Critical Analysis of Phonics Reading Approach Implementation for Very Young Learners in Non-Formal Education
DOI:
https://doi.org/10.33633/es.v8i01.12069Keywords:
non-formal education, phonics, reading, very young learnersAbstract
The existing literature has documented the success of the phonics approach in teaching early reading in school contexts. Yet, research examining how teachers implement this approach, particularly in non-formal educational settings, remains limited. This qualitative case study aims to explore and critically analyze the application of phonics in a private language course in Jember, Indonesia, as well as the associated challenges. The study involved four teachers from the institution, and data were collected through observations, interviews, field notes, and document analysis. The findings suggest that phonics can help guide very young learners to develop their early literacy skills when applied explicitly and systematically. However, phonics itself can prove more complex than anticipated. Due to its technical nature and lack of support for meaning comprehension, phonics should not be the sole approach in a reading class. Therefore, it should be incorporated with meaning-based reading approaches and adequate teacher training to promote effective phonics instruction.References
Almasi, J. F., & Hart, S. J. (2011). Best practices in comprehension instruction. In Best practices in literacy instruction, 4th ed, ed. L.B. Gambrell, L.M. Morrow, and M. Pressley. New York: The Guilford Press.
Apfelbaum, K. S., Hazeltine, E., & McMurray, B. (2013). Statistical learning in reading: Variability in irrelevant letters helps children learn phonics skills. Developmental Psychology, 49(7), 1348-1365. https://doi.org/10.1037/a0029839
Asbari, M., Wijayanti, L. M., Hyun, C. C., Purwanto, A., & Santoso, P. B. (2019). Effect of Tacit and explicit knowledge sharing on teacher innovation capability. Dinamika Pendidikan, 14(2), 227-243. https://doi.org/10.15294/dp.v14i2.22732
Bald, J. (2007). Using phonics to teach reading and spelling. Sage Publications.
Beck, I. L., & Beck, M. E. (2013). Making sense of phonics: The hows and whys (2nd Ed.). Guilford Publications.
Bergin, C. C., & Bergin, D. A. (2018). Child and adolescent development in your classroom: Topical Approach (3rd Ed.). Cengage Learning.
Blevins, W. (2016). A fresh look at phonics, grade K-2: Common causes of failure and 7 ingredients for success. Corwin Press.
Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. Sage Publications.
Buckingham, J. (2018). The fight for phonics in early years reading. researchED, 1(1), 31-33. https://researched.org.uk/wp-content/uploads/2020/03/researchEDMagazine-June2018-web.pdf#page=33
Buckingham, J., Wheldall, R., & Wheldall, K. (2019). Systematic and explicit phonics instruction: A scientific, evidence-based approach to teaching the alphabetic principle. In R. Cox, S. Feez & L. Beveridge (Eds.), The alphabetic principle and beyond (pp. 49-67). Primary English Teaching Association Australia.
Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press.
Cecil, N. L., Baker, S., & Lozano, A. S. (2015). Striking a balance: A comprehensive approach to early literacy (5th Ed.). Routledge.
Chapman, J. W., Greaney, K. T., Arrow, A. W., & Tunmer, W. E. (2018). Teachers’ use of phonics, knowledge of language constructs, and preferred word identification prompts in relation to beginning readers. Australian Journal of Learning Difficulties, 23(1), 87-104
Corbin, J. M., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage Publications, Inc.
DEST (Department of Education, Science, and Training). (2005). Teaching reading: Report and recommendations. Commonwealth of Australia.
Donat, D. J. (2003). Reading their way: A balance of phonics and whole language. Scarecrow Press.
Double, K. S., McGrane, J. A., Stiff, J. C., & Hopfenbeck, T. N. (2019). The importance of early phonics improvements for predicting later reading comprehension. British Educational Research Journal, 45(6), 1220-1234
Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167-188. http://dx.doi.org/10.1207/s1532799xssr0902_4
Ehri, L. C. (2022). What teachers need to know and do to teach letter–sounds, phonemic awareness, word reading, and phonics. The Reading Teacher, 76(1), 53-61.
