รวมJournal ห้อง01,02

Journal Collection on English Learning Management Submitted by Fourth Year Students Group 01 and 02 Present to Khodiyo Thesa Seminar on English Learning Management Department of Teaching English

A Preface Thank to Allah SWT who has given His bless to writer for finishing the paper assignment entitled "RESEARCH PAPER". The purpose in writing this paper is to fulfill the assignment that given by Mr. Khodiyo Thesa, as lectuter in Seminar on English Learning Management. In arranging this paper, the writer truly get lots challenges and obstructions but with help of many individuals, those obstructions could passed the Writer also realized there are still many mistakes in process of writing this paper. Because of that, the writer says thank you to all individuals who helps in the process of writing this paper Hopefully Allah replies all helps and bless you all Hopefully, this paper can helps the readers to gain more knowledge about Seminar on English Learning Management. Organizing Team

B Table of Contents Page - Preface A - Table of Contents B - The Effect of BBC Games Based-Learning on Grade 2 1 Students’ English Vocabulary at Tabing Tingi School Pattani Province - Using the ABC Flashcard Application to Develop English 4 Alphabetical Recognition in Second-Grade Students at Ban Khok Kheelek School, Pattani Province - Using Phonics Teaching to Improve Students’ English 7 Reading Skill of Grade 4 Students at Ban Sidek School, Pattani Province - Flashcards (Phonics) of Grade 2 Student at Ban Puyut 10 Community School, mueang district, Pattani province. - The development of Vocabulary Memorization by 14 Using a Set of Rhyming Words of Grade 5 Students at Ban Pafang School, Satun Province - Improve English Vocabulary Memorization Using the 17 Total Physical Response (TPR) Technique of High School 1 Student, Tung Yang Daeng Pittayakom School, Pattani Province - Using Wordwall Games to Develop English Vocabulary 20 Learning of Grade 4 Students at Ban La Ar School, Pattani Province - Using Bamboozle Game to Improve the Learning of English 23 Vocabulary of Grade 4 Students at Anuban Yarang School, Pattani Province - Memorization English Consonant Using Flashcards With Students 27 in Grade 1 at Ban Kok Khee Lek School, Pattani Province

C - Effect of Using Audio-Lingual Method (ALM) on Students’ Vocabulary 30 for Form 2 at Thung Yang Daeng Pittayakhom School,Pattani Province - Development of English Writing Skills Lowercase and Uppercase 34 letters by Using Exercises of Grade 2 Students at Tonpikul School Pattani - Development of Lowercase and Uppercase English Writing by Using 38 AlphabetWriting Exercises for Grade 2 Students at Ban La-ar School, Pattani Province - Using the Total Physical Respond Method (TPR) to Develop English 42 Vocabulary Learning of Grade 2 students at Tladnadtonmakham School , Pattani Province - The Development of English Spelling Reading Skills Using the Phonics 46 Wheel Grade 3 Students at Chumchon Ban Ton Son School, Pattani Province - Using Vocabulary - Spelling Game to Improve Students' English 49 Pronunciation Skill for Grade 3 Students at Tladnadtonmakham School, Pattani Province - Using the Pelmanism Game to Improve English Vocabulary Retentionfor 53 Fourth Grades Students at Mettatham Wittaya School, Koh Lanta District, Krabi Province - The Development of Pronunciation Skills by Using Phonics Rulers Short 56 Vowel Sound of Grade 1 Students at Ban Bannangbuyo School, Yala Province - The Development of Ability to Remember English Vocabulary 60 by Using the Jump and Say Follow (ABL) Activity Model of Grade 1 Students at Santi Wittaya School - Using Nursery Rhymes to Enhance Vocabulary of Grade 6 64 Students at Prateepsart Ismail Memorial School, Thasala District, Nakhon Sri Thammarat Province - The Use of Cartoon Videos to Increase the Motivation for Learning English 67 of Grade 3 Students at Ban Tabintingi School, Pattani Province - Using Vocabulary Wheel Sets to Improve the Pronunciation of Short Vowel 71 Sound for Grade 5 Students at Ban Kahong School, Pattani Province

D - The Development of Learning English Pronunciation Skills by 75 Using the Phonics Ladder of Grade 2/1 Students at Ban Pamuang School, Pattani Province - The Development of Learning English Vocabulary Using Total Physical 78 Respond (TPR) Teaching Methods of Grade 5 Students at Ban Talo-Sumae School, Krongpinang District, Yala Province - The Development of Reading English Words by Using Bingo Game 81 of Grade 2 Students at Ban Tabing Tingee School, Pattani Province

The Effect of BBC Games Based-Learning on Grade 2 Students’ English Vocabulary at Tabing Tingi School Pattani Province Muhammadabdulmunim Hajimalee, Department of Teaching English, Fatoni University, Pattani, Thailand [email protected] Keywords: BBC Game, English vocabulary skills Abstract: This research aims to assess the effectiveness of BBC games on 2nd-grade students' English vocabulary and their satisfaction levels. The study utilized learning management plans, pre-tests, post-tests, and a satisfaction questionnaire. Results indicate a substantial increase in vocabulary development, with average scores rising from 9.88 to 16.96 after using the BBC game. Additionally, 2nd-grade students from Ban Tabing Tingi School expressed a high level of satisfaction, averaging 2.90. 1 INTRODUCTION The evolution of Thailand within the ASEAN community underscores the crucial role of English proficiency in facilitating communication and cooperation among member nations, particularly in economic negotiations and international relations. Despite challenges in English vocabulary acquisition and comprehension among second-grade students at Tabing Tingi School in Pattani Province, innovative game-based teaching strategies have been employed to address these issues. English language instruction is integrated into Thailand's basic education curriculum, emphasizing the significance of vocabulary in listening, speaking, reading, and writing. Scholars highlight the pivotal role of a robust vocabulary in language learning and proficient communication. Implementing 1

game-based methods at Tabing Tingi School has proven effective in creating engaging and enjoyable vocabulary learning experiences, aligning with Sumitr Kunakorn's perspective on the benefits of game-based learning. Ultimately, the integration of English proficiency and innovative teaching approaches contributes to students' motivation and positive learning outcomes. 2 RELATED STADIES Jutatip Katintong (2022) conducted a study on enhancing English vocabulary learning efficiency using game-based learning among first-year high school students. The objectives were to 1) develop vocabulary learning efficiency using games as a foundation and 2) assess student satisfaction towards game-based learning. The research sample comprised 28 firstyear high school students from a school in Chachoengsao province. The research indicated that utilizing games as a teaching tool effectively improved students' vocabulary learning and generated high satisfaction with the learning process. 3 RESEARCH METHOD: Data Analysis and Research Statistics The researcher conducted a learning management using the BBC game in the first semester of the academic year 2023, using a total of 8 hours, 50 minutes per hour. The instruction was carried on for 6 hours and pre-test and post-test were conducted for 2 hours. The tools used in this research included: 1. A learning management plan using the BBC game to develop English vocabulary learning for students grade 2 at Ban Tabing Tingi School, Pattani Province. 2. Pre-test and Post-test evaluation forms for measuring the effectiveness of Reading English words by using the BBC game. 3. S tuden t satisfaction s urvey regarding the use of GBL in teaching, consisting of 10 questions. 4 THE RESULTS AND HYPOTHESES TESTING: The research findings are as follows: 1) When comparing the learning outcomes of English vocabulary using the BBC game, it was found that the highest pre-test score was 15, the lowest was 5, and the average score was 9.88. After using the BBC game, the highest post-test score was 21, the 2

lowest was 10, and the average score was 1 6 . 9 6 . T h i s i n d i c a t e s s i g n i fi c a n t improvement in vocabulary development, as the average score increased from 9.88 to 16.96. 2) The level of satisfaction of 2nd grade students who used the BBC game from Ban Tabing Tingi School was rated at an average of 2.90, which indicates a high level of satisfaction. 5 DISCUSSIONS A study involving 25 second-grade students explored the impact of the BBC g am e o n 'F am il y' -relat ed En g lis h vocabulary. Before the game, the average score was 9.88, rising significantly to 16.96 afterward, with a notable t-value of 15.82. This indicates a substantial improvement in vocabulary skills, affirming the positive effect of the BBC game on English vocabulary acquisition in second-grade students. Additionally, the research identified three key areas of high student satisfaction: vocabulary learning benefits from the game, teacher involvement, and attitudes toward English. Overall, the satisfaction level averaged 2.90, reflecting a highly positive reception of the learning experience using the BBC game.5.1 Recommendations 1. The research suggests that integrating paired games and Brain-Based Learning theory in teaching English vocabulary enhances students' memory skills. Teachers can effectively use these approaches as efficient tools by observing learning outcomes and adapting content to suit lessons. 2. When selecting or designing games for elementary school research, prioritize those that are easy to play, enjoyable, and have simple, easily understood rules. Ensuring children comprehend the rules is crucial for engaging their attention in the activity. REFERENCES Anggraini, D. (2020). The Effectiveness Of Using board Games to Young Learners in Acquiring English Vocabulary (Doctoral dissertation, Brain-Base Learning. (2022). Letter Recognition: How to Teach the ABC’s. Retrieved on July 30, 2022, from https://abcsofliteracy.com/letterrecognition-how-to-teach-the-abcs/ 3

