รวมJournal-ห้อง2(กลุ่ม 04)

Journal collection on English Learning Management Submitted by Fourth year students Group 04 Present to Aj. Khodiyo Thesa Seminar on English Learning Management Department of Teaching English Faculty of Education Fatoni University

A Preface This e-book is part of the course Seminar on English Learning Management TE2406- 105. This e-book contains contents journals which related to innovations or various approaches to improve English language skills. The creators want those who are interested to be able to apply innovations or approaches to improve students' English skills. The creators sincerely hope that this document will be beneficial to those interested in improving their English language learning to be more effective. Organizing team

B Table of Contents Page - Preface A - Table of Contents B - The Development of Reading Vocabulary through Active Learning Method of Grade 2 Students at Tessaban 4 School, Yala Province 1 - The Effects of Using SJF Games on Third Grade Students’ Vocabulary Retention at Tessbaan 6 School (Khok khian Road), Narathiwat Province 4 - Improving English Vocabulary Memorization by Using a Jigsaw Puzzle for Grade 4 Students at Banhutaetowor School, Muang District, Narathiwat Province. 8 - The Development of Reading Skills by Using a Bingo Game for Students Grade 4 at Ban Kanae School 11 - The Effect of Using Jolly phonics on students’ Pronunciation of Grade 1 at Ban Paron School in Paron District, Meang City, Yala Province 15 - The Effect of Using Songs on English Vocabulary Memorization for Grade 4/2 Students at Ban Khokpayom School, Meang, Narathiwat Province 18 - The Effects of Using Phonics Flashcard Sets on Second Grade Students Reading Skills at Ban Chokeyea School, Pattani Province 21 - The development of reading skills by using board games for students of primary 3/1 at Ban Khuan School 25 - The Effect of Using the Phonics Snakes and Ladders Game on The Development of Alphabet (A-Z) Pronunciation of Grade 2 Students at Ban Raman School, Yala Province 29 - The Development of English Vocabulary Memorization by Using the Total Physical Response (TPR) Approach for Grade 1 students at Ban Berseng School, Muang District, Yala Province 32

C - Using Word Games to Develop Students' English Vocabulary Memorization for The Fifth Grades Students at Tessaban 6 School (Khok khian road), Narathiwat Province 36 - Using Activity-Based Learning to Develop English Vocabulary Retention for Students of Primary 4 at Ban Johbanae School, Mayor District Pattani Province 40 - The Effect of Using Bingo Games on the Development of Reading Skills of Grade 6 Students at Muslim Satun Wittaya School 44 - The Development of English Vocabulary Learning by Using Bingo Games for Grade 5 Students at Banyansue “Mittraphap at 147” School, Satun province 48 - The Effects of Total Physical Response and Song (TPR&S) on Development of Listening Skills of The Instruction in Classroom Vocabulary for Grade 1 Students at Baan Tobala School, Pattani Province. 52 - The Development of Pronunciation Skills (Phonics) on English Short Vowel Word Family (CVC) Using Orton-Gillingham Approach of Prathomsuksa 1 at Santiwittaya Kotabaru School, Yala Province. 56 - Using Phonics Flashcards to Develop the Alphabet A-Z Pronunciation Skills of Grade 1 Students at Taladnad Basa- A School, Yarang District, Pattani Province 60 - The Effect of Using Educational Games (PSS Model) On the Development of English Reading Phonics Skillsby Grade 3 Students at Ban Kahong School, Pattani Province 64 - The Development of English Vocabulary by Using Board Games of Students in Grade 2/1 at Ban Khlong Tan School, Narathiwat Province 67 - The Development of English Vocabulary by Using 5 Basic Steps for Grade 3 Students of Ban Cho Ke Yae School, Pattani Province 71 - The Development of English Consonant Pronunciation Skills by Using Phonics Nursery Rhymes of Grade 1 Students at Ban Taloh Sumae School, Yala Province 75 - The Development of English Vocabulary Memorization by Using the INGS Model for Grade 5 Students at Ban Hutae Tuwor School, Mueang District, Narathiwat Province 79

D - The Development of English Writing Skills by using technical group Competition (Teams–Games–Tournament: TGT) For Grade 4 Students at Ban Raman School 83 - The Development of English Vocabulary Reading Skill by Using Flashcards for Grade 3 Students at Ban Kanae School, Satun Province 86 - The Development of English Alphabet Memorization by Using Flashcards for Grade 1 Students at Bankhuan School 90 - Enhancing English Vocabulary Retention through Songs of Grade 2 students at Ban Pafang School, 94 - The Development of English Reading Vocabulary Capacity through Game “Pizza’s Vocab” of Grade 3 Students at Ban Yansue School 98 - Development of English Vocabulary Memorization by Using Vocabulary Picture Charts for Grade 3/2 Students at Jabal Noor School, Srisakhon District, Narathiwat Province 102

1 The Development of Reading Vocabulary through Active Learning Method of Grade 2 Students at Tessaban 4 School, Yala Province Niafrad Kanga Department teaching English, Fatoni University, Pattani, Thailand [email protected] Keywords: Read English vocabulary, Active learning Abstract: The purpose of this research was to investigate the Development of Reading Vocabulary through Active Learning Method, Grade 2 at Tessaban 4 School in Yala Province, Thailand. The study included 125 students in the first semester of the academic year 2023. The students were selected through purposive sampling. The research instruments involved lesson plans, pre-tests and posttests, Flash card and Worksheets. The results showed that using Active Learning Method after the test was significantly higher when compared to the pre-test (p<0.05). It can be concluded that Active Learning Method has efficiency in developing reading vocabulary of students in Grade 2. 1 INTRODUCTION Thai people often have difficulties in pronouncing English because of the differences between the English sound system and the Thai sound system makes pronunciation for Thai people difficult to pronounce. However, we can improve through practice. Therefore, English pronunciation is important for learners to recognize and pronounce correctly from the beginning to avoid confusion and mispronunciation and pronunciation is an important skill for ensuring that listeners understand each other. Duangjai Tungsangha (2012-2013) mentioned that phonics is a decoding principle that involves recognizing and blending the sounds of letters. Learners must understand the sounds of different letters and pronounce them correctly to be able to blend the sound s together effectively. For example, in the word "cat," they would learn that the letter "c" makes the sound "k," "a" makes the sound "æ," and "t" makes the sound "t." By blending these sounds together, they can produce the word "k-æ-t, cat."

2 In organizing English teaching activities based on phonics principles by learning according to the Active Learning model to be used as a guideline for creating learning activities. Make students involved or doing activities together in teaching the researcher. Therefore, the researcher saw that Active Learning was used to stimulate children to be more motivated to learn. Therefore, the researchers agree by adopting a model that allows students to read English words in a phonic way, which students can learn by themselves through the Active learning process for students at Tessaban 4 (Thanawithee) School and to ensure that this research can be the most benefit. 2 RELATED WORKS Phattharada Iambunyarit (2021) founded that the Active learning teaching set using the SQ3R technique to enhance reading comprehension skills for Grade 3 students was as effective as 85.85/82.53 and the Active learning using the SQ3R technique to enhance reading comprehension skills for G r a d e 3 s t u d e n t s f o u n d t h a t t h e effectiveness index (E.I.) was equal to .69. 3 RESEARCH METHOD: Data Analysis and Research Statistic 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 second grade at Tessaban 4 - I n s t r u m e n t s T h e r e a r e 5 instruments used for this research which are lesson plan, pretest-posttest, flash card, worksheets. - 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 Active learning Method. 4 THE RESULTS AND HYPOTHESES TESTING: The Quantitative Findings Test Pre-test Post-test n 25 25 x̅2.96 17.52 S.D. 1.84 1.60 t 30.3 sig .000 It can be seen that the score The pre-test score is higher than the post-test score because the child previously did not know how to read correctly. And after learning vocabulary through active learning methods makes it readable and fun while studying as well.

3 5 DISCUSSIONS After conducting a pre-test and post-test, and analyzing the data from English vocabulary reading using active learning with second-grade. The researcher saw that there is a development in reading vocabulary skills after using active learning. The author got the information from the pretest and posttest. On the pretest and posttest, there is a significant improvement in students’ English vocabulary reading skills after using active learning. 5.1 Conclusion From the results of this study, it can be concluded that using Active learning Method for reading vocabulary can improve students' and motivation to learn English. Student performance can be viewed by how well they reading vocabulary and the scores they receive. The test scores after using the Active learning Method showed high scores and met the criteria for success. 5.2 Recommendations 1. The researcher should provide more various English language learning activities or study other techniques because there are many techniques to choose from. 2. The researcher should study the problems, obstacles, and impacts that arise from using games in teaching to find ways for improve and how to use it to your advantage. 3. There is a suggestion for the researcher by using interesting tools such as applications, modern games, and students canter activities that they can learn and do by themself. REFERENCES Atjima Chaichit (2020). The development of English spelling reading skills (Phonics) by using skill exercises. Retrieved September 10, 2023, fromfile:///C:/Users/User/Downloa ds/

4 The Effects of Using SJF Games on Third Grade Students’ Vocabulary Retention at Tessbaan 6 School (Khok khian Road), Narathiwat Province Nur-ashireen Mahama Department of Teaching English, Fatoni University, Pattani, Thailand [email protected] Keywords: SJF games, teaching games, vocabulary retention Abstract: The objectives of this research are (1) to study the effectiveness of using straw games, Jenga games, and flash card games; and (2) to test student satisfaction with using straw games, Jenga games, and flash card games. The sample group used in the research was 25 students in Grade 3 of Tessaban 6 School in the first semester of the 2023 academic year. This research consisted of data from pre-tests, post-tests, lesson plans, and questionnaires. Data analysis used a Ttest, mean, percentage, and standard deviation. The results showed that the students' mean score on the post-test (12.60) was higher than the pre-test score (5.60). It can be concluded that English vocabulary recognition among Grade 3 students has significantly improved. After using the SJF game, it helps children have fun, cheerfulness, and relaxation. It also helps children practice skills and develop their use of English. 1 INTRODUCTION At present, English is one of the most significant languages for us. The students struggled with English since it is a second language that they are not very familiar with. English is another language that is very important and needs to be learned a lot. That is why it is important to raise students' proficiency in the English language as a foundation for more advanced studies. The intention is to empower Thai students to interact and comprehend with Englishspeaking foreigners, as well as to use the language in their daily lives. "Using foreign languages in reading, writing, speaking, and listening to interpret, present, and exchange information, concepts, and opinions on a range of topics as well as to develop suitable interpersonal ties" (The Basic Core Curriculum, B.E. 2551). The basic problem in learning all four skills of English is vocabulary problems due to insufficient vocabulary knowledge. Therefore, it is one of the major reasons why students fail to learn English in school. Listening, speaking, reading, and writing skills, four skills that are very important and necessary for students to have a basic vocabulary. So, students can learn the language well. Vocabulary is

