Buddhism in Mekong Region Journal

Thai Compound Words: Integration with Active Learning Instructional Models.

2025-05-07T20:05:16+07:00

This article aims to integrate the learning of Thai compound words (Samasa) with Active Learning instructional models. Samasa plays a crucial role in Thai word formation, originating from Pali and Sanskrit. However, learning about Samasa often presents challenges, including complex structures, grammatical rules, and the memorization of foreign-derived vocabulary. Therefore, implementing active learning strategies can effectively address these issues.

This paper introduces instructional approaches for teaching Samasa through active learning techniques, including (1) Think-Pair-Share, which encourages students to think critically and exchange knowledge about Samasa; (2) Game-Based Learning, which enhances learning through engaging activities; (3) Analyze Case Studies, which helps students understand the practical usage of Samasa in real contexts; and (4) Mind Mapping/Concept Mapping, which assists in visualizing and comprehending the structure of Samasa through conceptual connections.

The expected outcomes of applying these strategies include improved comprehension and proficiency in using Samasa. Additionally, these methods foster student engagement, analytical thinking, and the ability to apply acquired knowledge to various contexts in the Thai language effectively.

THAI SPELLING: A DEVELOPMENT APPROACH USING GAME-BASED LEARNING

2025-03-22T19:26:58+07:00

Spelling in the Thai language plays a crucial role for students as it forms the foundation of writing skills and the development of understanding of the Thai language. When students spell correctly, they can enhance their knowledge and apply it in various aspects of life. Additionally, correct spelling and good writing skills enable students to improve other skills, particularly reading and speaking, thereby making communication more effective. The Basic Education Core Curriculum B.E. 2551 (2008) includes spelling in the core learning content. Therefore, teachers must emphasize teaching spelling. They should design diverse learning activities related to Thai spelling, with objectives such as developing knowledge, skills, processes, and stimulating students' interest, curiosity, and willingness to try. The objectives of Thai spelling learning activities will be achieved when teachers employ diverse, modern, and appropriate teaching innovations that align with students' age, abilities, and needs. This includes various teaching methods and techniques, as well as media and learning resources that facilitate real learning. Here, we recommend an approach to organizing Thai spelling learning activities using game-based learning.

COMPOSITION OF KAPYANI 11 : AN APPROACH TO LEARNING MANAGEMENT BY COOPERATIVE LEARNING

2025-05-29T08:57:46+07:00

Kapyani 11 is a basic lesson that students should know in order to study literature and literature of the Kapyani type and writing poetry. Learning Kapyani 11 helps to understand the meter and form of poetry, which is an important foundation for studying Thai literature and applying it in daily life. The Basic Education Core Curriculum B.E. 2551 emphasizes the composition of poetry or verses in the 4th subject, Principles of Thai Language Usage, by requiring students to study the nature and rules of the Thai language, including the composition of various types of poetry. Here, we will discuss the guidelines for developing the skills of composing Kapyani 11 by using cooperative learning, which is a learner-centered method that promotes teamwork to create challenges in understanding prosody, using cooperative learning techniques, including 1) STAD (Student Teams-Achievement Divisions), 2) TGT (Teams-Games-Tournament), 3) Jigsaw II, 4) LT (Learning Together), and 5) Think-Pair-Share techniques, as guidelines for teachers to apply in teaching, emphasizing student participation and creating a good learning atmosphere so that students are interested and can compose Kapyani 11 effectively.

Reading the sounds of diphthongs in Thai: GPAS 5 steps learning management approach

2025-03-24T08:42:17+07:00

Reading the sounds of consonant clusters is an important part of using the Thai language correctly and clearly. A consonant cluster is a word that has two initial consonants functioning as a single initial consonant, with a pronunciation that does not separate them. This often creates confusion for Thai language learners. Teaching how to read consonant clusters is therefore a challenge that educators must prioritize to enable learners to read and pronounce correctly according to language principles. This article will explore approaches to teaching the reading of consonant clusters in Thai using the GPAS 5 Steps framework, which emphasizes learner participation through a step-by-step learning process to enhance reading skills effectively. This research focuses on developing students' ability to read consonant clusters through a systematic learning approach, with the expectation that this method will help improve

The quality of Thai language teaching in the classroom.

