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

Author

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  • 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
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    References listed on IDEAS

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    1. 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.
    2. 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.
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