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The Integrated Instruction with Thai History Study-Trip Project in English 
for the Third Year Students, English Major, 

Mahachulalongkornrajavidyalaya University, Chiang Mai campus

Wisuttichai Chaiyasit
 Phramaha Angkan Yanamethi

 Mahachulalongkornrajavidyalaya University, Chiang Mai Campus, Thailand

Email: wisuttichai@hotmail.com

Abstract
 This research examines and explores students’ satisfaction towards 
the integrated instruction of “the important places of religions in Thailand” with 
‘Thai history study-trip project in English’ for the third year students, English major, 
 Mahachulalongkorn -rajavidyalaya University, Chiang Mai campus. The target group 
consists of 82 third-year English major students in their second semester of the  
academic year 2018. Data was collected using seven teaching plans and questionnaires 
on the students’ satisfaction of the integrated instruction of “the important places 
of religions in Thailand” with ‘Thai history study-trip project in English’. Data analysis 
consists of mean and standard deviation. 
 The results of this study are as follows: the third year students, English 
major, Mahachulalongkornrajavidyalaya University, Chiang Mai campus, were satisfied 
with the integrated instruction of ‘the important places of religions in Thailand’ 
with ‘Thai history study-trip project in English’. Satisfaction levels determined at 
the highest level (4.47) consisting of the total learning methods were at the highest 
level (4.48), the total learning atmosphere and outcome were at the highest level 
(4.46), and the other learning facilities were at the highest level (4.47). Therefore, 
the research concludes that integrated learning is an effective teaching method, 
which can be used to effectively develop and improve the students’ English  
competency.  



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Key words: Integrated Instruction, Important Places of Religions in Thailand; Thai 
History Study-Trip Project in English

Introduction
The Thailand National Education Act focuses on an integrated in-

struction at every level of Thailand’s education system in order to develop 
the students’ learning standard. There are usually four main objectives at 
the Higher Education Institutes (university levels) as follows:  1) to teach 
and cultivate the graduates, 2) to conduct research that develops a body of 
knowledge, 3) to promote academic services for society, and 4) to preserve 
arts and culture. Integrated instruction with these four objectives is necessary 
and important to encourage learners to successfully graduate at every level of 
Thai education. It is also another important aspect of the Thai Education’s Quality 
Assessment (Phramaha Suthat, et.al., 2556:2). Similarly to other higher education 
Institutes, Mahachulalongkornrajavidyalaya University (MCU), Chiang Mai campus, 
has its four objectives as follows: 1) to produce and develop its graduates; 2) to 
conduct research that develops a body of knowledge and Buddhist academics; 3) 
to promote Buddhism and to provide academic services; and 4) to promote and 
develop learning resources for preserving arts and culture (Self-Assessment Report 
of MCU, Chiang Mai campus, 2018:7) 

The researcher, as the lecturer of English majors, noticed that English 
major students still have problems with English competency usage when they give 
a presentation in English because they have different English background and often 
lack confidence and have insufficient knowledge of the subject. Teaching method, 
learning atmosphere, and learning facility are also the factors that can support 
learners to gain the effective learning, so the lecturer should find the interesting 
teaching method, creative learning atmosphere, and appropriate learning facility so 
that the learners can develop themselves effectively.  The integrated instruction 
with the university’s missions is another option that learners can learn everything 



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happily and understand it thoroughly which is in accordance with Phramaha Suthat, 
et.al. (2556:5) suggested five guidelines for teaching students of the integrated 
instruction with any university’s missions which can be the best beneficial to 
the learners as follows: 1) the integrated instruction with academic services for 
society, 2) the integrated instruction with research, 3) the integrated instruction 
with research and preserving arts and culture, 4) the integrated instruction with 
academic services for society and research, and 5) the integrated instruction 
with research,  academic services for society, and preserving arts and culture. In 
addition, lecturers can support learners to achieve the learning aims effectively 
through students-centered method which is another main point of the education 
revolution. The teachers’ roles are to arrange the several and appropriate learning 
activities to leaners, to interact with learners in the real situations, and to suggest 
and support leaners to develop their own competencies (Worawit and Chawalit, 
2016:287-288). However, lecturer must also consider the development of learners’ 
intelligent levels, arrange the appropriate learning activities with the development 
of learners’ levels. They must also gauge the students’ level to provide appropriate 
instruction because leaners may develop a negative attitude to learning a subject 
if they are not able to understand the material (Tidsana, et.al. 2001:12-14)  

The problems that the lecturers’ encountered with the students directly 
as mentioned above and the guidelines of the integrated instruction with any 
university’s missions are the main reason that the researcher should provide 
with the integrated instruction of ‘the important places of religions in Thailand’ 
with ‘Thai history study-trip project in English’ to arrange the appropriate learning 
activities in order to improve the learners effectively and to achieve the course’s 
leaning aims.  

Content   
Research Objective
To study the satisfaction towards the integrated instruction of with the 



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integrated instruction of ‘the important places of religions in Thailand’ with ‘Thai 
history study-trip project in English’ for the third year students, English major, 
Mahachulalongkorn-rajavidyalaya University, Chiang Mai campus.

