The Development of the Ability to Read Aloud English Vocabulary by Organizing a Jolly Phonic Learning Activity for Grade 1 Students

Abstract

The purposes of this research were to 1) develop a Jolly Phonics learning management activity that promotes effective pronunciation of English vocabulary according to 80/80 criteria. 2) compare the ability to read aloud English vocabulary before and after studying. 3) to study the students' satisfaction with the Jolly Phonics learning activities. The research samples were: 37 students in grade 1, the academic year 2021, Anuban Kitiya school, Office of the Commission for the Promotion of Private Education obtained by Cluster Random Sampling. The research instruments were: the 4 plans of learning activities using Jolly Phonics, a 20-item questionnaire to assess the ability to read aloud English vocabulary using rubrics criteria, and 10 satisfaction items. The statistics used in the research were mean, standard deviation, percentage, and independent t-test statistics.

            The findings of this research revealed that 1) Jolly Phonics learning activity develops the ability to read aloud English vocabularies of Grade 1 students. The efficiency (E1/E2) was 81.15/79.08, which met the specified criteria.                2) Students who studied with the Jolly Phonics learning activity had a statistically significantly higher level of reading aloud English vocabulary after class than before at the .05 level. 3) Grade 1 students were satisfied with the Jolly Phonics learning activities overall at a high level.