Effectiveness of Jolly Phonics Program towards Strengthening of Language Literacy: Experimental Case in the Philippines

Authors

  • Maura E Belbes San Isidro Elementary School, DepEd Cabuyao
  • Marcial M Bandoy Laguna State Polytechnic University, Los Baños Campus, Philippines
  • Consorcia S Tan Laguna State Polytechnic University, Los Baños Campus, Philippines
  • Alberto D Yazon Laguna State Polytechnic University, Los Baños Campus, Philippines
  • Lerma P Buenvinida Laguna State Polytechnic University, Los Baños Campus, Philippines

DOI:

https://doi.org/10.31098/ijtaese.v4i2.1077

Keywords:

Effectiveness, Language Literacy, Jolly Phonics

Abstract

The Programme for International Student Assessment result of being the lowest in reading comprehension is the main reason that compelled the researcher to conduct the study with the use of the Jolly Phonics program in strengthening language literacy. In addition, at the Division of Cabuyao, there is an issue regarding reading difficulties among Grades 1 to 3 of selected public elementary schools. Despite many strategies being applied, they still find it difficult to read and comprehend. The purpose of this paper is to determine the effectiveness of the Jolly Phonics program in strengthening language literacy and test the hypotheses that there is no significant relationship between the performance of the two groups considering the results of the post-test in language literacy. There were two groups of participants in the study, the experimental group, who utilized the Jolly phonics program, and the comparison group, who were subjected to the Marungko approach. Each approaches utilized thirty (30) pupils from Grades 1 to 3, combining the sum total of 540 participating pupils for three selected elementary schools. The instrument used was the pretest and post-test validated by experts from the City School Division Office. A quasi-experiment research design guided the conduct of the study. A frequency percentage distribution, t-test for independent means, and Analysis of Variance (ANOVA) were among the statistical tools employed in the study. Findings revealed that there was a significant difference in the performance between and among the participating public elementary schools (ES)for Grades 1 to 3. For instance, in Grade 1, it was noted that the performance of Banay – Banay ES was a bit higher than Butong ES and was considerably higher than that of San Isidro ES; In Grade 2, Banay – Banay ES topped in their reading performance compared to other two elementary schools; and  In Grade 3,  San Isidro ES at this time showed better performance, running over in reading proficiency the other two elementary schools. The action plan was proposed by the researcher of the study to strengthen the language literacy of the learners in the Division of Cabuyao

References

Achenbach T. M. (2017). Future directions for clinical research, services, and training: evidence-based assessment across informants, cultures, and dimensional hierarchies. J. Clin. Child Adolescence. Psychol. 46, 159–169. 10.1080/15374416.2016.1220315

Adams, M. J. (1990). Beginning to read: thinking and learning about print. Retrieved from https://files.eric.ed.gov/fulltext/ED315740

Akyol, H. (2006). Turkce ilkokuma yazma ogretimi [Teaching first reading and writing in Turkish]. Ankara, Turkey: Pegem

Brassel, D., & Rasinski, T. (2008). Comprehension that works: Taking students beyond ordinary understanding to deep comprehension. Huntington Beach, CA: Shell Education.

Bufalino & Wang (2010) What’s possible for first-grade at risk-literacy learners receiving early interventions services

Bustos – Orosa, M.A., Ferrer, M. F. (2013). It qualitative analysis of the decoding Error patterns among Filipino beginning readers transitioning to the Marungko approach. De la Salle University, Manila, Philippines

Davis, M. J. (2000). Reading and literacy in new Mexico State. Demarest: High Desert Education

Daniela Caserta (2018) Jolly phonics: effective strategy for enhancing children english literacy

DepEd Order no. 12, series of 2015 Early Language literacy and Numeracy

Fauziati, (2009) Readings on Applied Linguistics: A Handbook for Language Teacher and Teacher Researcher

Hammil, (2004). What We Know About Correlates of Reading. Exceptional Children, 70(4), 453-468.