Ehri, L. C., & Flugman, B. (2018). Mentoring teachers in systematic phonics instruction: Effectiveness of an intensive year-long program for kindergarten through 3rd grade teachers and their students. Reading and Writing, 31(2), 425-456. https://doi.org/10.1007/s11145-017-9792-7
Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta-analysis. Review of Educational Research, 71(3), 393-447. https://doi.org/10.3102%2F00346543071003393
Faujiah, A. (2017). Building the "Smart Village" Through the implementation of the Non-Formal Education to Improve English Language Skills In the village of Geluran Taman Sidoarjo". EDUCATIO : Journal Of Education, 2(1), 113-124.
Flynn, N., Powell, D., Stainthorp, R., & Stuart, M. (2021). Training teachers for phonics and early reading: developing research‐informed practice. Journal of Research in Reading, 44(2), 301-318. https://doi.org/10.1111/1467-9817.12336
Freebody, P., & Luke, A. (1990). ‘Literacies’ programs: Debates and demands in cultural context. Prospect: An Australian journal of TESOL, 5(3), pp. 7-16.
Fukada, Y. (2018). Whole language approach. The TESOL Encyclopedia of English Language Teaching, 1-7. https://doi.org/10.1002/9781118784235.eelt0166
Garan, E. M. (2001). Beyond the smoke and mirrors: A critique of the National Reading Panel report on phonics. Phi Delta Kappan, 82(7), 500-506. https://doi.org/10.1177/003172170108200705
Groff, P. (1977). The new anti-phonics. The Elementary School Journal, 77(4), 323-332.
Gupta, R. (2014). Change in teaching practices: Case of phonics instruction in India. Procedia-Social and Behavioral Sciences, 116, 3911-3915.
Guzzetti, B. J. (Ed). (2002). Literacy in America: An encyclopedia of history, theory, and practice. ABC-CLIO.
Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Longman.
Hedgcock, J. S., & Ferris, D. R. (2009). Teaching readers of English: students, texts, and contexts. Routledge.
Herrera, M. A. B., Chávez, L. L. A., & Rojas, D. F. Á. (2016). Pronunciation improvement in EFL young learners through phonics instruction. Praxis, 12(1), 52-62. http://dx.doi.org/10.21676/23897856.1847
Holsted, D. (2015). Effects of a non-systematic phonics program on emergent and early readers [unpublished research paper]. Department of Professional Education, Northwest Missouri State University. https://www.nwmissouri.edu/library/researchpapers/2015/Holsted,%20Dawn.pdf
Honig, B. (2001). Teaching our children to read: The components of an effective, comprehensive reading program. Skyhorse Publishing.
Hoppers, W. (2006). Non-formal education and basic education reform: A conceptual review. International Institute for Educational Planning.
Indriana, W. W., & Suparno. (2018). Using Phonetic Methods for Children's Reading Ability Development in Kindergarten. Proceedings of Advances in Social Science, Education and Humanities Research (ASSEHR), 296, 263-266.
Jamaludin, K. A., Alias, N., Mohd Khir, R. J., DeWitt, D., & Kenayathula, H. B. (2016). The effectiveness of synthetic phonics in the development of early reading skills among struggling young ESL readers. School Effectiveness and School Improvement, 27(3), 455-470. http://dx.doi.org/10.1080/09243453.2015.1069749
Jannatussholihah, S., Ashadi, & Andriyanti, E., (2020). “My grades are always equal to standardized critetria”: Discovering EFL learners’ motivation outside formal classroom. JEELS (Journal of English Education and Linguistics Studies), 7(2), 347-369.
Joanna, R. J. (2013). Socioeconomic status and parental involvement as cognitive and affective factors fostering very young learners’ second language development. Language in Cognition and Affect, 189-201. https://doi.org/10.1007/978-3-642-35305-5_11
Kementerian Pendidikan dan Kebudayaan. (2018, December). Pendidikan non-formal miliki peran penting dalam pembangunan manusia Indonesia. https://www.kemdikbud.go.id/main/blog/2018/12/pendidikan-non-formal-miliki-peran-penting-dalam-pembangunan-manusia-indonesia
Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. Wiley.
La Belle, T. J. (1982). Formal, nonformal and informal education: A holistic perspective on lifelong learning. International Review of Education, 28(2), 159-175.
Lahr-Well, A. M. (2020). Mission possible: Synergistic academics: Saving U.S. educational exceptionalism. Xlibris US.
