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รวมJournal-ห้อง2(กลุ่ม 04)

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Published by Sunisa Kayotaheepong, 2024-03-15 01:50:44

รวมJournal-ห้อง2(กลุ่ม 04)

รวมJournal-ห้อง2(กลุ่ม 04)

96 3.3 Data Collection The research employed a quantitative method of data collection. The lesson plan and the pronunciation assessment test were accumulated as a data collection process. 3.3.1 Lesson Plans: Lesson plans were created for three cycles. There were the contents about English Vocabulary, the classroom activities, and the assessments that have been planned to improve students' memorization skills. The classroom activities were conducted using songs as learning material. 4 FINDINGS AND RESULTS Descriptive Statistics: Descriptive statistics were used to describe and summarize the research data collected in this study. Test Mean N SD t Sig. Pretest 3.35 17 1.65 20.05 .000 Posttest 10 17 2.39 The study utilized a significance level of .01 with a sample size (N) of 17, revealing a substantial difference between students' mean scores on the pretest (3.35, SD=1.65) and posttest (10.0, SD=2.39) conditions, resulting in a t-value of 20.054 (p<.01). This indicates a clear improvement in students' posttest scores compared to their pretest scores. By choosing an alpha of .01, the critical t-value was determined to be 2.5835 for 16 degrees of freedom. The calculated t-value (20.054) surpassed this critical value, supporting the alternative hypothesis (H1) and rejecting the null hypothesis (H0). Consequently, the study concludes that students enhanced their vocabulary retention significantly through vocabulary songs. 5 DISCUSSION AND CONCLUSION 5.1. Discussion The researcher at Ban Pafang School, Satun Province in 2023 concluded that Enhancing English Vocabulary Retention through Songs for Grade 2 students was effective. They observed a notable improvement in vocabulary retention, evident from higher post-test scores compared to pre-tests. This aligns with Narueprempree, N. (2020), whose findings also showed significant differences in students' vocabulary retention through song learning, with higher achievement levels. Students also held positive opinions towards song activities, reinforcing the efficacy of using songs in English vocabulary learning strategies. 5.2 Conclusion The study observed a significant increase in mean scores from the pre-test (3.35) to the post-test (10.0) among 17 participants, with a standard deviation of 1.65 and 2.39 respectively, resulting in a t-value of 20.054 (p<.01). Using an alpha level of .01, the critical t-value was determined to be 2.5835 for 16 degrees of freedom. The calculated t-value (20.054) exceeded this critical value,


97 supporting the alternative hypothesis (H1) and rejecting the null hypothesis (H0). This confirms that employing songs improved students' vocabulary retention, suggesting potential benefits for developing other English language skills. 5.3 Recommendation 1. English teachers should incorporate suitable songs into their classroom instruction. 2. English teachers should keep a record of using songs cadence in the classroom. 3. English teachers should encourage students to express themselves in English regularly. It depends on their activities to develop students' ability to retentions English vocabulary. REFERENCES Buyandalai, E., & Tumurbat, O. E. (202 2 ) . BUILDING VOCABULARY THROUGH ENGLISH SONGS. LLTC Proceedings, 56. Crystal, D. (2003). English as a global language. Cambridge university press. Saldiraner, G., & Cinkara, E. (2021). Using Songs in Teaching Pronunciation to Young EFL Learners. PASAA: Journal of Language Teaching and Learning in Thailand, 62, 119-141.


98 The Development of English Reading Vocabulary Capacity through Game “Pizza’s Vocab” of Grade 3 Students at Ban Yansue School Adhada Urama Department of Teaching English, Fatoni University Keywords: Pizza’s Vocab game, Reading skill Abstract: The objective of this study was to study whether the use of the game could improve students' reading skills in learning English or not; The sample was 21 grade 3 students in the first semester of the academic year 2023 at Ban Yansue School, Satun province. The research tools were pre-test and posttest used to collect quantitative data on the use of Pizza’s Vocab game in teaching English vocabulary to grade 3 students at Ban Yansue School. The findings of the research showed that students’ reading skill improved after engaging in Pizza’s Vocab game. The pre-test and post-test scores obtained from the students’ reading test ensure that their reading skill significantly improved after using Pizza’s Vocab game. The mean score of the pre-reading test was 3.67, with a standard deviation of 1.77. And, the mean score of the post-reading test was 11.95, with a standard deviation of 4.40. The number of students (N) was 21. The mean score of students' post-reading test scores was higher than the mean score of the pre-reading test. 1 INTRODUCTION Nowadays, English is an important language affecting the Thai population in many ways. English is a tool of communication such as education and occupational understanding of cultural traditions including trade and business. It is essential that we learn and know many skills such as listening, speaking, reading, and writing to be used in real life. Each skill is consistent, but reading enables people to understand the content and the stories. According to Wanporn Silakhao (1995: 21) and Kanittha Rawej (2000: 87) language teaching is important because vocabulary is the starting point for improving listening, speaking, reading, and writing skills. Whether it is listening, speaking, reading, or writing skills, which are important skills and necessary for students to have a basic vocabulary in order to be able to learn the language well. Therefore, it is accepted that "vocabulary" is the heart of language learning. From such importance developing English pronunciation skill is, therefore, important. The research was conducted for students, Semester 1, Academic Year 2023 at Ban Yan Sue School,


