20200804202642

LUANGNAMTHA TEACHER TRAINING COLLEGE FOREIGN LANGUAGE OFFICE RESEARCH TOPIC: To Use Momo Sign Video in Teaching Vocabulary about Feeling Words to the 1st Year of Primary Education Students, 12+4 System in Louangnamtha Teacher Training College, Louangnamtha District and Province Main Advisor: Dr. Nathtaphon SANTHY Co-advisor: Mr. Onnith SITTHILARD (Academic Year 2019-2020)

LUANGNAMTHA TEACHER TRAINING COLLEGE FOREIGN LANGUAGE OFFICE RESEARCH TOPIC: To Use Momo Sign video in Teaching Vocabulary about Feeling Words to the 1st Year of Primary Education Students, 12+4 System in Louangnamtha Teacher Training College, Louangnamtha District and Province Researcher: Mr. Sihnnakohn SRIMUANG (Academic Year 2019-2020)

Preface Education is really essential to human resource development. According to the human resource development plan of Luangnamtha Teacher Training College, every teacher has to do a classroom research for finding out the issues of teaching-learning situation and the ways of solution. To reach the goal of plan, every teacher in teacher in each course has been working very hard to conduct classroom research because it believes that the results of the classroom research can help teaching-learning process better. This research report consists of 5 chapters: 1) introduction, 2) literature review, 3) methodology, 4) results, and 5) conclusion and recommendation Because of many tasks to do in my position, therefore, I do believe that there are many things must be improved in this research report writing particularly the contents, grammatical rules, writing principle and others in each chapter. As a researcher, I feel appreciate to the readers that will get the useful comments and recommendation to develop the future research report writing better.

Acknowledgement The research report would not finish completely without a lot of help from many sectors and people. I would like to take this chance to express my regards appreciation to all people who have supported me towards the completion of this study. First of all, I would like to express my deep attitude to the advisors who have very good advices, useful suggestion and recommendation throughout the research study. I would like to express gratefulness from the support of the director committees of Louangnamtha TTC that allowed me to conduct the research. I also like to thanks all the English teachers in Foreign Language Office who help me completing my research report I am also grateful to all students in the 1st year primary education students of 12+4 System who are kind, supported, comprehensive and encouragement with responding the utilized data and being good facilitators. Finally, I would expose my attitude to my family, close friends and colleagues who are always supply me.

Abstract This topic of this study is “To use Momo Sign video in Teaching Vocabulary about feeling words to the 1st year primary education students of 12+4 system, Louangnamtha TTC, district and province”.. The objectives of this study were: 1) What Momo Sign can the teacher use in teaching-learning feeling words?; 2) How does the Momo Sign help to improve students’ capacity on learning feeling words? The target groups were 23 students who attended in the 1st year primary education students of 12+4 system in the first semester, academic year 2019-2020. The data were collected through observation, questionnaire, and pre-test and post-test. The results of pre-test and post-test score, which the results score of pre-test are different from the post-test one. It is from 0% of excellent score in pre-test, however it rises up to 28.57% of excellent in the post-test. At the same time, the week score in pre- test is 85.71%, but lessens to 0% in the post-test. It is said the Momo sign video is efficient use in this research because students have an opportunity to watch, practice in the real action, share ideas, and listen to the native speaker. The pre and post of frequency and cumulative percent are different, the highest number of attendants that answered the questionnaire pre- frequency and cumulative percent were 3, total of 6 people. The total pre-result instruction is in a good level ̅ = 3.07, S.D = 0.91, which is difference from the post ̅ = 4.71, S.D = 0.61. and the output of t stat 6.096964 and t Critical one-tail 1.770933, the t stat value is higher than the t Critical one-tail, therefore it’s concluded that students aware to the teacher’s method of teaching. The pre and post of frequency and cumulative percent were different, the highest number of topic observation pre- frequency and cumulative percent were 3, total of 9 topics.. The total pre-result of observation is in a good level ̅ = 3.00, S.D = 0.57, which is difference from the post ̅ = 4.69, S.D = 0.48. at the same time the output of t stat 7.137743 and t Critical one-tail 1.782288, the t stat value is higher than the t Critical one-tail, therefore it’s concluded that the teacher’s method of teaching is efficiency.

Content Items page Preface ………………………...……………………………………………………….i Acknowledgement …………………………………………………………………….ii Abstract …………………………...…………………………………………………..iii Part I introduction 1.1. Rationale and the importance of the topic…………………………………………..3 1.2. Research question…………………………………………………..……………….3 1.3. Aims of study…………………………………………………...…………………...4 1.4. Study areas………………………………………………………...………………...5 1.5. Study expectation…………………………………………………..……………….5 1.6. Word definition……………………………………………………..………………6 Part II literature review 2.1. Theoretical perspectives…………………...…………………………...………....12 2.2. Theories use ………………………………...………………..……………………16 2.3.Previous study of topic…………………….………………………………………17 Part III methodology 3.1.Population and samplings……………………..……………………………………18 3.2.Study tools……………………………………….…………………………………18 3.3.Data collection……………………………………………………………………...18 3.4.Data analysis…………………………………………….………………………….19 3.5.Statistic of research…………………………………………………………………20 Part IV study results………………………………………...……………....………….25 Part V conclusion and recommendation…………………………...………..…..……...29 References ………………………………………………...………...............................30

