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รวมJournal-ห้อง2(กลุ่ม 04)

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รวมJournal-ห้อง2(กลุ่ม 04)

รวมJournal-ห้อง2(กลุ่ม 04)

46 was higher than the mean pretest score, indicating an improvement in students' reading skills. This suggests that the teaching method, as outlined in the referenced study, was effective in enhancing students' reading abilities. 4.3 Descriptive Statistics Descriptive statistics are used to describe and summarize the collected research data in this study. Table 4.2 Descriptive Statistics Variables N Mean S.D. T-test Sig Pre-test 20 5.45 3.03 16.99 0.00 Post-test 20 9.65 2.43 Table 4.2 illustrates a notable difference in the average test scores of students before and after the treatment, with the post-test scores being higher. This suggests that implementing bingo games in the classroom made learning more enjoyable and engaging, leading to improved reading comprehension. The findings indicate that both students and teachers benefited from this approach, enhancing their learning experience over the course of a month, as outlined in the referenced study. Students were found to be highly satisfied with the inclusion of bingo games in their learning process. They expressed great satisfaction with this method, highlighting that playing bingo made learning much more enjoyable and less dull compared to before. Overall, students showed strong contentment with incorporating bingo games into their learning experience. 5 DISCUSSION The post-test scores were higher than the pre-test scores, showing a significant improvement. With a significant level of 0.00 and a sample size of 20 students, the difference between pre-test (M = 5.45, SD = 3.03) and post-test (M = 9.65, SD = 2.43) scores was considerable (t (19) =16.99, sig =0.00). This indicates that using bingo games as a strategy effectively enhances reading skills, as concluded in the referenced study. The researcher found that using a bingo game helped improve the reading skills of sixth-grade students at Muslim Satun Wittaya School in 2023. They saw a big improvement in students' reading abilities after adding the bingo game to their lessons. This theory suggests that games motivate students to learn, as explained by Suyanto (2010:17), and that seeing game cards helps students understand better than just hearing about them, as noted by Hadfield (2001:6). 5.1 Recommendations Recommendations based on the findings and the conclusions of the current study: 1. Using games in teaching is more effective than traditional ones because it can motivate students to participate in the teaching activities more than usual. 2. Bingo games are another interesting and fun game used in teaching and learning to


47 build both reading skills and pronunciation. it can be emphasized in practicing vocabulary as well as using sentences. REFERENCE Hadfield, J. (2001). Elementary Vocabulary Games. Malaysia Longman Pearson Education. Qomariyah, S. S. A., & Utama, I. M. P. (2020). Bingo Games in students’ vocabulary and reading comprehension. EnJourMe (English Journal of Merdeka): Culture, Language, and Teaching of English, 5(2), 170-177. Suyanto. (2020). Job Shift of The Indonesian International Return Migrant in Central Java Province. In E3S Web of Conferences (Vol. 202, p. 07036). EDP Sciences. Turna, C., & Güldenoğlu, İ. B. (2019). Sesbilgisel Çözümleme Becerileri ile Sözcük Okuma Hızı ve Doğruluğu Arasındaki İlişkinin Gelişimsel Bakış Açısıyla İncelenmesi. Eğitim ve Bilim,44(198).


48 The Development of English Vocabulary Learning by Using Bingo Games for Grade 5 Students at Banyansue “Mittraphap at 147” School, Satun province Fewlada Yohhamad Department of Teaching English, Fatoni University, Pattani, Thailand Keywords: Bingo Games, Development, Vocabulary learning Abstract: The purpose of this research was the development of English vocabulary learning by using bingo games. The samples of the study were 15 students from grade 5 at Banyansue School. In selecting samples, we used a specific random sample. The study was conducted using a classroom action research design. The research instruments were the pretest, posttest, and lesson plans. The data was analyzed using a t-test, a mean score, and standard deviation. The finding of the study shows that the students' mean scores on the posttest were higher than on the pretest, which was significant at (p<.000). As a result, it can be concluded that the Bingo Games was effective in the development of English vocabulary learning in grade 5 students. 1 INTRODUCTION Prons awan Sipaw (2007) s aid that vocabulary learning is an essential component of the language that results in the development of English speaking, listening, reading, and writing skills. Therefore, it is important for everyone to keep learning and increasing their vocabulary. Sumit Kunakorn (1992) stated that the use of games in learning made students participate in organized activities, and helps to enhance the learning of vocabulary. Based on the importance of the English language skills above, the researcher, as a regular teacher of English subjects at Grade 5 BanYanSue “Mittraphap at 147” School, discovered that 15 students have difficulty learning English vocabulary. The student has insufficient knowledge of vocabulary. Students are unable to


49 memorize. This is in line with the research of Prapasiri Pramote (2018), which mentioned the importance of using games to help arouse learners' interest in having fun, and having a better understanding of the content Therefore, the researcher found that The Development of English Vocabulary Learning by Using Bingo Games for Grade 5 Students at Banyansue “Mittraphap at 147” School is a way to develop students' skills for better performance. 2 RELATED STUDIES Rita N. et al. (2019), researched on the use of Think Bingo game to improve students’ vocabulary mastery. The research revealed a significant improvement in students' v o c a b u l a r y s c o r e s f o l l o w i n g t h e implementation of the bingo game, with posttest scores averaging 79 compared to pretest scores averaging 49. These findings indicate that the use of bingo games effectively facilitates vocabulary retention, comprehension, and confidence among students, highlighting its potential as a valuable tool for language learning and enrichment in educational settings. According to s tudies , it was concluded that bingo games had a significant influence on the retention of English vocabulary, could develop students' vocabulary learning. It was helpful for students to understand words more precisely and could also improve students' results. Therefore, the researcher intended and was interested in using bingo games to develop English vocabulary learning for grade 5 students. 3 RESEARCH METHOD: Data Analysis and Research Statistics 3.1 Research instruments The tools used in this researched consisted of 3.2.1 There were 2 lesson plans on Bingo Game. Each plan takes 2 hours to teach. 3.2.2 Pre-test and post-test 3.2.3 Bingo game 3.2 Data collection To study and develop English language skills, there were procedures that were used for conducting the research that follows: 3.3.1 The researchers selected students in grade 5 and selected a suitable lesson to teach for the following one month. 3.3.2 Pre-test 3.3.3 Lesson plan. 3.3.4 Post-test 3.4 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 4.1 Result of the objective Table 4.1: Comparison between Scores of Pre-test and Post-test Finding.


50 Number Name Pretest (30) Posttest (30) 1. PL 7 12 2. FM 5 11 3. AP 4 9 4. ZD 7 18 5. NS 9 17 6. AM 6 13 7. FP 11 29 8. NK 9 23 9. NM 6 15 10. SB 5 12 11 NK 5 17 12 SM 5 17 13 AM 9 30 14. NU 10 29 15. SS 9 20 Result Mean 7.13 18.13 N 15 15 S.D. 2.20 6.83 Table 1, it showed that the mean score of the pretest was 7.13, with a standard deviation of 2.20. Then, the mean score of the posttest was 18.13, with a standard deviation of 6.83. The total number of students was 15. The mean score of students' posttest scores was higher than the mean score of the pretest. It can be concluded that the scores of posttests were higher than those of pretests. It means students have developed their English vocabulary learning. 4.2 Descriptive Statistics Table 4.2 Descriptive Statistics shows the mean, standard deviation and t-test obtained from pre-test and post-test. Mean (̅̅) N S.D. T Sig Pretest 7.13 15 2.20 8.332 .000 Posttest 18.13 15 6.83 5 DISCUSSION Pretest and posttest analysis showed significant improvement in fifth-grade students' English vocabulary using Bingo games at Ban Yansue School in 2023. Findings corroborate research indicating positive perceptions and a notable 21.5% increase in average scores from 57.5 to 82, affirming Bingo games' efficacy in enhancing vocabulary acquisition. The findings align


51 with previous research by Puspa Aprilia Ningtias, Ujang Suparman, and Ari Nurweni (2020). 5.1 CONCLUSION Accordingly, the mean score of the posttest was higher than the pretest. The significant level that the researcher uses is .000 of the quantity (N) 15. There was a considerable difference between the student's mean score on the pretest (M = 7.13, SD = 2.20) and the posttest (M = 18.13, SD = 6.83), (sig =.000). The result of t-test was 8.332. It can be concluded that the proposed strategy based on Bingo Games is useful and effective on development of English vocabulary learning. 5.2 RECOMMENDATION 1. The teachers should be used Bingo games into their classroom instruction for the development of s tudents' vocabulary learning. 2. Games serve as effective teaching media in addressing common challenges in English language learning, It was alleviating the burden on teachers, and enhancing learners' language skills.3. It would be great if the researcher studied and experimented with other games to teach students another sample and level. REFERENCES พรสวรรค์ สีป้อ. (2550). สุดยอดวิธีสอน ภาษาอังกฤษ นำไปสู่การจัดการเรียนรู้ของ ครูยุคใหม่. สุมิตร คุณากร. (2535). หลักสูตรและการสอน (พิมพครั้งที่ 4). กรุงเทพฯ : โรงพิมพ์ชวน พิมพ์. Ningtias, P. A., Suparman, U., & Nurweni, A. (2020). The Effect of Bingo Game in Teaching Vocabulary. I OSR Journal of Research & Method in Education (IOSR-JRME), 10 (3), 36-40. Noviyanti, R., Bahri, S., & Nasir, C. (2019). The use of think bingo game to improve s t u d e n t s ’ v o c a b u l a r y mastery. Research in English and Education Journal, 4(1), 1-8. Pramot, P. (2018). Development of mathematical learning activity packages by using cooperative learning coupled with games to enhance learning outcome and d e s i r a b l e m a t h e m a t i c a l characteristics for Prathomsuksa 5 students (Master’thesis). Chiang Mai University, Chiang Mai.


52 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. Firadaus Makeh Department of Teaching English, Fatoni University, Pattani, Thailand Keywords: Total Physical Response, Approach, Video Song Abstract: This study aimed (1) to develop students listening skills by using TPR&S (Total Physical Response and Song), and (2) to enhance students’ attitude towards English by using Total Physical Response and Song. The samples of the study were 10 students from grade 1 of Baan Tobala School in the first semester of the academic year 2022. In selecting samples, the study employed criterionbased selection. The research instruments were pre-test, post-tests, interview and questionnaire, and listening assessment. The data obtained were presented in two ways, qualitatively and quantitatively by using the mean score, standard deviation, percentage, t-test, and descriptive analysis to analyze the data. The finding showed that the post-test of 10 students is the highest score compared to the pre-test, and significant pre-test (p<0.05) at 5%. The students’ English learning motivation is also higher after using Total Physical Response and Video. The students were enjoyed learning English. 1 INTRODUCTION In second or foreign language learning and teaching, vocabulary knowledge is central to communicative competence and to the acquis ition of a s econd language. Vocabulary learning has received increasing attention in the L2 learning research agenda because lexical ability is one of the requisite skills for L2 literacy (Astika, 1993; Laufer & Nation, 1995; Laufer, 1994; Lee & Munice, 2006; Nation, 2001). Vocabulary and lexical units are at the core of language learning and application. Vocabulary is essential to English learning and it is the foundation of all English skills. No matter how well students learn grammar, no matter how successfully the sounds of L2 are mastered, without words to express a wide range of meanings, communication in an L2 just cannot happen in any meaningful way (McCarthy, 1990).


