The Cooperative Learning LT Technique and Games to Enhance Chinese Reading Ability for Grade 7 Students

Abstract

Background and Aims: Collaborative learning is an approach that promotes learning through the LT technique, which emphasizes interdependent group work in the development of skills and understanding. Learning games are used as a motivating tool and a fun atmosphere, which results in learners’ proactivity and effectively develops their Chinese pronunciation ability. The objectives of this research are: 1) To develop a cooperative learning LT technique with games that promotes Chinese pronunciation ability of the first-year secondary students efficiently, according to the criterion of 75/75; 2) To compare Chinese pronunciation ability between before and after learning of the first-year secondary students who were taught the LT technique with games; and 3) To study the satisfaction of the first-year secondary students toward the LT technique with games that promotes Chinese pronunciation ability.

Methodology: This research is a preliminary experimental study. The sample group used in the research is 32 Mathayom 1/1 students of Thesaban 1 School "Burirat Darunwittaya" who were selected by cluster random sampling. The research instruments consisted of a collaborative learning plan using LT techniques, games that promote Chinese pronunciation ability, a Chinese pronunciation ability test, and a satisfaction questionnaire. The statistics used were mean, standard deviation, percentage, and the T-test.

Results: It was found that 1) The effectiveness of LT cooperative learning technique with games to promote Chinese pronunciation ability was 86.46/86.64, higher than the set criterion; 2) Students who received LT cooperative learning technique with games had Chinese pronunciation ability after studying significantly higher than before studying at .05; and 3) Students who received LT cooperative learning technique with games to promote Chinese pronunciation ability had high level of satisfaction.

Conclusion: The collaborative learning technique LT, combined with games, effectively promoted the Chinese reading ability of Mathayom 1 students to a level higher than the specified standard. The students had higher academic achievement after the learning and were highly satisfied with the learning process, especially in terms of fun learning activities that stimulated participation and promoted teamwork, which showed the importance of using learning techniques that emphasize participation and fun in learning. However, the application in real situations may need to take into account the differences of learners, such as the Chinese language background of each person, including designing games that are appropriate for the age and skill level of the learners.