Using the ABC Flashcard Application to Develop English Alphabetical Recognition in Second-Grade Students at Ban Khok Kheelek School, Pattani Province Ubaidee Meah, Department of Teaching English, Fatoni University, Pattani, Thailand [email protected] Keywords: Identification skills, Application, ABC flashcard, English word Abstract: The objectives of this research are (1) to study the results of identifying English consonants after using online media of grade 2 students at Bankhokkheelek School, Yarang, Pattani. (2) study the satisfaction of grade 2 students at Bankhokkheelek School, Yarang, Pattani. The sample included 8 students in grade 2 at Bankokeelek School in Yarang District, Pattani Province obtained from a purposive sample. The instruments used in the research were ABC Flashcards, Pre-test, Post-test, and a questionnaire. The statistics used to analyze the data were mean and standard deviation. The results showed that the students had better English consonant identification skills with the mean score on the pre-test being 4.5. (S.D.=1.41) and the post-test result was S8.6, with the standard deviation of 1.06. Students are satisfied with the ABC Flashcard Application. 1 INTRODUCTION 1 Introduction In modern times, English plays a huge role in the daily life of Thai people and people around the world because Technological advances therefore require the use of English to communicate communication. English is a foreign language that should be learned as the first language in accordance with (FoxNewsPoint, 2018) has ranked “Top 10 most spoken languages in the world”, so it is considered that English is one of the 4

c o m m o n l a n g u a g e s u s e d . F o r c o m m u n i c a t i o n w i t h t h e g l o b a l community as the Charter of the Association of Southeast Asian Nations stated In the stipulated item, the language used to work in ASEAN is English "working language" (Department of ASEAN, Ministry of Foreign Affairs, 2015), thus giving us the knowledge and ability to work in the future. Communicating with others is necessary for our daily lives and others because English is a thing. Extremely i m p o r t a n t f o r s e l f - d e v e l o p m e n t communities, societies, and nations, countries Most of them use language. English in communication because in today's world, the English language has developed in both ways. The cultural economy is very important to our education. 2 RELATED STADIES Related Studies The study focused on the problems of preschoolers who were unable to recognize letter shapes, letter names, and associated sounds, qualitative research with case study design, and purposive random sampling. of five participants were used in this study. This research used document analysis as a tool to collect preand post-intervention data. Based on the pre-intervention findings, students were unable to recognize letters. HVAM Flashcards HVAM flashcards combine tactile, visual, audio, and analogy elements. to help students understand the alphabet sound of letters and letter identification score sheet. Literacy Progress Profile (2019). 3 RESEARCH METHOD: Data Analysis and Research Statistics In this chapter, we will delve into the research methodology, explaining the test as an instructional tool. Additionally, the chapter outlines the procedure used and the data analysis method applied to the sample of students. 3.1 Research Methodology The use of solving problems to increase the memorization of Grade 5 students at Ban Pafang School through the action research cycle of the PLC (Professional Learning Community Process) is carried out in steps as follows: 3.1.1 D e v e l o p a p r o f e s s i o n a l l e a r n i n g community action plan. 3.1.2 Build a learning community team that has members. 5

4.THE RESULTS AND HYPOTHESES TESTING: A study of academic achievement in the English subject, development of English consonant identification skills using the ABC Flashcard application for 2ndgrade primary school students. Ban Khok Khilek School, the researcher presented the results of the data analysis. According to the details. 5. DISCUSSIONS Improving the skills of identifying English consonants using the Baby Flashcard application of students in Prathom 2at Ban Khok Khilek School helps students develop the skills of identifying English consonants and the score from the pre-test was 4.5, the standard deviation was 1.41, and the post-test was 8.6 with a standard deviation of 1.06, indicating that the post-test scores were higher than before, according to the hypothesis. The researcher stated that grade 2 students who have developed skills in identifying English consonants using the online media Baby Flashcards have higher results in remembering English vocabulary after studying than before. 5.1 Recommendations Some suggestions were made to the participants closely related to the studies presented below:1. Using the Baby Flashcards application, teaching must be carried out according to the learning plan in a step-by-step sequence. 2. Teachers should use the Baby Flashcard application which is useful and suitable for students. REFERENCES Chinida Jennoppakarn (2009). A study of the learning achievement and retention of the vocabulary of 6th grade students from teaching using the strategy STRATEGY (Master of Arts Thesis). Natchimaporn Nusong.(2019).Improving basic word reading achievement of 2nd grade students taught using flashcards and picture cards, Panya Journal.26(2), 1-10. Kriengsak Charoenwongsak, Prof. Dr. (2009). Creating sustainable social development work with the concept of social entrepreneurship (SocialEntrepreneurship)Parliament News Year : 57 Issue: 9 Page numbers : 87-92 B.E. .2009 6

Using Phonics Teaching to Improve Students’ English Reading Skill of Grade 4 Students at Ban Sidek School, Pattani Province Suhaimee Dorloh Department of Teaching English, Fatoni University, Pattani, Thailand [email protected] Keywords: Phonics teaching, Student’ English Reading Skill Abstract: Research on Using Phonics Teaching to Improve Students’ English Reading Skills for Grade 4 Students of Ban Sidek School, Pattani Province aimed (1) to study the achievement of English reading skill by using Phonics teaching of grade 4 students at Ban Sidek School after class is higher than before (2) to study the satisfaction of Grade 4 students at Ban Sidek School at a high level. The research sample group 4 students studying in the first semester of the academic year 2023 at Ban Sidek School, Yarang District, Pattani Province. The research instruments consisted of 3 learning management plans using Phonics teaching to develop English reading, 2 sets of tests to measure the achievement of English reading skills before and after class by using Phonics teaching, and 1 set of assessment form for students' satisfaction towards using Phonics to improve reading skills in English. The statistics used in data analysis include the average, standard deviation, and effectiveness.The results showed that the students’ achievement scores of English reading skills before and after class by using Phonics were higher than the pre-test at 1.19, and students' satisfaction with Phonics teaching was average of 4.54 which was at the highest level. 7

1 INTRODUCTION In today's world society, learning a foreign language is very important and necessary in everyday life because it is an important tool for communication, education, seeking knowledge occupation understanding of the global community's culture and vision foreign languages that are basic learning materials are English (Basic Education Core Curriculum 2008, page 220) which every school has teaching English is included in the curriculum of all educational institutions. In addition, when Thailand stepped into ASEAN Community English is even more important. This is because English has been used as the lingua franca in communication among ASEAN countries together and also to communicate with western countries as well. 2 RELATED STADIES Malinee Poommalai (2015) has conducted research on the topic Development of E-books Titled Spelling Vocabulary English by Phonics Method for grade 4 students. The results of the study found that 1. E-book on English Vocabulary Spelling with Phonics Method for Grade 4 Students generated efficiency was 81.50/81.22, meeting the set criteria. 2. The ability to spell English words. with phonics method for Grade 4 students after class is higher than before statistically significant at the .05 level. 3. Student's satisfaction with learning by using electronic books on spelling words English by phonics method for grade 4 students is at the highest level. 3 RESEARCH METHOD: Data Analysis and Research Statistics This research has divided the analysis accordingly as follows: 1. A test to compare the scores of the sample before and after class about English reading skill using the Rubric Scoring and t-test dependent, comparing the scores of the samples before and after use. The significance level is set at the .01 level. 2. An analysis of the students' satisfaction level with the Phonics teaching for Grade 4 Students, Ban Sidek School 8

4 THE RESULTS AND HYPOTHESES TESTING: The results of the research on the Using Phonics Teaching to Improve Students’ English Reading Skill for Grade 4 Students of Ban Sidek School, Pattani Province can be showed in 2 issues which were as following: 4.1 Quantitative results of comparing students’ English reading skill before and after studying using phonics teaching. 4 . 2 , i t w a s f o u n d t h a t t h e appropriateness of using the English reading test for Grade 4 students according to the opinions of the experts is suitable. Table 2: The students’ satisfaction with 5 DISCUSSION / RECOMMENDATIONS After applying and having evaluation of the research, there are several significant things can be recommended in this paper and it is hopefully can be useful for the readers, especially: For students Learning how to read English by using Phonics teaching can help the student to improve their performance in English reading. Phonics teaching can attract students to concentrate in class. However, using Phonics teaching is a better way to develop them. REFERENCES Cambridge Advanced Learner’s Dictionary (2020). Cambridge: The Press Syndicate of the University of Cambridge. Harris, T. L., & Hodges, R. E. (2017). The literacy dictionary: The vocabulary of reading and writing. Newark, Delaware International Reading Association. Phasomsap, P (2021). Improving English Spelling Reading Skills by Practicing Compound Words with Vowel Sounds (Phonics)of Grade 3 Students (Piboonbumpen Demonstration School, Burapha University). Phummalai, M (2019). Development of Ebooks Titled Spelling Vocabulary English by Phonics Method for Grade 3 Students (Master of Education Program in Educational Technology and Communication). 9