53 Teaching methodology has proved to have a significant impact on young learners’ (YLs) vocabulary acquisition (Shin, 2006). Specifically, songs and total physical response (TPR) are known as two methods that work well with young learners. Previous research on the application of these two methods in English as a /Foreign/ Second Language (EF/ESL) classroom revealed several positive factors of applying songs and TPR in foreign language contexts. Positive contributions such as higher motivation, enjoyment, improved listening skills and bettered pronunciation are important to vocabulary acquisition. 2 RELATED WORKS Total Physical Response (TPR), James J. Asher developed TPR in the 1960s-70s. When observing children learning L1 from their parents, Asher noticed that most of the language to which children are exposed is composed of short commands, such as “pick up the banana” or “stop making that noise” (Brown, 2007). Moreover, Asher reasoned that TPR activates the right hemisphere of the brain during learning, enhancing learning as the physical movement helps learners relax and enjoy acquiring languages (Richards & Rodgers, 2014). Importantly, learners with low levels of anxiety are likely to better acquire vocabulary. This claim is also supported in recent research applying TPR to teach young learners (Naeini & Shahrokhi, 2015; Nuraeni, 2019). 3 METHODOLOGY The researcher used quantitative and qualitative methods. For methods of research, the writer is going to take experimental research, which tries to examine how songs and TPR affect students in grade 1's vocabulary understanding was the main goal of the current study. For the purpose of the study, a Pre-test and Posttest, interview and questionnaire form, and listening assessment form were used to collect the data. The researcher will be taught English classroom instruction vocabulary by using Total Physical Response and Song (TPR&S). 3.1 Research Instruments T h e r e w e r e t h r e e r e s e a r c h instruments in this study. - Test English vocabulary tests and the content of the English vocabulary tests for pre-test and post-test were taken from New Express English Book 1 Each English classroom vocabulary test consists of 15 items. In this research the researcher used Total Physical Response and Song to improve and motivate students in learning English vocabulary. The test divided into two parts; pre-test and post-test.


54 3.2 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 flashcard games. On the other hand, the qualitative data from the interview which is the suggestion part is presented in the descriptive analysis. 4 ANALYSIS AND RESULT For the pre-test, some of the students lack vocabulary and listening skills about classroom language. They need someone who can guide them to the right way to learn English easily and naturally. The teacher found that the students were weak in listening skills about classroom language. Table 4.1 The Students’ Pre-test and Posttest Score Table 4.2 Pre-test and Post-test Mean Score The Qualitative Finding 4.2.1 Attitudes Toward English Subject after Using Flashcard Games 5 CONCLUSION Based on the research findings in this study, i t c o u l d b e c o n c l u d e d t h a t t h e implementation of Total Physical Response and Song in teaching classroom instruction vocabulary can develop the students' classroom instruction vocabulary skills and motivation toward English. The student's achievement is revealed by the students' classroom instruction vocabulary on listening skills performance and the score gained. The score of the test after using Total Physical Response and Song has shown a high score and fulfilled the success criteria. Moreover, the students were actively involved in learning activities and had a better attitude toward English


55 subjects after the use of Total Physical Response and Song in class. 5.1 Recommendations 1. The teacher should use many techniques to support students’ listening skills. 2. The classroom must use the target language more than the native language. 3. The teacher should create the activities which can help students have fun and enjoy in their learning. 4. Songs is the basic material for the teacher to use in classroom, it can help students memorize the vocabulary. 5. The teacher should observe the students in the classrooms to design the lesson plan which appropriate to their learning styles. REFERENCES Astika, G. (1993). Analytical assessment of foreign students writing. RELC Journal, 24 (1), pp. 61-72. Castro Huertas, I. A., & Navarro Parra, L. J. (2014). The role of songs in firstgraders’ oral communication development in English. PROFILE Issues in Teachers’ Professional Development, 16(1), 11-28. doi:10.15446/profile. v16n1.37178 Davis, G. M. (2017). Songs in the young learner classroom: A critical review of evidence. E.L.T. Journal, 71(4), 445-455. doi:10.1093/elt/ccw097 Companies, Inc,. 2008. 30 July 2 0 2 3 . R e t r i e v e d f r o m http://highered.mcgrawhill.com/sit es/0073123587/student_view0/cha pter4/deep_processing_a_vocabul ary_wor d.htmlhttps://so05.tcithaijo.org/index.php/sjss/article/vie w/23874 McCarty, M. (1990). Vocabulary. East Kilbride: Oxford University Press. Naeini, N. N., & Shahrokhi, M. (2015). Relationship between gender and vocabulary teaching methodology among Iranian EFL children: A comparison of TPR and direct method. Advances in Language and Literary Studies, 7(1), 60-74. doi: 10.7575/aiac.alls. v.7n.1p.60 Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press Shin, J. K. (2006). Ten helpful ideas for teaching English to Young Learners. English Teaching Forum, 44(2), 2-7. 31 July 2023.


56 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. Royhan Asa-e-dee Department of Teaching English, Fatoni University, Pattani, Thailand [email protected] Keywords: Orton-Gillingham Approach, Pronunciation Skills, Short Vowels, Word Family Abstract: This study aimed to improve first-grade students' English pronunciation and attitudes using the Orton-Gillingham method. It involved 26 students from Santiwittaya Kotabaru School, with 10 selected based on pronunciation difficulties. Classroom action research was conducted using pre-tests, posttests, lesson plans, pronunciation assessments, and interviews as research instruments. Data analysis included mean score, standard deviation, percentage, t-test, and descriptive analysis. The results found the post-test scores of the 10 students were significantly higher than their pre-test scores (p<0.05). Students displayed increased motivation and enjoyment in learning English through the Orton-Gillingham Approach. Overall, this approach effectively improves English pronunciation skills and fosters a positive attitude towards the language. 1 INTRODUCTION In Thailand, English language has played a significant role since King Rama VI issued the Compulsory Education Act of 1921 and English became a mandatory subject for students beyond Grade 4 in the national curriculum (Durongphan, et al., 1982). Moreover, a recent national curriculum issued by the Ministry of Education stated that English should be taught throughout the twelve years of the basic education system. The Basic Core Curriculum issued in 2008 prescribes standards for teaching and learning English pronunciation that young learners have ability to "pronounce and spell words; accurately read aloud group of words, sentences, simple texts, and chants by observing the principle of reading" (Ministry of Education, 2008). In this study, during the 2023 academic year, the researcher taught English phonics to grades 1 and 2 at Santiwittaya Kotabaru School. The researcher observed that some students struggled with pronouncing specific English sounds, impacting their learning and interactions. The study aims to identify and address these pronunciation challenges using The Orton-Gillingham Approach to enhance students' skills and attitudes toward English.


57 2 RELATED WORKS Orton-Gillingham (O-G) methodology uses a systematic, multisensory approach to teach students basic reading, spelling, and writing. Advocacy groups and parents of children with reading disabilities often highly recommend O-G instruction (Torgesen et al., 2001). The OG approach teaches phonemic awareness, letter-sound correspondences (and how to blend these letter- patterns to form words), syllables, and finally morphology (roots, suffixes, and prefixes). This is also what most modern phonics approaches cover. The content of phonics reflects the "pyramid of English", that English has layers of orthography based on the native Anglo-Saxon language, supplemented with many thousands of borrowed words, mainly from Latin and French, and from Greek (Calfee & Patrick, 1995; Henry, 2010; Nicholson, 2005, 2006; Nicholson & Dymock, 2010). “Orton-Gillingham is a highly structured approach that breaks reading and spelling down into smaller skills involving letters and sounds and then builds on these skills over time. It also was the first approach to use multi-sensory teaching strategies to teach reading, which is considered extremely effective for teaching students with dyslexia. This means that educators use sight, hearing, touch, and movement to help students connect and learn the concepts being taught.” (Institute of MultiSensory Education, 2016) 3 METHODOLOGY This research was experimental research. The researcher was going to find out how The research on the Development of Pronunciation Skills (Phonics) Using the Orton-Gillingham Approach aimed to enhance students' English language learning outcomes. The sample group in this research consists of 10 students of grade 1 in the academic year 2023 at Santiwittaya Kotabaru School by purposive sampling. 3.1 Research Instruments In this study, the data collection tools were as follows: 1) Pre-test and Post-test 2) Interview 3) 3 Lesson Plans, and 4) Pronunciation Assessment 3.2 Data Analysis The researcher divided into two sections. The first section is the result of the objective, second section is descriptive statistics. Therefore, the author gives the reports concerning the data description and compares the achievement of the pre-test and the post-test to know whether using the Orton-Gillingham Approach is effective in developing the phonics skills of firstgrade elementary school students in English pronunciation and enhancing students’ attitudes toward English by using The Orton-Gillingham Approach. The pre-test and the post-test were calculated using the program computer. 3.3 Statistics Used in Data Analysis The researcher analyzed the data by scoring the students' tests to determine whether there was a notable contrast between the pretest and posttest. Microsoft Excel was employed to calculate the mean (x), percentage (p), standard deviation (S.D.), and conduct the dependent t-test. 4 ANALYSIS AND RESULT The researcher presented the data analysis results in the following order: Table 1: Result of the Objective shows the differences of students’ pronunciation skills before and after studying.


58 No.1 Pre-test Category Post-test Category 1 3 Poor 19 Very Good 2 5 Poor 15.5 Good 3 5 Poor 17 Good 4 4 Poor 20 Very Good 5 5 Poor 18 Very Good 6 5 Poor 19 Very Good 7 3 Poor 19 Very Good 8 3 Poor 20 Very Good 9 4 Poor 15 Good 10 5 Poor 19 Very Good Mean 4.2 Poor 18.15 Very Good/ Good N 10 10 S.D. 0.91 1.76 From Table 1 indicates that the pretest had a mean score of 4.2 with a standard deviation of 0.91, while the post-test had a mean score of 18.15 with a standard deviation of 1.76. With a total of 10 students, the post-test scores were higher, indicating improvement in pronunciation skills from poor to good or very good. Table 2: Descriptive statistics are used to describe and summarize the collected research data in this study. Test N Mean S.D. df sig Pre-test 10 4.2 0.91 9 0.00 Post-test 10 18.5 1.76 *Statistically Significant .05 There was a significant difference between students' pre-test and post-test mean scores. The mean score of students' post-test scores was higher than the pretest. It shows that the three weeks of treatment positively affected the students a n d s i g n i fi c a n t ly i m p r o v e d t h e i r pronunciation skills. Based on the results of Table 2 above, it shows that the post-test score was higher than the pretest score. It means the activities were more interesting and it makes the learning process fun for students. 5 CONCLUSION 5.1 Summarization Accordingly, the mean score of the posttest was higher than the pre-test. The significant level that the researcher uses is 0.5 of the quantity (N) 10. There was a considerable difference between the student's mean score on the pretest (M = 4.2, SD = 0.91) and the posttest (M = 18.15, SD = 1.76) conditions; t (9) =19.2, sig =0.00). The result of the t-test was 19.2 It can be concluded that the OrtonGillingham Approach is useful and effective in the development of pronunciation


