Email this article Application of Phonics Method for Early Literacy Development of Preschool Children
Abstract
Abstract: Aplication of Phonics Method for Early Literacy Development of Preschool Children. Objectives: This study aims to analyze the effectiveness of the phonics method in improving early childhood early literacy in Indonesia and identify the role of collaboration between teachers and parents in supporting its successful implementation. Early literacy is an important foundation for children's reading and writing skills, particularly in understanding the relationship between letters and sounds. Literacy challenges in Indonesia include poor teacher training and adaptation of teaching methods to suit the local context. Methods: The research method used a systematic literature review (SLR) based on PRISMA guidelines to screen and analyze 20 relevant articles from various sources. Articles were analyzed in depth using the Rayyan app, identifying key themes, namely the effectiveness of phonics methods and the role of collaboration in supporting literacy. Findings: Shows that the phonics method significantly improves children's reading and spelling skills by teaching the systematic relationship between letters and sounds. Local research supports these results, for example the “CBI FONIK” method and audiovisual-based media are effective in improving early childhood literacy skills. Collaboration between teachers and parents plays an important role in creating a supportive literacy environment both at school and at home, accelerating children's learning progress. Conclusion: The phonics method is effective in improving children's early literacy with support from teacher training and adaptation to local needs. Teacher and parent collaboration is necessary for successful implementation, providing a strong foundation for future learning.
Keywords: early childhood literacy, phonics method, phonological awareness, teacher and parent collaboration.
Full Text:
PDFReferences
Almansoori, N., Ogdol, R., & Alteneiji, A. (2024). The impact of integrating Jolly Phonics Lessons application into English literacy lessons on UAE preschoolers’ phonics skills. Journal of Childhood, Education & Society, 5(1), 41-60.
Amalia, R., Mulawarman, M., Mulyani, P. K., Hayati, I. R., & Sa’idah, A. Y. N. (2023). Kajian perkembangan sosial emosional anak usia dini (Systematic Literature Review). Aulad: Journal on Early Childhood, 6(3), 454-461.
Sihombing, H. A., & Damanik, S. H. (2024). Pengaruh metode fonik terhadap kemampuan membaca permulaan anak usia 5-6 tahun di tk immanuel kids medan. Jurnal Review Pendidikan dan Pengajaran (JRPP), 7(4), 16649-16656.
Anggraeni, S., Suyono, S., & Kuswandi, D. (2019). Metode jolly phonics sebagai metode membaca permulaan siswa kelas i sekolah dasar (doctoral dissertation, state university of malang).
Aruwiyantoko, A. (2023). Pengaruh bahasa ibu (b1) terhadap pemerolehan bahasa kedua (B2). Madani: Jurnal Ilmiah Multidisiplin, 1(7).
Bautista, Alfredo, Joanne, W., & Saravanan, G. 2015. “Teacher professional development in Singapore: Depicting the landscape.” Psychology, Society and Education 7(3):423–41.
Bora, D., Patel, P., Psyridou, M., Ruotsalainen, J., Richardson, U., & Torppa, M. (2024). Foundational English literacy development in India: a randomised-control trial using phonics instruction and GraphoLearn. Reading and Writing, 1-27.
Bowers, J. S. (2020). Reconsidering the evidence that systematic phonics is more effective than alternative methods of reading instruction. Educational Psychology Review, 32(3), 681-705.
Campbell-Hicks, R. (2016). Early literacy programmes in public libraries: best practice. The Australian Library Journal, 65(2), 121-129.
Campbell, S. (2020). Teaching phonics without teaching phonics: Early childhood teachers’ reported beliefs and practices. Journal of Early Childhood Literacy, 20(4), 783-814.
Cho, J. R., McBride, C., & Kim, B. (2020). Effective teaching instructions for Hangul learning among Korean kindergartners. Reading and Writing, 33(7), 1791-1808.
Danita, F. (2023). Bagaimana proses pengenalan membaca awal yang sesuai untuk anak usia dini?. Aulad: Journal on Early Childhood, 6(3), 345-350.
Doyle, M. A. (2018). Marie M. Clay's theoretical perspective: A literacy processing theory. In Theoretical models and processes of literacy (pp. 84-100). Routledge.
Faizi, A. N. (2024). Peningkatan kualitas pendidikan di daerah terpencil melalui pelatihan guru dan penyediaan sumber belajar di desa besar 2 terjun. Inspirasi: Jurnal Pengabdian Masyarakat, 1, 1-8.
Fernández Molina, J., & Tabuenca Cuevas, M. (2023). A Systematic literature review of the research on phonics in the english-speaking world and in spain.
