The Development of Instructional Packages in English Grammar
on Conditional Sentences for the 10th Grade Students
Nutcharee Narmratch 1* Assistant Professor Dr. Nawamin Prachanant 2
Dr.Surachai Piyanukool 2
1*
Master’s degree in English, Graduate School, Buriram Rajabhat University
2
Advisors, Graduate School, Buriram Rajabhat University
*Corresponding author. E-mail:cherry.narm@yahoo.co.th
Abstract
The purposes of this research were: 1) to develop and determine the efficiency of instructional packages
in English grammar on conditional sentences for 10th grade students to meet the criteria set at 75/75; 2) to
compare the students’ learning achievement before and after learning through the instructional packages
in English grammar on conditional sentences; 3) to investigate the effectiveness index of instructional
packages in English grammar on conditional sentences for 10th grade students; and 4) to study the
students’ satisfaction towards the instructional packages in English grammar on conditional sentences.
The samples were 33 10th grade students who enrolled the fundamental English course (EN31102) in the
second semester of the academic year 2010 at Thantongpittakhom School in Lamplaimat District,
Buriram Province, selected by using purposive sampling technique. The instruments used in this study
were: 1) the English grammar on conditional sentences instructional packages; 2) the learning
achievement tests; and 3) the satisfaction questionnaire. The statistics used for analyzing the collected
data were percentage, mean, standard deviation, and dependent samples t-test. The findings were as
follows:
1. The instructional packages in English grammar on conditional sentences for 10th grade students
had an efficiency of 78.83/77.42 which was higher than the criteria set at 75/75.
2. The 10th grade students who learned by instructional packages in English grammar on conditional
sentences after learning had higher achievement than before learning at the .01 level of statistical
significant difference.
3. The effectiveness index of the instructional packages in English grammar on conditional sentences
was 0.6925 which was 69.25% students reported that they were developed.
4. The 10th grade students were satisfied toward the instructional packages in English grammar on
conditional sentences as a whole at the most satisfactory level.
Keywords: Instructional packages, conditional sentences, English grammar
Statement of the Problem
Nowadays English is considered as an academic
and the central language to transfer knowledge,
theories, thoughts and cultures for all countries of the
world. For English learners in Thailand, learning
English is instrumental. Knowledge of English provides
individual opportunities for higher education, career
advancement, better jobs with better pay in foreignfunded joint ventures, study and travel abroad(Gui.
1985; Dzau.1990; Wu et. al. 1992; Pang et. al. 2002;
Gao. 2008) [1]. The growing needs for a high level of
English proficiency in many organizations have great
impact on the educational policies. For the nation,
people with language proficiency are needed factors in
developing country in many ways as in economy,
politics and education. Therefore, English is the main
language that Thai students have to learn.
At present, it seems that teaching English is
rather emphasized on communicative skills than
grammar. Yet, teaching grammar is indeed crucial for
language learners. It is said that a person’s
communicative competence in a language can be
measured by his or her knowledge in grammar since
grammar provides the basic rules for forming
meaningful and accurate sentences.
As a teacher, the researcher, who has been
teaching English for more than 9 years, finds that
most students have low proficiency in English
grammar despite many years of learning. The
situation of teaching English in Thantongpittayakhom
School where the researcher has worked is needed to
be developed both in the aspect of students
themselves and teachers. In terms of students, they
tend to have negative attitude in learning grammar
2
since they encounter with difficult and puzzled rules
while learning. The causes of the problem concern with
the limitation of language background knowledge, lack
of the awareness of significance in learning language and
teacher’s inappropriate or ineffective teaching
approaches used.
Conditional sentences or if-sentences is one
grammar aspect that the researcher finds that it is a
major problem for the 10th Grade Students in
Thantongpittayakhom School. It becomes a kind of
difficult English grammar which is complicated for
them. The obstacles of learning are the rules of each
type of the whole three types: future possible, present
unreal and past unreal puzzled them. They cannot
distinguish and construct the sentence correctly. The
other is the differences between first and the second
language system, that there are not any rules of
conditional sentences structure in Thai language. In
addition, English Conditional sentences relates to tenses
which are the difficulties for them as well. In the aspect
of the teacher, teaching materials used for the lessons
are not interesting enough and fit the students.