Hulme, C. & Snowling, M. J. (2011) Childrens reading comprehension difficulties Nature, causes and treatments, Current Directions in Psychological Science 20 (3), 139 – 142.

Jeon, E. (2012). Oral reading fluency in second language reading. Retrieved from https://eric.ed.gov/?id=EJ994853

Koyuncu, I and First (2020). Investigating reading literacy in PISA 2018 assessment, international electronic journal of elementary education, 13(2) 263 – 275. Doi:http://dx.doi.org/10.26822/iejee2021.189

Laud-Reyno, L. (2014). Marungko approach: Sagot sa mabilisang pagkatuto ng mga bata sa pagbasa. San Manuel, Isabela. Retrieved from https://documents.tips/documents/ marungko-approach.html.

Lodico, M.G., Spaulding, D.T. and Voegtle, K.H. (2006) Methods in Educational Research: From Theory to Practice. John Wiley, San Francisco.

Martin-Chang, S., Gould, O. N., & Meuse, R. E. (2011). The impact of schooling on academic achievement: Evidence from homeschooled and traditionally schooled students. Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement, 43(3), 195–202. https://doi.org/10.1037/a0022697

McBride – Chang, C. (1999) The ABCs of the ABC: the development of letter name and letter sound knowledge. Merrili – Palmer Quarterly. 45(2) : 285 - 308

Morag Stuart (2021) Training teachers for phonics and early reading: Developing research -informed practice

Oyetunde, T.O. (1997) The way, the what and the how of helping pupils learn to read in T.O. Oyetunde. Helping pupils become good readers: A guide for parents and teachers. Jos Reading Association of Nigeria, pp3 – 11

Oyetunde, T. O. (2002) Second language reading: Insight from Nigerian primary school: Reading Vol. 55 No. 8 pp 748 – 755

Perfetti, C. A. (2005) The acquisition of reading comprehension skill. In M. J. Snowling & Hulme (Eds). The Science reading book: A handbook: Blackwell publishing

Ramos, A. (2021) Content knowledge and pedagogical skills of teachers and its relationship with learner’s academic performance in learning English, English International Journal of Educational Science and Research (IJESR).//(1), 11 - 16

Rasinski, T., & Hoffman, J. (2003). Theory and research into practice: oral reading in the school literacy curriculum. Reading Research Quarterly, 38(4), 510-522.

Raton Alona M. (2019) Crafted the reading assessment tool for beginning reader. Manila, Philippines

Robert & Elardi (2003) Pre-test and Post-test evaluation of student’s perceptions of a cooperative clinical education model on the learning environment

Rosenberg, M. (2006) Sound and letter time: Building phonemic awareness and alphabet recognition through purposeful play. Hayfa: The Gordon Teachers College

Scarborough, H. S. (2001). Connecting early language and literacy to later reading, Evidence, theory and practice. In M. B. Newan & D. K. Dickinson (Eds), Handbook of early literacy development (pp. 97 – 110) New York: Guilford Publications

Shahuddin, Mahfudh (1990) Pengantar Psikologi Pendidikan, (Surabaya: Bina Ilmu, 1990), Cet. Ke-1, 95

K. Mangal, Shubrha Mangal (2013) Research Methodology in Behavioral Sciences

Storch, S. A., & Whitehurst, G. J. (2002). Oral Language and Code-Related Precursors to Reading: Evidence from a Longitudinal Structural Model. Developmental Psychology, 38, 934-947.

http://dx.doi.org/10.1037/0012-1649.38.6.934

Talley, L. A. (2017). Best teaching strategies to help struggling readers. (PhD Dissertation, Carson Newman University). Retrieved from

Therrien, W. J. (2004). Fluency and comprehension gains as a result of repeated reading. Remedial and Special Education, 24, 252–261. doi:10.1177/07419325040250040801

Torgesen, J. & Matthews, P. G. (2000) A basic guide to understanding, assessing and teaching phonological awareness. Texas, Pro – Ed Press

Torgesen, J.K. The prevention of reading difficulties journal of school psychology. 2002:40(1) 7 – 26.doi.1016/S0022 – 4405 (01) 00092 – 9