Flashcards (Phonics) of Grade 2 Student at Ban Puyut Community School, mueang district, Pattani province. Sufee Abdul-Amad Department of Teaching English, Fatoni University, Pattani, Thailand [email protected] Keywords: The Development of English Spelling (Phonics) by Using Flashcards (Phonics) Keywords: BBC Game, English vocabulary skills Abstract: This research aimed to assess the effectiveness of teaching English vocabulary and spelling skills using Phonics flashcards among second-year elementary school students. The study, conducted at Ban Community School, Puyut, involved 10 students selected through purposive sampling in the first semester of the academic year 2023. Employing an action research design, the study utilized various tools, including English reading and spelling practice in three lessons, pre-testing and post-testing, and learning management plans. Data analysis involved t-tests, mean scores, and standard deviations. The results showed a significant improvement in students' average scores after the study, indicating that using flashcards (Phonic) for learning management is effective in developing the spelling skills of second-year primary school students. 10

1 INTRODUCTION The core curriculum for foreign language learning aims to foster positive attitudes towards foreign languages and develop effective communication skills. It also seeks to impart professional knowledge, promote further education, and cultivate an understanding of diverse cultures. However, many Thai individuals struggle with English pronunciation due to differences in sound systems. Establishing a foundation in correct pronunciation from early childhood is crucial. Phonics instruction, which teaches the sounds associated with letters, is commonly used to address this. In the second semester of the 2019 academic year, Grade 1 students showed low learning outcomes in English, partly due to deficiencies in reading and spelling skills. Many students relied on memorization, hindering their ability to pronounce words correctly. Addressing these challenges is essential for improving academic achievement in English. 2 RELATED STADIES Created a phonics skill practice model and compared the results of learning English vocabulary before and after using it. Phonics skill practice for 2nd grade students and the results of the research found that 1) Phonics skill practice to develop English vocabulary learning for 2nd grade students created by the researcher. The efficiency was 84.29/82.50, in line with the set criteria. 2) The results of learning English vocabulary before and after using the phonics practice exercises of the 2nd grade students after learning were higher than before studying with statistical significance at .05 Worakarn Sokhano, Kanokkan Kittichatchaowalit and Pananoi Rodchu (2020: Abstract) 3 RESEARCH METHOD: Data Analysis and Research Statistics The 5 groups of math in the interpretation are as follows: 0.00 -1.50 means the lowest level of practice 1.51 – 2.50 means low level practice 2.51 – 3.50 means moderate practice 3.51 – 4.50 means practice at a high level 4.51 – 5.00 means practice at the highest level Sub-question, part 2, an open-ended questionnaire a b o u t o p i n i o n s a n d o t h e r 11

recommendations to teachers and managementof English language teaching. 4 THE RESULTS AND HYPOTHESES TESTING: The mean test scores of the children varied significantly between the pre-and post-tests. The post-test scores of the pupils had a higher mean score than the pretest. It demonstrates how the pupils were favorably impacted by the three w e e k s o f t h e r a p y a n d h o w t h e i r memorization skills greatly improved. Based on Table 4.2's findings, it is clear that the posttest score was greater than the pretest score. This indicates that the method of employing rhythm to memorize English vocabulary is more engaging for students and makes learning fun. 5 DISCUSSIONS Discussion: The researcher proposes a study on using pronunciation teaching to enhance English spelling skills among Grade 2 students at Ban Puyut Community School in Pattani Province. The objective is to investigate the impact of phonics exercises on spelling and pronunciation, aiming to improve the spelling of Grade 2 students. The study also aims to assess satisfaction with phonics exercises and the use of an English spelling test. The study was conducted with a sample of 10 Grade 2 students at Ban Puyut Community School. Research tools included practice sheets for English reading and spelling, along with pre- and post-study test plans. Statistical analysis involved calculating means, standard deviations, and effectiveness based on specific formulas. Conclusion: The study found that Grade 2 students improved in English spelling achievement after practicing English spelling skills. Before the study, the average score on the pre-test was 3.50 with a standard deviation of 0.850. After using phonics teaching, the mean score on the post-test was 0.850 with a standard deviation of 0.843. It can be concluded that the English spelling test scores of Grade 2 students at Ban Puyut Community School improved through the use of English reading and spelling exercises, aligning with the learning management evaluation criteria. 12

REFERENCES Anupap Donsopon. (2019). Testing and evaluation of English language teaching. Bangkok: Chulalongkorn University Publishing House Duangjai Tangsanga. (2012-2013). What is Phonics? Why do you need to study it? [Online]. Accessible from http://taamkru.com/th/ What is Phonics - Why do you need to study it/, (1 December 2020) 13

The development of Vocabulary Memorization by Using a Set of Rhyming Words of Grade 5 Students at Ban Pafang School, Satun Province Natcharon Saengket, Department of Teaching English, Fatoni University, Pattani, Thailand [email protected] Keywords: Rhythm, Vocabulary, Memorization Abstract: The objective of this research is to develop memorization skills by using a set of rhyming vocabulary words for teaching English vocabulary to Grade 5 students at Ban Pafang School. The sample group was 19 students in grade 5 of Ban Pafang School in the first semester of the 2023 academic year, obtained from a purposive sample. The research tools included a learning management plan, a pre-class test, and a post-test there were 2 sets and 1 set of rhyming words 20 words. The data were analyzed using statistics, finding t-test values, mean scores, and standard deviations. The research results found that students have improved memorization skills. The mean score from the pretest was 4.42, and the standard deviation was 2.79. The mean score from the post-test was 13.68, and the standard deviation was 3.12 After students were taught using rhyming vocabulary sets, students had improved their memorization of English vocabulary with statistical significance at the .000 level. It can be concluded that students develop effective memorization of vocabulary using rhyming sets. 1 INTRODUCTION Vocabulary is the most important thing about using any language around the world. In teaching English at the elementary level, vocabulary knowledge plays a very important role in reading 14

texts. Teachers tend to start teaching vocabulary because vocabulary helps them to understand what they are reading more. The more vocabulary you know, the more you understand, as Thornbury (2002) points out the importance of vocabulary and grammar. Has said Without grammar, very little communication is possible. But without words, communication would not happen at all. It can be said that vocabulary teaching is more important than grammar, vocabulary is an important basic unit of language. Therefore, learners must learn first. The researcher, therefore, chose to develop. 2 RELATED STADIES Natthasajee Song-in (2018) researched Developing illustrated books with rhyming words, Big & Small Book, to promote the reading abilities of early childhood children according to the brainbased learning approach. The results of the research found that: 1. Development of illustrated books with rhyming words, Big & Small Book, 5 volumes, consisting of the sounds A, B, C, D. and the AEAE 4 Step process to promote competence in Reading of early childhood children according to the Brain-based learning guidelines, which has been checked for quality by 5 experts, has an average result of 4.83, meaning it is most appropriate. 2. Children's reading ability in Early childhood according to the Brain-based learning approach after studying was higher than before studying with a statistical significance of .01. 3 RESEARCH METHOD: Data Analysis and Research Statistics The tools used in this research included: 1. Pre-test In this research, the pretest will be given for the first time. 2. Post-test is given to students after finishing the teaching. In the posttest, the researcher gives twenty items of multiple choices with the same questions. 4 THE RESULTS AND HYPOTHESES TESTING: memorization of vocabulary using rhyming sets. The research results found t h a t s t u d e n t s h a v e i m p r o v e d memorization skills. 15

5 DISCUSSIONS Following the completion of the study and the analysis of the data, the researcher came to several conclusions about the use of rhythm in teaching and learning English to boost students' capacity for memorizing vocabulary in the five-grade students of Ban Pafang School in the academic year 2023. The researcher can draw the following conclusion: There is a development in memorizing skills following the use of rhythm through teaching vocabulary. The author obtained the data from the preand post-tests. The teacher used rhythm to teach vocabulary during the way of the treatment. 5.1 Recommendations Some suggestions were made to the participants closely related to the studies presented below: 1. English teachers should keep a record of using appropriate cadence in the classroom. 2. E n g l i s h t e a c h e r s s h o u l d encourage students to express themselves in English regularly. It depends on their activities. To develop students' ability to memorize English vocabulary. REFERENCES Biannual Journal of Applications of Language Studies (JALS), (2018). “The Impact of Rhythmic Teaching on the Vocabulary Knowledge of Field Dependent and Field Independent EFL Learners” Jarudet Prapasri. (2021). Report on the results of the development of work that is a challenging issue in developing the learning outcomes of students on the topic of developing English vocabulary memory skills. Using rhyming words for Mathayom 1 (Uthai School, Phra Nakhon Si Ayutthaya). Phra Nakhon Si Ayutthaya: Phra Nakhon Si Ayutthaya Educational Service Area Office. Barrish, S., & Ramić-Brkić, B. (2017). Kockica: developing a serious game for English learning and practising v o c a b u l a r y . I n A d v a n c e d Technologies, Systems, and Applications (pp. 349-358). Springer International Publishing. 16