59 skills,and the students can improve their pronunciation skills. 5.2 Recommendations Recommendations based on the finding and conclusion of the current study recommended that: 1. The Orton-Gillingham is an approach that is hardly found in many other classrooms in Thailand so the English teachers should be suggested by the administration to support using this a p p r o a c h t o d e v e l o p s t u d e n t s ’ pronunciation skills. 2. To develop students’ pronunciation skills the teacher should not only teach them about how to pronounce but also write the letters because it can increase students’ realization when they must pronounce the letters. 3. The teacher must be a facilitator to support students’ learning and create activities, and the students are the center in the classroom. 4. It would be better if the classroom had many learning materials because students have different learning styles and can be acknowledged by multisensory learning. REFERENCES Calfee, R. C. (1977). Assessment of independent reading skills: Basic research and practical applications. In A. S. Reber & D.L. Scarborough (Eds.), Toward a psychology of reading. (pp. 289-323). Hillsdale, NJ: Erlbaum. Durongphan, M., Aksornkul, N., Sawangwong, W., & Tiancharoen, S. (1982). The development of English teaching in Thailand: A Rattanakosin Experience. Bangkok: Aksorn Charoentat. Henry, M. (2010). Unlocking literacy: Effective decoding and spelling instruction. Baltimore, MD: Paul H. Brookes. Ministry of Education. (2008). Basic Education Curriculun 2001. Bangkok: Kurusapa. Nicholson, T. (2005). At the cutting edge: The importance of phonemic awareness in learning to read. Wellington: NZCER Press. Nicholson, T. (2006). Phonics handbook. C h i c h e s t e r , E n g l a n d : Wiley.Nicholson, T., & Dymock, S. J. ( 2 0 1 0 ) . T e a c h i n g r e a d i n g vocabulary. Wellington: NZCER Press.


60 Using Phonics Flashcards to Develop the Alphabet A-Z Pronunciation Skills of Grade 1 Students at Taladnad Basa- A School, Yarang District, Pattani Province Rohana Kolaeh Department of Teaching English, Fatoni University, Pattani, Thailand Keywords: reading aloud, flashcards, academic achievement, English consonants A-Z. Abstract: The objectives of this research are: 1) to compare the achievement in pronouncing English consonant sounds A-Z (phonics) before and after using flashcards among Grade 1 students, and 2) to study their satisfaction.with learning using flashcards. The sample group consists of 5 students. The tools used in the research include pre-study and post-study tests, a learning management plan, flashcards, and an assessment of student satisfaction with.the use of English flashcards. The statistics used in the data analysis were percentage, mean, and standard deviation. The results of the research found that 1) Grade 1 students who had. learned to pronounce English consonants A-Z had higher achievement in pronouncing English words after the experiment than before. 2) Students were satisfied with learning to pronounce the English consonants A-Z of Prathom 1 students 1 INTRODUCTION Reading aloud is a language skill that is very important and necessary in the lives of people in the present era. Therefore, people need to have good reading skills to seek knowledge, understand various news stories, and gain knowledge (Wannee Som Prayoon, 2016: 120). Additionally, reading is an essential tool for humans to acquire knowledge. The researcher is interested in studying how to solve the problem of pronouncing English consonants A–Z (Phonics) among students in the classroom, which affects their reading skills. Flash Cards are an educational innovation that can help address students' learning problems. Therefore, by ensuring that students have a strong foundation in pronouncing the English consonants A- Z(Phonics), they will acquire essential skills for accurate pronunciation. This proficiency will not only enable them to effectively pronounce the


61 English consonants A -Z (Phonics) but also facilitate their further development. 2 RELATED WORK Aisyah Siti Khasanah Atmaja and Gina Sonia (2022) conducted a research study on using flashcards to develop students' vocabulary. The research results found that some steps were observed and tested in advance before rounds 1 and 2. The final step after rounds 1 and 2 was the post-testing phase. During the testing phase, the researchers used a general method. Initially, most of the students were not enthusiastic about the lesson in Round 1. However, when the researchers introduced vocabulary cards, more and more students became active and interested. Based on qualitative data consisting of pre-test and post-test results, the researchers concluded that the use of flashcards significantly improved students' vocabulary. Lathifah Nur Ma'rifah and Imam Suhaimi (2020) conducted a research study on the effectiveness of flashcards in teaching vocabulary to 7th-grade students at SMP Wahidiya Kedirimi. The research results found a significant difference between students taught using flashcards and those taught using TPS (Think Pair Share). The results showed that the average test scores in the experimental class were higher than those in the control class posttest. 3 METHODOLOGY 3.1 Research Instruments 1. A learning plan 2. The test of pronouncing English both before and after studying. 3. Questionnaire on the satisfaction that teacher will ask the students about the pronunciation of English consonants A–Z (Phonics) by using flashcards. 3.2 Data analysis 1). Analyze and compare the average academic achievement before and after using the vocabulary development kit using a dependent T-test using the One Group Pre-test Post-test Design formula. 2). The survey was conducted with 5 first-grade students from Taladnad Basa -A School. After teaching and learning by using flashcards, the researcher conducted the interview in Thai by asking students three simple questions to answer. 3.3 Statistics used to analyze data The IOC formula used to analyze tool quality. Averaging analysis (Mean) formula for finding the average. Analysis of standard deviation. Finding a dependent T-test using the formula One Group Pretest Post-test Design. 4 ANALYSIS AND RESULT In this chapter, the author gives the reports concerning the data description and compares the achievement of the pre-test and post-test to know whether using flashcards is effective in developing pronouncing skills. Pre-test and post-test were calculated using the computer program.


62 Table 4.1 Pre-test and Post-test Scores No. Initial Nam e Pre - test (5) Posttest (5) Developmen t score 1. A 7 19 12 2. B 6 18 12 3. C 5 14 9 4. D 5 16 11 5. E 6 16 10 Result s Mean 5.8 0 16.6 0 10.80 N 5 5 5 S.D. 0.7 4 1.62 0.88 Table 4.2 Descriptive Statistics Variables N Mean S.D. T-test Sig Pre-test 5 5.80 0.74 18.52 0.00 Post-test 5 16.60 1.62 Significance at 0.01 Table 4.3 Students' satisfaction with learning English No Question Assessment Criteria Different score N (Point) Yes No 1 Do you like to study by using flashcards? 4 1 3 5 2 Would you like to study using flashcards again? 3 2 1 5 3 Did you enjoy studying today? 4 1 3 5 Sum 11 4 7 15 5 CONCLUTION 5.1 Summarization The results of the pretest and posttest and analyzing the data, he researcher has the conclusion that: there is a development in pronouncing skills after using flashcards. The researcher got the information from the pretest and posttest. On the pretest and posttest, there is a significant improvement in students’ pronouncing skills after using flashcards. Accordingly, the mean score of the post-test was higher than the pre-test. The significant level that the researcher uses is 0.01. There was a considerable difference between the student's mean score on the pre-test (M = 5.80, SD = 0.74) and the posttest (M = 16.60, SD = 1.62) conditions; t (19) =18.52, sig =0.00). The result of the t-test was 9.33. Using flashcards for grade 1 students, it was found that the students had better results in the development of English vocabulary pronunciation. It was observed that students had a higher posttest score than the pretest. 5.2 Recommendations Recommendations based on the findings and the conclusions of the current study recommended that: 5.3.1 Using flashcards in teaching is more effective than traditional teaching


63 because it makes students want to learn more by teaching from easy to difficult levels. 5.3.2 Using flashcards are another interesting used in teaching and learning to d e v e l o p p r o n u n c i ati on . I t c a n b e emphasized in practicing vocabulary as well. REFERENCES Alan Satriawan. (2019). THE EFFECT OF USING FLASH CARDS ON STUDENTS’. Chaiyalert, J. (2017). Developing reading spelling and remembering word meaning skills English using picture flashcards (Flash Card) of students in Prathom 2 Demonstration School “Phibunbapen” Burapha University. education, T. (2022, 3 18). Including curriculum, standards, indicators, basic education 2022. Retrieved f r o m T h a i e d u c a t i o n : h t t p s : / / w w w . x n - - 12ca0ezbc4ai2ee1bzl.com Khamchan, B. (2017). Comparison of learning results and satisfaction in learning English vocabulary of Grade 2 students by teaching using games and flashcards. Mekwong, J. (2004). Developing English pronunciation ability and durability in learning vocabulary using phonics teaching methods. Retrieved from Chiang Mai University. Pilalam, S. (2020). Results of using picture cards to develop vocabulary learning and retention for students in Grade 5 Ban Nong Khrok School, Satuk District, Buriram Province. Sonia, A. S. (2020). USING FLASH CARDS TO IMPROVE STUDENTS’ VOCABULARY: seven grade of junior high school in Katapang . Standards, O. o. (n.d.). Basic Education Core Curriculum 2008 and learning standards and indicators (revised edition 2017). Retrieved from Office of Academic and Educational S t a n d a r d s : https://academic.obec.go.th/web/n ews/view/75 Suhaimi, L. N. (2020). THE EFFECTIVENESS OF FLASHCARDS IN VOCABULARY FOR SEVENTH GRADE STUDENTS OF SMP WAHIDIYAH KEDIRI. University of Kahuripan Kendiri2: Wahidiyah University of Kendiri1. Tangsanga, D. (2563, 12 1). What is Phonics? W h y s t u d y . R e t r i e v e d f r o m taamkru.com. Thornboree, S. (2546). Methods for teaching vocabulary. Retrieved from SE-ED Education.