Van Den Broek (2005) Assessment of comprehension abilities in young children, In S. G. Paris & S. A. Stahl (Eds) Children reading comprehension and Assessment (pp. 107 – 130) Mahwah, NJ: Lawrence Erlbawn

Wilkinson, I. A. (2011) A dialogic turn in research on learning and teaching to Comprehend. Handbook of reading research, 4, 359 - 387

Wyse, D. and Goswami, U. (2008) Synthetic Phonics and the Teaching of Reading. British Educational Research Journal, 34, 691-710.

http://dx.doi.org/10.1080/01411920802268912

Yayen, C.P. (2018). Effectiveness of Marungko Approach on the English Reading Performance and Comprehension Skills of First Grade Thai Learners. Asian Journal of Governance and Education. 1 (1), 61-74

Yazon, Alberto D, Callo, Eden, Lerma P. Buenvinida (2019) Learning guide in methods of research: Quezon City: Wiseman’s Books Trading, Inc

Downloads

Published

2022-10-31

Issue

Vol. 4 No. 2 (2022): October

Section

Articles

License

Copyright (c) 2022 Maura E Belbes, Marcial M Bandoy, Consorcia S Tan, Alberto D Yazon, Lerma P Buenvinida

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Content Licensing, Copyright, and Permissions

1. License
International Journal of Theory and Application in Elementary and Secondary School Education has CC-BY NC or an equivalent license as the optimal license for the publication, distribution, use, and reuse of scholarly work for non-commercial purpose. The non-commercial use of the article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution-NonCommercial 4.0 International License


Creative Commons License
Creative Commons License

2. Author’s Warranties
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).

3. User Rights
International Journal of Theory and Application in Elementary and Secondary School Education objective is to disseminate articles published are as free as possible. Under the Creative Commons license, this journal permits users to copy, distribute, display, and perform the work for non-commercial purposes only. Users will also need to attribute authors and this journal on distributing works in the journal.

4. Rights of Authors
Authors retain the following rights:

Copyright, and proprietary rights relating to the article, such as patent rights,
The right to use the substance of the article in future own works, including lectures and books, The right to reproduce the article for own purposes, The right to self-archive the article, the right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal (International Journal of Theory and Application in Elementary and Secondary School Education).
The author has a non-exclusive publishing contract with a publisher and the work is published with a more restrictive license, the author retains all the rights to publish the work elsewhere, including commercially, because she/he is not subject to the conditions of her / his own license, regardless of the type of CC license chosen.

5. Co-Authorship
If the article was jointly prepared by other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement.

6. Termination
This agreement can be terminated by the author or International Journal of Theory and Application in Elementary and Secondary School Education upon two months’ notice where the other party has materially breached this agreement and failed to remedy such breach within a month of being given the terminating party’s notice requesting such breach to be remedied. No breach or violation of this agreement will cause this agreement or any license granted in it to terminate automatically or affect the definition of International Journal of Theory and Application in Elementary and Secondary School Education. 

7. Royalties
This agreement entitles the author to no royalties or other fees. To such extent as legally permissible, the author waives his or her right to collect royalties relative to the article in respect of any use of the article by This agreement can be terminated by the author or International Journal of Theory and Application in Elementary and Secondary School Education upon two months’ notice where the other party has materially breached this agreement and failed to remedy such breach within a month of being given the terminating party’s notice requesting such breach to be remedied. No breach or violation of this agreement will cause this agreement or any license granted in it to terminate automatically or affect the definition of International Journal of Theory and Application in Elementary and Secondary School Education or its sublicensee.

8. Miscellaneous
International Journal of Theory and Application in Elementary and Secondary School Education will publish the article (or have it published) in the journal if the article’s editorial process is successfully completed and International Journal of Theory and Application in Elementary and Secondary School Education or its sublicensee has become obligated to have the article published. International Journal of Theory and Application in Elementary and Secondary School Education may conform the article to a style of punctuation, spelling, capitalization, referencing and usage that it deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers