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rmission letter was sent/shown to the participants prior to their participation, including instruction that there will be free to withdraw from the study at any time, and that the information they provided was always be kept confidential. In addition, participants voluntarily signed the informed consent form of their participation after they understand and agree on the informed letter. This letter could be found in Appendix D.

3.7. Strengths and limitation of method

The strengths of the method were the application of the scientific method. The steps of the scientific method was used by the researcher, which consisted of selection and definition of a problem, semi-structured interview, class observation checklist, purposively selected participants in the execution of research procedure and analysis of data.

However, the limitation of the method could not be avoided during the application of the research study. Firstly, the limitation of the study only touched upon the issues of selection-professional development and sectors as indication (a. teaching skills and methods; b. language improvement; c. subject Matter Knowledge; and d. motivation). It did not look at any other variables such as school facility, local communities involvement, school management capacity, external factors influence or student side. A total of number of sample size was only five teachers of English and it was not be able to provide quantitative data support for any conclusive findings that may be directly representative of the whole Cambodian teachers of English population. Therefore, the results presented useful insights to support the use of teaching quality of English language at the upper secondary school.

Secondly, the using of observation approach was probably faced some challenges such as some respondents organized and prepared everything in advance and the instruction processes also followed the right methodologies as well as some extra activities might be initiated to express positive contribution and strength points as well. Thus, given information was probably untrue, unusual and unrealistic.

Thirdly, the researcher had close relationship with that upper secondary school and had known some of those teachers of English, which this probably affected the reliability and validity of the study. Although every effort was made in the implementations of the research instruments to remind the teachers of English to give their true and honest perceptions, the validity of the sampling of the teachers’ views and perceptions were not conclusively established.

CHAPTER IV

DATA ANALYSIS AND RESULTS

4.1. Teaching Skills and Methods

The ways to use activities and techniques for difference skills

Generally practicing within the secondary school, teachers only provide overall instruction, explain difficult words and walk around to help students; especially for low-capacity students.

Teachers can, sometimes, use mixed techniques and activities including provide some clues of answers to students for difficult articles and lecturing, for better understanding, notify pronunciation, understanding the full text, possible to conclude the articles. More importantly, using differences techniq