Effects of Situational Teaching Method on Vocabulary Skills in English Vocabulary Course of Fifth Grade Students in Chuangyi School
Abstract
Background and Aim: This experimental research aimed to 1) compare the students’ English vocabulary skills before and after learning management through the situational teaching method, 2) compare the students’ English vocabulary skills after learning management through the situational teaching method with the determined criterion set at 70%, and 3) assess the students’ satisfaction after learning management through the situational teaching method.
Materials and Methods: The sample of this study was 40 students (1 classroom) in the fifth grade in Chuangyi School, Henan Province, the People’s Republic of China, in the year 2024, which was derived by using the cluster random sampling method. The appropriateness of the lesson plans was using the situational teaching method at a very high level (M = 4.58, SD = 0.50), multiple choice for the student’s English vocabulary skills with an item difficulty (p = 0.57–0.78), and item discrimination (r = 0.25-0.40), and a students’ satisfaction questionnaire with a reliability index of 0.76. The statistics used to analyze the data were mean, standard deviation, t-test for dependent samples, and t-test for one sample.
Results: The results revealed that 1) after using the Situational teaching method, the student’s English vocabulary skills after learning the management Situational teaching method than before at a statistically significant level of .05 (t = 7.36**, p = 0.01; 2) the students’ English vocabulary skills were higher than the determined criterion of 70% at a significance level of .01(t = 29.64**, p = 0.001); and 3) the students’ satisfaction after learning through Situational teaching method was at a high level. (M=4.24, SD=0.74).
Conclusion: The knowledge gained from the research is that a six-step learning management method using the situational teaching method consists of (1) context setting, (2) vocabulary introduction, (3) contextual understanding, (4) contextual application, (5) communication and discussion, and (6) reflection and summary. It has been found to enhance learning efficiency and cater to individual student needs effectively. Moreover, it contributes to improved academic performance and greater popularity among students. Furthermore, this method has been shown to boost students' interest in learning and enhance their proficiency in their English vocabulary skills.
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