THE IMPACT OF JOLLY PHONICS IN IMPROVING READING (PRONUNCIATION) SKILLS AMONG THE PRIMARY SCHOOL STUDENTS IN BRACK ALSHATY

Abstract

This paper investigates the use of Jolly Phonics in teaching pupils in public primary schools in Brack Alshati, Libya. In order to fulfill the aim of this paper, it considered a sample of 20 pupils, of different ages. This sample was a target of a reading proficiency test followed by a month bespoke intensive Jolly Phonics course. The course used multisensory approach including some actions, songs, games and watching videos. At the end of the course, those pupils were tested again to reflect upon their individual progress in reading (pronunciation) skills. This paper has also employed a survey, via a questionnaire containing 5 (Yes/ No questions) and one descriptive question, of 18 English language teachers in 10 public primary schools in Brack Alshati, Libya. The survey results have indicated that teaching letters only with memorizing one word, concentrating on teaching how to form the letter more than pronouncing the sound and memorizing the vocabularies instead of trying to pronounce them. Furthermore, it was also found that only 44% of teachers know and use Jolly Phonics strategy