10 km) gridded of digital river map. A flow velocity was fixed at 0.5 m/s, and accumulates runoff was calculated by the land surface model. This module does not deal with lakes, human–made reservoir operation or diversion. Unless water balance simulation is validated, simulated inflow to reservoirs is unreliable. It causes problems in reservoir operation simulation and analysis. Anthropogenic activities such as

~ 116 ~ reservoir operation, crop growth, water withdrawal and irrigation are modeled in the specific modules. River storage (RivSto) is a single state variable. Inflow from the upstream river (RivInf) and total runoff (Qtot) are multiplied by cell area (A) from the same cell flow into the river. River flow (RivOut) is calculated on the assumption that water flows at a constant speed over the distance from the calculation cell to the next downstream cell. The water balance of river is expressed as

RivSto = (RivInf + Q  A − RivOut)t tot (6)

Reservoir Operation Module The reservoir operation module is a model for reservoir released discharge downstream estimation. Reservoir operation of the Bhumibol and Sirikit dams in the Upper Chao Phraya River basin are governed by a simplified upper rule curves as shown in Figure 2. The releases from Bhumibol and Sirikit Reservoirs have been setup from the historical mean. From January to April, the release is high (around 234 m3/s and 225 m3/s for the Bhumibol and Sirikit Reservoirs, respectively), while it is low in the remaining months (around 107 m3/s and 130 m3/s for the Bhumibol and Sirikit Reservoirs, respectively).

a) Bhumibol Reservoir b) Sirikit Reservoir Figure 2. Modeling of upper rule curves for the Bhumibol and Sirikit Reservoirs

Meteorological Forcing Input Seven meteorological input data called K10 dataset (Kotsuki et al., 2011) ranging from 1981-2004 namely precipitation (kg m-2 s-1), surface air pressure (Pa, hourly), wind speed ( m/s, hourly), surface air temperature ( K, 3 hourly), short wave downward radiation (W/m2, daily), long wave downward radiation (W/m2, 3 hourly), specific humidity (kg/kg, daily), and surface albedo were required for input data to conduct the H08 model.

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Research Methodology For the future projection, 5 General Circulation Models (GCMs) including MIROC-ESM- CHEM, HadGEM2-ES, GFDL-ESM2M, IPSL-CM5A-LR, and NorESM1-M, were selected from World Climate Research Program’s Coupled Model Inter-Comparison Project phase 5 (CMIP5). All of these GCMs are earth system models, and their results were crosschecked in the Inter- Sectoral Impact Model Intercomparison Project (http://www.isi-mip.org/) (Hanasaki et al. 2013). The 5 GCMs from different climate research institutes were selected to reflect uncertainties in the GCMs. Three scenarios including low (RCP2.6), intermediate (RCP4.5), and high (RCP8.5) levels of emissions (van Vuurenet al., 2011) were used for future climate projection for the periods 2026- 2040, which represents the near future. To downscale from global climate data to the regional climate data, a shifting and scaling technique was used (e.g. Lehneret al., 2006, Hanasaki et al., 2013). Changes in air temperature, precipitation and long wave downward radiation, which were significantly observed from the GCMs, were focused. Future meteorological data were prepared from the 5 GCMs for the three scenarios(RCP2.6, RCP4.5, and RCP8.5 scenarios).

Research Outcomes The model was simulated in 24 years during 1981- 2004. The river discharge result was compared with the observed discharge data at the selected gauging stations (P.1) as shown in Figure 5. The simulation result data were closed to the observed discharge stations. In order to evaluate the model performance, the Index of Agreement (IOA) of the monthly discharge simulated versus the observed discharge was 0.96 at P.1.

350 P.1 (Ping River) 300 Observation

IOA = 0.96 )

1 Simulation

- 250 sec 3 200

150

100 Discharge(m 50

0

Jan-87 Jan-88 Jan-89 Jan-90 Jan-91 Jan-92 Jan-93 Jan-94 Jan-95 Jan-96 Jan-97 Jan-98 Jan-99 Jan-00 Jan-86 Figure 3. Comparison of Monthly River discharge in Upper Chao Phraya River basin at P.1 station

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Climate change impacts

This study applied the 5 GCMs for projecting the impacts of climate change on water resources in the near future (2026-2040). The average of mean annual surface air temperature changed over the Upper Chao Phraya River Basin based on 5 GCMs with 3 scenarios (15 experiments) were shown in Figure 4. The increasing of annual surface air temperature in the near future was in a range of 0.9-2.31°C, which had a 25.38 °C as a mean annual surface air temperature. Moreover, these projections showed good agreement with the degree of greenhouse gas emissions. There were 1.45, 1.48, and 1.80 °C changes for the RCP2.6, RCP4.5, and RCP8.5 scenarios, respectively, which were all increasing trend. However, these values were averaged from the 5 GCMs for each scenario to overcome the GCMs uncertainty.

2.5

2

RCP2.6 1.5 RCP4.5 RCP8.5

1

0.5 Surface air temperature changes (°C) changes air Surface temperature

0 MIROC HadGEM GFDL IPSL NorESM Figure 4. Comparison of mean annual surface air temperature changes in 2026-2040 using 5 GCMs under 3 scenarios .

Water balance The 5 GCMs were applied to project the mean annual of rainfall, runoff, and evaporation as shown in Figure 5. The MIROC and NorESM GCMs showed increasing trend for all variables. For the average value among the GCMs in each particular scenario, there were-2.06%, -0.25%, and -2.32% changes in mean annual rainfall under the RCP2.6, RCP4.5, and RCP8.5 scenarios, respectively. Based on the projected results, the rainfall tended to decrease and other variables (runoff and evaporation) were changed in the same trend as the rainfall. In general, we found that the project trend depended on the GCMs rather than the scenarios. Figure 5 shows an example of spatial distribution of annual rainfall under the RCP2.6 scenario. There were both increase and decrease in projected rainfall changes except the projection under the RCP4.5 scenario. This scenario showed that over the whole basin rainfall might be reduced by 20 mm to 50 mm related to period (1986- ~ 119 ~

2000). However, all scenarios relatively showed that the lower part of the UCP will likely subject to rainfall reduction, especially the lower Ping sub-basin.

1,200

1,000

800

Rainfall 600

(mm.) Runoff

400 Evaporation

200

0

IPSL IPSL IPSL

GFDL GFDL GFDL

MIROC MIROC MIROC

NorESM NorESM NorESM

HadGEM HadGEM HadGEM History RCP2.6 RCP4.5 RCP8.5

Figure 5. Comparison of mean annual rainfall, runoff, and evaporation in 2026-2040 in 5 GCMs with 3 scenarios

River discharge Figures 6-7 show variability of mean monthly river discharge at the selected gauging stations in Chiang Mai, and Nakorn Sawan provinces, respectively. Black-dash line represents the retrospective observation (mean monthly over the period 1986-2000) as well as a one standard deviation range (band) using observed data for the analysis. This previous information was added for a purpose of comparison. Color marks (future projection under climate change scenarios): green (∆), red (), blue (o), orange (×), and black (+) represent the MIROC, HadGEM, GFDL, IPSL, and NorESM GCM projections, respectively. They were totally projected of river discharges under fifteen experiments (five GCMs × three scenarios). As shown in the Figure 6, from January to June, the projections of river discharges resulting from the multi GCMs and scenarios decreased for Chiang Mai (P.1 stations). In contrast, during the second monsoon period (August to October), river discharges in the upper area (mountainous region) showed significantly increased since their projected results were above the standard deviation range. At the basin outlet (NakornSawan or C.2 station), the black-dash line was quite stable from January to May (approximately 390 m3/s) because this period was controlled by reservoir operations. During the wet season (May to October), the river discharge at the basin outlet station was peak in

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October (approximately 1,400 m3/s from 15 years on average) but the rainfall was maximum in September. This can be roughly estimated that a travel time of surface water in the Upper Chao Phraya River basin is approximately 1 month. However, for the stations that are not subjected to reservoir effects (upper areas), there were almost zero discharge during the dry season.