5 accepted as one of the heartbeats of language education. From observing the classes taught at Tessbaan 6 School (Khok khian Road), it was found that the students' ability to memorize English words was still low. They know a few words. For that reason, the researcher is therefore interested in organizing a teaching and learning activity using a game to learn English vocabulary for grade 3 students because the teaching and learning activity using a game is an interesting and entertaining activity. Students learn by doing, which will help in their development. The ability of the students to memorize the English vocabulary is effective in helping them remember the vocabulary better. 2 RELATED STUDIES In the previous part of the study, the writers reviewed other research that was related to this study. Suphatthaphong Phalinyot (2021) studied improve the vocabulary acquisition skills of sixth-grade children in English by combining memory model training with language games. Four sixth-graders at Banwangyangkuddhake School were the target group during the second semester of the 2021–2022 school year. The following tools were employed in this study: 1) lesson plans, which were completed over the course of 12 hours with 6 plans; 2) the studying behavior observation form; 3) the student interview form; and 4) an assessment of vocabulary acquisition in English. The t-test (one-sample t-test), mean, standard deviation, and percentage were the statistics utilized to analyze the data. The study's findings were as follows: Throughout the first cycle, students' average score for their capacity to learn English vocabulary was 22.25, or 74.16 percent, greater than the committed 70 percent. Additionally, the students' average score for English vocabulary acquisition capacity in the second cycle was 26.75, or 89.16 percent, greater than the targeted 80 percent. It is concluded that learning to memorize vocabulary using games can develop students' vocabulary learning. Students' scores in the post-test were higher than their scores in the pre-test. which learning management uses games It can clearly help increase and develop students' vocabulary and learning abilities. 3 RESEARCH METHOD: Data Analysis and Research Statistics The purpose of this research was to test the students' vocabulary retention by using the SJF games as learning materials to improve their vocabulary memory. Duration In conducting the research, the researcher lists the steps by summarizing the following research schedule: The research will be done from July 24, 2023, until August 24, 2023. The study duration is 4 weeks for the first semester of 2023.

6 The following instruments were used in this study: Straw game, Jenga game, Flashcard game, Test, Questionnaire, and Lesson plan. This research uses the statistical package in Microsoft Excel for analyzing the data. In practice, the researcher will use Microsoft Excel version 2020 to find the mean (x), Standard deviation (SD), and t-test (t) 4 THE RESULTS AND HYPOTHESIS TESTING: The results are organized according to the research question of the study. Test N Mean S.D t sig Pre-test 25 5.60 3.35 6.90 0.00 Post-test 25 12.60 5.85 Table 4.1.2 Descriptive Statistics The mean test scores of the children varied significantly between the pre-tests and post-tests. The post-test scores of the pupils were a higher mean score than the pre-test. It indicates how the students' onemonth therapy program had a good impact and greatly improved their memory of English vocabulary. In conclusion, it can be concluded that learning vocabulary using the SJF game through the E-PLC process at Tessaban6 School can help students remember English vocabulary. Students received high scores after using the SJF game. And they are excited and have fun when learning English using the SJF game. 5 CONCLUSION Developing the ability to memorize the English vocabulary of 3 grade students using games and surveying students' satisfaction after using the game The difference between the pre-test and post-test scores revealed that the standard mean score of the post-test was higher than the mean score of the pre-post-test using the game. Moreover, 100% of students memorized vocabulary more accurately and faster when learning English, and 97.60% of the games helped students have fun and be interested in learning English. According to Kanokwan Rodkoom, Sita Yiamkhantithavorn, and Areerak Meejang (2016), teaching vocabulary using games shows that after using the game to teach English vocabulary, students' scores in the post-test were higher than their scores in the pre-test. 5.1 Recommendations There are some recommendations made to the participants that are directly related to the study: 1. English teachers should use games in teaching to increase students' motivation to learn English. 2. English teachers need to use games in learning to increase students' vocabulary. This type of game can make it easier for students to remember vocabulary. and can make students remember vocabulary more accurately and faster.

7 3. Using games in teaching can develop other skills, such as thinking. Using wits, competing, and interacting with others better memory. 4. English teachers need to learn new things all the time. Learn other techniques or strategies to improve student teaching that are suitable for students. 5. English teachers should compare each teaching technique or method. To use the results to improve and develop teaching to be more effective. 6. It would be great if the game was based on research. Go try out other classes to test your grades and class. REFERENCES Alavi, G., & Gilakjani, A. P. (2019). The Effectiveness of Games in Enhancing Vocabulary Learning among Iranian Third Grade High School Students. Malaysian Journal of Elt Research, 16(1). Rasti-Behbahani, A., & Shahbazi, M. (2020). Investigating the effectiveness of a digital game-based task on the acquisition of word knowledge. Computer Assisted Language Learning, 0(0), 1-25. Retrieved from: https://doi.org/10.1080/09588221.20 20.1846567 Samnao Sripramong. (2004). Study of the results of using word games. teaching vocabulary that has an impact on durability to learn English vocabulary of Grade 5 students at Assumption College Rayong. Master of Arts Thesis. Field of study for teaching English in foreign language status Graduate School Srinakharinwirot University. Sariya K. (2021). Using skill-enhancing games to develop English vocabulary recognition of students in Grade 5 at Hathai Christian School, Loei Province. Srilanchang Research Journal, 1(2), 29-34. Retrieved from: https://ojs.mbuslc.ac.th/index.php/s rj/article/view/44 Shabaneh, Y., & Farrah, M. (2019). The effect of games on vocabulary retention. Indonesian Journal of Learning and Instruction, 2(1), 79-90. doi: 10.25134/ijli.v2i01.1687. Suphatthaphong Phalinyot (2021). Developing the ability to learn English vocabulary of Grade 6 students by using a teaching model that emphasizes memory combined with language games. (n.d.). Retrieved from: https://so05.tcithaijo.org/index.php/r muj/article/view/264344/177674

8 Improving English Vocabulary Memorization by Using a Jigsaw Puzzle for Grade 4 Students at Banhutaetowor School, Muang District, Narathiwat Province. Nurfadilah Awaeju Department of Teaching English, Fatoni University, Pattani, Thailand [email protected] Keywords: English vocabulary, English vocabulary memorization, The jigsaw puzzle. Abstract: The objective of this research was to improve English vocabulary memorization by using jigsaw puzzles for grade 4 students at Banhutaetuwo School. The sample group is Grade 4 students at Banhutaetuwo School; 14 people,because students cannot remember the meaning of the words, the researcher realized the importance of improving students' knowledge of the meaning of vocabulary. The tools used in the research are 3 sets of pre-test and post-test and 3 sets of jigsaw puzzle games to practice memorizing English vocabulary. Statistics used in data analysis include: average, paired t-test, and standard deviation. 1 INTRODUCTION Teachers should make teaching fun. Because language is something related to real life (Pranom Suraswadi, 1996: 32). Language activities should be activities that move with stories of participation and hypothetical situations. Teachers should use activities to influence students in a fun way. Learning leads to effective use of language, that is Using game activities because games make students have fun studying. Every student who participates in the activities organized by the teacher helps support their learning about vocabulary very well. Reliable and Santi Saengsuk (1998: 1) and Johnson. (2001: 76- 161), which has conducted research and found that to create effective memory in vocabulary learning, teachers should Organize teaching in the form of games because it will make learning more fun. In this study, the researcher saw the importance of vocabulary memorization and wanted to apply jigsaw puzzle to develop English vocabulary memorization of grade 4 students at Banhutaetuwor school who still cannot remember vocabulary

9 2 RELATED WORKS According to PEDE I. CASING, MAEd (2018) on the research entitled “Improving Mathematics Performance Among Grade 11 Students Through Jigsaw Technique” This action research aimed to improve the mathematics performance of 56 Grade 11 students of Buug National High School students. The jigsaw technique may help students make connections across mathematical skills and concepts, and other disciplines, and using a jigsaw activity can be achieved successfully by most students. 3 METHODOLOGY This chapter will discuss the methodology of research, it consists of explaining the population, sample, and test. Then, this chapter describes the way and the method used for analyzing data from students in fourth-grade students of Banhutaetuwo School. 3.1 Research Instruments In this study, the instruments for data collection were as follows: 1) 3 lesson plans and 2) test to measure learning achievement. 3.2 Data Analysis In this research, the researcher analyzed the following data. Analyze the d e v e l o p m e n t a n d d e t e r m i n e t h e effectiveness of learning by using a jigsaw puzzle. 3.3 Statistics Used in Data Analysis The researcher calculated the data after scoring the students' tests to understand if there is a significant difference between the pretest and posttest. Microsoft Excel is used to find mean X ̅, IOC, S.D., and dependent t-test. She also uses a paired ttest to validate the H1 hypothesis. 4 ANALYSIS AND RESULT Table1: Descriptive Statistics N Mean S.D. t sig Pretest 14 18.70 4.24 9.45 0.00 Posttest 14 26.92 2.58 Table 1 shows that a comparison of the pretest and post-test scores to find the average of the data. It was found that the mean of the posttest was higher than the pretest with an average of 26.9 and the pretest was 18.6. It was found that the S.D. of the posttest was higher than the pretest with an average of 2.58 and the pretest was 4.24. This data set has a t-value of 9.45 and is statistically significant at the 0.00 level. The paired t-test was done to validate each H1 hypothesis and reject the null hypothesis. The value of the t-test is higher than the critical value for Alpha 0.05. So, 9.45>1.71. So, it means that students improved the memorization by using a jigsaw.

