DEVELOPMENT THE ABILITY OF PRONOUNCE CHINESE PHONETIC BY ORGANIZING GAME-BASED LEARNING FOR FIRST – YEAR VOCATIONAL CERTIFICATE STUDENTS

Abstract

The objective is to develop the efficiency of game-based learning management. For first-year Vocational Certificate level students, the performance must have the criteria of 75/75 percent and compare the ability to read and pronounce Chinese phonetic by organizing game-based learning before and after learning management. For first-year Vocational Diploma students, the sample group included first-year Vocational Diploma students studying Chinese language, Semester 2, Academic Year 2023, Yasothon Technical College, Samran Subdistrict, Mueang Yasothon District, Yasothon Province, totaling 16 people by purposive selection. The tools used to collect data include a learning plan that promotes the ability to read and pronounce Chinese phonetic by organizing game-based learning. For first-year Vocational Certificate students, 6 plans, 2 hours per plan, test to measure Chinese phonetic pronunciation ability. For first-year Vocational Certificate level students, 40 questions, which is a test to measure reading and pronunciation abilities. And it is a test before and after studying. The statistics used to analyze the data include percentage, mean, standard deviation, and Nonparametric Test using the Wilcoxon Signed-Ranks Test method.

The results of the research found that game-based learning management of first-year vocational certificate students, the average percentage was 83.89 and the effectiveness of the results of game-based learning management of first-year vocational certificate students, the average percentage was 85.37, indicating that game-based learning was organized. of first-year Vocational Certificate level students had an efficiency (E1 / E2) of 83.89/85.37, higher than the criteria of 75/75 with statistical significance at the .05 level and an analysis comparing the Chinese phonetic reading abilities of first-year vocational certificate students before and after learning revealed a statistically significant difference at the .05 level. Specifically, after implementing game-based learning, students demonstrated higher abilities in phonetic reading of Chinese characters compared to before the intervention.