Development of Plosive Sounds Pronunciation in English Vocabulary By Phonics Teaching for 2nd Grade Students
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Abstract
This research aimed to 1) compare the ability to pronounce plosive sounds in English vocabulary among students before and after learning through phonics instruction, 2) study the development of plosive sounds pronunciation in English vocabulary among students who underwent phonics instruction, and 3) investigate students' satisfaction with phonics instruction.The population consisted of 102 2ndgrade students from Sang-am School, Khlong Luang District, Pathum Thani Province. The sample group comprised 34 students from class 2/1, selected through cluster random sampling. The research instruments included: 1) 16 phonics instruction lesson plans, 2) a 24-item true-false test measuring plosive consonant pronunciation in English vocabulary with a reliability coefficient of 0.74, and 3) a satisfaction questionnaire regarding phonics instruction for students. Data analysis employed descriptive statistics (mean and standard deviation), t-test, and relative development scores. Research findings revealed that: 1. Students' ability to pronounce plosive sounds in English vocabulary after phonics instruction was significantly higher than before instruction at the .05 level. 2. The assessment of student development in pronouncing plosive sounds in English vocabulary after phonics instruction, measured by relative development scores, showed an overall average at a very high level. 3. Students demonstrated high levels of satisfaction with phonics instruction.
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