curriculum development of English vocabulary memory using Total Physical Response method with Game Learning for upper elementary students

Abstract

The objectives of this research are to create and verify the quality of                       a development of English vocabulary memory curriculum using Total Physical Response method with Game Learning for upper elementary students and to study impacts of a development of English vocabulary memory curriculum using Total Physical Response method with Game Learning for upper elementary students.           This is the pre-experimental research. The design is the one-group Pretest-Posttest design. Simple cluster sampling methodology was used to sample the school under Lampang Primary Educational Service Area office 3 students. The result of                    the sampling was upper elementary students of Banpangda school 17 students in semester 2/2023 by Cluster Random Sampling.  The instruments used for data collection were 1. the curriculum 2. the curriculum instructions 3. tests for the ability to remember English vocabulary. The data was analyzed by average ( ), standard deviation (S.D.) and t-test dependent.

The results revealed that

1) A development of English vocabulary memory curriculum using Total Physical Response method with Game Learning for upper elementary students consists of 7 components which are 1) background and importance of the curriculum 2) principles of the curriculum 3) objectives of the curriculum 4) content in the curriculum including 3 units such as 1st unit: Around Me, 2nd unit:  Living and Free Time and 3rd unit: Festivals and Celebrations 5) learning activities of the curriculum 6) learning aids and sources of the curriculum and 7) assessment and evaluation of the curriculum. The average of the curriculum appropriateness and the curriculum instructions were at high level

2) The result of implementing a development of English vocabulary memory curriculum using Total Physical Response method with Game Learning for upper elementary students was found the posttest score was higher than the pretest at the significant level of .05