Vol 13, Issue 12, (2023) E-ISSN: 2222-6990

The Use of The Jolly Phonics Method in

Improving English Reading and Writing Skills
among Preschool Students
Giovianna Gale Nafgerin, Kamariah Abu Bakar
Faculty of Education, Universiti Kebangsaan Malaysia
Email: [email protected], [email protected]

To Link this Article: http://dx.doi.org/10.6007/IJARBSS/v13-i12/20219 DOI:10.6007/IJARBSS/v13-i12/20219

Published Date: 24 December 2023

Abstract
Reading and writing skills are basic skills that are emphasized in the education system starting
as early as preschool. The inability of preschool children to read and write in English after
finishing the educational session in preschool worries teachers and school administrators.
Therefore, this study aims to determine the effectiveness of the Jolly Phonics method in
helping to improve the mastery of reading and writing skills of preschool students. The
researcher used Jolly Phonics in a preschool in Lundu district, Sarawak in teaching English.
This study uses a quasi-experimental study of 16 respondents selected through intact
sampling. The instruments used are the Burt Reading Test and the Jolly Phonics Assessment
Set checklist. The pre-test and post-test were conducted using the Burt Reading Test to obtain
reading scores and reading age. .The findings of the study found that Jolly Phonics is effective
in helping preschool students improve their mastery of reading and writing skills in English
subjects. The findings of this study also show that teaching English using the Jolly Phonics
method is practical and appropriate for the age and development of preschool children. The
use of Jolly Phonics has positive implications for students, teachers, parents and guardians.
Keywords: Reading, Writing, Jolly Phonics, English, Preschool

Introduction
Although there are different systems regarding the implementation of preschool education
programs in each country, preschool education is growing all over the world. This is due to
the increased awareness of the importance of building and strengthening the emotional,
social and overall potential of children before undergoing primary education. This increase
can be seen globally where there is an increase in the enrolment rate for pre-primary school
programs from 33 percent in 2000 to 61 percent within 20 years in 2020 (UNICEF, 2022).
Looking at the preschool education curriculum as a whole, English is one of the preferred
languages that is absorbed as a second language in the preschool curriculum, especially in
countries that do not use English as the main language. Malaysia is one of the countries that
empowers the use of English in the education system as early as preschool. Early literacy in

3726
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN BUSINESS AND SOCIAL SCIENCES
Vol. 1 3 , No. 12, 2023, E-ISSN: 2 2 2 2-6990 © 2023

English is one of the goals to be achieved through preschool education. Literacy is defined as
the ability to read and write (Kamus Dewan Edisi Keempat, 2016). Therefore, reading and
writing skills are two skills that affect a person's level of language literacy.
The education system in our country has from the beginning emphasized 3M skills which
are reading (mengira), writing (menulis) and counting (mengira). These 3M skills are very
important because the mastery of 3M will affect the students at the next level of schooling.
But, now another skill that needs to be mastered is reasoning skills. Therefore, the Malaysian
Ministry of Education (KPM) pre-school education outlines four main basic skills that
preschool students need to master, namely reading skills, writing skills, counting skills and
reasoning skills. The Curriculum Development Division (2012) has summarized these four
basic skills as 4M skills. However, this study will only focus on reading and writing skills in
English to help children master early English literacy at the preschool level. This is due to
concerns about students who fail to master the 3M reading and writing skills before
continuing their education to Year One is a dilemma that teachers and school administrators
often face, and this matter is seen to be getting worse after the outbreak of COVID-19. The
Movement Control Order (MCO) enforced in 2020 in our country has forced virtual or distance
learning methods to be introduced. The method of teaching and learning at home
implemented over a period of two years has a significant negative impact in affecting the
students' mastery of reading and writing skills. Following the continuous closure of schools, a
total of 131,281 level one students in Johor were found to have failed to master 3M skills
(Harian Metro, 2021). Many students who progressed to the next level for face-to-face classes
after the MCO period showed a worrying level of mastery of reading and writing skills when
269,332 primary school students nationwide were found to be unable to master the basic 3M
skills (Utusan Malaysia, 2023).
In line with the National Preschool Standard Curriculum (2017), English reading and
writing skills among preschool students are among the skills that are emphasized. Preschool
students are expected to be able to master the basics of reading and writing skills for English
with a good level of mastery before entering Year One because they will be faced with a high-
level syllabus in Year One. Pupils will not have difficulty understanding the context of the
curriculum syllabus in English subjects only but also in Science and Mathematics subjects
through the Dual Language Program. Moreover, for primary schools in Sarawak that have
implemented the teaching of Science and Mathematics in English from 2020. The Ministry of
Education has also introduced the Common European Framework of Reference (CEFR)
syllabus in 2018 for the teaching of English in preschool, primary school and secondary school
as a transformation to help the mastery of English in Malaysia.
Therefore, this study is to see the effectiveness of using the phonics method known as
Jolly Phonics in helping to improve the mastery of reading skills and writing skills for English
subjects among preschool students in a preschool class in Sarawak. The researcher has chosen
to use Jolly Phonics which is one of the phonics method programs developed by Sue Lloyd
and Sara Wernham which is widely used in the United Kingdom. In fact, this method is also
used in more than 100 countries around the world. This program has been proven successful
in producing a positive impact in helping students master English reading and writing skills in
those countries. Jolly Phonics is a reading method using phonics/letter sounds where there
are 42 letter sounds divided into seven groups containing six letters in each group.