10 5 CONCLUSIONS 5.1 Conclusions The results of the study found that the result of improving English vocabulary memorization by using a jigsaw puzzle of Grade 4 students after studying was found that the students had higher development results in learning English vocabulary after learning than before learning. the mean score of the post-test was higher than the pre-test. The significant level that the researcher uses is 0.05 of the quantity (N) 14. There was a considerable difference between the students’ mean score in the pre-test (M = 18.70, SD = 4.24) and the postest (M = 26.92, SD = 2.58); condition: t (13) = 9.45, sig = (0.00). The result of the t-test was 9.45. It can be seen that students have improved their English vocabulary and memorization at a better level. 5.2 Recommendations The researcher would like to suggest guidelines for using research findings in developing learning management as follows. 1.Teachers should teach students in a variety of ways, and emphasize memorizing vocabulary and composing sentences to make it easier for students to remember vocabulary. 2. Research on teaching English vocabulary using a jigsaw puzzle should be conducted with another sample of students and at other grade levels to study deeper learning development. REFERENCES Chen, W. C., Yang, M. C., and Lin, K. M. (2016). A study of applying memorization method to enhance primary school students' English oral ability. J. Econ. Bus. Manag. 4, 627–631. doi: 10.18178/joebm.2016.4.11.464 Johnson. (2001, April). “A Comparison of The Use of The Active Games Leaning Medium with Passive Games and Traditional Activities as a Means of Reinforcing Recognition of Selected Sight Vocabulary Words with Mid-Tear First-Grade Children with Limited Sight Vocabulary” Dissertation Abstracts. 10: 6456-A Pedei. Casing, Maed, (2018). Improving mathematics performance among grade 11 students through jigsaw technique. Pranom Suraswadi. (1996). Activities and media for teaching English at the primary school level. Bangkok: Chulalongkorn University. Takač, V. P. (2008). Vocabulary learning strategies and foreign language acquisition. Clevedon: Multilingual Matters.

11 The Development of Reading Skills by Using a Bingo Game for Students Grade 4 at Ban Kanae School Nurhaslina Yawang Department of Teaching English, Fatoni University Keywords: Bingo game, development, reading skills Abstract: This study aimed to study the learning achievement of using a bingo game to develop the reading skills of 4th grade students at Ban Khane School in the first semester of the academic year 2023. The sample group of 16 students was selected through purposive selection. The research tools were pre- and post-tests. The information obtained is quantitative information. By analyzing the data by finding the t-test, mean, and standard deviation, the results showed that the students' reading scores after the test were significantly higher (p<. o5) compared to the pre-test. And the t-test value of this study was higher than the critical value. It can be concluded that a bingo game was effective in developing the reading skills of Grade 4 students. 1 INTRODUCTION The significance of English in today's global landscape is emphasized by its role in media communication, knowledge acquisition, and as a crucial component of the basic education core curriculum (Ministry of Education, 2008). It is highlighted that learners should cultivate a positive attitude towards English to utilize it in diverse contexts, including education, career advancement, and international communication. The promotion of English, particularly reading skills, is deemed essential for enabling students to access a broad spectrum of knowledge and opportunities in their future endeavors. The researcher at Ban Kanae School noticed Grade 4 students struggling with reading skills, prompting an investigation into methods for improving reading accuracy and proficiency, leading to a focus on using bingo games to enhance English vocabulary and foster enthusiasm for learning. 2 RELATED STUDIES The first study was conducted by Kanchana Somabutr (2022) academic achievement in English vocabulary was studied by using a bingo game as a medium for 34 students Grade 3 with the objective of solving reading problems. The instrument used in the research was to assess reading and writing before and after the study. It was found that the students had improved academic achievement.The mean score after studying was higher than the mean score before. It can be seen that the learning achievement in English vocabulary using a bingo game as a medium, can solve the reading and writing problems of students.

12 Included Wiphasanee Thiensirachakul, Sanchai Pattanasit, and Paitoon Srifa (2022) conducted quality s earch results. Vocabulary a bingo Game English course from an expert assessment, it was found that the level of media quality, the quality of the content was at a very good level and the efficiency of word bingo games. The English courses that have been developed have efficiency. The achievement score after trying the word bingo games of English courses were higher than pre-test scores. 3. METHODOLOGY This chapter using a bingo game and use of solving problem to increase reading skill of Grade 4 students at Ban Kanae School through action research cycle of the PLC (Professional Learning Community Process) as follows: 1. E-PLC teams established with model teacher, buddy teacher, mentor, administrator, and expert 2. Analyze learners and define students' learning problems. Test English Vocabulary. 3. Study problem-solving techniques and conduct research to improve students' reading abilities. Research Instruments 1. Bingo game 2. Lesson plan 3. Pretest and Posttest Data Analysis The study used the result of a pre - test, post - test, and interviews. This was used in the study as a measure and purpose of students being able to get better to improve their reading. 4 ANALYSIS AND RESULTS In this chapter, the author gives the reports concerning the data description and compares the achievement of pretest and posttest to know whether using a bingo game is effective in reading skill. Result of the objective Pretest and Posttest Scores Number Initial Name pretest (20) Posttest (20) 1 A 7 16 2 B 7 16 3 C 7 17 4 D 7 12 5 E 5 11 6 F 5 11 7 G 6 15 8 H 7 19 9 I 9 20 10 J 8 18 11 K 7 18 12 L 9 20 13 M 6 15 14 N 6 13 15 O 7 17 16 P 6 15 Result Mean 7.86 15.8 N 16 16 S.D. 2.01 2.83 Descriptive Statistics Table 4.1 Descriptive statistics Mean N SD t Sig. Pretest 7.8 16 2.01 17.707 0.00 Posttest 15.8 16 2.83 Significance at 0.5** A study with 16 participants found a significant improvement in students' scores following an intervention, as evidenced by

13 pretest and posttest comparisons. The mean score increased from 7.86 (SD = 2.01) on the pretest to 15.8 (SD = 2.83) on the posttest, with a t-value of 17.707 and a significance level of less than .05. This significant difference indicates the intervention's effectiveness in enhancing students' academic performance. In this study, the researcher set an alpha level of .05 and determined a critical t-value of 1.7531 with 15 degrees of freedom. The observed t-test value of 17.707 exceeded this critical value, leading to the rejection of the null hypothesis and validation of the alternative hypothesis. This outcome suggests that employing bingo games as an educational tool can effectively improve students' reading skills. 5 CONCLUSION 5.2 Conclusion Accordingly, the mean score of the posttest was higher than the pre-test. The significant level that the researcher uses is 0.000 of t h e q u a n t i t y ( N ) 1 6. T h e r e w a s a considerable difference between the student's mean score on the pretest (M = 7.8, SD = 2.1) and the posttest (M = 15.8, SD = 2.83) conditions; t (15) =17.707, sig =.000). The result of t-test was 17.545 It can be concluded that the proposed strategy based on a bingo game is useful and effective on the development of reading skills. According to the results, the t-test value of this study was 17.707 that it was higher than the critical value (1.7531), which indicated that the alternative hypothesis (H1) was accepted while the null hypothesis (H0) was rejected. So, it appears that using a bingo game to improve students' reading skills is appropriate. The students demonstrated an improvement in their ability to read English c o r r e c t l y , w h i c h w i l l l e a d t o t h e development of other English skills. 5.3 Recommendations Recommendations based on the findings and conclusions of the current study it is recommended that: 1. The English teachers should use a bingo game when teaching English reading skills and encourage student to improve their reading skill until able to read fluently and efficiently 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 bingo game. 3. The school should create more and fun active learning activities to improve English reading skills of students. REFERENCES Jitcharoen, J. (2014). A study of the results of using bingo games and English marketing vocabulary. of diploma level student’s 2nd year vocational d e g r e e , A k s o r n B u s i n e s s Administration Technology College, Ban Chang District, Rayong . R e t r i e v e d f r o m h t t p s : / /a techbanchang.aksorn.ac.th/vijaikru/ Natachai, S. (2012). Retrieved from Comparing the ability to read Thai for comprehension and social skills of students in Grade 6 who were managed Learn cooperatively using C.I.R.C. techniques and organizing learning according to the

14 o r g a n i z a t i o n g u i d e l i n e s . : Fulltext.pdf?fbclid=IwAR1m0_ Phanarin Thaichantararak, P. B. (2021). Retrieved from Using English vocabulary games to develop students' English vocabulary learning. Buriram Rajabhat University D e m o n s t r a t i o n S c h o o l : file:///C:/Users/ACER/Downloads/sin sup, Phongsapan, M. (2011). Retrieved from Documents related to reading: https://maitree4.blogspot.com/ Rerkmuang, B. (2009). School Using English vocabulary games to develop students learning of Englis h vocabulary. Grade 4, Burarak . R e t r i e v e d f r o m http://thesis.swu.ac.th/swuthesis/Te a_Eng_For_Lan(M.A.)/Bussaree_R. Somabutr, K. (2022). About using the fun bingo game to develop reading skills and English vocabulary of 3rd grade primary school students. R e t r i e v e d f r o m https://anyflip.com/twilf/pfbg/basic? Somboon, W. K. (2017). Retrieved from Using the bingo game to learn Thai consonants: http://www.edujournal.ru.ac.th/AbstractPdf/2560-9- Srinam, S. (2021). Retrieved from Using English vocabulary games to develop reading skills of Grade 6 students at Thesaban 4 School, Ban P h u B o B i t . : https://ojs.mbuslc.ac.th/index.php/s rj/article/view/43/26 Wipasanee Teansriratchagul, S. P. (2022). Retrieved from Development of a vocabulary bingo game. English course with augmented reality technology of Mathayom 2 students at Phromburi Ratchadaphisek: https://so06.

15 The Effect of Using Jolly phonics on students’ Pronunciation of Grade 1 at Ban Paron School in Paron District, Meang City, Yala Province Nurhuda Uma Department of Teaching English, Fatoni University, Pattani, Thailand [email protected] Keywords: Jolly Phonics, pronunciation Abstract: The purpose of this research was to Using Jolly phonics on students’ Pronunciation of Grade 1 at Ban Paron School in Paron District, Meang City, Yala Province, Thailand. The study included 19 students in the first semester of 2023. The students were selected through purposive sampling. The research instruments involved Lesson plan, alphabet cards, pre-oral test, post-oral test and t-test. The results of the research showed that students’ Pronunciation of Grade 1, with a higher achievement score of 12.05 compared to before. Additionally, the students had a very favorable level of satisfaction with the HAPCAB model, with a mean score of 2.172. 1 INTRODUCTION Pronunciation is one of the communication skills. If we pronounce a consonant unclear or incorrectly it will cause a communication misunderstanding. Especially in English, we have to be very aware of pronunciation, because we have to use English to communicate with people who are not Thai people. Chall, J. S, (1996) determined that the Jolly Phonics method should be implemented by educators. It underlines that one of the best learning strategies for beginners is systematic phonics. However, educators must provide context, particularly when teaching graphing. Jolly Phonics is a teaching approach that helps kids learn how to pronounce words correctly in English and understand word meanings. In conclusion, pronunciation in English is important, because it affects communication with others to understand and achieve goals. Correct pronunciation can increase the language potential, correct r e a d i n g a n d u n d e r s t a n d a b l e communication.

