The Development of English Spelling Reading Skills Using the Phonics Wheel Grade 3 Students at Chumchon Ban Ton Son School, Pattani Province Kusuhainee Kuji Department of Teaching English, Fatoni University, Pattani, Thailand [email protected] Keywords: development, English speaking, reading skills, Phonics wheel Abstract: Research on Improving English Reading and Spelling Skills aims to develop the reading and spelling of English words by students in grade 3 at Chumchon Ban Tonson School, Pattani Province. The 3rd grade students were the sample group in the research. In Grade 3/2, there were 10 students who was chosen by Purposive Sampling. The research tools included Phonics Wheel, pretest, posttest, and lesson plans. The data was analyzed by using a t-test, a mean score, and standard deviation. The findings of the study show that the students' mean scores on the posttest were higher than on the pretest, which was significant, with poststudy scores averaged 21.07, compared to pre-study scores, which averaged 15.06 Additionally, there is a standard deviation (SD) of 1.77 before and 2.21 after the study. In conclusion, the phonics Wheel strategy is effective in the development of English Spelling Reading Skills Using the Phonics Wheel skills of grade 3 students. 1 Introduction Thai people have many problems with English pronunciation. The habit of pronouncing correctly from early childhood or elementary school. (Jiranan Mekwong, 2004: 2), which is a popular learning 46
management method. Is reading aloud, and spelling (Phonics) is the principle of sound decoding and blending letter sounds. Learners must understand the sounds of various characters and pronounce those sounds correctly so that the sounds can be mixed up. For example, the word cat will teach the letter "c" from its sound "" the "a" sound "a", and the "a" sound. "t" is the sound of T," and the sound is mixed with "K-A-T Cat" (Duangjai Tangsanga, 2012–2013) 2 Related Studies Maneewan Charoenchai (2 0 1 4 ) conducted research on developing reading and writing skills using the “Fun Wheel” for students with learning disabilities. Ban Huai Yang School, Fun Wheels” is an innovation that is very important for teaching and learning, like a teacher's assistant. And it is a great tool for relieving teachers' stress. 3 Research Methodology In this chapter, the research methodology was discussed, including a description of the population. Samples and tests advised. Then this chapter the procedure and Methods for analyzing data from, Grade 3 students at Yarang District Chumchon Ban Ton Son School. Research Instruments 1.Phonics Wheel 2.Pre-test , Post-test 3.Lesson plan 4 Findings and Results From table 4.1, it showed that the mean score of the pretest was 15.05, with a standard deviation of 1.77. Then, the mean score of the posttest was 21.07, with a standard deviation of 2.21. The total number of students was 10. The mean score of students' posttest scores was higher than the mean score of the pretest. Pretest (N = 10, M = 15.06, SD = 1.77) Posttest (N = 10, M = 21.07, SD = 2.218) 47
5 Discussion After having done the discussions the results of the pretest and posttest and analyzing the data, the researcher drew several conclusions about the effectiveness of using Phonics Wheel on development of spelling reading skills of the third-grade students. The writer can draw the conclusion that: there a development in spelling reading skills after using Phonics Wheel. The author got the information from the pretest and posttest. On the pretest and posttest, there a significant improvement in students’ spelling reading skills after using Phonics Wheel. This result somewhat similar to what Slavin (Slavin, 1994) stated that the ability to establish relationships between letters and the sound is related to awareness and perception of phonemes; that is, students have the ability to learn the relationship between letters and sounds. Recommendations 1. In terms of content, teachers can improve and apply knowledge. Learn vocabulary from regular lessons or other learning resources that are appropriate for a variety of student grade levels. References Duangjai Tangsanga. (2012-2013). What is Phonics? Why study [Online]. Retrieved from http://taamkru.com/th/ What is Phonics? -Why study/, (1 December 2023) Jiraporn Suea-in. (2016). Developing English reading ability skills by teaching phonics. 2nd grade primary school students at Boon Khum Rat Bamrung School. Master's degree thesis. Bangkok: Business Graduate University. Maneewan Charoenchai. (2014). Developing reading and writing skills using the “Fun Wheel” The parents who have learning disabilities know. 1 November 2023. Retrieved from 2014829_34970.pdf Slavin, R. E. (1994). Educational Psycho logy. New York: Allyn and Bacon. 48
Using Vocabulary - Spelling Game to Improve Students' English Pronunciation Skill for Grade 3 Students at Tladnadtonmakham School, Pattani Province Khoirunnisa Duereh Department of Teaching English, Fatoni University, Pattani, Thailand [email protected] Key terms: Vocabulary Game, English, Pronunciation Abstract: The purposes of this research were 1) to compare the achievements in improving students’ English pronunciation before and after using vocabularyspelling game for grade 3 students at Tladnadtonmakham School and 2) to investigate students' satisfaction by using vocabulary game to learn English. The sample included 10 students of grade 3 at Tladnadtonmakham School obtained by purposive sampling. The results indicated that the students gained higher scores after implementing vocabulary-spelling game. The pre-test mean score was 6.80 and the standard deviation (S.D.) was 2.52. The post-test mean score was 16.90 with a standard deviation of 3.41. The students achieved higher scores after using vocabulary-spelling game at the level of significance 0.01 and the students' satisfaction with implementing vocabulary game was at a high level (x̅= 4.8). 1 INTRODUCTION English is the most widely spoken language in the world right now. It is crucial to learn a foreign language for daily use. Consequently, studying English may be expanded since it is more accessible to the outside world and offers more employment chances. (Ministry of Education, 2008) For Thai children who learn English as a second language, besides the learners are unable to pronounce the words, they also do not know the meaning of the words. Therefore (Sanggomol, 2010) said that the phonics teaching method helps develop the ability to read aloud and spell words, allowing the learners to experience each sound of actual reading in the context 49
of written language and distinguish the different phonemes of English that are different in each word. As a result, from observing the problematic condition of Grade 3 students, Tladnadtonmakham School. It found that the students lacked English pronunciation skill that would not be correct. The ability to communicate made the researcher interested in solving the problem in this regard. For these reasons, the researcher is interested in organizing a teaching and learning activity using Vocabulary-Spelling Game to Improve Students' English Pronunciation Skill for Grade 3 Students at Tladnadtonmakham School to develop their knowledge of English, which can use language as a means of communication and as a tool for further knowledge acquisition. 2 RELATED WORK Sunatcha Srinam (2021 Abstract) studied the use of English vocabulary game to improve the reading skill of a 6th-grade elementary school, in 4th Ban Phupabid municipality. The research found that students who learn by using vocabulary game have a very good ability to read words with an average score before school of 5.64 and an average score after school of 8.72 And can read vocabulary before and after statistically significant use of vocabulary game at the level 01. Natthaphon Suriyamon (2018 Abstract) studied phonics teaching to promote the pronunciation and vocabulary of 1st-grade students at Ban Mae La Na School, Pang Ma Pha District, Mae Hong Son Province. Twelve students studied basic English (211101) in the second semester of 2016: The research found that 60% of students achieved excellent English pronunciation after phonics and 60% after phonics. 3 RESEARCH METHOD: Data Analysis and Research Statistics The population of this study was conducted with the samples selected from primary grade 3 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. Take a test to measure the achievement of using vocabulary gameand compare the scores of pre-test and post-test samples to the average S.D. (Standard deviation) and percentage division. 2. An analysis of students' satisfaction levels with using vocabulary-spelling game to improve students' pronunciation skill for 3rd-grade studies at Tladnadton- makham 50