3727
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN BUSINESS AND SOCIAL SCIENCES
Vol. 1 3 , No. 12, 2023, E-ISSN: 2 2 2 2-6990 © 2023

Literature Review
OK, et al (2011); Chee, et al (2018) each stated that the method factor or teacher's
teaching method strategy is a contributing factor to the problem of students' failure to master
reading skills. Nor Laila (2014) also supports the statement through her study by stating that
the problem of reading skills can be overcome with effective teaching strategies. Therefore,
teachers play a role in diversifying teaching strategies to help students gain mastery of various
language skills quickly and effectively (Oxford & Crookall, 1989).
Preschool students who use the phonics method show good achievement in reading
skills (Yahya et al., 2012). This statement is also supported by Suwarsi (2014) where the
findings of his study found that there was an increase in the level of student mastery after
using the phonics method. Bielby (1999) in Yahya et al (2012) stated that phonics is
systematically taught to students at an early stage by sounding out letters to encode words.
This approach is used by teaching students to sound the letters out loud before combining
the sounds and will then be heard by the teacher. He also added that this approach is a
positive way to identify new letter sounds and can be used for a long period of time.
After repeatedly learning the relationship between visual cues (letters) and sounds,
students will be able to recognize and recognize words. Once at this level, students are
already in the phase of learning to read and the problem of recognizing letters can be solved
by identifying words (Heilman, 1993 in Yahya et al., 2012). Goswani and Bryant (1990) in
Campbell (1995) also agreed that phoneme awareness is the main factor to progress in
learning to read. Therefore, knowledge of letters and sounds contributes to the mastery of
reading and writing.
Stuart (1999) in Ruhaena (2008) states that the Jolly Phonics method is able to improve
the mastery of reading and writing for children who are native speakers of English or as their
second language. Ruhaena's (2008) study also proved that the Jolly Phonics method is
effective in improving preschool students' reading and writing skills.
Katechaiyo, et al (2021) also have the same opinion as Farokhbakht (2015) which is that
the Jolly Phonics method is found to help improve the literacy of reading skills of preschool
students who are in ESL classrooms. From the findings of the researchers, it can be proven
that preschool students who use the Jolly Phonics method in learning English show a higher
improvement compared to the usual teaching method.

Problem Statement
The 2017 Revision of the National Preschool Standard Curriculum (KSPK) has stated the
Content Standards and Learning Standards that must be mastered by preschool students for
ages 4+ and 5+. Table 1 and Table 2 below shows the description of the Content Standard and
Learning Standard of reading skills and writing skills for English at the preschool level.

