EFFECTS OF USING THE TOTAL RESPONSE TECHNIQUE WITH THE SPOT IT GAME ON ENGLISH VOCABULARY RETENTION OF GRADE 4 STUDENTS

Abstract

The objectives of this research were: 1) to compare the development of English vocabulary retention before and after instruction using the Total Physical Response (TPR) technique combined with the Spot It game among Grade 4 students, and 2) to examine students’ satisfaction toward the learning activities using the TPR technique combined with the Spot It game among Grade 4 students. The sample consisted of 25 Grade 4 students from Ban Bang Yai School during the first semester of the academic year 2025, selected through cluster sampling. The research instruments comprised: 1) eight hourly lesson plans using the TPR technique combined with the Spot It game, 2) the Spot It game, 3) a 20-item pre-test and post-test for English vocabulary evaluation in a multiple-choice format, and 4) a students’ satisfaction questionnaire toward the instructional activities using the TPR technique combined with the Spot It game. The research findings revealed that the comparison of English vocabulary retention development before and after instruction using the TPR technique combined with the Spot It game focusing on Action Verbs vocabulary for Grade 4 students showed that post-test scores were significantly higher than pre-test scores at the .01 level of statistical significance. Regarding students’ satisfaction toward the learning activities using the Total Physical Response technique combined with the Spot It game, the results indicated that the level of student satisfaction was at the highest level ( = 4.75, S.D. = 0.16).