JOLLY PHONICS APPROACH AND ITS RELATIONSHIP ON THE

ENGLISH LITERACY OF THE GRADE THREE LEARNERS

IN TUBI-ALLAH ELEMENTARY SCHOOL

A Research Proposal

Presented to the Faculty of

The School of Graduate Studies
MINDANAO STATE UNIVERSITY
General Santos City

In Partial Fulfillment of
the Requirements for the Degree
MASTER OF ARTS IN EDUCATION
Major in Educational Management

by
HANS INGRID F. EMBOLTORIO
January 2022
CHAPTER 1

INTRODUCTION

BACKGROUND OF THE STUDY

Reading literacy is one of the four fundamental language skills that

have been the subject of ongoing and increasing research and serves as a
foundation for all academic learning and a key competence that influences
students' achievement in other subjects and allows them to participate in
society throughout their entire lives. The solid foundation in English literacy is
a very important necessity for kids to survive and achieve success in both the
social and academic spheres. English language allows you to actually
broaden your world, from job opportunities to the ability to relate to people
from every country. It's also the language of international communication, the
media, and the internet, as English is now utilized as a lingua franca and a
common language of communication on an international scale. Otherwise,
one who is unable to comprehend and communicate well is deprived of a
wonderful learning experience in life as a person. (Cimmiyotti, 2013; Shin,
Davison, Long, Chan, & Heistad, 2013; Quirk & Beem, 2012).

Language can be a barrier to communication since occasionally there

is a loss of information due to a lack of exact equivalency in translations or
understanding. According to the 2018 Programme for International Student
Assessment (PISA), the Philippines scored the lowest in reading
comprehension, and it was the lack of fundamental English reading skills that
was identified mostly at the lower grade. The epidemic also had a drastic
effect and slowed educational advancement, especially with regards to pupils'
academic performance over the previous years. To make every learner a
proficient reader, schools across the country were tasked with helping
learners develop their reading skills. In line to this, The Department of
Education issues the enclosed Guidelines on the utilization of Every Child a
Reader Program (ECARP) Funds for the Early Language, Literacy, and
Numeracy Program: Professional Development Component (DepEd Order
No. 12, s. 2015) aiming the goal of making every child a reader as the
Department strengthens its reading program. It is also defined as the flagship
program of the Department of Education which aims to ameliorate the reading
skills of the students at his/ her grade level and eventually for them to become
fluent and proficient.

Therefore, several researchers are becoming increasingly interested in

identifying key factors that will contribute to innovative instruction in students’
reading skills. In this case, one of the most effective strategies that could be
used to enhance children’s early reading and literacy skills is Jolly Phonics.
The Jolly Phonics approach, developed by Chris Jolly, is a method for
teaching English using synthetic phonics, or teaching letter sounds in a fun
and multi-sensory way that helps children become active readers.

This is the key justification for the researcher's decision to implement

the approach to help strengthen English language literacy. To attain this goal,
the researcher urged determining the effectiveness of the Jolly Phonics
program. The purpose of this study is to provide practical techniques for using
the Jolly Phonics approach to teaching and fostering children's English
literacy, as well as to determine its effectiveness on students' English reading
skills. Furthermore, the study would give the teachers comprehensive
knowledge about the intervention plans that would be created after the
completion of this research pursuit. Therefore, this paper is expected to be
able to inspire other teachers on how to develop and enhance children’s early
English literacy through the Jolly Phonics strategy.
STATEMENT OF THE PROBLEM

This study seeks to determine the relationship of the Jolly Phonics

approach on the English literacy of the grade 3 pupils in Tubi-Allah
Elementary School. The study will be conducted in Tubi-Allah Elementary
School, Surallah, South Cotabato for the school year 2022-2023.
Specifically, it seeks to answer the following questions:
1. What is the level of the Jolly Phonics approach of the grade 3 pupils in
Tubi-Allah Elementary School in terms of:
1.1 . Pretest; and
1.2 Post-test?
2. What is the level of English literacy of the grade three pupils in Tubi-
Allah Elementary School in terms of:
2.1 phonemic awareness;
2.2 reading isolation;
2.3 vocabulary;
2.4 reading in context;
2.5 reading comprehension; and
2.6 dictation?
3. Is there a significant relationship between the level of the Jolly Phonics
approach and the Level of English literacy of the grade 3 pupils in
Tubi-Allah Elementary School?
4. Based on the findings, what are the recommendations of the strategy
used in the Jolly Phonics program?
Significance of the Study

The results of this study will be significant in providing in-depth

understanding among learners, teachers, school authorities, the Department
of Education (DepEd), and future researchers. The purpose of this study is to
determine the effectiveness of the Jolly Phonics Approach in enhancing the
English literacy of the grade 3 pupils in the Tubi-Allah Elementary School.

To learners. The result of this study will help students learn how to
read creatively and enhance their reading literacy skills in English, since the
English language is a prerequisite to being globally competitive. The results
will serve as the basis for the reading interventions.

To the Department of Education (DepEd). The administration is

continuously fulfilling its mandate to produce productive and responsible
citizens equipped with essential competencies and skills for lifelong learning
and aims to provide quality education that upholds "No child left behind."
Thus, thus this study supports the department in enhancing the reading
strategy and finding learning interventions to improve the learners' literacy
skills, particularly in English.

To the school. This study can help the school create more innovative
interventions on how to improve the academic performance of the students,
specifically the learners' reading literacy skills in the English language, as well
as guide the teachers in improving the students' learning experiences.
To the teachers. This research can assist teachers in improving their
teaching pedagogy and developing instructional materials that can improve
students' abilities to enhance learners’ literacy skills in English.

To the parents. This research can provide parents with the insights
and strategies they need to support their child’s literacy skills in English.

To the researcher. The study can be beneficial to the researcher as it

will serve as the basis for further inquiry into research-based studies aimed at
improving the student’s reading literacy skills by utilizing the approach.

To other researchers. The research outcomes will be helpful to other

researchers as this can be a foundation for their topic if it is related to their
research.

Scope and Delimitation of the Study

This study will determine the relationship of the Jolly Phonics approach
in enhancing the English literacy of the grade 3 pupils in Tubi-Allah
Elementary School. The grade 3 pupils will be the respondents of the study.

The study will employ quantitative research employing a descriptive

method to determine the level of effectiveness of the Jolly Phonics approach
on the English reading skills of the students. The level of the English reading
skills of the pupils will be measured relative to the effectiveness of the
approach through the use of the Early Grade Reading Assessment (EGRA)
Toolkit, an assessment tool for measuring pupils’ reading abilities.

