Browsing by Author "Cheming, Hartinee"

This study examines the evaluation of Thai language textbooks used in secondary schools in Pattani, Thailand, from the perspective of Islamic teachers. In this region, Thai Muslims primarily communicate in the local Malay language and consider Thai as a second language. The research aims to assess how well the current Thai language textbooks meet the needs, values, and linguistic nuances of the Pattani community. The objectives of this study are to analyze how Islamic teachers evaluate the quality of 12th grade Thai language textbooks in Pattani from Islamic teacher's perspective, identify the challenges that secondary school Muslim teachers might face in using these textbooks and explore recommendations for improving the teaching of Thai language. This study utilized a qualitative research method and an exploratory case study approach. In-depth interviews were conducted with 11 informants, consisting of secondary school teachers who met the selection criteria teaching Thai language subjects in 12th grade. Additionally, each one-on-one meetings were held with secondary school Thai language teachers. The data collected from these interviews were compared to provide answers to the research questions. The results of this study revealed that secondary school Thai language textbooks was relevant to Islamic teacher perspectives. However, the expected problems of Muslim teachers in secondary schools in teaching and learning were related to content issues, unconducive classrooms and language and communication. Based on the teacher perspectives the findings of this study recommended solutions to the problem encountered in secondary Thai language textbooks such as by providing effective textbooks design, incorporating of local content, promoting critical thinking, and integrating of Islamic values. This study has significant implications to the Muslim teachers in secondary school in Pattani, Thailand, which in practice would help the textbooks design and enhance Thai language education in the specific context of Pattani, aligning with the broader goals of promoting inclusive education and cultural sensitivity in multicultural settings.