CHAPTER I INTRODUCTION 1.1. Rationale and Background Education is so much important for success in life, personal, social and economic development of the nation, to live with happiness and prosperity and empowers minds that will be able to conceive good thoughts and ideas (Klient 2018). It is the process of discovery because the people have to find the new thing to development human resource. , the education is the act or process of the parting general knowledge, developing the powers of the reasoning and generally of the preparing oneself or others intellectually for mature life. It is the most important among all of us, education plays very important role in our life. English, being the most widely used language, is playing important role in the communication and bonding between people of different cultures and language Language is our primary source of communication. It's the method through which we share our ideas and thoughts with others. Some people even say that language is what separates us from animals and makes us human. English is an important language of the world. It is being spoken by half of the population of the world at the present time. It has become lingua Franca of the people of the world. Now it is the language of international communication but English is practically a language of administration, science, literature and diplomacy. English possesses a rich vocabulary, variety of expression and rich of literature and culture. William Shakespeare’s (2013) dramas are compendium of wisdom and knowledge. English has become the primary or secondary language of many former British colonies such as the United States, Canada, Australia, and India. Currently, English is the primary language of not only countries actively touched by British imperialism, but also many business and cultural spheres dominated by those countries. Nunan (2009) It is the language of Hollywood and the language of international banking and business. As such, it is a useful and even necessary language to know. There are several factors that make the English language essential to communication in our current time. First of all, it is the most common foreign language. This means that two people who come from different countries usually use English as a common language to communicate. That’s why everyone needs to learn the language in order to get in touch on an 2|Page

international level. Speaking it will help you communicate with people from countries all over the world, not just English-speaking ones. English is an essential language for the ASEAN countries because it is the center of spoken communication, easy to travel and to talk with someone else who speaks English too. English language is well known language in the world. People around the world use English language as an official and a second language to communicate with other people from different countries. As people know ASEAN or AEC is the new community among ten countries and the official language that supposed to be used is English. Now a day, English language is a new issue that we all should concern about knowing it because today life of people use English as a spoken language of travel, get a job outside the countries, to work with other countries. Therefore are many reasons why it’s important: First of all, the way that English is so important to us. As we can see the most of the foreigners come to Lao for taking a trip on holiday, the language that their use to ask was English. Also the same ASEAN is like the foreigner. It consists of ten countries, ten cultures, ten languages and ten different life style, but the same thing that we all use is “English language” Second, for the people who want to work in the ASEAN countries the thing you should have to know is English language as it was mentioned above, today most of the people dream to work in the other countries but they don’t have a chance the main things of this point. For example: They don’t know English well, they don’t have a high degree and they don’t have an opportunity. That’s why it just a dream for the people who want to have a good job and good life. However in the next 3 years, all the point will be just a word because when the AEC open there are a chance to work in any countries that you want such as Malaysia, Singapore, Indonesia, Cambodia, Brunei, Vietnam, Myanmar and Philippine Third, known English can travel easily in another ASEAN countries because whenever you travel everyone can speak English no need to know their hometown language before travel just pack a bag and go. We might fear that if there are people who still don’t know English what traveler can do. Just be sure that before the ASEAN open most of the people can speak English. 3|Page

The English subject is significant to Lao people on development human resource to improving teaching-learning English subject because now a day English is widely used to communicate in the world and also in Lao country. On the other hand, Lao country is rich natural resources and many dams of electricity that supervise by the foreigners. In this way, Lao people like working with higher income, they have to prepare knowledge of English language to communicate with them. Therefore, the Ministry of Education and Sports committee has reformed the system of English teaching process by using English curriculum in the year 3rd year of primary school to develop the basic ability to communicate in English. At the same time, student should be exposed to variety of educational experience which can develop their fluency and accuracy. Fostering the ability to communicate in English is an important goal of English education. However, humanity education is also important, so the lesson should help students to cultivate a sound morality to become good citizens. According to the mentioned importance, English is a language that people like to learn for communicating with each other to exchange ideas and to improve their language competency. However, today there are many problems occurring in learning- teaching process in local schools such as: a teacher does not use interesting techniques of teaching, students do not attend, make noisy in the class and do not like to participate the activities. From the real observation, one big problem happening is teacher’s teaching-learning organizing without real practice. The teachers presented the new language uninteresting and organized limited activities Therefore, it makes students feel bored. To solve the problems, a researcher creates following topic: “To use Momo Sign video in Teaching Vocabulary about feeling words to the 1st year primary education students of 12+4 system in Louangnamtha TTC, district and province”. 1.2. Research question  Main question: What visual aids can a teacher use in teaching vocabulary to involve students in the lesson?  Specific questions: - What Momo Sign can the teacher use in teaching vocabulary? - How does the Momo Sign help to improve students’ learning capacity of feeling words? 4|Page

1.3. Objective of Study - To use Momo Sign in teaching of feeling words - To improve the students’ learning skills on vocabulary better 1.4. Study Areas 1.4.1. Target group The target group of study is the 1st year primary education students of 12+4 system in Louangnamtha TTC, district and province”, academicyear 2019-2020 1.4.2. Focal point The main content of research is Unit 13: it really works!, general English 2 1.5. Study Expectation - The research results can be able to develop teaching techniques of the teacher on teaching vocabulary - Students will be able to learn by doing and seeing. - Students are able to write, pronunciation, read, perform, about feeling words correctly and have mare chance to involve the lesson - The local school teachers possess new technique of teaching vocabulary 1.6. Word definitions - Momo sign: is a new technique of organizing activity in teaching English. It makes teaching easily and learning fun. Momo sign uses motor memory and kinesthetic learning to make a new easy language to remember. - Happy: feeling or showing pleasure or contentment - Sad: feeling or showing sorrow; unhappy. - Angry: feeling or showing strong annoyance, displeasure, or hostility; full of anger. - Bored: feeling weary and impatient because one is unoccupied or lacks interest in one's current activity. - Confused: unable to think clearly; bewildered. - Worried: anxious or troubled about actual or potential problems. - Tired: in need of sleep or rest; weary. - Shy: nervous or timid in the company of other people. - Afraid: feeling fear or anxiety; frightened. - Rationale: refer to the explain action of an action or belief on something that happening in the situation in an area. 5|Page

- Questionnaire: means written questions that are answered by number of people. - Visuals: things that can be seen; comprising of posters, charts, chalk boards, flannel graph, flash cards, puzzles, objects-(real), projectors cartoons, television, computer, internet and so on. - Research questions: mean a set of questions that ask the pattern groups collecting data - Teaching and learning is a process of sending and gaining knowledge between teacher and students. - Tools: mean the equipment that we used do the action of research. 6|Page