200 P.1 (RCP2.6) 200 P.1 (RCP8.5) Area2 Area1 Area2 Area1 One standard deviation range One standard deviation range

Min Max Min Max

) )

1 1 - - 150 Obs (Past) MIROC 150 Obs (Past) MIROC

HadGEM GFDL HadGEM GFDL

sec sec 3 3 IPSL NorESM IPSL NorESM

100 100 Discharge (m Discharge Discharge (m Discharge 50 50

0 0 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 Month Month (a) RCP 2.6 (b) RCP 8.5 Figure 6. Comparison of past (1986-2000) and projected (2026-2040) river discharges in Chiang Mai (P.1)

2,000 C.2 (RCP2.6) 2,000 C.2 (RCP8.5) Area2 Area1 Area2 Area1 One standard deviation range One standard deviation range

Min Max Min Max

) )

1 1 - - 1,500 Obs (Past) MIROC 1,500 Obs (Past) MIROC

HadGEM GFDL HadGEM GFDL

sec sec 3 3 IPSL NorESM IPSL NorESM

1,000 1,000 Discharge (m Discharge Discharge (m Discharge 500 500

0 0 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 Month Month (a) RCP 2.6 (b) RCP 8.5 Figure 7. Comparison of past (1986-2000) and projected (2026-2040) river discharges in Nakorn Sawan (C.2)

Discussion The projected results of climate variability and river discharges were conducted in five GCMs under three climate scenarios (totally 15 experiments). This study focused on the regional scale. The bias correction method was, therefore, applied to the GCM data. The potential climate change impacts on water resources in the Upper Chao Phaya River Basin in near future (2026- 2040) were projected. The results were compared to that of the reference period (1986-2000). Maximum air surface temperature is projected to increase by 1.77-2.31 °C in the projected period related to the reference period (1986-2000). Rainfall tended to decrease in the near future, on average. For the river discharge projection, Chiang Mai will increase in the risk of both drought

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(first monsoon) and flood (second monsoon) but Nakorn Sawan province might predominate by drought. However, an increasing number of the GCMs for assessment might alter the results since the projected outcome depends on the GCM. In addition, an uncertainty analysis is needed for robust assessment.

References Alcamo J., Flörke M., and Marker, M. (2007).Future long-term changes in global water resources driven by socio-economic and climatic changes. Hydrological Sciences Journal, 52(2), pp.247-275. Arnell, N. and Gosling, S. (2014). The impacts of climate change on river flood risk at the global scale. Climatic Change. Hanasaki, N., Fujimori, S., Yamamoto, T., Yoshikawa, S., Masaki, Y., Hijioka, Y., Kainuma, M., Kanamori, Y., Masui, T., Takahashi, K. and Kanae, S. (2013). A global water scarcity assessment under Shared Socio-economic Pathways - Part 2: Water availability and scarcity. Hydrol. Earth Syst. Sci., 17(7), pp.2393-2413. Hanasaki, N., Kanae, S., Oki, T., Masuda, K., Motoya, K., Shirakawa, N., Shen, Y. and Tanaka, K. (2008). An integrated model for the assessment of global water resources Part 1: Model description and input meteorological forcing. Hydrol. Earth Syst. Sci., 12(4), pp.1007-1025. Hirabayashi, Y., Kanae, S., Emori, S., Oki, T. and Kimoto, M. (2008). Global projections of changing risks of floods and droughts in a changing climate.Hydrological Sciences Journal, 53(4), pp.754-772. Pratoomchai, W., Kazama, S., Hanasaki, N., Ekkawatpanit, C. and Komori, D. (2014).A projection of groundwater resources in the Upper Chao Phraya River basin in Thailand.Hydrological Research Letters, 8(1), pp.20-26.

Robock, A., Vinnikov, K., Schlosser, C., Speranskaya, N. and Xue, Y. (1995). Use of Midlatitude Soil Moisture and Meteorological Observations to Validate Soil Moisture Simulations with Biosphere and Bucket Models.Journal of Climate, 8(1), pp.15- 35.

~ 122 ~ vanVuuren, D., Edmonds, J., Kainuma, M., Riahi, K., Thomson, A., Hibbard, K., Hurtt, G., Kram, T., Krey, V., Lamarque, J., Masui, T., Meinshausen, M., Nakicenovic, N., Smith, S. and Rose, S. (2011). The representative concentration pathways: an overview. Climatic Change, 109(1-2), pp.5-31.

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The 5th National & the 2nd International Academic Conference

“Roles of the university as the driver for changes and Innovation-based society” 13th – 14th February 2020 At Rattanathepsatri Building, Thepsatri Rajabhat University

Attitudinal and Psychological Factors Affecting Perceived Value and Buying Intention for Fashion Garment in Myanmar Market

Thinn Thinn Aung1, Dr. Kasemson Pipatsirisak2

ABSTRACT The purposes of the quantitative research were: 1) to investigate the influence between attitudinal factors including product expectation, brand awareness and reference effects and perceived value for fashion garment 2) to investigate the influence between psychological factors including product relationship and perceived personal lifestyle and perceived value for fashion garment 3) to investigate the influence between attitudinal factors including product expectation, brand awareness and reference effects and buying intention for fashion garment 4) to investigate the influence between psychological factors including product relationship and perceived personal lifestyle and buying intention for fashion garment 5) to investigate the influence between perceived value and buying intention for fashion garment. The 400 samples were selected from Myanmar people who lived in Yangon, Myanmar, by using convenience sampling method. The conducted questionnaire was used as an instrument to collect the data. The Simple Regression and Multiple Regression Analyses were employed for hypothesis testing at 0.05 level of statistically significance. This present research findings showed that fashion garment attitudinal factors and psychological factors positively influenced perceived value and buying intention.

KEY WORDS: Product expectation, Brand Awareness, Reference effects, Product relationship, Perceived Personal Lifestyle, Perceived Value, Buying intention, Fashion Garment

1 MBA Program Student, Graduate School, Bangkok University, E-mail:[email protected] 2 Assistant Professor, Department of Graduate School, Bangkok University E-mail:[email protected]

Introduction Myanmar is well known for preserving its traditional way of weaving without depending much on new technologies. This is supported by the study of Zin (2016, p. 3) which stated that Myanmar people are “rich in tradition, culture and handicraft which are still unspoiled by new technologies” . Zin (2016, p. 12) emphasized that in Myanmar fashion industry, “purchasing intention is very important of actual customers”. It is also significant for fashion related industries because it will help to predict potential sales and indicate other major’s behavioral factors regarding future needs and demands for garments. According to (Nwe, 2009), most of Myanmar people want to wear Western and Korean style fashion trend because Korean television dramas, Korean actors and actresses influenced Myanmar people. Truly there are a lot of differences an attitude and buying behavior between cross-regional market and conventional fashion market. Therefore, it has important meaning to find out the features of the fashion garment in terms of attitudinal and psychological dimensions in Myanmar market. Additionally, the fashion garment is a newly appeared in Myanmar’s market, so it is time to investigate the Myanmar’ s people’ s perceptions about how they perceived about factors influencing the buying decision to buy fashion garment. The study will be appropriate to form a suitable marketing theory (Zin, 2016). Presently, the fashion garment is mostly controlled in each geographical area by several big brands, and the threshold for entering the market is relatively high for the new entrants to Myanmar market which has still been wearing traditional clothes. So, it has more interest to conduct the research in different environment as conducted by the previous researchers (Zin, 2016). This opinion is supported by (Park, Rabolt, & Jeon, 2008) who told that in this globalization market, people have a lot of choice for choosing the products and this can be difficult problem for marketers to manage the attention of people on the products. The respondents in this present study are the Myanmar consumer who have ever owned Myanmar. The idea of variables used in the conceptual framework in this present research are the Myanmar consumer’s attitudes towards fashion garment and the results of this present study will support the marketers to evaluate the fashion garment market in Myanmar. Therefore, attitudinal factors including product expectation, brand awareness and reference effects as well as psychological factors including product relationship and perceived personal lifestyle affecting perceived value and buying intention for fashion garment in Myanmar market.

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The researcher wants to know which factor was the most affecting on Myanmar’s people buying intention for fashion garment. Therefore, this study will focus on (1) How do attitudinal factors including product expectation, brand awareness and reference effects influence perceived value? (2) How do psychological factors including product relationship and perceived personal lifestyle influence perceived value? (3) How do attitudinal factors including product expectation, brand awareness and reference effects influence buying intention? (4) How do psychological factors including product relationship and perceived personal lifestyle influence buying intention? (5) How do perceived value influence buying intention?

Purposes of Study The purposes of this present study were demonstrated as follows: 1. To investigate the influence between attitudinal factors including product expectation, brand awareness and reference effects and perceived value of Myanmar people on fashion garment. 2. To investigate the influence between psychological factors including product relationship and perceived personal lifestyle and perceived value of Myanmar people on fashion garment. 3. To investigate the influence between attitudinal factors including product expectation, brand awareness and reference effects and buying intention of Myanmar people on fashion garment. 4. To investigate the influence between psychological factors including product relationship and perceived personal lifestyle and buying intention of Myanmar people on fashion garment. 5. To investigate the influence between perceived value and buying intention of Myanmar people on fashion garment.