Improve English Vocabulary Memorization Using the Total Physical Response (TPR) Technique of High School 1 Student, Tung Yang Daeng Pittayakom School, Pattani Province Sulaiman koder, Zulgornai Benya, Mariyae Baneng, Muzzakkid Himpinid, Jaruwut Songmuang Department of Teaching English, Fatoni University, Pattani, Thailand @[email protected] Keywords: Rhythm, English Vocabulary, Development, memorization. Abstract: This research examines vocabulary development using the Total Physical Response (TPR) technique in 11 Mathayom 1 students at Thung Yang Daeng Pittayakhom School. The study found that post-test scores were significantly higher than pre-test scores, indicating that TPR is effective in improving the memorization skills of Mathayom 1/4 students. 1 INTRODUCTION English is crucial for the future of Thailand, with subjects taught from kindergarten to higher education levels for at least 14 years. The core curriculum aims to develop learners' desire for foreign languages and their ability to communicate, seek knowledge, and understand various stories and cultures. Vocabulary memorization skills are difficult for native speakers, but improving these skills can enhance English language learning. A researcher conducted a study on Mathayom 1/4 students at Thung Yang Daeng Pittayakom School, focusing on vocabulary memorization. The researcher proposed using the Total Physical Response technique, teaching language through gestures, to help students improve their vocabulary memorization skills. 2 RELATED STADIES The Total Physical Response (TPR) method has been found to be beneficial for extrovert kinesthetic students but 17

disadvantageous for introverts. Teaching props, with their bright and colorful shapes, can stimulate interest and keep students engaged. Studies have shown positive results when integrating TPR and teaching props into Chinese classrooms in Thai schools. Tingting Shi's experiment showed that TPR teaching method is more effective in primary school English classes, enhancing students' learning efficiency. A descriptive qualitative study at Panti Asuhan Yauma Jakarta investigated the use of TPR in early childhood English Language Teaching (ELT) and students' responses after learning English using the TPR method. 3 RESEARCH METHOD: Data Analysis and Research Statistics This experimental research uses the Total Physical Response (TPR) technique to develop vocabulary memorization skills. The study involved developing rhyming vocabulary sets, presenting q u e s t i o n n a i r e s t o e x p e r t s f o r improvement, and creating pre- and poststudy tests. Quantitative data from pretest and post-tests were analyzed using computer programs to find mean, standard deviation, and dependent t-test. The study aimed to improve vocabulary memorization skills by incorporating rhyming vocabulary words and lesson plans, and using computer programs to analyze the data. 4 Finding and Result: The study analyzed the impact of Total Physical Response (TPR) teaching method on vocabulary retention among 11 students. The pre-test scores were 14.18, with a standard deviation of 2.63, and the post-test scores were 23.6, with a standard deviation of 2.29. The post-test scores were higher than the pre-test, indicating that the TPR method was more engaging and enjoyable for students. The results showed that test scores after the first and second studies were not different, indicating that students who studied using TPR were durable in remembering English vocabulary. This supports the hypothesis that the durability in remembering English vocabulary does not decrease with the TPR method. The study provides valuable insights into the effectiveness of TPR teaching methods in improving vocabulary retention. 18

5 DISCUSSIONS 5.1 Discussion and Conclusion This study aimed to investigate the effectiveness of Total Physical Response (TPR) teaching for Mathayom 1 students at Thung Yang Daeng Pimyakhom School. The research used experimental methods, including pre-experimental research design, one-group pre-test, and post-test design. The study used four learning plans for unit 1, Parts of Your Body, and organized learning activities using gesture response (TPR). The study also conducted a pre- and post-test to assess the effectiveness of TPR teaching. Data was collected through quantitative methods, les s on plans , and pronuncia t i o n assessment tests. A memorization assessment test was conducted for 11 Mathayom 1 students, with scores compared before and after the tests. The results were analyzed using mean, standard deviation, and t-test values. REFERENCES Cicih N. (2019). Promoting total physical response (TPR) methods on early childhood English language Teaching. Universitas Bina Sarana Informatika. Fan, Y. (2021). A study on the application of Total Physical Response in teaching integrated Chinese classes in Thai elementary schools. (Master thesis). XI’AN SHIYOU University, XI’AN, XSYU. He, E. N. (2018). The Teaching Exploration of “Acting and Speaking Synchronously” Total Physical Response-Takes Phaiboonvittaya School as an Example. (Master thesis). Guangxi Normal University, Guilin, GXNU. Liu, F. (2018). Reflections on the TPR Teaching Method in the English Classroom. Education Modernization, 5, (38), 131-135. Nirinchai P. (2018: 159) also added about visual media that pictures will motivate. Good at stimulating exposure Especially good photos and drawings. Sariyati, I. (2019). The Effectiveness of TPR (Total Physical Response) Method. 19

Using Wordwall Games to Develop English Vocabulary Learning of Grade 4 Students at Ban La Ar School, Pattani Province Aminuddin Adam Ishaq, Zulqornai Benya, Mariyae Baneng, Muzzakkid Himpinid, Jaruwut Songmuang Department of Teaching English, Fatoni University, Pattani, Thailand [email protected] Keywords: Wordwall Games, English vocabulary Abstract: The purpose of this research was to compare the achievement of learning English vocabulary through Wordwall Games among grade 4 students at Ban La Ar School, Pattani Province. The population for the research comprised 4 Grade 8 students, selected through purposive sampling. The research tools included learning management plans and achievement tests administered before and after studying Wordwall Games. Data were analyzed using averages, standard deviations, effect sizes, and percentages. The results of the study indicate that before using Wordwall Games, the average score on the pre-test was 1.63 points, while the total score on the post-test was 6.00 points. This suggests that the application of the Wordwall Games is effective for learning English vocabulary. Furthermore, using Wordwall Games can enhance vocabulary proficiency due to its simple steps, potentially increasing enthusiasm for learning English vocabulary. 20

1 INTRODUCTION I n t o d a y ' s g l o b a l s o c i e t y , characterized by an era of learning and communication without borders, people from all corners of the world with diverse cultures and nationalities can communicate and access various information sources available on the internet, with language serving as a medium for transmitting information. Humans do not use language; rather, language serves as a tool for receiving meaning and expressing understanding towards each other. Additionally, language functions as a tool for regulating society and expressing the cultural identity of nations (Chadaporn Phokaisawan and colleagues, 2018) 2 RELATED STUDIES Research on developing the ability to learn English vocabulary using games for 4th grade students at Chiang Mai Phatthana Community School, District. Pho Chai, Roi Et Province. The results of the study found that 1) The effectiveness of learning the English vocabulary using games for Grade 4 students was 0.8427, showing that the students' knowledge increased by a percentage of 84.27 2) The ability to learn English vocabulary of Grade 4 students using games after learning was significantly higher than before learning. The statistical significance is .05. 3) Grade 4 students have durability in learning English vocabulary after studying for 14 days with a statistical significance at .05. (Apornsiri Ponraksa (2018) 3 RESEARCH METHOD: Data Analysis and Research Statistics 1 Sample The sample group used in this study, are grade 4 students at Ban La Ar School. There are 8 students in one classroom. 2 Duration It took 5 weeks for the experiment, 2 periods, each 60 minutes per lesson, totaling 16 periods in the first semester of the academic year 2023. 4 THE RESULTS AND HYPOTHESES TESTING: It is shown that the results of the pretest and post-test of using Wordwall Games to Develop English Vocabulary 21

