Optimizing Children's Early Literacy Through Contextual Implementation of The Phonics Method in Rural Early Childhood Institutions

Elisabeth Ngura; Yasinta Maria  Fono; Helena Rhero  Wea

doi:10.62775/edukasia.v6i2.1504

Authors

Elisabeth Ngura STKIP Citra Bakti
Yasinta Maria Fono STKIP Citra Bakti
Helena Rhero Wea STKIP Citra Bakti

DOI:

https://doi.org/10.62775/edukasia.v6i2.1504

Keywords:

Literacy; Child; Phonics

Abstract

This study aims to analyze the Phonics method in improving early literacy in children aged 4-6 years. This study was designed using a qualitative approach with a case study method, conducted at Kober Peupado Malanuza. Data collection techniques used included observation, interviews, and documentation. Activities in data analysis included data collection, data reduction, data presentation, and drawing conclusions.The results of the study showed that consistent use of the Phonics method can improve children's ability to recognize letters, understand letter sounds, and read simple words. Based on observation data, there were 23.07% of children who could imitate the sounds (phoneme sounds) spoken by the teacher, 15.3% of children could pronounce sounds correctly, 46.15% of children could associate sounds with letters that correspond to the sounds heard, and 15.3% of children could combine letter sounds and then form words.The phonics method not only improves students' understanding of letters and letter sounds, but also helps them understand words and spell more accurately and effectively. The phonics method has also been shown to be effective in improving the reading skills of children with intellectual disabilities, dyslexia, and other students. Therefore, it can be an effective approach to improving reading skills (literacy) in early childhood.

Downloads

Download data is not yet available.

References

Akyol, H., Çakiroǧlu, A., & Kuruyer, H. G. (2014). A study on the development of reading skills of the students having difficulty in reading: Enrichment reading program. International Electronic Journal of Elementary Education, 6(2), 199–212.

Alisa Hildayanti, Ratna Dewi Ibrahim, Devaron Suardi, & Rifki Arip Nugraha. (2023). Pendampingan Kemampuan Literasi Anak Melalui Pembelajran Fonik. NUSANTARA Jurnal Pengabdian Kepada Masyarakat, 3(4), 72–78. https://doi.org/10.55606/nusantara.v3i4.1798

Hamid, S. M. A., & Hajerah. (2024). Peningkatan Kemampuan Membaca Permulaan Kata-Kata Sederhana Melalui Metode Fonik Dengan Menggunakan Media Gambar Pada Peserta Didik Kelas I UPT SPF SD Negeri Tidung. JPPSD: Jurnal Pendidikan Dan Pembelajaran Sekolah Dasar, 4(2), 187–192.

Hapsari, W., Ruhaena, L., & Pratisti, W. D. (2017). Peningkatan Kemampuan Literasi Awal Anak Prasekolah Melalui Program Stimulasi. Jurnal Psikologi, 44(3), 177. https://doi.org/10.22146/jpsi.16929

Holes, J. (2004). The Development of Language (review). In Language (Vol. 80, Issue 2). https://doi.org/10.1353/lan.2004.0080

Husna Muthiah Tsabitah, & Arifin, E. (2023). Penerapan Metode Fonik Terhadap Kemampuan Membaca Permulaan Pada Anak Usia Dini Di Sps Tabata Islamic Preschool Kota Bekasi. Wildan: Jurnal Pendidikan Dan Pengajaran - STAI Bani Saleh, 2(2), 40–51. https://doi.org/10.54125/wildan.v2i2.14

Indriani, I. S., Christianti, M., & Hayati, N. (2025). Application of Phonics Method for Early Literacy Development of Preschool Children. Jurnal Pendidikan Progresif, 15(1), 119–138. https://doi.org/10.23960/jpp.v15i1.pp119-138

Indrijati, H., Mastuti, E., & Ilham, R. N. (2023). Program Pengembangan Kompetensi Guru PGTK untuk Meningkatkan Kemampuan Membaca Siswa dengan Metode Jolly Phonics. Jurnal Psikologi Udayana, 10(01), 244–248. https://doi.org/10.24843/JPU/2023.v10.i01.p04

Irna. (2019). Menumbuhkan Minat Baca Anak Usia Dini Melalui Implementasi Literasi Keluarga. Fascho Kajian Pendidikan Dan Sosial Kemasyarakatan, 1(1), 15–34.

