ในระบบการศึกษาสองภาษา โรงเรียนไทยนิยมสงเคราะห์ เขตบางเขน สังกัดสำนักการศึกษากรุงเทพมหานคร การใช้แนวทางการออกเสียงเพื่อพัฒนาทักษะการอ่านภาษาอังกฤษของนักเรียนชั้นประถมศึกษาปีที่ 1 ในโครงการสองภาษา วิทยานิพนธ์นี้เป็นส่วนหนึ่งของการศึกษาวิจัย หลักสูตรปริญญาโทด้านการศึกษา สาขาวิชา: การศึกษาสองภาษา คณะศึกษาศาสตร์. การสอนการอ่านโดยใช้เสียงเพื่อพัฒนาทักษะการอ่านของนักเรียนชั้นประถมศึกษาปีที่ 1 ในระบบการศึกษาสองภาษา ณ โรงเรียนไทยนิยมสงเคราะห์ อำเภอบางเขน ถือเป็นส่วนหนึ่งของหลักสูตรการศึกษา ปริญญาโทสาขาการศึกษา สาขาวิชา: การศึกษาสองภาษา. ประพัฒน์พงศ์ เสนาฤทธิ์ ประธานคณะกรรมการสอบ สมาชิกของคณะกรรมการและที่ปรึกษาร่วม แนวทางการใช้ระบบเสียงเพื่อพัฒนาทักษะการอ่านภาษาอังกฤษของนักเรียนชั้นประถมศึกษาปีที่ 1 ในหลักสูตรสองภาษา ณ โรงเรียนไทยนิยมสงเคราะห์ เขตบางแก่น กรมสามัญศึกษา อบต.กรุงเทพมหานคร
CONTENTS
Introduction
- Background and Significance
- Objective
- Research Hypotheses
- Research Question
- Scope of Study
- Definition of Terms
- Expected Outcome
The purpose of this research is to see the outcome of using phonics instruction at the level of letter-sound recognition and short vowels to develop the English reading skills of grade one BMA bilingual program students at Thainiyomsongkroh School. Using phonics instruction from grade one will help students have strong letter-sound recognition and short vowels to develop their English reading skills. This research aims to see the outcome of using phonics instruction at the level of letter-sound recognition and short vowels to develop the English reading skills of grade one BMA bilingual program students at Thainiyomsongkroh School.
Review of Literature
Theory of Psychology
Logan and Johnston (2009) conducted studies among primary school children in the United Kingdom and found that girls had better reading skills, read more often and had a more positive attitude towards reading and school. The left hemisphere of the girls' brain, which is able to process speech, reading and writing at an early age, gives them these advantages. Another demotivating factor for boys to not read often is the presence of more female teachers in the classroom, giving them the impression that learning and reading are strictly female, Logan and Johnston (2009).
Concept of Reading
Researchers, Heilman, Blair and Rupley had defined reading comprehension as "the process of psychological development of language, where the reader must construct meaning through the connection between letter recognition, sensitivity and the systematic process of thinking". Adding the linking and systematic process, Duffy and Roehler defined reading as "the process of connecting the letter and sound of each alphabet to form words and convey meaning." Along with other studies, the National Panel on First Grade Reading and Reading Proficiency has stated that “The most important grade for phonics instruction is thought to be first grade when formal reading instruction typically begins in the US.
Concept of Using Phonics Instruction
Johnson has seen the phonics education professional teach students to recognize new words and pronounce them correctly. Hazelton has seen that using phonics instruction in language teaching can help students quickly memorize the alphabet and enable children learning to read a language to identify words they are initially unfamiliar with (Hazelton, http:// www.ehow.com, December 29, 2013). In addition to the importance of phonics education in Thailand, many Thai researchers have conducted research on students' reading skills in English.
Bilingual Education
However, in several places where the bilingual education program in Thailand is structured, they have the same goals: to help students learn better in their native language and to ensure that their culture is recognized and valued. In Bangkok, Thai-English language is considered the most popular bilingual education program as Thailand is considered one of the ASEAN communities. BMA's bilingual education program is currently only opening in selected schools in various districts of Bangkok.
Related Research
The use of the research under review was training in phoneme counting and blending skills for 12 weeks. The pretest and posttest were based on the use of Early Grade Reading Assessment instruments, and the analysis was based on the performance of the difference between the phonics instruction groups based on. On a per-student basis, reading exam scores were below the required standard in 60 percent of the English program.