The study will use pre-test and post-test. The result of the pre-test and
posttest will determine the effectiveness of the Jolly Phonics Approach in
enhancing the English litearcy of the pupils. The results would serve as the
basis for promoting a framework plan to strengthen the approach and reading
engagement for all struggling readers in Tubi-Allah Elementary School,
Surallah, South Cotabato.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the relevant literature and related studies that
explain the variables of the study. Specifically, presented in this section is the
related literature reviews and related studies on the Jolly Phonics approach
and its effectiveness on the English Reading Skills of the students. It is also
comprised of the theoretical background, conceptual background, and
definition of terms.

Related Literature

According to Ogbemudia & Alasa, 2014, they defined The term Jolly
that means ‘fun’ and phonics refers to letter sounds used for reading. Jolly
phonics means reading through play. Jolly phonics instructional strategy is a
systematic and sequential phonics programme designed to teach children to
read and. Jolly Phonics is a fun and child centered approach to teaching
literacy through synthetic phonics. With actions for each of the 42 letter
sounds, this multi-sensory method is very motivating for children and
teachers, who can see their students achieve. The sounds are taught in a
specific order (not alphabetically). This enables children to begin building
words as early as possible. Jolly Phonics teaches children the six key skills
for reading and writing. The programme continues through school enabling
the teaching of essential grammar, spelling and punctuation skills. The key
advantages of the approach are that it teaches children all the main letter
sounds early on and to relate the sounds to the symbols and so understand
the alphabetic code used for reading and writing. As a result, the children's
achievements are very much greater, not only in reading, but also in their
writing. Because the children have a way of writing each letter sound, they are
able to write whatever they want, early on, in a way that is readable hence,
learning to read and write fluently are vital skills for children.

According to Watson and Johnston (2005), they conducted research in

Scotland titled “An Investigation of the Effects of Phonics Teaching on
Children’s Progress in Reading and Spelling.” which shows that the Jolly
Phonics method produces skilled readers that also enjoy reading. Children
taught using Jolly Phonics were found to be more than 11 months ahead in
reading and writing and more than 9 months ahead in comprehension than
children taught by other methods. At the end of a seven years study, they
concluded that Jolly Phonics has a long-lasting effect because the skills of
blending and sounding taught to the children early resulted in their ability to
handle unfamiliar words even years after they were taught using the method.
In this present study, the findings revealed a significant improvement in
identification of sounds and formation of sound and the pupils could read
words and simple sentences after been exposed to Jolly Phonics method.
Eshiet, (2012) conducted research titled “Synthetic Phonics as a Tool for
improving the Reading skills in Nigerian Pupils” The study revealed that;
Synthetic Phonics method have demonstrated reading skills far ahead of their
contemporaries who were taught using other method. Pupils have shown
interest in reading and writing far ahead of others taught using other method. I
quite agree with Eshiet findings, after comparing the findings with the present
study, the Jolly phonics adopted in Gusau has revealed that the method has
helped to improved the reading skills of the pupils and they have
demonstrated high level of readiness to read and this has been demonstrated
in their performance after been exposed to Jolly Phonics compared to their
performance before the approach.

Ekpo et al, (2007), did a 9-month study using Jolly Phonics as an

intervention strategy in 5 schools in Akwa Ibom State, Nigeria. At the end of
the study, pupils in the intervention made a gain of 1 month to 31 months in
their reading age while those in the control group did not record any
improvement. They therefore recommended early Jolly Phonics training, and
discouraged the traditional rote learning and drill method. They also
recommended that their research should be replicated in other parts of the
country. The present study is conducted in Gusau and effort is been made to
overcome problem of reading within the study area and at the end the study
there was a huge gap in the performance in reading before been exposed to
Jolly Phonics.

Attainment of literacy is one of the prime expectations of basic

education. Statistical information in this regard is not so encouraging in many
developing countries. (EdData), 2010) reveals that the average literacy rate
for children in Nigeria 5 to 16 years is 46%. The distribution of this percentage
is far from even among the 36 states in Nigeria where some states, especially
in the southern part of the country, record up to 75% while others mostly in
the North West and North East of the country record as low as 13% (EdData,
2010). The report of National Commission for mass Education, (2010) gave a
related revelation on the literacy dichotomy in Nigeria with Imo State having
the highest literacy rate in English and Lagos having the highest literacy rate
in any language. In terms of the six geo-political zones in Nigeria, the report
opines: “south East had the highest literacy rate in English while South West
had the highest literacy rate in any language, whereas North Central had the
least literacy rate in English language with 14.5%”.

One observation that has to be passed on the literacy information on

North West and North East Nigeria above is the restriction of the instruments
of the research to English and Nigerian Languages and suppressing the
factor of literacy in Arabic which millions of people from these zones possess.
(NationalCommission for Mass Education, 2010). A local committee of
academics from Nigerian Universities set up to investigate the situation of
primary education in Zamfara State (North West Nigeria) also revealed that
many children could not read or write after six years of primary education
(ZSPEAC, 2012).

A discerning point from the discussion above is that the performance of

Nigerian schools has been low in connection to the expectations of making
them capable in the literacy requirements of reading and writing. This may not
be unconnected with so many factors, among which is the method of teaching
English literacy as a national language itself. In a bid to improve on that,
Zamfara State adopted Jolly Phonics method of teaching reading and writing,
to support the existing traditional method of teaching literacy. To make the
project a success, a team of academics from Usmanu Danfodiyo University
Sokoto is invited to provide technical support. Thus, the desire to embark on
the research is informed by the need to provide information that would
facilitate and sustain the continued utilization of the Jolly Phonics method in
Zamfara State, Nigeria.

Reading Literacy Skills

Reading is the most essential skill that children should attain as a

prerequisite for their continuing education and something they should strive to
achieve in their formative years (e.g., McGuinness, 1998, 2005, 2004).
Reading is not a single method but a unifying process, a complex task that
involves several different types of knowledge, including print awareness,
phonological awareness, vocabulary knowledge, and semantic and
conceptual information (Wilkinson & Son, 2011). Code-related skills (inside-
out process) and oral language skills have been recognized as two main
categories of abilities that are necessary for later reading ability (outside–in
the process) (Scarborough, 2001 Decoding), which entails turning the written
system into meaningful language units, comprehension, which entails
integrating language units, and vocal language understanding all require
code-related skills (i.e., combining language units into coherent mental
representations). (Van Den Broek, 2005). The role of code-related abilities
including phonological awareness, letter knowledge, and print awareness has
been the main subject of earlier research on reading development in
preschool and early primary children (Whitehurst & Storch, 2002). However,
new research indicates that while code-related abilities are necessary for
reading comprehension, comprehension is not always guaranteed through it.