Learning for Grade 4 students in the target group had pre-test scores, with the highest score is 5 points, and the lowest score is 0 points. The average score from the pre-test is 1.63 points and the total from the posttest is 6.00 points. The average score from the pre-test is shows students have improved their English vocabulary. The significant level that the researcher uses is 0.01 from the quantity (N) 8. There was a significant difference in the student' mean score of the pre-test (M=1.63, SD=1.59) and the post-test (M=6.00, SD=1.19) conditions; t (6) =-5.990, sig=<.001 5 DISCUSSIONS In assessing English vocabulary of 4grade students, both before and after utilizing Wordwall Games for learning vocabulary, involving a sample of 8 individuals, notable improvements were observed. After employing Wordwall Games, the mean score rose significantly to 6.102, with a standard deviation of 6.00, surpassing the pre-test average score of 2.648, which had a standard deviation of 1.63. This positive change was further supported by a calculated t-value of 5.990. In summation, the use of Wordwall Games effectively enhanced the English vocabulary of grade 4 students compared to their baseline performance. Recommendations Before using Wordwall games in your lesson, plan how you will integrate them into your teaching. Consider which vocabulary or concepts you want to reinforce and choose appropriate game templates accordingly. REFERENCES Abdul Syakir (2020). Developing Students Vocabulary at Elementary School by Using Words Game. Muhammadiyah University of Parepare Abdul Syakir (2020). Developing Students Vocabulary at Elementary School by Using Words Game. Muhammadiyah University of Parepare Lydia Zeta Donald Stavy, (2018). Using Language Games for Vocabulary Retention in a Rural Primary School in Sarawak 22

Using Bamboozle Game to Improve the Learning of English Vocabulary of Grade 4 Students at Anuban Yarang School, Pattani Province Hajrom Hawae Department of Teaching English, Fatoni University, Pattani, Thailand [email protected] Keyword: Learning English vocabulary using games, Baamboozle games Abstract: The objectives of this research were (1) to compare the achievement scores of learning English vocabulary by using baamboozle game among Grade 4 students at Anuban Yarang School. and the sample included 26 students in grade 4/2 at Anuban Yarang School. The instrument used in the research were lesson plans, pre-test and post-test, questionnaire and game Baamboozle. The descriptive statistics was applied for data analysis mean, standard deviation (S.D) and dependent samples t-test. The result indicated that the students gained higher score after the implementation of game in learning vocabularies. In the pre-test mean score was 5.92 and the standard deviation (S.D) was 1.94 The post-test mean score was 10.35 and the standard deviation was 2.26 The total of pre-test and post-test mean score was 16.27 and the standard deviation was 4.19 The student achieved higher score after the implementation of games in learning vocabularies at the level of significance .000 and the student’s satisfaction towards the implementation of games in learning vocabularies at a high level with the mean score of 4.12 1. INTRODUCTION In today's global society, learning a foreign language is essential not only for academic and professional purposes but also for accessing information and engaging with the world. In addition, language is a powerful tool for communication, negotiation, and cooperation, which are critical in addressing economic and political issues. Knowledge of multiple languages promotes positive interactions between people of different cultures by fostering an understanding of the unique perspectives and experiences of each group. communicate effectively and respectfully. The 2008 Basic Education Core Curriculum in Thailand recognizes the importance of English language proficiency in today's world, and emphasizes the need for students to develop their language skills to enhance their quality of life and prepare them for success in various contexts. 2. RELATED STUDIES Sunatcha Srinam. (2021) The goals of this study were to (1) improve vocabulary reading skills and (2) assess how well people could read words before and after playing a word game. This study is quantitative in nature. 25 sixth-grade kids made up the sample group for the study, which was carried out over the course of two weeks with a total of four experimental periods of 50 minutes each. A word reading knowledge exam was utilized to 23

gather data, and an English vocabulary game was the innovation used in the experiment. These were the tools used in this study. Determination, mean, and t-test statistics were employed in the data analysis. The results demonstrated that pupils who learned through word games in the classroom had very high levels of reading proficiency. They were able to read words before and after usage, with an average score before learning of 5.64 and an average score after learning of 8.72. At the .01 level, the word game was statistically significant. 3. RESEARCH METODOLOGY The following were the instruments utilized in this study: 3.1 Learning Management Plan 3.2 Pre-test and post-test 3.3 Students in secondary 4/2 expressed satisfaction with their use of games to learn English vocabulary. 3.4 Utilized as a research instrument was the game "Baamboozle". 3.1 DATA COLLECTION 3.1.1 The formula of Mean: 3.1.1.1 Average (Mean) using the following formula (Boonchom Srisaard 1992: 102) ̅= ∑ 3.1.1.2 Find the standard deviation (Standard Deviation) by using the following formula (Boonchom Srisaard 1992: 102). .. = √ ∑ 2 − (∑ ) 2 ( − 1) 4. FINDING AND RESULT From research studies on the development of learning English vocabulary using games of 4th grade students at Anuban Yarang School, the researcher analyzed the data. and present the results according to the research objectives as follows: 4.1 To improve grade 4th pupils' learning results for English vocabulary before and after instruction at Anuban Yarang School. by using baamboozle game. Quiz n Full score ∑ ̅ S.D. Pretest 26 15 .380 5.92 1.937 Posttest 26 15 .444 10.35 2.262 From Table, it was shown that the comparison scores of English vocabulary learning results of Grade 4 th students at Anuban Yarang School. After organizing teaching activities, it was found that Grade 4 th students had a mean score from the 24

pre-test of 5.92 and a standard deviation of 1.937, while the post-test had a mean of 10.35 and a standard deviation of 2.262 It was found that students who received learning management using the Baamboozle game to learn English vocabulary had higher average scores after learning than before learning. 4.2 To investigate satisfaction with using baamboozle game English vocabulary acquisition. pupils at Anuban Yarang School that are in grade 4th 5. DISCUSSION From the development of English vocabulary knowledge using the Baamboozle game of Grade 4th students at Anuban Yarang School. The results of the study can be discussed as follows. Students' Ability to Learn English Vocabulary of Grade 4th Students Using the Baamboozle Game After Learning was Significantly Higher than Before Learning at the .000 Level. Results of learning English vocabulary using the Baamboozle game of Grade 4th students at Anuban Yarang School. Using the learning management plan created by the researcher. This results in organizing learning that meets the content and objectives. Helps develop students' knowledge and abilities Makes students learn quickly Helps increase teaching efficiency in addition, using games to organize learning helps children understand and remember lessons better. It also allows children to relax, relieve stress, and have fun and enjoyment. Consistent with the research of Sunatcha Srinam (2021), this research aims to (1) develop the ability to read vocabulary and (2) compare the ability to read vocabulary before and after using word games This research is quantitative. The sample group was 25 students in Grade 6. The research results found that Students who learn by using vocabulary games as part of their teaching have a very good level of vocabulary reading ability. with an average score before studying 5.64 and an average score after studying 8.72 and having the ability to read vocabulary before and after using Word games are statistically significant at the .01 level. The results concluded that the comparison scores of English vocabulary learning results of Grade 4th students at Anuban Yarang School after organizing teaching and learning activities found that Grade 4th students had an average score from the pre-test. the study was equal to 5.92 and the standard deviation was equal to 1.94 As for the post-test, the mean was equal to 10.35 and the standard deviation was equal to 2.26 It was found that students who received learning management using the Baamboozle game to learn English vocabulary The average score after studying was higher than before studying. Statistically significant at the .000 level. 5.1 Recommendations 5.1.1 General Recommendations 5.1.1.1 Teachers should incorporate a variety of games into their teaching to enhance student engagement and motivation. 25

5.1.1.2 Teachers should utilize English vocabulary games as a supplement to their teaching. They can select appropriate games that reinforce the vocabulary being taught and incorporate them into various stages of the English learning process. 5.1.2 Suggestions for Research 5.1.2.1 Future research should conduct experimental studies to investigate the effectiveness of using games to teach vocabulary to students in other grade levels and from different sample groups. 5.1.2.2 Future research should also explore the effectiveness of using vocabulary games in teaching other language skills, such as listening, speaking, reading, and writing. REFERENCES Department of Academic Affairs, Ministry of Education. (2008). Learning management manual for foreign language learning subjects, Bangkok: Teachers Council. Srinam, S. (2021). Using English vocabulary games to develop reading skills of primary school students. 6th year of education at Thesaban 4 School, Ban Phu Bo Bit. Retrieved from: https://ojs.mbuslc.ac.th/index.php/ srj/article/view/43/26 26

Memorization English Consonant Using Flashcards With Students in Grade 1 at Ban Kok Khee Lek School, Pattani Province Amir Sama, Zulgornai Brnya, Mariyae Baneng, Muzzakkid Himpinid, Jaruwut Songmuang Department of Teaching English, Fatoni University, Pattani, Thailand @[email protected] Keywords: Flash card, Improving, Activity Abstract: The research objectives are 1) to compare the results of memorization English consonants using Flashcards of students in Grade 1 at Ban Khok Khee Lek School, 2) to study the satisfaction of students in Grade 1 Ban Khok Khee Lek School. Continuing the development of memorization English consonants using Flashcards. The sample group was 22 Grade 1 students at Ban Khok Khee lek School, academic year 2023. The research tools included flashcards, pretest, post-test. Statistics used in data analysis include mean, standard deviation.The research findings are as follows: (1) The use of the Flash cards had a statistically significant effect on the memorization consonant English of grade 1 students. The scores after study are significantly higher than the scores before study, with post-study scores averaging 12.05, compared to pre-study scores, which averaged 6.11. Additionally, there is a standard deviation (SD) of 1.66 before and 2.17 after study. The improvement is not only significant but also exceeds the levels observed before implementing the game. 27

