Collaborative Learning Management with Language Game to Develop 12th Grade Students’ English Vocabulary Learning and Reading Competency

Abstract

The purposes of this research were to (1) study twelfth grade students’ English vocabulary and reading development by applying collaborative learning management with language game of the whole group and individual (2) examine twelfth grade students’ attitudes towards collaborative learning management with language game in learning English vocabulary and reading and (3) investigate twelfth grade students’ participating behaviors in collaborative learning management with language game. The target population in this study was 40 twelfth grade students who studied English reading and summarizing in academic year 2023 at The Demonstration School of Ramkhamhaeng University. The research instruments consisted of (1) collaborative learning management with language game lesson plans (2) pre and post-test of English vocabulary and reading achievement (3) the attitudes towards collaborative learning management with language game questionnaire and (4) group behavior observation forms. The data were analyzed by utilizing mean, standard deviation, frequency, percentage, and normalized gain. The results showed that (1) twelfth grade students’ English vocabulary development by applying collaborative learning management with language game of the whole group was in medium gain ( = 0. 45) and there were 6 students obtaining high gain, 22 students obtaining medium gain and 12 students obtaining low gain; furthermore, twelfth grade students’ English reading development by applying collaborative learning management with language game of the whole group was in medium gain ( = 0. 41) and there were 3 students obtaining high gain, 25 students obtaining medium gain and 12 students obtaining low gain, (2) twelfth grade students’ attitudes towards collaborative learning management with language game in learning English vocabulary and reading were high (μ=4. 25, σ = 0. 40), and (3) twelfth grade students’ participating behaviors in collaborative learning management with language game were good over 80 percent of all students (μ=9. 62). This indicates that collaborative learning management with language game is one of the most effective teaching methods that contributes to developing learners’ vocabulary knowledge and reading competency. Moreover, it creates a fun classroom atmosphere, facilitates learners to practice critical thinking, increases their interest and enthusiasm in learning English, and supports them to have good learning behaviors.