3728
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN BUSINESS AND SOCIAL SCIENCES
Vol. 1 3 , No. 12, 2023, E-ISSN: 2 2 2 2-6990 © 2023

Table 1
Description of Content Standards and Learning Standards of English Reading Skills
KSPK Revision 2017

Content standard Learning standard

4+ 5+
2.0 Reading skills
BI 2.2 Apply sounds Pupils can: Pupils can:
of letters to
recognise words BI 2.2.1 Recognise BI 2.2.5 Recognise and
letters of the sound out letters of
alphabet the alphabet
by their:
(i) shape BI 2.2.6 Recognise and
(ii) name sound out initial,
medial and ending
BI 2.2.2 Recognise sounds in a word
small letters of the
alphabet BI 2.2.7 Blend
phonemes (sounds) to
BI 2.2.3 Recognise form single syllable
capital letters of words
the alphabet

BI 2.2.4 Name
letters of the
alphabet
BI 2.3 Demonstrate Pupils can: Pupils can:
understanding of a
variety of texts in BI 2.3.1 Recognise BI 2.3.3 Recognise and
the form of print and read logos and read high
and non print signs frequency/sight words
materials
BI 2.3.2 Read BI 2.3.4 Read simple
familiar words phrases
printed in the
surroundings BI 2.3.5 Read simple
sentences

As can be seen in Table 1, for the Learning Standard for preschool 5+ reading skills, sound
mastery and combining sounds (phonemes) are reading skill constructs that preschool
students need to master before moving on to reading words, phrases and simple sentences.
The 2017 Revised KSPK syllabus shows that Malaysia wants to implement the teaching of
English reading through the phonics method.
According to Yahya et al (2012) in his study, it was found that the phonics method is
suitable to be incorporated in the teaching of reading skills at the preschool level. This method

3729
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN BUSINESS AND SOCIAL SCIENCES
Vol. 1 3 , No. 12, 2023, E-ISSN: 2 2 2 2-6990 © 2023

is effective in helping students quickly master reading skills. However, according to a study by
Mullins (2013), many teachers are confused about phonics terms and lack basic knowledge
about phonics and how to implement it in the classroom. The study of Nadiah Yan et al. (2015)
and Naning et al (2016) also support this statement by finding that teachers are not familiar
with the phonics approach and have never implemented it in the classroom. However,
Marima's study (2016) proved that 90% of preschool teachers who chose to use the phonics
method in teaching English reading skills compared to only 10% of preschool teachers who
chose to use the ‘whole-language’ method.

Table 2
Description of Content Standards and Learning Standards of English Writing Skills KSPK
Revision 2017
Content standard Learning standard
4+ 5+
3.0 Writing skills
BI 3.2 Develop writing skills Pupils can: Pupils can:
BI 3.2.1 Write recognisable BI 3.2.5 Copy simple phrases
letters in legible print
BI 3.2.2 Copy and write BI 3.2.6 Copy familiar simple
small letters legibly sentences in legible print
BI 3.2.3 Copy and write BI 3.2.7 Communicate ideas
capital letters legibly and information by using
BI 3.2.4 Copy familiar words drawing, marks, symbols
in legible print and writing within vented
spelling
BI 3.2.8 Write familiar words
and phrases in legible print

Table 2 shows the writing skills that students need to master is to be able to write words and
phrases in legible print. However, the researcher found that preschool students could not
write words and phrases correctly when the teacher said the words or phrases and asked the
students to write on paper or books. Students have difficulty spelling words and writing
simple phrases and sentences correctly. The average student who has graduated from
preschool or kindergarten shows a weak and unsatisfactory level of mastery in reading skills
and writing skills in English. Reading skills and writing skills in English among Year 1 students,
even at Level 1, are increasingly worrying.
Therefore, the purpose of this study is to determine whether the Jolly Phonics method can
help pre-school students master English reading and writing skills.

Research Objectives
This study has two research objectives which are
i. Identifying the effectiveness of Jolly Phonics in improving preschool students' mastery of
English reading skills.
i. Identifying the effectiveness of Jolly Phonics in improving preschool students' mastery of
English writing skills.

3730
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN BUSINESS AND SOCIAL SCIENCES
Vol. 1 3 , No. 12, 2023, E-ISSN: 2 2 2 2-6990 © 2023

Research Design
Quantitative research approach which is quasi-experimental is chosen for this study because
the study will have a pre-test and post-test. This pre-test and post-test will be implemented
to a selected group of respondents.

Location and Sample

This study was conducted in a preschool in Lundu district located in the state of Sarawak. The
researcher's purpose in choosing that location is because the researcher feels that there is a
lack of research done related to preschool teaching and learning in that location.
The study sample for this study was selected by 'intact sampling', which only focuses on
preschool students in a preschool class in Lundu district only. Researchers can also decide the
criteria and information they want to know from the selected people (Bernard, 2002). The
researcher chose all 16 preschool students in a preschool class because this study was only
conducted in the researcher's preschool.