Literature review There were many factors influencing perceived value and buying intention in previous researches. The reviews of this present research were as follows:

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Product Expectation According to Kotler (2000) and Hawkins, Best & Coney (2001) product expectation is intangible as consumer’s expectation and what human expects something related to himself. This is because he found such things to satisfy his needs or wants when he used it. Brand Awareness According to Aaker (1991), brand awareness was one of the components in brand equity besides perceived quality, brand association and brand loyalty. Ajzen (1991) also explained that brand awareness was the extent to which a brand was known by the potential consumer to identify that the brand is an element of a product or service. Reference Effects Kotler & Armstrong (2003) stated that the reference group is a group of people that has a direct or indirect influence attitude, decision making and behavior of an individual or a group of people. Product Relationship Product relationship can be defined as positive opinions toward particular product. Product relationship can be appeared in terms of psychological and behavioral actions. When people have positive opinion to the products they used to buy before, it is possible for them to turn back and buy that product again (Kotler & Keller, 2012). Perceived Personal Lifestyle A perceived personal lifestyle is a person’s design of living in the world as expressed in activities, interests and opinions (Kotler & Keller, 2006). Lifestyle become an important variable for marketing strategies’ development. According to Bei (2000) , lifestyle is the trunk from psychological and sociology’s fields that refer to a person’s specific way of living and examining the living patterns and flexibility of numerous social classes. Perceived Value According to Jin & Gu Shu (2005), perceived value is consequently a critical component for consumer purchase decision making and consumers compare the price of alternatives attention to the quality within a classification.

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Buying Intention Buying intention is a kind of decision making from consumers to buy any type of product or service in the future. Buying intention is dependent variable and it depends on several factors (Phan & Mai, 2016). Schiffman & Kanuk (2000) also mentioned that buying intention is to measure the possibility of the higher purchase certain products from consumers’ probability showed the higher buying intention. Product Expectation and Perceived Value Almsalam (2014), the customer expectation has significantly positive effect on consumer satisfaction. Zeithaml, Parasuraman, & Berry (1990) also stated that satisfaction is the evaluation of consumer from a product or service in terms of whether customer’s needs and expectations were met by that product or service. Perceived value is the psychological assessment of customer about product or service with the expectations of that product or service (Birgelen, Wetzels, & de Ruyter, 1997). Hypothesis 1: There is significant influence between product expectation and perceived value for fashion garment in Myanmar market. Brand Awareness and Perceived Value There were several researches related to the relationship between brand awareness and perceived value. For example, Wang & Lee (2016) found that brand awareness was directly affected on perceived value in terms of quality. Aberdeen, Syamsun, & Najib (2016) also found that brand awareness directly affects perceived quality in another kind of product in Indonesia. Hypothesis 2: There is significant influence between brand awareness and perceived value for fashion garment in Myanmar market. Reference Effects and Perceived Value The reference group is a group of people that has a direct or indirect impact on people's attitude and behavior (Kotler & Keller, 2012). According to Dmitrovic, et al., (2009), their review showed that perceived value could be an important predictor of satisfaction from consumers. Hypothesis 3: There is significant influence between reference effects and perceived value for fashion garment in Myanmar market.

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Product Relationship and Perceived Value According to Peng, Chen, & Hung (2017), they showed that repurchase intention of consumers on the effects of objective price, perceived quality, perceived value, and product attribute that consumers would show repurchase intention after the generation of perceived value. This led to the proposed hypothesis: Hypothesis 4: There is significant influence between product relationship and perceived value for fashion garment in Myanmar market. Perceived Personal Lifestyle and Perceived Value According to Yeh, Yang, & Lin (2007), he supposed that lifestyle is the process of individual or group socialization in a behavioral model. It produces diversification of time, energy, wealth, social environment, and personality characteristic with the different behavioral ways. This led to the proposed hypothesis: Hypothesis 5: There is significant influence between perceived personal lifestyle and perceived value for fashion garment in Myanmar market. Product Expectation and Buying Intention Consumer stored information about one or more positive previous experiences from the product or service in their mind and that lead to purchase again because they expect that product again Mullins et al., (2005). This led to the proposed hypothesis: Hypothesis 6: There is significant influence between product expectation and buying intention for fashion garment in Myanmar market. Brand Awareness and Buying Intention Yang ( 2009) showed brand awareness was significant and positive effect purchase intention. Riaz et al., (2013) found that brand awareness was strong positive association with buying intention. Kurniawan & Diryana (2015) also found that brand awareness was direct positive insignificant influence on products buying intention. Hypothesis 7: There is significant influence between brand awareness and buying intention for fashion garment in Myanmar market. Reference effects and Buying Intention Bakar (2015) found that reference group has no effect on purchase intention. On the contrary, Navarwan ( 2016) studied about Thai customers’ purchase intention of luxurious

~ 129 ~ accessories, he found that buyers’ preferences had positive relationship on Thai customers’ purchase intention. Hypothesis 8: There is significant influence between reference effects and buying intention for fashion garment in Myanmar market. Product Relationship and Buying Intention Buying intention is an effective tool for buying process to predict (Akbariyeh, 2015). Internal or external motivations were affected to consumers during the buying process (Gogoi, 2013). If the quality of product is high, consumer’s buying intention is also high Saleem et al., (2015). This led to the proposed hypothesis: Hypothesis 9: There is significant influence between product relationship and buying intention for fashion garment in Myanmar market. Perceived Personal Lifestyle and Buying Intention Rand, Farah, & Hani (2017) studied how Jordanian passenger’s lifestyle affected their buying decisions, he found that the lifestyle positively influenced their decision to purchase the preferred products. Based on above previous research finding the following hypothesis for this study of fashion garment can be proposed as follow: Hypothesis 10: There is significant influence between perceived personal lifestyle and buying intention for fashion garment in Myanmar market. Perceived Value and Buying Intention Li (2017) studied about Sports and Tourism products purchase intention and he found that perceived value was significant effect on purchase intention. Naami, Rahimi, & Ghandvar ( 2017) studied about the relationship between perceived value, perceived risk and price on customers buying intention. Based on above previous research finding the following hypothesis for this study of fashion garment can be proposed as follow: Hypothesis 11: There is significant influence between perceived value and buying intention for fashion garment in Myanmar market.

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Figure 1: Represented the conceptual framework of this present study. Independent Variables

Attitudinal Factors H1 Mediated Variable (1) Product Expectation

H2 (6) Perceived Value (2) Brand Awareness

H3 (3) Reference Effects H11 H6

H7 Psychological Factors H4 H8 (7) Buying Intention (4) Product Relationship

H9 H5 H10 Dependent Variable 4. Methodology(5) Perceived Personal Lifestyle

Research Design As this present research is a quantitative research, the survey method was used to collect data. Regarding a survey, the researcher used the closed ended questionnaire as administered instrument. The questionnaire was designed by using 5-point Likert-type scale to investigate buying intention for fashion garment, including attitudinal factors, psychological factors and perceived value. Sampling Method and Sample Size The purposive random sampling method was conducted as follows: 1. The 400 samples calculated by requesting an equation suggested by (Yamane, 1973), was selected out of the target population. These population characterized the Myanmar people who had experiences in fashion garment. 2. A sample size for this fashion garment customer based on Yamane formula (Yamane, 1973) in department store, which is located in Yangon, Myanmar. 3. The researcher distributed questionnaire handouts in person. The questionnaire handouts are shared to the selected area during the month between September - November 2018.

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Reliability and Content Validity Assessment 1. Reliability The value of Cronbach’s Alpha Coefficient was conducted for measuring the reliability of the questionnaire. Consequently, the questionnaire would be approved when the alpha value must be 0.7-1.00 (Cronbach, 1951). The value of Cronbach’s Alpha Coefficient of overall questionnaire was 0.900. The value for product expectation, brand awareness, effects of reference, product relationship, perceived personal lifestyle, perceived value and buying intention were 0.857, 0.797, 0.789, 0.688, 0.763, 0.835 and 0.806 respectively. 2. Content Validity The researcher has measured the content validly by examining the comments of 3 specialists specialized in the fields of this study. The index value must be at least 0.5 or more; the content validity of the questionnaire would be acceptable. The total index value of this present study was 0. 920 that meant the questionnaire content validity was acceptable to use for this present study (Cronbach, 1951). Statistics and Data Analysis 1. Descriptive Statistics Demographic data including gender, age, occupation, opinion about fashion garment, most important reason to wear the fashion garment, reference that recommend to buy fashion garment, believe or rely on the references suggestions and monthly income would be measured by using percentage ratio and frequency counting. Respondents’ attitudes toward dependent, mediated and independent variables of this study which were measured by using the value of mean and standard deviation. 2. Inferential Statistics The Simple Regression and Multiple Regression technique were used for analyzing the influence between independent, mediated and dependent variables. The Simple Regression and Multiple Regression were applied to investigate the influence of attitudinal factors, psychological factors, perceived value and buying intention. The test of effect was statistically significant at 0.05.

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Results and Discussion 1. Demographic Data The majority of respondents were female. The age was in the range between 26-35 years old. Most of them were employee and fashion garment opinions were rather like it. Most important reasons to wear the fashion garment were to get along with social value. References that recommend them to buy fashion were themselves. Believes or relying on the references’ suggestions was they have more experiences with monthly income 200,000 – 300,000 Kyats. 2. The Analysis of product expectation, brand awareness, reference effects, product relationship, perceived personal lifestyle, perceived value and buying intention According to this present result of analysis, the majority of the respondents expected that the fashion garment should have various styles to choose (푋̅ = 3.57, S.D. = 1.048). The majority of the respondents recognized that famous brand should have better quality (푋̅ = 3.46, S.D. = 1.173). The research findings indicated that the majority of the respondents moderately agreed to wear the fashion garment according to the stylist’s suggestion (푋̅ = 3.37, S.D. = 1.217). The majority of the respondents rather agreed that the fashion garment could change my looks when meeting other people (푋̅ = 3.60, S.D. = 1.081). The majority of the respondents moderately agreed that they always spend a lot of time for making decision to buy the fashion garment (푋̅ = 3.24, S.D. = 1.177). The majority of the respondents rather agreed that they perceived about price value when buying the fashion garment (푋̅ = 3.59, S.D. = 1.118). The majority of the respondents rather agreed to buy fashion garment according to its quality (푋̅ = 3.44, S.D. = 1.122).

Table 1: A summary of overall means and standard deviation of all variables Variables 푋̅ S.D. Interpretation Product Expectation 3.43 .889 Rather agree Brand Awareness 3.35 .851 Moderate Reference Effects 3.13 .840 Moderate Product Relationship 3.49 .869 Rather agree Perceived Personal Lifestyle 3.09 .969 Moderate Perceived Value 3.44 .942 Rather agree Buying Intention 3.34 .916 Moderate Hypothesis Testing ~ 133 ~

Table 2: Product expectation, Brand awareness, Reference effects, Product relationship and Perceived personal lifestyle influencing perceived value. Independent B Beta t Adjusted F Sig. Results Variable R2 (P- Value) H1 Product .386 .365 7.924 .469 118.419 .000* affected Expectation H2 Brand Awareness .217 .196 4.190 .469 118.419 .000* affected H3 Reference Effects .297 .265 5.871 .469 118.419 .000* affected H4 Product .550 .507 13.077 .566 261.648 .000* affected Relationship H5 Perceived Personal .341 .351 9.049 .566 261.648 .000* affected Lifestyle Mediated: Perceived value *P ≤ 0.05

For Hypothesis 1: Multiple Regression technique was applied to analyze the influence of product expectation to perceived value, the value of Adjusted R2 could be explained that the model had moderate perception power 46.9% of total perceived value. Product expectation positively influenced perceived value (β=.365) as shown in table 2. For Hypothesis 2: Multiple Regression technique was applied to analyze the influence of brand awareness to perceived value, the value of Adjusted R2 could be explained that the model had moderate perception power 46.9% of total perceived value. Brand awareness positively influenced perceived value (β=.196) as shown in table 2. For Hypothesis 3: Multiple Regression technique was applied to analyze the influence of reference effects to perceived value, the value of Adjusted R2 could be explained that the model had moderate perception power 46.9% of total perceived value. Reference effects positively influenced perceived value (β=.265) as shown in table 2. For Hypothesis 4: Multiple Regression technique was applied to analyze the influence of product relationship to perceived value, the value of Adjusted R2 could be explained that the model

~ 134 ~ had rather moderate perception power 56. 6% of total perceived value. Product relationship positively influenced perceived value (β=.507) as shown in table 2. For Hypothesis 5: Multiple Regression technique was applied to analyze the influence of perceived personal lifestyle to perceived value, the value of Adjusted R2 could be explained that the model had moderate perception power 56.6% of total perceived value. Perceived personal lifestyle positively influenced perceived value (β=.351) as shown in table 2. Therefore, H1, H2, H3, H4 and H5 were accepted. It was statistically significant at 0.05.

Table 3: Product expectation, Brand awareness, Reference effects, Product relationship and Perceived personal lifestyle influencing buying intention. Independent B Beta t Adjusted F Sig. (P- Results Variable R2 Value) H6 Product .200 .194 3.975 .400 89.806 .000* affected Expectation H7 Brand Awareness .328 .305 6.142 .400 89.806 .000* affected H8 Reference Effects .290 .266 5.546 .400 89.806 .000* affected H9 Product .517 .490 11.190 .447 162.025 .000* affected Relationship H10 Perceived .252 .266 6.079 .447 162.025 .000* affected Personal Lifestyle Dependent variable: Buying intention *P≤0.05

For Hypothesis 6: Multiple Regression technique was applied to analyze the influence of product expectation to buying intention, the value of Adjusted R2 could be explained that the model had moderate perception power 40.0% of total buying intention. Product expectation positively influenced buying intention (β=.194) as shown in table 3. For Hypothesis 7: Multiple Regression technique was applied to analyze the influence of brand awareness to buying intention, the value of Adjusted R2 could be explained that the model had moderate perception power 40.0% of total buying intention. Brand awareness positively influenced buying intention (β=.305) as shown in table 3.

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For Hypothesis 8: Multiple Regression technique was applied to analyze the influence of reference effects to buying intention, the value of Adjusted R2 could be explained that the model had moderate perception power 40.0% of total buying intention. Reference effects positively influenced buying intention (β=.266) as shown in table 3. For Hypothesis 9: Multiple Regression technique was applied to analyze the influence of product relationship to buying intention, the value of Adjusted R2 could be explained that the model had rather moderate perception power 44.7% of total buying intention. Product relationship positively influenced buying intention (β=.490) as shown in table 3. For Hypothesis 10: Multiple Regression technique was applied to analyze the influence of perceived personal lifestyle to buying intention, the value of Adjusted R2 could be explained that the model had moderate perception power 44.7% of total buying intention. Perceived personal lifestyle positively influenced buying intention (β=.266) as shown in table 3. Therefore, H6, H7, H8, H9 and H10 were accepted. It was statistically significant at 0.05.

Table 4: Perceived value influencing buying intention. Independent B Beta t Adjusted F Sig. Results Variable R2 (P-Value) H11 Perceived .675 .694 19.212 .480 369.103 .000* affected Value Dependent variable: Buying intention *P≤0.05

For Hypothesis 11: Simple Regression technique was applied to analyze the influence of perceived value to buying intention, the value of Adjusted R2 could be explained that the model had moderate perception power 48.0% of total buying intention. Perceived value positively influenced buying intention (β=.694) as shown in table 4. Therefore, H11 was accepted. It was statistically significant at 0.05. Table 5 illustrated a summary of the results of hypothesis testing. This present finding showed that all hypothesis testing was accepted. All variables were statistically significant at 0.05.

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Table 5: A summary of hypothesis testing results. Hypothesis Results H1: Product expectation was positively influenced perceived value. Accepted H2: Brand awareness was positively influenced perceived value. Accepted H3: Reference effects was positively influenced perceived value. Accepted H4: Product relationship was positively influenced perceived value. Accepted H5: Perceived personal lifestyle was positively influenced perceived value. Accepted H6: Product expectation was positively influenced buying intention. Accepted H7: Brand awareness was positively influenced buying intention. Accepted H8: Reference effects was positively influenced buying intention. Accepted H9: Product relationship was positively influenced buying intention. Accepted H10: Perceived personal lifestyle was positively influenced buying intention. Accepted H11: Perceived value positively influenced buying intention. Accepted

Conclusion The research findings indicated that the majority of the respondents were female, age at 26-35 years old. Occupation was employee. Opinion about fashion garment was rather liked it, to get along with social value and themselves. In addition, they have more experiences with income between 200,000 - 300,000 Kyats. Regarding to the hypothesis testing and conclusions, the purposes of study were concluded as follows: 1. Attitudinal factors including product expectation, brand awareness and reference effects were positively influenced perceived value of Myanmar people on fashion garment. Among them, product expectation was mostly influenced perceived value. 2. Psychological factors including product relationship and perceived personal lifestyle were positively influenced perceived value of Myanmar people on fashion garment. Among them, product relationship was mostly influenced perceived value. 3. Attitudinal factors including product expectation, brand awareness and reference effects were positively influenced buying intention of Myanmar people on fashion garment. Among them, brand awareness was mostly influenced buying intention.

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4. Psychological factors including product relationship and perceived personal lifestyle were positively influenced buying intention of Myanmar people on fashion garment. Among them, product relationship was mostly influenced buying intention. 5. Perceived value was positively influenced buying intention of Myanmar people on fashion garment.

