Enhancing the English vocabulary skill of kindergarten learners using phonics instruction with learning through play
Keywords:
English vocabulary skill, phonics instruction, learning through playAbstract
The aims of this study were 1) to develop English vocabulary skill of the kindergarten level three learners through phonics instruction with learning through play, and 2) to study learners’ attitudes towards the phonics instruction with learning through play. The present study utilized 14 kindergarten learners of Ban Srisuk School, the primary educational service area office Khon Kaen 5, Khon Kaen province, Thailand, and was selected through random-purposive sampling. Furthermore, this study employed a pre-experimental, quantitative type of research involving a one-group of pre- and post-test design. The following research instruments used to collect data were pre- and pos- English vocabulary tests and the questionnaire on learners’ attitudes towards learning English using phonics instruction with learning through play. The descriptive data analysis used were percentage, means, and standard deviation, which were used to compare English vocabulary pre-test and post-test after two weeks using t-test, whilst the inferential analysis used was the paired t-test to determine whether there is a significance difference between the learners’ pre- and post-test results in English vocabulary skill after using the intervention.
Results from the study revealed that there was a significance difference between the pre-test (x=10.86 and S.D.=2.70) and post-test (x=15.57 and S.D.=3.77) at .01 level of significance after the instruction of phonics with learning through play was provided on them. In addition, the percentage of the kindergarten learners’ attitudes towards learning English using phonics instruction with learning through play was 93.7%. These results confirm that using phonics instruction with learning through play enhanced young learners’ English vocabulary skill.
In conclusion, the studied findings have provided significance supported for the intervention and used of those approach. To be included these as a useful pedagogical approach, not only to enhance the young learners’ vocabulary skill, but also to promoted positive attitudes towards leaning English.
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