Effects of Teaching English Using Phonics with Storybooks on Oral Reading Fluency of sixth Graders
DOI:
https://doi.org/10.14456/nrru-rdi.2024.20Keywords:
Storybooks, Reading Fluency, PhonicsAbstract
Background and Objective: The method of learning to read English through systematic phonics has been widely accepted and popular for enhancing students' reading skills. This research aims to: (1) study the average oral reading fluency scores of sixth-graders after learning with phonics and storybooks on reading fluency, and (2) examine the opinions of sixth-graders regarding the use of phonics and storybooks on reading fluency Methodology: This study utilizes a Quantitative Research. The sample is specifically chosen through non-probability cluster random sampling, consisting of one classroom of 28 sixth-grade students. The instructional plans used in the study have been reviewed and approved by thesis advisors. Data collection instruments include a oral reading fluency test adapted from Mulei et al. (2023) and Onuorah (2021), and an opinion survey adapted from Alamri and Adawi (2021). Data collection follows these steps: conducting a pre-test, implementing the lesson plans, conducting a post-test, and assessing opinions. Inferential statistics, specifically the t-test, are used to compare pre-test and post-test results. Descriptive statistics, including mean and standard deviation, are used to analyze opinion data.
Results: Results showed that (1) the average English oral reading fluency scores of students after the test ( =9.79) were significantly higher than before the test (
=7.32) at the 0.05 level, and (2) students strongly agreed on two points: learning with phonics and storybooks stimulated their interest in the topics and enjoyment of learning English, and using phonics and storybooks increased their confidence in reading fluency (
=4.71, S.D. = 0.46).
Discussion: The learning plan, which integrates pronunciation exercises with the reading of created English storybooks, resulted in the students improving their reading aloud, listening, speaking, and writing skills. It also boosted their confidence and sustained their interest in learning English over the long term.
Suggestion: Teachers should include evaluation and continuous improvement of the learning plans by incorporating new methods, along with the use of appropriate technology and online learning resources. This approach aims to enhance and diversify the learning experience in an engaging and continuous manner.
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