According to Pullman (2004), reading is an active activity that involves

lots of teacher-led talks and reading aloud of familiar words. Presently,
students begin their reading by skimming slowly before spelling and reading
out each word. Reading is a transactional process as the reader brings
meaning to the text and constructs personal meaning through exchange with
the author. It is an active search for meaning that involves the relationship
between thought and language, and a cultural process in that what counts as
an acceptable reading practice is culturally defined (Davenport, 2002).
Without a doubt, the ability to comprehend written and spoken languages as
well as to communicate ideas and concepts are vital in one’s growth and
progress.

According to Darrel (2005), reading is a technical process because we

read letter by letter and word by word. It is automatic information processing,
for we decode each word and comprehend it as we build an understanding of
the sentence by combining its individual meaning. For most people living in
today’s modern world, reading is an everyday ordinary task to which little
thought is given, yet it is one of the most important skills that learners acquire
at school as it forms the foundation for all further learning. Many of our day-to-
day tasks require reading, and a person who can read well can function more
effectively in everyday activities, yet for an illiterate person, many of life’s
seemingly mundane and ordinary tasks which many literate people take for
granted can become insurmountable hurdles. As a result, a person who is
unable to comprehend and communicate effectively in any form misses out
on a wonderful learning experience in life (Cimmiyotti, 2013; Shin, Davison,
Long, Chan, & Heistad, 2013; Quirk, & Beem, 2012). 

The phonetics and phonology for young learners

Phonology is the study of speech sounds used in a given language,

whereas Phonetics is the study of how sounds are created, conveyed, and
received. (Other sources, 2019). Phonetics and Phonology are crucial in early
education. Babies can distinguish between any and all speech sounds when
they are first born, but by the time they are 12 months old, they have
developed a special sensitivity to the contrasts that are significant for their
native tongue (Zsiga 2013, 462). For instance, Donald M. Morehead found
that when comparing children and adults, the younger groups produced more
phonetic and semantic interpretations of the phoneme sequences. It has also
been demonstrated that children interpret new or unusual phoneme
sequences with greater flexibility. Additionally, the kids often used their own
internalized linguistic systems to "filter" language. He came to the conclusion
that kids actively seek structure and meaning within linguistic limits, as
compared to adults (Morehead 1971, 279).

Children absorb a tremendous quantity of information from their

environment like sponges. The absorbent mind, as described by Maria
Montessori, is this (Montessori 1949, 21). Because of this, Jolly Phonics is
said to be introduced at the age of three (as soon as possible). Tend to the
fact that English is seen to have "an opaque orthography in which phoneme-
to-grapheme correspondences are inconsistently contrasted with those of
languages with more transparent orthographies, such as Spanish, in which
phoneme-to grapheme correspondences are more consistent" (Erdener
2005).

Moreover, Ball and Blachman (1991) introduced useful activities for

raising learners’ phonemic awareness. In such activities, the name and the
sound of the letter are presented. Then a strong connection between sound
segment and letters is built. That is, sounds are presented by combining of
letters; for example, choose has six letters but only three phonemes, /ch/,
/oo/, and /z/. Ball and Blachman concluded that phonemic awareness had a
great positive effect about pupils’ reading skills in the first grade, as it can
improve their word recognition skill while being interested in the learning
process with having a lot of joy.
To Griffith and Klesius (1990), phonemic awareness can be developed
by daily reading, young learners will be better in segmenting sounds in words.
That is, daily reading will enhance pupils’ reading fluency. Off course, that
does not mean pupils just will copy letters or words from the textbooks, but
rather trying to write spoken words which, in turn, will enhance pupils’
reading. However, to Pullman (2004), reading was perceived as an active
process which contains a lot of conversations and recognition aloud that are
guided by the teacher. Now, learners start their reading by skimming slowly,
then they spell and read every word aloud. In this way, learners will be active
similar to the process of reading which is active, as well.
The phonics strategy, as described in this study, gives students the
chance to study the sounds of the alphabet letters, where harmony between
the letters and sounds of the words is established (Adams, 1990). -
Additionally, when students learn to read and write more asily because
to phonics, they become more proficient readers and writers. As a result,
students may memorize words and recall them more quickly (Ehri, 2005;
Loyd, 2000; Vadasy, Sanders, & Peyton, 2005). Phonics is described as "a
systematic link between phonemes (sounds) and graphemes (letters)" by
Yellin, Jones, and Devries (2008, p. 253). Additionally, Yellin et al. (2008)
recommended adopting explicit phonics education that involves combining
sounds. When International Online Journal of Education and Teaching
(IOJET), 2017, 4(2), 106–119.107. During education, teachers can improve
their students' phonics abilities by having them listen to phonics songs that
emphasize teaching the letter sounds. However, the majority of EFL teachers
in Jordan adhere to the Curriculum Guidelines and do not employ phonics
teaching methods, instead merely asking their students to independently
trace and pronounce the English letters.

Reading fluency interventions and attempts to address these issues

should begin in the early elementary school years. In this regard, it is
essential to pinpoint the root reasons of kids' reading difficulties and put the
right methods in place. Having sense of the content is the aim of reading.
Since children can develop complete native competence in language during
the CPH (which lasts from childhood to adolescence), teaching the sounds to
young children is crucial because, as Johnstone once observed, "the younger
the learner, the quicker the learning process and the better the
outcome"(Johnstone 2007, 6). As a result, the root of the reading
comprehension issue is the inability to infer meaning from the text. This
problem won't be solved unless the reader tries to use what she already
knows to understand the information presented in the text.

Children are like sponges; they soak up huge amounts of information

from their environment. This is what Maria Montessori referred to as “the
absorbent mind” (Montessori 1949, 21). For this reason, Jolly Phonics is
thought to be started at the age of 3 (as soon as possible). 10 Furthermore, it
is important to take into account that English is considered “to have an
opaque orthography in which phoneme-to-grapheme correspondences are
inconsistent compared with those of languages with more transparent
orthographies, such as Spanish in which phoneme-to-grapheme
correspondences are more consistent.” (Erdener 2005, 192). Given this
assumption, it is reasonable to assume that children struggle with reading
more than speaking. Jolly Phonics is a fascinating teaching method since it
takes into account this difference in sound and grapheme and provides a
wide range of exercises to address this important issue.