School. Conduct an analysis based on mean and standard deviation (S.D.) 4 THE RESULT AND HYPOTHESES TESTING The results of the comparative analysis of the test results in English pronunciation pre-test and post-test by using vocabularyspelling game for third graders. The pretest has an average score of 6.80 and a standard deviation of 2.52 and the posttest has an average score of 16.90 and a standard deviation of 3.41. When comparing between pre-test and post-test, it was found that the student's scores were statistically significantly higher at the level of 0.01. The analysis results of the afterschool satisfaction questionnaire of 3rd graders on learning management activities using vocabulary-spelling game. It was found that students were satisfied with the overall vocabulary-spelling game after school, with an average of 4.8 and a standard deviation of 0.42 5 Discussion The results concluded that the using vocabulary-spelling game to improve students' English pronunciation skill for Grade 3 Students at Tladnadtonmakham School, had a statistically significantly higher academic achievement at level 0.01 The researchers went through a systematic process, i.e., constructing a teaching plan, determining content and purpose based on the expected learning outcomes from the school curriculum of the foreign language learning group. Students' satisfaction with spelling gameis at the “like a lot”level. It is a game that students are excited to play rockpaper-scissors. When teachers raise signs, students have to spell and read correctly, making them especially thoughtful, which helps students memorize letters and read aloud. Imagine students having fun while playing game because they have to memorize letters and read aloud quickly, making them excited and always having fun. 5.1 Recommendations 1. Use of terminology game shall be conducted in a step-by-step learning management plan. 2. Teachers should use word game by selecting game that are useful and appropriate for students. REFERENCES Natthapol Suriyamon. (2018), Phonics teaching to promote Englis h pronunciation and vocabulary knowledge of primary school students, Ban Mae La Na School. Nakhon Phanom University Journal, 51
8 ( 2 ) , 1 1 7 - 1 2 4 . h t t p s : / / s o 0 3 . t c i t h a i j o . o r g / index.php/npuj/article/view/136821 Sanggomol, S. (2010). Results of Thai language learning activities on Thai language reading and writing among Prathom Suksa 1 students through phonics exercises (Master thesis). J o u r n a l o f E d u c a t i o n a l Measurement, 28(2), 222-237. http://202.28.34.124 /dspace /handle123456789/486 Sunatcha Srinam, (2021) “Using English Vocabulary Game to Develop Reading Skill of Secondary School Students. Primary 6 Municipal School 4 Ban Phububid. Srilangchang Rerearch Journal, 1(2), 23-28. https://ojs.mbuslc.ac.th/index.php/sr j /article/view/43 Yuktanan Deenan (2020). Development Of The English Vocabulary Knowledge Of Grade 2 student using Total physical response mothod. Ransit University. Retrieved from https://rsuirlibrary.rsu.ac.th/handle/123456789/ 540 52
Using the Pelmanism Game to Improve English Vocabulary Retentionfor Fourth Grades Students at Mettatham Wittaya School, Koh Lanta District, Krabi Province Chotikar Lertantiwong Department of Teaching English, Fatoni University, Pattani, Thailand @[email protected] Keywords: Pelmanism game, Vocabulary Retention, Fourth-grade students Abstract: This research aimed to (1) improve students’ vocabulary retentionbyusingthe Pelmanism game for Fourth-grade students, and to (2) survey students’satisfaction after using the Pelmanism game. The samples of the studywere21 students from grade 4 at Mettatham Wittaya School, Koh Lanta District, Krabi Province in the first semester of the academic year 2023. Thestudywas conducted using a classroom action research design. Theresearch instruments were the pretest, posttest, and lesson plans. Thedatawas analyzed by using a t-test, a mean score, and standard deviation. Thefinding of the study shows that the students' mean scores on the post-testwere higher than on the pre-test and satisfaction using the Pelmanismgamewas average of 4.63 which is the highest level. 1 INTRODUCTION English is the lingua franca of the world. It is the language most commonly used by humans to communicate in the world. Therefore, it is regarded as the lingua franca used to communicate between populations in different countries. All in terms of listening, speaking, reading, andwriting. Vocabulary is an important factor inlanguage learning. Especially Thai childrenand other children who learn Englishasasecond or foreign language. In fact, a strongvocabulary forms the foundation for goodspoken and written communicationskills. 53
When children know more words, this increases their understanding, allowing them to communicate in greater detail and express their wants and ideas more clearly. Pelmanism promotes the teaching of vocabulary. It makes students more interested in learning English. When they are entertained by the activity, it becomes easier for them to understand the content. Pelmanism can increase student motivation and interest. In addition, it can also make the process of learning English words more successful. 2 RELATED WORK Ika Jati Rahayu (2020) was about “To Increase Vocabulary by Using Pelmanism Games for the Fourth Grade Students at SDIT Ya Bunayya Pujon – Malang”. The four stages of Classroom Action Research, which include planning, acting, observing, and reflecting, are the methodology employed in this study. Consequently, the researchers come to the conclusion that using Pelmanism Games can help students at SDIT Ya Bunayya Pujon Malang become improved in vocabulary. 3 RESEARCH METHOD: Data Analysis and Research Statistics The researcher conducted in the first semester of the academic year 2023, using a total of 8 hours. The tools used in this research included: 1.There are 4 lesson plans on using thePelmanism game. Each plan takes 2hoursto teach. 2. The test of English vocabulary retentionboth before and after studying, whichis thesame test by having students look at thepicture and tick the correct options, these9words: skirt, boots, T-shirt, socks, shorts, plans, jacket, dress, shoes. 3. Assessment form for students' satisfactiontowards using the Pelmanismgametoimprove students’ vocabulary retention, 1set contains 10 items. 4 FINDING AND RESULTThe researcher introduces the results of the study which include the finding of thedifferences between the students’ meanscore of pre-test and post-test andthequestionnaire on the students' satisfactionwith using the Pelmanismgame whichareas follows: the results of the pre-test andpost-test of the use of the vocabularyretention test to measure the achievement before and after class which themeanscore from the pre-test was 4.14, whilethepre-test standard deviation was 1.78andthe mean score from the post-test was 7.28, while the post-test standard deviationwas1.31. It was shown that the vocabularyretention achievement before andafter 54
learning English of fourth-grade students who received the vocabulary retention using the Pelmanism game test after class is higher than before, statistically significant at the .05 level was based on the assumptions. 5 DISCUSSION The researcher discusses and recommends the research topic ‘Using the Pelmanism game to improve English vocabulary retention for the fourth-grade students at Mettatham Wittaya School’. The researchers can conclude that students improved vocabulary retention after using the Pelmanism game. The satisfaction response is at the high level. This result agrees with what Halida Zia, Albert Rufinus, and Zainal Arifin (2015) achieved. The students' vocabulary improved after being Recommendations Suggestions for teaching and learning 1. Using the Pelmanism game can improve other English skills. 2. The Pelmanism game can be played online, if students have a phone or a tablet to play. Suggestions for further research 1. Research data will bemoreeffective if researchers collect test scoresafter doing all learning activities. 2. It would be beneficial toconduct experimental research at different levels and different sample groups. REFERENCES Ghadessy, M. (1979). Frequency counts, Word lists, and materials preparation: A new approach. English TeachingsForum, 17(1), 24-27. Halida Zia. Albert Rufinus, Zainal Arifin. (2015) Improving students’vocabulary through Pelmanismgame. University Pontianak Harmer, J. (2001). The Practice of EnglishLanguage Teaching. London: Longman. Nagy, W.2003. Teachingvocabulary to improve readingcomprehension. Urbana IL: National Council of Teachers of English. Lawson, J.(2002). WelcometoJacquieLawson.com!The MostElegant E-cards on theWeb. Available athttp://www.jacquielawson.corn/cards_pelmanism.asp 55
The Development of Pronunciation Skills by Using Phonics Rulers Short Vowel Sound of Grade 1 Students at Ban Bannangbuyo School, Yala Province Salmeeyah Kaday Department of Teaching English, Fatoni University, Pattani, Thailand @[email protected] Keywords: Pronunciation skill, Phonics Rulers, Short Vowel Abstract: The purpose of this research ware (1) to study the efficiency of Phonics Rulers Short Vowel Sounds for practicing English pronunciation skills, and (2) to compare students' pronunciation ability before and after learning English pronunciation by using Phonics Rulers Short Vowel Sounds in primary 1 students at Ban Bannangbuyo School, Yala Province, Thailand. The study included 15 students in the first semester of academic year 2022. The students were selected through purposive sampling. The research instruments involved six Phonics Short Vowel lesson plans, Phonics Rulers, worksheets, and pre-tests post-tests about Phonics’ Short Vowel Sounds. The results of the research showed that 1) the efficiency of Phonics Rulers Short Vowel Sounds had been 80.66/82.66, according to the specified 80/80 criteria, reflecting that it had been efficient. 2) students had higher English vocabulary pronunciation achievement after using Phonics Rulers Short Vowel Sound with an average pre-test score of 3.4, and an average posttest score was 4.8 at the statistical significance level of 0.5. 1 INTRODUCTION English is currently the most widely used language due to its significance. For pupils to encounter and become familiar with the English language, the Ministry of Education has established English teaching and learning in all grades. Pronunciation should be a child's first acquired ability. Pronunciation is a crucial skill for kids to develop because it allows them to communicate and continue living their daily lives even after they graduate. The effect of using Phonics Rulers Short Vowels Sound students are highly developed by the teachers' media. They can learn pronunciation without any burden. One of the materials that can be used to teach pronunciation is Phonics Ruler. It is an effective medium of teaching English pronunciation. It will focus on the sound of each letter to mix consonants, vowels, and consonants (CVC) shown on the Phonics Ruler, the words are printed in large letters so they can be easily seen from all students' seating areas. The advantage of the media is 56
