A COMPARISON OF LEARNING ACHIEVEMENT AND THE ATTITUDE TOWARDS THE TOPIC ENTITLEDWORD FORMATION THAI LANGUAGE LEARNING OF MATTHAYOMSUKSA 1 STUDENTS USING RIDDLES AND GAMES

Abstract

The objective of this research were to 1) compare Mattayom Suksa one students'learning achievements before and after learning "Word Formation" in  Thai by using composition puzzle in teaching method, 2) compare students'

learning achievements before and after learning "word formation" by using games in teaching method, 3) compare students' learning achievements in learning "Word Formation" in Thai between using games in using riddles teaching method and using games in teaching method, a) compare students' attitude towards Thai learning "Word Formation" between using riddles in teaching method and using games in teaching method. The sample were from 5 classes of Mattayom Suksa

one students of Lan Sak Wittaya School, Uthai Thani, during the second semester  of academic year 2012. The students were from simple random sampling by drawing and they were divided into 2 groups. The first group contains 30 students

from Mattayom Suksa 1/1 students and the second one contains 30 students from Mattayom Suksa 1/2. Then, they were divided by simple random sampling into 2 groups- the first experimental group were taught by using riddles method and

the second experimental group were taught by using games method. The instrument which used in this research were 1) lesson plan "Word Formation" by using riddles method, 2) lesson plan "Word Formation" by using games method, 3) a learning achievement test to a reliability of 0.919 and 4) an attitude test towards learning. Thai to a reliability of 0.804. The data were analyzed in terms of mean, standard deviation and t-test. 

The findings were as follows:

The students' learning achievement in "Word Formation" of Mattayom Suksa one after they were taught by using riddles method was higher at a significance level of 0.05.

The students' learning achievement in "Word Formation" of aforementioned students who were taught by using games method was higher after learning at a significance level of 0.05.

The students' learning achievements in aforementioned students who were taught by using riddles method and using games method were not different. There was no different students' attitude towards learning Thai in "Word

Formation" between students who were taught by using riddles method and ones

who were taught by using games method.