Fluent Reading and Comprehension

Reading fluency, according to Rasinski (2003), is the capacity to read
quickly, easily, and expressively. Fluent readers can read with appropriate
stress and intonation, ease, and accuracy. They may focus on
comprehending the passage rather than trying to decode the words because
they can recognize words instantly. According to Akyol (2006), fluent reading
is defined as reading that is done with attention to punctuation, stress, and
intonation, without backtracking or repetition, without syllabification or
pointless pauses, and with attention to units of meaning. Since this definition
emphasizes the importance of conducting reading as if one were speaking,
doing so is crucial for facilitating the development of meaning.

Starting in the initial years of elementary school, reading fluency intervention

and attempts to solve these problems should be made. In this regard, it is
crucial to identify the underlying causes of children's reading challenges and
to implement appropriate strategies. The goal of reading is to make sense of
the text. Therefore, the inability to infer meaning from the text is the
foundation of the reading comprehension problem. Only when the reader
makes an effort to use her existing knowledge to comprehend the information
supplied in the text will this challenge be resolved (Brassel & Rasinski, 2008).

Reading problems of children, repercussions, and causes

 In order to meet the needs of a functioning society, literacy is

essential. A person who can read and write is referred to as literate,
according to Keefe and Copeland (2011). According to VanDeWeghe (2011),
the development of literacy abilities includes those related to reading, writing,
listening, speaking, looking, and visual representation. "Literacy is a right and
not a privilege," declared the United Nations Educational, Scientific, and
Cultural Organization (UNESCO), describing literacy as a fundamental human
right (as cited in Keefe & Copeland, 2011 p. 93).

Each child should be literate. In order to aid in the early development

of literacy skills, the school must provide essential instructions. To read, write,
and critically think, however, is a skill that many pupils find challenging.
Because it creates the foundation for future academic performance, Hall
(2013) argued that learning to read is crucial in the early years. Early
intervention programs put a strong emphasis on students' preparedness to
learn to read, claim Bekman, Aksu-Koc, and ErguvanliTaylan (2011).
Students gain experience with print, listening comprehension, and narrative
competency, phonetic awareness, too.

According to White (2011), when students lack fundamental syntactic

and phonological skills, they find it difficult to read smoothly, analyze the text,
and draw conclusions. Decoding skills are ingrained in phonemic awareness.
issues brought on by inadequate literacy abilities. The lack of literacy affects
the greater area of education in addition to the neighborhood educational
setting. In Grade 9 or age 15, many students, especially boys, have difficulty
studying the subject matter since they are unable to read and write well,
according to the National Comprehensive Literacy Strategy (2011). In
response, the Ministry of Education implemented measures to ensure that all
Grade 4 children were literate by the year 2015 as well as a competence-
based transition plan from primary to fluent reading and comprehension.

Rasinski (2003), defined reading fluency as the ability to read swiftly,

easily, and expressively. Effective stress and intonation, ease of reading, and
correctness are all characteristics of fluent readers. Since they are able to
recognize words right away, they can put more effort into interpreting the
passage than trying to decode it. According to Akyol (2006), "fluent reading"
is classified as reading that is done with attention to the units of meaning,
punctuation, stress, and intonation, without backtracking or repetition,
syllabification, or excessive pauses. This definition highlights the value of
speaking aloud when reading, therefore doing so is essential for encouraging
the emergence of meaning.
Jolly phonics approach: Origins of the technique
The Jolly Phonics approach was proposed by Sue Lloyd in 1998 to assist kids
in understanding how letters and unfamiliar words can be spoken using a
combination of sounds, resulting in long-lasting reading proficiency for
novices (Johnston & Watson, 2003). Jolly Phonics uses the phonic technique
to teach letter sounds in a fun and multi-sensory way with actions for each of
the 42 letter sounds, both students and teachers find great motivation in this
multisensory approach. Later, Loyd (2000) described Jolly Phonics as a
strategy tied to the synthetic phonics approach that is connected to narrative
as well as coloring pictures to be colored. Jolly Phonics focuses on blending
sounds with letters for reading, according to Carnine, Silbert, Kame'enui,
Tarver, and Jungjohann (2006). Students are instructed to listen to a series of
spoken phonemes before combining them into a word.

Jolly Phonics is a method of teaching reading and writing in a foreign

language, English. The letter sounds are taught using synthetic phonics so
that the students can understand how to use them in reading and writing. It is
applicable to both primary and infant education. The technique has its roots in
the United Kingdom. Sue Lloyd used, developed, and improved the method
after it was tried out in a Suffolk school for a while. Prior to this, children had
trouble remembering words to read or write since reading was taught through
word understanding rather than by separating the letters. They, therefore,
decide to break out the words and teach the sounds independently at first.
This strategy was quite successful with the students, and even those who
struggled had fewer problems as a result. In 1989, Chris Jolly, the owner and
founder of Jolly Learning Ltd., and Sue Lloyd, the method's original author,
began to collaborate on the development of the current "Jolly phonics"
approach and the book that served as its foundation, "The Phonics
HandbookApart from the United Kingdom and the Republic of Ireland, the
method has been widely adopted. Chris Jolly initially started the expansion in
the US, with an adaptation of American English. The success has reached
unthinkable limits because it has been adopted by many countries to be
present in their state’s schools.

There are five primary learning steps in this method. a first step,
learning the 42 primary letter sounds (split into 7 categories), which pupils do
while the order of the letters is not alphabetical. Second, when studying letter
construction, children discover how the letters produce a sound. This step
helps students recognize the letter and know how to write it when they hear
the sound. Finally, when blending, students listen to the sounds and combine
them to form a word. Forth, by identifying sounds in words, this step helps
students spell better by listening to the sounds in words. Finally, after spelling
the tricky words, this step contains different words that do not go along with
all the above items.

Jolly Phonics might include teaching "tricky words" like the photo,
"was," and "the." According to Hall (1996), teachers should adopt the Jolly
Phonics technique. She emphasized that while systematic phonics is a very
successful method for beginning students, it must be explained by the
teacher, particularly when it comes to learning writing graphemes. Smith
(2003) also emphasized the need for systematic phonics instruction when
teaching reading to students. He described reading as a process that involved
mixing and segmenting the sounds together as part of his phonic technique,
which was centered on discovering a set of letter-sound relationships. He
emphasized the significance of this process for beginning readers, particularly
young students. In practice, Jolly Phonics differs from the traditional approach
because it is multi-sensory and meets all of the demands of learners, whether
they are visual, auditory, or kinesthetic.

Additionally, Daniela Caserta (2007) looks at the use of Jolly phonics in

two Milan, Italy, schools that teach English as a second language to students;
one is a private international school and the other is a local institution. Writing
in Italian, she suggests that Italian teachers be trained to conduct the
program, and she suggests that the best results would come from an early
introduction to English through Jolly phonics in kindergarten.