99 Satun Province. It was found that the most problem of students was that they were unable to read the selected words even though they were able to speak those words and listen and understand what the words mean. But when in the form of retaining vocabulary outside the lesson, most students will not be able to read the words. This can be observed from their cooperation with classroom activities that involve reading vocabulary. Students often have anxiety because they are unable to do activities or do not perform well, they should. In general, their scores in reading skill are lower than other skills. 2 RELATED STUDIES Apinya Boonla (2022) The results of the research were summarized as follows: 1 English vocabulary game learning activity set for groups. Collaborative TGT technique to promote English vocabulary knowledge and teamwork for Prathomsuksa 3 students created by the researcher had efficiency 81.62/88.66 which met the specified criteria between pre-school and post-school of students who use a set of learning English vocabulary games according to the concept of cooperative group learning activities with the TGT technique to promote English vocabulary and teamwork. High post-school achievement score than the specified criteria 3) teamwork skills of learning with a set of cooperative English word game learning activities using TGT techniques to promote learning know English vocabulary and teamwork. for grade 3 students in the overall image at a high level. 3 METHODOLOGY This chapter using Game-base-learning and use of solving problem to increase reading skill of Grade 3 students at Ban Yansue 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' vocabulary reading abilities. 3.1 Research Instruments In this study, the instruments for data collection were designed as follows: 1. A learning management plan using Pizza’s Vocab game teaching through the E-PLC process to develop English reading skill for Grade 3 Students at Ban Yansue School, Satun Province 3 plans. 2. A test to measure the achievement of English reading skill before and after class by using post-test 3.2 Data Analysis The study used the result of a pre-test, post-test, and interviews. These approaches were used in the study as a measure and purpose of students being able to get better to improve their reading skill and


100 make students read and memorize vocabulary through game. In this study, quantitative data from both the pretest and post-test were subjected to computer-assisted analysis to calculate the mean (X), standard deviation (S.D), and dependent t-test. 4 ANALYSIS AND RESULT 5 CONCLUSIONS 5.1 Discussion After conducting the research and analyzing the data, the researcher came to several fecal points about using Pizza's Vocab game in teaching and learning English to improve students’ reading skill. For the third-grade students of Ban Yansue School in the academic year 2023, the researcher can make the following conclusion: From this study, the following crucial points can be drawn: The use of Pizza's Vocab teaching method leads to a significant improvement in vocabulary learning. Data were collected through both pre-test and post-test assessments. According to Khajitrat Soungklang (2019) test results of students learning English using games data were analyzed by finding percentages, means, and standard deviations. The research results found that 1. Students had higher scores on vocabulary tests after studying English vocabulary by using educational games was higher than the post-test scores without using educational games. 2. Students are satisfied with the use of games in education at the highest level. 5.2 Conclusion The teacher used the game to facilitate vocabulary teaching during the treatment sessions. Application of this approach significantly improves students' vocabulary learning abilities. Pre-reading test paired sample statistics (N=21, M=3.67, S.D=1.770, and S.D.E.M.=.386) and post-reading test paired sample statistics (N=21, M=11.95, S.D=4.399, and S.D.E.M.=.960) were similar. It shows that the paired sample statistics of post-reading tests are different from prereading tests. Based on the finding above, it can be seen from the difference in students’ scores during the pre-test and post-tests. Students’ scores at the post-test stage were higher than those at the pre-test stage. This shows that is an improvement in students' scores


