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All Journal Journal of Teaching and Learning English Issues Journal of English Teaching and Learning Issues Jurnal Penelitian Pendidikan Indonesia
David D. Perrodin
Institute for Population and Social Research, Mahidol University
Education Languange, Linguistic, Communication & Media Other

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Thai Undergraduate Student Awareness of Regular and Irregular Grapheme-Phoneme Correspondence David D. Perrodin
Journal of English Teaching and Learning Issues Vol 4, No 1 (2021): June 2021
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v4i1.9839

Abstract

Recent events in Thailand in reference to the teaching of phonics for better comprehension of English vocabulary have highlighted the overuse of identifying letter-sound relationships in English by utilizing the familiar Thai orthography to assist developing Thai EFL learners. This paper investigated the long-term effects of using such pedagogy on recognizing regular and irregular Grapheme-Phoneme Correspondences (GPC) in English by Thai undergraduate students. To address this matter, the study used a convenience sampling of 373 first-year university students from 11 general education English classes at a mid-sized private university near Bangkok, Thailand. The familiar English poem I Take It You Already Know was employed for data collection, for it consists of a practical ratio of frequent and infrequent English grapheme-phoneme correspondences. Extensive lists of recognized grapheme-phoneme correspondences were used to identify the frequent or regular, and the infrequent or irregular main phoneme present in each of the 60 most frequently queried content words of the poem. Point-Biserial Correlation was employed to measure the strength of association between the frequency occurrence of the most queried content words from the data set, and the examined weighted word frequency data. The findings suggest that, in general, the Thai undergraduate students demonstrated an overall lack of recognition of regular and irregular Grapheme-Phoneme Correspondences of English. 
Thai Undergraduate Student Awareness of Regular and Irregular Grapheme-Phoneme Correspondence David D. Perrodin
Journal of English Teaching and Learning Issues Vol 4, No 1 (2021): June 2021
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v4i1.9839

Abstract

Recent events in Thailand in reference to the teaching of phonics for better comprehension of English vocabulary have highlighted the overuse of identifying letter-sound relationships in English by utilizing the familiar Thai orthography to assist developing Thai EFL learners. This paper investigated the long-term effects of using such pedagogy on recognizing regular and irregular Grapheme-Phoneme Correspondences (GPC) in English by Thai undergraduate students. To address this matter, the study used a convenience sampling of 373 first-year university students from 11 general education English classes at a mid-sized private university near Bangkok, Thailand. The familiar English poem I Take It You Already Know was employed for data collection, for it consists of a practical ratio of frequent and infrequent English grapheme-phoneme correspondences. Extensive lists of recognized grapheme-phoneme correspondences were used to identify the frequent or regular, and the infrequent or irregular main phoneme present in each of the 60 most frequently queried content words of the poem. Point-Biserial Correlation was employed to measure the strength of association between the frequency occurrence of the most queried content words from the data set, and the examined weighted word frequency data. The findings suggest that, in general, the Thai undergraduate students demonstrated an overall lack of recognition of regular and irregular Grapheme-Phoneme Correspondences of English. 
Correlation between anxiety and critical reading ability of Indonesian English as a Foreign Language students Fitrawati Fitrawati; Erdiana Erdiansyah; David D. Perrodin
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 9, No 1 (2023): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020232674

Abstract

This study investigates the possible relationship between reading anxiety and the critical reading ability of tertiary EFL students majoring in English education at a state university in West Sumatra, Indonesia. Thirty-two students were selected utilizing convenience sampling as the research sample. By employing a correlational approach, the instrument used for this analysis was a TOEFL test consisting of 30 questions to measure students' ability to read critically. In addition, a questionnaire was also developed based on the theory of experts composed of 20 statements used to measure students' reading anxiety. Pearson product-moment correlation was used to investigate the relationship between reading anxiety and students' critical reading ability. The study found that 1) most students experience anxiety at the intermediate level, 2) the level of students' critical reading ability is at the average level, and 3) there is a significant relationship between students' reading anxiety and critical reading ability. The results imply that the reading anxiety students experience correlates to their scores in critical reading, leading to a significant effect of reading anxiety on students' critical reading skills.
Co-Authors Erdiana Erdiansyah Fitrawati Fitrawati