Research Paper on Teaching Practices for Kindergarten Kids using Phonetic Approach

Reading is today considered an essential ability that everyone, particularly students, must be able to master. According to Peter D. Hart Research Associates' survey, 64 percent of parents try reading to be one of the most essential skills their children should master. Many professors believed that pupils who do not learn to read may experience a variety of issues in the future, including issues with their self-esteem, willingness to study, and subsequent performance. Understand how to use the phonetic approach in kindergartens.

Contents
ABSTRACT..............................................................................................................................................2
INTRODUCTION.....................................................................................................................................2
Research background........................................................................................................................2
Problem statement............................................................................................................................2
Research purpose..............................................................................................................................3
Research question.............................................................................................................................3
Hypothesis.........................................................................................................................................3
Significance of the study....................................................................................................................3
Literature review...................................................................................................................................3
METHODS..............................................................................................................................................4
Research Design................................................................................................................................4
Data and Source of Data....................................................................................................................4
Data Collection Procedure.................................................................................................................5
Research participants........................................................................................................................5
Data Analysis.....................................................................................................................................5
Limitations.............................................................................................................................................5
Reliability& Validity...............................................................................................................................5
Ethical Consideration.............................................................................................................................5
RESULT...................................................................................................................................................6
References.............................................................................................................................................6

ABSTRACT
The Research is intended to examine learning and teaching practise in English classes of
kindergarten kids using Phonetic approach. The study featured one topic instructor and the
pupils as participants of the investigation. The research was done by employing non-
participant surveillance in kindergarten learning segment at internationally based school with
25 pupils. The examination was made in five sessions to assess how much the usage of
phonics enable kids to read. Just at end of assessment, the kids were instructed to read basic
phrases. From the research it demonstrated that pupils could readily understand the procedure
offered by the topic instructor. In four foregoing sessions, the kids could combine each tone
of alphabet in speech. There in end, the kids could read correctly. The phonics approach
provided by topic instructor was fair successfully to allow students to grasp and read in
English.
INTRODUCTION
Research background
Reading is today considered an essential ability that everyone, particularly students, must be
able to master. According to Peter D. Hart Research Associates' survey, 64 percent of parents
try reading to be one of most essential skills their children should master. Many professors
believed that pupils who do not learn to read may experience a variety of issues in the future,
including issues with their self-esteem, willingness to study, and subsequent performance. As
a result of this fact, instructors have been looking for a good technique to teach to their pupils
from a young age in a pleasant and entertaining way. English is included into early childhood
education in Pakistan (Pebri 65). Many school systems were established as global based
schools with English as their language teaching because of the importance of English in this
globalisation era. Early learning children were taught all the English lessons, including how
to read English textbooks. Many preschool schools, particularly those with an international
outlook, have already begun to teach reading to their pupils (Widyana 113). Because they are
young, pupils are expected to grasp and recognise the Alphabetic principle and its sounds, as
well as sentences written in English.
Problem statement
We have identified a few reasons that contribute to unavailability of Jolly Phonics at schools
in this example, including a lack of resources and teacher understanding. As a result, the
research was conducted to aid instructors in understanding how the Jolly Phonics technique
works in improving English reading skills.

Research purpose
Teachers are required to enunciate the syllables they are imparting correctly and continuously
while delivering basic phonics. Teachers must be able to assist pupils in developing and
improving their ability to pronounce phonetics in words (Carson 13). Teachers must be able
to demonstrate proper pronunciation and demonstrate how to mix characters in the correct
sequence using word (Consuegra 67). To illustrate the argument, students should be aware
that any English word is made up of a series of unique sounds to grasp the concept of phonics
learning. As a result, phonological awareness and phonetic methods will be used in the
classroom more widely.
Research question
This difficulty forces educators and instructors to begin using Phonics as a technique of
teaching reading to the students. Instead of performing spelling in every character to read
English words, they simply introduce elements of pronunciation of letter. As a result, the
purpose of this research is to determine how successful this strategy is for teaching young
learners English?
Hypothesis
This study attempts to determine how far the usage of phonics aids pupils in learning to read,
as well as how the instructor educates and implements the phonics approach in preschools,
the study is open to be tested.
Significance of the study
It was developed to ensure the sound letter notion more tangible, making it easier for children
to learn and retain. As volunteers, preschool kids were invited to participate in activities or
seeing a flashcard, drawing a flashcard, hearing to the instructor speak letters sounds, and
following the educator to perform a letter motion in the space (Ahmad 150-160). Many
researchers have looked at phonics, not just to discover how it works, and to examine how
successful it is and what the benefits are of employing it in the classroom.
Literature review
There are two tactics presented there in reading instruction English book that are believed to
be superior ways to educate young students to read: phonics and whole linguistic. These two
strategies teach reading in distinct ways. Much research has been undertaken since then to
determine which approach is the most effective in teaching children to read, particularly
young learners. Phonics, like previous way to teach readings, teaches students to interpret
letters from words, whereas whole language is learned by recognising the words in its