Recommendation The results from this present research showed that all the five independent variables positively influenced the mediated variable as well as the dependent variable. The tests done on reliability and responsiveness, have indicated that product expectation, perceived value and buying intention were more significant factors to support the analysis. In order to initiate people to buy the fashion garment, the garment business should recognize about 3.60, 3.59, 3.57, 3.46, 3.37 and 3.24 means of the following factors product relationship, perceived value, product expectation, brand awareness, reference effects and perceived personal lifestyle. If they perceive that the fashion garment will give them various styles, various design, various color, price value and good personality. Their possibility to buy the fashion garment will be high. In order to set up the fashion garment business, the garment business should recognize about 3.59 and 3.44 means of the following factors perceived value and buying intention. If they perceive that the fashion garment will give them higher self-confidence and attractive from others in the society. Their possibility to buy the fashion garment will be high. One significant contribution of this study is, the findings allows the garment industry to realize the various influencing factors in in terms of significant levels. It has been revealed that product relationship has the most influence on buying intention with the highest mean of 3.49. This is followed by product expectation 3.43, brand awareness 3.35, buying intention 3.34 and reference effects 3.13. Although perceived personal lifestyle is not ranked highly, it is still considered important with a slightly lower mean of 3.09. What this means is that for a garment company to successfully reach out to its potential buyers, it needs to focus more on the building of relationship with its customers. The company needs to develop greater integrated marketing communication to draw the attention and interest of the buyers. Integrated Marketing Communication is beyond the traditional concept of limiting

~ 138 ~ brand or marketing communications to advertising, event marketing, PR, direct marketing, and so on. It includes all other forms of communications, marketing elements, activities and functions that influence the relationship between the audience and the organization and its brand (Schultz & Schultz, 1998). When the customers become interested in the brand and participate in the marketing activities, it shows high customers’ engagement. This is considered as a profitable relationship (Duncan & Everett, 1993). The combination of marketing and communication can measure the customer engagement and involvement toward the relationship between consumer and brands. To build this relationship, it needs to establish some form of connectivity and involvement (Higgs & Polonsky, 2007). Thus, this is a critical strategy for the sustainability of the brand and an important managerial implication of the research. In order to encourage Myanmar consumers to buy fashion garment again, the fashion garment owners should build the image in terms of product, price and promotion as mentioned in the research finding. In order to increase consumer’ s intention to buy fashion garment, the marketers should make promotion like buy two get one free or some discount such as thirty percent discount or fifty percent discount. Business owners should make investment in fashion garment business because Myanmar culture change like other countries such as Thailand in the future. So, Myanmar people will substitute fashion garment instead of traditional clothes in the future because fashion garment is more convenience than Myanmar traditional clothes. This present research finding can help business owners and marketers not only understand the Myanmar people buying behavior towards fashion garment but also help to fashion garment business to understand their basic needs and requirements of their potential consumers that can leads increase the sales. 1. The fashion garment in this present study have been limited with in Yangon, Myanmar; therefore, an extension of brands and data collection area in order to other parts of Myanmar will be beneficial for fashion garment investors, business owners and other garment industries. 2. According to the results of hypothesis testing, all independent variables are influenced mediated variable .365, .196, .265, .507 and .351 beta values of the following factors product expectation, brand awareness, reference effects, product relationship and perceived personal lifestyle. Most dependent variables are more influenced dependent variable than mediated variable.

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As a result, next study should be including customer expectation on brand fashion garment along with their perception about specific brands. 3. According to the results of hypothesis testing, all independent variables are influenced dependent variable .194, .305, .266, .490 and .266 beta values of the following factors product expectation, brand awareness, reference effects, product relationship and perceived personal lifestyle. Independent variables are influenced dependent variable and brand awareness was the most influence on buying intention. As a result, next study should be focus on customers satisfactions and repurchase intention on brand fashion garment or fast fashion such as H&M, Zara and Forever 21 in order to extend and develop businesses in the future. 4. According to the results of hypothesis testing, mediated variable is influenced dependent variable .694 beta value of perceived value. As a result, all variables are influenced buying intention. Thus, next study should be focus on brand loyalty and service quality and sales promotion explored and included in the future studies. 5. This present research focused on fashion garment and this present research results can apply inter-correlation with other products such as shoes, bags, accessories and fast fashion such as H&M, Zara and Forever 21. This present research is quantitative research and we need more information and deeper inside in the future by using other research techniques such as qualitative research and should make observation and in-depth interviews.

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The 5th National & the 2nd International Academic Conference

“Roles of the university as the driver for changes and Innovation-based society” 13th – 14th February 2020 At Rattanathepsatri Building, Thepsatri Rajabhat University

Development Guidelines on Rice Supply Chain Management Skills for Farmers in Tha Wung District, Lop Buri Province Assist. Prof. Dr. Chirawan somwang1

ABSTRACT

The objectives of this research were to 1) study rice supply chain management skills of farmers in Tha Wung district, Lop Buri Province, Lop Buri province, 2) compare rice supply chain management skills of farmers in Tha Wung district, Lop Buri Province, Lop Buri province when classified by gender, age, education level, rice production experience, rice field possession, average cost of rice cultivation per rai, average annual income from rice crop, size of rice fields, and rice yield per rai, and 3) examine development guidelines on rice supply chain management skills of farmers in Tha Wung district, Lop Buri Province, Lop Buri province. Quantitative research samples consisted of 330 farmers who were members in Tha Wung agriculture cooperative limited, Lop Buri province. Research samples were selected by the stratified random sampling technique, classified by members’ group. Quantitative research instrument was a set of questionnaire with the reliability of 0.806. Qualitative research samples were 13 committees of Tha Wung agriculture cooperative limited. The focus group discussion was provided to collect the qualitative data. Quantitative data was analyzed in terms of descriptive statistic. Qualitative data was analyzed in term of content analysis. The research findings revealed that rice supply chain management skills of farmers in Tha Wung district, Lop Buri province, in overall was at high level. The mean could be arranged in descending order as follows; making skill, delivering skill, sourcing skill, planning skill, and returning skill. According to the comparison of rice supply chain management skills of farmers in Tha Wung district, Lop Buri province, when classified by gender, there was statistically significant difference at the .01. When classified by education level, rice field possession, average cost of rice cultivation per rai, size of rice fields, and rice yield per rai, there was statistically significant

1Lecturer at Department of Logistics Management, Faculty of Management Science, Thepsatri Rajbhat University E-mail : [email protected] difference at the .001. Moreover, when classified by age and average annual income from rice crop, there was statistically significant difference at the .05. In addition, the development guidelines on supply chain management skills for farmers could be seen in government supports especially the rice price guarantee. Moreover, Tha Wung agriculture cooperative limited required logistics and supply chain management experts to coach and give some advice to farmers. They could increase their productivity and reduce costs of rice production.

KEYWORDS: Development guidelines, Rice supply chain management, Members of Agriculture Cooperative Limited

Statement of the problems Thailand had been the world’s leading rice exporter over three decades. Thai rice had been exported to many countries all over the world. Thailand had approximately 20 - 25% global market share and created an average annual income of over 150 billion baht. In 2018, Thailand exported 11.09 million tonnes of rice. The value was about 180 billion baht. Furthermore, rice - based innovative products, such as Thai Hom Mali rice, or organic rice, had been developed with modern technology. These Thai rice products could be an important income-generating source of export, creating added value and new dimension in the global rice trade (Department of International Trade Promotion, 2019, para. 7 - 8). Moreover, the world’s important rice production with nearly 90% of total world was Asia. There were three major rice-exporting countries in Asia such as Thailand, India, and Vietnam. The domestic rice consumption in Thailand about 10 million tonnes of milled rice, that was approximately half of the total national harvest. The domestic rice market had seen low levels of growth. In the last few years, Thai rice sector had experienced major structural changes because of the rice-pledging scheme. This policy had caused the following problems in the domestic rice supply chain. Thai farmers would have low income because of unpredictable climates, which might have negative results for their rice yields. In addition, the other problems were from 1) low rice prices due to large global stocks, 2) exploitation by middlemen, and 3) the rising costs of farm inputs (Krungsri Research, 2017, pp. 1 - 6). There were several problems of supply chain management for Thai farmers in Ban Mee and Tha Wung district, Lop Buri province. First, their paddy price was the lowest over the past few

~ 145 ~ years. It was around 5,000 baht per tonne or 5 baht per kilogram. However, in this selling paddy price, they had to cut for transportation costs about 2 baht per kilogram and the paddy weight scale machine about 2 or 3 baht per kilogram. Therefore, they received only 4,500 - 4.600 baht per tonne. Second, most of them did not have the rice barn for the storage and drying of harvested rice. They had to sell the paddy right away after harvesting. They must accept for the selling paddy rice despite the fact that they would loss the profit. Third, they had faced on the natural disasters. Drought or flood damage in the rice field would make them have the low productivity. One of the important effects from these problems was farmers’ debt grow (Chatchawarn Kaewkajai, 2016, para. 1 - 2).

Research Objectives 1. To study rice supply chain management skills of farmers in Tha Wung district, Lop Buri province. 2. To compare rice supply chain management skills of farmers in Tha Wung district, Lop Buri province when classified by gender, age, education level, rice production experience, rice field possession, average cost of rice cultivation per rai, average annual income from rice crop, size of rice fields, and rice yield per rai. 3. To examine the development guidelines on rice supply chain management skills of farmers in Tha Wung district, Lop Buri Province.

