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spelling The pupils were very interested in stic$ing activities although these activities

made the class very noisy Telling story game was very interesting for the pupils since the

pupils li$ed the series of pictures, the sounds which loo$ed li$e the animals9 sounds such

as wek-wek, citcit  There were seven pictures of animals in that story and I also wrote the

spelling of each animal so it would help the pupils to spell the names of each animal moreeasily such as dog /d-o-g/, cat /c-a-t/, and mouse / m-o-u-s-e/, etc It was very helpful for 

pupils to practice their spelling 8fter implementing games as the techni:ue in teaching

"nglish, their "nglish spelling ability improved significantly "ven though, there were ; to 0

pupils indicated low spelling ability 8fter discussed it with classroom teacher, those pupils

had low motivation and interest in studying "nglish

In conclusion, during the implementation of the actions, the pupils became

interested and active in learning "nglish They actively involved in improving their "nglishspelling ability The pupils seemed to be enthusiasms and happy involved in the activities

!y applying tell a story game, and concentration game, the pupils could improve their 

"nglish spelling ability They got more pronunciation after participating in games

REFERENCES

Scott, 8 6endy and Yetberg H <isbeth 1- Teaching English to Children =ew

Yor$. >earson "ducation <imitedpp1-

Thomas, Susan 10 Miniflashcard . <ondon. +iniflashcard <anguage 4amespp

?i&on, Shelagh 10 ow to !se Games in "anguage Teaching  >hoeni& "<T.

+c+illan >ublisher <tdpp@

+oon Aayne --- Children "earning English# Thailand. +c+illan Heinemannpp1

Auni Bazilah BintiAlias

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