1 INTRODUCTION English plays a huge role in the daily lives of Thai people and people around the world due to technological advancements. Therefore, it is necessary to use English to communicate. English is a foreign language that should be learned. the first language corresponding to (FoxNewsPoint, 2018) ranked it “Top 10 most spoken languages in the world. such as English language “working language” (Department of ASEAN Affairs, Ministry of Foreign Affairs, 2558) 2 RELATED STUDIES Study on the use of applications Application for learning and developing English vocabulary skills found that using applications to learn and Improving English skills is fast and convenient to search. It can be concluded that the use of various media in the learning process in conjunction with consonant teaching. English plays a part It helps to promote the achievement of learning English vocabulary and retention in learning English of the students higher than before. By enhancing their comprehension with colorful pictures that can be seen clearly and that students learn through practical learning activities that are body movements will help stimulate student learning well, which led the researcher to see that the teaching method using Activity-based activities can help develop the learning of the English alphabet. Nattakarn Phuwong and Angwara Luangnapha (2019, pages 250-254) 3 RESEARCH METHOD: Data Analysis and Research Statistics The researcher conducted the using the Flashcard, of 22 students in the first semester of the 1st of the academic year 2023 by purposive sampling. because the students lacked the skills of identifying English consonants, it took 4 weeks for 8 lessons with a sequence of steps. 4 THE RESULTS AND HYPOTHESES TESTING: A study of academic achievement in the English subject, development of English consonant Memorization skills using the Flashcard for 1st grade primary school students. Ban Khok Khee lek School, the researcher presented the results of the data analysis. According to the details as follows: 28

5 DISCUSSIONS Research English subject: Developing skills in consonants memorization by using the Flashcard for 1st grade students at Ban Khok Khee Lek School, Yarang District, Pattani Province 1. To compare the results of memorization English consonants using Flashcard of Grade 1 students at Ban Khok Khee lek School, Yarang District, Pattani Province. 2. to study the satisfaction of Grade 1 students at Ban Khok Khee Lek School, Yarang District, Pattani Province, towards the development of memorization English consonants using flashcard, with a population of 22 students in Grade 1 of Ban Khok Khee Lek School, academic year 2023, and a sample group of 22 person, the researcher used purposive sampling (Purposive Sampling). Tools used in the research (1) pre-study and post-study tests created by the researcher, (2) Flashcard, (3) learning media about consonants A-Z created by the researcher, statistics used in the analysis data includes mean and standard deviation. The researcher summarized the research results by using Flashcards for students in Grade 1 at Ban Khok Khee lek School. Recommendations 5.3.1 Suggestions for using research results. 1. Using Flashcards, teaching must be carried out according to the learning plan in a step-by-step sequence. 2. Teachers should use flashcards that are useful and appropriate for students. 5.3.2. Suggestions for next research. REFERENCES Ashcroft, R. J., Cvitkovic, R. & Praver, M. (2018). Digital flashcard L2 Vocabulary learning out- performs traditional flashcards at lower proficiency levels:mixed methods study of 139 Japanese university students. The EUROCALL Review, 26(1),14-28. https://doi.org/10.4995/ euro call.2018.7881 Basic Education Core Curriculum, B.E. 2551, page 1 Learning English has an important objective and aims to enable learners to use English to communicate in various situations. 29

Effect of Using Audio-Lingual Method (ALM) on Students’ Vocabulary for Form 2 at Thung Yang Daeng Pittayakhom School, Pattani Province Areefin Yaming Department of Teaching English, Fatoni University, Pattani, Thailand [email protected] Keywords: Effect, Vocabulary, Audio-Lingual Method (ALM) Abstract: The research is related to the development of English vocabulary using the Audiolingual Method (ALM) among second-year high school students at Thung Yang Daeng Pittayakhom School, Pattani Province. The objective is to investigate the effects of employing the Audiolingual Method (ALM) on students' vocabulary development. The study focuses on a sample group comprising 19 second-year students (Class 2/2) at Thung Yang Daeng Pittayakhom School during the first semester of the academic year 2022. The participants were selected through purposive sampling. The research tools were pre-tests, post-tests, and lesson plans. Data were analyzed using t-tests, mean scores, and standard deviations. The study found that the students' mean post-test scores were higher than their pre-test scores, which was significant (p.<000). As a result, it can be concluded that using the Audio-Lingual Method (ALM) technique in teaching English vocabulary is effective in developing vocabulary skills of Form 2/2 students. 1 INTRODUCTION English is an essential international language and a foreign language that plays a major role in politics, society, economics, culture, communication both in and outside the country, and education. This can be seen in the education systems of each country, which require students to have the ability to use English from elementary school through to university. The purpose of this is to give students skills in four areas: listening, speaking, reading, 30

and writing. In particular, speaking skills are important for effective communication with people from all over the world. Speaking English is the skill that Thai students have the most difficulty with, even though speaking skills are important for Thai students. Therefore, in this study, the researcher used Audio-Lingual Method to develop form 2 students’ memorization of English vocabularies at Thung Yang Daeng Pittayakhom school. And most importantly, English teachers in this school can use or modify the techniques for increasing their students’ potential. 2 RELATE WORK Abd. Ghofur, I Nyoman S. Degeng, Utami Widiati, and Punaji Setyosari (2019: Abstract) This study proposes that the behavioristic learning approach of AudioLingual Method (ALM) seems to play a role in enhancing fundamental speaking skills, while the constructivist learning approach of Communicative Language Teaching (CLT) is more likely to mold speaking competencies within relevant contexts. Consequently, it is recommended that a combined implementation of both methods be adopted in English as a Foreign Language (EFL) classrooms. Furthermore, future research could explore the incorporation of diverse topics and media to enrich the learning experience. 3 RESEARCH METHOD: Data Analysis and Research Statistics In this study, the researcher utilizes a research design involving pre-test and post-test assessments within a single group to address the research problem. The data collection comprises both pre-tests and post-tests, with a specific focus on fifteen samples of second-grade students at Thung Yang Daeng Pittayakhom School. The tools used in this research included: 1 Lesson plan 2 Pre-test 3 Post-test For this study, the quantitative data from the pretest and posttest were analyzed by using Microsoft Excel to find the mean (X), standard deviation (S.D), and dependent t-test. 4 THE RESULT AND HYPOTHESES TESTING The research revealed that employing the Audio-Lingual Method to enhance English vocabulary skills for Form 31

two students had a discernible impact on vocabulary acquisition, both before and after its implementation. The total number of students involved in the study was 19. The average score post-implementation of the Audio-Lingual Method was 13.68, with a standard deviation of 3.12, surpassing the pre-implementation average score of 4.42, with a standard deviation of 2.79. Furthermore, the t-value was 4.42. Consequently, it can be inferred that there was a significant improvement in English vocabulary skills for Form two students after being taught using the Audio-Lingual Method. 5 DISCUSSIONS After completing the study and analyzing the data, the researcher drew several conclusions regarding the effectiveness of the Audio-Lingual Method in teaching and learning English to enhance the vocabulary memorization capacity of Form two students at Thung Yang Dang Pittayakhom School during the academic year 2023. In summary, students expressed satisfaction with the Audio-Lingual Method, and their post-test results exceeded their pre-test scores. This highlights the efficacy of employing the Audio-Lingual Method to improve students' vocabulary skills. 5.1 RECOMMENDATIONS Participants were provided with suggestions closely related to the studies presented below.: 5.1.1 Based on the observed p o s i t i v e o u t c o m e s , i t i s recommended that Thung Yang D a e n g P i t t a y a k h o m S c h o o l continues to integrate the AudioLingual Method into the English language curriculum. 5 .1. 2 H o w e v e r , i t i s advisable to complement this approach with additional interactive activities and diverse materials to ensure a comprehensive language learning experience. 5.2.3 Regular assessments and feedback mechanisms should be implemented to monitor students' progress and adjust teaching strategies accordingly. REFERENCES Abd. Ghofur (2019). The Effect of Communicative Language Teaching and Audio-Lingual Method on English Speaking Skill Across 32

Different Learning Styles. Lamongan: Universitas Negeri Malang, Indonesia Arikunto. S. 2018. Using Audio-Lingual Method Effectively to Teach English to Young Learners Language Education in Asia, 2011, 2(1), 134- 141, retrieved February 11, 2015, from http://dx.doi.org/10.5746/LEiA/11/V 2/I1/A11/. Jakarta: Rineka Cipta. Kittiya Phisutthangkoon (2019) This study's two primary goals were to (a) examine how Audio-Lingual MEthod helped students learn and remember language. 40 first-year students made up the sample for the study. Usman Sidabutar, 2021. The Effect of The Audio-Lingual Method on Students’ Speaking Achievement. Jurnal Suluh Pendidikan (JSP), 2021 (1). Jakarta: Pt. Bumi Aksara 33

