Development of collaborative learning activities using CIRC techniques with exercises to promote the ability to pronounce diphthongs for grade 3 students

Abstract

Background and Aims: This research aimed to 1) develop cooperative learning activities using the CIRC technique together with exercises that promote the ability of pronouncing diphthongs efficiently according to the 80/80 criterion, 2) compare the ability
of pronouncing diphthongs with the 80 percent criterion, and 3) study students’ satisfaction with the development of cooperative learning activities using the CIRC technique together with exercises.

Methodology: The sample consisted of 17 third-grade students of Ban Don Santi School, second semester of the 2024 academic year, selected by cluster random sampling.
The research instruments were 1) six learning activity plans, 2) six sets of diphthong reading skill exercises, 3) a 30-item diphthong reading ability test, and 4) a 10-item,
5-level scale student satisfaction questionnaire. The statistical methods employed for data analysis were percentage, mean, standard deviation, and One Sample t-test.

Results: The research findings indicated that 1) the effectiveness of the collaborative learning activities utilizing the CIRC technique, combined with exercises designed
to enhance the diphthong pronunciation skills of Grade 3 students, was measured
at 85.98/85.09, surpassing the established criteria. 2) Grade 3 students who engaged
in the collaborative learning activities employing the CIRC technique demonstrated
a diphthong pronunciation proficiency exceeding the 80 percent benchmark, with statistical significance at .05. and 3) Overall, student satisfaction regarding the collaborative learning activities utilizing the CIRC technique, which aimed to improve diphthong reading skills for Grade 3 students, was rated at the highest level.

Conclusion: The CIRC cooperative learning activities combined with exercises resulted in students clearly developing their pronunciation of diphthongs. The activities that emphasized participation and group work helped learners better understand the content and practice their skills. They also built students’ interest, confidence, and overall satisfaction in learning.