According to Wyse and Goswami (2013), the Jolly Phonics program

techniques offer concrete experiences that connect print with objects, sounds,
and activities. The result of this interaction affects how young children or
struggling readers develop their literacy. The instructional approaches
connected to exercises linked to the growth of phonological awareness
constitute a teacher's pedagogical delivery. A number of printed materials are
used in the synthetic phonics approach to teach letters, sounds, and
syllables.

The curriculum put a strong emphasis on reading comprehension and

vocabulary growth to improve formal written and oral communication (World
Data on Education, 2010). In order to improve the early years of literacy
development, this research-based program placed a strong emphasis on the
development of phonological awareness (World Data on Education, 2010).
Synthetic phonics is used in the Jolly Phonics program to teach literacy in a
child-centered manner (Campbell, 2015). Through tactile activities created to
ease the transition to reading printed words, students come to associate the
letter sounds with the corresponding letters. The methods aided in the growth
of early literacy abilities in line with regional and international assessments
(Cunningham, 2012).

The Jolly Phonics method can improve students' phonics without

memorization. For instance, Bednarz's study found that pupils who used Jolly
Phonics to learn had greater decoding abilities; other methods instruct kids to
memorize words, which does not foster the ability to decode, whereas
Ginsberg's study (2000) revealed that Jolly Phonics tries to teach students
how to decode unfamiliar words. Students are urged to use the look-and-say
technique to decode any words they dislike.

The Phonics Instructions

The ability to read is fundamental and crucial for students. These

students must have a hands-on approach to learning to read (Kellie, 2013).
Given that these students are beginning readers, a more planned and intense
intervention should be used with them because, according to prior research, a
standardized approach to teaching phonics has been found to be more
effective (Buckingham,2013; Lonigan, 2013). So, as they advance,
understanding phonics enables new learners to read and write more quickly
Nasrawi, 2017). Additionally, the phonetic reading system should replace the
conventional approach to word recognition that relies on spelling (Sharipah,
2015). Furthermore, Sharipah noted that learning to read takes more time the
traditional manner, which lessens the strain associated with learning words by
memory. It was discovered that children's reading difficulties are mostly
caused by their inability to correctly spell words and read basic phrases. To
cope with this scenario, youngsters engage in too many thought processes at
once. To address this issue, educators must first comprehend the five
degrees of difficulty, which are phonological and phonemic awareness,
phonics decoding, fluency, vocabulary, and comprehension. Only then can
they begin to identify the learning strategies that should be used (Olviyanti,
2015).

Phonics Implementation

In Africa, a phonics implementation study employing the Mama Kelello

approach was carried out. According to the study, teachers would often ask
their students to identify rhymes based on the words they heard in the large
book's story book. Additionally, it was noted that when Students should count
the words, they copy into their workbooks to prevent purposeful word mixing
those words. The researcher also learned about the repetition and practice of
specific sounds throughout the entire week, as predicted, with a variety of
activities (Masello, 2014). Masello also emphasized the need of including
audio in stories and other texts that could improve readers' and writers' skills.
Further research revealed that teaching shouldn't be a one-way process. It
can either be in form of storytelling, songs, rhymes, 153 dramatizations,
learning through play as well as questions and answers. This demonstrates
how teaching should be flexible and diversified to accommodate students'
varied skill levels and learning preferences. Accordingly, phonics use in
Hongkong schools has become widespread, and the most popular method of
phonics instruction is employing explicit phonics instructions (Jia Yu, 2015).
Explicit phonics education offers a methodical, sequential method for
teaching, practice, and criticism that directs students in acquiring fluency skills
Desperate (2016). The phonics instructions, however, were not as accurate
as when no attention was paid were made in teaching phonics to English
Second Language learners compared to the natives’ speakers or English
language students. It was also discovered that the element of teaching
English as a second language English teachers were not exposed to second
languages because the majority of them lacked linguistic proficiency,
grammar, and vocabulary. This will surely result in low English language
learners who are learning it as a second language will spend lengthy reading
time because of inadequate vocabulary, structure, and expertise (Jia Yhu,
2015). Jia Yu consistently reported that the children’s' inability to read
effectively was caused by itheir nability to distinguish phonemes due to
phonics deficiencies. pupils who were unable to decipher the When reading
printed text, the sounds of the letters that make words will simply read the text
without No new knowledge can be used because no one can understand
what it means, and this will cause the learners' literacy levels (Robyn, 2014).
Because of this, English teachers often misunderstand the best technique to
impart literacy skills to students. Language learners' literacy levels were
frequently assessed using reading and writing (Hamidah, 2014). However, it
can be challenging to come up with an effective yet novel approach to
advancing children's English literacy (Ariati, 2018). Developing literacy
abilities in young children at a time when they are still learning to
communicate with one another could be difficult (Ariati, 2018). Children
should be taught the methods for distinguishing letter sounds at this young
age. Further research revealed that language learners struggled to decode
letter sounds throughout the early stages of language learning. Therefore, it is
imperative for educators to be aware of the methods that should and might be
used to educate the kids how to decipher letter sounds. Phonics instruction
was instituted as part of the curriculum in Malaysia in 2017. (KPM,2017).
Napisah and Nadiah, however, noted that there were few phonics. Based on
earlier assessments of the English language teachers' willingness to teach
phonics, the English teachers have understanding in this area. Additionally,
they claimed in the study that phonics teachers required additional training in
order to do so. The best strategy for among the challenges instructors had
while trying to teach phonics was a lack of understanding of how to impart
letter sounds based on the curriculum's Learning Standards. classrooms that
teach phonics (Nadiah & Napisah 2015). The same research also revealed
issues that teachers and students had to deal with during the teaching and
learning process, including the inability of both parties to pronounce words,
letters, and phonemes, the teachers' lack of familiarity with phonics, the
student’s inability to blend and segment words, as well as the interference of
the student’s mother tongue. So, it's crucial to have a good reading program,
especially for early readers (Kellie, 2013) Many low-progress readers,
especially those who are just beginning to read, need more intensive
interventions and different learning environments than other students. They
must learn to understand alphabetic codes and use the precise, systematic
phonics instruction that has been shown to be the most effective
(Buckingham,2013; Lonigan, 2013). Therefore, in order to solve the issue and
increase the literacy of underperforming students, instructors and educators
should incorporate phonics into their reading instruction. Many people
advocate for teachers to develop new or better strategies or techniques for
teaching reading (Olviyanti, 2015).

