The Development of a Learning Management Model to Promote English Skills for Early Elementary School Students

Abstract

The research article consisted of the following objectives: 1) to draft a learning management model to promote English skills of the early elementary school students; and 2) to develop the quality of a learning management model to promote English skills of the early elementary school students. The target group of this study included 5 teachers selected through purposive sampling among individuals who were qualified to teach English in elementary school, with a bachelor's degree or higher, and had at least 5 years of teaching experience. In addition, purposive sampling was also used to choose 25 students learning English for Communication in the first semester. The following instruments were used: 1) a semi-structured in-depth interview form for instructors; 2) an observation form for instructors on learning management behavior; 3) an observation form for students on learning management behavior; and 4) an interview form for students on problems in learning English for communication. The obtained data were analyzed using percentage, mean, and standard deviation statistics.

From the study, the following results were found: 1) The “Addie model” with its 5 development phases was used in the development of the learning management model, which are (1) analysis; (2) design, which refers to the teaching process, which comprises five stages: (2.1) motivating students, (2.2) knowing through the practice of listening and reading skills, (2.3) thinking through group activities and exercises, (2.4) result by presenting their work and output, and (2.5) self-assessment through students' reflection; (3) development; (4) implementation; and (5) assessment. 2) After verifying the quality of a learning management model to increase the English skills of early elementary school students by internal validity with 8 experts, the average opinion of experts toward the model is 3.69. When compared to the criteria, it was determined that a model was of propriety. External validity analysis revealed that the listening, speaking, reading, and writing scores were all at a high level. Students' development improved with each cycle, and at the last cycle, they had scores in all four skills: 7.40 for listening, 7.12 for speaking, 7.20 for reading, and 7.48 for writing. After the end of the cycle, all students had the evaluation scores at a high level, i.e. 7.44 for listening skill, 7.52 for speaking skill, 7.36 for reading skill, and 7.68 for writing skill. All four skills passed the set criteria of 70 percent.