Scope of Research 1. Scope of Research Area This research was studied in in Tha Wung district, Lop Buri province. 2. Scope of Population and Sample In accordance with a quantitative research, the research population consisted of 1,858 members in Tha Wung agriculture cooperative limited, Lop Buri province. Research samples were 330 members, calculated by using the Taro Yamane Formula. Samples were selected by the stratified random sampling technique. According to a qualitative research, the research samples were 13 committees of Tha Wung agriculture cooperative limited.

3. Scope of Research Content

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This study was a mixed methods research. It was used to integrate quantitative and qualitative research providing a better understanding of the research problem by participated with public sectors, private sectors and community.

Conceptual framework of the research project The conceptual framework of this research was developed from Supply Chain Operations Reference or SCOR Model. This model was used to identify, analyze, measure, and improve the operational activities in supply chain management. There were five important processes in SCOR model which were plan, source, make, deliver, and return (Richards, and Grinsted, 2016, pp. 213 - 214).

Figure 1 Conceptual framework of the research project

Research Methodology The research methodology was implemented based on research objectives. According to research objective 1 and 2, the research methodology was as follows: 1. The researcher studied on secondary data to do the literature review for identifying the conceptual framework, variables, and research instrument. 2. The research studied on primary data by doing the field survey from a target group directly through following these steps:

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2.1 Research population and samples Research population comprised of 1,858 farmers who were members in Tha Wung agriculture cooperative limited, Lop Buri province. Research samples were 330 members calculated by using the Taro Yamane Formula with an error of 5% and with confidence coefficient of 95%. They were selected by the disproportional stratified sampling technique, classified by 48 members’ groups. Therefore, there were 47 groups of seven members each and one group of eight members. 2.2 Research instrument Quantitative research instruments were a set of questionnaire with the reliability of 0.806. The questionnaire used in this research consisted of three sections. The first section investigated basic demographic information from respondents. The second section of the questionnaire inquired information about rice supply chain management, which were 32 questions divided into five aspects (planning skill, sourcing skill, making skill, delivering skill, and returning skills). These five dimensions further composed of a number of items measured on a three-point rating scale. The rating of 3 was “always do”. The rating of 2 was “sometimes do”, and the rating of 1 was “never do”. The last but not least section was an in-depth interview of farmers. 2.3 Research data analysis Quantitative data was analyzed in terms of descriptive statistics (percentage, arithmetic mean, standard deviation, F-test in One Way ANOVA, and the pairwise comparison by Fisher’s Least Significant Difference (LSD)). Qualitative data was analyzed in term of content analysis. According to research objective 3, the research methodology was as follows: 1. A researcher analyzed, synthesized, and concluded quantitative and qualitative data receiving from research objective 1 and 2. 2. In this research objective 3, it was a participatory action research (PAR). Research samples were 13 committees of Tha Wung agriculture cooperative limited. Qualitative research instrument was a focus group discussion and interview for conducting the development guidelines on rice supply chain management skills of farmers in Tha Wung district, Lop Buri Province. Qualitative data was analyzed in term of content analysis.

Research Outcomes ~ 148 ~

1. Most respondents were female (52.12 percent). The majority of respondents’ ages were more than 50 years old (50.00 percent). Most of them graduated lower secondary education (59.39 percent). Most respondents had rice production experience over 20 years (58.18 percent), and rented rice field (59.70 percent). Most of them had the average cost of rice cultivation per rai of 4,000-5,000 baht (67.58 percent), and had the average annual income from rice crop of 100,000- 200,000 baht (63.33 percent). Most respondents had less than 30 rai of the size of rice fields, and had 8 tonnes of rice yield per rai. 2. Rice supply chain management skills of farmers in Tha Wung district, Lop Buri Province, Lop Buri province, in overall was at high level ( x = 2.50, S.D. = 0.23). The mean could be arranged in descending order as follows; making skill ( = 2.89, S.D. = 0.16), delivering skill ( = 2.69, S.D. = 0.21), sourcing skill ( =2.63, S.D. = 0.28), planning skill ( = 2.34, S.D. = 0.31), and returning skill ( = 1.95, S.D. = 0.66). 2.1 As stated in the aspect of farmers’ planning skill, the arithmetic mean in overall was at high level ( = 2.34, S.D. = 0.31). The top 3 highest mean could be ranged as follows: 1) the rice production planning such as selecting rice varieties suitable for local seasons, local areas, and market needs ( = 2.93, S.D. = 0.25), 2) the labor planning such as herbicide spraying workers, harvesting workers, and delivery workers ( = 2.87, S.D. = 0.50), and 3) the purchasing planning of raw materials, such as rice varieties, chemical and organic fertilizers, and herbicides ( = 2.71, S.D. = 0.64). The lowest mean was the financial planning such as doing income statement, or production cost calculation ( =1.34, S.D. = 0.68). 2.2 In consonance with the aspect of farmers’ sourcing skill, the arithmetic mean in overall was at high level ( =2.63, S.D. = 0.28). The top 3 highest mean could be ranged as follows: 1) controlling the amount of raw materials purchasing ( = 2.98, S.D. = 0.12), 2) preparing essential tools and equipment for rice production ( = 2.96, S.D. = 0.20), and 3) purchasing raw materials in reasonable prices ( = 2.95, S.D. = 0.22). The lowest mean was searching new sources to buy raw materials for decision making alternatives ( = 2.13, S.D. = 0.84). 2.3 In accordance with the aspect of farmers’ making skill, the arithmetic mean in overall was at high level ( = 2.89, S.D. = 0.16). The top 3 highest mean could be ranged as follows: 1) managing water efficiently ( = 2.96, S.D. = 0.20), 2) harvesting rice at the right time

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( x = 2.96, S.D. = 0.20), and 3) managing and implementing rice production process ( = 2.95, S.D. = 0.22). The lowest mean was providing work assignment to workers ( = 2.72, S.D. = 0.64). 2.4 In the aspect of farmers’ delivering skill, the arithmetic mean in overall was at high level ( =2.69, S.D. = 0.21). The top 3 highest mean could be ranged as follows: 1) selecting delivery routes for reducing transportation costs ( = 2.95, S.D. = 0.22), 2) delivering rice paddy on time and right quantity to customers ( = 2.95, S.D. = 0.22), and 3) selecting the types of transportation vehicles suitable for rice paddy quantity ( = 2.93, S.D. = 0.25). The lowest mean was checking rice paddy quality before delivering to customers or the mill ( = 1.95, S.D. = 0.87). 2.5 In accordance with the aspect of farmers’ returning skill, the arithmetic mean in overall was at moderate level ( = 1.95, S.D. = 0.66). The top 3 highest mean could be ranged as follows: 1) doing price guarantee agreements ( = 2.84, S.D. = 0.48), 2) doing raw material supply agreements ( = 1.84, S.D. = 0.93), and 3) doing the agreement of defective product returns ( = 1.83, S.D. = 0.95). The lowest mean was doing the expense statement of raw material returns ( = 1.48, S.D. = 0.77). 3. According to the comparison of rice supply chain management skills of farmers in Tha Wung district, Lop Buri Province, Lop Buri province, when classified by gender, there was statistically significant difference at the .01. When classified by education level, rice field possession, average cost of rice cultivation per rai, size of rice fields, and rice yield per rai, there was statistically significant difference at the .001. Moreover, when classified by age and average annual income from rice crop, there was statistically significant difference at the .05. 4. In addition, results from a focus group discussion and interview showed that the development guidelines on supply chain management skills for farmers could be seen in the government supports especially the rice price guarantee. Furthermore, Tha Wung agriculture cooperative limited required logistics and supply chain management experts to coach and give some advice to farmers. They could increase their productivity and reduce costs of rice production. Discussion 1. According to the aspect of farmers’ planning skill Tha Wung District, Lop Buri Province, the arithmetic mean in overall was at high level. The highest mean was the rice production planning such as selecting rice varieties suitable for local seasons, local areas, and market needs. This study was consisted with the research of Sirisorncharoen Kamonlimsakun, Tawee Watcharakiettisak, Doungporn Kitatron, and Suwanna Techateerapreda (2017, p. 133). Their