16 2 RELATED WORKS Chaweewan Wattananukit (2022) , development of a learning activity package using phonics instruction to promote English pronunciation on short vowels as follows: 1) a set of learning activities using phonics teaching to promote reading aloud English The learning unit on short vowels for Primary 1 students was effective at 86.40/87.50. 2) The students who studied by the learning activity package by phonics teaching had higher English pronunciation after learning than before. Statistically significant at the .05 level. 3) The students who studied by the phonics learning activity package had higher learning achievement after learning than before learning. with statistical significance at the .05 level 4) The students who studied English with the Phonics learning activity package had an attitude towards learning English at a high level. The results of the research reflected that the use of learning activities package using phonics teaching. Able to improve English pronunciation, resulting in students having more confidence in reading aloud and saw the importance of learning English. 3 DISCUSSIONS The researcher came to several conclusions about the effect of using Jolly Phonics on the development of pronunciation skills of the first-grade students at Ban Paron School in the academic year 2023, after discussing the results of the pretest and posttest and analyzing the data. After using Jolly Phonics, the writer is able to determine. 3.1 Conclusion Accordingly, the mean score of the posttest was higher than the pretest. The significant level that the researcher uses is 0.000 of the quantity (N) 19. There was a considerable difference between the student's mean score on the pretest (M = 6.11, SD = 1.663) and the posttest (M = 12.05, SD = 2.172) conditions; t (18) =24.031, sig =.000). The result of paired t-test was 24.031. It can be said that the suggested technique, which is based on Jolly phonics, is beneficial and successful in improving pronunciation. 3.2 Recommandations Solutions based on the current study's findings and conclusions advised that: 1 . W h e n t e a c h i n g E n g l i s h pronunciation techniques, English teachers should use jolly phonics and focus more on the target language than the students' native language. 2. The researcher is suggested to apply research in the classroom. 3. The school needs to develop more interesting lessons for kids to practice their English pronunciation.

17 REFERENCE Chall, J. S., & Popp, H. M. (1996). Teaching and assessing phonics: Why, what, when, how. Cambridge: Educators Publishing Service, Inc. Chaweewan Wattananukit. (2022). Development of a Learning Activity Package Using Phonics Instruction to Promote English Pronunciation on Short Vowels for Primary Grade 1 Students

18 The Effect of Using Songs on English Vocabulary Memorization for Grade 4/2 Students at Ban Khokpayom School, Meang, Narathiwat Province Nuruljannah Tahe Department of Teaching English, Fatoni University, Pattani, Thailand Keyword: A song, English Vocabulary Abstract: The purposes of this research were to compare the effect of using songs on English Vocabulary Memorization for grade 4/2 students before and after learning by using songs. The target group used in this research were 23 students in grade 4/2 at Khokpayom School, Meang, Narathiwat Elementary Education Service Area Office 1. The researcher experimented in the first semester of the academic year, 2023 using the experimental time of 6 weeks, twice a week, 1 hour period, for a total of 12 sessions. The instruments used in this research were 1) Learning Management Plans and 2) Pre-test and posttest assessment tests the statistics used in the data analysis were percentage, mean, and standard deviation. The finding of the study showed that the students' mean scores on the posttest were higher than on the pretest, which was significant at (p<.00). As a result, it can be concluded that the using songs in English vocabulary memorization is effective in the development of memorization of grade 4/2 students. 1 INTRODUCTION Thailand has previously made an effort to improve students' ability to use the English language by announcing the policy for students to study English as the first foreign language in 1995, which stipulated that it be taught beginning in primary school, and has used the 1996 English curriculum, including promoting the opening of international schools and the English Schools Program (EP), which is a school that provides instruction according to the Ministry of Education curriculum. Organizing teaching and learning through the use of English as a medium even though these procedures are in place, they do not affect your capacity to use English as expected since you are unable to memorize vocabulary (Ministry of Education 2006, cited in Chalermlap Thong-at (2012). What is the most important aspect of learning English? Students must recall their vocabulary because if they do not, they will

19 be unable to transmit meaning and attain communication goals. According to research, the amount and depth of vocabulary knowledge of pupils has a s t r o n g a s s o c i a t i o n w i t h r e a d i n g comprehension, quoted in Chotikarn Jaiboon (2016). 2 RELATED STUDIES Jolly (2016) Studies and experiments found that song has a serious influence on teaching pronunciation. Vocabulary, expressions, and grammatical structures include an understanding of the relationship between the culture and language used in the song as well from a survey of students, 91 percent agree that song is useful. able to meet both psychological and educational needs song to relax and create a fun atmosphere in the classroom as a result, students want to learn more. Malin (2018) has researched the use of songs in the classroom to help teachers teach. Elementary It is exploratory research. The result is Teachers bring songs to teach in class. Mostly used on special occasions such as Christmas, Valentine's Day, etc. According to the teacher's report, it was found that more than 70 percent of teachers use songs in class. 3 METHODOLOGY The sample groups used in the study are Grade 4/2 students at Ban Khok Phayom School, Mueang District, Narathiwat Province, 23 people, semester 1, the academic year 2023. 3.1 Data Analysis 3.1.1 Find the basic statistics of learning outcomes of English words. by using the data to find the score value mean, standard deviation Progress percentage of students’ grade point average. 3.1.2 Comparison of scores from the English vocabulary learning test results before studying and after learning by teaching method by using learning music to mean analysis (̅ ) and standard deviation (S.D.) 4 DATA ANALYSIS AND RESULT 4.1 Descriptive Statistics Descriptive statistics are used to describe and summarize the collected research data in this study.Table 1 Descriptive Statistics Significance at 0.05** The mean score shows that the pretest was 2.35, with a standard deviation of 1.64 Then, the mean score of the post-test was 7.17, with a standard deviation of 1.52. when testing the difference in scores pretest and post-test, it was found that students' scores after studying were significantly higher than before studying at 0.00.

20 5 DISCUSSION Grade 4/2 students Memorize English vocabulary using songs have vocabulary learning results were higher after studying than before studying. Shows that using songs to memorize vocabulary that the researcher has created can improve the English vocabulary recognition results of students in Grade 4/2. This is consistent with the research of Duangdean Saengchai (2018:30) who compared English learning achievement using song as an additional activity Grade 4 students found that the academic achievement of the students There was no statistically significant difference between the experimental and control groups. Most students have a good attitude towards teachers using songs as an activity to supplement teaching and learning. 5.1 Recommendations 5.1.1 School: should encourage English vocabulary memorization in teaching English and create more fun and active learning activities to improve the memorization of students. 5.1.2 Teachers: The English teacher should use the song when teaching English vocabulary memorization. 5.1.3 Finally, it is recommended to the other researchers that the results of the study be used as an additional reference for further research with other grades. REFERENCES Chalermlap T. (2012). What is the most important aspect of learning English? Students must recall their vocabulary because if they do not, they will be unable to transmit meaning and attain communication goals. Chotikarn J. (2016). Furthermore, if pupils learn crucial terminology, they will be unable to understand the topic studied or the exam. (Jolly 2016: 1-2). Battled and tested and found that Songs have a serious influence on teaching pronunciation. ( P r o n u n c i a t i o n ) v o c a b u l a r y , expressions, and grammatical structures including the understanding of relationships of the culture and language used in the songs as well. (Malin 2018). Has researched using songs in the classroom to help teachers in teaching primary education is survey research.

21 The Effects of Using Phonics Flashcard Sets on Second Grade Students Reading Skills at Ban Chokeyea School, Pattani Province Baseeroh Salaemaeng Department of Teaching English, Fatoni University, Pattani, Thailand Keywords: English words, and flashcard sets. Abstract: The purposes of this research were 1) To develop reading skills correctly by ……………………….using Flashcards students in grade 2 at Ban Cho Ke Yae School. The target ……………………….group used in this research were 10 students in grade 3 at Ban ChoKeYae ……………………….School. The researcher conducted the experiment in the first semester of the ……………………….academic year 1, 2023 using the experimental time of 6 weeks, twice a week, ……………………….1 hour period, for a total of 12 sessions. The instruments used in this research ……………………….were 1) Learning Management Plans 2) Pre-study and post-study assessment ……………………….tests the statistics used in the data analysis were percentage, mean, and ……………………….standard deviation and paired t-test. The results of the research found that 1) ……………………….Grade 2 students who learned using flashcards had higher achievement in ……………………….English vocabulary after the experiment than before the experiment. 2) Using ……………………….flashcards, elementary school students. Study year with an average of 3.9 and ………………………after using an average of 9.5, it can be seen that students can improve their ………………………reading skills. paired t-test shows we can validate H1 hypothesis. 1 INTRODUCTION These days, English is regarded as the universal language necessary skills, such as writing, speaking, listening, and reading. One of the important authorities, Northrup, claims that people with strong English skills may be able to obtain scholarships to pursue higher education as well as prospects for a high-caliber career and a higher salary. This is because English is the de facto language used in business. Studying English is essential for those who are not native English speakers and are learning the language, because it is necessary for i n f o r m a t i o n s e e k i n g a n d l e a r n i n g development in today's world. Beliefs regarding foreign languages have received more attention in educational studies since they are crucial to learning (e.g., Kormos et al, 2008; Dornyei, 2005).