Jarniah. (2023). Efektivitas Penggunaan Metode Fonik Terhadap Peningkatan Kemampuan Membaca Permulaan Siswa Tunagrahita Kelas III di SLB Negeri 1 Tapin . Dewantara: Jurnal Pendidikan Sosial Humaniora, 2(4).

JASMINE, K. (2014). Konsep Metode Pembelajaran Fonik Dalam Membaca Permulaan Perspektif Marilyn Jager Adams. 51–64.

Khayatul Virdyna, N. (20 C.E.). Penerapan Metode Fonik. Okara, Vol. 1, Ta(1).

Ladefoged, P., & Johnson, K. (2015). Teori pronunciation—A Course in Phonetics 6th Edition—Peter Ladefoged, Keith Johnson.

Lafamane, F. (2020). Fonologi (Sejarah Fonologi, Fonetik, Fonemik). Jurnal Bahasa, 2, 25.

Liu, Y. (2014). An Empirical Study on the Attrition Sequence of English Interrogative Structures in Chinese Context. Open Journal of Modern Linguistics, 04(05), 595–606. https://doi.org/10.4236/ojml.2014.45052

Lubis, I. S., Siregar, L. A., & Hasibuan, S. B. (2023). Peningkatan Kemampuan Membaca Siswa Menggunakan Metode Fonik Kelas II SD Negeri 0106 Sibuhuan Jae. Jurnal ESTUPRO, 8(3), 1–7.

Meilasari, D. (2021). Penerapan literasi untuk meningkatkan kemampuan berbahasa anak usia 4-5 tahun di TK AISYIYAH 1 Labuhan Ratu Bandar Lampung. 1–66.

Munggaraning Westhisi, S. (2019). Metode Fonik Dalam Pembelajaran Membaca Permulaan Bahasa Inggris Anak Usia Dini. Jurnal Tunas Siliwangi, 5(1), 23–37.

Muzakki, M., Aghnaita, A., & Puspita, D. (2023). Mengembangkan Kegiatan Literasi Awal Bagi Anak Usia Dini Di Lingkungan Keluarga. Transformasi : Jurnal Penelitian Dan Pengembangan Pendidikan Non Formal Informal, 8(2), 111. https://doi.org/10.33394/jtni.v8i2.6966

Nafgerin, G. G., & Bakar, K. A. (2023). The use of the Jolly Phonics method in improving English reading and writing skills among preschool Students. International Journal of Academic Research in Business and Social Sciences, 13(12), 3726–3738. https://doi.org/10.6007/IJARBSS/v13-i12/20219

Ngura, E. T., Yasinta Maria Fono, & Martha Malo. (2024). Analisis Kemampuan Literasi Membaca Anak Usia 4-5 Tahun di TKK St. Clara Wudu. Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini, 6(1), 158–166. https://doi.org/10.35473/ijec.v6i1.2542

Oktariani, O., & Ekadiansyah, E. (2020). Peran Literasi dalam Pengembangan Kemampuan Berpikir Kritis. Jurnal Penelitian Pendidikan, Psikologi Dan Kesehatan (J-P3K), 1(1), 23–33. https://doi.org/10.51849/j-p3k.v1i1.11

Parapat, I. K., Mardianto, M., & Nasution, M. I. P. (2023). Mengoptimalkan Pengenalan Literasi Pada Anak Sejak Usia Dini: Menumbuhkan Keterampilan Membaca dan Menulis. Jurnal Raudhah, 11(1), 38–49. https://doi.org/10.30829/raudhah.v11i1.2818

Puspitasari, A. D., Hafidah, R., & Sujana, Y. (2018). Pengaruh Phonics Method Terhadap Kemampuan Membaca Permulaan Anak Kelompok B TK Aisyiyah Bustanul Athfal Kertonatan. Kumara Cendekia, 6(2), 91–98.

Rahman, N. S. (2024). Novan Syaiful Rahman, 2024 EFEKTIVITAS METODE FONIK DALAM MENINGKATKAN KEMAMPUAN MEMBACA PERMULAAN ANAK DISLEKSIA Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu. 94–95.

Rahwati, S., & Windarsih, C. A. (2021). Implementasi Metode Phonics Dalam Pengenalan Bahasa Inggris Dan Membaca Permulaan Anak Usia Dini. Jurnal Ceria (Cerdas Energik Responsif Inovatif Adaptif), 4(1), 29–37.

