The Effects of Learning Management by Using Total Physical Response with Simulation Teaching on Listening and Speaking Chinese Ability of Matthayomsuksa 4 Students

Abstract

The purposes of this research were 1) to compare Matthayomsuksa 4 students’ listening and speaking Chinese ability between pre-test and post-test using Total Physical Response with Simulation Teaching; and 2) to compare Matthayomsuksa 4 students’ listening and speaking Chinese ability using Total Physical Response with Simulation Teaching with 75 percent of the full score. the sample was 40 Matthayomsuksa 4 students who were studying in the 2^nd semester of the academic year 2021 in Lansakwittaya School, the Secondary Educational Service Area Office, Uthai Thani-Chainat. The sample was selected using multi-stage sampling with schools as random units. The research instruments were 1) Chinese subject teaching plans. 2) a 30-question Chinese listening ability test. and 3) Chinese speaking ability test. A one-sample t-test and two independent sample groups were used to analyze the data using the mean, standard deviation, and hypothesis testing. The research results were found as follows;

            1) Matthayomsuksa 4 students who were learning Chinese subject using Total Physical Response with Simulation Teaching had listening and speaking ability posttest higher than pretest statistical significant at .05 level. and 2) Matthayomsuksa 4 students listening and speaking Chinese ability using Total Physical Response with Simulation Teaching statistically significantly higher than with 75 percent of the full score at .05 level.