CHAPTER II LITERATURE REVIEW 2.1. Theoretical perspectives 2.1.1. The definition of visual aid Learning is a complex process. It can be defined as a change in disposition; a relatively permanent change in behavior over time and this is brought about partly by knowledge. Learning can happen as an outcome of afresh attained skills, principles, perception, knowledge, facts, and new information at hand (Adeyanju, 1997). Learning can be reinforced with different teaching/learning resources because they stimulate, motivate as well as focus learners’ attention for a while during the instructional process. Visual aids arouse the interest of learners and help the teachers to explain the concepts easily. Visual aids are those instructional aids which are used in the classroom to encourage teaching learning process. As Singh (2005, p 11) defines: “Any device which by sight and sound increasing the individual s' practice, outside that attained through read labeled as an audio visual aids”. Visual aids are those instructional devices which are used in the classroom to encourage learning and make it easier and motivating. The material like models, charts, film strip, projectors, radio, television, maps called instructional aids. Visual aids are effective tool that “invest the past with an air of actuality.” Visual aids distribute the learners with true knowledge, which detention their devotion and help in the understanding of the ancient marvels. They demand to the mind through the visual auditory senses. When we use visual aids as teaching aid, it is one of the aspects which root participation of students in the lesson because when students look at visual model or aid, it is measured as a kind of contribution. Visual aid is an instructional aid such as: a poster, scale model, or video that presents information visually. Most of the language teachers seem to be agreed that the use of visuals can enhance language teaching. As they help teachers to bring the real world into the classroom, they make learning more meaningful and more exciting. Visual aids are tools that help to make an issue or lesson clearer or easier to understand and know (pictures, models, charts, maps, videos, slides, real objects etc.). There are many visual aids available these days. We may classify these aids as follows: visual aids are which use sense of vision is called Visual aids. For example : models, actual objects, 7|Page

charts, pictures, maps, flannel board, flash cards, chalkboard, slides, overhead projector etc.(https://www.Mer riam- webster.com/dictionary/visual%20aid:2013) Also the uses of visual aids encourage the body movement and it may strengthen the control. (Jain, 2004)There is famous Chinese proverb “one sighted is worth, a hundred words” it is fact that we take knowledge through our intellects. There is another maxim that” if we hear we forget, if we see we remember, and if we do something we know it” so it means that use of visual aids make teaching learning process more effective. As Kishore (2003) said “visual aids stimulated thinking and cognize.” The use of visual aids in teaching learning process has multifarious values (Mohanty, 2001). Visual aids give chance to speakers to make a more professional and consistent performance. The teaching career is full with limitless opportunities to enrich the academic survives of students, while some ideas and educational goals will be easy for students to hold, other will need you to think productively to ensure that important learning aims are met. By visual aids in teaching is one mode to enhance lesson plans and give students additional ways to process subject information (Kunari, 2006). Visual aids are devices present unit of knowledge through auditory of visual stimuli both with a view to aid learning. They concretize the information to be obtainable and help in making learning practice apple real, active and vital. They supplement the work of the teacher and help in the research of the text books. The great educationist Comenius has well said: The foundation of all learning consists in representing clearly to the senses and sensible objects so they can be appreciated easily (Singh, 2005). (Agun et al; 1977) Examples of learning resources include visual aids, audio aids, real objects and many others. Visual aids are designated materials that may be locally made or commercially produced. They come in form of, for illustration, wall charts, exemplified pictures, symbolic materials and other two dimensional items. There are also audio visual aids. These are teaching machines like television, radio, and all kinds of projectors with sound attributes. Television and radio programs provide another useful learning resource. Films, likewise, are a general teaching/learning resource. In addition to helping students remember important information, teaching/learning resources have other returns. When accurately used they aid achievement and hold the attention of students. Visual aids can be very useful in supportive a topic, and the 8|Page

amalgamation of both visual and audio stimuli is particularly effective since the two most important senses are involved (Burrow, 1986). Teachers should keep in mind that they are like salesmen of philosophies, and many of the best sales practices that attract attention of potential clients are well worth considering. Clear y, a major goal of all teaching is for the students to be able to retain as much knowledge of the topic as possible, particularly the main points. Frequent studies have attempted to determine how well learning resources serve this purpose. Indicate from the studies vary greatly from modest results which show 10-15 Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.6, No.19, 2015 228 percent increase in retention to more optimistic results in which retention is increased by as much as 80 percent (Burrow,1986). Good learning resources can help solve certain language barrier problem as they provide accurate visual image and make learning easier for the student (Chacko, 1981). Another use of learning resources is to clarify the relationship between material objects and concepts to understand. Symbols, graphs, and diagrams can also show associations of location, time, size, value and frequency. By symbolizing the factors tangled, it is even possible visualize abstract relationship. Instructional aides have no value in the learning process if they cannot be seen or heard. Tapes of speeches and sounds should be confirmed for correct volume and quality in the actual environment in which they will be used (Chorley, 1966). Visual aids must be visible to the whole class. All calligraphy and illustration must be large adequate to be seen easily by the students farthest from the aids' .Colours, when used, should provide clear contrast and easily be visible. The efficacy of aids can be enhanced by proper sequencing to build on former knowledge. Often, good institute and natural patterns of logic command the sequence. According to Ranasinghe and Leisher (2009), integrating technology into the classroom begins when a teacher prepare lessons that use technology in meaningful and relevant ways. Technological aids should support the curriculum rather than dominate it. Ranasinghe and Leisher say that technology should assist the teacher in creating a collaborative learning environment. Koç (2005) says that the integration of technology into curriculum means using it as a tool to teach academic subjects and to promote higher-order thinking skills of the students. Developments in technology gave scope for innovative practices in the classroom. Practical improvements in the creation of visual aids for classroom use have been remarkable. Technological developments in Pakistan 9|Page