Lloyd, S. (1998). The phonics handbook: A handbook for teaching reading, writing, and spelling (3rd ed.). Jolly Learning Ltd.
Lutz, S. L., Guthrie, J. T., & Davis, M. H. (2006). Scaffolding for engagement in elementary school reading instruction. The Journal of Educational Research, 100(1), 3-20. https://doi.org/10.3200/JOER.100.1.3-20
Maddox, K., & Feng, J. (2013, October 18). Whole language instruction vs. phonics instruction: Effect on reading fluency and spelling accuracy of first grade students. [Conference presentation]. Georgia Educational Research Association Annual Conference, Savannah, Georgia. https://www.semanticscholar.org/paper/Whole-Language-Instruction-vs.-Phonics-Instruction%3A-Maddox-Feng/ab2ec66e11639653780318301a5700e970af67e8
Martins, M. A., Salvador, L., Albuquerque, A., & Silva, C. (2016). Invented spelling activities in small groups and early spelling and reading. Educational Psychology, 36(4), 738-752. http://dx.doi.org/10.1080/01443410.2014.950947
Mather, N., & Wendling, B. J. (2012). Essentials of dyslexia assessment and intervention. John Wiley & Sons.
Merchant, G. (2008). Early reading development. In J. Marsh & E. Hallet (Eds.), Desirable literacies: Approaches to language and literacy in the early years (2nd Ed., p. 81). SAGE.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
Mesmer, H. A. E., & Griffith, P. L. (2005). Everybody's selling it—But just what is explicit, systematic phonics instruction?. The Reading Teacher, 59(4), 366-376. https://doi.org/10.1598/RT.59.4.6
Miles, M. B., Huberman, M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook (3rd Ed.). SAGE.
Mokotedi, R. T. (2012). An investigation into pedagogical knowledge and teaching practices of reading among primary school teachers in Botswana [Doctoral dissertation, University of Exeter]. Open Research Exeter. https://ore.exeter.ac.uk/repository/handle/10871/9522
Mozes, G. N., & Liando, N. V. F. (2019). The implementation of phonic method for enhancing VYLs’ vocabulary. Proceedings of Advances in Social Science, Education and Humanities Research (ASSEHR), 438, 28-32.
Musthafa, B. (2010). Teaching English to young learners in Indonesia: Essential requirements. Educationist Journal, 4(2), 120-125.
Narey, M. J. (Ed.). (2017). Multimodal perspectives of language, literacy, and learning in early childhood: The creative and critical “art” of making meaning. Springer.
National Reading Panel. (2000). Report of the national reading panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups National Institute of Child Health and Human Development, National Institutes of Health. https://files.eric.ed.gov/fulltext/ED444126.pdf
New, R. S., & Cochran, M. (Eds.). (2007). Early childhood education: An international encyclopedia. Praeger.
Niland, A. (2021). Picture Books and Young Learners’ Reading Identities. The Reading Teacher, 74(5), 649-654. https://doi.org/10.1002/trtr.1994
Oakhill, J., Cain, K., & Elbro, C. (2015). Understanding and teaching reading comprehension: A handbook. Routledge.
OECD. (n.d). Recognition of non-formal and informal learning – Home. OECD. Retrieved December 13, 2021, from https://www.oecd.org/education/skills-beyond-school/recognitionofnon-formalandinformallearning-home.htm
Paul, D. (2003). Teaching English to children in Asia. Pearson Longman Asia ELT.
Pollatsek, A., & Treiman, R. (Eds.). (2015). The Oxford handbook of reading. Oxford University Press.
Prasad, R. D., Maarof, N., & Yamat, H. (2016). Implementing phonics in Malaysia. International Journal of English Language Teaching and Linguistics, 1(1), 1-18.
Price‐Mohr, R. M., & Price, C. B. (2018). Synthetic phonics and decodable instructional reading texts: How far do these support poor readers?. Dyslexia, 24(2), 190-196. https://doi.org/10.1002/dys.1581
Pulido, L., & Morin, M. F. (2018). Invented spelling: what is the best way to improve literacy skills in kindergarten?. Educational Psychology, 38(8), 980-996. https://doi.org/10.1080/01443410.2017.1414155
Rahmah, W., & Pandjaitan, L. N. (2018). The effectivity of phonics method in improving reading ability of 1st grade elementary school students. Proceedings of Advances in Social Science, Education and Humanities Research (ASSEHR), 173, 380-382.