22 2 RELATED WORKS Komachali and Khodareza (2012), a flashcard is a piece of cardboard with a word, a sentence, or a plain picture on it. Flashcards are regarded as a useful tactic because of their advantages. Additionally, educators might use flash cards for drilling and offering fresh vocabulary. 3 METHODOLOGY This chapter will discuss the research methods including: Describe the population sample group and a test to serve as a guide This chapter then explains the steps and methods used to analyze data from Grade 2 students at Banchokeyae School. 1) Creating an action plan and building an E-PLC team 1.1 Creating an action plan. 1.2 E-PLC team. Model Teacher: Baseeroh Salaemaeng Administrator: Lateepah Weakejik Buddy Teacher: Wan-arinee Kulamamad Mentor: Niyam Madabu Expert: Zine Eddine Messaoudi 2) E-PLC Cycle Operation 3) Research Instruments The tools used in this research consisted of: 13 3.2.1 3 lesson plans for using phonics flashcards Sets on Second Grade for the Students' reading skills of grade 3 students at Ban Cho ke yae School. Each plan takes 2 hours to teach. 3.2.2 The test of reading English both before and after studying, which is the same test by having students read vocabularies. 3.2.3 Development and quality of tools 3.2.3.1 The Learning Management Plan. 1. Study the course standards and indicators: F 1.1 Grade 2Read words aloud, spell words, read groups of words, that are correct according to reading principles. 2. Study the content vocabulary according to each topic that teach them before, teaching examples, research examples, and learning theories from YouTube. 3. Write a one-page learning management plan consist of vocabulary of 10 words. 4. PLC team members check the accuracy and quality of the instrument for the first time. 5. Adjust the tools to suit the target group. 4 DATA ANALYSIS AND RESULT For this study, the quantitative data from the pre-test and post-test were analyzed by using the Microsoft Excel program to find the mean (X), standard deviation (S.D.), and dependent t-test. The researcher used statistics to analyze the data. Test N Mean score S.D. Ttest Sig Pretest 27 3.9 1.04 36.01 0.00 Posttest 27 9.5 0.05

23 From the results above, the significant level that the researcher uses is .01 of the quantity (N) 27. There was a significant difference in the students' mean score on the pretest was 3.9, with a standard with a standard deviation of 0.50, which conditions; t (22) = 20.012, sig = 0.1 So, the results showed the mean score of students’ posttest scores was higher than the mean score of the pretest. In this research, the researcher chosen the alpha .01 to find the t-test value. After the researcher saw the t distribution critical values, the researcher found that the critical value of this research was 2.4786 on the degree of freedom 26. According to the results, the paired t-test value of this study is 36.01, which is higher than the critical value (2.4786). This indicates that the alternative hypothesis (H1) is accepted while being null. Hypothesis (H0) is rejected, so it can be concluded that using Flashcards can improve students' reading skills 5 CONCLUSION From the results of the study, it was found that the average score of the post-test was higher than the pre-test. The significance level used by the researcher is .01 of the quantity (N).27. The average scores of students in the subjects are very different. Before the test, it was 3.9 with a standard deviation of 1.04 and after the test, it was 9.5 with a standard deviation of 1.04. The standard deviation is equal to 0.05 with the following conditions: t (26) =36.01, sig =.000) It appears that using flashcards to develop students' reading skills is appropriate. The student demonstrates improvement in reading ability. and correctly recognize English sounds, which will lead to development in other areas. Using flashcard sets can improve reading skills. After discussing the before and after test results, and analyze data researcher has come to several conclusions about its effectiveness. Of using flashcards to develop reading skills of grade 2 students at Ban Cho Kue Yae School in the academic year 2023. It can be concluded that: reading skills are developed after using Flashcards The author obtained information from preliminary tests and post-test. In the pretest and post-test there are important improvements in reading skills after using additional flashcards. 5.1Recommendations Recommendations based on the findings and the conclusions of the current study recommended that: 1. Schools: Schools should promote reading in English teaching. 2. Teacher: English teachers should use Flash cards to keep students interested in learning. When teaching English reading skills and using the target language rather than the first language in the classroom 3. Finally, we would like to recommend that other researchers know

24 the results to use as additional references in further research. REFERENCES Andriyadi, A. N. (2018). The use flash card to improve young learner's vocabulary m a s t e r y . R e t r i e v e d f r o m https://journal.ikipsiliwangi.ac.id/in dex.php/project/article/view/1398 Harisanty, D. S. (2020). The utilization of flashcards in children information literacy development. Library Philosophy and Practice, 1-12. R e t r i e v e d f r o m https://digitalcommons.unl.edu/lib philprac/4554/ Hatiningsih, N. &. (2019). Implementing flashcard to improve the early reading s kill. I n 4th ASEA N Conference on Psychology, Counselling, and Humanities (ACPCH 2018) (pp. 291-294). R e t r i e v e d f r o m h t t p s : / / w w w . a t l a n t i s press.com/proceedings/acpch18/5 5914419 Komachali, M. E. (2012). The Effect of Using Vocabulary Flash Card on Iranian PreUniversity Students' Vocabulary Knowledge. International Education Studies, 5(3), 134-147. Retrieved f r o m https://files.eric.ed.gov/fulltext/EJ1 066881.pdf Maneechot, C. (2020). The development of p r o n u n c i a t i o n s k i l l s a n d memorization of English word meanings by using flashcards and pictures (flash card) with grade 2 students.

25 The development of reading skills by using board games for students of primary 3/1 at Ban Khuan School Butsara Sama-ae Department of Teaching English, Fatoni University, Pattani, Thailand Keywords: Board game, Development, Reading Skills Abstract: The aim of this study was to investigate the effect of using a board game strategy on the development of reading skills. The sample of the study were 26 students from primary 3/1 at Ban Khuan School in the first semester of the academic year 2023. In selecting the sample, a specific random sampling us used. The study was conducted using a classroom action research design. The research instruments were the pretest and posttest. The data was analyzed by using a paired 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 were significant (p<0.00), and the paired t-test value of this study was higher than the critical value. As a result, it can be concluded that the board game strategy is effective in the development of the reading skills of primary 3/1 students. 1 INTRODUCTION Learning a foreign language is very important in today's world. Because it is important to communicate with many people. And another thing: language affects education, knowledge, business, and many other careers. And if we get the language, it makes our lives a lot easier. Because we get to understand things like we understand the culture of other countries or their lives more. In addition, we have access to a wider global society. and can be friends with friends from other countries. It gives us an advantage over others who do not s p e a k E n g l i s h , f o r e x a m p l e , i n communication, and we will receive more job opportunities. (Office of the Basic Education Commission, 2008:1) According to the study of the problems of primary 3/1 students at Ban Khuan School, it was found that 26 children in the class had problems with reading skills. Students cannot read English. As observed by teachers who teach students to read basic vocabulary, students are unable to read words. This is a problem in the classroom that should be fixed. Moreover, researchers found that Board games can improve reading skills. Because board games are a medium that helps students understand more easily and make

26 them have fun, and enjoy learning English the use of board games is a way to gain knowledge as well. Therefore, the researcher used a board game (snakes and ladders) to solve students' reading problems. 2 RELATED STUDIES Kanprao & Naeprakhon (2020). The Development of Thai Language Reading Skills by Using the Snake-Ladder Game for Primary 1 Students of the Demonstration School of Suan Sunandha Rajabhat University. The objectives are to compare the use of the snakes-ladders game for the development of Thai language reading skills before and after using the snakesladders game activity. When comparing before and after learning, it was found that the test scores of the students were higher than before learning. Napitupulu & Sulastri (2020). The Effect of Using Snakes and Ladders Game in Teaching Reading of Eleventh-Grade Students. The objectives of this research are to find out the students' achievement in teaching reading comprehension through the snake and ladders games of eleventhgrade students. The tools used were pretest and post-test. It can be concluded that using the snakes and ladders game can improve teaching reading more than before studying. 3 METHODOLOGY 3.1 Research Instruments In this study, the instruments for data collection were designed as follows: 1. Pre-test and post-test 2. Lesson plan 3. Board game 3.2 Data Analysis For this study, the quantitative data from the pre-test and post-test were analyzed by using a computer program (SPSS) to find the mean, standard deviation, and dependent t-test. 4 ANALYSIS AND RESULTS 4.1 Data Analysis Result The researcher reports the data analysis in the following order: Table 4.1 Pre-Test and Post-Test Scores No. Initial Name Pre-test (20) Post-test (20) 1 KH. 11 20 2 A. 7 15 3 P. 10 20 4 J. 7 16 5 R. 9 19 6 S. 5 10 7 CH. 7 13 8 R. 8 20 9 S. 7 15 10 A. 7 12 11 S. 10 20 12 M. 7 12 13 H. 7 12 14 N. 9 20 15 N. 9 15 16 K. 8 13 17 U. 7 12

27 18 F. 7 13 19 R. 6 10 20 S. 11 20 21 U. 10 20 22 S. 13 20 23 H. 7 15 24 A. 6 12 25 F. 8 16 26 N. 8 20 Result Mean 8 15.52 N 26 26 Table 4.1, shows that the mean score of the pre-test was 8, with a standard deviation of 1.80 Then, the mean score of the post-test was 15.52, with a standard deviation of 3.51. The quantity of the students was 26 students. The mean score of students' post-test scores was higher than the mean score of the pre-test. It means students can improve their reading skills. Table 4.2 Descriptive statistics are used to describe and summarize collected research data in this study. Significance at .05** Based on the result of Table 4.2 above, it shows that the post-test score was higher than the pre-test score. It means the activities are more interesting by teaching board game strategy and making the learning process fun for them. 5 CONCLUSION AND DISCUSSION 5.1 Conclusion Accordingly, the mean score of the post-test was higher than the pre-test. The significant level that the researcher uses is 0.05 of the quantity (N) 26. There was a considerable difference between the student's mean score on the pretest (M = 8, SD = 1.80) and the posttest (M = 15.52, SD = 3.51) conditions; t (25) =16.018, sig =.000. The result of the t-test was 16.018. According to the results, the t-test value of this study was 16.018, which was higher than the critical value (1.7081), which indicated that the alternative hypothesis (H1) was accepted. It appears that using board games to improve students' reading skills is appropriate. The students demonstrated an improvement in their ability to read English correctly and effectively, which will lead to the development of other English skills. 5.2 Discussion After having done the discussions of the results of the pretest and posttest and analyzing the data, the researcher drew several conclusions about the effectiveness of using board game on the development of reading skills in the primary 3/1 students of Ban Khuan School in 2023. The writer can draw the conclusion that: there is a development in reading skills after using board game. The author got the information from the pretest and posttest. On the Mean N SD t Sig. Pretest 8 26 1.80 16.018 0.00 Posttest 15.52 26 3.51

