IDEAS home Printed from https://ideas.repec.org/a/bcp/journl/v7y2023i2p942-958.html
   My bibliography  Save this article

The Use of The Jolly Phonics Strategy to Enhance Student’s English Reading Proficiency and Learning Motivation

Author

Listed:
  • Richard M. Visagas

    (FEU Roosevelt, Cainta, Rizal, Philippines)

  • Dondon B. Buensuceso, PhD

    (FEU Roosevelt, Cainta, Rizal, Philippines)

Abstract

In this modern world, there has been a greater focus on teaching English in schools to meet the demands of international communication and replace a solely academic approach. Furthermore, various information sources, such as textbooks, newspapers, and online databases, are often published in English; therefore, reading proficiency is required. This study aimed to analyze The Use of the Jolly Phonics Strategy in Enhancing Student English Reading Proficiency and Learning Motivation in Primary 3 Students. The study employed quasi-experimental research that utilized a pre-test and post-test designed to determine the reading proficiency and learning motivation of primary 3 students. The pre-test, post-test, and survey questionnaire methods were employed to collect data from the respondents. The results were tallied and statistically measured using the weighted mean, standard deviation, T-test, and Pearson correlation r. The findings revealed that the experimental groups’ reading proficiency score was higher after the intervention than before the strategy was implemented. At the same time, the control group had the lowest score before and after the intervention. However, it appears that the intervention did not affect the learning motivation score because there was a significant difference in the scores of learning motivation between the control group and the experimental group both before and after the intervention.

Suggested Citation

  • Richard M. Visagas & Dondon B. Buensuceso, PhD, 2023. "The Use of The Jolly Phonics Strategy to Enhance Student’s English Reading Proficiency and Learning Motivation," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(2), pages 942-958, February.
    • Handle: RePEc:bcp:journl:v:7:y:2023:i:2:p:942-958
    as

    Download full text from publisher

    File URL: https://www.rsisinternational.org/journals/ijriss/Digital-Library/volume-7-issue-2/942-958.pdf
    Download Restriction: no
    File URL: https://www.rsisinternational.org/journals/ijriss/articles/the-use-of-the-jolly-phonics-strategy-to-enhance-students-english-reading-proficiency-and-learning-motivation/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Yutthasak Sawangsamutchai & Saowalak Rattanavich, 2016. "A Comparison of Seventh Grade Thai Students’ Reading Comprehension and Motivation to Read English through Applied Instruction Based on the Genre-Based Approach and the Teacher’s Manual," English Language Teaching, Canadian Center of Science and Education, vol. 9(4), pages 1-54, April.
    2. Zvia Breznitz & Shelley Shaul & Tzipi Horowitz-Kraus & Itamar Sela & Michael Nevat & Avi Karni, 2013. "Enhanced reading by training with imposed time constraint in typical and dyslexic adults," Nature Communications, Nature, vol. 4(1), pages 1-6, June.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Eleni Mitsea & Athanasios Drigas & Charalabos Skianis, 2022. "ICTs and Speed Learning in Special Education: High-Consciousness Training Strategies for High-Capacity Learners through Metacognition Lens," Technium Social Sciences Journal, Technium Science, vol. 27(1), pages 230-252, January.
    2. Tzipi Horowitz-Kraus & Sarah Finucane, 2016. "Separating the Different Domains of Reading Intervention Programs," SAGE Open, , vol. 6(2), pages 21582440166, April.
    3. Areerug Mejang & Wannaprapha Suksawas, 2021. "The Impacts of a Face-to-Face Training in Combination with LINE Application and Professional Learning Communities on English Teacher Development," English Language Teaching, Canadian Center of Science and Education, vol. 14(4), pages 1-25, April.
    4. Ghada Awada & Mar Gutiérrez-Colón, 2017. "Effect of Inclusion Versus Segregation on Reading Comprehension of EFL Learners with Dyslexia: Case of Lebanon," English Language Teaching, Canadian Center of Science and Education, vol. 10(9), pages 1-49, September.

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:bcp:journl:v:7:y:2023:i:2:p:942-958. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Dr. Pawan Verma (email available below). General contact details of provider: https://rsisinternational.org/journals/ijriss/ .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.