had a positive impact on students learning environment. Educational reforms for improving skills initiated by the Ministry of Higher Education elevated the classroom learning environment in Pakistan. University classrooms were equipped with world class technological teaching aids for making classroom students learning process interesting and resourceful. However, use of identical resources, comprising a syllabus, is suggested. Sequencing also can be improved purely by using overlays on slides, doffing methods on charts and or chalk, and marker boards. Sequencing can be emphasized and prepared clearer by the use of distinct colors (Chorley, 1966). 2.1.2. The significance of video Visual aids Suresh Kumar (2016) said that video visual aids are really so effective in teaching English. When taught the English to any small children then showed them a video about that topic. It is very interesting way to learn about anything. It is an effective thing and recognized in every field. We hear the songs without see them. We enjoy them very much. So is a very unique step in Songs field. We can record any type of interactions in video file. We can hear the voice and pictures very clearly by vieo of any person or persons. So video is very effective step of science. Many types of video about mythology, study and for that subject, which is very useful for you.So video is also very helpful technique. When we go at any place for travel then we play the songs in the car on the way. So video is also very important source for entertainment 2.1.3. The signifieance of words Feeling seems to rule our daily lives. We make decisions based on whether we are happy, angry, sad, bored, or frustrated. We choose activities and hobbies based on the feelings they incite. (By Kendra Chery Updated June 21, 2016) An feeling is a complex psychological state (Hockenbury & Hockenbury, 2007) . In addition to understanding exactly what feelings are researchers have also tried to identify and classify the difterent types of feelings. In 1972, psychologist Paul Eckman suggested that there are six basic feelings that are universal droughout human cultures: fear, disgust, anger, surprise, happiness, and sadness. In 1999, he expanded this list to include a number of other basic feelings including emharrassment, excitement, contempt, shame, pride, satisfaction, and armusement. The mainstream definition of feelings refers to a feeling statc involving thoughts, physiological changes, and an outward expression or behavior. But what comes first? The thought? The physiological arousal? The behavior? Or does feeling exist in a vacuum, whether or not these other components are 10 | P a g e

present? There are five theories which attempt to understand why we experience feeling. Another feeling classification system known as the \"wheel of feeling.\" Feeling can be combined or mixed together, much the way an artist mixes primary colors to create other colors. Plutchik suggested that there are 8 primary emo tional dimensions: happiness vs sadness, anger vs fear, trust vs disgust, and surprise vs anticipation. These feeling can then be combined in a variety of ways. For example, happincss and anticipation might combine to create excitement. Believe that there are a number of basic universal feelings that are experienced by people all over the world regardless of backgrounds or culture; researchers also believe that experiencing feeling can be highly subjective. While we might have broad labels for certain emotions such as 'angry', 'sad' or happy', your own unique experience of these is probably much more multi-dimensional, Consider anger. Is all anger the same? Your own experience might range from mild annoyance to blinding rage. Plus, we don’t always experience pure toms of each feeling. Mixed feelings over different events or situations in our lives are common. When faced with starting a new job, you might feel both excited and nervous. Getting married or having a child might be marked by a wide variety of feelings ranging from joy to anxiety. These emotions might occur simultaneously, or you might feel them one after another.  Feeling Words List Happy Safe Scared Sad Angry Good natured Secure Anxious Tearful Trapped Jubilant Warm Butterflies Morning Annoyed Joyful Trusting Afraid Haunted Outraged Glad Trusted Fearful Lonely Explosive Festive Inviting Nervous Helpless Irritated Cheerful Desired Harassed Vulnerable Resentful Elated Satisfied Insecure Tragic Vengeful Loved Receptive Unsure Bullied Provoked Loving Free Worried Disappointed Offensive Brotherly Certain Cowardly Ashamed Useless Playful Self-assured Desperate Repugnant Forced Aroused Inspired Threatened Indignant Pessimistic Esteemed Encouraged Suspicious Lost Dull 11 | P a g e

Confident Inspired Wary Pulled Careless Provocative Enthralled Doubtful Lousy Apathetic Sexy Manic Victimized Unhappy Dispatched Manly, Energetic Cheated Confused Uncared Feminine Comforted Healthy Wronged Disoriented Disjointed Strong Pain-free Terrified Disillusion Rejected Optimistic Inquisitive Alienated Stupefied Menaced Frisky Curious Offended Stunned Agonized Animated Dependable Hurt Perplex Menaced Glorious Mellow Injured Doubtful Unwanted Energized Relaxed Crushed Worthless Disrespected Vigorous Affectionate Rejected Woeful Shy Engrossed Sympathetic Listless Energetic Taken advantage Fluid Respected Amazed Torn Touched Flattered Disorganized Stressed Conflicted Bold Interested Tired Humbled Ambivalent 2.2. The theory used 2.2.1. Definition of Momo sign Momo sign is a new method for teaching English. It makes teaching easy and learning fun. Momo sign uses motor memory and kinesthetic learning to make a new language easy to remember. Video from the webpage can be downloaded and used in the classroom to assist the teacher. They can also be loaded on to phone for home practice. The gestures in this program are based on Lao sign language. While learning English effectively, you can also learn to communicate with the deaf (English Momo sign book for Lao) 2.2.2. The significance of Momo sign Momo sign is a method of cuing verbal responses with gestures from sign languages of the deaf. \"Using vocabulary from sign languages ensures stronger consistency and word-meaning associations than with gestures or mimes.\" Momo sign is teaching English ensures better consistency for the teacher and the students. Using ones hands is a natural component of language, communication, teaching easy, learning 12 | P a g e

fun and play. It opens the possibility of communication between the deaf and the hearing. Momosign videos support teachers in the classroom, providing consistent examples of signing and native-spoken English for students to hear. Teachers are still the stars and can gain new confidence in their teaching abilities. Language learning is not solely about grammar and reading texts. Human communication requires the understanding of visual and contextual cues. Sign language is the highest form of a visual-spatial language. In essence, the hearing can learn a lot from the deaf. Students become enthusiastic, motivated and focused. With the dominance of smart phones and devices in daily life, it is all the more important in early childhood development to encourage the use of eye contact, facial expressions and physical expression in direct communication. (By Martin MOMODA) Engaged Learning: Teaching with momosign creates dynamic classroom environments Children are motivated by the sense of engaged playใ Learning surely happens when students are happy and motivated.\" The Brain: Visual-spatial modalities are integral to human communication but have been neglected in the language classroom. Recent neuroscience research confirms the importance of multiple sensory inputs for memory and learning. The Possibilities: Momosign is especially appropriate for low-resourced classrooms and minimally skilled teachers. The easiest and most effective tools for communication are movement, eye contact and the use of facial expressions. The Method: Momosign is a method of cuing verbal responses with gestures from sign languages of the deaf. Using vocabulary from sign languages ensures stronger consistency and word- meaning associations than with gestures or mimes. The Source: Momosign utilizes signs from local sign languages. Lao sign language is the source for English instruction in Laos. Signs have also been collected in Cambodia, Ghana, Guatemala and Myanmar with the cooperation of Deaf organizations. 13 | P a g e

