The Effectiveness of Using Jolly Phonics Blending Phonemes to Year 3 English Language Classroom

Abstract

Poor word identifying skill has become an issue among weak students in the education system. Students with good skill of able to identifying words at glance are able to develop and improve their overall reading performance across subjects in the school compared to the weak students who has poor word identifying skill. This problem has not only brought a temporary halt to teachers to teach but also to students to understand any information or tasks transmitted through the teaching and learning process. In the process of word identifying skill, students must be able to recognize the sounds of letters which are phonemes that form a word. For that reason, the purpose of this study is to evaluate the effectiveness of using Jolly Phonics Blending Phonemes to 30 pupils of the Year 3 EL learners. This study uses the mix-mode method that uses the quantitative and qualitative research method to analysed the effect of the Jolly Phonics Blending Phonemes to the experimental group and the control group in the same school in six months. The findings have discovered that the experimental group had showed an overall increase in scores and interest towards the phonics teaching compared the control group that uses the traditional method of teaching phonics. The introduction of Jolly Phonics Blending Phonemes does affect the performance among the poor learners in the Year 3 EL classroom.

Multisensory Learning Approach: Impacts on Phonological Awareness among Young ESL Learners in a Rural Setting

“…Effect sizes ranging from moderate to large were presented in previous empirical studies, signifying the positive effects of multisensory learning on children's PA. In Malaysian settings, findings from this particular study were consistent with previous literature that used Jolly Phonics [20,43,44], OG Approach [24] and self-invented multisensory inspired interventions [8] in enhancing PA among young children in Malaysian rural localities. Findings from this study verified that the intervention did much to ameliorate children's PA.…”

“…Anthony and Said [43] replicated these findings and found that Jolly Phonics can enhance the PA of primary ESL learners. Ahmad and Yunus [44] also found that this intervention improves the phoneme blending skills of learners. Therefore, Jolly Phonics can improve the PA of young English language learners.…”

Using Systematic Synthetic Phonics to Accelerate Rural Indigenous Children’s Acquisition of Early Literacy Skills

“…To encapsulate, SSP could be the answer for teachers of learners who may be at risk of being left behind and those from a disadvantaged background such as the indigenous groups and/or rural schools (Johnson & Tweedie, 2010) to gain similar improvements in their learners' early literacy in English language. The empirical evidence gathered in the current study also serves to confirm the success of similar projects using systematic phonics for beginning reading (e.g., Hawkins & Su, 2013;Zulkifli & Melor, 2019). However, in addition to reporting the effectiveness of the SSP programme, this article has also thoroughly described the principles and step-by-step procedure of how teachers can carry out the systematic synthetic phonics training in classrooms with their learners.…”

“…A summary of the phases and an overview of the SSP programme are presented in Table 1 and Figure 1, respectively. To date, despite the growing body of literature that supports the benefits of systematic synthetic phonics, little studies have been conducted on children who are English language learners as the majority of those research was focused on native speakers of the English language (McGeown, Johnston & Medford, 2012;Watts & Gardner, 2012;Wyse & Goswami, 2008;Yap, 2014). Therefore, as outlined in the purpose of this article, the next section presents a quantitative randomised comparison experimental study that investigated the effects of SSP and SBELC phonics on reading fluency and spelling ability with a group of indigenous children (Iban) residing in the rural parts of Sarawak.…”

“…Based on this premise, the MOE's move to incorporate phonics as a strategy for English teaching and learning is arguably a step in the right direction in providing a solid foundation for students' subsequent successful acquisition of the English language. Indeed, phonics as a useful strategy for early literacy has been widely acknowledged by both international (e.g., Ehri, 2020;Wyse & Goswami, 2008) and local researchers (e.g., Su & Hawkins, 2013;Zulkifli & Melor, 2019) alike. First introduced in 2011 and as stipulated in the then newly-revamped Standards-Based English Language Curriculum (SBELC), "the Years 1 and 2 learning standards address basic literacy using the strategies of phonics to develop phonemic awareness in pupils to enable them to become independent readers by the end of Year 2" (MOE, 2011, pp.…”