64 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 Rusda Weahama Department of Teaching English, Fatoni University, Pattani, Thailand Keywords Educational Games (PSS Model), English Reading Phonics skills. Abstract The research examined the effectiveness of the PSS model in improving English reading phonics skills in primary 3 students at Ban Kahong School in Thailand. The study involved 18 students, using lesson plans, pre-tests, posttests, and a satisfaction measurement scale. Results showed improved skills and high satisfaction. The results of the research showed that students' English reading phonics skills improved after using the PSS model, with a higher achievement score of 8.61 compared to before Additionally, the students had a very favorable level of satisfaction with the PSS model, with a mean score of 4.70. 1 INTRODUCTION Educational games promote meaningful learning and help students form concepts about subjects. In Grade 3 at Ban Kahong School, English learning is a major issue, especially in English pronunciation reading. Several challenges According to Thai linguists, there are several English consonant sounds that are absent from Thai and a number of those that are comparable to Thai sounds. To avoid misunderstandings or issues, apply Thai sounds instead. As a result, it's important to pronounce English (Admiral Chumsak Mathayomchan, 2004). Teaching English involves more than just vocabulary and sentence structure; it also requires making native speakers understand sounds. As a result of the importance of English that has already been indicated, teachers must develop, especially in reading, for Grade 3 students at Ban Kahong School. However, students still struggle with reading and pronunciation. This approach can help students handle challenges and enhance their English reading abilities. 2 RELATED WORKS Weerayut Kongsuan (2019) study found that using English vocabulary games to improve Grade 5 students' reading skills had an


65 efficiency of 85.43/86.47, surpassing the standard of 80/80. This improved students' reading and writing skills, leading to higher academic achievement. Nuanchanok Nilkham and Manasanit Jaidee (2017) conducted a study on the development of academic achievement in Grade 2 students using educational games on English vocabulary. The research aimed to develop educational games, compare academic achievement before and after learning, and evaluate student satisfaction. The study involved 29 Grade 2/3 students at Kamphaeng Saen Kindergarten School. The results showed that content experts and techniques experts rated the games as good quality. Res earch s tudies related to educational games significantly enhance English reading phonics skills through fun, interactive learning environments, increasing enjoyment, retention, positive attitude, and improved academic performance in Thailand. 3 METHODOLOGY This research was experimental research. The researcher was going to find out how the use of the PSS model was implemented to enrich students’ Reading Phonics achievement of grade 3 in the academic year 2023 at Ban Kahong School. 3.1 Research Instruments In this study, the data collection tools were as follows: 1) 3 lesson plans 2) a test to measure learning achievement, and 3) students’ satisfaction questionnaire on using the PSS model. 3.2 Data Analysis This research was experimental research conducted according to the One-Group Pretest-Posttest research. This research was analyzed as follows: 1) Comparing the scores before and after using the PSS model The significance level was set at the 0.01 level. 2) Analyzing students’ satisfaction on learning by using the PSS model in teaching grade 3 students at Ban Kahong School. 3.3 Statistics Used in Data Analysis The researcher calculated the data after scoring the students' tests to understand if there was a significant difference between the pretest and posttest. The Microsoft Excel is used to find the mean (x), percentage (p), standard deviation (S.D.), and dependent t-test. 4 ANALYSIS AND RESULT Effectiveness of learning vocabulary before and after using educational games (PSS Model). Ta b l e 1 : C o m p a r i s o n o f l e a r n i n g achievements Test Pre-test Post-test n 18 18 x̅ 2.88 11.5 S.D. 1.60 2.47 t 29.6 sig 0.01


66 Table 1 shows the study compares pre-test and post-test of 11.5 and 2.88, respectively, at a statistical significance level of 0.01. A n a n a l y s i s o f t h e l e v e l o f satisfaction of students toward the use of educational games (PSS Model) to findings of the research show that overall students were satisfied at the highest level with an average of 4.70 and a standard deviation of 0.47. 5 DISCUSSION The results of using educational games (PSS Model) to develop English Reading Phonics skills. of students in Grade 3 at Ban Kahong School, Pattani Province, higher than before, which was consistent with the established hypothesis and study of student satisfaction with learning English reading phonics using educational games (PSS Model) to develop English phonic reading skills, which is consistent with the second hypothesis, that is, students are satisfied with Learn English letters using educational games (PSS Model) to develop English phonic pronunciation skills to the highest level. Because students feel fun while playing. 5.1 Recommendation 1. Teachers should allow students to choose from a variety of games that the teacher has prepared for teaching. 2. Teachers should incorporate morality and ethics in teaching. 3. An experimental study should be conducted using games to teach with another sample of students. and at other levels. 4. Research should be done on student behavior before teaching. REFERENCES Admiral Chumsak Mathayomchan. (2004). How to pronounce and accent. Bangkok: Withun Karpok Printing House (1997). Nuanchanok Nilkham and Manasanit Jaidee. (2017). Development of academic achievement of 2nd-grade students in English vocabulary using educational games. Department of Computer Studies Faculty of Science and Technology, Nakhon Pathom Rajabhat University. Weerayut Kongsuan.(2019).Using games to develop English vocabulary pronunciation skills of students in Grade 5 at Ban NaKhok School, Loei Province. Mahamongkut Rajavidyalaya University srilanchang Campus.


67 The Development of English Vocabulary by Using Board Games of Students in Grade 2/1 at Ban Khlong Tan School, Narathiwat Province Rohmanee Masae Department of Teaching English, Fatoni University, Pattani, Thailand Keywords: Development, Speaking skills, and Board games. Abstract: This research aimed to develop English vocabulary skills by using board games for students. The sample of the study was 10 students from grade 2/1 at Ban Khlong Tan School in the first semester of the 2023 academic year. The researcher used a specific random sample. The research instruments were the pretest, posttest, lesson plans, flashcards, and board games. This research was analyzed quantitatively by using t-test, mean, and standard deviation. The research results found that students' mean post-test scores were higher than their pre-test scores after using board games, with a mean pretest score of 8.9 and a mean post-test score of 31.5. As a result, it can be concluded that using board games in teaching English vocabulary was effective in developing English vocabulary skills and can make the English learning environment more interesting. 1 INTRODUCTION The most popular language in modern times is English. Therefore, the Ministry of Education has set up teaching and learning English subjects at all levels so that students can experience and become familiar with the English language. The way to learn a language properly should start with listening, speaking, reading, and writing step by step. And with our key skills language learners are not able to communicate fluently and accurately without knowing the vocabulary. The more relevant words the language learners know, the better for them. According to Hong (2008), vocabulary development in a second or foreign language follows a fourstage process that is comparable to learning a first language. Nowadays, Thailand does not use English as its mother tongue, as a result, most children were not familiar with learning English. I visited the internship at Ban khlong Tan School. It was found that the problem that happened with students in grade 2/1 was a problem they couldn’t remember English vocabulary. It may be difficult to get students interested in learning a language because they do not speak in their daily


68 life. The researcher found that most of the students were not interested in the teaching process. To solve those problems, The researcher used board games to improve the student's vocabulary skills. 2 RELATED WORKS Montchatry Ketmuni (2021) the research entitled “The Use of Board Games to Develop English Vocabulary of Ornamental a n d F l o w e r i n g P l a n t s S o l d i n t h e Community” The purpose of this research was to study the students’ satisfaction with learning by using board games. The research found that board games had positive effects on the experimental group, and the students could remember the new vocabulary. Femy Rahmadani , Abidin Pammu and Nasmilah (2021) in the research entitled “the use of board race games toward the improvement of students vocabulary’s memorization the first-year students of the English education department at Uin Alauddin Makassar” The research purposes were evaluating the students' success in vocabulary memory. The research results clearly showed that teaching vocabulary through race games was a successful way of enhancing the memorization of vocabulary of students in the English Education Department at INEVAM. 3 RESEARCH METHOD: Data Analysis and Research Statistics This research used Board games through pretests and protests. It was conducted at Ban Khlong Tan School for grade 2/1 students. the class contains 20 students, so, it took 10 students to use a specific random sample. For the researcher methods to conduct tests for developing speaking skills. Try to find ways to use board games to increase students' vocabulary success in the English learning process. The following instruments were used in this study: 1. Board games 2. Test 3. Flashcard and 4. Lesson plan For this study, the quantitative data from the pretest and post-test were analyzed by using the Statistical Package for Social Sciences (SPSS) to find the mean (X) standard deviation (S.D), and dependent ttest. Pretest and Posttest were using ttest and the scoring guide was formulated as follows: The formula of Mean: The formula of Standard Deviation: The formula of the t-test 4 THE RESULTS AND HYPOTHESES TESTING: 4.1 Comparing the effectiveness of learning vocabulary before and after using Board games.


69 Table 1: Comparison of learning of pre-test and post-test by using Board games Test N Mean S.D t sig Pre-test 10 8.9 3.14 9.907 0.118 Post-test 10 31.5 8.35 The mean score shows that the pretest was 8.9, with a standard deviation of 3.14 Then, the mean score of the post-test was 31.5, with a standard deviation of 8.35. 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 0.118. 5 DISCUSSIONS The results after using board games. The results of the quantitative analysis of the pre-test and post-test showed that all of the scores of the post-tests were higher than the pre-tests. Playing board games while studying makes students motivated and want to learn more, making the posttest better. It was also a great way of teaching vocabulary that can help the students got better at performing vocabulary skills in the classroom. The students can perform vocabulary skills in the way of pronouncing vocabulary. This result is somewhat similar to Eisenack's (2012) assertion that board games excel in simulating real -world environment negotiation because the face-to-face discussions necessary in playing them are more representative of real -world exchanges. Moreover, Board games can m a k e t h e l e a r n e r s g e t t h e r i g h t pronunciation, dare to speak, and new vocabulary in a fun way. 5.1 Recommendations 1. Teachers should be trained in the use of board games to improve teaching in a way that helps young learners improve their vocabulary skills. 2. If the students pronounce the word incorrectly, the teacher should correct it immediately. 3. For a better learning environment in the classroom, the teacher should use this method with other methods because the students will have a chance to learn the language in many ways. REFERENCES Ade Hamka. (2020). Developing speaking board game of descriptive text at MAN 1 Medan | Hamka | Register: Journal of English language teaching of FBS-unimed. Retrieved from: https://jurnal.unimed.ac.id/ Eisenack. (2012). A Climate Change Board Game for Interdisciplinary Communication and Education. ERIC - Education Resources Information Center. Retrieved from: https://eric.ed.gov/?id=EJ103 4870 Endang Sulistianingsih and Rizka Amaliya Febriani. (2019). The Effect of Interactive Board Games (IBG) on Vocabulary Achievement. ResearchGate | Find and share research. Retrieved from:


70 https://www.researchgate.net/publi cation/338222138_The_Effect_of_In teractive_Board_Games_IBG_on_Vo cabulary_Achievement Femy Rahmadani , Abidin Pammu and Nasmilah. (2021). “the use of board race games toward the improvement of students vocabulary’s memorization at the first year students of english education department at uin alauddin makassar”. file:///C:/Users/NCS%202021/Downl oads/1082-Article%20Text-3749-1- 10-20210311.pdf. Retrieved from: https://file:///C:/Users/NCS%20202 1/Downloads/12620- Article%20Text-46162-1-10- 20210602.pdf Hong. (2008). On teaching strategies in second language acquisition. ERIC - Education Resources Information Center. https://files.eric.ed.gov/fullt ext/ED502535.pdf Montchatry Ketmuni, Pattaralee Naenon. (2021). The use of board games to develop English vocabulary of ornamental and flowering plants sold in the community of primary 5 ( G r a d e 5 ) s t u d e n t s a t Nikornradburana school, Thailand | P s y c h o l o g y a n d e d u c a t i o n j o u r n a l . R e t r i e v e d f r o m : https://psychologyandeducation.net /