101 after the implementation of the Pizza's Vocab game. However, it can be concluded that the use of Pizza's Vocab game in the learning process can improve students’ reading skill. 5.3 Recommendations There are some suggestions to the participants closely related to the study presented below: 1. The English teachers should use Pizza's Vocab games into their classroom instructions for the development of students' vocabulary, and it can help the students’ reading. 2. In teaching English, the most common problems encountered are listening, speaking, reading, and writing, making it difficult to learn. The teachers should use games as teaching media. It greatly reduces the burden on teachers. This will help improve the language skills of learners. 3. It would be great if the researcher studied and experimented with teaching vocabulary using other games to teach students another sample and level. REFERENCES Jarunai, P., & Kongnavang, S. (2021). The Development of Reading Basic Vocabulary of Grade 3 Students byReading and Spelling Words Method with Language GamesCase Study at Bannadee School Pung-Ngu Sub-districtNonghan District Udon Thani Province. Journal of Roi Kaensarn Academi, 6(7), 130-141. Soungklang, K. (2019). USING GAMES TO DEVELOP ENGLISH VOCABULARY R E M E M B E R I N G S K I L L F O R MATHAYOMSUKSA 1 STUDENTS, LUANG PU SRI CHAN VANNABHO CHARITY SCHOOL, M U E A N G D I S T R I C T , L O E I PROVINCE. Journal of Srilanchang, 5(2), 1-1. Thaichantararak, P., Bunthawee, P., & P o o l p o e m , W . ( 2 0 2 1 ) . U s i ng Vocabulary Games to Develop English Vocabulary Learning of Students at Demonstration School B u r i r a m R a j a b h a t University. Wiwitwannasan Journal of Language and Culture, 5(1),163- 184. Yaidee, R., & Tamronglak, U. (2023). T H E R E A D I N G A L O U D S K I L L DEVELOPMENT BY USING PHONICS EXERCISES OF GRADE 4 STUDENTS AT B A N N O N TA R O D S C H O O L , KAMPHAENGPHET PROVINCE.


102 Development of English Vocabulary Memorization by Using Vocabulary Picture Charts for Grade 3/2 Students at Jabal Noor School, Srisakhon District, Narathiwat Province Afnan Nimae Department of Teaching English, Fatoni University [email protected] Keywords: English Vocabulary, Memorization, Vocabulary Picture Charts Abstract: This study aimed to improve English vocabulary memorization by using vocabulary picture charts for grade 3/2 students at Jabal Noor School. The study samples were 9 students from grades 3/2 at Jabal Noor School in the first semester of the academic year 2023. The sample of this research used a specific random. The study was conducted using a classroom action research design. The research instruments were the pre-test, post-test, lesson plans, and an assessment of students’ satisfaction of using the vocabulary picture charts. The data was analyzed by using a t-test, a mean score, and standard deviation. The result showed that the vocabulary picture charts were one of the best ways to improve memorization skills and made students become more active in learning English vocabulary with fun. 1 INTRODUCTION In learning the English language, one of the key elements of learning the English language is vocabulary, which is also essential for gaining any kind of skills. Such as Listening, speaking, reading, and writing. Additionally, it can support more effective communication. In learning and teaching English or any new language, knowledge of vocabulary is one of the most important elements. (McCarthy, 1997) It shows that vocabulary is one of the elements that is considered the heart of language. Language acquisition will be more successful if the students have a large vocabulary and can u s e i t a p p r o p r i a t e l y a n d fl u e n t l y (Duangduean Sangchai, 1996: 118). From the importance of learning the vocabulary, the researcher, as a training teacher of grade 3/2 students at Jabal Noor School, discovered that 9 students had problems learning and memorizing English vocabulary which is the bas is for understanding the meaning and vocabulary around them. Especially when using words in various situations, being unable to think of those words, and having difficulty finding


103 the right words to describe what they want to say. The researchers observed that Vocabulary Picture Charts can help with the difficulty of learning and memorization of English vocabulary. There are many advantages to applying visuals to learn vocabulary, according to several study studies because learners can clearly understand the pictures in illustrations and they can attract their attention. This will increase students' motivation to learn and improve their ability to understand and their long-term memory. 2 RELATED STUDIES Winarsih (2019) on the research entitles “ I m p r o v i n g S t u d e n t s ’ Vo c a b u lary Achievement Using Vocabulary Charts Technique” investigated the technique of teaching vocabulary using Beare’s vocabulary charts. The technique helps to improve students’ mastery of English language and widens their passive and active vocabulary based on related word group areas. This technique is beneficial to facilitate students in learning English vocabulary. Vocabulary word charts in teaching English vocabulary are thus recommended. Lilis Patria, Sudarsono (2020) on the research entitled “The Use of Wall Charts as Media to Teach Vocabulary” This research was designed to improve the student’s vocabulary using wall charts as a learning medium. The research findings showed that the students could improve to memorization of the vocabulary and its meaning with the help of wall charts. Moreover, the student’s attitude towards the teaching-learning process improved since the wall charts increased the students‟ interest in learning English vocabulary. The research result also showed that the wall chart was a good medium for learning English vocabulary. 3 RESEARCH METHODOLOGY This chapter aimed to discuss the research methodology and explain the population, sample, and test as an instruction. Describes the procedure and the method used for analyzing data. The researcher conducted a learning management experiment using the Vocabulary Picture Charts in the first semester of the academic year 2023, using a total of 3 months. 3.1 Research Instruments The tools used in this research included: 1. A learning management plan. A total of 3 plans and 2 hours per plan. 2. A test: 2 sets, a total of 20 items. The researcher used the same test format, which two types of matching tests to test the student's vocabulary memorization ability consisting of 20 words 3. A student satisfaction survey for the researchers of the Vocabulary Picture Chart to develop English Memorization skills.