that they learn the pronunciation from what they see, hear, and pronounce of course, students will also learn listening and pronunciation from the teacher. There were some difficulties in the pronunciation process. That is students are still familiar with learning. The original form of pronunciation is the alphabetic pronunciation. Finally, some students are still unable to pronounce short English vowels. The researcher thinks that the Phonics Ruler is of interest to the students and can develop their pronunciation. From the researcher taught grade 1 students at Ban Bannangbuyo School was foreseen the importance of teaching reading through phonics teaching methods by allowing students to recognize the sound of the English alphabet first to make it easier to spell at a higher level. Effective English reading education, according to Intira Sriprasit (2009), required students to build a new foundation by understanding the distinctions between the phonemes that make up words and connecting phonemes with letters. The researcher saw that reading had to start laying foundations from the earliest levels. The researcher therefore interested in developing learners to learn the sound of each letter in English starting from grade 1 for easy reading at higher levels. 2 LITERATURE REVIEW AND RELATED WORKS Kwanjira Sajai (2021) has researched the Development of reading Chinese phonetic combinations from the use of Pinyin ruler flashcards. Chinese language course about sound systems and phonetics for Mathayom 1 students at Camp Son Witthayakhom School, Khao Kho District, Phetchabun Province. The researcher discussed the results as follows. 1. Results o f h a v in g s t u d e n t s t a k e t h e w o rd combination test using the pronunciation method using a pronunciation test. It has Pinyin ruler flashcards as a medium to help practice pronunciation. Chinese language course about sound systems and phonetics. To develop Chinese phonetic vocabulary combinations for Mathayom 1 students at Camp Son Witthayakhom School found that the students' average scores after using the Pinyin Ruler flashcards on the Chinese phonetic system and phonetics. The average score was 88.44, higher than before using the skills training which had an average score of 54.67, which was consistent with the learning results teachers expected. Athitiya Veeranon (2022) Improving Phonics reading skills by using a set of ruler media to practice Phonics reading for grade 1 students. The research aims 1.) to develop the Phonics reading skills of students in grade 1 and 2.) to compare Phonics reading before and after using the ruler teaching media set to practice Phonics reading of grade 1 students, with the target group being grade 1, semester 1/2022, Ban Tawan Chak School, totaling 15 people. The tools used in the research include 1) Phonics 2 reading practice ruler teaching media 2) Behavioral observation form 3) Short sound reading exercise. The researcher analyzed the data by observing the behavior of students in reading words. Analyze data then evaluate the results according to the specified criteria. The results of the research by observation found that the students had the skills, and the ability to read phonics words increased after using the Phonics 57
Ruler teaching materials set to practice reading Phonics for grade 1 students. From research, it was found that teaching pronunciation to children by organizing the learning process for teachers to develop pronunciation of word combinations using the spelling ruler. It is a g o o d c h o i c e t o t e a c h t h e m t h e pronunciation of each letter through the medium of a spelling ruler. Students understand how to combine sounds, and can mix words at a higher level. Therefore, teaching phonics using the spelling ruler media can help students get better pronunciation results. 3 RESEARCH METHOD: Data Analysis and Research Statistics The researcher conducted a learning management using the Phonics Short Vowel sound in the first semester of the academic year 2023, using a total of 8 hours. 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. There were 6 lesson plans on Phonics Short Vowel Sounds. Each plan takes 1-2 hours to teach. 2. T h e t e s t o f r e a d i n g E n g l i s h pronunciation both before and after studying. 3. Phonics rulers teaching tool used after the sound has been taught to students. 4. Worksheet on Phonics short vowels used for insertion during the activity. This research divided the analysis according to the following: 1. Analysis to find the academic achievement of students by taking data from the evaluation during the study and after studying to analyze the academic achievement created by the specified academic achievement criterion which is 80/80. The first 80 means 80 percent of the total score that students can achieve from the evaluation during learning using the Phonics Rulers Short Vowel Sound. The last 80 mean 80 percent of the total scores that students can achieve from the test after using the Phonics Rulers Short Vowel Sound. 2. Analysis of students' academic achievement from the scores obtained from the pre-test and post-test using Phonics Rulers short vowel sound. 4 THE RESULTS AND HYPOTHESES TESTING: The results of using the Phonics Ruler Short Vowel Sound created by the researcher. Has an efficiency value according to the E1/E2 criteria of 80/80 percent. That is, the ratio between the percentage averages of the pronunciation test scores and the average percentage of the post-test score is 80.66 / 82.66, It means Phonics Ruler Short Vowel Sound is effective. The results comparing the English vocabulary pronunciation achievement of students in grade 1 before and after using Phonics Rulers short vowel sounds. A significant difference between the pre-test and post-test average scores of the students. The mean scores of students' post-test scores were higher than their pretest scores. Therefore, it can be concluded using the Phonics Rulers short vowel sound c a n im p r o v e E n g l i s h v o c a b u l a r y pronunciation skills to a higher than before. 58
5 DISCUSSIONS The results of using Phonics Rulers Short Vowel Sound created by the researcher It has an efficiency value according to the E1/ E2 criteria of 80/ 80 percent, showing that Phonics Rulers Short Vowel Sound is effective. E1/E2 equal to E1/E2 = 80.66/ 82.66 according to the 80/80 performance criteria because the learning achievement of students determined from the scores obtained from the English vocabulary pronunciation test of Grade 1 students using Phonics Rulers short vowel sound that attracts students' attention From testing the students on short vowel pronunciation using a pre-test and post-test after learning using Phonics Rulers Short Vowel Sound, the results students have skills in pronouncing English vocabulary short vowels better than before. The results, it can show that the ability to pronounce English vocabulary is developed. After receiving phonics instruction, students' ability to pronounce English was higher than before. It is significant at the 0.5 level. 5.1 Recommendations From this research study, the researcher has suggestions that may be useful for learning management and research studies as follows: Suggestions for teaching and learning 1. Learning how to pronounce English by using Phonics teaching can help the student improve their performance in English pronunciation, and Phonics teaching using Phonics short vowel sounds can attract students to concentrate in class. 2. English teachers should use phonics media when teaching English pronunciation skills and use the target language more than the first language in the classroom. 3. The school should create more and fun active learning activities to improve the English pronunciation skills of students. Suggestions for further research 1. There should be more learning management, 8 times or more because the short-term learning management may not be able to conclude the results of the development of English pronunciation for students. REFERENCES Athitiya Veeranon. (2022). Improving Phonics reading skills by using a set of ruler media to practice Phonics reading for grade 1 students at Ban Tawan Chak School. Retrieved on July 30, 2023, from research - momae.love Flip PDF | AnyFlip Inthira Sriprasit. (2009). A new theory for teaching English for Thais that combines laying the foundations with Phonemic awareness & Phonics followed by teaching reading in words (whole language) to solve the problem of impaired English (dyslexia) of Thai people. Document: Training teachers in s t u d e n t -ce n t e re d l e a rn in g environments (pages 1 - 14). Bangkok: UNESCO-APEID. Kwanjira Sajai. (2021) Development of r e a d i n g C h i n e s e p h o n e t i c combinations from the use of Pinyin ruler flashcards. Retrieved 27, July 2023, from http://www.filesthais chool0.com/files/uppic/67100685/ne ws/67100685_1_20211019-181750.pdf 59