71 The Development of English Vocabulary by Using 5 Basic Steps for Grade 3 Students of Ban Cho Ke Yae School, Pattani Province Wan-arinee Kulamamad Department of Teaching English, Fatoni University, Pattani, Thailand [email protected] Keyword: 5 basic steps, English Vocabulary Abstract: The study aimed to assess English vocabulary development in Grade 3 students at Ban Cho Ke Yae School in Pattani Province, Thailand. The study involved 10 students selected through purposive random sampling and used lesson plans, pre-tests, post-tests for the five basic steps, and a satisfaction measurement scale. Results showed that using the five basic steps improved students' reading skills from an average of 6.6 to an average of 9.6, indicating potential for further improvement. 1 INTRODUCTION E n g l i s h i s t h e m o s t w i d e l y u s e d communication language globally, and its teaching at all levels involves teaching students to effectively communicate using all four language skills and elements like vocabulary and s tructure. English vocabulary acquisition is crucial for effective communication in a foreign language, and students should be provided with enough words and learn vocabulary learning strategies to effectively communicate. English learning is not just about knowledge but also about using the language for daily communication. Students often struggle with reading skills, vocabulary, and reading aloud due to poor foundation, limited usage, and difficulty in reading aloud. Researchers have created a learning management model that incorporates English vocabulary reading exercises to enhance students' reading skills and vocabulary, thereby enhancing their fluency and communication abilities in the 21st century. 2 RELATED WORKS Y a t h i p U p p a t h u m a n d a n d Y a j a i Pongboriboon (2022) conducted a study on the development of reading comprehension ability in Thai language learners, specifically Prathom Suksa 4 students. They used a 5- step learning management system and a


72 concept map to develop these skills, with an average score of 3.29 for all four skills, with the highest score being 3.44 for s e q u e n c e o f e v e n t s . T h e r e a d i n g comprehension achievement scores for Prathom Suksa 4 students were higher than the specified criteria, with an average score of 24.64 points out of a full score of 30, representing 81.13 percent. . Peerawut Yingnok (2021) found that students who participated in a 5-step learning process and cooperative learning using the STAD technique significantly improved their academic achievement. This approach emphasizes analytical thinking and group work, which is crucial for 21stcentury learning and daily living. 3.. METHODOLOGY 3.1 Sampling This research involved 38 grade 3 students from Ban Cho Ke Yae School, selected through purposive random sampling from a total of ten students. 3.2 Research Instruments The tools used in this research consisted of: 1) 3 lesson plans for 5 basic steps 2) The test of reading English both before and after studying 3) Students' satisfaction on using 5 basic steps. 3.3 Data Collection The research employed a quantitative method of data collection as follow: 3.3.1 Lesson Plans: Lesson plans for three cycles include vocabulary content, classroom activities, and assessments to improve students' reading skills, using 5 basic steps as learning material. 3.3.2 Reading Assessment Test was conducted for ten, 3 grade students at Ban Cho Ke Yae School. 3rd grade students at Ban Cho Ke Yae School took short vowel reading tests using rubric scoring, with pretest and posttest scores comparing. 4 DATA ANALYSIS AND RESULT Table 4.1 Pre-test and Post-test Scores No. Initial Name Pretest (10) Posttest (10) Develop ment score 1. A 6 10 4 2. B 8 10 2 3. C 6 10 4 4. D 7 9 2 5. E 7 9 2 6. F 5 9 4 7. G 7 9 2 8. H 7 10 3 9. I 6 10 4 10. J 7 10 3


73 Re sults Mean 6.6 9.6 3.3 N 10 10 10 S.D. 0.84 0.51 0.33 Table 4.1 it showed that students' posttest scores were higher than their pretest scores, indicating improved reading skills, with a mean score of 9.6 compared to 0.84. Variables N Mean S.D. Ttest Sig Pre-test 10 6.6 0.84 9.33 0.00 Post-test 10 9.6 0.51 Significance at 0.5 From Table 4.2 it was shown that there was a significant difference between the pretest and posttest of the students. The mean score and the standard deviation of the pretest and posttest were different. It can be concluded that the students can improve their English vocabulary. The results of students’ satisfaction assessment in learning using 5 basic steps ensured that the students were overall very satisfied. They were very satisfied with learning. 5 DISCUSSION 5.1 Discussion The results of the Theresearcher conducted a pretest and posttest to assess the effectiveness of using the 5 basic steps in developing reading skills of grade 3 students at Ban Cho Ke Yae School in 2023. The results showed significant improvement in students' reading skills after using the steps. The study suggests that the 5 basic steps can be used effectively in teaching, as it helps students become more focused, interested, and easily understand the material. The researcher believes that this teaching technique is effective in promoting a more engaging and effective learning experience for students. 5.2 Conclusion The study found that using the five basic steps for developing reading skills was effective and beneficial for grade 3 students. The students had better results in developing English vocabulary and had higher posttest scores than the pretest. This aligns with a study by Yathip Uppathumand and Yajai Pongboriboon (2022) which focused on the development of reading comprehension ability in Thai language learning group of Prathom Suksa 4 students using a 5-step learning management system (5 STEPs). The study also found that using a m i n d m a p t o d e v e l o p r e a d i n g comprehension ability in grade 4 students resulted in an average score of 3.29 for all four skills. The pattern with the highest average was the sequence of events with an average of 3.44, while the pattern with the least schematic writing had an average of 3.13. Overall, the study suggests that using the five basic steps can be beneficial


74 for improving reading skills and vocabulary development. 5.3 Recommendations Recommendations based on the findings and the conclusions of the current study recommended that: 5.3.1 Using 5 basic steps in teaching steps is more effective than traditional methods as it encourages students to learn from easy to difficult levels. 5.3.2 Using 5 basic steps in teaching and learning enhances reading skills, pronunciation, and vocabulary practice. REFERENCES Lukas et al .(2020). Learning English vocabulary from word cards: A research synthesis Retrieved from https://www.frontiersin.org/articles/10 .3389/fpsyg.2022.984211/ Horowitz. (2014). The meaning of reading. Retrieved from https://eprints.unmas.ac.id/id/eprint/II .pdf Pichaya Kanniyom. (2016). The development of analytical thinking skills by using five- step learning management in science subjects for junior high school s t u d e n t s . R e t r i e v e d f r o m h t t p s : / / s o 0 2 . t c i - thaijo.org/index.php/banditvijai/ Peerawut Yingnok. (2021). learning activities using a 5-step learning process (5 STEPs) together with cooperative learning using the STAD technique. R e t r i e v e d f r o m http://www.ska2.go.th/reis/data/resea rch/25621213_102749_0762.pdf? Woolley. (2011). The meaning of reading. R e t r i e v e d … f r o m https://repository.ump.ac.id/4515/3/S OFI%20HIDAYATI%20CHAPTER%20II.p df/ Y a o w a r e t P h i w m o h . ( 2 0 1 6 ) . T h e development of learning activity sets to increase achievement in reading and writing skills in Thai language learning. R e t r i e v e d . . f r o m http://www.ska2.go.th/reis/data/resea rch/25621213_102749_0762pdf?/ Y a t h i p U p p a t h u m a n d a n d Y a j a i P o n g b o r i b o o n . ( 2 0 2 2 ) . T h e development of 4 grade student’ reading comprehension ability in the Thai language subject through the 5 Step learning method together with m i n d - m a p p i n g t e c h n i q u e . … .R e t r i e v e d . . f r o m https://so06.tci-thaijo.org/


75 The Development of English Consonant Pronunciation Skills by Using Phonics Nursery Rhymes of Grade 1 Students at Ban Taloh Sumae School, Yala Province Sakinah Changoh Department of Teaching English, Faculty Education Fatoni University Keywords: Development, Pronunciation Skills, Phonics Nursery Rhymes Abstract: The purpose of this research was to investigate the effect of using Phonics Nursery Rhymes on the development of pronunciation skills in grade 1 students. The sample group in the research were 10 grade 1 students at Ban Taloh Sumae School, which came by specific selection. The tools used in this research include: 1) a learning management plan using Phonics Nursery Rhyme 2) A test on the pronunciation of English consonants before and after learning Phonics Nursery Rhyme 3) Nursery Rhyme, which is a song with content about English consonants. The research results found that students had much better achievement in pronouncing English consonants after using the Phonics Nursery Rhyme, with a mean pre-test score of 4.2 and a mean post-test score of 7.1. When tested, the difference between students' achievement in pronouncing English consonants after studying was higher than before studying, with statistical significance at the 0.5 level. 1 INTRODUCTION English is a vital aspect of the Thai education system, mandated by the Basic Education Core Curriculum B.E. 2551. Despite its importance, Thai students encounter significant hurdles in effectively utilizing English for communication, writing, listening, and reading. Bamrung Torat (2001: 53) said that English pronunciation is one of the important problems for Thai students. To overcome these challenges, it is crucial to prioritize teaching methods that enhance communication skills, beginning with mastering English consonant pronunciation. Many Thai students struggle with this aspect due to similarities between English and Thai sounds, resulting in confusion and misunderstandings. From the above problems of English consonant pronunciation skills, the researcher, an English teacher at Ban Taloh Sumae School, identified difficulties in pronunciation among grade 1 students, leading to unclear speech and incorrect word usage. To address this, the teacher introduced nursery rhymes as an engaging teaching tool, improving pronunciation, f o s t e r i n g a n e n j o y a b l e l e a r n i n g environment, and increasing student satisfaction, ultimately leading to higher English proficiency achievement.


76 2 RELATED WORKS Fadillah Salwa Aurelita (2023) conducted the research was about “The Use of Kids Song to Improve Students’ Pronunciation of Dental Sounds /Θ/ /Ð/ and Palatoalveolar Sounds /T∫/ /Dʒ/." This research is aimed at finding out whether there is any improvement in students‟ The research aimed to investigate the impact of children's songs on the pronunciation of dental and palato-alveolar sounds in first-grade students of MTs Darurrahman Perintis. Results showed a significant difference in pronunciation between pre-test and posttest, indicating that children's songs can improve students' ability to pronounce these sounds. Suphakit Phoowong's 2019 study found that students' learning outcomes significantly improved after English pronunciation skills development lessons using songs. They expressed high satisfaction and suggested using songs in everyday class activities for more interesting learning experiences. Yulna Nustia Putri (2021) stated about “Teaching Pronunciation Using English Songs at The Eleventh Grade of Ma Plus Nurul Islam Sekarbela In The Academic Year 2020/2021” The study found that using English songs as a teaching tool improved the pronunciation mastery of eleventhgrade students, as evidenced by significant improvement in speaking test scores. This suggests that incorporating English songs into pronunciation lessons can be an effective method for enhancing students' pronunciation skills. From the research studies of many people, it can be concluded that Nursery rhymes have had a serious influence on the teaching and learning of English. Which resulted in students becoming interested in the lesson It can also improve student achievement. In this regard, music is of great value to teaching and learning in English subjects. The researcher therefore intended and was interested in using nursery rhymes to develop English consonant pronunciation skills of grade 1 students. 3 RESEARCH METHOD: Data Analysis and Research Statistics The purpose of this research was to investigate the effect of using Phonics Nursery Rhymes on the development of pronunciation skills in grade 1 students. In conducting the research, the researcher lists the steps by summarizing the following research schedule. The research was done on 4 September 2023 until 26 September 2023. The study duration was 3 weeks for the first semester of 2022. The following instruments were used in this study: 1. Phonics Nursery rhymes used in teaching English. Which about consonant sound. 2. There are 3 lesson plans 3. Pre-tests, Post-tests 4. Flash card about consonant sound


