ABSTRACT
The purposes of this study were: 1) to compare students’ achievement in learning English on ‘reading skill’
between the learning activity arrangements with the total physical response method and jigsaw cooperative
learning group, 2) to compare students’ English communicative skill on the subject of reading skill between the
learning activity arrangements with the total physical response method and jigsaw cooperative learning group.
The population was grade 5 students in Banphaeng Withaya School under Office of Nakhon Phanom Primary
Education Service Area 2. A sample used as selected by cluster random sampling with a total of 70 grade 5
students enrolled in the first semester of academic year 2012 was divided into 2 groups of an equal number of
35. The first group from grade 5 students in room 3 was assigned to be in treatment group 1 whose learning was
managed using the total physical response method, while the second group from grade 5 students in room 1 was
managed using jigsaw cooperative learning group. The instruments used were a 40-item objective test of English
learning achievement with 4 choices whose difficulty values ranged between 0.25 and 0.35, discrimination power
values between 0.20 and 0.36 and reliability value was 0.96; a 40-item objective test of English communicative
skill with 4 choices whose difficulty values ranged between 0.25 and 0.36, discrimination power values between
0.53 and 0.88 and reliability value was 0.93. Statistics used to analyze data were percentage, mean, standard
deviation and t-test for independent samples.
The findings disclosed as follows: 1) the students who were treated with the learning activity arrangement
using the total physical response method had a mean score of 32.86 (S.D. = 1.33) in learning achievement, while
those who were treated with the learning activity arrangement using jigsaw cooperative learning group had a
mean score of 34.43 (S.D. = 1.27). The result was not in accordance with the stated hypothesis. The learning
activity arrangement by jigsaw cooperative learning group gained a significantly higher students’ learning
achievement than that obtained from learning activity arrangement through the total physical response method
at the .01 level; 2) the students who were arranged with learning activity using the total physical response
method ( = 33.14 S.D. = 1.27) and those who were arranged with learning activity using jigsaw cooperative
learning group ( = 34.03 S.D. = 1.33) showed their results which were not in accordance with the stated
hypothesis. English communicative skill among the students who were arranged with learning activity using jigsaw
cooperative learning group was significantly at higher level than that found among those who were arranged with
learning activity using the total physical response method at the .05 level.
Keywords : Learning Activity Arrangement with the Total Physical Response Method / Activity Arrangement Using
Jigsaw Cooperative Learning Group / Learning Achievement / English Communicative Skill
อรพินทร์ เพียพล ทัศนา ประสานตรี และ มนตรี อนันตรักษ์