The Development of Ability to Remember English Vocabulary by Using the Jump and Say Follow (ABL) Activity Model of Grade 1 Students at Santi Wittaya School Shahida Hayeejehka, Department of Teaching English, Fatoni University, Pattani, Thailand @[email protected] Key term: Activity-Based Learning, Memorization, Activity Abstract: Research on the development of the ability to remember English vocabulary by using the Jump and Follow (ABL) activity model of Grade 1 students at Santi wittaya School, Yala Province, the objective were 1) to improve the ability of the students in memorizing the English word by using (ABL), and 2) to enhance the attitudes of the students towards English by using (ABL) by grade 1 students at Santi Wittaya School. The sample group was 10 students which selected by purposive sampling of first year students in the first semester of the academic year 2023. The research tools consisted of picture cards, preand post-tests, worksheets and interviews. The data obtained was quantitative data which analyzed by t-test, mean and standard deviation. The results showed that students' English vocabulary recognition after the test had a higher score compared to the pre-test with a significance (p<0.05). It can be concluded that Activity-Based Learning effective in Improving English vocabulary recognition skills of first grade students. 1 INTRODUCTION Nowadays, foreign cultures play a huge role in our daily life. Whether it is languages, foods, costumes, and lifestyle as well. It We can use it to do business, study, and travel. Parupalli Srinivas Rao (2019) mentioned that the whole world has become a global village and people 60
communicate with each other in a common language. English is the language widely used in the field of scientific research, education, business, the internet, travel and tourism, media and newspapers, software, medicine, engineering, information and technology, entertainment, banking, and so on. Activity-Based Learning (ABL) is a learning model that focuses on encouraging students to participate in learning. and play a role in learning by using activities as a base, focusing on helping learners learn and understand the content of the lesson. Through activities that are hands-on through Games, singing, role-plays, and simulations, teachers act as designers of the activities. Providing the right learning environment and a good media plan to help the learners study happily, develop their listening skills, and speak English with confidence. 2 RELATED WORKS Aka, S. (2014), This research topic was "The Development of Vocabulary Learning Achievement Using Activity-Based Learning". The results of the study were that 1) the students’ vocabulary learning achievement after studying through activity-based learning was higher than that before studying at the 0.05 level. 2) The students’ opinions toward activity-based learning 3. RESEARCH METHOLOGY: Data Analysis This chapter was discussed the research methodology, which consists of explaining the research method, the instrument, the development, and the quality of the tools. Then, this chapter the procedure and the method used for analyzing data from students in the first grade at Santi Wittaya. _- Instruments There are 5 instruments used for this research which are pre-test and post-test, worksheets, flashcards, vocabulary book, teaching media. The research will be conducted in Two weeks. - Data Analysis For this study, the quantitative data are analyzed as means scores, standard deviation scores (S.D.), and percentages. The t-test is also used to compare the difference between the scores of tests before and after using Activity-Based learning. On the other hand, the qualitative 61
data from the satisfaction questionnaire which is the suggestion part is presented in the descriptive analysis. 4. THE RESULTS AND HYPOTHESIS TESTING - The Quantitative Findings For the pre-test, some of the student vocabulary memorization and experience with the name of the color. They someone who can guide them to the right way to learn English easily and naturally. The teacher found that the students were weak in retention of the vocabulary. 5. DISCUSSIONS Using activities as a basis for learning had many effects on English vocabulary, whether it is for a foreign language student or not. It was naturally created to help students. Learning and absorbing language Not only sentences or structures. But it also included language, its culture, and its origins. Using an activity-based teaching model one of the best tools. Students can learn at any age. 5.1 CONCLUTION From the results of this study, it can be concluded that using activity-based formats for teaching vocabulary can improve students' vocabulary recognition skills and motivation to learn English. Student performance can be viewed by how well they memorize vocabulary and the scores they receive. The test scores after using the activity-based model showed high scores and met the criteria for success. 5.2 RECOMMENDATION 5.3.1. It would be great if the researcher could use another English learning technique in the classroom for the next research because many techniques are more impressive. REFERENCES Deepa Awasthi (2014, p. 31). Types of activities for activity-based learning management Retrieved December, 20, 2023 from http://ir-ithesis.swu.ac.th 62
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Using Nursery Rhymes to Enhance Vocabulary of Grade 6 Students at Prateepsart Ismail Memorial School, Thasala District, Nakhon Sri Thammarat Province Zuleena Jehdorloh Department of Teaching English, Fatoni University, Pattani, Thailand [email protected] Key term: Nursery Rhymes, Enhancing, Vocabularies Abstract: The purpose of this research was to investigate the Using Nursery Rhymes to Enhance the Vocabulary of Grade 6 Students in Prateepsart Ismail Memorial School. The samples of the study were 15 students from grade 6 at Prateepsart Ismail Memorial School in the first semester of the academic year 2023. The study was conducted using a classroom action research design. The research instruments were the pretest, posttest, Nursery Rhymes, and lesson plans. The data was analyzed by using a t-test, a mean score, and a standard deviation. The finding of the study shows that Nursery Rhymes is effective in Enhancing the Vocabulary of Grade 6 Students at Prateepsart Ismail Memorial School. The scores after study were significantly higher than the scores before study, with post-study scores averaging 9.53, compared to pre-study scores, which averaged 3.06. Additionally, there is a standard deviation (SD) of 0.74 before and 0.79 after the study. The improvement was not only significant but also exceeds the levels observed before using Nursery rhymes. This was further substantiated by an average T-test value of 20.10. 1 INTRODUCTION In contemporary times, English has emerged as the predominant global language, playing a pivotal role in various aspects of human life. It serves as a crucial tool for communication, education, knowledge acquisition, and understanding diverse cultures within the global community, and as the foundational material for learning other foreign languages, as outlined in the Basic Education Core Curriculum of 2008 (page 220). The significance of English education 64
has become even more pronounced for Thailand with its integration into the ASEAN Community, where English acts as a lingua franca for communication among ASEAN countries and with Western nations. Songs, as effective tools, contribute significantly to improving pronunciation and auditory discrimination skills. Nursery rhymes, rhythmic activities, and songs are identified as key texts that shape children's understanding of reality, captivating their attention and converting natural energy into meaningful learning experiences. Moreover, songs aid in associating words and phrases with meanings. 2 RELATED WORK Henny Oktiviani (2017) titled "The Use of Nursery Rhymes to Improve Students’ Vocabulary," the focus was on enhancing English vocabulary among fifth graders. The study involved 32 students from SD Negeri Gunugpati 03, using a vocabulary test with 25 multiple-choice items. Results demonstrated that students taught with nursery rhymes outperformed those taught through conventional methods. 3 RESEARCH METHOD: Data Analysis and Research Statistics The population of this study was grade 6/1 students there were 37 students in class at Prateepsart Ismail Memorial School, Thasala district, Nakhon Si Thammarat province in the academic year of 2023. The tools used in this research included: 1- Lesson Plans 2- Matching Word Tests 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 FINDING AND RESULT the scores of the pre-test and post-test scores by testing (t-test Dependent sample) with mean after class = 9.53, the standard deviation of the score after class was 0.79, the mean before class = 3.06 and the standard deviation before class was 0.74. It was shown that the English vocabulary achievement before and after learning English of grade 6/1 students who received using Nursery rhymes and tests to enhance English vocabulary after class is higher than before, statistically significant at the 0.00 level was based on the assumptions. 5 DISCUSSION Using Nursery Rhymes to Enhance Vocabulary of Grade 6 Students at Prateepsart Ismail Memorial School, it was 65
