The Development of Listening, Speaking, Reading, and Writing skills by Using the Jolly Phonics Teaching method with Practice for Kindergarten 2 Students at an International British School System in Southern Thailand

Abstract

        The purposes of this study were 1) to study the listening, speaking, reading, and writing skills for Kindergarten 2 students by using the Jolly Phonics teaching method with skill exercises as follows: 1.1) comparing listening skills before and after studying. 1.2) Compare speaking skills before and after class. 1.3) Compare reading skills before and after class, and 1.4) compare writing skills before and after class. And 2) to study the satisfactions of Kindergarten 2 students by using the Jolly Phonics teaching method with skill exercises. The sample group use in the research was Kindergarten 2 at the Southern International school, Hat Yai district, Songkhla province, totally 12 students, obtained by cluster random sampling method. The research tools consisted of 1) an experience plan using the Jolly Phonics teaching method combined with skill exercises, 2) an English language test, 3) an English skill practice exercise, and 4) a questionnaire on satisfaction with learning. This research analyzed data using the following statistics: finding the mean (Mean), finding the standard deviation, and statistics for testing the hypothesis using the formula of the Wilcoxon signed - rank test.
        The research results found that: 1. Kindergarten 2 students who used the Jolly Phonics teaching method together with skill exercises had higher scores after learning than before learning at a statistical significance of .01. 2. Kindergarten 2 students are satisfied with learning using the Jolly Phonics teaching method combined with skill exercises at a high level.