Research Instruments
The research instrument used in this study is the Jolly Phonics assessment set in the form of
a checklist developed by the founders of the Jolly Phonics Program themselves, namely Sue
Lloyd and Sara Wernham. This research instrument was used to identify the effectiveness of
Jolly Phonics on preschool students' reading and writing skills. The researcher obtained the
instrument through the website jollylearning.co.uk and used this research instrument. In
addition, pre-test and post-test are also implemented in this study. Therefore, the same test
set was used in the pre-test and post-test. The Burt Reading Test Revised (1974) test set was
used to identify the level of pre-school students' reading proficiency before and after the
intervention was implemented using the Jolly Phonics teaching set. Jolly Phonics teaching sets
include letter sound cards, word cards, cartoon worksheets and Jolly Phonics software. Burt
Reading Test Revised (1974) is a reading test that has been standardized for use in New
Zealand and is available for children between 6 and 12;6 years. It has high test-retest
reliability (r > .95), internal consistency reliability (r > . 96) and criterion validity (Gilmore et
al., 1981). The Burt Reading Test Revised was originally introduced in 1974 and since then it
has been revised and standardized year after year.

Data Collection Method

The data of this study was collected by first performing a pre-test of students' reading skills
with the Burt Reading Test. This test will be carried out within a week. Next, the
implementation of Jolly Phonics learning in preschool with respondents will begin. There are
42 letter sounds divided into 7 groups will be taught in Jolly Phonics. Each group has 6 sounds
as follows:
1. s, a, t, i, p, n
2. ck, e, h, r, m, d
3. g, o, u, l, f, b
4. ai, j, oa, ie, ee, or
5. z, w, ng, v, oo, oo
6. y, x, ch, sh, th, th
7. qu, ou, oi, ue, er, ar

3731
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN BUSINESS AND SOCIAL SCIENCES
Vol. 1 3 , No. 12, 2023, E-ISSN: 2 2 2 2-6990 © 2023

The first phase of Jolly Phonics learning will include letter sound learning sets for Group 1,
Group 2 and Group 3. This first phase is expected to take 18 days or 4 weeks as only one letter
sound will be taught each day. Once the three sets of Jolly Phonics groups are introduced, the
first assessment will be carried out within a week. Next, the second phase begins with letter
sounds from Group 4. After completing all seven groups within 15 weeks, the second
assessment will be carried out. A post-test using the Burt Reading Test will also be
implemented. All of this data was collected using a checklist form.

Data Analysis
The researcher analyzed the initial and final data obtained through the checklist from the Burt
Reading Test in the pre-test and post-test. Data analysis from the assessment set checklist
was also performed after the intervention. Comparison of initial data and final data to assess
the level of student mastery to identify the effectiveness of Jolly Phonics in learning English.

Research Findings
After performing a pre-test of reading skills using the Burt Reading Test, it was found that all
16 respondents could not read a single word listed in the test. After completing the three sets
of Jolly Phonics groups taught in the classroom with the respondents, the post-test using the
Burt Reading Test and the first set of assessments was used to improve the reading and
writing skills of the respondents. Burt's Reading Test is a word reading test where the number
of words read correctly will give a score that will be shown to the respondent 'reading age' by
referring to the attached table. Table 3 shows the results of the pre-test and post-test after
completing the first phase of learning Jolly Phonics to the respondents.

Table 3
Pre-Test and Post-Test Burt Reading Test Results
Pre-test Post-test
Respondent
Score Reading age Score Reading age
1 0 5.3 3 5.3
2 0 5.3 10 5.7
3 0 5.3 11 5.8
4 0 5.3 1 5.3
5 0 5.3 1 5.3
6 0 5.3 1 5.3
7 0 5.3 7 5.6
8 0 5.3 6 5.5
9 0 5.3 2 5.3
10 0 5.3 0 5.3
11 0 5.3 0 5.3
12 0 5.3 2 5.3
13 0 5.3 18 6.1
14 0 5.3 1 5.3
15 0 5.3 1 5.3
16 0 5.3 2 5.3