found that the average scores before studying and after studying, students had a higher average score after studying than before studying. It shows that students have developed better vocabulary and learning skills. Teaching using Nursery Rhymes is an activity that focuses on allowing students to practice and speak the words naturally. As well as being able to create a good atmosphere within the classroom that makes students not bored with learning, according to the theory of the Suggestopedia Method, students will learn more efficiently. Only when atmosphere including art and music, in teaching languages. Recommendations 1. When using Nursery Rhymes to teach, teachers should explain to students the meaning of each word in the Nursery Rhyme’s lyrics. 2. In dividing into groups practice the rhymes together. A variety of grouping methods should be used to allow students to change into groups. And helped each other more. REFERENCES Little Baby Bum. (2015, April 1). Here We Go Round the Mulberry Bush [Video]. Retrieved from YouTube. https://www.bing.com/ck Poem Analysis. (2023). Nursery Rhyme. Retrieved May 24, 2023, from https://poemanalysis.com/genre/nur sery-rhyme/ Jun Long, G. L., & Che Mustafa, M. (2020). Early childhood teachers’ perspectives on the effectiveness of teaching vocabulary through nursery rhymes. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 9, 9–17. https://ejournal.upsi.edu.my/index.p hp/ Henny Oktiviani (2017). The use of nursery rhymes to improve students’ vocabulary. Retrieved June 30, 2023, from https://123dok.com/document/4zp m427z-nursery-rhymes-improvestudents-vocabulary66
The Use of Cartoon Videos to Increase the Motivation for Learning English of Grade 3 Students at Ban Tabintingi School, Pattani Province Suhailah Liwamoh Department of Teaching English, Fatoni University, Pattani, Thailand [email protected] Key term: Cartoon videos, Learning Motivation, English Vocabulary Abstract: The Use of Cartoon Videos to Increase the Motivation for Learning English of Grade 3 Students at Ban Tabintingi School Pattani Province aimed (1) to strengthen students' motivation to learn English of Grade 3 students at Ban Tabingtingi School, Pattani Province (2) to measure the satisfaction of Grade 3 students at Tabingtingi School, Mayo District, Pattani Province. The sample group used in the research was 25 Grade 3 students at Ban Tabingtingi School, Mayo District, Pattani Province. The research tools included lesson plans and cartoon videos about the weather, Vocabulary related to places and Vocabulary related to food and a questionnaire to enhance motivation and satisfaction in managing English language learning by using cartoon videos in teaching Data were analyzed by questionnaire using a statistical program for finding averages. The research results found that students’ motivation towards learning management increased after using cartoon videos in studying English of Grade 3 students in all 3 categories, which is at the highest level, with an average 4.69. 1. INTRODUCTION Language is an important tool for social communication. Especially in today's era, where the world is changing into a globalized era where the world is one, all countries are widely dependent on each other. Having the ability to use a foreign language is essential. Because language plays an important role in the lives of human beings today and is also a tool 67
u s e d t o c o m m u n i c a t e a n d s e e k knowledge, as Busara Wongsamarn (2012) stated that language is a tool for communicating ideas and understanding. Language is a tool used in human communication. Understanding each other with the help of language is the best tool. Language is what binds human beings to each other. A nation can have one language or several languages. Each person, each nation uses language to convey meaning, using spoken and written language to convey ideas. feeling and understanding to convey the meaning to others to understand. Therefore, the organization of English teaching activities should take accuracy in conveying ideas into account. 2. RELATED WORK Suwich Thirakhot, Chaya Hiranchareonvej, Krirkkiat Sannarong, and others (2019) conducted a study. Learners' attitudes and motivations for using animation for learning Objectives of the research: 1) To study the level of attitude towards animation media and motivation for using animation for learning among learners. 2) to compare the differences in the level of attitude towards animation media and motivation to use animation media for learning, they are classified according to the characteristics of the learners. The population used in this research is a Mahasarakham University study sample. They were randomly drawn from elementary school students at Mahasarakham University Demonstration School (elementary), junior high and high school students at Mahasarakham University Demonstration School (secondary), and undergraduate students of Mahasarakham University in semester 1/2017 during October-November 2017 because this research aims to study attitudes and motivations for using animation media for learners learning. The researcher thus established the sample selection criteria for collection. 3. RESEARCH METHOD: Data Analysis and Research Statistics The sample group in this research were 25 grade 3 students who were experimental students in the academic year 2023 at Ban tabingtingi School. The sample was selected by purposive sampling. The tools used in this research included: 1. Lesson plan 68
2. Video Cartoons all 3 categories 3. The satisfaction questionnaire 4. FINDING AND RESULT The results of the evaluation of student questionnaires in enhancing motivation towards learning English for Grade 3 students in all 3 categories were at the highest level 27 (mean 4.69), with statistical significance. which shows that learning management using English cartoon videos is effective and appropriate. 5. DISCUSSION In this chapter, the researcher discusses and recommendations the research topic “The use of cartoons videos to increase the motivation for learning English of grade 3 students at Ban Tabingtingi School”. The objective were to motivate and encourage students to be interested in learning English and to measure the satisfaction to learn English of grade 3 students at Ban Tabingtingi School, Mayo District, Pattani Province. After using cartoons videos to increase the motivation of grade 3 students. The study was applied to the sample of grade 3 students at Ban Tabingtingi school, 25 students. The research instruments of this study were learning management plans for the use cartoons videos to increase the motivation for learning English 3 plans, cartoons video 3 categories and assessments form for Students satisfaction. The statistics used to analyze the data were mean, standard deviation, and effectiveness. The researchers can conclude that students motivated in learning English after using the cartoons videos to increase the motivation for learning English. The satisfaction response is at the highest level. 5.1 Recommendations 1. It is necessary to investigate students' learning behaviors in the English topic. To create learning approaches that are format-appropriate. 2. A test should be conducted before and after applying the innovation of using cartoon films to teach in order to compare students' learning development. REFERENCES Amina Chaisuwan (2016). Development of animated cartoons. The story of siblings saving money. Basic education core curriculum (2008). Buppha Ponglangka et al. (2016). 69
Results of using animated films to develop speaking abilities English language and learning satisfaction of secondary 3 students at Phrao Witthayakhom School, Chiang Mai Province Distance learning electronic journal Innovation. Retrieved from https://so01.tci-thaijo.org/ Misphaichit Khajornsri, (2014). The development of English short story writing achievements using cartoons. Retrieved from https://www.researchgate.net/public ation Suchitrat Thiptharat, (2015). Development of multimedia lessons in music cartoon. Retrieved from https://www.researchgate.net Siriwan Yachaisri, Sanit Kayaphat, and Phongpipat Saithong. (2015). 2D animated cartoon format for learning about discipline for early childhood children Graduate Studies Journal. Thapanaphong Sararat and Suebsiri Saelee. ( 2 0 1 7 ) . D e v e l o p m e n t o f 3 D animation Media using motion capture techniques with a 360- degree perspective for Learning Art academic journal architecture Naresuan University 70