The Future: The prospect for this innovation is to make teaching and learning a joyful and productive experience, and create communicative bridges between the Deaf and the hearing for an inclusive society.\" The art of communication: Visual-spatial expression Lao Sign Language Q: Why sign language? A: Language learning is not solely about grammar and reading texts. Human communication requires the understanding of visual and contextual cues. Sign language is the highest form of a visual-spatial language. In essence, the hearing can learn a lot from the Deaf. Q: Is sign language universal? A: No. All languages develop from communication within a defined group. Likewise, sign language will vary from country to country and region to region. Many signs are culturally based or have associations with the spoken language. For example, the sign for tea will refer to dipping a tea bag in one language, but refer to milk tea being pulled (teh tarik) in another. 14 | P a g e

Guatemala Sign Language Q: Aren’t the teachers and students Ghana Sign Language being required to learn a third language as well? A: It has never been an issue. It is not even necessary to tell students that they are using a sign language. Using ones hands is a natural component of language, communication, learning and play. Q: How about the teachers? Isn’t it hard for them to learn signs from sign language? A: Children are usually better at it. For this reason, videos support teachers in the classroom, providing consistent examples of signing and native-spoken English for students to hear Teachers are still the stars and can gain new confidence in their teaching abilities. Q: What is in it for the student? A: A positive learning experience in the classroom. Students become enthusiastic, motivated and focused. With the dominance of smart phones and devices in daily life, it is all the more important in early childhood development to encourage the use of eye contact, facial expressions and physical expression in direct communication. 15 | P a g e

Cambodian Sign Language Q: Why call it momosign and not sign language? A: Technically, sign language has a specific grammar and a specific use. Gestures used in momosign use the target language grammar and is used for the hearing, not the Deaf. Q: Can’t we invent our own signs then? A: Sourcing an established sign language ensures better consistency for the teacher and the students. Sourcing a local sign language opens the possibility of communication between the Deaf and the hearing. Q: What's the dream? A: The use of signs and sign language become so widespread that communication barriers are broken down between the hearing and the Deaf. 2.2.3. Step of using Momosign in teaching-learning  Presentation: Teacher elicits and drills feeling words from students by using flash cards, plays Momosign video and audio to students, tells students repeat the word after the audio and asks volunteers to read  Practice: Teacher organized students work in group of 4, tells students practice perform gesture with Momosign video, monitors and sets the times to students practice.  Free practice: 16 | P a g e

Teacher asks students in each group to do role play and Teacher corrects mistake and gives praise by flags 2.3. Previous studies Bates, T (2012) studied about audio-visual media as social situation are very attractive and have a great effect on children and adolescents. This aims of study are: 1) the correlation between computer games and 2) behavioral problems on male guidance school students. The method was a descriptive-correlative study on 45 randomly chosen male guidance school students. They were asked to answer the researcher's questionnaire about computer games and Achenbach’s Youth Self-Report (YSR). The results of this study indicated that there was about 95% direct significant correlation between the amount of playing games among adolescents and anxiety/depression, withdrawn/depression, rule-breaking behaviors, aggression, and social problems. However, there was no statistically significant correlation between the amount of computer game usage and physical complaints, thinking problems, and attention problems. In addition, there was a significant correlation between the students’ place of living and their parents’ job, and using computer games. Middleton, A (2009) examined how the video games for curriculum created a social constructivist learning environment that influenced eighth grade girls’ levels of engagement within a sport based physical education program and identified pedagogical methods that assisted boys to value girls as participants and work to facilitate girls’ engagement. Data consisted of teacher journal entries, student questionnaires, focus group interviews, co-teacher interview, and independent observations. Data were analyzed using open, axial, and selective coding. The findings suggested that cognitive aspects of the environment actively engaged both boys and girls through small team activities. Shared responsibilities for team selection and peer coaching enabled students to become decisions-makers. Providing students with choices and minimizing competition helped girls feel supported. Likewise, modified games and ability groups helped boys value girls as participants and facilitate their engagement. Scaff (2012) analyzed the topic of potential clips in the classroom. The aims are: 1) to prove that the clips can be used in the classroom effectively, b) to report the results to the higher education. The instruments are observation and questionnaires. Year 2 of secondary school students are samples of the research. The survey results indicated that the clips can encourage more students involve on teaching activities. The 17 | P a g e

whole research results from observation is at good level ̅ = 4.09, SD = 0.90. and at the same time, the whole result of questionnaire is at good level ̅ = 3.61, SD = 0.40. therefore, it is said that the technique of teaching use is corresponded and effective In conclusion, according to the works mentioned above, video clip was used in a lot of dimensions in the classrooms: computer games and other audio-visual media as social situation. Unfortunately, very few to none researcher studied about using video clip on teaching stress yes/no question in the classrooms. Thus, this study attempts to examine the strategy used in teaching vocabulary about feelings by using Momo sign. 18 | P a g e

CHAPTER III METHODOLOGY OF STUDY 3.1. Target group The target group of this research is the 1st year primary education students of 12+4 system, which consists of 23 students with 13 females in Louangnamtha TTC, District and Province in academic year 2019-2020. 3.2. Study tools To perform this research, I have created 3 kinds of study tools such test sheets (Pre-test and post-test), questionnaires, and observation sheets. Pre-test and post-test are used for testing students' basic knowledge about using feeling words before teaching and after teaching for compare the results of after and before tests. The test concludes 20 subs contend. The contents are the basic uses of feeling words. Normally, the questionnaires are very important for asking some information that a researcher need. They are used for finding out the teaching techniques of English teacher in teaching feeling words, consists of 13 sub contents in the questionnaire The observation sheets are used to observe about the environment of the classroom during the time of teaching and learning, especially the teaching techniques of teacher and the participation of the students who study in the class. 3.3. Statistic of research Three types of statistic are considered used in this research: percent (%), average ( ̅) and Standard Deviation (S.D) 3.4. Data collection A researcher started to collect data as the following steps: firstly, wrote the proposal to the head of FLO for doing a study in the school. After the director issued the decree, researcher contacted with the local teachers and students for collecting target group. Lastly, the lesson was taught. Before and after teaching, the pre-test and post-test were conducted 15 minutes for each session, and at the same time, the peers were observers by using observation sheet. Finally, the target group was asked for completed the questionnaire. 19 | P a g e

