The Development of English Pronunciation Skills by Using the Phonics Teaching Method for Grade 1 Students

Abstract

Background and Aims: Grade 1 students at Ban Nong Saeng Sawang Wit School in Roi Et Province struggle with English pronunciation, stemming from an inability to distinguish consonants and phonemes. This causes reading difficulties, a fear of making errors, and a lack of confidence. Therefore, this research aimed to strengthen their English pronunciation skills using the phonics teaching method, enabling them to achieve an assessment score of 70% or higher.

Methodology: This research is designed as action research, focusing on the development of students within a specific educational context. The target group for this study consists of three Grade 1 students at Ban Nong Saeng Sawang Wit School. The participants were selected through a purposive sampling method to ensure the study directly addresses the specific learning needs of the group. The research instruments included instructional lesson plans, an English reading-aloud proficiency assessment form, semi-structured interviews, and field notes.

Results: The research findings revealed that the development of English pronunciation skills using Phonics instruction for Grade 1 students was highly effective. The students achieved English pronunciation assessment scores higher than the predetermined criteria. Specifically, all 3 students (100%) successfully passed the threshold score of 70 percent and above.

Conclusion: The phonics teaching method for learning management significantly improved the English pronunciation abilities of Grade 1 students. Through a 5-step Active Learning process integrating colour-coding and hands-on materials, learners grasped grapheme-phoneme correspondence, allowing accurate pronunciation and spelling without rote memorization. These findings provide a practical guideline for designing early childhood English curricula to establish a sustainable language foundation.