28 pretest and posttest, there is a significant improvement in students’ reading skills after using board game. This result is somewhat similar to Cheng-Tai Li and Huei-Tse Hou (2022) The results showed that using the game board increased the students’ reading comprehension and learning motivation, decreased their learning anxiety, and also helped them maintain a high level of learning motivation in the process of the activities. 5.3 Recommendations Recommendations based on the findings and conclusions of the current study it is recommended that: 1. To improve language efficiency, teachers should encourage students to use Board games when learning English reading skills. 2. Schools should prepare to learn media adequately prepared. efficient and modern. 3. The researcher hopes that this information will be useful to those who will conduct research in the future. REFERENCES Chatchadaporn Kanprao and Winita Naeprakhon. (2020). The Development of Thai Language Reading Skills by Using the Snake-Ladder Game for Primary 1 Students of the Demonstration School of Suan Sunandha Rajabhat University. IJBTS Journal ICBTS. http://icbtsproceeding.ssru.ac.th/ Cheng-Tai Li and Huei-Tse Hou. (2022). Design of a dual-hierarchy scaffolding board game-based learning activity for EFL reading comprehension. Language Teaching Research. https://journals.sagepub.com/doi/ Elok Dara Pramiswari & Innany Mukhlishina (2023). Implementation of the Bomb Snakes and Ladders Game Based on the ECOLA Learning Model to Improve Reading Skills in Elementary Schools. Journal of Education Action Research, 7(4). 463-471.https://doi.org/10.23887/ jear.v7i4. Napitupulu and Yeni Sulastri. (2021). The Effect of Using Snakes and Ladders Game in Teaching Reading of Eleventh-Grade Students. Retrieved July 16, 2023, from https://repository.uhn.ac.id/ handle/ Rongkhathep Limmani. (2020). DEVELOPMENT OF GRADE 7 STUDENTS’ ENGLISH SPEAKING SKILLS BY USING GAME-BASED LEARNING. Retrieved July 16, 2023, from https://rsuir-library.rsu. Siti Nur Afifah. (2018). Teaching Reading Comprehension Using Snakes and Ladders Game at the Eleventh-Grade Students of MA Sejahtera Pare in the Academic Year 2017/2018. Journal Simki-Pedagogia. http://simki.unpkediri.ac.id/

29 The Effect of Using the Phonics Snakes and Ladders Game on The Development of Alphabet (A-Z) Pronunciation of Grade 2 Students at Ban Raman School, Yala Province Patmawati Palapong Department of Teaching English, Fatoni University, Pattani, Thailand Keywords: Pronunciation Skill, Phonics, Snakes and Ladders Game Abstract: The aim of this study was 1) to examine the effectiveness of using the Phonics Snakes and Ladders Game to improve alphabet (A-Z) pronunciation skills and 2) to investigate whether the students weresatisfied with the use of the Phonics Snakes and Ladders Game to develop alphabet (A-Z) pronunciation skills. The research instruments involved 1) lesson plan, 2) pre-test and post-test, 3) students’ satisfaction interview toward Phonics Snakes and Ladders Game, and 4) Phonics Snakes and Ladders Game. The data was analyzed using a t-test, a mean score, and a standard deviation. The results of the research showed that students' pronunciation skills improved after using the Phonics Snakes and Ladders Game, with mean scores on the posttest being higher than on the pretest, which was significant at p<.01. Additionally, based on the results of the interview, the students were very satisfied with using the Phonics Snakes and Ladders Game to learn pronunciation. 1 INTRODUCTION Pronunciation is a basic skill for learning a language. The researcher, as the English teacher of Grade 2 students at Ban Raman School, discovered that the 23 students had problems pronouncing English sounds, which they pronounced incorrectly. In other words, they are unable to pronounce the consonant sounds correctly like the native speakers. Based on the importance of pronunciation skills, the researcher should teach them the correct pronunciation of A-Z sounds. The researcher found that one of the approaches adopted to develop alphabet pronunciation skills is learning phonics pronunciation by using the Phonics Snakes and Ladders Game because a phonics teaching style can

30 improve English consonant and vowel pronunciation skills. 2 RELATED WORKS Montchatry Ketmuni (2020). The study focused on the development of the English vocabulary by using board games. The result of the study was the mean score of the posttest was higher than the pretest. So, it showed that using board games had an effect on students’ vocabulary and pronunciation development. In addition, the study was conducted by Hariana (2021). This study focused on finding out whether or not the use of snake and ladder games improved the students’ speaking skills. Based on the result, there was a considerable difference between the pre-test and post-test, and the post-test mean score was higher than the pretest. 3 RESEARCH METHODOLOGY 3.1 Research Instruments The tools used in this research included: 1. Lesson plan 2. Pretest test and posttest 3. Interview 4. The Phonics Snakes and Ladders Game 3.2 Data Collection 1. Checklist paper. 2. Interview 3.3 Data Analysis The researcher analyzed the data using a computer program for calculating classroom research statistics to find the mean (X), standard deviation (SD), and dependent t-test, with a significant level of the t-test dependent value set at 0.01. 4 FINDINGS AND RESULTS Test Pretest Posttest n 23 23 x̅ 13.48 20.00 S.D. 1.592 2.412 t 20.012 Sig. .000 The data showed the mean score of students' posttest scores was higher than the mean score of the pretest; the mean score of the posttest was 20.00, with a standard deviation of 2.412, while the pretest was 13.48 with a standard deviation of 1.592, whose t-test value was 20.012 at sig = <.01. Therefore, it can be concluded that the development of English alphabet pronunciation skills in grade 2 students was higher than before after using the Phonics Snakes and Ladders Game at the statistical significance level of .01. Based on the result of the interview, students’ satisfaction toward using the Phonics Snakes and Ladders Game to learn pronunciation showed that 23 students were very satisfied with learning English pronunciation by using

31 the Phonics Snakes and Ladders Game because all students liked it very much. 5 DISCUSSION AND CONCLUSION Following discussions of the pretest and posttest results and data analysis, there is a development in pronunciation skills after using the Phonics Snakes and Ladders Game on the pretest and posttest. In addition, this research result, in terms of students’ satisfaction with using the Phonics Snakes and Ladders Game to improve their English pronunciation (A–Z), showed that students were satisfied with learning Phonics pronunciation (A–Z). This result also agrees with what Montchatry Ketmuni (2020) achieved. The study showed that using board games had an effect on students’ vocabulary and pronunciation development; the posttest achievement scores were higher than the pretest achievement scores, and the students’ satisfaction showed that they were satisfied with learning by using board games, which was at a high level. Therefore, it can be concluded that using the Phonics Snakes and Ladders Game can improve students’ pronunciation skills. 5.1 Recommendations Recommendations based on the findings and conclusions of the current study recommended that: 1. School: should encourage Phonics pronunciation in teaching English. 2. Teachers: The English teacher should use the Phonics Snakes and Ladders Game when teaching English pronunciation skills. 3. Finally, it is recommended to the other researchers that the results of the study be used as an additional reference for further research with other grades. REFERENCES Amarin baby and kids. (2023, July 26). What is phonics reading and why is it important to childrend today!. Available: shorturl.asia/iDOqS Hariana. (2020). Improving students' Speaking Skills by Using Snake and Ladder Games For Eight Grade Students' of SMPN 3 Bupon [Unpublished master’s thesis] State Islamic Institute of Palopo. Montchatry Ketmuni. (2023, July 27). The Use of Board Games to Develop English Vocabulary of Ornamental and Flowering Plants Sold in the Community of Primary 5 (Grade 5) Students at Nikornradburana School, Thailand. Available from: Annals of the Romanian Society for Cell Biology (rmutt.ac.th) Rasinski, T 2008a, Daily word ladders (grade K- 1-2), New York: Scholastic.

32 The Development of English Vocabulary Memorization by Using The Total Physical Response (TPR) Approach for Grade 1 students at Ban Berseng School, Muang District, Yala Province Fareeda Maprasit Department of Teaching English, Fatoni University, Pattani, Thailand Keywords: Vocabulary, Memorization, The Total Physical Response (TPR) Approach. Abstract: This research aimed to develop students' English vocabulary Memorization by Using The Total Physical Response (TPR) Approach. The sample for the study was 9 students from grade 1 at Ban Berseng School in the first semester of the academic year 2023. In selecting samples, we used a purposive sampling. The research instruments were the pre-test, post-test, and lesson plan, and the paired t-test. This research was analyzed quantitatively by the paired t-test, mean, and standard deviation. The results showed that the students' English after the post-test had a significant test score than the pre-test (p<.01). 1) The post-test value was higher than the pre-test. 2) The paired t-test value of this study was higher than critical value. 3) Hypothesis (H1) was validated while the null hypothesis (H0) was rejected. So, it can be concluded that using The Total Physical Response (TPR) Approach can improve grade 1 students’ memorizing of English vocabulary. 1 INTRODUCTION English is considered an international language, or the world's lingua franca, that people on earth use to communicate with each other. No matter what language each person uses. For this reason, English has come to play an important role in human life and affects the Thai population in various dimensions, including communication, education, culture, traveling, occupation, and relations in developing countries. (Office of the National Education Commission, 2011, p. 14). There are many concepts in teaching English today. The selection of teaching and learning activities as well as the selection of learning materials is essential for teachers to study and understand, helping their teaching to be more effective, such as LearnerCentered Language Curriculum, Communicative Language Teaching, Integrated Learning, Cooperative Learning, Content-Based Instruction, Task-Based Language, Constructivism, and Total