3.5. Data Analysis The collective data was analyzed by organizing the information to gather and calculated them in accordance with kind of information that got from pre-test and post- test, questionnaire and classroom observation. Then, calculation was done by hand and computer by using basic statistic formula which express the next stage, and put the final results on the table provided. At the end, the final study results were needed to interpret which based on the condition setting. The detailed meaning of scoring was shown below: Table 1: the scales of interpretation the Value of Average ( ̅) and Standard Deviation (S.D) Space of average Meaning 4.51 - 5.00 Excellent 3.51 - 4.50 2.51 - 3.50 Good 1.51 - 2.50 Quite good 1.00 - 1.51 Satisfactory Weak Table: 2 the Measurement Scales of pre-test and post-test scores 8 – 10 Advanced 5–7 Accepted 1–4 Weak 4.6. Statistic used for data analysis To collect the detailed information on the study, formulations were used on the data analysis. For example: percentage (%), average ( ̅), standard deviation (S.D)  Standard Deviation (S.D) The standard deviation (SD) was calculated by using the formula SD = √������ ∑ ������ ∑ ������ ������ ������ SD refers to Standard Division. (x)2 refers to the square of sum of score in each question. x2 refers to the square of sum of score in each question. 20 | P a g e

N refers to number of sample.  Percentage The percentage (%) was calculated by using the formula: P= ������ P refers to percent (%) F refers to frequency of the percent calculated. N refers to number of request.  Average ̅) The average or Arithmetic Mean was calculated by using the formula: ̅ = ∑ ������ ̅ refers the average score of each question. x refers to the sum of average score. N refers to the number of sampling. 21 | P a g e

CHAPTER IV STUDY RESULTS 4.1. The results of students’ assessment on pre-test and post-test Table 3: the results from the pre-test and post-test Tests Score No of Students Percentage Meanings Pre-test(before teaching) 8-10 0 0 Excellent 5-7 7 30.43 Fairy 1-4 16 69.57 Weak Post-test(after teaching) 8-10 9 39.13 Excellent 5-7 14 60.87 Fairy 1-4 0 0 Weak Table 3 displays the results of pre-test and post-test score, which the results score of pre-test are different from the post-test one. It is from 0% of excellent score in pre- test, however it rises up to 28.57% of excellent in the post-test. At the same time, the week score in pre-test is 85.71%, but lessens to 0% in the post-test. It is said the Momo sign video is efficient use in this research because students have an opportunity to watch, practice in the real action, share ideas, and listen to the native speaker. 4.2. The results of students’ questionnaires Table 4 indicates the frequency and cumulative percent of pre-students’ questionnaire score Frequency Cumulative % score Frequency Cumulative % 1 0 0.00% 3 6 42.86% 2 4 28.57% 2 4 71.43% 3 6 71.43% 4 3 92.86% 4 3 92.86% 5 1 100.00% 5 1 1 0 100.00% 0 100.00% 0 100.00% More 100.00% More Histogram Frequency 10 200.00% 5 100.00% Frequency 0 0.00% Cumulative % 3 2 4 5 1 More score 22 | P a g e

Table 5 indicates the frequency and cumulative percent of post-students’ questionnaire score Frequency Cumulative % score Frequency Cumulative % 1 0 0.00% 5 11 78.57% 2 0 0.00% 4 2 92.86% 3 1 7.14% 3 1 100.00% 4 2 21.43% 1 0 100.00% 5 2 0 100.00% 11 100.00% 0 100.00% More 0 100.00% More Histogram 15 150.00% Frequency 10 100.00% 5 50.00% Frequency 0 0.00% Cumulative % 5 4 3 1 2 More score Table 4 and 5 displayed that the pre and post of frequency and cumulative percent are different, the highest number of attendants that answered the questionnaire pre- frequency and cumulative percent were 3, total of 6 people. In the contrast, the highest number of attendants that answered the questionnaire post- frequency and cumulative percent was 5, total of 11 people. Table 6 the analysis of descriptive statistic before 3.071429 post 4.714286 Mean 0.245045 Mean 0.163363 Standard Error Standard Error Median 3 Median 5 Mode 3 Mode 5 Standard Deviation 0.916875 Standard Deviation 0.61125 Sample Variance 0.840659 Sample Variance 0.373626 Kurtosis -0.14631 Kurtosis 4.250865 Skewness 0.541766 Skewness -2.16528 Range 3 Range 2 Minimum 2 Minimum 3 Maximum 5 Maximum 5 Sum 43 Sum 66 Count 14 Count 14 Confidence Level(95.0%) 0.529388 Confidence Level(95.0%) 0.352925 23 | P a g e

\\The table 6 is found the descriptive statistic results of questionnaires on students' satisfaction and awareness to teacher's using Momo sign in teaching vocabulary about feeling words. The total pre-result is in a good level ̅ = 3.07, S.D = 0.91, which is difference from the post ̅ = 4.71, S.D = 0.61. Table 7 T-test output comparison post Before 4.714286 3.071429 Mean 0.373626 0.840659 Variance 14 Observations 14 Pearson Correlation 0.176471 Hypothesized Mean Difference Df 0 t Stat 13 P(T<=t) one-tail 6.096964 t Critical one-tail 1.9E-05 P(T<=t) two-tail 1.770933 t Critical two-tail 3.8E-05 2.160369 Table 7 the output of t stat 6.096964 and t Critical one-tail 1.770933, the t stat value is higher than the t Critical one-tail, therefore it’s concluded that students aware to the teacher’s method of teaching 4.3. The results of pre and post classroom observation Table 8-9 displays the frequency and cumulative percent of pre and post observation Score Frequency Cumulative % score Frequency Cumulative % 1 0 0.00% 3 9 69.23% 2 2 2 2 84.62% 3 9 15.38% 4 2 100.00% 4 2 84.62% 1 0 100.00% 5 0 100.00% 5 0 100.00% 0 100.00% 0 100.00% More 100.00% More 24 | P a g e