Brain-Based Writing Skills: Concepts and Practices

2025-04-09T16:53:57+07:00

This article aims to present the concepts and practices in developing writing skills using Brain-Based Learning (BBL), an approach recognized for its effectiveness in promoting learning. Writing skills are crucial for communication, knowledge dissemination, and recording narratives. However, writing is a complex skill that requires multifaceted cognitive processes, language usage, and experiences. Brain-Based Learning is grounded in the principle that learning is most effective when it aligns with the brain's natural functions, particularly its capacity for continuous change and development (neuroplasticity) and individual learner differences.

The application of brain-based principles to develop writing skills can be achieved by creating a conducive learning environment, promoting the use of multiple intelligences, employing diverse and participatory learning activities, connecting learning to real-life experiences, sequencing learning from simple to complex, and implementing diverse and continuous authentic assessments. Additionally, tools and practices such as mind mapping, motion graphics media, emphasizing reading and writing analysis, practicing spelling and accurate word usage, and providing constructive feedback play a significant role in enhancing writing skills.

In summary, Brain-Based Learning for writing skills is a promising approach to promote effective learning, enabling learners to be engaged, participate actively, and develop their writing skills to their fullest potential.

Learning management using SQ6R technique to develop reading comprehension skills

2025-05-03T19:00:01+07:00

This article aims to study learning management approaches using the SQ6R technique to develop reading comprehension skills. The SQ6R technique is an effective reading method that enables learners to deeply understand content through an eight-step learning process. These steps include Survey, which provides learners with an initial perspective on the content by examining main topics, subtopics, and key elements; Question, which encourages analytical thinking and goal-setting in reading to seek answers; Read, which involves reading the content thoroughly while focusing on points related to the posed questions; Record, which helps learners summarize key ideas in an easily understandable format, such as charts, outlines, or mind maps to reinforce comprehension; Recite, which involves reviewing the content in their own words through speaking or writing summaries, aiding memory retention; Reflect, which entails deep consideration of the relationship between new information and prior knowledge or experiences; Relate, which enables learners to connect the content with real-life situations for practical application; and finally, Review, which helps learners retain information longer and reduces forgetting rates.

Implementing learning management using the SQ6R technique effectively enhances students' reading comprehension skills, as it promotes systematic learning and helps learners extract essential information accurately. This approach reduces the problem of reading without genuine understanding. Moreover, the SQ6R technique is adaptable to various subjects and serves as a framework for fostering lifelong learning skills. These sequential steps enable learners to process information systematically, leading to sustainable comprehension.

LOANWORDS IN THE THAI LANGUAGE: A GUIDELINE FOR LEARNER DEVELOPMENT THROUGH GAME-BASED LEARNING (GBL)

2025-02-23T20:42:22+07:00

The development of learners based on the Thai language principle of loanwords in Thai through educational games is a learning approach that helps students acquire knowledge about loanwords in Thai while enjoying the process through engaging educational games. This academic article aims to present information on teaching loanwords in Thai using game-based learning (GBL). The study examines research and related documents on teaching through educational games. The learning process on the topic of loanwords in Thai involves strategies to attract learners' attention and enhance their development through educational games. Designing learning activities with educational games requires four key steps: 1. Introduction Stage: This step involves stimulating learners' interest, incorporating game rules, and providing relevant information to prepare students for the lesson. 2. Activity Stage: This stage focuses on constructing knowledge through the planned activities. 3. Discussion Stage: At this stage, both learners and instructors collaboratively summarize the acquired knowledge. 4. Evaluation Stage: This involves assessing the outcomes of the activities based on the intended objectives. Since educational games are enjoyable, instructors can seamlessly integrate relevant content into the learning process. This approach helps enhance students' academic performance and allows for the effective application of the method in classrooms.

Thai Sentences: Cooperative Learning Approach

2025-05-03T19:03:09+07:00

This article presents an approach to teaching Thai sentence structures using the Cooperative Learning method, aiming to enhance students' understanding of sentence components and types, as well as develop teamwork skills. Thai sentences consist of noun phrases (subjects) and verb phrases (predicates) and can be classified by structure into simple, compound, and complex sentences. Additionally, sentences can be categorized based on mood and the speaker's intent.