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.
Rayner, K., Pollatsek, A., Ashby, J., & Clifton, C., Jr. (2012). Psychology of Reading (2nd ed.). Psychology Press.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge University Press.
Robinson, F. B. (1955). Phonics in reading instruction. The Reading Teacher, 9(2), 84-88.
Rogers, A. (2005). Non-formal education: Flexible schooling or participatory education?. Springer Science+Business Media, Inc.
Rose, J. (2006). Independent review of the teaching of reading. London: DfES.
Safadi, E., & Rababah, G. (2012). The effect of scaffolding instruction on reading comprehension skills. International Journal of Language Studies, 6(2), 1-38.
Slattery, M., & Willis, J. (2001). English for primary teachers: A handbook of activities and classroom language. Oxford University Press.
Spache, G. D. (1961). Phonics in Focus. Childhood Education, 38(3), 117-118.
Spiegel, D. L. (1998). Silver bullets, babies, and bath water: Literature response groups in a balanced literacy program. The Reading Teacher, 52(2), 114-124.
Stake, R. E. (1995). The art of case study research. Sage Publications, Inc.
Stanley, C. T., Petscher, Y., & Catts, H. (2017). A longitudinal investigation of direct and indirect links between reading skills in kindergarten and reading comprehension in tenth grade. Reading and Writing, 31(1), 133-153.
Strauss, S. L. (2005). The linguistics, neurology, and politics of phonics: Silent ‘e’ speaks out. Lawrence Erlbaum Associates.
Takeda, C. (2007). The Application of Phonics Instruction in Junior High School English Classes in Japan. ARELE: annual review of English language education in Japan, 18, 243-252.
Tan, W. S. (2017). Problems of conducting equal education rights for non-formal education: Challenges for Batam local goverment. Indonesia Law Review, 7(2), 230-244.
Taylor, J. S. H., Davis, M. H., & Rastle, K. (2017). Comparing and validating methods of reading instruction using behavioural and neural findings in an artificial orthography. Journal of Experimental Psychology: General, 146(6), 826-858.
UNESCO Institute of Statistics. (2020). Non-Formal Education. http://uis.unesco.org/en/glossary-term/non-formal-education
UNESCO. (2006, September 19-20). Monitoring of non-formal education and alternative programmes [PowerPoint slides]. UNESCO Bangkok. https://bangkok.unesco.org/sites/default/files/assets/article/Non-formal%20Education%20and%20Literacy/files/monitoring-nfe-and-alternative-education-ae-programmes-what-and-how.pdf
Vita, A. R., Munir, A., & Anam, S. (2019). Teaching phonics to kindergarten students in international based school. International Journal of Education and Social Science Research, 2(06), 449-465.
Veríssimo, L., Costa, M., Miranda, F., Pontes, C., & Castro, I. V. de. (2021). The Importance of Phonological Awareness in Learning Disabilities’ Prevention: Perspectives of Pre-School and Primary Teachers. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.750328
Weigel, D. J., Martin, S. S., & Bennett, K. K. (2006). Mothers’ literacy beliefs: Connections with the home literacy environment and pre-school children’s literacy development. Journal of Early Childhood Literacy, 6(2), 191-211. https://doi.org/10.1177/1468798406066444
Werquin, P. (2009). Recognition of non-formal and informal learning in OECD countries: An overview of some key issues. REPORT-Zeitschrift für Weiterbildungsforschung, 32(3), 11-23.
Widodo, W. N. (2020). Building the character of children through non-formal education in schools. Journal of Non-formal Education, 6(1), 69-76. http://dx.doi.org/10.15294/jne.v6i1.21568
Woolley, G. (2011). Reading comprehension: Assisting children with learning difficulties. Springer.
Yasunaga, M. (2014). Non-formal education as a means to meet learning needs of out-of-school children and adolescents. UNESCO Institute for Statistics.
Yum, Y. N., Cohn, N., & Lau, W. K. W. (2021). Effects of picture-word integration on reading visual narratives in L1 and L2. Learning and Instruction, 71, 101397. https://doi.org/10.1016/j.learninstruc.2020.101397