~ 150 ~ research found that planning skills were important for Nakhon Ratchasema farmers in rice supply chain. Farmers would follow up the climate forecast data, so they could make rice production plan. They would look into the price of rice paddy from the mill, therefore they could know the place to offer them the best price of rice paddy. 2. According to the aspect of farmers’ sourcing skill, the arithmetic mean in overall was at high level. The highest mean was controlling the amount of raw materials purchasing. This study was consisted with the research of Sirisorncharoen Kamonlimsakun, Tawee Watcharakiettisak, Doungporn Kitatron, and Suwanna Techateerapreda (2017, p. 133). Their research revealed that farmer could produce their own raw materials of rice production such rice seeds, organic fertilizers, or tools. However, many of them could buy raw materials from different stores. It was depend on quality and prices of raw material. Most of them had low capital, therefore, they did not have the inventory. This study was also consisted with the research of Sunchai Langthaekun, and Chetsada Noknoi (2016, p. 37). Their research presented that Phatthalung farmers could find enough raw materials on time to the rice production. Most of labors were their family members and they preferred to make their own organic fertilizers. 3. According to the aspect of farmers’ making skill, the arithmetic mean in overall was at high level. The highest mean was managing water efficiently. This study was consisted with the research of Sirinat Cuanprakobkit (2010, p. 94). Her research revealed that the aspect of Chachoengsao farmers’ making skill was at high level. 4. According to the aspect of farmers’ delivering skill, the arithmetic mean in overall was at high level. The highest was selecting delivery routes for reducing transportation costs. This study was consisted with the research of Yuttakorn Ritthaisong, Ekkarat Akasart, Benjamas Apisitpinyo, and Suwimon Tungprasert (2018, p. 138). Their findings revealed that Nakhon Ratchasima farmers’ delivering skill was at high level. Farmers would consider transportation costs first. Then, they could select the types of vehicles. 5. According to the aspect of farmers’ returning skill, the arithmetic mean in overall was at moderate level. The highest mean was doing price guarantee agreements. This study was consisted with the research of Sirisorncharoen Kamonlimsakun, Tawee Watcharakiettisak, Doungporn Kitatron, and Suwanna Techateerapreda (2017, p. 135). Their research illustrated that farmers always accepted rice paddy prices from the mill because they did not want to sell them in other places. It would cost them a lot money to transport their rice paddy to other mills.

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6. In accordance with the comparison of rice supply chain management skills of farmers in Tha Wung district, Lop Buri Province, when classified by gender, there was statistically significant difference at the .01. This study was consisted with the research of Obura, Ombok, and Omugah (2017, p. 15). Their research revealed that the majority of respondents’ gender were female farmers and had better rice supply chain management skills than male farmers. 7. In accordance with the comparison of rice supply chain management skills of farmers in Tha Wung district, Lop Buri Province, when classified by education level, there was statistically significant difference at the .001. This study illustrated that farmers, graduating in bachelor degree, had better rice supply chain management skills. Most of them could apply their knowledge to improve the efficiency of rice production. They could use information technology to search and create new knowledge for rice production. 8. In accordance with the comparison of rice supply chain management skills of farmers in Tha Wung district, Lop Buri Province, when classified by rice field possession, there was statistically significant difference at the .001. This study was consisted with the research of (Obura, Ombok, and Omugah (2017, p. 15). Their research represented that Kenya farmers, having their own land, had better rice supply chain management skills. 9. In accordance with the comparison of rice supply chain management skills of farmers in Tha Wung district, Lop Buri Province, when classified by average cost of rice cultivation per rai, there was statistically significant difference at the .001. This study revealed that farmer, having the average cost of rice cultivation per rai less than 4,000 baht, had better rice supply chain management skills. They could manage the costs rice production effectively. 10. In accordance with the comparison of rice supply chain management skills of farmers in Tha Wung district, Lop Buri Province, when classified by size of rice fields, there was statistically significant difference at the .001. This study was consisted with the research of Ndunguru, Madulu, Lewzaura, Kajiru, Babu, Chalamil, et.al. (2016). Their research showed that farmers, having different size of rice fields, had different rice supply chain management skills. 11. In accordance with the comparison of rice supply chain management skills of farmers in Tha Wung district, Lop Buri Province, when classified by rice yield per rai, there was statistically significant difference at the .001. This study revealed that farmer, having more than 9 tonnes rice yield per rai, had better rice supply chain management skills.

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12. In accordance with the comparison of rice supply chain management skills of farmers in Tha Wung district, Lop Buri Province, when classified by age there was statistically significant difference at the .05. This study showed that farmers at the of 30 - 40 years old would had better rice supply chain management skills than other age groups. This age range was the working age. Therefore, they would like to learn new knowledge to improve their rice production. 13. In accordance with the comparison of rice supply chain management skills of farmers in Tha Wung district, Lop Buri Province, when classified by average annual income from rice crop, there was statistically significant difference at the .05. This study presented that farmer, having the average annual income from rice crop less than 100,000 baht, had better rice supply chain management skills.

Suggestions The essential suggestions were as follows: 1. As stated by research findings, the workshop seminar or technology transfers of rice logistics and supply chain should be provided to farmers, especially, in the topics of logistics costs and expense statement. Thus, famers could do their own financial plan effectively. They could manage and control their rice production costs. Doing expense statements of sourcing and returning raw materials could assist them to make decisions on suppler selection. Moreover, farmers should be supported to awareness of rice quality examination before selling to customers or the mills. 2. The network and connection in rice supple chain should be created for all stakeholders. Thus, they could support, advice, and assist each other, such as knowledge exchange in rice production. 3. Coaching system or professional experts in logistics and supply chain management should be provided to farmers. They could give academic and beneficial advices to farmers. Learning from professional experts, farmers could increase their skills in rice supple chain. However, the assessment and monitoring in farmers’ performance should be implemented continuously.

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References

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The 5th National & the 2nd International Academic Conference

“Roles of the university as the driver for changes and Innovation-based society” 13th – 14th February 2020 At Rattanathepsatri Building, Thepsatri Rajabhat University

Community Enterprise: A Case Study of Fermented Fish chili Sauces by Moo 4 Woman Group (Hua Pa Chef), Hua Pa Sub-district, Phrom Buri District, Sing Buri Province

Chutima Thong-in1, Jejira Pachayaka2, Natpaphat Muangngam3, Supalak Chitsiri4, Lakkhana Duangsikaew 5,Dr. Usanee Jitimanee6, & Assist. Prof. Dr. Chirawan Somwang7,

ABSTRACT

The objectives of this study were to 1) examine problems on supply chain performance of fermented fish chili sauces by Moo 4 woman group (Hua Pa chef), Hua Pa sub-district, Phrom Buri district, Sing Buri province, and 2) develop the improvement guidelines on supply chain management for fermented fish chili sauces by Moo 4 woman group (Hua Pa chef), Hua Pa sub- district, Phrom Buri district, Sing Buri province. This study was a qualitative research. Research samples consisted of stakeholders of Moo 4 woman group (Hua Pa chef) such as the owner and members of Moo 4 woman group (Hua Pa chef), suppliers, and customers. The research instrument was an in-depth interview. Qualitative data was analyzed in term of content analysis. The problems of supply chain performance of fermented fish chili sauces by Moo 4 woman group (Hua Pa chef) were labor shortage, imbalance working duty, lack of FDA certified, unhygienic place, inappropriate warehouse, and lack of income statement. The improvement guidelines on supply chain management for fermented fish chili sauces by Moo 4 woman group (Hua Pa chef) were seen in the areas of inventory and warehouse improvement, written work assignment, increasing labors, production area improvement, supplier evaluation, ingredient accuracy measurement, and recording income statement.

KEYWORDS : A Primary Diagnosis, Supply Chain Performance, Community Enterprise,

1-5 Undergraduate students from Logistic Management, Faculty of Management Science, Rajbhat Thepsatri Univeristy 6-7 A Lecturer from Logistic Management, Faculty of Management Science, Rajbhat Thepsatri Univeristy Statement of the problems The One Tambon One Product (OTOP) project has been launched more than a decade ago. It is a program which Thai government has been promoting micro and small enterprises (MSEs), rural SMEs (small and medium-sized enterprises), and local enterprises all sub- over the country ( Seksan Phonsuwan, & Voratas Kachitvichyanukul, 2011, p. 498) . OTOP represented to “One Tambon (meaning sub-district) One Product” produced by local entrepreneurs. Thai government has contributed a policy of promoting social enterprises to enhance of citizens’ life quality (Bangkok Post, 2017, para. 1). The research conducted by Community Development Department (CDD) studied and found problems of local OTOP entrepreneurs such as low quality, using low technology, lack of knowledge, lack of marketing and business skills ( Vorasun Buranakarn, 2017, p. 59). Sing Buri province is one of the most favorite places to dine on delicious river fish. There are many fish in the provincial rivers and waterways. Fermented fish chili sauces by Moo 4 woman group (Hua Pa chef) was found by Suwan Maphorn in 2004. The severe flooding occurred during that year. There were plentiful fish everywhere in the village. Villagers in the community made fermented fish to increase their household income. Maphorn family has been known for making delicious chili sauces. Therefore, Suwan Maphorn started and established Moo 4 woman group (Hua Pa chef) to produce fermented fish chili sauces. Moo 4 woman group (Hua Pa chef) has been doing business over 15 years. They have been faced business obstacles such as economic fluctuations, many business competitors, many business competitors, difficulty finding new market opportunities, and high cost of distribution. Based on these findings, this study was conducted in order to focus further on a primary diagnosis methodology of the supply chain performance for small and micro community enterprise of Fermented Fish chili Sauces by Moo 4 Woman Group (Hua Pa Chef).