33 Physical Response, etc. (Pranom Suraswadee, 1992, p.2-3). The researcher is an English teacher in Grade 1 at Ban Berseng School. It was found that the technique of teaching English using Total Physical Response (TPR) was an appropriate method for teaching and learning to develop English vocabulary. This is because it is a teaching method that emphasizes the role of listening comprehension by giving meaningful factors and using simple, short commands. Until the students are ready to practice on their own without being required by the teacher to be a model. Therefore, the researcher is very interested in developing English vocabulary memorization by using The Total Physical Response (TPR) Approach for grade 1 students at Ban Berseng School. 2 RELATED STUDIES Shi (2018) made An Effective Use of The Total Physical Response (TPR) Approach in English classes elementary school. The experiment was conducted with two groups of students from elementary schools in Hong Kong. The comparison is that the first group uses the Total Physical Response (TPR) Approach, and the other group uses general teaching. Data from this experiment show that using the Total Physical Response (TPR) approach will greatly enhance the learning efficiency of students. Nuraeni (2019) pointed research on Using The Total Physical Response (TPR) Approach in Teaching English to elementary school students. The results showed that the average score for vocabulary and the average comprehension score improved. Using the Total Physical Response (TPR) Approach, children are fun and enthusiastic in learning. The researcher hopes that this study will contribute to English teaching and learning activities, especially in teaching English to young learners. This can be proved by the pre-test and post-test scores. According to many studies, it can be concluded that the Total Physical Response (TPR) approach has a great influence on English vocabulary retention, can develop students’ memorization because there are movements and gestures. Which results in students being interested in the lesson. It can also help increase students' long-term memorization of English vocabulary through gestures. It can also improve student achievement. 3 METHODOLOGY This chapter comprises information of the research design, research instrument, sample of the population, data collection and data analysis. Solving problems related to memorizing English vocabulary for grade 1 students at Ban Berseng School, Yala Province operates in stages according to the E-PLC process as follows: 1. E-PLC team has been established with model teacher, buddy teacher, mentor, administrator, and expert. 2. Analyzing from the first teaching experiment before doing the E-PLC process. 3. Study the contents. 4. Working with the team to draft and design learning

34 management plan by using The Total Physical Response (TPR) Approach. The topic is about Action verbs and animals.5. Draft the teaching instructional media, pretest and post-test. 6. Apply the already created lesson plan to students in grade 1 by the teacher, buddy teacher, mentor and, expert. Noted and check the teaching of model teacher to improve. 7. Reflection meeting after class opening with buddy teacher, mentor and expert to improve teacher, develop plans, and organize the next class. 3.1 Research Instruments In this study, the instruments consisted of 1. 2 lesson plans. (about Action verbs and Animals) 2. Pretest-Posttest is the test used to assess students before and after teaching and learning. 3. The paired t-test. 3.2 Data Collection The quantitative data way processed by the researcher to get the scores of the students. 1. English Vocabulary Assessment Test and the scores from the test before and after the experiment will be compared. (Pre-test and Post-test) 3.3 Data Analysis For this study, the quantitative data from the pre-test and post-test were analyzed by using the Microsoft Excel program to find the mean (X), standard deviation (S.D.), and dependent t-test. The researcher used statistics to analyze the data. 4 ANALYSIS AND RESULT The researcher reports the data analysis in the following order: Table 4.1 Descriptive Statistics Test N Mean S.D. Paired t-test Sig. Pretest 9 5.33 1.80 18.18 0.00 Posttest 9 18.11 1.96 Significance at .01** From Table 4.1 shows that the pretest was 5.33, with a standard deviation of 1.80 Then, the mean score of the post-test was 18.11, with a standard deviation of 1.96. when testing the difference in scores pretest and post-test, it was found that students' scores after studying were significantly higher than before studying at 0.00. 5 CONCLUSION Based on the findings of this study, the mean score of the post-test was higher than the pre-test. The significant level that the researcher uses is .01 of the quantity (N) 9. There was a considerable difference between the student's mean score on the pre-test (5.33, with a standard deviation of 1.803), and the post-test (18.11, with a standard deviation of 1.965, which conditions; t (8) = 18.183, sig = .000). It appears that using the Total Physical Response (TPR) Approach to improve students' memorizing of English vocabulary is appropriate. The students show improvement in their ability to correctly

35 memorize English vocabulary. This will lead to the development of other English skills as well. It can be concluded that the approach proposed by using The Total Physical Response (TPR) Approach is useful and effective for the development of English vocabulary memorization. 5.1 Recommendations After applying and having evaluations of the research, there are several significant can recommended in this paper and it hopefully can be useful for the readers, especially; 1) For the English Teachers: The English teachers can use The Total Physical Response (TPR) Approach when teaching English vocabulary and use this approach in combination with other grades. 2) For the school: The school can apply The Total Physical Response (TPR) Approach to the school curriculum to improve students’ English vocabulary memorization. REFERENCES Nitiya Homchali. (2020). Effects of gesture-response teaching on ability in communicating in English in the daily life of students. Retrieved from: full_57B54680202.pdf Rattana Pinpaiboon. (2022). Development of learning English vocabulary Using the teaching method of responding with gestures. R e t r i e v e d f r o m : RattanaPhinpailboon.pdf Suttida Chaiprasit and Chavalit Ketkrathum. (2022). The Development of English Vocabulary Memorization of Prathomsuksa 1 Students by Total Physical Response Method. Retrieved from: ดูจาก การพัฒนาความสามารถในการจำ คำศัพท์วิชาภาษาอังกฤษด้วย วิธีการสอนแบบตอบสนอง ด้วย ท่าทาง (TPR)

36 Using Word Games to Develop Students' English Vocabulary Memorization for The Fifth Grades Students at Tessaban 6 School (Khok khian road), Narathiwat Province Fitroh Sulong Department of Teaching English, Fatoni University, Pattani, Thailand [email protected] Keywords: Word game, Memorization skill, Active Learning Abstract: The aims of this research are (1) to develop vocabulary memorization by using word games and (2) to explore students' satisfaction with learning English vocabulary by using word games. The samples of the study were 24 students from grade 5/1 at Tessaban 6 School (Khok Khian Road) in the first semester of the academic year 2023. The results showed that the percentage before studying was 57.29; after studying, it was 77.29; the average before studying was equal to 11.45; and after studying, it was equal to 15.45. It's significant (p<0.05) at 5%; and students were satisfied with learning English vocabulary at a high level. Vocabulary games have been shown to be one method that can help students remember their English vocabulary better. 1 INTRODUCTION The skill of memorizing English vocabulary is one of the important elements. Which makes the learners understand what others say and can communicate with others. When a learner has a large inventory of words in a language, they will use a lot of words to communicate. As Wannaporn Silakao (2012, p. 15) said, “Vocabulary is the basis of language. Students must learn vocabulary first because it is an element of learning and practice listening, speaking, reading, and writing skills.” In teaching English, teachers should therefore use activities to influence students in a fun way while learning, which leads to effective language use, i.e., using game activities. Because games make learning fun for students, every student who participates in activities organized by teachers helps to reinforce their learning about vocabulary very well. (Pranom Suraswadi, 1996).

37 Therefore, the researcher found that the use of word games to develop memory skills in learning English vocabulary for fifthgrade students at Tessaban 6 School (Kok Khian Road) was a good way to develop learners' vocabulary memorization skills. Because teaching vocabulary using word games will keep students interested and make them enjoy learning, it makes learners remember more vocabulary. 2 RELATED STUDIES Natdanai Inthasomjai (2021), who conducted research on the use of English vocabulary games to develop the ability to spell and remember words in Mathayom 3 students. The results showed that the ability to spell words and memorize words after learning using English vocabulary games for Mathayom 3 students is above the 70% threshold, with statistical significance at the 0.05 level, and the students have a feeling that English vocabulary games are at a high level. In summary, English vocabulary games can solve problems in terms of spelling and memorization very well. Shabaneh, Y., and Famrah, M. (2019), who conducted research on the effect of games on vocabulary retention. After conducting this research for two months, games in the classroom have a positive effect on students' vocabulary performance and introduce students to unfamiliar vocabulary through games. It can be concluded that games help students to retain unfamiliar vocabulary, to associate new information with their surroundings, and to develop their language and communicative skills. 3 RESEARCH METHODOLOGY The researcher conducted a learning management experiment using word games in the first semester of 2023, using a total of 8 hours, 50 minutes per hour. The instructions were carried on for 6 hours, and the pre-test and post-test were conducted for 2 hours. The instruments used in this research included: 1. Word games 2. Picture card / word card 3. Pre-test / Post-test 4. Lesson plan 5. Satisfaction questionnaire This research divided the analysis according to the following: 1. Analyze reference statistics, including one sample t-test and t-test dependence, using the Excel program.

38 2. Analyze questionnaires on opinions regarding English vocabulary games. 4 FINDING AND RESULT The results of the research on using word games to develop English vocabulary memorization for Grade 5 students at Tessaban 6 School (Khok Khian Road). The percentage score of the pre-test and posttest average was 57.29% in the pre-test and 77.29% in the post-test. And that the mean scores of the post-test are 15.45; grade 5 students are better when studying by using word games compared to the mean score of the pre-test, which is 11.45. The standard deviation of the post-test was lower than the pre-test (3.40 vs. 3.82), which is significant (p<0.05) at 5%. These results suggest that word games can develop students' English vocabulary memorization. This means that word games can attract and increase students' interest in learning English well. According to a questionnaire on students’ satisfaction, they were at a high level with learning English vocabulary using word games. 5 DISCUSSION AND CONCLUSION Using word games to develop English vocabulary memorization for Grade 5 students at Tessaban 6 School (Khok Khian Road) Narathiwat Province, it was found that students had better results in remembering English vocabulary after studying than before studying. It shows that learning using word games will help make students feel fun, excited, and more interested in learning. It also helps students develop their ability to remember English vocabulary more easily. According to Natdanai Inthasomjai (2021), who conducted research on the use of English vocabulary games to develop the ability to spell and remember words in Mathayom 3 students. The research findings were as follows: 1) The ability to spell words and memorize words after learning using English vocabulary games for Mathayom 3 students is above the 70% threshold, with statistical significance at the 0.05 level. 2) The students have a feeling that English vocabulary games are at a high level. In summary, English vocabulary games can solve problems in terms of spelling and memorization very well.

39 Recommendation 1. Researchers: Other researchers should compare students who learn through vocabulary games with students who learn with other learning methods to use the results to improve and develop teaching strategies to be more effective. 2. Teachers: English teachers should use vocabulary games to teach English vocabulary, for s t u d e n t s t o m e m o r i z e vocabulary through playing games, and increase interest in learning English as well. 3. Schools: Schools should change learning styles. By encouraging word game learning, in order for students to learn and develop skills in remembering English vocabulary through activities or playing games. REFERENCES Intarasomjai, N., & Tamronglak, U. (2022). Using English vocabulary games to develop the ability to spell words and remember vocabulary of Mathayom 3 students. Journal of Buddhist Education and Research, 8 (1), 232-241. Pranom Suraswadi. (1996). Activities and media for teaching English at the primary Level. Bangkok: Chulalongkorn University. Shabaneh, Y., and Farrah, M. (2019). The Effect of Games on Vocabulary Retention. Indonesian Journal of Learning and Instruction, 2 (1), 79-90. Wannaporn Silakao. (1995). A Comparative Study of Learning Achievement and Persistence in Learning Vocabulary. English for Grade 6 students learning by using exercises with games and without games. Thesis, M.A., Bangkok: Graduate School Srinakharinwirot University Prasarnmit. Photocopy.