entirety rather than interpreting the letters, which needs be memorised to understand
whatever the term is (Mekawy 149-156). In this generation, there has always been a heated
dispute about whether of these two strategies is superior to the other. Since 1995 in the
United States, entire language is thought as being the most inventive method for teaching
children earlier than normal reading skills. However, several studies have been undertaken to
demonstrate that phonics is a superior strategy for teaching early students to read, and it is
even more successful while the whole linguistic approach is combined with phonics and
emphasised in the advanced placement program. Phonics is a way of teaching reading that
focuses on sound recognition (Tafarki 1147). The difference between this approach and the
entire language technique is that pupils are instructed to decode words into sound letters in
phonics. Additionally, kids must be capable of putting every sound character together to form
a decent word. Basically, phonics instruction should begin in preschool and be delivered in
brief, frequent, and fast-paced courses.
METHODS
Research Design
This study was done qualitatively since the analyst saw and gathered information from a wide
range of sources, including text and photograph. The test subjects were observed in a natural
environment with no intervention from the investigator in terms of changing the scenario.
The study's function was of a non-participant witness, which indicated that he or she decided
not to participate in any of events getting watched. Furthermore, the researcher's position
throughout this research wasn't just a major tool, he obtained information and process
documents, watching actions, and participant observation while relying on surveys.
Data and Source of Data
This section had a lot of important information. The primary source of data for this research
was vocal data, which consisted of statements made by students and subject teachers on the
use of phonics. Statements were provided to sustain and answer questions about how
instructor delivered phonics to pupils, and how children responded to or imitated instructor's
use of phonics. All these statements came from kids and instructors participating in a phonics
practice.
Data Collection Procedure
This study was seen by the analyst as a non-participant observer. All tasks were completed by
the participant, topic instructor, and pupils without the intervention of the investigator. The

investigator sat in rear and watched the entire scenario, along with all events that took
place in classroom.
Research participants
One of the foreign schools in Karachi, Pakistan, was selected for all this investigation. From
Play Group class, the school has used the phonics technique to effectively teach. The
investigation focused on watching a classroom. The class included 25 students (14 boys and
11 girls) with an age category of 5-6 years. In their regular activities, pupils primarily utilised
Urdu, but when it got to English class, most spoke out in English (Romero 98). The
investigation was conducted on course instructor who conducted language class.
Data Analysis
During the data analysis, the investigator made a list of all the frequent actions that happened
during teaching process. The researcher also drew conclusions at the completion of records to
determine the pupils' capabilities from first to final encounter. The investigator then drew
lines from such exercises to depict the stages taken by the course instructor in reading
instruction using phonics technique. The researcher studied the statistics primarily by
rewatching the recording to understand every step of kids during class in determining how
phonics aids preschool pupils (Majeed 567). The information was organised from first
session to the last session in attempt to decide how far the pupils had progressed in
understanding the phonics approach in classroom. The investigator might then draw that
conclusion on how phonemic awareness can assist youngsters learn to read by detecting the
improvement.
Limitations
This research does not focus on the strategies of Jolly Phonics strategy but focuses on
proving the effectiveness of this strategy.
Reliability& Validity
The data and sources used in this paper are backed up by research. Hence this paper is valid
for proving the effectiveness of using Jolly Phonics strategy.
Ethical Consideration
Ethical factors were considered when conducting study.
1-Permission was obtained from administrators and school heads ahead of time.
2-Students' anonymity remained preserved.