77 The research employed a quantitative method of data collection. The lesson plan and the pronunciation assessment test were accumulated as a data collection process. The researcher calculates the data using the t-test to determine if there was a significant difference in the pretest and posttest. This research uses the statistical package in Microsoft Excel for analyzing the data. In practice, the researcher will use Microsoft Excel version 2020. Pretest and Posttest were using ttest and the scoring guide was formulated as follows: The formula of Mean, the formula for Standard deviation and the formula of t-test. 4 THE RESULTS AND HYPOTHESIS TESTING The results were organized according to the research question of the study. Test N Mean S.D t sig Pretest 25 5.60 3.35 6.90 0.00 Posttest 25 12.60 5.85 Table 4.1 Descriptive Statistics From this table indicating that the result of Pronunciation of Englis h consonants by Grade 1 students who were taught using Phonics nursery rhymes. After using Phonics nursery rhymes learning results increased. Statistically significant at t h e 0 . 0 0 l e v e l , a c c o r d i n g t o t h e assumptions. 5 DISCUSSION AND CONCLUSION After having done the discussions of the results of the pretest and posttest and analyzing the data, the researcher has come to several conclusions regarding the development of English consonant pronunciation skills using Phonics nursery rhymes. The researcher concluded that students improved their English consonant pronunciation skills after using Phonics nursery rhymes. The researchers obtained data from the pre-test and post-test. The researcher found that before studying, no student received more than 6 points. The highest pre-score was only 5, and the lowest was 3. After learning using phonics nursery rhymes, it was found that all students' scores increased significantly. Students have a maximum post-study score of 9 and a minimum score of 6, which meets the criteria shows that learning management using phonics nursery rhymes to develop English consonant pronunciation skills is more developed than before learning, because using nursery rhymes makes learning fun. which corresponds to Fadillah Salwa Aurelita (2023). The research examines the impact of children's songs on students' pronunciation. The results showed a significant difference in pronunciation between the pre-test and post-test, indicating that children's songs can enhance students' pronunciation skills.


78 5.1 Recommendations There are some recommendations made to the participants that are directly related to the study: 1. Teachers should give students time to practice singing nursery rhymes. By allowing students to sing and review songs often, we can create fluency in remembering consonants and pronouncing them more correctly. 2. In the next lesson, the teacher should bring more teaching materials or activities that can be supplemented with a variety of nursery rhymes, such as games. 3. I suggest other researchers record their voices and play it to the pupils. This way, it will be less tiring for the teacher to keep singing the songs for the pupils. REFERENCES Bamrung Torat. (2001). English pronunciation problems. 403 Forbidden. Retrieved from: https://etheses.rbru.ac.th/pdfuploads/ Fadillah Salwa Aurelita. (2023). The use of Kids Song to Improve Students’ Pronunciation of Dental Sounds /Θ/ /Ð/ And Palatoalveolar Sounds /t∫/ /dʒ/. Selamat Datang - Digital Library. Retrieved from: https://digilib.unila.ac.id/ Suphakit Phoowong. (2019). Development of English Pronunciation Skills through English Songs. ResearchGate. Retrieved from: https://www.researchgate.net/ Yulna Nustia Putri. (2021). Teaching Pronunciation Using English Songs at The Eleventh Grade of Ma Plus Nurul Islam Sekarbela In The Academic Year 2020/2021. Welcome to etheses UIN Mataram – etheses UIN Mataram. Retrieved from: https://etheses.uinmataram.ac.id/


79 The Development of English Vocabulary Memorization by Using the INGS Model for Grade 5 Students at Ban Hutae Tuwor School, Mueang District, Narathiwat Province Sunisa Kayotaheepong Department of Teaching English, Fatoni University, Pattani, Thailand [email protected] Keywords: English Vocabulary, English Vocabulary memorization, The INGS model Abstract: The objectives of this research were: 1) to develop students’ English vocabulary memorization by using the INGS model and 2) to study students’ satisfaction on learning English vocabulary by using the INGS model. The sample group consisted of 10 students in grade 5 at Ban Hutae Tuwor School. They were selected by purposive sampling, specifically selecting students who had memorization problems and unable to tell the meaning of the vocabulary. The instruments used in the research were: 1) lesson plans, 2) pretest and posttest, and 3) questionnaire. Statistics used include mean (x), percentage (p), standard deviation (S.D.), and dependent t-test. The results found that English learning achievement after using the INGS model was higher than before using the INGS model. Most students had higher scores on the posttest than the pretest, statistically significant at the .05 level. Moreover, the results of the students’ satisfaction assessment in learning using the INGS model ensured that the students were overall very satisfied. 1 INTRODUCTION English must be taught as a foreign language since the Ministry of Education recognized the significance and its necessity (Ministry of Education, 2008). Besides, Sangrawee Donkaewbua (2015) claimed that learning English was essential because Western nations in Europe and America have created t h e n a t i o n t o a d v a n c e continuouslyAccording to the study of the problems in grade 5 at Ban Hutae Tuwor School, it was found that most of students could not communicate in English due to the majority of lack basic life-related vocabulary. In addition, teaching in which teachers emphasized lectures based on textbook content made students feel bored and had no motivation. Therefore, the researcher searched for models used in teaching. The researcher was interested in INGS model which is intended to be a new teaching model that emerged during the COVID-19. In this study, the researcher saw the importance of vocabulary learning and wanted to apply INGS model to develop


80 E n g l i s h v o c a b u l a r y l e a r n i n g a n d memorization of grade 5 students at Ban Hutae Tuwor School. 2 RELATED WORKS Kru Ing (2022), invented a new teaching model named INGS model. It was designed to serve as teaching approach in the context of COVID-19. The INGS learning management process was as follows: Stage I: Inspiration: The teacher inspired students, Stage N: Knowledge construction, Stage G: Games were a method used to assess students' understanding, Stage S: Share was the procedure that students share their knowledge. Kamrai Sariya (2021) has conducted research entitles “Usage of English Games to Improve Vocabulary Remembering of Pratomsuksa 5 Students, Hatai Christian School, Loei Province”. The aim of the study was to enhance the memory of English vocabulary among grade 5 students at Hatai Christain School. The sample group were thirty students studying in the first semester of the academic year 2020. The research result was found that vocabulary remembering achievement of the students after learning through English games was higher than before using games. In conclusion, the INGS model could help students learn English in a new way. Moreover, students develop procedural skills through various games provided by teachers. In addition, students ha d interaction between student-student and student-teacher, causing them to exchange and learn from each other. 3 METHODOLOGY This research was experimental research. The researcher was going to find out how t h e u s e o f t h e I N G S m o d e l w a s implemented to enrich s tudents ’ vocabulary achievement. The sample group in this research consists of 10 students of grade 5 in the academic year 2023 at Ban Hutae Tuwor School by purposive sampling. 3.1 Research Instruments In this study, the data collection tools were as follows: 1) 3 lesson plans 2) test to measure learning achievement, and 3) students’ satisfaction questionnaire on using the INGS model. 3.2 Data Analysis This research was experimental research conducted according to the One-Group Pretest-Posttest research. This research was analyzed as follows: 1) Comparing the scores of the sample groups in English vocabulary memorization before and after studying using the INGS model . The significance level was set at the .05 level. 2) Analyzing students’ satisfaction on learning by using the INGS model. 3.3 Statistics Used in Data Analysis The researcher calculated the data after scoring the students' tests to understand if there was a significant difference between the pretest and posttest. The Microsoft Excel is used to find mean (x), percentage (p), standard deviation (S.D.), and dependent t-test.


81 4 ANALYSIS AND RESULT The researcher presented the data analysis results in the following order: Table 1: The differences of students’ English vocabulary memorization before and after studying. Student Pretest Posttest Score progress Percentage 1 14 27 +13 43.33 2 10 28 +18 60.00 3 15 22 +7 23.33 4 9 18 +9 30.00 5 7 18 +11 36.67 6 2 21 +19 63.33 7 7 20 +13 43.33 8 17 25 +8 26.67 9 15 22 +7 23.33 10 11 17 +6 20.00 Mean 10.7 21.8 +11.1 37.00 S.D. 4.64 3.82 - - From Table 1, it was found that after using the INGS model to develop English vocabulary memorization through the EPLC process, all students increased their scores. Out of a total score of 30 points, the student with the most development was the sixth student. The students with the next highest development were the second student. The student with the least progress was the tenth student. Table 2: Mean scores, standard deviation, t-test, and the sig. N Mean S.D. t sig Pretest 10 10.7 4.64 7.62 0.03 Posttest 10 21.8 3.82 *Statistically Significant .05 From Table 2, it was shown that there was a significant difference between the pretest and posttest of the students. The mean score and the standard deviation of the pretest and posttest were different. It can be concluded that the students can i m p r o v e t h e i r E n g l i s h v o c a b u l a ry memorization. The results of students’ satisfaction assessment in learning using the INGS model ensured that the students were overall very satisfied. They were very satisfied with learning this way, especially playing fun games that made learning not as boring as before.


82 5 CONCLUSION 5.1 Summarization The results of development of English vocabulary memorization for grade 5 students at Ban Hutae Tuwor School using the INGS model through the E-PLC process found that all students increased their scores.The mean score after the study was 21.8, compared to a mean score of 10.7 before the study. Furthermore, the standard deviation before the study was 4.64 and after the study was 3.82. The results were confirmed with a t-test statistic value of 7.62, indicating a statistically significant difference at the .05 level. The results of the students’ satisfaction in learning using the INGS model revealed that students were very satisfied. This study approved what others had exposed using games as an effective way to develop English vocabulary memorization (Phanarin Thaichantararak et al, 2021). It was also in line with Herzberg's theories regarding inspiration that it was very important in order to be successful. 5.2 Recommendations The researcher would like to suggest guidelines for using research findings in developing learning management as follows: 1. Used to inspire students. Teachers should search for various methods that are suitable for stimulating students to want to learn. 2. Teachers should organize English vocabulary learning using a variety of techniques, such as games, role-playing, and storytelling to make the learning environment more interesting. 3. The research should be conducted with other samples of students to study deeper learning development. 4. The researcher should apply a sufficiently long period of time to obtain more accurate and reasonable data. REFERENCES Donkaewbua, S., (2015). Linguistics for E n g l i s h Te a c h e r s. B a n k o k : Chulalongkorn University Press. INGS Model with Kru Ing. (2022). Easy English with Kru Ing. Retrieved July 17, 2023, f r o m h t t p s : / / i n s k r u . c o m / i d e a / - NBjdPcAEohgjhlDjs_l Ministry of Education. (2008). Basic Education Core Curriculum B.E. 2551 (A.D. 2008). Bankok: Kurusapa Ladphrao. Sariya, K., (2021). Usage of English Games to Improve Vocabulary Remembering of Pratomsuksa 5 Students, Hatai Christian School, Loei Province. Srilangchang Research Journal, 1(2), 30-34. Thaichantararak, P., Bunthawee, P., and Poolpoem, W. (2021). Using Vocabulary Games to Develop English Vocabulary Learning of Students at Demonstration School Buriram Rajabhat University. Wiwitwannasan, 5(1), 164-184.