Phonics Implementation: The Introduction of Jolly Phonics Blending

Phonemes

Through the use of synthetic phonics, Jolly Phonics teaches kids how to
recognize alphabetic letter sounds. Each of the seven groups contains one of
the 32 letter sounds. Six to seven different letter sounds will be included in
each group. In contrast to the traditional method of teaching phonics, which
had students memorize the sounds in alphabetical order, joyful phonics had
pupils learn the sounds from easiest to hardest. As they learn the phonemes
starting at the lowest level first, they will feel more at ease, especially the
weaker learners. Blending is used to combine the letter sounds as an addition
to the Jolly Phonics program. Blending is one of the methods used to connect
phonemes to create understandable words. The combination of many sets of.
Blending uses the fundamental strategy for learning to read words in any
case. A fantastic alternative for teaching phonics to young readers is Jolly
Phonics Blending Phonemes, which combines both phonics teaching
methods. The foundation of reading and spelling is the capacity to identify
and distinguish the different sounds inside a word (phonemic awareness),
and then to combine those sounds into a word. Bernhardt (2011), Puteri
(2017), Alvermann & Earle (2003).

Table 1: The Seven Groups of Jolly Phonic

Groups Letters Groups Letters
Group 1 satipn
Group 2 ckehrmd
Group 3 goulfb
Group 4 ai j oa ie ee or
Group 5 z w ng v oo oo
Group 6 y x ch sh th th
Group 7 qu ou oi ue er ar

Theoretical Framework

The recent years’ acrimonious debate about beginning reading

instruction, especially at the first-grade level, is consistent with a half century
of dispute about what works best in developing young readers (Adams, 1990;
Chall, 1967). Much of the current first grade debate has been between those
who favor explicit instruction of beginning reading skills, especially the
teaching of phonics, and those who favor an approach playing down
systematic instruction in favor of immersion in literacy tasks, the whole
language philosophy. Those who favor a skills instruction emphasis can point
out to demonstrations in true experiments that intense teaching of decoding
skills to children experiencing difficulties with word recognition increases their
performance on standardized measures of word recognition or reading. In
education, particularly, in the teaching of reading over the years, the choice of
instruction methods has been heavily influenced by many factors, not only
teachers’ own frontline experiences about what works, but also politics,
economics, and the popular wisdom of the day (National Reading Panel,
2000). Meanwhile, substantial scientific evidence has accumulated purporting
to shed light on reading acquisition processes and effective instructional
approaches (Adams, 1990; Snow, Burns, & Griffin, 1998).
Today, phonics instruction receives much attention when educators
discuss the ingredients of effective programs to teach children to read.
Research of more than two decades has affirmed PASAA Vol. 48 (July -
December 2014) | 115 the importance of phonological awareness and its
relation to reading acquisition. Reviews of the literature (Hurford, Darrow,
Edwards, Howerton, Mote, Schauf, & Coffey, 1993) indicated that the
presence of phonological awareness is a hallmark characteristic of good
readers while its absence is a consistent characteristic of poor readers. In
short, difficulties with awareness, coding, and retrieval of verbal sounds have
powerful and long-reaching effects in reading. However, the most
encouraging lines of research give strong evidence that significant gains in
phonological awareness can be achieved with teaching and that the gains in
phonological awareness directly affect the ease of reading acquisition and
subsequent reading achievement (Smith, Simmons, & Kameenui, 1998).
It is thus important and interesting to review phonics instruction so that
reading teachers will learn more out of it and determine whether this
instruction lives up to these claims. From this article, readers will identify
circumstances that govern its effectiveness to base the information as a
stepping stone to extend it for possible future research projects. Moreover,
there are additional reasons why phonics instruction is selected for review in
this project. Many studies investigating the effectiveness of phonemic
awareness instruction have contributed to this body of evidence. Proponents
believe that this research holds promise of placing reading instruction on a
more solid footing and ending the periodic upheavals and overhauls of
reading instructional practices (National Reading Panel, 2000). According to
the report of the National Reading Panel (2000), correlational studies have
identified phonemic awareness and letter knowledge as the two best school-
entry predictors of how well children will learn to read during their first 2 years
in school. This evidence suggests the potential instructional importance of
teaching phonemic awareness to children. In addition, many experimental
studies have evaluated the effectiveness of phonemic awareness instruction
in 116 | PASAA Vol. 48 (July - December 2014) facilitating reading
acquisition. Results are claimed to be positive and to provide a scientific basis
documenting the efficacy of phonemic instruction (National Reading Panel,
2000). Although these studies are basically related to reading in L1, prior
research shows that when L1 and L2 learners learn a second language, they
use similar strategies when they read (Gass, & Selinker,2001). To illustrate,
they appear to make use of sound-symbol, vocabulary, meaning, language
structure and background and
textual knowledge to decode and comprehend texts (Bernhardt,
2000).
The above information describes the broad concept of the evolution of
phonics instruction. However, more details of the theoretical basis of the
technique will also be discussed throughout this report.