40 Using Activity-Based Learning to Develop English Vocabulary Retention for Students of Primary 4 at Ban Johbanae School, Mayor District, Pattani Province Firdows Saifulislam Department of Teaching English, Fatoni University, Pattani, Thailand Keywords: Activity-Based Learning, improvement, vocabulary retention. Abstract: This study aims to develop students' vocabulary retention using activitybased learning and study students' satisfaction with using activity-based learning to learn vocabulary retention. The sample for this research consists of six students from the fourth grade at Ban Johbanae School. The students could neither identify the English vocabulary, nor memorize the word names. The study was conducted using a classroom action research design. The research instruments were activity-based Learning with the English vocabulary, lesson plans, a pre-test, a post-test, and a questionnaire. The finding shows that the students' vocabulary retention improved after learning the English vocabulary through activity-based Learning. Students were also delighted with these learning materials. 1 INTRODUCTION Learning English vocabulary is an important element. Enables students to communicate and understand the messenger. When a s t u d e n t h a s a l a r g e v o c a b u l a r y Communicating with others is easy; as Wimonrat Sunthornroj (2011: 15) said, Learners must know the vocabulary, can think of words immediately. Until being able to use the vocabulary correctly, grammatically, and appropriately for various situations. From the importance of learning English vocabulary. The researcher, as a teacher of Primary 4 students at Ban Johbanae School. It was discovered that 6 children had problems in learning English vocabulary, that is, the children did not have a word bank or vocabulary. Unable to review words that have been learned. The use of activity-based teaching methods can improve English vocabulary memorization skills. Teaching by using activities as a base (Activity-Based Learning) is a teaching process that mainly focuses on the activities and actions of the learners.

41 important learning principles for students to acquire various skills through learning. 2 RELATED WORKS Pennapha Paopan (2019), found that learning English vocabulary by using activitybased teaching methods, the student's scores found that students had resilience in remembering English vocabulary found that students had resilience in remembering English vocabulary after learning 2 week Ahmed Albadi & Solomon Arulraj David did a research in 2019. indicated that activity-based learning had a positive effect on students’ achievement. Students believe that activity-based learning enhances understanding, increases a sense of responsibility, and creates an attractive. 3 METHODOLOGY The method was employed by them researcher. The researcher observed the student in the classroom to determine what the problem with the student's English learning of grade 4 students at Ban Johbanae School, that the students could not correctly identify the English vocabulary. 3.1 RESEARCH INSTRUMENTS In this study, the data collection tools were as follows: 1) lesson plans 2) pre-test, a post-test about vocabulary retention 3) Satisfaction questionnaire on the use of activity-based learning methods 3.2 DATA COLLECTION PROCEDURE The questionnaire was administered to the students in order to gather information about their satisfaction with learning English through activitybased learning. 3.3 DATA ANALYSIS For this study, the quantitative data from the pre-test and post-test were analyzed by using the Microsoft Excel program to find the mean (X), standard deviation (S.D.), and dependent t-test. The researcher used statistics to analyze the data. 4 FINDINGS AND RESULTS Test N Mean score S.D. T-test Sig Pre-test 6 2.67 1.21 7.48* 0.001 Post-test 6 8.33 1.63 *Significance at 0.05 Table 1 shows the comparison of the mean scores for the pre-test and post-test of the use of activity-based learnings. The results show that since the teachers concentrate on vocabulary retention after E-plc 1th cycle Pre-test Teach English vocabulary about my body Activity-based learning E-plc 2nd cycle Teach English vocabulary about my clothes Activity-based learning E-plc 3rd Teach English vocabulary about shapes Activity-based learning Post-test

42 teaching, the post-test score is higher than the pre-test score; 8.33 and 2.67. The standard deviation shows that the posttest results are higher than the pre-test results, 1.63 and 1.21 respectively, which is significant (p0.05) of 5%. These findings demonstrate how successfully using activity can enhance students' vocabulary retention. 5 CONCLUSION 5.1 Discussion The quantitative analysis's findings revealed that students' satisfaction with the use activity-based leaning at a higher level had the highest Mean, percentage, and Standard Deviation. The post-test score is higher than the pre-test score, 8.33 and 2.67, respectively, after teaching, according to the mean scores for the pretest and post-test results. The standard deviation shows that the post-test results are higher than the pre-test results, 1.63 and 1.21 respectively, which is significant (p0.05) of 5%.These findings demonstrate how successfully using activity-based learning can enhance s tudents ' vocabulary retention. T h e s t u d e n t s h o w e d improvement the English vocabulary. They can pronounce the English vocabulary letter and remember. 5.2 Recommendations 1. The English teacher needs to be aware of the proper activity that will be used to teach vocabulary retention. 2. The students needed to learn English more actively. Students also need to encourage themselves to recognize without being afraid to make mistakes. 3. Teachers should have a variety of teaching strategies to motivate students learning to improve students' vocabulary retention. REFERENCES Albadi, A., & David, S. A. (2019). The impact of activity-based learning on students’ motivation and academic achievement: a study among 12th-grade science and environment students in a public school in Oman. Specialty J o u r n a l o f K n o w l e d g e Management, 4(4), 44-53. From: (researchgate.net) C h i n n a p a t . s r i s o o k j i t ( 2 0 1 9 ) . Implementation of learning by p i c t u r e s t o s t r e n g t h e n Vo c a b u l a r y r e m e m b e r ing r e t e n t i o n f r o m : http://202.29.86.169/index.php/j slc/article/view/1249 NORARIAN, P., & Sithsungnoen, C. (2020) Activity-Based Learning and Multimedia For developing listening and speaking ability of Prathomsuksa 2 students

43 (Doctoral dissertation, Silpakorn University). From: Patsorn Norarian & Chanasith Sithsungnoen (2020). Managing - Google Scholar Secretariat Office of the Teachers Council of hailand. (2021). คู่มือการ ด ำ เ น ิ น ง า น ก ิ จ ก ร ร ม ส ่ ง เ ส ริ ม กระบวนการชุมชนแห่งการเรียนรู้ทาง วิชาชีพเพื่อพัฒนาจรรยาบรรณวิชาชีพ ผ่านระบบเทคโนโลยีสารสนเทศ (Ethics in Professional Learning Community: E-PLC) ประจำปี2564. Retrieved July 7, 2023 Talabklang, P., & Thienpermpool, P. (2019). The Development of Vocabulary Learning Achievement Using Activity-Based Learning for Prathomsuksa 2 Students of Wat Khian Khet School, Pathum Thani Province. Rajapark Journal, 13(31), 195-208. F r o m https://so05.tcithaijo.org/index.php /RJPJ/article/view/226012

44 The Effect of Using Bingo Games on the Development of Reading Skills of Grade 6 Students at Muslim Satun Wittaya School Firdaus Mahileh Department of Teaching English, Fatoni University, Pattani, Thailand Keywords: Bingo Games, Development, Reading Skills Abstract: This study aimed to investigate the effect of using the Bingo Games strategy on the development of Reading skills. The samples of the study were 20 students from grade 6/3 from Muslim Satun Wittaya School. Selected by a specific random sample. The study was conducted using a classroom action research design. The research instruments were the pretest, posttest, and lesson plans. The data was analyzed by using a t-test, a mean score, and a standard deviation. The finding of the study showed that the students' mean scores on the post-test were higher than on the pretest, which is significant at (p<.00). As a result, it can be concluded that the Bingo Games strategy is effective in the development of Reading skill for grade 6/3 students. 1 INTRODUCTION Fluent reading means reading smoothly and confidently without stopping or stumbling over words, similar to how we speak naturally. It involves being accurate, reading at the right speed, and adding expression to the words. To read fluently, it's important to quickly and correctly recognize words and to practice reading at a pace that suits your skill level, as explained by Turna and Güldenolu (2019). The researcher discovered that lots of students have trouble reading English, especially those who are new to it. They introduced a game called Bingo to make learning more fun and help students get better at reading. By using games in lessons, the researcher wants to make learning English more interesting and hopes it will help students enjoy learning and get better at reading.

45 2 RELATED WORKS Siti Syafi’atul Qomariyah (2020) Playing Bingo games to learn vocabulary and reading had good results for students. They felt happy and relaxed while playing, and it made learning new words enjoyable. They also became more involved, talking more and forming sentences, which helped them remember and understand words better. Qomariyah & Nafisah (2020) The study highlighted the importance of mastering vocabulary for learning a language, explaining that words are the building blocks of communication. It found that playing Bingo games helped improve both vocabulary and reading comprehension skills significantly. By using verbal and visual cues in the games, students were able to enhance their understanding of words and sentences. The research suggests that using Bingo games can boost reading skills by enhancing students' ability to read more effectively and comprehend texts accurately. This approach is seen as a valuable tool for addressing student difficulties and improving their reading proficiency, ultimately aiming to ensure their success in studying and achieving higher levels of English reading skills through engaging with Bingo games. 3 RESEARCH METHOD 3.1 Data Collection The research employed a quantitative method of data collection. The lesson plan and the reading assessment test were accumulated as a data collection process. 3.3.1 Lesson Plans 3.3.2 Reading Assessment Test 4.2 The Quantitative Finding Table 4.1 Pretest and Posttest Scores No. Initial Name Pre-test (15) Post-test (15) 1. A 10 13 2. B 3 7 3. C 4 8 4. D 4 7 5. E 6 9 6. F 4 9 7. G 3 7 8. H 5 10 9. I 10 14 10. J 5 11 11. K 9 12 12. L 11 14 13. M 3 9 14. N 10 12 15. O 3 8 16. P 4 9 17. Q 2 7 18. R 2 7 19. S 8 12 20. T 3 8 Results Mean 5.45 9.65 N 20 20 S.D. 3.03 2.43 According to Table 4.1, the average score on the pretest was 5.45, with a standard deviation of 3.03, while the average score on the posttest was 9.65, with a standard deviation of 2.43, based on data from 20 students. The mean post-test score