Therefore, the researcher has investigated a more
interesting and efficient technique to teach conditional
sentences for students until the researcher finds the
instructional packages employed by other researchers
and indicated a kind of useful and effective teaching
material. Teaching with the appropriate and effective
materials is probably a way to solve this problem and
help students achieve in learning English conditional
sentences.
Instructional package is known in another name
“ Chulalongkorn University Plan for Multi Media
Instructional Package Production or CHULA PLAN”.
It is created and used as a teaching innovation with the
belief of its efficiency in reinforcement students’
learning potentiality. Phromwong (1978:191) [2]
defines that the instructional package is to bring multimedia which relates to or includes the content and
learning experience to help develop the students’
learning behavior and learning achievement.
Instructional packages have shown its efficiency as a
useful teaching material. It advantages the students in
mental aspect, that is, it can reduce the students’ anxiety
or feel less pressure during learning. In addition, this
approach reinforces and develops students’ learning
autonomy and ability in learning systematically.
In conclusion, to cope with the problems more
effectively, this study aims at investigating the
effectiveness of the instructional packages as a teaching
material whether it is able to solve the problems on the
students’ learning achievement on conditional sentences
and reinforce the students’ learning skill for the 10th
Grade Students at Thantongpittayakhom School.
Consequently, the instructional packages have been
selected for this research project with the belief in its
effectiveness and capability in stimulating students’
learning.
Purposes of the Study
1. To determine and improve the efficiency of
the instructional packages in English grammar on
conditional sentences for 10th grade students to meet
the criteria set at 75/75.
2. To compare students’ learning achievement
before and after learning through instructional
packages in English grammar on conditional
sentences for 10th grade students.
3. To investigate the effectiveness index of the
instructional packages in English grammar on
conditional sentences for 10th grade students.
4. To study the students’ satisfactions in
learning conditional sentences through instructional
packages.
Research Questions
1. What is the efficiency of the instructional
packages in English grammar on conditional
sentences for the 10th grade students?
2. Do students who learn conditional sentences
through instructional packages have higher mean
scores on post-test than that of pre-test mean scores?
3. Is the effectiveness index of the instructional
packages on conditional sentences at a high level?
4. What is the level of the students’ satisfaction
in learning conditional sentences by using the
instructional packages?
Research Hypothesis
Students’ learning achievement on post-test
mean scores on conditional sentences through
instructional packages will be higher than on pre-test
mean scores.
Population and Samples
The population of this study was two hundred
and ten 10th grade students of 7 classes, who enrolled
Fundamental English Course (EN31102) in the
second semester in academic year 2010 at
Thantongpittayakhom School, Lamplaimat District,
Buriram Province.
The samples in this study were 10th grade
students at class 10/1 consisting of 33 students who
enrolled fundamental English Course (EN31102) in
the second semester in academic year 2010 at
Thantongpittayakhom School, Lamplaimat District,
Buriram Province. They were selected by purposive
sampling with two main reasons. Firstly, they were
taught Fundamental English Course (EN31102) by
the researcher herself. Secondly, the students in this
classroom had an average English proficiency: low,
moderate and high equally.
3
Research Instruments
1. Instructional packages in English grammar on
“Conditional Sentences” for 10th
grade students
constructed by the researcher including 3 packages:
Instructional Packages 1: Future Possible; Instructional
Packages 2: Present Unreal; Instructional Packages 3:
Past Unreal.
2. Five lesson plans in English grammar on
“Conditional Sentences” for 10th grade students. The
whole lesson plans took a total of 15 hours.
3. Achievement tests (pre-test and post-test) about
conditional sentences for the 10th grade students,
including 60 multiple-choice questions.
4. The questionnaire on students’ satisfaction
towards the instructional packages.
To conduct this study, the assessment of efficiency
of the instructional packages in English grammar on
conditional sentences was performed as shown in the
following figure.
