Implementation of the Jolly Phonics Method in Introducing English to Young Learners

Authors

  • Risma Parwati Indonesia University of Education image/svg+xml
  • Suci Utami Putri

DOI:

https://doi.org/10.31000/ceria.v15i3.16683

Keywords:

Jolly Phonics, Early Childhood, English Introduction, Multisensory Phonics

Abstract

This study aims to analyze the implementation, impact, and supporting and inhibiting factors of the Jolly Phonics method for introducing English to young learners. A descriptive qualitative approach was used, with an English teacher of Kindergarten A class at Al-Irsyad Satya Islamic School (AIS) Padalarang as the subject. Data were collected through semi-structured interviews, classroom observations, and document review of weekly lesson plans and learning modules. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The results show that Jolly Phonics is implemented through multisensory activities integrating songs, movements, and stories, increasing children's enthusiasm and letter-sound recognition. The study concludes that success depends on a systemic supporting ecosystem, including teacher competence and institutional support.

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Published

2026-10-10

Issue

Vol. 15 No. 3 (2026): (In Progress) Ceria Jurnal Pendidikan Anak Usia Dini

Section

Articles

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