Jolly phonics: effective strategy for enhancing children english literacy

Ariati, Ni Putu Pebri; Padmadewi, Ni Nyoman; Suarnajaya, I Wayan

doi:10.1051/shsconf/20184200032

Cited by 3 publications

(4 citation statements)

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“…Reading and writing were widely use to determine the literacy skills among language learners (Hamidah, 2014). However, finding an appropriate yet innovative strategy to develop and enhance children's English literacy is not an easy thing to be done (Ariati, 2018). Initiating the literacy skills at the early stage of communicating among children could be a complex development (Ariati, 2018).…”

Section: Phonics Implementationmentioning

confidence: 99%

“…However, finding an appropriate yet innovative strategy to develop and enhance children's English literacy is not an easy thing to be done (Ariati, 2018). Initiating the literacy skills at the early stage of communicating among children could be a complex development (Ariati, 2018). It is at this early stage that children should be exposed on the techniques of identifying letter sounds.…”

Section: Phonics Implementationmentioning

confidence: 99%

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

Ahmad

Yunus

2019

IJHPL

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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.

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Section: Phonics Implementationmentioning

confidence: 99%

Section: Phonics Implementationmentioning

confidence: 99%

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

Ahmad

Yunus

2019

IJHPL

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“…This study investigates the impact of integrating the Jolly Phonics Lessons application into English literacy lessons on emergent phonics skills of UAE government kindergarten students. Ariati et al (2018) have identified areas of early years' beginning literacy, including learning the letter sounds, letter formation, phoneme blending and phoneme segmenting. In this light, the researcher chose these skills as the main variables.…”

Section: Purpose Of the Studymentioning

confidence: 99%

The impact of integrating Jolly Phonics Lessons application into English literacy lessons on UAE preschoolers’ phonics skills

Almansoori,

Ogdol,

Alteneiji

2024

J Child Edu Soc

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The Jolly Phonics Lessons application is a digital tool that is designed to enhance the preschoolers’ reading and writing skills through synthetic phonics approach. This study examined the impact of integrating Jolly Phonics Lessons application into literacy lessons on the emergent reading and writing skills among kindergarten students, ages 4-6, in the United Arab Emirates through a comparative study between pupils (Group-A), whose literacy classes were integrated with the application, and pupils (Group-B) who were taught using the traditional method of teaching literacy. Mixed methods research design was followed to analyze the effects of integrating the application. The Phonemic Awareness Assessment Inventory (PAAI) tool, field notes, and artifacts were utilized to measure the development of students’ letter-sound identification, letter formation, phoneme blending and segmenting abilities. In addition, the paper compared the growth on phonics skills between students in Groups A and B. The results showed that students in Group-A outperformed pupils who received literacy instruction through traditional methods. The findings from the PAAI scores exhibited dramatic growth in letter-sound recognition and letter formation, and substantial increase in phoneme blending and segmenting abilities of Group-A. The T-statistic for differences between two means at 95% confidence revealed that there is a significant difference between the performance of students in Groups-A and B. Implications from this study highlight the positive impact of incorporating Jolly Phonics Lessons application into literacy classes on low-achieving students. On this bases, future research of Jolly Phonics Lesson application to support mixed-ability classes or students with dyslexia.

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“…Metode jolly phonics dikarenakan metode ini diketahui efektif dalam meningkatkan kemampuan anak dalam mengenal huruf dan kemampuan dalam menghubungkan bunyi dan huruf (Ariati et al, 2018, Dwiastuti, 2014, Komalasari, 2017, Syifauzakia, 2020, Widyana et al, 2020. Prinsip multisensory dari metode ini yang diketahui membuat anak-anak tidak merasa bosan dan melibatkan berbagai aktivitas, yang mana hal ini sesuai dengan karakteristik subjek yang memiliki minat yang kurang dalam kegiatan membaca, mudah bosan dan menyukai kegiatan yang melibatkan gerak.…”

Section: Pendahuluanunclassified

Efektifitas Jolly Phonics Dan Permainan Kartu Huruf Untuk Meningkatkan Pengetahuan Tentang Abjad Dan Kesadaran Fonologis Pada Anak Tk B Dengan Kemampuan Membaca Permulaan Yang Rendah

Bestari

Wulandari

2023

EDUSAINTEK

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Early reading skills is an important ability for early childhood learner, considering that these skills are the foundation for children to overcome the diffiulties on the next level of education. One of the main predictors of early reading ability are letter knowledge and phonological awareness. Early intervention is known to be very necessary on improving children's low early reading skills. Interventions using the jolly phonics method and picture card games are known to be effective in improving early reading skills, especially in terms of improving alphabet knowledge and phonological awareness, moreover these methods have been known as a fun and interesting methods for improving early reading skills for young children. In this study jolly phonics and alphabet card games were used to improve the early reading skills of children aged 6 years 5 months with low early reading skills. The subject is known to just recognize and know the letters c, o, and s and still lacking on distinguishing letter sounds. This study uses qualitative research design with a single case design. The intervention was carried out for 60 to 90 minutes for 12 sessions. The results show that subject could recognize, mention, and distinguish the sounds of vowels such as (a, i, u, e, o) and consonants such as (b, c, d, m, s, n, k, l, p, t). In conclusion the uses of jolly phonics and alphabet card games increased early reading skills, especially for improving alphabet knowledge and phonological awareness.

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Jolly phonics: effective strategy for enhancing children english literacy

Cited by 3 publications

References 1 publication

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

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

The impact of integrating Jolly Phonics Lessons application into English literacy lessons on UAE preschoolers’ phonics skills

Efektifitas Jolly Phonics Dan Permainan Kartu Huruf Untuk Meningkatkan Pengetahuan Tentang Abjad Dan Kesadaran Fonologis Pada Anak Tk B Dengan Kemampuan Membaca Permulaan Yang Rendah

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