The Development of Kindergarten Students’ English Pronunciation Skill Using Phonics Method and Harrow’s Instructional Model

A Case Study in a Thai Primary School

Abstract

The purposes of this research were to investigate the effects of phonics instruction combined with Harrow's taxonomy of the psychomotor domain on English word pronunciation skills and satisfaction of first-grade students in schools under the jurisdiction of the Nakhon Nayok Primary Educational Service Area Office. The sample group consisted of 39 first-grade students in classroom 1/5, semester 1, academic year 2024, from a Kindergarten in Nakhon Nayok Province. The sample was obtained by cluster random sampling, using classrooms as the sampling unit. The research instruments included four lesson plans, a 10-item test measuring English word pronunciation skills, and a 7-item satisfaction questionnaire. Data were analyzed using mean, standard deviation, and t-test. The results of the research revealed that: 1) The English word pronunciation skills of first-grade students after receiving instruction using phonics combined with Harrow's taxonomy of psychomotor domain were significantly higher than before receiving instruction at the .05 level of significance. 2) First-grade students had a high level of satisfaction with the instruction using phonics combined with Harrow's taxonomy of psychomotor domain (  2.77, S.D. = 0.06), especially in terms of increased ability to pronounce English words (   = 2.89, S.D. = 0.30), enjoyment and participation in activities (  = 2.82, S.D. = 0.38), and understanding of phonics (  = 2.76, S.D. = 0.42).