Histogram 10 150.00% Frequency 5 100.00% 50.00% Frequency 0 0.00% Cumulative % 3 2 4 1 5 More score score Frequency Cumulative % score Frequency Cumulative % 1 0 0.00% 5 9 69.23% 2 0 0.00% 4 4 100.00% 3 0 0.00% 1 0 100.00% 4 4 2 0 100.00% 5 9 30.77% 3 0 100.00% 0 100.00% 0 100.00% More 100.00% More Histogram 10 120.00% 8 100.00% Frequency 6 80.00% 60.00% 4 Frequency 40.00% 2 20.00% Cumulative % 0 0.00% 5 4 1 2 3 More score Table 8 and 9 displayed that the pre and post of frequency and cumulative percent were different, the highest number of topic observation pre- frequency and cumulative percent were 3, total of 9 topics. In the contrast, the highest number of topics post- frequency and cumulative percent was 5, total of 9 topics. Table 10 descriptive statistic post 4.692308 3 Mean 0.133235 Before 0.160128 Standard Error Mean 3 Median 5 Standard Error Median 25 | P a g e

Mode 3 Mode 5 Standard Deviation 0.57735 Standard Deviation 0.480384 Sample Variance 0.333333 Sample Variance 0.230769 Kurtosis 1.036364 Kurtosis -1.33939 Skewness Skewness -0.94621 Range 0 Range Minimum 2 Minimum 1 Maximum 2 Maximum 4 Sum 4 Sum 5 Count 39 Count 61 Confidence Level(95.0%) 13 Confidence Level(95.0%) 13 0.348889 0.290293 \\The table 10 is found the descriptive statistic results of observation by using Momo sign in teaching vocabulary about feeling words. The total pre-result is in a good level ̅ = 3.00, S.D = 0.57, which is difference from the post ̅ = 4.69, S.D = 0.48. Table 11 t-test average comparison post Before 4.692308 3 Mean 0.230769 Variance 13 0.333333 Observations -0.30046 13 Pearson Correlation 0 Hypothesized Mean Difference 12 Df 7.137743 t Stat 5.92E-06 P(T<=t) one-tail 1.782288 t Critical one-tail 1.18E-05 P(T<=t) two-tail 2.178813 t Critical two-tail Table 7 the output of t stat 7.137743 and t Critical one-tail 1.782288, the t stat value is higher than the t Critical one-tail, therefore it’s concluded that the teacher’s method of teaching is efficiency. 26 | P a g e

CHAPTER V CONCLUSION AND RECOMMENDATION This chapter summarizes the whole study and provides some feedback on areas that require the ways of teaching English vocabulary by focusing on Momo sign video to the 1st year primary education students of 12+4 system, which consists of 23 students with 13 females in Louangnamtha TTC, district and province in academic year 2019- 2020. The conclusion and recommendation were also presented lately at the end of this chapter. The objectives of this study are to 1) To use Momo Sign in teaching of feeling words; 2) To improve the students’ learning skills on vocabulary better Thus, to support the study, a few types of study tools were used which consisted of a pre-test, post-test, questionnaire and observation. The observation is to find out the real advantage using alternative visual aids of teaching vocabulary by using Momo sign video in stages of teaching. While questionnaire is used for investigating students’ satisfaction and awareness to teacher’s method of teaching by using Momo sign video in the process of teaching and finally, the pre-test and post-test are used to collect data. 5.1. Conclusion. The results of students’ questionnaires The results of pre-test and post-test score, which the results score of pre-test are different from the post-test one. It is from 0% of excellent score in pre-test, however it rises up to 28.57% of excellent in the post-test. At the same time, the week score in pre- test is 85.71%, but lessens to 0% in the post-test. It is said the Momo sign video is efficient use in this research because students have an opportunity to watch, practice in the real action, share ideas, and listen to the native speaker. The results of students’ questionnaires The pre and post of frequency and cumulative percent are different, the highest number of attendants that answered the questionnaire pre- frequency and cumulative percent were 3, total of 6 people. In the contrast, the highest number of attendants that answered the questionnaire post- frequency and cumulative percent was 5, total of 11 people. At the same time the descriptive statistic results of questionnaires on students' satisfaction and awareness to teacher's using Momo sign in teaching vocabulary about feeling words. The total pre-result is in a good level ̅ = 3.07, S.D = 0.91, which is 27 | P a g e

difference from the post ̅ = 4.71, S.D = 0.61. and the output of t stat 6.096964 and t Critical one-tail 1.770933, the t stat value is higher than the t Critical one-tail, therefore it’s concluded that students aware to the teacher’s method of teaching. The results of pre and post classroom observation The pre and post of frequency and cumulative percent were different, the highest number of topic observation pre- frequency and cumulative percent were 3, total of 9 topics. In the contrast, the highest number of topics post- frequency and cumulative percent was 5, total of 9 topics. And the descriptive statistic results of observation by using Momo sign in teaching vocabulary about feeling words. The total pre-result is in a good level ̅ = 3.00, S.D = 0.57, which is difference from the post ̅ = 4.69, S.D = 0.48. at the same time the output of t stat 7.137743 and t Critical one-tail 1.782288, the t stat value is higher than the t Critical one-tail, therefore it’s concluded that the teacher’s method of teaching is efficiency. 5.2. Recommendations  Recommendation on Academic Affair 1. Teachers in secondary school should use Momo sign video in teaching because it is able to help teacher’s pronunciation correctly, practice in the real action and also support students memorize the words 2. To enhance students interested in English vocabulary learning, the various visual aids should be used 3. Before giving students tasks, teacher should be assigned for encouraging them to learn vocabulary willingly. 4. Teachers should create and implement different Momo sign videos in each lesson.  For school The head of the office should have programs of training or seminar to English teachers about techniques of using visual aids to teaching-learning, especially to teach pronunciation lessons to make them know well about how to use videos in teaching- learning to increase the number of students involve the lesson.  For teacher 28 | P a g e