Research Methodology Subjects of the Study and Research Instrument 
This research was a classroom research and employed a quantita-

tive methodology. The population of this study was 82 third-year English major  
students in the second semester of the academic year 2018 at Mahachulalong-
kornrajavidyalaya University, Chiang Mai campus. The research tools used in data  
collection were 1) seven teaching plans, and 2) questionnaires.  Then, they were 
checked and approved by three experts. The researcher followed the methodologies:

1. The 82 students were taught, trained, and presented with with the 
integrated instruction of ‘the important places of religions in Thailand’ with ‘Thai 
history study-trip project in English’. They learned and presented about the history 
and architectural styles of the assembly halls (Vihan), pagodas (Chedi), ordination 
halls (Ubosoth), Buddhist scripture halls (Hortrai) or reliquary of Northern family 
(Koo) (Wisuttichai, 2018:2-3) with seven teaching plans: 1) Suandok temple, 2) 
Phrasingh temple, 3) Chiang Man temple in Chiang Mai, 4) Changlom temple, 5) 
Chedi Chet Thaew temple in Sukhothai, 6) Phra Sisanphet, and 7) Phra Mongkhon 
Bophit temple in Ayutthaya.  

2. The questionnaires about the satisfaction towards with the integrated 
instruction of ‘the important places of religions in Thailand’ with ‘Thai history 
study-trip project in English’ consist of four parts: 1) learning method, 2) learning 
atmosphere and outcome, 3) learning facilities, and 4) open comments towards 
the integrated instruction (if any), was distributed.    

Data Analysis 
 The data were analyzed by mean and standard deviation. An average 
score of a 5 rating scale was interpreted to show levels of agreement to each  
questionnaire item as the following: 4.21-5.00 representing highest level of  
agreement; 3.41-4.20, high; 2.61-3.40, moderate; 1.81-2.61, low; and 1.00-1.80 mean 
lowest. 



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Results
The 82 third-year students, English major, Mahachulalongkornrajavidyalaya 

University, Chiang Mai campus have registered the “important places of religions 
in Thailand” in the second semester of the academic year 2018, but 78 students 
(95.12%) responded the questionnaire about with the integrated instruction of 
‘the important places of religions in Thailand’ with ‘Thai history study-trip project 
in English’. The average satisfaction of respondents was totally at the highest level 
(4.47) as follows:

1. The average satisfaction of respondents towards the learning method 
was totally at the highest level (4.48) as follows: the integrated instruction helps 
respondents to understand the lesson better was at the highest level (4.55), it 
helps the respondents to search more information about the important places was 
at the highest level (4.53), it helps the respondents to learn more the important 
places by themselves was at the highest level (4.51), it helps the respondents to 
collect and present the information systematically was the same as there are the 
vital processes of learning at the highest level (4.47), it helps the respondents to 
plan their presentation was the same as the history study trip project in English are 
accordant with the teaching plan at highest level (4.47) respectively.  

2.  The average satisfaction of respondents towards the learning  
atmosphere and outcome was totally at the highest level (4.46) as follows: to work 
with your friends as a team work was the same as to learn personally with your 
interested items at the highest level (4.55), to love and proud in your heritage and 
country was the same as to learn and understand the integrated instruction at the 
highest level (4.51), to share the knowledge and ideas with your friends was the 
same as to develop the analytical thinking at the highest level (4.48), to apply the 
knowledge in daily life was the same as the total satisfactoriness to the integrated 
instruction at the highest level (4.44), to entertain and satisfy with the learning 
activities was the same as to have more responsibility at the highest level (4.43), 
to encourage the students to learn the given topics was the same as to share the 
knowledge with people lived closely near temples and communities at the highest 



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level (4.41), and to give the benefit back to the temples and communities  was at 
the highest level (4.37) respectively.       

3. The average satisfactoriness of respondents towards the learning facilities was totally at the 

highest level (4.47) as follows: Transportation or bus was at the highest level (4.51), food and beverage was 

at the highest level (4.48), and activities during the study trip was at the highest level (4.41) respectively as 

shown in the below table:  

Statements

Response of informants

X S.D. Meaning

I. Learning method

1. This method is accordant with the teaching plan. 4.44 .59 Highest level

2. It helps you to understand the important places 

better.
4.55 .52

Highest level

3. It helps you to learn more the important places by 

yourself. 4.51 .59
Highest level

4. It helps you to search more information about the 

important places. 4.53 .57
Highest level

5. It helps you to collect and present the information 

systematically. 4.47 .63
Highest level 

6. It helps to plan your presentation. 4.44 .67 Highest level

7.There are the vital processes of learning. 4.47 .61 Highest level

Total of learning method 4.48 .65 Highest level

II. Learning atmosphere & outcome 

8.   To encourage the students to learn the given top-

ics.
4.41 .65

Highest level

9.   To work with your friends as a team work. 4.55 .61 Highest level



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10. To learn personally with your interested items. 4.55 .59 Highest level