3732
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN BUSINESS AND SOCIAL SCIENCES
Vol. 1 3 , No. 12, 2023, E-ISSN: 2 2 2 2-6990 © 2023

Table 3 shows that all respondents recorded the same score on the pre-test for the Burt
Reading Test and recorded a 'reading age' value of 5 years and 3 months. The post-test
showed an increase in the overall value where one respondent reached a 'reading age' of 6
years and 1 month. Although there are still 11 respondents who are still at the same 'reading
age' which is 5 years and 3 months, but 9 of them showed an improvement in reading scores
after 4 weeks. This makes the percentage of increase in reading score is 87.5% while the
increase in reading age level is 31.25%.
The Assessment set used is divided into three parts namely Letter sound knowledge, Reading
and Writing from dictation. The Letter sound knowledge section has 18 items, Reading has 10
items and Writing also has 10 items. The evaluation results obtained are summarized in the
following bar graph.

20
18
16
14
12
Score

10 Letter sound
knowledge
8
Reading
6
4 Writing from
dictation
2
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Respondent

Figure 1 Results of Evaluation Set 1

Based on the results of this evaluation, it was found that 15 respondents could master more
than 10 letter sounds out of the 18 sounds that had been taught. Six respondents showed
encouraging progress in mastering the basics of reading skills with the 'blending' technique.
Five respondents are still trying to master the 'blending' technique and four respondents have
yet to master the basics of the 'blending' technique to read English words. As for the writing
part, all respondents showed progress where all respondents could write at least one word
correctly by listening to the sounds that were spoken.
The diagrams below show the scores of the Assessment Set 1 checklist and the writing
results for the Writing section by some respondents.

3733
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN BUSINESS AND SOCIAL SCIENCES
Vol. 1 3 , No. 12, 2023, E-ISSN: 2 2 2 2-6990 © 2023

Figure 2 Assessment Set 1 Respondent 1

Figure 3 Assessment Set 1 Respondent 2

3734
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN BUSINESS AND SOCIAL SCIENCES
Vol. 1 3 , No. 12, 2023, E-ISSN: 2 2 2 2-6990 © 2023

Figure 4 Assessment Set 1 Respondent 3

Figure 5 Assessment Set 1 Respondent 13

3735
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN BUSINESS AND SOCIAL SCIENCES
Vol. 1 3 , No. 12, 2023, E-ISSN: 2 2 2 2-6990 © 2023

Discussion
This study aims to identify the effectiveness of Jolly Phonics in increasing the mastery of
reading skills and also English writing skills of preschool students. The findings of the study
show parallel findings with Ruhaena (2008); Farokhbakht (2015); Katechaiyo, et al (2021),
namely Jolly Phonics has a positive effect in improving preschool students' reading and writing
skills. Mastering letter sounds makes it easier for students to understand the concept of
reading and writing in English faster. However, the findings from Ha Mei Ling and Fitri (2018)
show that the Jolly Phonics teaching method and conventional teaching in the classroom do
not show a different mastery gap. Both of the teacher's teaching methods help improve
students' mastery.
The Jolly Phonic method is not only about teaching language orally by using letter
sounds, but also because there are interesting supporting materials to stimulate the children's
various senses. The components used in Jolly Phonics such as actions (gestures), songs, letter
cards, word cards and structured writing practice sheets make it easier for teachers to teach
students more systematically and efficiently. The integration of fun learning elements in Jolly
Phonic teaching attracts students to concentrate and it is easier to understand the lesson.
Supar (2017) also thinks that the use of the body (gesture) helps students master skills more
quickly and that fun educational elements involving various sensory stimulation can reduce
stress and help calm students during the learning process. As such, it is important to use all
available support materials to provide a fun and consistent learning environment.
Reviewing letter sounds using letter cards at the beginning of each learning session is
very helpful for students to recognize and master letter sounds more quickly. Juriah Long et.
al (1994) also stated the same thing that students' memory increased with the repeated use
of letter cards in teaching with children. Farah (2011) also stated the same thing in his study
where there was an increase in students' reading skills after the use of cards. In fact, Jolly
Phonics also meets the needs of students' diverse ways of learning because Jolly Phonics
offers learning that involves various senses such as sight, hearing and movement at the same
time.
Since Jolly Phonics is a new teaching method implemented in the preschool, it may be
better if parents or guardians are involved. The involvement of parents or guardians can
ensure that students' learning can continue outside the classroom with them. For example,
students can review the sounds of letters and words learned in the classroom together with
parents or guardians at home to optimize students' mastery of reading and writing skills.
Among the activities that can be carried out at home is accessing the Jolly Phonics application
for self-learning through games and learning sets provided in the application. Parents can also
make assessments for students through the application.