Development of English Writing Skills Lowercase and Uppercase letters by Using Exercises of Grade 2 Students at Tonpikul School Pattani Hanif Loteh, Department of Teaching English, Fatoni University, Pattani, Thailand @[email protected] Keywords: Writing development, English writing exercises Abstract: The purposes of this research were to develop English alphabet writing skills by using English alphabet exercises, and to compare the writing ability of the 2nd grade students before and after using the English alphabet writing exercise. The samples consisted of the 2nd-grade students at Tonpikul School in the academic year 2022. The samples of this study consisted of 10 students. The research instruments were pre-test, post-test, and English alphabet writing exercises and lesson plans for English learning. Statistics used in data analysis were Dependent T-test, mean (Means) and standard deviation (S.D.) The findings of the research showed that the learning achievement of the English alphabet by using the English alphabet writing exercises of the 2nd-grade students was effective; the average score for the pre-test was 17.2, and the average score for the post-test was 23.6. After comparing the learning achievements between the pre-test and post-test, it was found that the progress was higher than before at the .05 level. So, it can be concluded that students improve their English writing skills after studying by using English alphabet writing exercises. 1 INTRODUCTION Learning English is of paramount importance and necessity in daily life because it is a vital tool for communication, education, seeking knowledge, pursuing careers, understanding cultures and perspectives of global communities, and being aware of the diversity of cultures and viewpoints in the world. Every 34

nation has its own native language, and in the world, there are hundreds of languages, with foreign languages being one of significant importance and necessity that everyone should learn to communicate with people worldwide. English, acknowledged as a lingua franca, is considered a crucial language for human communication. Currently, around 1 billion people speak English as their native or second language or as a foreign language. (Naisbitt, 1944: 26) 2 RELATED STADIES Rachadaphon Phimpisit, Siriwann Wanichawatwirach (2020: Abstract) The objectives of this research are to: 1) Develop and assess the effectiveness of English writing skill exercises to meet the 80/80 standard criteria. 2) Compare the English writing abilities of fifth-grade students before and after using the exercise materials developed by the researchers. 3) Investigate the satisfaction levels of students towards learning through the use of the exercise materials to enhance English writing skills developed by the researchers. 3 RESEARCH METHOD: Data Analysis and Research Statistics The process of addressing the problem of writing lowercase and uppercase letters using a skill practice set for second-grade students at Tonpikul School, Pattani Province, was carried out as follows: 1. Study the problems of secondgrade students. 2. Identify students' learning issues. 3. Form a learning community team. 4. Design an action plan using the EPLC (Electronic Professional Learning Community) process. 5. Create skill practice exercises for writing lowercase and uppercase letters. 6. Design teaching and learning methods, hold discussions, and reflect on ideas. 7. Write a learning management plan and prepare teaching materials. 8. Conduct classes, record postteaching reflections, and document students' learning outcomes. 9. Hold meetings to reflect on classroom observations. 10. Summarize key points for further improvement in teaching methods for the next round. 4 THE RESULTS AND HYPOTHESES TESTING: The results of the research on the Development of English Writing Skills 35

Lowercase and Uppercase by Using Exercises of Grade 2 Students at Tonpikul School Pattani Province, can be showed in 3 tables w h i c h a r e a s f o l l o w i n g: 1) Symbols UsedinPresenting Data Analysis Results. 2) Steps in Presenting Data Analysis Results. 3) Data Analysis Results. 5 DISCUSSIONS The development of proficiency in writing lowercase and uppercase English letters before and after using the skill practice exercises for 2nd-grade students at Tonpikul School, Pattani Province, was assessed using a learning management plan (4 hours) over 4 weeks on the topic of English Alphabet. This included pre-test and post-test exercises, each consisting of 25 points. When comparing the pre-test and post-test scores, it was observed that the writing proficiency significantly improved, with the post-test average score being 23.6 compared to the pre-test score of 17.2. Students expressed the highest level of satisfaction with the skill practice exercises. 5.1 Recommendations From this research study the researcher has suggestions that may be useful for learning management and research studies as follows: 1 . F o r t e a c h e rs t o u s e m e d ia effectively, they must study the details of its usage, the steps involved, and ensure that it aligns with the lesson plan. 2. Teachers should study various teaching formats or methods thoroughly and u n d e r s t a n d t h e m d e e p l y b e f o r e implementing them with students REFERENCES Pittarawat, Kovitwat. (1997). Skills and Techniques for Teaching English Writing at the Elementary School Level. Bangkok: Chulalongkorn University. Ratchadaphorn, Pimpisitthawatthaworn. (2020). Developing English Writing Skills Using Skill Practice Exercises for Fifth Grade Elementary School Students. Journal of Educational Science, Silpakorn University, 18(1), 361-373. Naisbitt, C. J., Filobbos, R., Bonington, A., & O'Reilly, D. (2013). A space occupying lesion masquerading as pancreatic carcinoma. Case Reports, 2013, bcr2013009933. 36

37

Development of Lowercase and Uppercase English Writing by Using AlphabetWriting Exercises for Grade 2 Students at Ban La-ar School, Pattani Province Nabil Kahama Departmentof Teaching English,Fatoni University,Pattani, Thailand @[email protected] Keywords: (1) writing development (2) English writing exercises Abstract: The purposes of this research were to develop English Writing skills by usingEnglish alphabet exercises, and to compare the writing ability of the 2 nd gradestudents before and after using the English alphabet writing exercise. Thesamples consisted of the 2 nd -grade students at Ban la-ar School intheacademic year 2023. The samples of this study consisted of 4 students. Theresearch instruments were a pre-test, a post-test, and English alphabet writingexercises and lesson plans for English learning. Statistics used in data analysiswere a dependent t-test, mean (Means) and standard deviation (S.D.) The findings of the research showed that the learning achievement of theEnglish Lowercase and Uppercase by using the English alphabet writingexercises of the 2 nd -grade students was effective; the average score for thepre-test was 12.25, and the average score for the post-test was 23.75. After comparing the learning achievements between the pre-test and post-test, it was found that the progress was higher than before at the 0.02 level. So, it can be concluded that students improved their English writing skills after studying by using English alphabet writing exercises. 38

1 INTRODUCTION In today's society, learning English is very important and necessary in daily life because it is an important tool for educational communication is Seeking knowledge, occupation creating an understanding of the cultures and visions of the global community and recognizing the cultural diversity and perspectives of global society. Every nation has its own national language. There are hundreds of different languages in the world, and foreign languages are considered among the most important and necessary languages that everyone should learn in order to communicate with people around the world. From the importance of the English language as mentioned, the Ministry of Education currently aims for students to have four communication skills: listening, speaking, reading, and writing, to communicate appropriately in various situations, Teachers should arrange relationships among all for 4 skills, divided into 2 groups of skills: the group of sensing skills, which includes listening and reading skills, another group is message delivery skills, including speaking skills and writing skills. Students should be trained in both groups of skills inrelationto each other for writing skills (SupaneeChinwong, 2018) As a result, the researcher decidedto develop writing skills basedonthe2008 Basic Core Curriculum, whichplacesgreat emphasis on developing basicEnglish skills.Therefore, writing practicetools such as dotted line practiceandword wall are used as they are suitablefor those who are beginning topracticewriting and are also interesting andeasyfor elementary school students, becausethey help the learner train writing it helpsthe learner to write correctly accordingtothe steps of writing the English alphabet, as well as strengthening the basic skills of writing and extending the writing intocorrect sentences and arrange sentencesappropriately can convey meaning For this reason, the researcher decidedtousethe skill exercises to improve the learners. 2 RELATED STADIES Watsana Laope (2020) todevelopEnglish capital letter writing skills throughan English Letter Writing Exercise for thosestudents,to compare pretest andposttest scores of those students after learning39

through an English Letter Writing Exercise. The instruments used for data collection was an English Letter Writing Exercise for Prathomsuksa 2 Students, including their pretest and posttest versions. The statistics used for data analysis were comprised of percentage, arithmetic mean, standard deviation and t-test for dependent samples. The findings of the research as follows: English letter writing skills of those students were found to be overall higher after learning through English Letter Writing Exercises. English capital letter writing skills of those students after the pretest and the posttest through English Letter Writing Exercises were found to be different at a statistically significant level of 0 .0 1 . In comparison, the students’ posttest scores were found to be higher than their pretest ones at a statistically significant level of 0.01. 3 RESEARCH METHOD: Data Analysis and Research Statistics In this study, the writer employs a research design using one group's pretest and post-test to address the research problem. The data collection includes a pre-test and post-test, and thestudyfocuses on four samples of grade2of students at Ban La-ar School. The tools used in this researchconsisted of 1. English alphabet writing skillspractice from A-Z for grade 2 students, 1piece 2. Word Wall's English alphabet knowledge test.(To make students havefun and be interested in learning.). 3. Make English alphabet writingexercises for pre-test and post-test (A-Z) 4. English learning management plan by using the English writing skillstraining set, 1 lesson plan For this study, the quantitativedata from the pretest and posttest wereanalyzed by using Microsoft Excel tofindthe mean (X), standard deviation(S.D), and dependent t-test 4 THE RESULTS AND HYPOTHESESTESTING: when considering each questions, it is enough that overall, students areat the highest level of satisfaction. Therewere a total of 4 questions that weremost satisfactory: exercises with40