Population
Research Instruments
In addition, curriculum processes are based on the ARPEE (Anticipate, Adopt, Elaborate, Extend, and Evaluate) process of Dr. The amount of words to be assessed is based on the student's quality of Basic Education Core Curriculum (OBEC) B.E. It was used as a tool to measure students' prior knowledge of the reading skills of the words containing the target letters and sounds and short vowels in the study.
Data Collection
The posttest was used to determine if students' letter sound recognition and reading ability increased after the phonics lessons were taught.
Data Analysis
Research result
Students’ reading development
According to table 4.1, the result shows the scores of pretest and posttest on reading development. The mean difference between the mean scores of the pretest and the posttest was 72.1733, with the t-test being -21.130. The result of the posttest is significantly higher than the pretest with a p-value less than 0.001.
Students’ gender differences in reading
According to table 4.3, the result has shown the scores for posttest on reading development for both genders (boys and girls). To briefly conclude on the raw data on the development of students of both genders in reading after using the phonics method to teach, the posttest results were higher than the pretest on both genders. This positive result has shown that phonics helps students of both genders to have strong word and sound recognition in order to develop English reading skills.
There is no statistically significant difference between boys and girls in both pretest and posttest. Level 5, the Excellent level - the result has shown that there is no difference between boys and girls who are able to read and decode sounds of 81-100 words. Level 4, the good level - the result has shown that the number of girls who are able to read and decode sound at 61-80 words is more than boys by 10%.
Level 3, average level - the result showed that the number of boys who know how to read and decode the sound in 41-60 words is more than girls by 7%. Level 2, fair level - the result showed that there is no difference between boys and girls who are able to read and decipher the sound of 21-40 words. Level 1, Need for Improvement - the result showed that there is no difference between boys and girls who are able to read and decode the sound of 1-20 words.
Discussion and Conclusion
- Discussion
- Conclusion
- Pedagogical Implication
- Limitations of the study
- Recommendations for further studies
The test results showed that students improved their reading skills by recognizing letters and sounds, which supports studies conducted by several researchers and advocates on the effect of phonics instruction in developing and improving students' reading skills, especially in the lower grades. . Her research found and concluded that with intensive phonics instruction, students were not only able to read, but there was a significant improvement in the subjects' spelling abilities after the instruction, as evidenced by the students' higher post-test scores. Another variable, although not part of the research question answered by this study, is gender differences in reading performance.
Statistically, the mean scores of the boys in the pretest were 2.3182, while those of the girls were 2,000. However, the results in the pretest showed that the difference between the genders is not that significant, while in the posttest it is. Although there is a difference of 3.95, this is still not significant. Using the pretest and posttest instruments to determine the developmental effects of the phonics approach, after the posttest conducted, it was discovered that there was a significant improvement in the students' reading skills.
The results of the students' test in the pre-test showed that the students could barely read the words. The posttest showed a different result, where most students scored significantly higher compared to the pretest before the phonics instruction was implemented. After a 23-hour instructional period, the effects of using the phonics approach to reading were observed due to the difference in scores between the pretest and the posttest.
Phonics lessons cannot be learned in just twenty-three hours and it is therefore recommended that this approach be taught in a more progressive manner, giving students time to fully grasp and understand the basic rules of learning and move on to the more complicated and difficult rules. .
THRASS PHONICS: A Case Study of Thomas as an Emerging Reader in English." [Online] Available at: http://www.melta.org.my, 22 June 2014. A case study of how Jolly Phonics had such an impact on the students of the Sullivan School in Seoul, 2003." [Online] Available at: http://jollylearning.co.uk, 22 Apr. 2014. Online] Available at: http://www.webmd.com/children/features/when-should- kids-learn-read- write math, 22 April 2014.
Surapong Ngamsom, "EIS as a Recommended Model for Improved Bilingual Education in Thailand." [Online] available at http://sites.google.com/site/surapongeisth/.
Appendix
Appendix A
Board of Instruments Experts
Appendix B
Appendix C
Research Instruments Lesson Plans and Test
A small end-of-lesson assessment will be given to test students who can recognize the learned sound at the end of each class. The test will be a reading test measuring the students' ability to recognize letter-sound and check whether the students are able to blend the sound into words. The evaluation will use a rubric method to show students' results and ability level.
Appendix D
Research Data
Vitae