Figure 1: Steps of Trying out Instructional Packages
Conduct Instructional Packages in English
Grammar on Conditional Sentences
Examined/Improved
Individual Trial (12 periods)
Examined/Improved
Small Group Trial (12 periods)
Examined/Improved
Field Trial (12 periods)
Assessment of Efficiency of the Instructional
Packages in English Grammar on
Conditional Sentences
Source: Suwanbenjakul, B. (2002). [3]
Data Collection
Data Collection Procedures
In this study, research design is one group pretest- post-test design as shown in table 3.2 below:
Table 1
Research Design (Sai-yot. 1995: 248-249) [4]
Group
Pre-test
Treatment
Post-test
Experimental
T1
X
T2
As shown in Table 3.2 above, T 1 is pre-test, X
is the learning English grammar on conditional
sentences via instructional packages or treatment, and
T2 is post-test, respectively.
A pre-test was given to all of samples at the
beginning of a class for 1 period. Then the samples
were orientated to understand about learning via
instructional package. Then they were taught English
grammar on conditional sentences by utilizing the
instructional packages and did the activities for 12
periods. After that, a post-test was administered with
all of the samples after the class for 1 period. Finally,
the samples were asked to fill out the questionnaire
focusing on their satisfaction about learning via
instructional packages for 1 period.
Data Analysis
1. The pre-test and post-test were computed to
find out the mean ( x ) and standard deviation (S.D.)
to evaluate the students’ English proficiency.
2. The scores obtained from the activities and a
post-test were calculated to find out the efficiency of
process (E1) and the efficiency of the outcomes (E2),
respectively.
3. Dependent samples t-test was used to
compare the difference between pre-test and post-test
mean scores to detect a significant difference set
at .05 level.
4. The effectiveness index (E.I) was employed
to find out learners’ progress.
5. The data from five-rating scales was
computed for the mean ( x ) and standard deviation
(S.D.) in order to evaluate the students’ satisfaction
toward learning English grammar on conditional
sentences via instructional packages.
6 The data obtained by learners’ opinions and
suggestions were interpreted to find out students’
satisfaction and reaction towards learning English
grammar on conditional sentences via instructional
packages.
4
Statistics Used in Data Analysis
1. Statistics Used to Find out the Quality of
Instruments
1.1 Validity of achievement test by using IOC
formula (Index Item of Congruence) (Phattiyathanee.
2003: 220) [5]
1.2 The discrimination index of the achievement
test questions (r) by using Brennan’s method (Srisa-ard.
2002: 90). [6]
1.3 The reliability of the achievement test by using
Lovett’s method (Srisa-ard. 2002: 96). [6]
1.4 Discrimination of each item for five-point
rating scale questionnaire by using Pearson’s
Correlation Coefficient (Srisa-ard. 2002: 110). [6]
1.5 Reliability coefficient of the satisfaction
questionnaire by using Cronbach’s Alpha-coefficient
(  -Coefficient) (Srisa-ard. 2002: 99). [6]
1.6 The efficiency of instructional packages (E1/
E2) (Kitrakarn. 2002: 44-49). [7]
1.7 The effectiveness index (E.I.) of the
instructional packages (Kitrakarn. 2000: 44-49). [7]
2. Basic Statistics used to Analyze the Data
2.1 Percentage (Srisa-ard. 2002: 104) [6]
2.2 Mean ( x ) (Srisa-ard. 2002: 105) [6]
2.3 Standard Deviation (S.D.) (Srisa-ard.
2002:106) [6]
3. Dependent Samples t-test
Dependent samples t-test formula was employed
to find out the differences between pre-test and post-test
mean scores.
Results
The results of this study were:
1. The instructional packages in English grammar
on conditional sentences for 10th grade students had an
efficiency of 78.83/77.42 which was higher than the
criteria set at 75/75. It claims that students, who learned
English grammar on conditional sentences through the
instructional packages, received total mean scores from
the activities scores of instructional packages at
78.83 % and total mean scores from the achievement
test after learning through instructional packages at
77.42 %.
2. The 10th grade students who learned by
instructional packages in English grammar on
conditional sentences after learning had higher
achievement than before learning with statistically
significant difference at .01 level.