The traditional bottom-up view

The traditional bottom-up view The traditional bottom-up approach to
reading was influenced by behaviorist psychology of the 1950s, which
claimed learning was based upon “habit formation, brought about by the
repeated association of a stimulus with a response” and language learning
was characterized as a “response system that humans acquire through
automatic conditioning processes,” where “some patterns of language are
reinforced (rewarded) and others are not,” and “only those patterns reinforced
by the community of language users will persist” (Omaggio 1993: 45-46).
Behaviorism became the basis of the audio-lingual method, which sought to
form second language “habits” through drilling, repetition, and error
correction.
Today, the main method associated with the bottom-up approach to
reading is known asphonics, which requires the learner to match letters with
sounds in a defined sequence. According to this view, reading is a linear
process by which readers decode a text word by word, linking the words into
phrases and then sentences (Gray and 3 Rogers, cited in Kucer, 1987).
According to Samuels and Kamil (1988: 25), the emphasis on behaviorism
treated reading as a word-recognition response to the stimuli of the printed
words, where “little attempt was made to explain what went on within the
recesses of the mind that allowed the human to make sense of the printed
page”. In other words, textual comprehension involves adding the meanings
of words to get the meanings of clauses (Anderson 1994). These lower level
skills are connected to the visual stimulus, or print, and are consequently
concerned with recognizing and recalling.
Like the audio-lingual teaching method, phonics emphasizes on
repetition and on drills using the sounds that make up words. Information is
received and processed beginning with the smallest sound units, and
proceeded to letter blends, words, phrases, and sentences. Thus, novice
readers acquire a set of hierarchically ordered sub-skills that sequentially
build toward comprehension ability. Having mastered these skills, readers are
viewed as experts who comprehend what they read.
The bottom-up model describes information flow as a series of stages
that transforms the input and passes it to the next stage without any feedback
or possibility of later stages of the process influencing earlier stages
(Stanovich, 1980). In other words, language is viewed as a code and the
reader’s main task is to identify graphemes and convert them into phonemes.
Consequently, readers are regarded as passive recipients of information in
the text. Meaning resides in the text and the reader has to reproduce it.
The ESL and EFL textbooks influenced by this perspective include
exercises that focus on literal comprehension and give little or no importance
to the reader’s knowledge or experience with the subject matter, and the only
interaction is with the basic building blocks of sounds and words. Most
activities are based on recognition and recall of lexical and grammatical forms
with an emphasis on the perceptual and decoding dimension.
This model of reading has almost always been under attack as being
insufficient and defective for the main reason that it relies on the formal
features of the language, mainly words and structure. Although it is possible
to accept this rejection for the fact that there is over-reliance on structure in
this view, it must be confessed that knowledge of linguistic features is also
necessary for comprehension to take place. To counteract over-reliance on
form in the traditional view of reading, the cognitive view was introduced.
Students who were deemed to be unprepared were the local issue that
motivated this investigation. Primary students lacked fundamental literacy
abilities like listening comprehension and recognition as evidenced by the
Grade three individual, letters, letter sounds, and oral communication
Educator Profile (Grade three Individual Learning Profile, 2012). The schools,
district, and national literacy scores in lower grade levels showed no
significant increase. The Jolly Phonics program will be introduced as an
intervention to improve English literacy targets in local schools. A gap will be
created because no evaluation of the program was conducted to determine
the impact of the intervention. A pre-test and posttest will be carried out to
determine the effectiveness of the Jolly Phonics program on English literacy
of Grade 3 pupils.

Conceptual Framework

Independent Variable Dependent variable

Level of English literacy

skills
Level of Jolly Phonics
Approach  phonemic
awareness
 Pre-test  reading isolation
 Post-test  vocabulary
 reading in context
 reading
comprehension
 Dictation

Figure 1: The Conceptual Framework

The independent and dependent variables for this study are shown in
the conceptual framework above. The level of the Jolly Phonics Approach is
the independent variable, and the level of English literacy skills is the
dependent variable. In the dependent variable, it shows the intervening
variables which are the phonemic awareness, reading isolation, vocabulary,
reading in context, reading comprehension, and dictation.

The researcher can accurately determine whether there is an efficiency

and relationship between the level of the Jolly Phonics Approach and the
level of English literacy skills of grade 3 pupils in Tubi-Allah Elementary
School by using pre-test and post-test through modified-adapted type of
reading assessment. The study would give the teachers comprehensive
knowledge about the intervention plans that would be created to deal with the
issues that would need to be dealt with after the completion of this research
pursuit.

Hypotheses of the study

This study aims to determine the significant relationship between the
Jolly Phonics approach and the English literacy of grade 3 pupils in Tubi-Allah
Elementary School. This study will be measured 0.05 level of significance.

Ho: There is no significant relationship between the level of the Jolly Phonics
approach and the level of English literacy among grade 3 pupils in Tubi-Allah
Elementary School.

Ho: There is a significant relationship between the level of the Jolly Phonics
approach and the level of English literacy among grade 3 pupils in Tubi-Allah
Elementary School.
DEFINITION OF TERMS

The following terms were defined according to how they are being
used in the study:
Phonics. It is a systematic teaching approach that specifically combines
sounds with individual letters or groups of letters.

Phonology. the system of contrastive relationships among the speech

sounds that constitute the fundamental components of a language

Jolly Phonics USAID Support Program: Jolly Phonics is a commercially

accessible program developed in the United Kingdom. The instructions focus
on the development of five main skills related to letter sounds, letter
formation, blending letter sounds for reading, identifying sounds for writing,
and spelling tricky words (Kwan,2005). Students become engaged in the
teaching-learning process associating actions with each of the 42 letter
sounds. According to Callinan and Van der Zee (2010) and Campbell (2015),
the phonemes are combined with kinesthetic activities like imitating a light
switch being on or off for the phoneme /o/. Literacy: According to Ahmed
(2011), the definition of literacy is grounded in a social context and has
evolved from being able to read and write, engage in group-related activities,
and achieve functional goals to displaying the capacity to identify, interpret,
construct, communicate, and calculate effectively within given contexts.
Literacy is a process that facilitates the maximization of individuals‟ potentials
to attain personal, societal, and organizational goals.
Reading. Reading skills are abilities that pertain to a person's capacity to
read, comprehend, interpret and decode written language and texts. 

Comprehension. Comprehension is the understanding and interpretation of

what is read. To be able to accurately understand written material, children
need to be able to (1) decode what they read; (2) make connections between
what they read and what they already know; and (3) think deeply about what
they have read.

Vocabulary. vocabulary is the total number of words you know in a particular

language. This is a list or collection of words or of words and phrases usually
alphabetically arranged and explained or defined.

Word Dictation. Dictation refers to the process of transcribing spoken

text. One person, for example the teacher, will read out (dictate) a passage of
text while another person, for example the pupil, will write down what is being
said as accurately as possible.

EGRA. EGRA stands for "Early Grade Reading Assessment.” This is the
assessment that will be served as the basis for selecting respondents which
will measure children's progress toward learning to read.

Reading. It is the process of looking at a series of written symbols and getting

meaning from them.

Literacy Skills. It is the ability to read and write. This will be the dependent
variable to measure the effectiveness of the study.
Pronunciation. One of the components to be administered in the study.

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the process followed in conducting this research.

This section is composed of a discussion on the design of the research, a
description of the locale of the study, respondents and sampling, the research
instrument, steps in gathering the data, and appropriate statistics applied for
the evaluation and interpretation of the data.

Research Design
The study uses a quasi-experimental research design method where
data will be analyzed using the pretest and posttest scores of the pupils. This
study will use this research approach to test if this reading strategy is effective
or not in enhancing English literacy. The paired samples t-test (also known as
a dependent or correlated t-test) will be utilized to compare the averages/
means, and standard deviation of two related groups to determine if there is a
significant difference between the two groups. Furthermore, data will be
gathered using modified-standardized instruments anchored from the Early
Grade Reading Assessment (EGRA) toolkit and the Jolly Phonics
Assessment.

The Research Locale

This study aims to determine the relationship of the Jolly Phonics
approach and the English literacy of the grade 3 pupils in Tubi-Allah
Elementary School. This study will be conducted in Tubi-Allah Elementary
School, Surallah South Cotabato, for the school year 2022-2023.

