DEVELOPMENT OF ENGLISH VOCABULARY LEARNING USING TOTAL PHYSICAL RESPONSE TEACHING APPROACH FOR PRATHOMSUKSA 5 STUDENTS

Abstract

This research aimed to 1) develop the English vocabulary learning package using total physical response teaching approach for Prathomsuksa 5 students, based on the efficiency criteria of 80/80, 2) compare the English vocabulary learning achievement before and after the intervention, 3) determine the Effectiveness Index (E.I.) in English vocabulary learning, and 4) examine the English vocabulary learning retention. The sample consisted of 30 Prathomsuksa 5 students studying in the first semester of the 2024 academic year at Louwkhouwdonkor School, obtained through cluster sampling. The research instruments included 12 English vocabulary learning packages using total physical response teaching approach, a 40 – item test designed to assess an English vocabulary learning achievement and retention, with item difficulty between .43 and .73, the discriminative power between .27 and 1.00, and the reliability of .97. The statistics used for data analysis were mean, standard deviation, percentage, effectiveness index and Dependent Samples t–test.

The research findings were as follows: 1) The developed English vocabulary learning package using the total physical response teaching approach for Prathomsuksa 5 students had the efficiency values of 90.63/89.67, which were higher than the established criteria of 80/80, 2) The English vocabulary learning achievement of Prathomsuksa 5 students after the intervention was higher than that before the intervention at the .01 level of significance, 3) The Effectiveness Index was  0.8436 (84.36 percent), which was at the highest level, indicating that students demonstrated improvement in their English vocabulary, and 4) The learning retention in English vocabulary of Prathomsuksa 5 students after two weeks did not differ significantly from their learning achievement following the intervention, with scores of 89.67 percent and 88.25 percent, respectively.