Using Activity-Based Learning to Develop English Vocabulary Retention for Students of Primary 4 at Ban Johbanae School, Mayor District Pattani Province Firdows Saifulislam Department of Teaching English, Fatoni University, Pattani, Thailand Keywords: Activity-Based Learning, improvement, vocabulary retention. Abstract: This study aims to develop students' vocabulary retention using activity-based learning and study students' satisfaction with using activity-based learning to learn vocabulary retention. The sample for this research consists of six students from the fourth grade at Ban Johbanae School. The students could neither identify the English vocabulary, nor memorize the word names. The study was conducted using a classroom action research design. The research instruments were activity-based Learning with the English vocabulary, lesson plans, a pre-test, a post-test, and a questionnaire. The finding shows that the students' vocabulary retention improved after learning the English vocabulary through activity-based Learning. Students were also delighted with these learning materials. 1 INTRODUCTION Learning English vocabulary is an important element. Enables students to communicate and understand the messenger. When a student has a large vocabulary Communicating with others is easy; as Wimonrat Sunthornroj (2011: 15) said, Learners must know the vocabulary, can think of words immediately. Until being able to use the vocabulary correctly, grammatically, and appropriately for various situations.
From the importance of learning English vocabulary. The researcher, as a teacher of Primary 4 students at Ban Johbanae School. It was discovered that 6 children had problems in learning English vocabulary, that is, the children did not have a word bank or vocabulary. Unable to review words that have been learned. The use of activity-based teaching methods can improve English vocabulary memorization skills. Teaching by using activities as a base (Activity-Based Learning) is a teaching process that mainly focuses on the activities and actions of the learners. important learning principles for students to acquire various skills through learning. 2. RELATED WORK Pennapha Paopan (2019), found that learning English vocabulary by using activity-based teaching methods, the student's scores found that students had resilience in remembering English vocabulary found that students had resilience in remembering English vocabulary after learning 2 week Ahmed Albadi & Solomon Arulraj David did a research in 2019. indicated that activity-based learning had a positive effect on students’ achievement. Students believe that activity-based learning enhances understanding, increases a sense of responsibility, and creates an attractive. 3. METHODOLOGY The method was employed by them researcher. The researcher observed the student in the classroom to determine what the problem with the student's English learning of grade 4 students at Ban Johbanae School, that the students could not correctly identify the English vocabulary. 3.1 RESEARCH INSTRUMENTS In this study, the data collection tools were as follows: 1) lesson plans 2) pre-test, a post-test about vocabulary retention 3) Satisfaction questionnaire on the use of activity-based learning methods 3.2 DATA COLLECTION PROCEDURE The questionnaire was administered to the students in order to gather information about their satisfaction with learning English through activity-based learning. E-plc 1th cycle Pre-test Teach English vocabulary about my body Activity-based learning
3.3 DATA ANALYSIS For this study, the quantitative data from the pre-test and post-test were analyzed by using the Microsoft Excel program to find the mean (X), standard deviation (S.D.), and dependent t-test. The researcher used statistics to analyze the data. 4. FINDINGS AND RESULTS Test N Mean score S.D. Ttest Sig Pretest 6 2.67 1.21 7.48* 0.001 Posttest 6 8.33 1.63 *Significance at 0.05 Table 1 shows the comparison of the mean scores for the pre-test and post-test of the use of activity-based learnings. The results show that since the teachers concentrate on vocabulary retention after teaching, the post-test score is higher than the pre-test score; 8.33 and 2.67. The standard deviation shows that the post-test results are higher than the pre-test results, 1.63 and 1.21 respectively, which is significant (p0.05) of 5%. These findings demonstrate how successfully using activity can enhance students' vocabulary retention. 5. DISCUSSION AND CONCLUSION The quantitative analysis's findings revealed that students' satisfaction with the use activity-based leaning at a higher level had the highest Mean, percentage, and Standard Deviation. The post-test score is higher than the pre-test score, 8.33 and 2.67, respectively, after teaching, according to the mean scores for the pre-test and post-test results. The standard deviation shows that the post-test results are higher than the pretest results, 1.63 and 1.21 respectively, which is significant (p0.05) of 5%. These findings demonstrate how successfully using activity-based learning can enhance students' vocabulary retention The student showed improvement the English vocabulary. They can pronounce the English vocabulary letter and remember. E-plc2 nd cycle Teach English vocabulary about my clothes Activity-based learning E-plc 3rd cycle Teach English vocabulary about shapes Activity-based learning Post-test
6. RECOMMENDATIONS 1. The English teacher needs to be aware of the proper activity that will be used to teach vocabulary retention. 2. The students needed to learn English more actively. Students also need to encourage themselves to recognize without being afraid to make mistakes. 3. Teachers should have a variety of teaching strategies to motivate students learning to improve students' vocabulary retention. REFERENCES Albadi, A., & David, S. A. (2019). The impact of activity-based learning on students’ motivation and academic achievement: a study among 12th-grade science and environment students in a public school in Oman. Specialty Journal of Knowledge Management, 4(4), 44-53. From: (researchgate.net) Chinnapat.srisookjit (2019). Implementation of learning by pictures to strengthen Vocabulary remembering retention from:http://202.29.86.169/index.p hp/jslc/article/view/1249 NORARIAN, P., & Sithsungnoen, C. (2020) Activity-Based Learning and Multimedia For developing listening and speaking ability of Prathomsuksa 2 students (Doctoral dissertation, Silpakorn University). From: Patsorn Norarian & Chanasith Sithsungnoen (2020). Managing - Google Scholar Secretariat Office of the Teachers Council of Thailand. (2021). คู่มือการด าเนินงาน กิจกรรมส่งเสริมกระบวนการชุมชนแห่ง ก า ร เ รี ย น รู้ท า ง วิ ช า ชี พ เ พื่ อ พั ฒ น า จรรยาบรรณวิชาชีพผ่านระบบเทคโนโลยี ส า ร ส น เ ท ศ (Ethics in Professional Learning Community: E-PLC) ประจ ำปี2564. Retrieved July 7, 2023 Talabklang, P., & Thienpermpool, P. (2019). The Development of Vocabulary Learning Achievement Using ActivityBased Learning for Prathomsuksa 2 Students of Wat Khian Khet School, Pathum Thani Province. Rajapark Journal, 13(31), 195-208. From https://so05.tcithaijo.org/index.php/ RJPJ/article/view/226012