<![CDATA[This study aimed to determine whether the Jolly Phonics method could improve KG 1 students’ understanding of English letters and sounds at Kiddos Preschool Gianyar, and to describe how the learning process contributed to that improvement. This research used a Classroom Action Research (CAR) design following Kemmis, McTaggart, and Nixon (2014), comprising planning, acting, observing, and reflecting, over two cycles of four sessions each. The subjects were 20 students aged 4 to 5 yeard from Moonlight Class, focusing on Group 1 letter sounds (s, a, t, p, i, n). Data were collected through a scored pre-test and post-test instrument (maximum score 72) covering letter shape recognition, sound production, and Jolly Phonics action response, complemented by qualitative observation of letter formation. Results showed a consistent increase in class mean score, from 24,1 at the pre-test to 39,55 at the end of Cycle 1 and 52,1 at the end of Cycle 2, with students reaching the Good category or above rising from 0% to 80%, exceeding the 75% Criteria of Success. These findings indicate that Jolly Phonics was effective in improving students’ understanding of Group 1 English letter sounds and letter formation skills, achieved through a progressively interactive multisensory learning model.]]>
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