DEVELOPMENT OF ENGLISH PRONUNCIATION READING SKILL AND VOCABULARY ACHIEVEMENT BY USING PHONICS TEACHING METHODS COMBINED WITH MNEMONIC TECHNIQUES OF 2ND GRADE STUDENTS

Abstract

This research article aimed to 1) compare the English pronunciation reading skill of 2nd grade students before and after using the phonics teaching method combined with mnemonic techniques,2) compare the English pronunciation reading skill of 2nd grade students after using the phonics teaching method combined with mnemonic techniques  with the criterion of 70 percent, and 3) compare the vocabulary achievement of 2nd grade students before and after using the Phonics teaching method combined with the mnemonic techniques. The sample used in this study consisted of 18 students in second grade, selected by multi-stage random sampling. The instruments used in this research were 1) 11 lesson plans using Phonics teaching method combined with mnemonic techniques, which was appropriate at the highest, 2) The English pronunciation reading skill assessment, reliability equaled to .83, and 3) The vocabulary achievement test, reliability equaled to .83. Statistics used to analyze data were percentage, mean, standard deviation, t-test for dependent samples, and t-test for one sample. The findings revealed as following: 1) The English pronunciation reading skill of 2nd grade students after using the phonics teaching method combined with mnemonic techniques were significantly higher than before the experiment at the .05 level. 2) The English pronunciation reading skill of 2nd grade students after using the phonics teaching method combined with mnemonic techniques were significantly higher than the criteria 70% at the .05 level, and 3) The vocabulary achievement of 2nd grade students after using the phonics teaching method combined with mnemonic techniques were significantly higher than before the experiment at the .05 level.