The Development of Basic French Writing Ability for Mattayomsuksa 5 Students Using a Cooperative Learning Model with TGT Technique Combined with Gamification Techniques

Abstract

The purposes of this research were to: 1) design a collaborative learning model using the Teams-Games-Tournament (TGT) technique combined with gamification, 2) compare students' French writing ability before and after implementing the learning activities, 3) compare students' post-learning French writing ability against a 70% proficiency criterion, and 4) study students' satisfaction with the TGT collaborative learning model combined with gamification. This research employed a pre-experimental research design. The target group consisted of 20 Mattayomsuksa 5 students from the French language program. The instruments for collecting data were : 1.four lesson plans, 2. a French writing ability test, which employed the scoring criteria established by the French Ministry of National Education to assess writing ability. The test had a difficulty index (p) of 0.785 and a reliability coefficient of 0.947. The reliability of the test was determined using the Inter-rater Reliability method and 3. a satisfaction questionnaire. The statistics used for data analysis were percentage, mean, standard deviation, and relative gain scores. The research results found that: 1) the designed learning model consisted of six steps: 1. setting learning goals and objectives 2. introducing the lesson with games and activities 3. forming teams 4. conducting games and writing skill practice 5. holding competitions and 6. summarizing the lesson. 2) Students’ French writing ability improved from a pre-test mean score of 6.33 to a post-test mean score of 12.30. 3) All 20 students (100%) achieved scores above the 70% criterion, with an average post-test score of 82%. And 4) Students expressed the highest level of satisfaction with this teaching model.