illustrations; it was a good layout. is at the highest level (M=4.76, S.D.=0.43). The exercises are interesting and have a variety of formats (M=4.76, S.D.=0.43). The steps of the activities in the exercises can be performed by students (M=4.76 , S.D.=0.43) and the activities in the exercises make students know more English vocabulary. Understanding the meaning well can be used correctly (M=4.76, S.D.=0.51). The item with the least satisfaction is the exercise that challenges students' abilities (M=4.28, S.D.=0.66). The sum of the averages is (M= 4.68, S.D.=0.36) Therefore, it can be seen that students are satisfied with using the exercises at the highest level. 5 DISCUSSIONS From the results of this experiment, it was shown that, when considering the average and the standard deviation of the English alphabet writing ability score A-Z before training (x = 12.25, S.D = 2.217) and after training (x = 23.75, S.D = 0.5) found that the mean and the standard deviation of the English alphabet writing ability score A- Z after learning was greater than before learning. This characteristic explains that the A-Z English alphabet writing practice set helpsstudents to write the English alphabet A- Z. 5.1 Recommendations 5.3.1 Teachers must clearlyexplain how to write letters. Toensureunderstanding, do not simultaneouslyreduce the time students ask, andgiveadvice if students have doubts about theexercises, so that students understandinthe same direction. 5.3.2 English alphabet writingskills practice A-Z can be modifiedor used in conjunction with other subjectssuch as Malay language subject todevelop the academic achievement of students. REFERENCES Wasana Laope.(2018). Developing Englishpronunciation and letter writing skillsLarge prints and small prints by2nd grade students at BanNonSanguan Sip Kao School. 41

Using the Total Physical Respond Method (TPR) to Develop English Vocabulary Learning of Grade 2 students at Tladnadtonmakham School, Pattani Province Konitah Mahama Department of Teaching English, Fatoni University, Pattani, Thailand [email protected] Key terms: Total Physical Response, Vocabulary, English Abstract: Research onusing the Total Physical Respond Method (TPR) to Develop English Vocabulary Learning of Grade 2 students at Tladnadtonmakham School, Pattani Province, the aims of this research were 1) to compare the English vocabulary knowledge of Grade 2 students before and after learning withTotal Physical Respond method 2) to assess the satisfaction of Grade 2 student toward English vocabulary learning through the Total Physical Respond method. The results found that 1) the learning of English vocabulary of Grade 2 students using the Total Physical Response method improved from before when comparing the before and after scores at a significance of 0.00. The poststudy score of The average student is 13.6. Comparing the scores before class, which had a mean score of 6.1, there was also a standard deviation (S.D) of 2.17 before and 2.23 after the study. 2) Students were satisfied with using the Total Physical Response method, in learning English vocabulary, which was at the highest level, with an average of 4.9. 1 INTRODUCTION Learning English in today's global society is important as it is an essential tool for communicating, pursuing knowledge, pursuing a career in education, recognizing cultural diversity, and building an understanding of culture and community vision(Jintana Chairerk,2013). The main thing in learning a language is vocabulary because it is the basic unit of language that is most important in communication. Vocabulary is the source of meaning, thoughts, feelings, and needs 42

the communicator wants to express to others. Vocabulary development for learners needs to be in line with the age and personality of the learners. Children learn by listening, speaking, or acting according to people in the community in which they live. (Hashemi & Azizinezhad,2011 ref. in Serene Chumworathayee (2014). Problems faced by Grade 2 students are that students do not know their vocabulary and lack the motivation to study. The researcher agrees that the Total Physical Response method (TPR) is suitable for teaching and learning to develop English vocabulary learning. It is a model that emphasizes learning a language naturally and uses body movements to learn it (Asher, 1979, cited in Serene Chumworthayee (2014), According to Nitiya Homchalee (2019), said that the Total Physical Response method (TPR) made students' learning more enjoyable by emphasizing the use of gestures and pictures to encourage students to have a good attitude toward learning English. Therefore, the researcher used this model as a guideline for teaching and learning activities of grade 2 students. 2 RELATED WORK Yuktanan Dinan (2020) conducted the research entitled “Development of the English Vocabulary Knowledge of Grade 2 Students Using Total Physical Response Method” in research aimed at finding out whether Using the Total Physical Response Method could be improved. The research used a single-group pretest and posttest. The sample group in this research was made from grade 2 students to obtain information. The vocabulary test items were used before and after the test. The results showed that 1) students knew English vocabulary using Total Physical Response Method (TPR) after learning was higher than before at statistical significance at .01 level and the students were satisfied with the learning of English vocabulary Total Physical Response Method (TPR) was at a high level with an average of 4.46. 3 RESEARCH METHOD: Data Analysis and Research Statistics The population of this study was conducted with the samples selected from primary grade 2 at Tladnadtonmakham School, in the first semester, of the academic year 2023, for a total number of 10 students. The tools used in this research included: 1. Lesson plans 2. Pre-test and post-test 3. Satisfaction questionnaire 43

For this study, the quantitative data from the pretest and post-test were analyzed by using Excel to find the mean (X), standard deviation (S.D), and dependent t-test. 4 THE RESULT AND HYPOTHESES TESTING The result of this research on the develop English vocabulary learning by using the Total Physical Respond (TPR) teaching method for Grade 2 students at Tladnadtonmakham School, Pattani The comparison of the academic achievement of students in Primary 2 of pre-test and post-test learning management using the Total Physical Response (TPR) Method to develop English vocabulary learning with a total of 10 students. It was found that the pre-test scores and post-test students' scores were different, with scores post-test higher than pre-test at 13.6 and 6.1, respectively, which have progress 1.27 and also have standard deviation values equal to 2.17 and 2.23 respectively. Therefore, it can be concluded using the Total Physical Response Method (TPR) can improve English vocabulary achievement (TPR) at the statistical significance level of 0.00 To assess the satisfaction of Grade 2 students towards English vocabulary learning through the Total Physical Response method. The average results for finding satisfaction (M = 4.91, SD = 0.19) from the study results and analyzing data from the satisfaction questionnaire, there were found that students felt very satisfied with learning English vocabulary using the Total Physical Response Method at the highest level (TPR). 5 DISCUSSION. The researchers can conclude that students developed English vocabulary learning after using Total physical response (TPR). The researchers obtained information from pre-tests and post-tests. This is consistent with the first hypothesis, which is using the Total Physical Response (TPR) teaching method improves the English vocabulary achievement of Grade 2 students. Students are satisfied with learning vocabulary by using the Total Physical Response Method (TPR). The gesture response is at a high level. This is consistent with the second hypothesis, using the Total Physical Response (TPR) teaching method gives students satisfaction in learning English vocabulary. 5.1 Recommendations 1. Teachers should have a variety of methods or forms of activities in the 44

classroom, including proper time management. 2. Instructors should clarify the rules and procedures for teaching using the responsive teaching method clearly to the students, including the activities that will take place within the classroom. REFERENCES Asher, James (1986). Learning Another Language through Actions: The Complete Teacher's Guidebook. Expanded 3rd edition. Los Gatos, CA: Sky Oaks Productions, Inc." Canadian Modern Language Review, 44(3), 553–554 https://utpjournals.press/doi/10.313 8/cmlr.44.3.553 Siti Nurfalah Mariyam and Tadkiroatun Musfiroh.(2019). Total Physical Response (TPR) Method in Improving English Vocabulary Acquisition of 5- 6 Years Old Children. Universitas Negeri Yogyakarta, Indonesia. Tadris jurnal Keguruan dan Ilmu Tarbiyah, 4(2),257-264. https://www.researchgate.net/publi cation/338915045_Total_Physical_R esponse_TPR_Method_in_Improving _English_Vocabulary_Acquisition_of _5-6_Years_Old_ Shan Liu and Siyue Chen (2021). Research on TPR in English Vocabulary Teaching in Primary Schools: A Case Study of a Primary School in Hangzhou. Zhejiang Gongshang University. Academy Publication, 11(10), 1249-1257. https://tpls.academypublication.co m/index.php/tpls/article/view/1611 Yuktanan Deenan (2020). Development Of The English Vocabulary Knowledge Of Grade 2 students using Total physical response mothod. Ransit University. Retrieved from https://rsuirlibrary.rsu.ac.th/handle/123456789/ 540 45