3. The effectiveness index of the instructional
packages in English grammar on conditional sentences
was at 0.6925 which was 69.25% students reported that
they were developed.
4. The 10th grade students were satisfied toward
the instructional packages in English grammar on
conditional sentences as a whole at the most satisfactory
level.
Discussion
The discussions based on the findings were:
1. The Efficiency of Instructional Packages in
English Grammar on Conditional Sentences
The results illustrated that the first efficiency of
the process (E1) were higher than the second
efficiency of the outcomes (E2). That means the
students got activities scores more than post-test
scores. This is because they have done repeated
activities; they can revise, do the activities and check
the answers by themselves before doing the post-test.
Consequently, they can encourage themselves to
learn through the instructional packages. Moreover,
the efficiency of the outcomes was lower than the
efficiency of the process since the post-test was more
difficult than the activities.
The finding partially is consistent with other
previous studies, namely, Puangjan (1999) [8],
Peung-charoen (2000) [9], Ruenrerng (2002) [10],
Puncharoen (2005) [11], Charoensuk (2006) [12]
Inpapien (2007) [13], Promyotin (2007) [14] who
produced the instructional package entitled “A
development of an English Instructional Package,
"Safety at Work" through task-based learning for
second year students of certificate of vocational
education level.” had an efficiency of 82.94/86.04,
Hortong (2008) [15] confirmed that the efficiency of
instructional package on English Communication
skills was 74.56/79.18. Also, the result parallels with
Phongpanit (2008) [16] who constructed the
instructional packages to develop writing skill for
Prathomsuksa 1 students. She found that the
instructional packages had an efficiency value of
74.76/73.30.
2. Differences between Students’ Learning
Achievements
The result revealed that students who learned
conditional sentences through instructional packages
had higher learning achievement of grammar skill on
post-test mean scores than in pre-test mean scores
with statistically significant difference at a .01 level.
This could be concluded that instructional packages
had the efficiency because it could lead the students
achieve higher learning. It is quite new for the
students to learn conditional sentences through the
instructional packages. It can motivate the students
to learn and be interested in the content more than
they used to be.
This result caused by the
instructional packages were tried out and found the
efficiency before use with the samples. Moreover,
the instructional packages consist of diverse
components, and activities which support selflearning. Therefore, students who learn through the
instructional packages had higher proficiency in
learning.
The result confirms the hypothesis in Chapter
One and is in accordance with the past research
works, namely, Charoensuk (2006) [12], and
Puncharoen (2005) [11] mentioned that learning
5
achievement of learners through instructional packages
of songs for teaching English in the post-test was higher
than that in the pre-test with statistically significant
difference at .05 level. Additionally, Phongpanit (2008)
[16] who constructed the instructional packages to
develop writing skill for Prathomsuksa 1 and the results
showed that learners’ achievement in the post-test was
higher than that in the pre-test with statistically
significant difference at .01 level.
3. The Effectiveness Index of the Instructional
Packages on Conditional Sentences
The result revealed that the effectiveness index of
instructional packages of English grammar on
conditional sentences was at 0.6925 which is indicated
that learners progressed in learning at 69.25 %. This
could be explained that the instructional packages
support individual learning. Students can learn in
accordance with their interests, skills and their
appropriate time (Laovanich. 2006).[17] Instructional
packages are valuable in education since they endow
with a systematized process for conveying self-paced
instruction to individual learners (Campbell. 1977)[18]
enhance learners to gain more knowledge, progress in
learning with the interesting contents, and various
activities.
Learning process in each instructional
package is designed from easy to more difficult and
easy to learn provides students achieve in learning.
Students can check their answers and get the feedback
by themselves so it enhances them in learning.