3-Participants had informed that they might opt out of the study at any moment.
RESULT
Even though phonics is not an independent subject in kindergarten, it is utilised in reading
class to help pupils to comprehend. The class teacher, who specialised in instructing reading
using Phonics technique, was only in charge of teaching students to read English texts. In this
institution, there was just one subject instructor for six Preschool 1 (K1) classrooms. The
topic instructor wasn't really joined by the teaching staff when instructing reading. The
course teachers' role was to assist the academic teacher in getting the class prepared for the
lesson, not to instruct reading. The present research was carried out from the second term.
The kids already have learnt about letters and their sounds throughout this term, as they did in
the previous one. By an informal discussion with the course instructor, the pupils were
introduced all of characters from a to z, as well as the sounds of every letter, during first term.
The pupils were required to recall all alphabet notes that will be used in following semester,
the second semester. The topic instructor frequently utilised a graphic or flashcard with the
alphabet on it while instructing letter and sound alphabet. As a result, course instructor
reminded the pupils that they would be in English class and that they must spell using English
alphabet. Students were required to recognise and grasp tone of each letter they encountered.
This exercise was primarily completed in semester one, but subject instructor continued to
bring it up in semester two since pupils occasionally forget pronunciation of letter written.
The topic instructor queried pupils about such things on a regular basis since pupils
frequently misunderstood difference between pronunciation of letter and what letter it was.
References
Ariati, Ni Putu Pebri, Ni Nyoman Padmadewi, and I. Wayan Suarnajaya. "Jolly phonics:
effective strategy for enhancing children english literacy." SHS Web of Conferences. Vol. 42.
EDP Sciences, 2018.
Widyana, R., et al. "The effectiveness of jolly phonics and multisensory learning methods in
improving preschoolers pre-reading skills." International Journal of Innovation, Creativity
and Change 11.8 (2020): 113.
Ahmad, Zulkifli, and Melor Md Yunus. "The effectiveness of using Jolly Phonics blending
phonemes to Year 3 English Language classroom." International Journal of Humanities,
Philosophy and Language 2.8 (2019): 150-162.

AA Mekawy, Taghreed, M. Abu-Rahmah, and E. Albaaly. "Effectiveness of'Jolly Phonics'
Strategy in Developing the Pronunciation Skills of Primary Schoolers." ,مجلة کلية التربية
باإلسماعيلية50.3)2021:(149-156 .
Tafarki Mustapha, Abdullahi, and Hanife Bensen Bostancı. "Synthetic Phonics: An
Evaluation of Pilot Training for Jolly Phonics Instructors in Nigeria." Journal of Research in
Applied Linguistics 10.Proceedings of the 6th International Conference on Applied
Linguistics Issues (ALI 2019) July 19-20, 2019, Saint Petersburg, Russia (2019): 1147-1162.
Majeed, Lect Noor Hameed. "UTILIZING JOLLY PHONICS SONGS AND FLASH
CARDS TO TEACH IRAQ EFL PRIMARY SCHOOL PUPILS'LANGUAGE LEARNING
SKILLS." PalArch's Journal of Archaeology of Egypt/Egyptology 17.7 (2020): 16701-16709.
Romero, Sara Isabel Rendón. Bilingual Literacy in Early Childhood Education and Primary
Education: The Jolly Phonics Method. Diss. Universidad de Sevilla, 2019.
Quintana Consuegra, Isabel. "Jolly Phonics, a method to acquire L2 pronunciation by young
learners."
Carson, Karyn L., Gail T. Gillon, and Therese M. Boustead. "Classroom phonological
awareness instruction and literacy outcomes in the first year of school." (2013).
Callinan, Carol, and Emile van der Zee. "A comparative study of two methods of synthetic
phonics instruction for learning how to read: Jolly Phonics and THRASS." The Psychology
of Education Review 34.1 (2010): 21-31. (Callinan 34)