Using Vocabulary Wheel Sets to Improve the Pronunciation of Short Vowel Sound for Grade 5 Students at Ban Kahong School, Pattani Province Miss Tasneem Tohdo Department of Teaching English, Fatoni University, Pattani, Thailand Keywords: Vocabulary Wheel sets, Pronunciation skills, English words Abstract: The aims of this research were (1) to examine the effectiveness of using vocabulary wheel sets on students’ pronunciation of short vowel sounds in English words and (2) to study students' satisfaction in the pronunciation of short vowel sounds in English words when using vocabulary wheel sets. The samples of the study were 23 students from grade 5 at Ban Kahong School in the first semester of the academic year 2023. The samples were selected by specific random. The instruments were small flashcards, vocabulary wheel sets, reading test, and questionnaire. The finding showed that the post-test of the students’ reading test has the highest score compared to the pre-test, which were significant at (p>0.05). The students reported very satisfied in learning English after using vocabulary wheel sets. The students were active and enjoyed learning English. To conclude, vocabulary wheel sets are one of the methods that can help students to improve their English pronunciation. 1 INTRODUCTION Reading skills are therefore of great importance in order to ensure an effective reading experience within the mind. To be able to use the language as a basis for higher studies, it is imperative that pupils acquire vocabulary and read aloud with accuracy (Raweeporn Jaroonpankasem, Daranee Thanyasiri, Pornphimolsemcharoen and Natthakit Charoensuk, 2018). Encouraging kids' reading abilities in the classroom is crucial for primary school pupils. Early English instruction is crucial for the development of students' reading skills and lays the groundwork for their understanding and fluency in reading English in everyday contexts. It is well known that most of the foremost problems among Thai children in learning English are that they cannot identify both English consonants and vowels. In specific, they do not know how to pronounce the word. As a result, they cannot read English words. Moreover, these problems are caused by their incapacity to go to school. Due to the COVID-19 situation, they have not been studying English continuously for one year. Therefore, students cannot read English because they lack basic reading skills and spelling. Therefore, teachers must provide interesting learning methods and activities to help students develop better English reading skills. 71
From the problems stated above, the researcher saw that English was significant. It should be encouraged to improve English pronunciation skills. Therefore, the researcher chose to use this method because it is appropriate for the school situation, it is easy to do, and it is also interesting for students. In this study on the development of English pronunciation skills in students, the researcher chose a method for teaching the reading pronunciation of English words using vocabulary wheel sets. 2 RELATED WORK Ruslan Hasyim, Fatma, Fitriani, Noventy Irianty Tumbel (2022) conducted the research entitles “THE STUDENTS’ ABILITY IN PRONOUNCING LONG AND SHORT VOWELS IN ENGLISH VOCABULARY” Pronunciation test in using the English Pronunciation British application is very important for students but many vocations provide English material that is still general and not specific to the style. This research aimed to determine the students' abilities and mistakes in pronouncing long and short vowels in English vocabulary. The method used in this research is descriptive qualitative. The pronunciation test was used as an instrument for the research. First, a pronunciation test is given to students to read 20 words of vocabulary. Researchers used recordings in the English Pronunciation application to obtain data. Researchers analyzed students' needs using descriptive analysis. According to the research results, the respondent's ability in pronouncing long vowels has a score of 804% and short vowels have a score of 840%. The problem that the respondent is aware of is the pronunciation of long vowels which have a low score. Teachers must be creative enough to design better techniques that can arouse student motivation and encourage students to read more English vocabulary in the pronunciation of long and short vowels. Hikma Witria (2020) conducted the research entitles “THE EFFECT OF READING ALOUD STRATEGY ON STUDENTS' ENGLISH WORD PRONUNCIATION” This research is aimed to collect objective data on the effects of the reading aloud on students’ English word pronunciation at the eleventh-grade of MA Al- Fathiyah. Quasi-experimental analysis, which has been categorized as quantitative research, was the approach of this research. The research population was 52 students from two classes. Purposive sampling strategy was chosen by the researcher to determine the experimental class and the control class of the research. Every class was composed of 26 students. In addition, as the instrument of the analysis, the researcher used a series of tests. The pre-test and post-test tests were conducted on this research. Pronunciation teaching and learning were performed in the experimental class by introducing the reading aloud strategy while in the control class the teaching and learning of pronunciation was carried out by applying the traditional teaching approach based on the lesson plan. The researcher performed the pre-test with the members of the experimental class before doing the treatment. The students were taught by reading aloud strategies after the pre-test was conducted. The researcher performed a post-test at the end of the treatment. To evaluate the results, a t-test was used. It was obtained based on the output, that Sig. The score was 0.039, and that was lower than the significance value of 0.05 calculated. (2-tailed). Thus, the p < a; (0,039 < 0.05), indicating that (H0) was rejected and (Ha) was accepted. In other words, the reading of aloud strategy had a significant impact on the pronunciation skills of students with the scale of moderate significant. Then the 72
alternative hypothesis of the research: "Reading aloud strategy gave a significant effect on the pronunciation skill of eleventhgrade students of MA Al-Fathiyah" is accepted. 3 RESEARCH METHODOLOGY The research conducted the data collection according to the following steps: Using pretest-posttest; record scores individually and questionnaire. In addition, the researcher also used A Vocabulary Wheel and small flashcards game in learning activities on the English subject in the 1st semester: the total amount of 7 hours. The tools used in this research included: 1. Vocabulary Wheel Sets: short vowels CVC words. 2. Small flashcards game 3. Pretest-Posttest 4. Lesson plan 5. Questionnaire In this research, the researcher uses the quantitative data analyzed as means scores, standard deviation scores (S.D.), t-test, and for the qualitative data from the questionnaire, both of these will collect data from the students and researchers as indicators for improving students’ pronunciation through A Vocabulary Wheel set. 4 FIDING AND RESULT The result of this research study on using A Vocabulary Wheel sets to improve the pronunciation of short vowels for primary 5 students at Ban Kahong School, Pattani. It was found that the results of the analysis of percentage scores for reading skill before and after studying by using Vocabulary Wheel sets of 23 students showed that were 23 students who passed the 50% criteria, representing 100% of the total students. This shows that the students’ reading skills improved since the scores were higher in the post-test. These results imply that the vocabulary wheel sets can improve students' reading skills at the statistical significance level of 0.00 We could see that 100% of students can pronounce and spell the words correctly, the students can read basic English words easily 91.30%, and 95.65% of using vocabulary wheels makes it easy to understand the meaning of the vocabulary. The students more confident in reading English words after using vocabulary wheels 84.06% and 97.10% of the time taken on learning English vocabulary through vocabulary wheels appropriate. The students become more into it in studying English after using vocabulary wheels 95.65%, 100% A Vocabulary Wheels materials are interesting and very easy to read, and learning English with A Vocabulary Wheels makes you more excited and happier 89.86%, 100% The reading test are relevant to the content, and 100% it makes learning have fun when use Vocabulary Wheels to organize learning. The researcher found that the students had high satisfaction in learning CVC words vowel sounds by using vocabulary wheel sets with the highest percentages of satisfaction in learning English was 100%. 5 DISCUSSION AND CONCLUTION This study aimed to study the effectiveness of using A Vocabulary Wheel sets to improve the pronunciation of English words and students' interest in the pronunciation of English words when using 73
Vocabulary Wheel sets. The post-test showed that students’ reading performance was higher after using A Vocabulary Wheel sets in the class activities. The results have shown that the implementation ofVocabulary Wheel sets helps students improve their early reading skills. Based on the research findings in this study, it could be concluded that the implementation of Vocabulary Wheel sets in teaching reading can improve the students’ reading skills and increase their satisfaction in learning English. The students’ achievement is revealed by the students’ reading performance and the score gained. The score of the reading test after using Vocabulary Wheel sets has shown a high score and fulfilled the success criteria. Moreover, the students were interested in and participated in learning activities. Recommendations 1. A comparison of vocabulary learning via Vocabulary Wheel sets and other teaching materials should be done. 2. Students studying with Vocabulary Wheel sets should be compared to students who have studied with other techniques. This is in order to utilize the results to improve and develop teaching and learning strategies to be more efficient. 3. English teachers in grade 5 who will implement Vocabulary Wheel sets and learning process, should study and apply procedures teaching methods, and teaching techniques to suit the teaching context. 4. Practicing compound words can help students improve their English reading skills. Therefore, it can be adapted to students with other levels of English spelling disabilities to assist them in their development and improve their skills in reading and spelling English easier. In addition, it can apply to teaching languages other than English. REFERENCES Hikma Witria. (2020). THE EFFECT OF READING ALOUD STRATEGY ON STUDENTS' ENGLISH WORD PRONUNCIATION Retrieved from: https://repository.uinjkt.ac.id/ Reading Association.Krashen, S. (2020). The power of reading: insights from the research. Retrieved from: https://www.academia.edu/ Ruslan Hasyim, Fatma, Fitriani, Noventy Irianty Tumbel. (2022). THE STUDENTS’ ABILITY IN PRONOUNCING LONG AND SHORT VOWELS IN ENGLISH VOCABULARY International Journal of English and Applied Linguistics E-ISSN: 2787-9482 DOI: doi.org/ijeal.v2i1.1408 Pronunciation and Spelling Learning of Grade 5 Students by Using Phonic Teaching Method. Interdisciplinary Academic and Research Journal, 3(3), 523–536. https://doi.org/10.14456/iarj.2023.146 74
The Development of Learning English Pronunciation Skills by Using the Phonics Ladder of Grade 2/1 Students at Ban Pamuang School, Pattani Province Nawartee Yasasa Department of Teaching English, Fatoni University, Pattani, Thailand @[email protected] Key term: Phonics ladder, Development, Pronunciation Skills Abstract: This study aimed to investigate the effect of using the phonics ladder strategy on the development of pronunciation skills. The samples of the study were 19 students from grade 2/1 at Ban Pamuang School in the first semester of the academic year 2023. In selecting samples, we used a specific random sample. The study was conducted using a classroom action research design. The research instruments were the pretest, post-test, and lesson plans. The data was analyzed by using a t-test, a mean score, and a standard deviation. The findings of the study show that the students' mean scores on the post-test were higher than on the pretest, which was significant at 0.05. As a result, it can be concluded that the phonics ladder strategy was effective in the development of pronunciation skills in grade 2/1 students. 1 INTRODUCTION English is the universal language of communication in all professions. We welcome anyone who has the knowledge and skills to communicate in English. For this reason, language education for communication in English is becoming increasingly important in educational institutions. However, Thai people have many 75
problems with English pronunciation. Therefore, due to the difference between English phonetic system and Thai phonetic system, it is necessary to lay the foundation and instill character so that learners can pronounce correctly around native speakers, and learners do not pronounce incorrectly. Pronunciation correctly and clearly from early childhood or primary school (Jiranan Mekwong, 2004: 2) is a common learning management method, and reading and spelling (phonics) is the principle of decoding sounds and blending the sounds of letters. 2 RELATED WORK Inthira Sriprasit (2009) researched the English language literacy enhancement program with the use of speech decoding. The results of Bangkok Business and Tourism College's teachers' and students' education in phonics theory have increased from kindergarten (A) to high (G) on average and improved pronunciation overall from kindergarten to. Acid 2 on average. 3 RESEARCH METHOD: Data Analysis and Research Statistics The population of this study was conducted with the samples selected from primary grade 2/1 at Ban Pamuang School, in the first semester, of the academic year 2023, for a total number of 19 student The tools used in this research included: 1- Lesson plans were created for four cycles. There were the contents about learning pronunciation by using phonics ladder. 2- Pre-test and post-test of Grade 2/1 students at Ban Pamuang School. The test is about pronunciation short vowels totaling 20 words. Test scores before and after the experiment will be compared. (Before and after the test) For this study, the quantitative data from the pretest and posttest were analyzed by using the Statistical Package for Social Sciences (SPSS) 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 development of English pronunciation skills by using Phonics ladder for Grade 2/1 76
students at Ban Pamuang School, Pattani provincethe scoresof the pre-test and posttest scores by testing ( t-test Dependent sample) the mean score of the pretest was 3.68, with a standard deviation of 2.42. Then, the mean score of the posttest was 16.52, with a standard deviation of 2.38. The total number of students was 19. 5 Discussion The study analyzed the effectiveness of the Phonics Ladder in improving the pronunciation skills of grade 2 students at Ban Pamuang School in 2023. Results showed significant improvement in both pre-test and post-test, similar to Rattinan Tulsiri and Nithida Adiphatthanan's (2020) study on promoting English pronunciation and vocabulary knowledge in Mathayom 1 students. Recommendations based on the findings and conclusions of the current study recommended that: 1. The English teachers should use phonics l a d d e r w h e n te a c h i n g E n g l i s h pronunciation skills and use the target language more than the first language in the classroom. 2. There is a suggestion that the researcher use a variety of teaching materials. In the next study, there should be other English learning materials in the classroom because there are many types of learning media that’s similar to phonics ladder. 3.The school should create more and fun active learning activities to improve English pronunciation skills of students. REFERENCES Duangjai Tangsanga. (2012-2013). What is Phonics and Why Study can be Accessed. Retrieved from http://taamkru.com/th/ Intira Sriprasit. (2009). Reading aloud with a character-to-sound decoding system: Bangkok. Napaporn Wongphuttha. (2011). Improving English reading-aloud skills: Nawaminthrachinuthit Satriwittaya School Ministry of Education. 77
The Development of Learning English Vocabulary Using Total Physical Respond (TPR) Teaching Methods of Grade 5 Students at Ban Talo-Sumae School, Krongpinang District, Yala Province Naemah Hayeesama Department of Teaching English, Fatoni University, Pattani, Thailand @[email protected] Key term: Total Physical Respond, Learning, Attitude Abstract: Research on the development of learning English vocabulary by using Total Physical Respond (TPR) teaching method for Grade 5 students at Ban TaloSumae School, Yala Province, the purposes of this research were 1) to compare students’ vocabulary knowledge achievement before and after learning by Total Physical Respond (TPR). 2) to explore students’ reactions to the use of Tolal Physical Respond (TPR). The results showed that students' English vocabulary recognition after the test was significantly higher when compared to the pre-test (p<0.05). It can be concluded that Total Physical Respond (TPR) has efficiency in developing English vocabulary recognition skills. The students have a high level of satisfaction with Total Physical Respond (TPR) teaching method. 1 INTRODUCTION Nowadays, learning a foreign language is very important in everyday life because human beings use it to communicate, study, and seek knowledge. Also, employment till gaining knowledge of the global community's culture and vision (Cor curriculum, 2551). Vocabulary is the foundation of learning English because vocabulary is the basic unit of language that is most important for communication. Learning and teaching foreign languages generally start with teaching vocabulary, but the main essence of teaching often focuses on teaching grammar. Currently, Thai students have difficulty learning English vocabulary 78
because English in Thailand is not the main language causing it not to be used in everyday life. This year, the researcher was assigned by an educational institution to teach grades 5/2 It was found that fifthgrade students didn’t know vocabulary. In fact, English Vocabulary is the basis for learning sentences and communicating according to Pornphit Ngampong (2014 studied how to help children learn to learn English vocabulary. Researchers have found interesting teaching method that can help students understand English vocabulary. 2 RELATED WORKS Chidchanok Manokhan (2021) studied the Development of English Vocabulary Learning Ability by Using Total Physical Response (TPR) for Grade 2 Students. The findings revealed that the average achievement score of pre-study was 15.43 and an average achievement score of poststudy was 26.43, The average scores in post-study were higher than the pre-study and were significantly different at the 0.01 level of statistic, the students were satisfied in learning English vocabulary by using Total Physical Response (TPR) at the highest level. 3 RESEARCH METHOD: Data Analysis and Research Statistics The population of this study was 39 students in Grade 5 in Ban Talo Sumae School, Krongpinang District, Yala Province in the academic year of 2023. The sample of this study were 20 students in Grade 5/2 in Ban Talo Sumae School, Krongpinang District, Yala Province in the academic year of 2023 by using purposive Sampling. The tools used in this research included: 1- Pretest 2- Posttest 3- Lesson plan 4- Flash cards 5- The satisfaction questionnaire For this study, the quantitative data were analyzed as means scores, standard deviation scores (S.D.), and percentages. The t-test is also used to compare the difference between the scores of tests before and after using Active learning. On the other hand, the qualitative data from the satisfaction questionnaire which is the suggestion part is presented in the descriptive analysis. 4 FINDING AND RESULT In this chapter, the author gives the reports concerning the data analysis result from test and questionnaires. There were calculated using the program computer. The Result of the objective showed the comparison of the mean scores for the pre-test and post-test. Using Total Physical 79
Respond (TPR) in class to improve students’ listening skills. The results reveal that the post-test score was higher than the pre-test score; 13.1 and 19.25. The standard deviation showed that the posttest was higher than the pre-test that was; 1.3 and 0.99, which were significant (p<0.05) at 5%. The result of the analysis of student satisfaction. It was found that students’ overall satisfaction was (M) 5= 5.5, 4= 3.4 ,3= 2.5, 2= 1.5) (N = 20) (SD) 5= 2.5, 4= 1.1, 3= 1.3, 2=0.8. The 5th is the highest. 5 DISCUSSIONS After discussing the pre- and post-test results and analyzing the data, the researcher came to several conclusions regarding the development of English vocabulary skills using TPR teaching in 2023. The researcher concluded that students have improved their English vocabulary learning. Data were obtained from pre- and post-tests. The researcher found that before studying, the highest initial score was only 6 points and the lowest was 1 point after studying using TPR teaching. It was found that the scores of all students increased significantly. Students have a maximum post-study score of 10 and a minimum score of 7 which meets the criteria showing that Learning management using TPR teaching to develop English vocabular, listening skills is more developed than before learning. 5.1 Recommendations 5.1.1 There is a suggestion for the researcher to create their worksheet as a learning instrument in the classroom so that students can improve their vocabulary not just for enjoyment. 5.1.2 The focus should be on group games rather than the individual. Because students will be more fun and alert. Students will also help each other according to their potential. REFERENCES Chidchanok Manokhan. (2021). The Development of English Vocabulary Learning Ability Using Total Physical Response (TPR) for Grade 2 Students. (Master’s thesis). Mahasarakham. Rajabhat Mahasarakham University. Retrieved from http://fulltext.rmu.ac.th Ramita Bunyama. (2017). The Comparison of Learning Achievement and satisfaction For English Learning of Grade 3 students through Learning Activities by Traditional Teaching Style and TPR Technique. Retrieved October 11, 2023, from http://www.edu-journal.ru.ac.th 80
The Development of Reading English Words by Using Bingo Game of Grade 2 Students at Ban Tabing Tingee School, Pattani Province Nisuhaila Nisoh Department of Teaching English, Fatoni University, Pattani, Thailand [email protected] Keywords: Reading comprehension, Bingo game, English words Abstract: The purposes of this research were (1) to compare the achievement of reading English words before and after using the bingo game and (2) to study the students’ satisfaction Reading English words by using a bingo game. The samples for the study were 19 second-grade students from Ban Tabing Tingee School, selected randomly. The research instruments involved lesson Plans, per-test, and post-test for reading English word, and a satisfaction measurement scale. The results of the research showed that students’ reading English word improved after using the Bingo game. The score from the pretest was 5.58, the standard deviation was S.D. = 3.45, and the post-test was 13.32, and the standard deviation was S.D. = 1.57 And the satisfaction of the students towards learning by using the bingo game was at a very high level. 1 INTRODUCTION In nowadays, English language become a global language that we must know it and learn it in the whole skills such as, listening, speaking, reading, and writing skills. For people who are better in English language, they have opportunity to get a scholarship for enter to higher education and get opportunity to reaching a quality career with higher salary. According to Northrup one of the main reasons for this thing is because English has become the Lingua Franca of the business today in the world. For the lingua franca (nonnative English speaker), seeking learning English language is very essential for nowadays because English language is an important to seeking knowledge and progressive in learning. Learners’ beliefs about foreign languages have been in the focus of 81
educational research because they are considered fundamental to learners’ progress. (According to Kormos 2008; Dornyei, 2005) From the teaching and learning management of the researcher's English subject primary 2 students at Ban Tabing Tingee School. It was found that most of t he st ude nt s ha d pr oble ms wit h vocabulary. However, when the researcher used the game-based teaching model (Bingo), To develop English vocabulary skills for primary 2 students at Ban Tabing Tingee School Pattani Province. It will help students have fun and enjoy learning and encourage students to want to know and want to learn more. The game will be a teaching tool to create fun. Relaxing and blended with learning English vocabulary more effectively. Students will have a more interesting and exciting learning experience. In this game, you will practice your English vocabulary and learn the value of learning English. So that students can apply their knowledge to their daily life. 2 RELATED STADIES Imas Febriyansyah ( 2016) said: Topic: Improving Students’ Vocabulary Mastery through Bingo Game for Grade X of SMAN 4 in the Academic Year of 2014/2015, the subjects of this research were 28 students of X IIS 3 class. The quantitative data were collected from questionnaires and the students’ vocabulary score of pre-test and post-test to see the improvement of the students’ vocabulary mastery. The research findings showed that vocabulary mastery of most students improved after Bingo Game was used in the teaching and learning process. It showed that the mean of students’ vocabulary score in the pretest and post-test (64.3 to 89.1) In conclusion, the students’ vocabulary mastery improved through the implementation of Bingo Game. Yeni Kristina (2014) Improving students’ vocabulary mastery via bingo game for elementary school students. The results showed that bingo games are a suitable method that can improve students’ vocabulary proficiency and student’ motivation for learning English. 3 RESEARCH METHOD: Data Analysis and Research Statistics The researcher conducted a learning management using the Bingo 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. Lessson Plan 2. Pre-test and Post-test 3. Satisfaction form 82
4 FINDING AND RESULT The scores of the pre-test and post-test. it is found that the results of the development of reading English words by using games (Bingo) of students grade 2 at Ban Tabing Tinggi School. after studying ( = 13.32, S.D. = 1.57) were higher than before studying. ( = 5.58, S.D. = 3.45) which were significant ( p<0.05) at 5%. By testing the difference between before studying and after studying, it was found that the mean achievement after studying was higher than before studying. which is that students' vocabulary knowledge after studying using the game Bingo was higher than before studying. 5 CONCLUSIONS Begin the reading class using bingo games helps students learn how to read the words and makes it smoother for students to read English words. Bingo games are a rapid and effective way to teach reading to students. Bingo games are instructional tools that encourage student participation in class since they contain a range of words and images that make it simpler for students to understand the words. With the help of bingo game sets, this study attempted to increase students' reading English proficiency and enthusiasm in the subject. The post-test revealed that employing bingo sets in class activities increased students' reading proficiency. 5.1 Recommendations 1. Vocabulary learning through bingo games should be compared with other teaching media. 2. Students who study with bingo games should be compared with students who study with other learning methods. To use the results to improve and develop teaching strategies to be more effective. REFERENCES Barrish, H. H., Saunders, M., & Wolf, M. M. Good behavior game: Effects of individual contingencies for group consequences on disruptive behavior in a classroom. Journal of A p p l i e d B e h a v i o r Analysis, 1969, 2, 119–124. Ministry of Education. (2008). Indicatorsand core learning content for the learning content group foreign language: Bangkok. Agricultural Cooperatives Association of Thailand Printing Company Limited. Faculty of academics of Nan Meekha Company. (2 0 0 0 ) . Fun game to practice English. 1 1 th printing. Bangkok: Nanmeebuks. Noviyanti, R., Bahri, S., & Nasir, C. (2019). The use of think bingo game to improve students’ vocabulary 83
mastery. Research in English and Education Journal, 4(1), 1-8. Imas Febriyansyah. ( 2016) . Improving Students’ Vocabulary Mastery Through Bingo games for Grade X students of SMAN4 Purworejo in the academic Year of 2015. English Language Teaching Journal. Improve Students Vocabulary Mastery. INTERACTION: Jurnal Pendidikan Bahasa, 9(1), 172-177. https://doi.org/10.36232/jurnalpen didikanbahasa.v9i1.2411 84