บท 1 ของฝน

CHAPTER 1
INTRODUCTION

1.Background of study

In the century of wisdom, Information and Communication Technologies (ICT)
was applied in a variety of teaching formats. Information technology has played a
significant role in education. In particular, computer technology is critical to the
development of learning and supports many learning, such as computer assisted
instruction, e-learning and distance learning. These models are based on the belief about
the potential of technology to provide learners with many learning resources or in the
world of knowledge. Thus, they have the ability to study at any time, any place, or even
learning with anyone according to each other's interests. Therefore, there is greater
flexibility in learning (gilfkae, 2009).

Learning English is different from studying other subjects because the students
not only learn the language for knowledge but also learn languages to be able to use
language as a tool of communicating with others according to their needs in different
situations. The students will use the language correctly, fluently and appropriately
depending on the language skills. The students must have the opportunity to practice
language skills as much as possible because language teaching is a complex process
that requires a relationship between students and teachers. As well as the teaching and
learning process which is based on many theories and methods (Budsuwan & Siripong,
2015).

Learning English using technology is essential in teaching and learning in
English language education. Methods for learning English such as Computer Assisted
Instruction, e-Learning, e-Book and Social Network will enable learners to gain
knowledge of the English language that can be used in their studies, research, and
various information (Prayoonwong, 2019) . In addition, teachers often play an
important role in the use of teaching tools and methods. The program is specifically
designed to encourage effective English language teaching, meanwhile, it increases
learners' understanding and proficiency in the English language simultaneously
(Alqahtani, 2019).

The cartoon animation is to bring multi-media which relates to or includes the
content and learning experience to help develop the students’ learning behavior and
learning achievement. The cartoon animation has shown its efficiency as useful
teaching material. It advantages the students in mental aspects, it can reduce the
students’ anxiety or feel less pressure during learning. In addition, this approach
reinforces and develops students’ learning autonomy and ability in learning
systematically (Sittironnarit, 2008: 69).

In Conclusion, this study aims to create animation materials for enhancing English
grammar in comparative and superlative adjectives learning of grade 9 students at

Donmuang Chaturachinda School. The animation lessons as a teaching material
whether it is able to understand English grammar. This research will be beneficial for
enhancing ability using comparative and superlative adjectives for Grade 9 students at
Donmuang Chaturachinda School and it can be also used as guidelines for using the
animation for those who teach comparative and superlative adjectives ability English
grammar.

2. Objectives of the study

1. To create animation materials for enhancing grammar in comparative and
superlative adjectives learning of grade 9 students at Donmuang Chaturachinda
School.

2. To compare the student’s learning achievement before and after learning
English grammar in Comparative and superlative adjectives through animations
for grade 9 students at Donmuang Chaturachinda School.

3. To investigate the satisfaction of grade 9 students at Donmuang Chaturachinda
School towards the animation in English grammar in comparative and
superlative adjectives learning.

3. Research Questions

1. How is the efficiency of animation for enhancing English grammar in
comparative and superlative adjectives for grade 9 students at Donmuang
Chaturachinda School?

2. Do students who learn animation for English grammar in comparative and
superlative adjectives have a higher mean score on post-test than that of pre-test
mean score?

3. What are the levels of students' satisfaction in learning English grammar in
comparative and superlative adjectives through the animation lessons?

4. Significance of the Study

This research shows that the students can develop their English grammar in
comparative and superlative adjectives so that they can adapt to English courses.
Moreover, they are able to improve their English grammar in comparative and
superlative adjectives by learning through the animation. In addition, it was discovered
problems of grammar that were a significant point to understand in English. This result
will encourage them to improve their grammar skills and achieve maximum benefit for
themselves.

5. Scope of the Study

This research study aimed to study the English grammar of grade 9 students at
Donmuang Chaturachinda School through animations in enhancing grammar learning
and to explore the satisfaction of the students through animations for English grammar
in comparative and superlative adjectives development. There were 28 participants
selected via cluster random sampling from 264 students. This study was conducted
using an animation clip, Pre - Post test and questionnaire for collecting data during the
period from September to October 2020. Then the data were analyzed by using the
percentage method.

6. Definition of Terms

Animations refer to a video clip for teaching English grammar in comparative
and superlative adjectives for grade 9 students at Donmuang Chaturachinda School.

Students refer to the students who are studying in grade 9 students at
Donmuang Chaturachinda School.

Teaching refers to teaching English grammar in comparative and superlative
adjectives by using animation as teaching materials.