Retnomurti, A. B., Hendrawaty, N., & Nurhayati, N. (2019). Strategi Pengenalan Membaca Phonics Method dalam Pengabdian kepada Masyarakat di Jakarta Selatan. JPP IPTEK (Jurnal Pengabdian Dan Penerapan IPTEK), 3(1), 15–24. https://doi.org/10.31284/j.jpp-iptek.2019.v3i1.473

Rohma, W. (2024). Strategi Guru dalam Mengembangkan Kemampuan Membaca Permulaan: Studi Penggunaan Metode Fonik pada Kelompok A. Al Bustan: Jurnal Studi Islam Dan Sosial Keagamaan, 1(1), 56–70.

Rokhmatulloh, E., & Sudihartinih, E. (2022). Membangun Literasi Membaca Pada Anak Melalui Metode Membaca Nyaring (Read Aloud). Cendekia, 16(1), 54–61. https://doi.org/10.30957/cendekia.v16i1.703.Membangun

Saragih, A., & Widayat, I. W. (2020). Metode Fonik Dan Proximal Self Motivation untuk Meningkatkan Kemampuan Membaca. Psikostudia : Jurnal Psikologi, 9(1), 26. https://doi.org/10.30872/psikostudia.v9i1.3589

Sermier Dessemontet, R., de Chambrier, A. F., Martinet, C., Meuli, N., & Linder, A. L. (2021). Effects of a phonics-based intervention on the reading skills of students with intellectual disability. Research in Developmental Disabilities, 111(February), 103883. https://doi.org/10.1016/j.ridd.2021.103883

Solihin, M. (2021). Perkembangan Fonologi Anak Usia Dini. NUR EL-ISLAM : Jurnal Pendidikan Dan Sosial Keagamaan, 7(2), 121–135. https://doi.org/10.51311/nuris.v7i2.260

Syahputra, O. A. (2017). Pengaruh Metode Fonik Terhadap Kemampuan Membaca Permulaan Siswa Pada Mata Pelajaran Bahasa Indonesia Kelas II.B Di Madrasah Ibtidaiyah Az-Zahir Palembang. 24–48.

Tammardia Siregar, R., Audina, F., Sari, Y., Serungke, M., Wety, E., Islam, U., Sumatera, N., & Medan, U. (2024). Pengaruh Metode Fonik terhadap Kemampuan Membaca Permulaan Peserta Didik Tingkat Dasar pada Mata Pelajaran Bahasa Indonesia. Jurnal Pendidikan Tambusai, 8(1), 697–705.

Tiani, F., Simbolon, M. E., & Hermawati, E. (2023). Penerapan Metode Fonik Terhadap Kemampuan Membaca Permulaan Siswa. Jurnal Ilmiah Aquinas, 2, 172–178. https://doi.org/10.54367/aquinas.v6i2.2796

Wahjusaputri, S., Zulviana, D., Putri Apriliana, L., Handayani, E., & Rohman Hakim, A. (2023). Metode Phonics Menggunakan Aplikasi Oxford Phonics World dalam Pembelajaran Bahasa Inggris bagi Siswa. Murhum : Jurnal Pendidikan Anak Usia Dini, 4(2), 1–15. https://doi.org/10.37985/murhum.v4i2.266

Wyse, D., & Goswami, U. (2008). Synthetic phonics and the teaching of reading. British Educational Research Journal, 34(6), 691–710. https://doi.org/10.1080/01411920802268912

Xiaojing, L., Zhang, J., & Jing, H. (2016). Case Study of Phonics among Primary School Students. International Journal for Innovation Education and Research, 4(10), 11–16. https://doi.org/10.31686/ijier.vol4.iss10.593

Yisihak Ukumo, E., & Damtew Berlie, A. (2024). Primary school English teachers’ practice of teaching early grade reading. Social Sciences and Humanities Open, 9(July 2023), 100840. https://doi.org/10.1016/j.ssaho.2024.100840

Zulkiply, N., & Aziz, A. A. (2019). The effects of digital game-based learning on early English literacy task for non-native speakers. Asia-Pacific Journal of Research in Early Childhood Education, 13(2), 123–140. https://doi.org/10.17206/apjrece.2019.13.2.123