Conclusion
This study shows that the use of Jolly Phonics indeed has positive implications in the teaching
of teachers and the learning of preschool students for English subjects. The progress achieved
in a short period of time gives a clear picture to teachers that Jolly Phonics is an effective
alternative method to improve the mastery of reading and writing skills of preschool students.
The mastery of letter sounds will help preschoolers to more easily understand the concept of
reading with the combination of letter sounds. Preschool students are also able to master
writing skills by associating letter sounds and letter shapes through continuous writing
practice.

3736
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN BUSINESS AND SOCIAL SCIENCES
Vol. 1 3 , No. 12, 2023, E-ISSN: 2 2 2 2-6990 © 2023

Through this study, preschool teachers can improve their teaching skills using phonics
to diversify the way English is taught at the preschool level and may also be able to expand
its use with 1st year students who are still weak in English proficiency. Knowledge sharing or
skill training in teaching using the phonics method between preschool teachers needs to be
implemented from time to time.
The use of technological support materials such as the Jolly Phonics application provides
a more active and enjoyable independent learning space for students outside of school hours.
Learning with parents and guardians is also easy to do because there is easy access to the
application via smartphone or computer. This shows that this study has implications for many
parties such as students, teachers, parents and guardians.
A suggestion for a study that can be carried out in the future by the researchers is to
carry out the same study on Year 1 students or any student who has not yet mastered the
English language. This study can also be extended to nearby preschools by examining the
perception of preschool teachers on the effectiveness of using Jolly Phonics in teaching
English.

References
Abd Hadi, N. H. B., & Yunus, F. B. (2017). Pendekatan Fonik Dalam Meningkatkan Awal Literasi
Bahasa Inggeris Kanak-Kanak Prasekolah. Special Edition December. ISSN 2289-9375:50.
Abdul Rahim, R., & Abdul Hamid, H. (2022). Mastering English Language Vocabulary in Early
Childhood Education with G-ALPHA: WORD CARD: Penguasaan Kosa Kata Bahasa
Inggeris dalam Pendidikan Awal Kanak-Kanak dengan G-ALPHA: WORD CARD. Jurnal
Pendidikan Awal Kanak-Kanak Kebangsaan. 11:89–102.
Abdullah, M., Radzi, M. N. M., & Zain, A. (2021). Penilaian perisian fonik bahasa Inggeris
Come and Read, Sayang! sebagai bahan bantu mengajar guru prasekolah: The
evaluation of Come and Read, Sayang! English phonic software as teaching aid to the
preschool teachers. Southeast Asia Early Childhood Journal. 10(1): 72–85.
Ansari, M. S. (2015). Speaking Anxiety in ESL/EFL Classrooms: A Holistic Approach and
Practical Study. International Journal of Educational Investigations. 2: 38-46.
Baharudin, H. H., Masnan, A. H., & Zain, A. 2021. Learning Module Development using
Android Technology Application based on Interactive White Board on Preschool
Reading Proficiency: Theoretical framework review. Jurnal Pendidikan Bitara UPSI.
14(1): 1-14.
Bowyer‐Crane, C., Snowling, M. J., Duff, F. J., Fieldsend, E., Carroll, J. M., Miles, J., ... & Hulme,
C. (2008). Improving early language and literacy skills: Differential effects of an oral
language versus a phonology with reading intervention. Journal of Child Psychology and
Psychiatry. 49(4): 422-432.
Campbell, R. (1995). Reading in the early years Handbook. Philadelphia: Open University
Press.
Chee, S. C., Arshad, M., & Ayob, A. (2018). Penilaian semula pengajaran dan pembelajaran
dalam pembacaan awal. International Journal of Education Psychology and
Counseling. 3(10): 1-8.
Kamus Dewan Edisi Keempat. (2016). Kuala Lumpur: Dewan Bahasa dan Pustaka.
Kementerian Pelajaran Malaysia. (2016). Kurikulum Standard Prasekolah Kebangsaan
Semakan 2017. Bahagian Pembangunan Kurikulum.

