Cooperative Learning Management with TGT Techniques and Skills Exercises to Improve the Reading and Writing Ability of Grade 1 Students

Abstract

Background and Aims: Currently, various forms of media and advancing technologies play an increasingly significant role in daily life. This includes the growing use of the English language in everyday communication within modern families. As a consequence, learners often exhibit incorrect pronunciation and misreading of words, as well as misspellings in writing. Cooperative learning using the TGT technique combined with skill-based exercises is a collaborative instructional approach with distinctive features that promote teamwork among students. It provides opportunities for learners to develop academic skills through engaging and competitive activities, which in turn enhance their learning outcomes and skill acquisition for practical application. This instructional model aims to improve academic achievement in reading and writing, enabling students to apply the acquired knowledge and skills in higher levels of education. The objectives of this study were: 1) To develop a cooperative learning lesson plan employing the TGT technique combined with skill-based exercises for Grade 1 students, ensuring that the effectiveness meets the 75/75 criterion; and 2) To compare the reading and writing abilities of Grade 1 students after participating in the cooperative learning activities using the TGT technique with skill-based exercises against the 75 percent benchmark.

Methodology: The sample group consisted of 18 Grade 1/1 students from Ban Tapong School during the second semester of the 2024 academic year. The sample was selected using cluster random sampling. 1) Lesson plans employing cooperative learning activities based on the TGT (Teams-Games-Tournament) technique. 2) A Thai language reading assessment, 3) A Thai language writing assessment, using subjective test formats, designed to measure writing ability through cooperative learning based on the TGT technique combined with skill-based practice exercises in the Thai language learning area for Grade 1 students.

Results: (1) The TGT cooperative learning management plan, combined with the Reading and Writing Skills Exercises of Grade 1 students, had an efficiency of 81.28/83.89, which met the required criteria of 75/75. (2) The Reading and Writing Abilities of Grade 1 Students After TGT Technique Cooperative Learning Management with Skills Training. After studying, it was 75 percent higher than the threshold

Conclusion: After the learning intervention, eighteen students (1) TGT Technique Collaborative Learning Management in conjunction with Reading and Writing Skills Training of First Grade Students (E1/E2) was 81.28/83.89, meeting 75/75. (2) 84.17% of TGT techniques combined with after-school skills training were higher than before. (3) The writing ability of first graders after TGT techniques combined with after-school skills training was 85.83% higher than before.