83 The Development of English Writing Skills by using technical group Competition (Teams–Games–Tournament: TGT) For Grade 4 Students at Ban Raman School Suraida Niji Department of Teaching English, Fatoni University, Pattani, Thailand Keywords: Technical Group Competition (Teams–Games–Tournament: TGT) Development, Writing Skills Abstract: This study aimed to investigate the effect of using Technical Group Competition (Teams–Games–Tournament: TGT) on the development of writing skills. The samples of the study were 27 students from grade 4 at Ban Raman School in the first semester of the academic year 2023. In selecting samples, we used a specific random sample. The research instruments were the pretest, posttest, and lesson plans. The data was analyzed by using a ttest, a mean score, and a standard deviation. The results of the research showed that the students' mean scores on the posttest were higher than on the pretest, which was significant at (p<.001). 1 INTRODUCTION English is a universal language that is widely used to communicate between people to understand each other. Communication with other countries is quick and convenient. As a result, international relations are borderless. (Office of the National Education Commission,2019:6) In the world of 21st-century learning, communication skills are one of the essential skills that you need. 2 RELATED WORKS Wilailak Kaewkrajang (2018) studied Improving writing skills with a set of storyline practice exercises the results showed that after doing the practice exercises for that set of storylines The student scored more than that. It shows that planning the story before writing the content of various stories is important. Because it helps set the direction or is a framework for writing content.


84 3 RESEARCH METHOD: Data Analysis and Research Statistics The purpose of this research was to develop English vocabulary writing for grade 4 students of Ban Raman School using the competition group technique. (Teams– Games–Tournament: TGT) this chapter. Describe the procedures and methods for analyzing the data. The formula of Standard Deviation: The formula of Mean: 4 THE RESULTS AND HYPOTHESIS TESTING: In this chapter, the author gives the reports concerning the data description and compares the achievement of the pretest and posttest to know whether using a competitive group technique. (Teams– Games–Tournament: TGT).is effective in developing writing skills. The pretest and posttest were calculated using the program computer. 5 DISCUSSION Accordingly, the mean score of the posttest was higher than the pretest. The significant level that the researcher uses is 0.001 of the quantity (N) 27. There was a considerable difference between the student's mean score on the pretest (M = 7.59, SD = 1.760) and the posttest (M = 14.00, SD = 1.441) conditions; t (26). 5.1 Recommendations Recommendations based on the findings and conclusions of the current study recommended that: 1. The English teachers should use a competitive group technique. (Teams– Game Tournament: TGT). when teaching English writing skills and using the target language more than the first language in the classroom. 2. There is a suggestion that the researcher use a variety of teaching materials. In the next study, there should be other English learning materials in the classroom because there are many types of learning media. 3. The school should create more fun active learning activities to improve the English writing skills of students. REFERENCES Anchayakorn Patanaprasit. (2018). Development of a teaching set for basic words with real pictures. Daily life To develop basic reading and writing skills. Primary level for children with S p e c i a l n e e d s . Research. Chiang M a i Rajabhat University. (online). Accessible http://www. cmruir.


85 cmru.ac.th/handle/12123456789 /1300. (2 August 2022). Burns, P. C., & Lowe, A. L. (2017). The Language Arts in Childhood Education. Chicago: Rand McNally Huang, Tengmui. (2018). Teaching and Assessing Reading Competition in A Distant. Lamjuan Kiti. (2004). Using games to practice writing and spelling difficult words for 3rd grade students. Master of Education T h e s i s P r i m a r y education branch Graduate School Chiang Mai University. Prapasara Kotakhun(2018). learning management Teach in TGT (Teams Teams – Games - Tournaments). https://sites. google.com/site/prapasara/11-2. learning management. Thada Thikulwong. (2018). A Comparison of Learning Achievement in Mathematics Subject Decimals taught the use of cooperative learning activities using the TGT technique was used in the normal teaching of primary school. Teaching, 3(1), 79- 91. Thurstone, L.L. (2017). Primary Mental Abilities. Chicago: University of Chicago. Sriporn Nawongsa. (2018). Teaching techniques https://www. gotoknow.org/posts/303382. Rajabhat University.


86 The Development of English Vocabulary Reading Skill by Using Flashcards for Grade 3 Students at Ban Kanae School, Satun Province Suhaida Leewang Department of Teaching English, Fatoni University, Pattani, Thailand Keywords: reading skill, flashcard, English vocabulary Abstract: The objectives of this research were 1) to develop English vocabulary reading skill using flashcards for Grade 3 students at Ban Kanae School, Satun Province; 2) to compare the results of English vocabulary reading skill before and after using flashcards at study materials. The sample group consisted of 16 grade 3 students in the academic year 2023. The research tools 1)flashcards 2)pre-test, post-test 3)lesson plans. Statistics used in data analysis 1)mean, 2)standard deviation 3)percentage. The results of the research found that the students had better vocabulary reading skill after using flashcards. The average score from the pre-test was 5.63, the standard deviation was 1.5, and the post-test was 14.50. The test results after using the set of pictures flashcards had a higher average with statistical significance at the 0.00 level. 1 INTRODUCTION English has become one of the most widely used languages around the world. Thailand, therefore, sees the future of Thai people with the use of English in the present day as the most important phenomenon. Thai people nowadays need to have knowledge and understanding of English language especially, English skills in all 4 areas, consisting of listening, speaking, reading, and writing. (Janejira Chaipan, Saikwan, Promkaew, and Sittisrinan, 2013) Reading is an important skill for learning a language. Reading is a systematic process of practice. It is a trainable skill, more practice will increase one’s reading ability. It is a necessary skill, and great for education and life development. In addition, it will cause fun and enjoyment, encourage creativity and ideas for life. (Jutiporn, Ploypetmanee, 2018) From the importance of the English language learning mentioned above. The researcher found that the grade 3 students at Ban Kanae School, Muang Satun, had difficulties in reading related English vocabulary. The researcher intended to find some solutions on how to develop the


87 vocabulary reading skill of the learners mentioned above by using flashcards. 2 RELATED STUDIES Chusnul Chotimah (2021) investigated the use of flashcards as a teaching tool to encourage pupils to learn language. The pupils can attempt to pronounce the words correctly and understand their meaning. Naturally, this media covers a variety of topics and is appropriate for children from kindergarten through senior high school. The majority of seventh grade students at SMPIT Darul Hikmah are motivated and like studying vocabulary utilizing flashcards as learning media, according to the findings of the research. Manthana Makchu (2022) studied the development of basic reading skill of children with reading difficulties for grade 3 students by using word cards and picture cards. The results showed that grade 3 students’ with basic word reading achievement after using word cards and picture cards was higher than before teaching at statistical significance at the 0.5 level. According to many studies, it can be concluded that using a flashcard has a great influence on English reading skill it can develop students’ reading because Flashcards can help students to be more interested in learning and help students to relax, easy to understand. 3 METHODOLOGY In this research, the researcher aimed to study the development of English vocabulary reading skill by using flash cards of Grade 3 students at Ban Kanae School, which operates in steps of the E-PLC process. 3.1 Research Instruments The tools used in this research consisted of The tools used in this research consisted of 1. Lesson Plan 2 plans. 2. Pre-test and Post-test. 3. The flashcard. 3.2 Data Analysis The scores of the English vocabulary test after learning were analyzed by a learning management plan that used English vocabulary reading skill by using flashcards, namely the mean, and standard deviation, using a ready-made computer program. 4 RESULTS 4.1 Description of Data The researcher presented the data analysis results in the following order: Table 4.1 Pre-Test and Post-Test Scores No. Pretest (20) Posttest(20) 1 7 18 2 4 16 3 4 11 4 5 12 5 5 11 6 8 17 7 6 17 8 5 16 9 4 15


88 10 4 15 11 7 12 12 6 16 13 6 12 14 9 18 15 5 15 16 5 11 ̅ 5.63 14.50 . . 1.5 2.58 Table 4.2 Mean, deviation and statistical test results of pre-test and post-test scores From the analysis of Table 4.1 and Table 4.2, the results of using the English flashcard to develop English vocabulary reading skill had higher test scores after studying than before studying. The mean score from the pre-test was 5.63 with a standard deviation of 1.5 and the post-test had a mean of 14.50 with a standard deviation of 2.58. 5 CONCLUSION 5.1 Discussion Developing English reading skill by using a flashcards for Grade 3 students at Ban Kanae School, Satun. The results of the test after using the flashcard had an average score higher than the 70% threshold with statistical significance at the 0.00 level. Achievement in learning English vocabulary using flashcards from the analysis and comparison between scores before and after studying, were significantly higher than before studying at the 0.00 level. 5.2 Conclusion From the development of English vocabulary reading skill using flashcards of Grade 3 students, the score from the pretest had a mean of 5.63, a standard deviation of 1.5, and a post-test had a mean of 14.50, standard deviation equal to 2.58. Results from comparing English vocabulary reading achievement before studying and after studying using flashcards for Grade 3 students at Ban Kanae School, the test scores after the study were higher than before. REFERENCES Atjima Chaiyachit, (2020). Improving the skills of reading aloud and spelling English vocabulary(Phonics)using skill exercises for Grade 2 students. Retrieved on July 12, 2023 from http://go.th/reis/data/research247. Chusnul Chotimah, (2021). Flashcard as a learning media to motivate students in learning vocabulary. Journal of E d u c a t i o n A c t i o n R e s e a r ch. Retrieved on August 10, 2023 from https://uia.e-journal. Jareewan Chaiareelert, (2017). Development Test ̅ . . ∑ ∑ Pretest 16 5.63 1.5 142 1342 15.2 1 Posttest 16 14.5 0 2.58


89 of reading, spelling and memorizing skills English word meanings Using picture flashcards of Grade 2 student Retrieved on July 9, 2023 from http//www.thaischool.pdf Jutiporn, Ploypetmanee, (2018). Study of reading ability in thai words withnon consist final sounds among grade seven students with mild intel lectual. Retrieved on June 23, 2023 from http://irithesis.swu.pdf Manthana, Makchu,(2022).The development of basic reading skills of children with reading disabilities for third grade students using flashcards. Retrieved on July 25,2023from http://edu.skru.nac.th Nitikarn Srimora.(2019). Comparison of academic achievement and vocabulary retention in vocabulary learning by games and flashcard. Journal of education BangkokThonb u r i university.Retrieved on July 15, 2023from http//journal.bkkthon.th Paradon Sukphan, (2018). The Development of English Communication. Journal of Education Action Research. Retrie ved on July 19, 2023 from file:/Down loads//chaowanuchJ.pdf


90 The Development of English Alphabet Memorization by Using Flashcards for Grade 1 Students at Bankhuan School Ommonkalasom Rohemman Department of Teaching English, Fatoni University, Pattani, Thailand Keywords: memorization, English Alphabet flashcards Abstract: The objectives of this research were: 1) To improve English alphabet memorization by using flashcards for Grade 1 students. 2) To study students' satisfaction with the use of flashcard games in learning alphabet memorization. The research tools included a set of vocabulary cards. memorize the English letters A-Z, lesson plan, the satisfaction assessment form. The data were analyzed using averages, standard deviation, and t-test the research results found that after studying, using a test to measure achievement in memorizing English consonants, Students had a higher mean score than before studying, with a mean score before studying equal to 2.60, a deviation equal to 1.17, and a post-test with a deviation equal to 8.20, a standard deviation equal to 1.62. Students were satisfied with Students who studied with the English alphabet flashcard set A-Z had an overall average of 4.30, a very good level. 1 INTRODUCTION According to general knowledge Memorizing consonants is the starting point for children's language skills. It is also what will lead children to four processes: listening, speaking, reading, and writing, which are the main goals of communicating in English. As noted by Burgess & Lonigan, 1998, letter names and letter sound knowledge predict subsequent literacy skills independently of other important predictors, including sound and spoken language perception. Letter literacy was a hallmark of early literacy, and facilitating its development has become the main objective of instruction in the field of language skills. which some students have trouble remembering Alphabet This issue impairs the student's ability to use the language. These difficulties may come from many factors, such as parental attention at home, delays in student memory, etc. These things affect students learning greatly. Therefore, the current study Flashcard instruction is presented because it is a graphical medium that promotes visualization. This medium presents images in the form of numeral symbols. Thinking with Words and Pictures (Herlina & Dewi, 2017) British grandmother Favell Lee Mortimer developed Hornbook's "flash cards" into flashcards, which have been applied to the Leitner System. This method has many advantages compared to other methods, such as helping you memorize consonants quickly. It's a safe way because it's ahandshaking medium.