3737
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN BUSINESS AND SOCIAL SCIENCES
Vol. 1 3 , No. 12, 2023, E-ISSN: 2 2 2 2-6990 © 2023

Manaf, R., & Abu Bakar, K. (2022). The Use of Letter Cards in The Learning and Facilitation
of Reading Skills for Preschool Children: Penggunaan Kad Huruf dalam
Pembelajaran dan Pemudahcaraan Kemahiran Membaca Kanak-Kanak Prasekolah.
Jurnal Pendidikan Bitara UPSI. 15: 76-82.
Marima, E. W. (2016). A Survey of Approaches Used in Teaching Reading in Early Childhood
Classes in Dagoretti and Westlands Divisions, Nairobi County, Kenya. Journal of
Education and Practice. 7(33), 207-211.
Don, M. Z., & Knowles, G. O. (2021). Synthetic phonics, the digital humanities, and the
teaching of beginning learners of English: Fonik Sintetik, Kemanusiaan Digital dan
Pengajaran Bahasa Inggeris di Peringkat Permulaan. EDUCATUM Journal of Social
Sciences. 7(2): 1-9.
Norhailmi, A. M. (2017). Pembelajaran abad ke-21 bukan sekadar susunan kerusi dan meja.
Percetakan Perlis. 1990.
Mohamed, O. (2001). Metodologi Kajian.
http://studentsrepo.um.edu.my/3212/5/BAB_3.pdf[5 Mei 2023].
Oxford, R. L., & Crookall, M. E. (1989). Language learning strategies: methods, finding, and
Instructional implications. The Modern Language Journal.73(4): 404- 419.
Romero, R. S. I. (2019). Bilingual Literacy in Early Childhood Education and Primary Education:
The Jolly Phonics Method. Tesis Doctoral Inédita. Universidad de Sevilla, Sevilla.
Ruhaena, L. (2008). Pengaruh metode pembelajaran jolly phonics terhadap kemampuan baca
tulis permulaan bahasa indonesia dan bahasa inggris pada anak pra sekolah. Jurnal
Penelitian Humaniora. 9: 192-206.
Stuart, M. (1999). “Getting Ready for Reading: Early Phoneme Awareness and Phonics
Teaching Improves Reading and Spelling in Inner-City Second Language Learners”.
British Journal of Educational Psychology. 69: 587-605.
Sudiarta, W. (2017). Pengaruh metode jolly phonics terhadap kemampuan membaca dan
menulis permulaan bahasa inggris pada anak kelompok B TK Mahardika Denpasar.
Jurnal Ilmiah Pendidikan dan Pembelajaran. 1: 240- 250.
Supar, S. B. M., & Alias, A. (2017). Penguasaan kosa kata bahasa Inggeris murid prasekolah
melalui teknik bacaan kongsi (shared reading). In Prosiding Seminar Pendidikan
Serantau ke-VIII, Bangi, Malaysia (pp. 847-852).
Suwarsi. (2014). Efektivitas Metode Fonetik Dalam Meningkatkan Kemampuan Membaca
Permulaan Pada Anak Usia Dini. Tesis Phd. Jawa Tengah: Universitas
Muhammadiyah Surakarta.
Unicef. (2022). Pre-primary education. https://data.unicef.org/topic/education/pre-primary-
education/ [5 Jun 2023].
Uri, N. F. M., & Abd Aziz, M. S. (2018). Implementation of CEFR in Malaysia: Teachers’
awareness and the challenges. 3L, Language, Linguistics, Literature. The Southeast Asian
Journal of English Language Studies. 24(3): 168 – 183.
Zailan, N. A., & Che Mustafa, M. 2022. Developing a CEFR Aligned English Teaching Module
for Listening and Speaking Skills for Help the Teaching Among MOE Preschool
Teachers: Pembangunan Modul Pengajaran Bahasa Inggeris CEFR bagi Kemahiran
Mendengar dan Bertutur untuk Membantu Pengajaran Guru Prasekolah KPM. Jurnal
Pendidikan Awal Kanak-Kanak Kebangsaan. 11(2): 13-27.

3738