Cooperative Learning emphasizes small, diverse group work, fostering interdependence, shared responsibility, and interpersonal skills. The article introduces two popular techniques: STAD (Student Teams Achievement Divisions) and TGT (Teams-Games-Tournaments). Both methods promote learning through group collaboration, individual testing, and competitive games. The learning process includes preparation, content delivery, group work, individual assessment, and team recognition. Cooperative Learning not only enhances understanding of Thai sentence structures but also cultivates teamwork, communication, and accountability—essential skills for social life. This approach demonstrates the potential of collaborative learning in creating an engaging and effective educational environment.

Triyangs (Three Letter Groups): A Brain-Based Learning (BBL) Approach to Learning

2025-02-23T20:47:21+07:00

This academic article aims to present a learning management approach for the topic of Tri Yang (Three-Group Characters) using Brain-Based Learning (BBL). The Tri Yang system, or Three-Group Characters, classifies Thai consonants into three groups: high, middle, and low. Learning Tri Yang is crucial for reading, writing, and understanding the Thai language correctly. Learners often face challenges in distinguishing between the different character groups and applying them to tone inflection, leading to errors in communication. Brain-Based Learning (BBL) is an educational approach that aligns with the brain's learning processes by creating a relaxed and engaging learning environment that encourages learner participation through various activities. The BBL-based Tri Yang learning management approach consists of five steps: Warm Up to prepare the brain and body for learning; Present to introduce the content using diverse teaching materials to explain Tri Yang; Learn-Practice to organize group activities for learners to practice reading and distinguishing characters; Summary to summarize knowledge and assess understanding; and Apply to apply the knowledge in daily life. Integrating Brain-Based Learning (BBL) into Tri Yang instruction not only enhances Thai language skills but also fosters learner motivation and enjoyment. Educators can adapt teaching methods and develop learning materials to suit learners' interests and abilities, ensuring effective and sustainable Thai language acquisition.

Developing Reading Comprehension Skills With English Reading Practice Sets for Mathayom 3 Students Nong Song Hong Witthaya School

2025-03-26T09:33:04+07:00

This research aimed to: 1) examine the efficiency of an English reading practice set based on the 80/80 criterion for Mathayomsuksa 3 students at Nong Song Hong Wittaya School, 2) evaluate its effectiveness index, which should exceed 50%, 3) develop students' English reading comprehension skills, and 4) assess students’ satisfaction with learning through the practice set. The target group consisted of 35 Mathayomsuksa 3/3 students enrolled in the basic English course (code 23101) during the academic year 2022. The research instruments included: 1) the English reading practice set, 2) an achievement test with 20 multiple-choice items, difficulty levels (P) ranging from 0.29 to 0.80, discrimination values between 0.24 and 0.80, and a reliability coefficient of 0.88, and 3) a student satisfaction questionnaire with 20 items, discrimination values between 0.34 and 0.89, and a reliability coefficient of 0.84. Data were analyzed using mean (x̄) and standard deviation (S.D.).

The research findings revealed that: 1) the efficiency of the English reading practice set was 85/82, which exceeded the 80/80 criterion, 2) the effectiveness index was 61.68%, which met the required threshold of above 50%, 3) students’ reading comprehension skills improved, with average scores increasing from 27.03 before the lesson to 35.03 after, and 4) overall student satisfaction with learning through the practice set was at the highest level, with a mean score of 4.36.

Personnel management according to the 4 principles of Iddhipada in the complete health supplement manufacturing industry. Case study of SCG Grand Company Limited.

2025-02-14T09:15:57+07:00

This research aims to 1) study personnel management according to the 4 principles of the Iddhipada of the complete health supplement production industry. Company case studies SCG Grand Co., Ltd. 2) To study human resource management guidelines, according to the 4 principles of the industry that produces complete health supplements. Company case study SCG Grand Co., Ltd. is a mixed methods research with research tools including questionnaires/interviews. The sample group/target group was 113 employees working in the complete health supplement manufacturing industry, SCG Grand Company Limited, with an error level of 0.05. The data collected from the questionnaire was then analyzed using Descriptive statistics including percentages, means, and standard deviations. and testing the F-value statistic (F-test) and then using information gathered from documents/literature/interviews/records/observation forms/etc. Let's do a content analysis (Content Analysis).

The research results found that

1) The area with the most work is personnel management based on perseverance

2) Human resource management guidelines. According to the 4 principles of the industry that produces complete health supplements. Company case study SCG Grand Co., Ltd. Personnel management based on the principle of proxy (satisfaction) should have work planning as a step before operations.