LEARNING MANAGEMENT BASED ON TOTAL PHYSICAL RESPONSE WITH GAME FOR IMPROVEMENT OF ENGLISH LISTENING AND SPEAKING SKILLS FOR PRATOMSUKSA 1 STUDENTS BAN YABA (UPPAGARN WITTAYA) SCHOOL

Abstract

This research aimed to 1) compare the English listening skills of first-grade students before and after instruction using the Total Physical Response approach combined with games; 2) compare the English speaking skills of first-grade students before and after instruction using the Total Physical Response approach combined with games; and 3) examine the satisfaction of first-grade students with the TPR approach combined with games. The sample consisted of 26 first-grade students from one classroom at Ban Yaba (Uppagarn Wittaya) School during the second semester of the 2025 academic year. The participants were selected using cluster random sampling. The research instruments included: 1) lesson plans 2) an English listening skills test 3) an English speaking skills test and 4) a satisfaction questionnaire regarding the instruction. The statistical methods used for data analysis were percentage, mean, standard deviation, and a paired-samples t-test. The research findings revealed that: 1) The English listening skills of first-grade students after the instruction were significantly higher than before the instruction at the p < .05 level of statistical significance. The mean score before the instruction was 7.54, and after the instruction was 11.12. 2) The English speaking skills of first-grade students after the instruction were significantly higher than before the instruction at the .05 level of statistical significance. The mean score before the instruction was 5.15, and after the instruction was 7.81. 3) Student satisfaction with the TPR approach combined with games was high, with a mean score of 2.85.