INTERACTIVE READ-ALOUD INSTRUCTION TO DEVELOP THE VOCABULARY KNOWLEDGE OF FIRST GRADE STUDENTS

Abstract

The objective of this action research was to develop first grade students’ vocabulary knowledge by using interactive read-aloud instruction. The participants of this study were 11 of the first grade students who were studying at Prasarnmit Primary International Program (PPiP) during the 2017 academic year. The data were collected during interactive read-aloud instruction which lasted over 4 consecutive weeks, once a week, 30 minutes per day. The instrument used comprised an identical pre/post test and 4 Interactive Read-Aloud Instruction lesson plans. The data was analyzed using a pair sample t-test, mean score, maximum, minimum, frequency, and standard deviation. After the implementation of the interactive read-aloud instruction, the results showed that the students’ post-test scores after receiving interactive read-aloud instruction were higher than the pre-test scores at a significant level of .05, thus concluding that interactive read-aloud instruction has a significant effect on developing vocabulary knowledge.