Figure 1: Locale Map of Tubi-Allah Elementary School

Respondents of the Study

The respondents of this study are the Grade 3 Non/struggling readers
of Tubi-Allah Elementary School, Surallah, South Cotabato. The Early Grade
Reading Assessment (EGRA) will be the basis to gather the total number of
respondents. Those learners who will be identified Non/struggling readers will
be the respondents. The grade-two advisers will assist in the selection for the
completion of an exclusive number of respondents.

Sampling Technique
The researcher will use stratified sampling techniques in the selection
of the respondents. The selection of the respondents for the completion of an
exclusive number of respondents will be realized with the assistance of the
grade-three advisers through the result of their Early Grade Reading
Assessment (EGRA). Those learners who will be identified as non-struggling
readers will be the respondents.

Research Instrument
The research study is in the form of a pretest and post-test that will
utilize modified-standardized instruments. The modified-standardized
instrument is anchored on the Early Grade Reading Assessment (EGRA)
toolkit. The EGRA is an assessment tool in the early grades, designed to
diagnose the literacy skills of the pupils. Likewise, it measures the pupil's
progress toward learning to read.
The researcher will prepare test items that consists of five parts,
consisting of items per reading component of the Jolly Phonics approach.
Each part will assess the level of performance of the Grade 3 learners in
terms of their English literacy in the following components: phonological
awareness, reading isolation, vocabulary, reading in context, reading
comprehension, and dictation.
As to the content and validity of the instrument, a master teacher of the
school, the division Education Program Supervisor in English, and the
assisstant of schools Division Superintendent of the Division of South
cotabato will also be consulted. Their comments, suggestions, and
corrections will be considered in improving the modified-standardized
instrument.

Procedure of the study

The researcher will create a research instrument. Then, the researcher
will seek validation of the instrument from the experts. The validation will be
consulted by the master teacher of the school, the division Education
Program Supervisor (EPS) in English, and the assistant superintendent of
schools of the Division of South Cotabato. After the validation, the researcher
will seek the approval of the school principal. Upon approval, the researcher
will ask for the actual number of respondents for the reproduction of pretest
and posttest reading materials and for the computation of the possible sample
size. A stratified sampling technique will be used in the selection of the
respondents. Consequently, the researcher will ask for the schedule of
providing technical assistance among reading teachers, specifically Grade 3
participating teachers, through the Learning Action Cell (LAC) Session.

After the permit is granted, the researcher will conduct the study as
soon as possible to generate and analyze the results. The groups will be
given tests (pre and post) using modified-standardized instruments before
and after the intervention. The same reading material will be utilized in the
pre-test and post-test. In this fashion, the effectiveness of Jolly Phonics could
be seen in the improvement in task scoring. This research will be carried out
for the school year 2022-2023.
Upon the collection of data, a statistical undertaking will be made
under the supervision of an external statistician to determine if the
hypotheses will be accepted or rejected. The result of the study will be used
as a basis for the preparation of the enhanced teaching strategy.

Data Analysis Procedures

This study will be conducted during the fourth-grade period of the

school year 2022–2023. A pre-and post-test be used to collect the necessary
data. The necessary permission will be secured from the office of the
principal. After the permit is granted, the researcher will conduct the study as
soon as possible to generate and analyze the results.

The study uses a quantitative research design method and adopts a

quasi-experimental research design where data will be analyzed using the
pretest and post-test scores of the pupils. The paired samples t-test (also
known as a dependent or correlated t-test) will be utilized to compare the
averages/ means, and standard deviation of two related groups to determine
if there is a significant difference between the two groups.

To describe the data, the table is shown below.

Indicator Very Satisfactory Fairly Did not

Outstanding Satisfactory Satisfactory meet the
expectation

Phonemic
awareness
Reading
isolation
Vocabulary

Reading in
context
Reading
comprehensi
on
Dictation

Table 1: It illustrates the description and students’ English literacy skill

performance on every reading component.

Phonemic Reading Vocabulary Reading in Reading

awareness isolation context comprehension
Test pre post pr post pre post pre post pre post
e
N
No. of items
SD
Computed
Value (z)
Critical Value
Decision
interpretation
Table 2. Mean Gain Difference on the Level of English literacy skills
Components before and after using the Jolly Phonics Approach.

Description Grading scale

Outstanding 90-100%

Very Satisfactory 85-89%

Satisfactory 80-84%

Fairly Satisfactory 75-79%

Did not meet the expectation Below 75%

Table 2. Deped Order No. 73, s. 2012 Grading System

The data that will be gathered will be subjected to descriptive-

correlation analysis.

Percentage. This will be used to calculate the number of points earned by

students on the pretest and posttest. 

Mean. This test will be used to ascertain the level of effectiveness of the
intervention and the mean of the pretest and posttest scores of the grade 2
pupils.

Standard Deviation (SD). The test will be employed to determine the

homogeneity and heterogeneity of the intervention-independent samples.
This test will be used to determine the significant differences between the
pretest and posttest of the control group.

Statistical Treatment
The study will employ various Statistical tools in order to answer the
statement of the problem.
To determine the level of the Jolly phonics approach of the grade three
learners in Tubi-Allah Elementary School, paired sample T-test will be used.
To ascertain the level of the English literacy of the grade three learners
in Tubi-Allah Elementary School, mean will be utilized.
To identify the relationship between the Jolly phonics approach and the
level of the English literacy of the grade three pupils in Tubi-Allah Elementary
School, ANOVA will be administered.
Conclusion

Jolly Phonics Method is important as it affects the behaviour and expectation of both
teachers and learners. Jolly Phonics Method can stimulate more than one sense at a time,
and, in doing so getting and attention holding. Jolly Phonics Method adopts the direct,
systematic and rapid teaching of letter sounds to pupils. This is immediately followed by
teaching them how to blend the letter sounds to form words. Jolly Phonics Method led to
improved reading achievement of pupils and an increase in teachers’ interest in teaching
English. Children taught using Jolly Phonics Method have demonstrated reading and writing
skills far ahead of their contemporaries who were taught using other methods. The method
is not only fast but it is fun and engaging thus it enables teachers and learners to carry on
their teaching and learning task in a participatory environment, motivated when learning
and allows them to work at a different pace.

Recommendations In view of the findings of this study, the following recommendations

were made;

1. Jolly Phonics Method should be fully implemented so as to enable pupils in their

knowledge of formation of letter sounds at primary schools,

2. Enough time should be allotted to the teaching of Jolly Phonics as this will help pupils to
improve in their skills of reading more sentences and a whole write up.
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