91 This year, the researcher was assigned by an educational institution to teach grade 1. It was found that first-grade students had very different learning backgrounds in English. Because there are many factors, such as taking care of people at home, Children are not interested in studying, etc. Children should be able to read and memorize the English alphabet. But students can't. Therefore, it is imperative to find new ways to help children learn to read English quickly. Researchers have discovered an interesting innovation and think it can help students memorize the English alphabet. Therefore, the researcher saw that the development of reading and spelling skills by using Alphabet cards by Primary 1 students at Ban Kuan School is to develop students in such skills to have better performance. 2 RELATED STUDIES The previous studies related to the topic Much research has been done related to improving the Alphabet by using Flashcards. It proves that the Alphabet is important for learning English. This study conducted by Khirol Azuddin Amir Noordin (2020) improved students' letter recognition and corresponding sounds using HVAM Flash Cards. Letter names and associated sounds This study was done to solve problems using HVAM Flashcards. HVAM Flashcards are therefore very useful in solving the reading problems of preschoolers. And it is also helpful for teachers and parents. 3 METHODOLOGY 3.1 Sampling Population: The population used in this study was grade 1/2 students 10 of the school. Ban Khuan Community,1 Semester Academic Year 2023. The sample group was the sample used in this research randomly. 3.2 Research tools 1. A set of 3 sets of A-Z English alphabet recognition exercise cards. 2. Learning management plan. 3. English alphabet recognition test 3.3 Data Collection 1. Before conducting the research, the researcher asked for permission from the director of the school where the students were the sample group to conduct the experiment and carry out the research. 2. The researcher clarifies the objectives of the experiment. and operate according to the experimental procedures A learning management plan using the English alphabet recognition exercises A - Z 3. Before the experiment, the researcher used the evaluation test before using the English character recognition exercise. 4. The researcher carries out by using the English letter recognition practice form A-Z through the E-PLC process. 5. The researcher conducts a teaching experiment. By using a set of flashcards, A - Z. 6. After trying the set of English letter recognition practice card sets the A-Z test was conducted with students using the English letter identification and discrimination skill exercise set, the same version of the Achievement Test used for the preschool test. 8. Bring information obtained from the pretest and post-test. and student satisfaction


92 were analyzed to test the hypothesis and draw conclusions. 4 DATA ANALYSIS AND RESULT Table 4.1: The pre-test and post-test scores of the English assessment test. No. Pre-test (10 marks) Post-test (10 marks) 1 3 9 2 1 7 3 3 10 4 2 8 5 1 6 6 4 10 7 2 7 8 4 9 9 4 10 10 2 6 ̅ 2.60 8.20 . . 1.18 1.7 From Table 4.1 shows that the mean score of the pre-test was 2.60, with a standard deviation of 1.18 Then, the mean score of the post-test was 8.20, with a standard deviation of 1.7. The number of students was 103 students. The mean score of students' post-test scores was higher than the mean score of the pre-test. 5. CONCLUSION AND DISCUSSION 5.1 Conclusion The study of memorizing alphabets using flashcards can be summarized as follows: 5.1.1 The mean score from the pretest was 2.60; the standard deviation was 1.17; and from the post-test, the mean was 8.20; the standard deviation was 1.62. 5.1.2 The results of the evaluation of students' satisfaction with memorizing the English letters A–Z using a set of flashcards are summarized. The average value was 4.30, which was within the evaluation criteria for high levels of satisfaction. 5.2 Discussion of results From the research findings, there is important points discussed as follows: 5.2.1. Achievement in memorizing English letters A–Z using a set of flashcards from Analysis and comparison between preand post-test scores revealed that students' post-test scores were higher than before. which can be seen from the activities while the teacher teaches. and taking achievement tests. This score achieved the set objectives due to the following factors: 1) in memorizing the English letters, A–Z using a set of flashcards. In this study, the researcher created English teaching activities. By bringing activities that help in learning the English letters A-Z intoteaching. Flashcards make students entertained, alert, and not bored with learning. The English letters A-Z that are taught are the 26 English letters A-Z, which consist of uppercase letters. and lowercase. 5.2.2 Students have a good attitude towards memorizing the English letters A–Z using a set of flashcards. Overall, at a high level the issue with the highest average was that I have fun when studying English. Because using a set of flashcards in teaching helps students memorize the English letters A–Z a lot. From the above factors, it can be concluded that memorizing the English letters A–Z using a set of flashcards It will be


93 enjoyable and fun, the atmosphere in the classroom will be less stressful. 5.3 Suggestions 1) In memorizing the English alphabet Teachers should have students take exams during class. 2) Teachers should inform students of their progress and shortcomings so that students can improve further. REFERENCES Aisyah, N., Ridwan, R., Huda, H., Faisol, W., & Muawanah, H. (n.d.). Effectiveness of Flash Card Media to improve early childhood HIJAIYAH letter recognition. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini. Retrieved from https://obsesi.or.id/index.php/obsesi/ article/view/2097/pdf. Astuti, K. (2015). The use of flash cards to improve young learners’ interest in learning English. Semarang: Universitas Negeri Semarang.Download center: Official support: Asus USA. Official Support | ASUS USA. (n.d.). Retrieved from https://www.asus.com/US/support/Do wnload-Center/ Department of Academic Affairs. (2005). Student-centered teaching. Bangkok: Ladprao Teachers' Council Publishing House. Differentiation of value chain activities in Thailand halal food yru. (n.d.-a). Retrieved from https://wb.yru.ac.th/bitstream/yru/45 48/1/2404-Article%20Text-4511-1-10- 20210217.pdf Download center: Official support: Asus USA. Official Support | ASUS USA. (n.d.). Retrieved from https://www.asus.com/US/support/Do wnload-Center/ Ministry of Education.Department of Academic Affairs. (2008). Basic Education Core Curriculum 2008. Bangkok: Agricultural Cooperative Assembly Press of Thailand. Obsesi reading tools. Reading Tools. (n.d.). R e t r i e v e d f r o m https://obsesi.or.id/index.php/obsesi/ rt/metadata/2097/0 The compare of learning achievement and satisfaction of learning (n.d.). R e t r i e v e d f r o m http://www.edujournal.ru.ac.th/Abstr actPdf/2560-5-1_1510839390_is-engbkk03-0010.pdf.


94 Enhancing English Vocabulary Retention through Songs of Grade 2 students at Ban Pafang School, Satun Province Asmawee Aidkerd Department of Teaching English, Fatoni University Keywords: English Song, Retention, Vocabulary, Enhancing Abstract: The purpose of this study was to study the effects of using English songs on Englishvocabulary retention of Grade 2 students at Ban Pafang School. The sample consisted of 17 Grade 2 students of Ban Pafang School, specific random sampling was used to select the participants in the first semester of the academic year 2023. The research tools included lesson plans, pre-test and post-test, and vocabulary songs with a total vocabulary of 23 words. The data were analyzed by using statistics, finding t-test values, mean scores, and standard deviations.The research results found that students had improved vocabulary retention. The mean score from the pretest was 3.35, and the standard deviation was 1.65. The mean score from the post-test was 10, and the standard deviation was 2.39. After students had learned using vocabulary songs, students had improved their memorization of English vocabulary with a statistical significance at the .000 level. It could be concluded that students developed effective vocabulary retention using vocabulary songs. 1 IINTRODUCTION In the 21st century, English was still the most popular language, so we could say that English had become the global language. English was important because it served as a global language of communication, facilitating international business, education, and travel. It provided access to a vast amount of information and cultural exchange, making it essential for personal development and career opportunities in a technologically interconnected world. Statistics showed that almost 670 million people were fluent and competent in English (David Crystal, 1997) This number had been growing steadily since 1990. Language acquisition, especially the development of vocabulary skills, was a fundamental aspect of education. Proficiency in English vocabulary played a vital role in effective communication and academic success. Vocabulary was believed to be the cornerstone of language courses (Torki, 2011). However, young learners, such


95 as Grade 2 students, often encountered challenges in memorizing a diverse range of English words. Traditional teaching methods might not always fully engage these students and hinder their vocabulary attainment. 2 RELATED STUDIES Gizem Saldıraner (2021), a study titled 'Using Songs in Teaching Pronunciation to Young EFL Learners,' where the author explored the effectiveness of incorporating songs in pronunciation instruction for young learners of English as a Foreign Language (EFL). Through statistical analysis of the data, it was found that using songs in pronunciation teaching had a significant impact compared to using texts for the same purpose. As a result, the study proposed that integrating songs into the curriculum could be an efficient and beneficial approach to teaching pronunciation to young EFL learners. Enkhzul Buyandalai and OyunErdene Tumurbat's (2022) study explored enhancing vocabulary fluency through English songs among 134 first-year undergraduates at Mandakh University, Mongolia. They used both quantitative and qualitative research methods, analyzing data from questionnaires and notes. Quantitatively, the treatment groups showed a 17.7% increase in memorization achievements, while control groups improved by 21.3% on inbound tests. Qualitatively, common strategies included reciting unfamiliar words with translations (42.5%) and listening to songs with lyrics (37.6%). These findings highlight the efficacy of integrating English songs for vocabulary learning strategies among university students. 3 RESEARCH METHODOLOGY 3.1 Research Method The use of solving problem to increase memorization skill of Grade 2 students at Ban Pafang School through action research cycle of the PLC (Professional Learning Community Process) is carried out in steps as follows: 3.1.1 Developed a professional learning community action plan. 3.2 Research Instruments 3.2.1 Pre-test: In this research, the pre-test was given for the first time. A pre-test was given to the students before the teacher started. The objective was to find out the initial achievement of students' English words before using songs in teaching vocabulary. There were twenty-three items in the matching test. Students would get 20 points if they could answer all the questions correctly. 3.2.2 Post-test: A test was given to students after finishing the teaching. In the post-test, the researcher gave twenty-three items in the matching test with the same questions. The purpose of the post-test was to determine the development of students' vocabulary after using songs in teaching vocabulary.


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