Firdaus, N. Y. (2023). Pengaruh metode fonik terhadap kemampuan keaksaraan anak kelompok b di taman kanak-kanak bustanul islamiyah karuwisi.
Greenwood, C. R., Carta, J. J., Goldstein, H., Kaminski, R. A., McConnell, S. R., & Atwater, J. (2014). The center for response to intervention in early childhood: Developing evidence-based tools for a multi-tier approach to preschool language and early literacy instruction. Journal of Early Intervention, 36(4), 246-262.
Hanum, A., & Rahman, A. (2024). Penggunaan metode pembelajaran fonik dalam meningkatkan kemampuan baca siswa di tadika didik bistari gemilang gerik, perak malaysia. Pendas: Jurnal Ilmiah Pendidikan Dasar, 9(2), 3204-3214.
Harahap, A., & Al Fatih, A. (2025). Pengaruh dialek terhadap fonetik bahasa indonesia. BLAZE: Jurnal Bahasa dan Sastra dalam Pendidikan Linguistik dan Pengembangan, 3(1), 48-58.
Hildayanti, A., Ibrahim, R. D., Suardi, D., & Nugraha, R. A. (2023). Pendampingan kemampuan literasi anak melalui pembelajran fonik. NUSANTARA Jurnal Pengabdian Kepada Masyarakat, 3(4), 72-78.
Ho, E. S. C., & Lau, K. L. (2018). Reading engagement and reading literacy performance: Effective policy and practices at home and in school. Journal of Research in Reading, 41(4), 657-679.
Hulme, R. C., Webber, C. E., Fox, A. C., Ricketts, J., National Family Learning Forum, Shapiro, L. R., & Taylor, J. S. H. (2022). Do family learning phonics courses improve parents' reading‐related skills and ability to support their children's reading?. Journal of Research in Reading, 45(3), 258-276.
Kemendikbudristek. 2023. “Literasi membaca, peringkat Indonesia di PISA 2022.” Laporan Pisa Kemendikbudristek 1–25.
Lane, H. B., Contesse, V. A., & Gallingane, C. (2023). Phonics 101: Preparing teachers to provide effective intervention in word reading skills. Intervention in School and Clinic, 59(1), 9-19.
Malik, S., & Asif, S. I. (2022). Evaluation of phonics content in academic degrees, pre-and in-service teacher training programs, and primary grade teacher instructional materials in Pakistan. Hayatian Journal of Linguistics and Literature, 6(1), 116-153.
Mansoer, Z., & Susliah, E. (2024). Peningkatkan kemampuan membaca permulaan anak usia 3-4 tahun melalui metode phonics. Jurnal Cerlang PG PAUD, 1(1), 38-48.
Mantei, J., Kervin, L., & Jones, P. (2022). Examining pedagogies for teaching phonics: lessons from early childhood classrooms. The Australian Educational Researcher, 49(4), 743-760.
Møller, H. L., Mortensen, J. O., & Elbro, C. (2022). Effects of integrated spelling in phonics instruction for at-risk children in kindergarten. Reading & Writing Quarterly, 38(1), 67-82.
Musdalifah, M., & Pratiwi, B. (2024). Pengaruh dialek bahasa daerah bugis terhadap penggunaan bahasa indonesia dengan kearifan lokal di wilayah biak papua. Alinea: Jurnal Bahasa, Sastra dan Pengajaran, 4(2), 315-327.
Tafarki Mustapha, A., & Bensen Bostancı, H. (2019). Synthetic phonics: An evaluation of pilot training for jolly phonics instructors in Nigeria. Journal of Research in Applied Linguistics, 10(Proceedings of the 6th International Conference on Applied Linguistics Issues (ALI 2019) July 19-20, 2019, Saint Petersburg, Russia), 1147-1162.
Irkinovich, N. R., & Izatullaevna, I. I. (2022). Methods for Teaching reading. Journal of Pedagogical Inventions and Practices, 15, 47-50.
Mashar, R., Choiruddin, C., Rahmawati, D., Aisah, N., Shalehah, N. A., & Wiyarti, S. (2023). The strategy for implementing merdeka curriculum-based early reading for kindergarteners. GENIUS: Indonesian Journal of Early Childhood Education, 4(1), 65-80.
Azzahro, P. N. A., Mita, R. W. L., Ramli, R., Nurjanah, S., & Permana, H. (2024). Perencanaan pendidikan dalam upaya mengembangkan prestasi anak menggunakan metode fonik (phonics) di paud nurrohmah karawang. Jurnal Ilmu Pendidikan Islam, 22(4), 188-193.