4.Students’ Satisfaction towards the Instructional
Packages in English grammar on Condition
Sentences
The result illustrates that students’ satisfactions in
learning conditional sentences through instructional
packages were at the most level. The findings show
that the students were satisfied with learning via
instructional packages. This could be explained that the
instructional packages were evaluated the quality by the
experts consequently the instructional packages have
high quality, appropriate content, and suitable for the
level of students. The instructional packages support
individual learning. For that reason, students who learn
through the instructional packages had higher
achievement in learning. Instructional packages are
valuable in education since they endow with a
systematized process for conveying self-paced
instruction to individual learners (Campbell. 1977) [18]
enhance learners to gain more knowledge, progress in
learning with the interesting contents, and various
activities. It corresponds with Issarapreeda (2003: 310)
[19] who states that many examinations; scores of tests
are students’ motivations. They are significant to
students and motivate them to pay attention in learning.
Self-learning enhances students want to learn, and new
methods enhance students’ desire to learn. The results
from the other opinions, students stated that they were
satisfied with learning via instructional packages. The
instructional packages were very helpful, easy and
convenient to use.
The result supports the hypothesis in Chapter 1
and is consistent with past research works, including,
Puncharoen (2000)[11], Chareonsuk (2006)[12],
Hortong (2008)[15], and Promyotin (2007)[14] who
investigated the development of instructional
packages, and found that learners’ satisfaction
towards instruction via instructional packages was at
a high level. In addition, Phongpanit (2008)[16]
constructed the instructional packages to develop
writing skill for Prathomsuksa 1 students, and the
finding of this study showed the learners’ satisfaction
towards learning via instructional packages were
highly positive.
In addition, from the open-ended questions,
most students stated that instructional packages were
easy, helpful, and convenient to use so they were
happy in learning. They mentioned that when they
faced some problems or did not understand some
exercises, they could go back to the pages of the
contents anytime.
In contrast, some students
indicated that some vocabulary and contents were
quite difficult for them. Finally, they wanted to learn
other English contents through the instructional
packages.
Suggestions for Future Research
Based on the research findings of this study, some
suggestions are proposed here for future researches.
1. A comparison of language learning through
instructional packages and other teaching kit should
be done.
2. Trying to find out the efficiency of
instructional packages with big group of samples and
other school should be examined.
3. Studying the result of learning via
instructional packages with other variables such as
the level of intelligence, attitude, consistency in
learning, etc. should be investigated.
Conclusion
In conclusion, this study is carried out in order
to provide an insight into the instructional packages
support learning achievement of students. The
findings will be as a guideline for teachers and
students in developing and improving their English
grammar on conditional sentences. Accordingly,
administrators, teachers, and related persons in
learning management should apply the lesson plans,
and the instructional packages of English grammar on
conditional sentences for 10th grade students to
develop instruction in other contents or departments.
Acknowledgments
This study would not have been completed
without the assistance and support of many people.
To begin with I would like to express my
sincere gratitude and deep appreciation to my thesis
advisors: Assistant Professor Dr. Nawamin
Prachanant, my major advisor and the Associate
6
Dean of Graduate School, Dr. Surachai Piyanukool, my
co-advisor for their kindness, sacrifice of time in
reading and editing the manuscript of this thesis, hard
working supervision, valuable suggestions and
comments on my study and constant encouragement.
Without their guidance and encouragement, I would
never have been able to accomplish this study.
Further, I am thankful to Dr. Chukiat Jarat, the
Associate Dean of Faculty of humanities and Social
Sciences at Buriram Rajabhat University, Lecturer
Suthamat Kotcharat and Lecturer Sumitra Pankulbadee,
the experts in the Faculty of Liberal Arts, Buriram
Rajabhat University, who gave me their advice,
feedback and useful comments on this thesis, without
their support and recommendation, I may not be able to
carry out this study. I would also like to thank Mrs.
Khwannapa Namkaew, my colleague, for her willing
assistance with the statistical calculations. Special
thanks also go to Mr. Sarom Mok, a Cambodian
doctoral degree student, for helping me to improve the
English language of this paper.
I
am
particularly
indebted
to
the
Thanthongpittayakhom School director for allowing me
to conduct this study on his premises. Sincerest thanks
are owed to all my subjects, 10th Grade students for
their enthusiastic co-operation.
Finally, I would like to give special thanks to my
family and my beloved husband for endlessly giving me
moral support, love, care and understanding; without
these I would never have come this far, as well as my
all MA classmates, without their inspiration this MA
thesis would not have existed.
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