A COMPARATIVE STUDY OF GRADE 2 STUDENTS ABILITY IN ENGLISH LISTENING - SPEAKING AND LEARNING RETENTION BETWEEN USING COMMUNICATIVE APPROACH SUPPLEMENTED WITH TOTAL PHYSICAL RESPONSE (TPR) AND THE CONVENTIONAL LEARNING

Abstract

The purposes of this research were; 1) to compare grade 2 students' English listening and speaking abilities before and after learning with the communicative approach supplemented with the total physical response (TPR), 2) to compare grade 2 students’ English listening and speaking abilities before and after learning with the communicative approach (Conventional Learning), 3) to compare grade 2 students’ English listening and speaking abilities between using communicative approach supplemented with the total physical response (TPR) and the convention learning, and 4) to study learning retention in English listening and speaking abilities after learning with the communicative approach supplemented with the total physical response (TPR). The research samples were 20 grade 2 students at Watratsamosorn School and 20 grade 2 students at Napamanorot School during the first semester of 2019, selected by using cluster random sampling. They were assigned to the experimental group and control group with 20 students in each. The experimental group was taught by the communicative approach supplemented with the total physical response (TPR); the control group was taught by the communicative approach. The research instruments were 6 lesson plans with the communicative approach supplemented with the total physical response (TPR), 6 lesson plans with the communicative approach (conventional learning), English listening and speaking abilities test. This research used the pretest-posttest control group design. The data were analyzed using mean for compared learning achievement of English listening and speaking abilities and learning retention by t-test dependent and t-test independent and one way repeated measure ANOVA.

The research findings were as follows:

1. 1. The English listening and speaking abilities of grade 2 students who learned by the communicative approach supplemented with the total physical response (TPR) were significantly higher than the pretest at the .05 level.


2. 2. The English listening and speaking abilities of grade 2 students who learned by the communicative approach (Conventional Learning) were significantly higher than pretest at the .05 level.


3. 3. The English listening and speaking abilities of grade 2 students who learned by the communicative approach supplemented with the total physical response (TPR) was significantly higher than the students who learned by the communicative approach (Conventional Learning) at the .05 level.


4. 4. The percentage of learning retention of English listening and speaking abilities of grade 2 students who learned by the communicative approach supplemented with the total physical response (TPR) was 97.52. After 2 weeks, the first post-test score and the second post-test score were not different. The percent of learning retention of grade 2 students who learned by the communicative approach (Conventional Learning) was 82.95. After 2 weeks, the second post-test score was lower than that of the first post-test score with significant differences at the .05 level.