11. To entertain and satisfy with the learning activities 4.43 .71 Highest level

12. To share the knowledge and ideas with your friends. 4.48 .65 Highest level

13. To have more responsibility. 4.43 .67 Highest level

14. To develop your analytical thinking. 4.48 .63 Highest level

15. To love and proud in your heritage and country. 4.51 .57 Highest level

16. To learn and understand the integrated instruction. 4.51 .55 Highest level

17. To give the benefit back to the temples and com-

munities.
4.41 .63

Highest level

18. To share the knowledge with people lived closely 

near temples and communities. 4.37 .68
Highest level

19. To apply the knowledge in daily life. 4.44 .63 Highest level

20. Your total satisfaction to the integrated instruction 4.44 .67 Highest level

Total of learning atmosphere & outcome 4.46 .47 Highest level

III. Learning facilities

21. Transportation: Bus 4.51 .61 Highest level

22. Activities during the study trip 4.41 .71 Highest level

23. Food and Beverages 4.48 .61 Highest level

Total of learning facilities 4.47 .56 Highest level

Total 4.47 .56 Highest level

Table I: Satisfactoriness of the integrated instruction about “the important places 
of religions in  Thailand” subject with ‘Thai history study-trip project in English’

In addition, the respondents gave more comments as follows: “1) To 
travel and learn from the real places is better than to read the course book, so 
they learn many things from the study trip. 2) To get the direct experiences and 
understand Thai history better than before from the study trip. 3) We would like to 
have the integrated instruction like this next year. 4) The integrated instruction of 



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‘the important places of religions in Thailand’ with ‘Thai history study-trip project 
in English’ was well and excellent managed. 5) Thank you so much for our destiny 
that bring us to know each other and have a trip together, it was so fun and happy. 
6) students should be assigned more games to play with their friends, and 7) thank 
you very much for the lecturers and university.”     

Discussions
This research aimed to study the satisfactoriness towards the integrated 

instruction of ‘the important places of religions in Thailand’ with ‘Thai history 
study-trip project in English’ for the third year students, English major, Mahachu-
lalongkornrajavidyalaya University, Chiang Mai campus. The target group consisted 
of 82 third-year English major students in the second semester of the academic 
year 2018. The discussions were based on the objective of this study and the  
results as follows:

1. The learning method of the integrated instruction can motivate learners 
to understand what they have learnt better at the highest level (4.55) because 
they learn everything in the real situation by themselves, so they are very happy 
and willing to learn the lesson which is the most important characteristic of the 
student-centered method (Phaitoon, 2000:318-324). Furthermore, the learners 
can achieve the learning aims effectively because they have the great stimulation 
which is similar to the staff work hard for the bonus or promotion. People can 
choose the right stimulation for their own needs in the different situations (Maslow, 
1990:41-43). The learners have their activities to do during the class, so there are 
the interaction between lecturer and learners, learners and learners that can make 
the excellent learning atmosphere.

2. The learning atmosphere and outcome of the integrated instruction can 
stimulate learners to learn voluntary depends on their capabilities at the highest level 
(4.55) because they learn personally with their interested items and as a team work. 
The main point is learners learn the lesson by practicing or ‘learning by doing’, so 
they learn English from their own direct experience and share the knowledge and 



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ideas with their friends. These finding were supported by Worrawit and Chawalit 
research (2017:292-294) which revealed that learners can learn from their practices 
whenever they practice something, they cultivate their thinking, doing, solving 
problem by themselves, learning and sharing as a team work. As the respondents 
also mentioned in the comments that to travel and learn from the real places is 
better than to read the course book. Moreover, the integrated instruction was so 
fun and happy and they to get the direct experiences and understand Thai history 
better than before from the study trip. It is in accordance with Dulay and Burt as 
cited in Pawara’s (2006:102-103) research which mentioned that the affective filter 
hypothesis can promote learners to improve the second language learning quickly. 
Moreover, if learners have a good self-confidence and self-image, they will learn 
the second language with greater ease. 

2. The learning facilities of the integrated instruction are also the  
important factors to support the integrated instruction such as transportation or 
bus, foods and beverages, activities during the study-trip, etc. It is in accordance 
with Phramaha Sutat, et.al (2013:6-7) research which reported that the leaning facility 
is the supporting factor of the integrated instruction to achieve the learning aims.                

Conclusion
 In conclusion, the third-year students, English major, Mahachulalong-
kornrajavidyalaya University, Chiang Mai campus were satisfied with the integrated 
instruction about ‘the important places of religions in Thailand subject’ with ‘Thai 
history study-trip project in English’ at the highest level (4.47) that consisted of the 
total learning method was at the highest level (4.48), the total learning atmosphere 
and outcome were at the highest level (4.46), and the total learning facilities were 
at the highest level (4.47). Therefore, the research concludes that integrated learning 
is an effective teaching method, which can be used to effectively develop and 
improve the students’ English competency.  



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