104 3.2 Data Analysis For this study, the quantitative data from the pre-test and post-test were analyzed by using the Statistical Package for Social Sciences (SPSS) to find mean (X), standard deviation (S.D), and dependent t-test 4 FINDING AND RESULT The results of the research on the improvement of English memorization skills by Using Vocabulary Picture Charts for grade 3/2 Students at Jabal Noor School, Srisakhon District, Narathiwat Province can be presented in 2 issues which are as follows: 4.1 Comparing the effectiveness of learning vocabulary before and after using the Vocabulary Picture Charts. No. Pre-test (20) Post-test (20) Develop score 1. 14 20 6 2. 15 20 5 3. 13 20 7 4. 11 20 9 5. 10 18 8 6. 12 19 7 7. 14 20 6 8. 11 19 8 9. 8 13 5 Mean 12.00 18.78 61 N 9 9 6.78 S.D. 2.23 2.27 0.04 From Table1: shows that the mean score of the pre-tests was 12.00, with a standard deviation of 2.236. Then, the mean score of the post-test was 18.78, with a standard deviation of 2.279. The total number of students was 9. The mean score of students' post-test scores was higher than the mean score of the pretest. It can be concluded that the scores of post-tests were higher than those of pre-test. It means students have improved their memorization skills. 4.2 The Students’ Satisfaction: the researcher collected the data by asking each student individually. A comprehensive view emerges that 100% of students love to learn English vocabulary by using the Vocabulary Picture Chart due to its engaging visual content. overall students have good attitude towards learning English due to the appropriate teaching methods and tools used to motivate students. 5 DISCUSSION AND CONCLUSION 5.1 Summarization After discussing the results of the pre-test and post-test and analyzing the data, the researcher drew several conclusions about the effectiveness of using Vocabulary Picture Charts for Grade 3/2 Students at Jabal Noor School in the first semester of the academic year 2023. The significant level that the researcher uses is 0.000 of the quantity (N) 9. There was a considerable


105 difference between the student's mean score on the pre-test (M = 12.00, SD = 2.23) and the post-test (M = 18.78, SD = 2.27) conditions; t (8) =14.580, sig =.000). The result of t-test was 14.580. The suggested method, which was based on vocabulary picture charts, was helpful and successful in improving memorization skills. The result of students’ satisfaction in summary, students displayed substantial satisfaction with learning English, and their scoring on the post-test was higher than the pre-test, affirming the Vocabulary Picture Chart’s efficacy in motivating their English learning. 5.2 Recommendation Recommendations based on the findings and conclusions of the current study recommended that: 1. English teachers should use Vocabulary picture charts when teaching English memorization skills and use the target language more than the first language in the classroom. 2. It is suggested that the researcher use a variety of teaching methods. Materials. In the next study, English vocabulary learning materials may be developed using electronic media to make students more interested. 3. The school should create more fun active learning activities to improve the English memorization skills of students. REFERENCES Akram. (2022, July 2). The use of pictures and realia to improve students vocabulary mastery: A classroom action research of fourth grade students. Annals of Human and Social Sciences. https://ojs.ahss.org.pk/jou rnal/article/view/87 Baddeley, & Hitch. (2023, November 8). Baddeley's model of working memory. Wikipedia, the free encyclopedia. Retrieved December 2, 2023, from https://en.wikipedia.org/wiki/B addeley%27s_model_of_working_ memory Patria, L., Sudarsono, S., & Rosnija, E. (2020). The use of wall charts as media to teach vocabulary. Journal of English Educational Study (JEES), 3(2), 169- 177. https://doi.org/10.31932/jees.v 3i2.830 Wikipedia. (2023, November 1). Education in Thailand. Wikipedia, the free encyclopedia. Retrieved November 2, 2023, from https://en.wikipedia.org/wiki/E ducation_in_Thailand Winarsih, W. (2019). Improving students’ vocabulary achievement using vocabulary charts technique. Constructivism: Jurnal Pendidikan dan Pembelajaran, 11(2), 123- 128. https://doi.org/10.35457/konst ruk.v11i2.720


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