<![CDATA[This community service activity addressed a specific gap found through classroom observation: Grade 3 students at Songserm Sasana Vitaya School, Khlonghae, Hat Yai, Songkhla Province, Thailand, could recognize family member vocabulary (e.g., mother, sister, baby) when guided by the teacher but repeatedly forgot the words once the flashcard prompts were removed. This activity aimed to help students retain family member vocabulary more independently through a simple, low-cost finger-based mnemonic technique. The approach combined the classroom teacher's existing flashcard instruction with a supplementary hand-shaped worksheet, in which each of the five fingers was paired with a picture representing one family member term; students labelled each finger in English and then reviewed the vocabulary together using their own hands as a memory cue. The activity was carried out with one Grade 3 class as part of an international student community service (KKN) program. Data were collected through classroom observation, the completed worksheets, and a whole-class recall session. The results showed that students were able to recall the family member terms more consistently and with greater confidence when allowed to refer to their fingers, compared to their reliance on the teacher-led flashcards alone. The activity contributes a practical, replicable, and resource-light mnemonic strategy that language teachers and community service students can adapt for teaching concrete vocabulary sets to young learners, and it reinforces existing evidence on the value of embodied, learner-controlled memory aids in early English vocabulary instruction.]]>