Research Objectives 1. To examine problems on supply chain performance of fermented fish chili sauces by Moo 4 woman group (Hua Pa chef), Hua Pa sub-district, Phrom Buri district, Sing Buri province. 2. To develop the improvement guidelines on supply chain management for fermented fish chili sauces by Moo 4 woman group (Hua Pa chef), Hua Pa sub-district, Phrom Buri district, Sing Buri province. ~ 156 ~

Scope of Research 1. Scope of research geographic area. This research studied in Moo 4, Hua Pa Sub-district, Phrom Buri District, Sing Buri Province. 2. Scope of populations and samples. The research populations and samples consisted of stakeholders of Moo 4 woman group (Hua Pa chef) such as the owner and members of Moo 4 woman group (Hua Pa chef), suppliers, and customers. 3. Scope of research context. This study was a qualitative research to diagnose of supply chain performance for community enterprise of Fermented Fish chili Sauces by Moo 4 Woman Group (Hua Pa Chef).

Conceptual framework of the research project The research framework for a primary diagnosis methodology of the supply chain performance for small and micro community enterprise of Fermented Fish chili Sauces by Moo 4 Woman Group (Hua Pa Chef) is demonstrated in figure 1.

Input Process Output

Information from Moo 4 - Observation and - The improvement Woman Group (Hua Pa in -depth interview guidelines on supply Chef) and Stakeholders - Data Analysis chain management

Figure 1 Research Framework

Research Methodology A primary diagnosis methodology of the supply chain performance for small and micro community enterprise of Fermented Fish chili Sauces by Moo 4 Woman Group (Hua Pa Chef) was as following: 1. Gathering of primary and secondary data by visiting Moo 4, Hua Pa Sub-district, Phrom Buri District, Sing Buri Province. Researchers collected both primary and secondary data in the actual practices on supply chain performance. The samples were selected by the purposive

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sampling technique. The research tool was an in-depth interview form. It was conducted with the owner and stakeholders (such as members, customers, suppliers, and community). 2. Analyzing data. Qualitative data was analyzed in term of content analysis. 3. Providing the improvement guidelines on supply chain management for fermented fish chili sauces by Moo 4 woman group (Hua Pa chef), Hua Pa sub-district, Phrom Buri district, Sing Buri province.

Research Outcomes Symptoms from diagnosing supply chain performance for fermented fish chili sauces by Moo 4 woman group (Hua Pa chef) illustrated as follows: 1. Business Value Chain The business value chain of fermented fish chili sauces by Moo 4 woman group (Hua Pa chef) comprised of 1) primary activities, and 2) support activities illustrated in figure 2.

Firm Structure: Family business, using home areas to produce products Human Resources: 8 multi-purpose staffs, OEM of raw material preparation Technology Development: Using basic technology

Procurement: Purchasing raw materials within the community Margin

Inbound Operations: Outbound Marketing Services: Logistics: Make-to- Logistics: and Sales: Free By own car order and By own car Direct & Delivery & Suppliers’ Make-to- and Indirect vehicles stock Middleman Channel

Figure 2 The business value chain of fermented fish chili sauces by Moo 4 woman group (Hua Pa chef)

2. Business Model Canvas The business model canvas of fermented fish chili sauces by Moo 4 woman group (Hua Pa chef) illustrated in figure 3.

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Figure 3 Business model canvas of fermented fish chili sauces by Moo 4 woman group (Hua Pa chef)

3. Supply Chain Activities 3.1 Upstream Activities involved with suppliers in 3 main raw materials. First, suppliers for chili supply were from farmers within and nearby communities, and Sing Buri municipal fresh market. Second, suppliers for fermented fish supply were from Sing Buri municipal fresh market. Third, suppliers for ingredients such as shallot, garlic, lime, and finger root were from farmers within and nearby communities, and Sing Buri municipal fresh market. 3.2 Midstream activities concerned with Moo 4 woman group (Hua Pa chef) who was the chili sauce manufacturer. The manufacturing of fermented fish chili sauces were make-to-order and make-to-stock production. Fermented fish chili sauces were produced approximately 200 - 300 kilograms every day. 3.3 Downstream activities involved with distributors such as sellers in Sing Buri province tourist attractions, online stores, and in-house sale.

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UPSTREAM MIDSTREAM DOWNSTREAM

Figure 4 Supply Chain Activities of fermented fish chili sauces by Moo 4 woman group (Hua Pa chef)

4. SCOR Analysis The supply chain performance for fermented fish chili sauces by Moo 4 woman group (Hua Pa chef) was analyzed by using SCOR model presented in Table 1.

Table 1 SCOR Analysis of for fermented fish chili sauces by Moo 4 woman group (Hua Pa chef)

Plan 1. The enterprise had a daily raw material procurement planning. 2. The enterprise had a labor planning. There were at least 5 staffs per day. 3. The enterprise had a production planning. Fermented fish chili sauces were produced every day. The production of other chili sauces was rotated. Source 1. Raw material sources were from farmers within the community village and markets. 2. Raw materials were easy to find, buy, and transport. 3. The enterprise had good relationship with all suppliers. As a result, raw materials were delivered in the right time, right quality and right quantity. 4. Raw materials were kept in dry and airy area. Make Make-to-order production could reduce inventory costs and meet customers’ need. Make-to-stock production could minimize customer’s waiting time. Delivery 1. Products were distributed and sold to middlemen. They picked products up at the enterprise office. 2. The enterprise delivered products to customers by its own cars. Return There were no returned raw materials and products.

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5. Ishikawa Diagram Problems of supply chain performance for fermented fish chili sauces by Moo 4 woman group (Hua Pa chef) was analyzed by using Ishikawa diagram showed in figure 5.

Place Production People

No quality Delay Labor Shortage certification An imbalance workstation No ingredient

measurement

Problems of supply

Unhygienic chain performance

Imbalance Basic

working duty Verbal technology assignment Lack of income statement Inappropriate Lack of recipe and ingredient warehouse No advertisement Lackrecord of customer database Management Technology Information

6. SWOT Analysis The supply chain performance for fermented fish chili sauces by Moo 4 woman group (Hua Pa chef) was examined by using SWOT analysis was as follows: Strengths: - The chili sauce recipe of Moo 4 woman group (Hua Pa chef) was a homemade secret recipe. It was a deliciously unique. - The enterprise was located nearby suppliers. Most of raw materials were from organic farms within the community. - The enterprise had good relationships with suppliers and middlemen. - The enterprise did not have any problems on its capital investment. Weaknesses: - The enterprise products were distributed and sold only in Sing Buri province. - The enterprise lacked of product advertisement.

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- The enterprise’s products were not certified by FDA. - Product’s packaging was not beautiful and attractive. - The enterprise lacked of income statement record. Opportunities: - In 2019, Thai government launched many policies to support OTOP products and community enterprises. - Thai government launched the local tourism campaign, such as “We love Local” or “Nawatwithi OTOP Community”. - Thai consumers were more interested in community products. - People in the village supported Moo 4 woman group (Hua Pa chef). Threats: - There were many business competitors in Sing Buri and nearby provinces. - The raw material costs were not stable and depended on economic situations.

Discussion The improvement guidelines on supply chain management for fermented fish chili sauces by Moo 4 woman group (Hua Pa chef) were as follows: 1. The enterprise should arrange the production place for storing raw materials. They should have the warehouse room. In the warehouse, they should have the shelf or rack for keeping and categorizing raw materials. Some raw materials needed to keep in the fridge. 2. The enterprise should have the written work assignment for staffs. They could do their own daily-duty efficiently. Moreover, the enterprise should have the labor planning to prevent labor shortage problems. 3. The production area should not the same place with a living house. They should have production place or building separately. All pets, such as dogs, cats or chicken, were not allowed in the production area. 4. The enterprise should do the supplier evaluation in order to receive good price and good quality of raw materials. 5. The enterprise should have the database of ingredient measurement for the taste accuracy.

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6. The enterprise should do the income statement. They could know their exactly costs and incomes. It was very useful for their financial plan to expand business or buy machines.

Suggestions This research only studied in Moo 4 woman group (Hua Pa chef), the future research should study in different locations. The further study should examine new independent and dependents variables to expend the conceptual framework such as, the linkage routes from Samchuk community market to other tourism attractions in province, or public participation on community-based tourism management.

Acknowledgements This research would not have been accomplished without the advice and support of Asst. Prof. Thanida Pudeang, Dean of Management Science Faculty, and Asst. Prof. Wanida Permsiri, Associate Dean for Academmic, Management Science Faculty, Thepsatri Rajabhat University.

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