Putri, N. A. N., Rahmawati, I. Y., & Kristiana, D. (2022). Implementasi model pembelajaran cerdas berbahasa indonesia fonik (cbi fonik) dalam menstimulus kemampuan menyimak anak usia dini. Jurnal Paedagogy, 9(4), 772-781.
OECD. 2023a. “2.4.3 PISA 2022 Results-Factsheets Singapura.” 8–8.
OECD. 2023b. Equity in education in PISA 2022. Vol. 1.
Panjaitan, H., Silitonga, K., & Hutahaean, R. (2024). Pentingnya penerapan literasi membaca untuk meningkatkan berbahasa dan menulis bagi anak usia dini. Harmoni Sosial: Jurnal Pengabdian dan Solidaritas Masyarakat, 1(3), 103-109.
Pondiscio, R. 2020. “Focus on early literacy: common curriculum and better teacher training. sketching a new conservative education agenda.” American Enterprise Institute 1–3.
Pratiwi, I. R., & Maulidiyah, E. C. Pengembangan media pembelajaran fonik berbasis audiovisual untuk pemahaman keaksaraan awal pada anak usia 5-6 tahun.
Putri, W. D., Nasirun, M., & Suprapti, A. (2017). Metode cerdas berbahasa indonesia fonik dalam pelaksanaan pembelajaran pengembangan bahasa. Jurnal Ilmiah Potensia, 2(2), 131-138.
Quach, J., Clinton, J., Dawson, G., Smith, L., Serry, T., & Goldfeld, S. (2018). Testing of a synthetic phonics-based targeted reading intervention for students with reading difficulties in Year 1: protocol for an efficacy randomised controlled trial. BMJ Paediatrics Open, 2(1).
Rahman, M. M., Nabella, D. M., Tarigan, S. D., Siregar, I. Z., & Purnomo, H. Modul Aplikasi Systematic Review & Meta Analysis.
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.
Riska, A. M. (2024). Peningkatan kemampuan mengenal huruf konsonan melalui metode fonik pada anak usia 5-6 tahun. Jurnal Riset dan Inovasi Pembelajaran, 4(2), 949-963.
Ulfah Salamah, M. A., & Nur Faizah, R. Penggunaan metode cerdas berbhasa indonesia fonik (cbifonik) untuk melatih kemampuan membaca permulaan anak.
Oktarina, P. S. (2018). Literacy development dengan metode fonik bagi anak usia dini. Pratama Widya: Jurnal Pendidikan Anak Usia Dini, 3(1).
Scliar-Cabral, L. (2014). Neuron recycling for learning the alphabetic principles. Folia Phoniatrica et Logopaedica, 66(1-2), 58-66.
Scull, J., & Lyons, D. (2024). Teaching phonics in context stories of teachers’ practice and students’ outcomes. The Australian Journal of Language and Literacy, 1-21.
Shenoy, S., Iyer, A., & Zahedi, S. (2024). Phonics-based instruction and improvement in foundational reading skills of kindergartners in the Indian schooling context. Early Childhood Education Journal, 52(1), 73-85.
Simamora, S. C., Gaffar, V., & Arief, M. (2024). Systematic literatur review dengan metode prisma: dampak teknologi blockchain terhadap periklanan digital. Jurnal Ilmiah M-Progress, 14(1), 1-11.
Solihin, M. (2021). Perkembangan fonologi anak usia dini. NUR EL-ISLAM: Jurnal Pendidikan Dan Sosial Keagamaan, 8(2), 93-104.
Tan, C. T., & Rao, N. (2017). How do children learn? beliefs and practices reported by kindergarten teachers in singapore. Asia-Pacific Journal of Research in Early Childhood Education, 11(3).
Tsabitah, H. M., & 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.
Tyrer, M., Haapanen, K., Aerila, J. A., Peltola, K. U., & Peltola, M. S. (2024). Phonetic teaching materials for enhancing early childhood education teachers’ language awareness in finland. Journal of Creative Practices in Language Learning and Teaching (CPLT), 12(1).
Widyana, R., Astuti, K., Bahrussofa, M. F., & Githa, G. M. (2020). The effectiveness of jolly phonics and multisensory learning methods in improving preschoolers pre-reading skills. International Journal of Innovation, Creativity and Change, 11(8), 113.
Zhao, D., Li, H., Sun, X., & Tang, Y. (2021, December). DOLPHIN: Phonics based detection of DGA domain names. In 2021 IEEE Global Communications Conference (GLOBECOM) (pp. 01-06). IEEE.
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 Jurnal Pendidikan Progresif
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View My Stats
The copyright is reserved to The Jurnal Pendidikan Progresif that is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.