English teachers should find out more techniques of using the videos in vocabulary lesson to improve the quality of teaching-leaning and the different techniques of teaching-learning to help students understand easier and quicker. 5.1.2. Recommendation the Future of Study The Mom sign video used in teaching is efficient visual aids, which can encourage and involve students in learning process joyfully. Therefore if the readers, teachers would like to continue doing the similar research should follow the below steps: 1. prepare Momo sign video by searching related video from Momo sign books and then adapt to match the real lesson 2. teaching-learning process  Presentation: Teacher elicits and drills feeling words from students by using flash cards, plays Momo sign video and audio to students, tells students repeat the word after the audio and asks volunteers to read  Practice: Teacher organized students work in group of 4, tells students practice perform gesture with Momo sign video, monitors and sets the times to students practice.  Free practice: Teacher asks students in each group to do role play and Teacher corrects mistake and gives praise by flags 29 | P a g e

References Adeyanju, (1997 ‘Pedagogical roles for video in online learning’, retrieved 29 April, 2013www.tonybates.ca/2012/03/10/pedagogicalx-roles-for-video-in-online-learning As kishore (2003) audio in the ESL and EFL Class in The Internet TESL Journal, Vol. VIII, No. 9. Agun et al, (2002) Using audio in Teaching English to Young Learners in The Internet TESL Journal, Vol VIII, No. 8. Huyen, N.T.T. & Nga, K.T.T. (2003) Learning Vocabulary through clips in Asian EFL Journal. Jain (2004) ‘Using audio in teaching and learning’, retrieved 29 April 2013, <www.jiscdigitalmedia.ac.uk/guide/using-audio-in-teaching-and-learning>. Marissa. (2016) Six clips for the EFL/ESL Classroom in The Internet TESL Journal, Vol. VI,No.6. Mer riam- webste (https://www. r.com/dictionary/visual%20aid:2013) Middleton, A 2009, ‘Beyond podcasting: creative approaches to designing education audio’, Alt-J, Research in Learning Technology, vol. 17, no. 2, retrieved from <www.researchinlearningtechnology.net/index.php/rlt/article/download/10871/12544>. Oliver (2012) Using audioto Promote Communicative Skills in Language Learning Srima (2014) Using audio to Motivate your Adult ESL Students as an Interactive Classroom Technique in International Journal of Teaching and Learning in Higher Education. Volume 19, Number 1, 53-63. Scaff (2012) Using audio in an EFL Class for Children in Daejin University ELT Research Paper. Pettigrew, J, Oliver, B, Fluker, G, Dracup, M, Brighton, T, Atkinson, K 2012, ‘Student and staff digital access 2012: internet, mobile devices and social software’, Deakin Learning Futures, Melbourne. 30 | P a g e

Observation Teacher ………………………………… Date: …… Observer …………………….................., sex …………….. age ……………………. Subject………………………………….class ……………………………. Unit……topic……………………….lesson……...topic…………………………… Please tick (√) in the table with real content of the teacher and students as they meaning as the following. Scores: 5 = very good 4 = good 3 = fair 2 = weak 1 = very weak No Stage of teaching 5 Criteria 1 432 Presentation 1 Teacher elicits new languages short and lively 2 Teacher uses Momo sign video to present new languages clearly and appropriately 3 Students involve and interest in Momo sign audio and video 4 Teacher drills clear steps 5 Teacher gives a chance to students asking questions about new languages Practice 6 Activities are interested and matched to students level 7 Students have chance to do activities from Momo sign enough time 8 Teacher uses appropriate Momo sign video 9 Check correction Production 10 Students have a chance to do role play

11 Very well classroom management 12 Gives recommendation and feedback about the lesson 13 Has a good assessment 14 Gives homework suitably Total average Comments: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………..

Questionnaires 1. Indication: collecting the data in this study. I just would like to know the techniques of learning. So, your information will not have any negative effect in your studies, please tick (√) in the table with the real contents of the teaching. 2. Criteria Scores: 5 = very good 4 = good 3 = fair 2 = weak 1 = very weak No Contents 5 Scores 1 432 1 Teacher has clear presenting new language by using flash card and Momo sign 2 All Students can hear teacher and audio clearly 3 Students have a chance to ask questions about new language 4 Teacher uses appropriate Teaching aids 5 Teacher performs Momo sign gestures perfectly 6 Teacher organizes appropriate groups work for practising Momo sign 7 Teacher gives a chance to students doing activity by watching Momo sign 8 Teacher monitors students during practices performance Momo sign gestures perfectly 9 Teacher has appropriate and respond activity to students’ level

10 Students have a chance to do role play 11 Teacher checks correction and gives feedback 12 Teacher makes a good atmosphere in the class. 13 Teacher sets homework Total

Pre-test I. Match English to Lao (ຈົ່ ງຈບັ ຄ່ົ ພາສາອງັ ກດິ ໃສ່ົ ພາສາລາວ) 1. Insomnia ……… ກ. ເຈບັ ຫວ 2. a cough............ ຂ. ເຈບັ ແຂວ້ 3. a backache........... ຄ. ເປັນໄອ 4. a toothache……… ງ. ເຈບັ ຫງັ 5. a headache....... ຈ. ອດິ ນອນ II. Look at the pictures and say in English(ຈ່ົ ງສງັ ເກດເບ່ົ ງິ ຮບແລວ້ ເວາ້ ເປັນພາສາອງັ ກດິ ) III. Listen to the words and act out (ຈ່ົ ງຟັງຄາສບັ ແລວ້ ສະແດງທົ່ າທາງ) 1. A toothache 2. A backache 3. A cough 4. A headache 5. Insomnia

Post-test II. Match English to Lao (ຈົ່ ງຈບັ ຄົ່ ພາສາອງັ ກດິ ໃສ່ົ ພາສາລາວ) 6. Insomnia ……… ກ. ເຈບັ ຫວ 7. a cough............ ຂ. ເຈບັ ແຂວ້ 8. a backache........... ຄ. ເປັນໄອ 9. a toothache……… ງ. ເຈບັ ຫງັ 10. a headache....... ຈ. ອດິ ນອນ IV. Look at the pictures and say in English(ຈົ່ ງສງັ ເກດເບົ່ ງິ ຮບແລວ້ ເວາ້ ເປັນພາສາອງັ ກດິ ) V. Listen to the words and act out (ຈ່ົ ງຟັງຄາສບັ ແລວ້ ສະແດງທ່ົ າທາງ) 6. A toothache 7. A backache 8. A cough 9. A headache 10. insomnia