PHONICS, STORYTELLING, AND BEYOND: STRATEGIES FOR DEVELOPING EARLY LITERACY IN TEACHING ENGLISH FOR YOUNG LEARNERS
Abstrak
Teaching English for Young Learners (TEYL) involves specialized strategies and approaches to the unique needs of children learning English as a second language. Early literacy development in children is an important aspect of English language education, especially for young learners. This study discuss various strategies that can be applied in literacy teaching, with a focus on phonics and storytelling. Phonics, which deals with the relationship between letters and sounds, provides a strong foundation for children to understand written text. Meanwhile, storytelling is not only improving the students' listening and speaking skills, but also enriching their vocabularies and understanding of narrative structures. Through this approach that integrates phonics and storytelling, teachers can create an interactive and fun learning experience for students. This study also highlights the importance of emotional engagement in the learning process, where students are encouraged to recognize and express emotions through stories. Therefore, these strategies is not only support students' reading skills but also help them to build their identities as readers. Therefore, the combination of phonics and storytelling in teaching English for Young Learner is not only effective in improving literacy skills but also contributes to their social-emotional development.
Referensi
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Cadime, I., Alves, D., Mendes, S., Pinto, P., & Cruz, J. (2024). Teachers’ beliefs and practices to support emergent literacy development in preschool education: the moderating role of continuous training. International Journal of Early Childhood. https://doi.org/10.1007/s13158-024-00393-2
Clement, W. & Otieno, M. (2024). The Role of phonics instruction in developing early reading skills in public primary schools in Ikungi District, Tanzania. Journal of Research Innovation and Implications in Education, 8(4), 405 – 412. https://doi.org/10.59765/mgy59gw.
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GUO, P. (2024). Approaches to enhance game-based teaching literacy for kindergarten major students. Pacific International Journal, 6(4), 120-124. https://doi.org/10.55014/pij.v6i4.489
Harmer, J. (2007). The Practice of English Language Teaching. Harlow, Essex: Pearson Education, Ltd.
Jima, M. J., Fitriah, F., & Solo, Y. D. (2023). ANALISIS GAYA BELAJAR SISWA SECARA VISUAL, AUDITORI DAN KINESTETIK TERHADAP PRESTASI BELAJAR MATA PELAJARAN IPA. TEACHING AND LEARNING JOURNAL OF MANDALIKA (TEACHER) e-ISSN 2721-9666, 4(2), 111-122.
Khairani, A. I. (2016). Pendidikan bahasa Inggris untuk anak usia dini. Jurnal Politeknik Negeri Medan, 1(1), 1-24.
Khotimah, H. et al. (2023). The Phonics Approach Improves Early Reading Skills in Preschoolers Aged 4-5 Years. Undiksha: Jurnal Pendidikan Anak Usia Dini. https://doi.org/10.23887/paud.v11i1.56614
Kothari, C. R. (2004). Research methodology: Methods & techniques. New Dehli: New Age International (P) Limited Publishers.
Kurniastuti, I., Evanjeli, L., & Sari, D. (2023). Teachers’ challenges and strategies in teaching literacy skills for children with special needs. Jurnal Obsesi Jurnal Pendidikan Anak Usia Dini, 7(1), 937-948. https://doi.org/10.31004/obsesi.v7i1.3598
Kurniadi, D. and Cahyaningrum, I. (2023). Exploring project-based learning for young learners in english education. NextGen, 1(2), 10-21. https://doi.org/10.58660/nextgen.v1i2.35
Mahadi, F., Husin, M. R., & Hassan, N. M. (2022). Learning Style: Visual, Auditory and Kinesthetic. Journal of Humanities and Social Sciences (JHASS), 4(1), 29-36.
Maureen, I., Meij, H., & Jong, T. (2018). Supporting literacy and digital literacy development in early childhood education using storytelling activities. International Journal of Early Childhood, 50(3), 371-389. https://doi.org/10.1007/s13158-018-0230-z
National Institute of Child Health and Human Development. (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 (NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office.
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. National Institute of Child Health and Human Development. Retrieved from https://www.nichd.nih.gov/publications/pubs/nrp /Documents/report.pdf
Nurjaman, I., Rachmi, T., Fitria, N., Widiasih, A. P., Nargis, & Anggraini, D. R. (2024). Metode pembelajaran bahasa Inggris anak usia dini. Jurnal Universitas Muhammadiyah Tangerang, 1(1), 1-12.
Purandina, I. P. Y., & Juliari, I.G.A.I.T. (2021). Pengenalan Literasi Digital melalui Cerita Narasi Berbahasa Inggris pada Aplikasi Youtube sebagai Penanaman Karakter Anak. Jurnal Kajian Pendidikan: Widyacarya, 12 (1), https://doi.org/10.46650/wa.12.1.1072.128-139
Ratminingsih, N.M., Artini, L.P., Santosa., M.H., & Adnyani, L.D.S. (2021). Pembelajaran Bahasa Inggris untuk Anak Abad 21: Pegangan Guru Profesional. Depok: PT Raja Grafindo Persada.
Saputra, M. and Yolanda, R. (2020). Teaching english to young learners in india: english classes pratham education. Journal of English Education and Linguistics, 1(2), 42-49. https://doi.org/10.56874/jeel.v1i2.244
Tu, N. (2024). Essential skills in teaching english to children: a comprehensive overview and research-based analysis. International Journal of Social Science and Human Research, 07(10). https://doi.org/10.47191/ijsshr/v7-i10-36
Wang, J. (2024). Enhancing early language and literacy development: a data-driven approach to educational outcomes and lifelong learning. Lecture Notes in Education Psychology and Public Media, 50(1), 249-255. https://doi.org/10.54254/2753-7048/50/20240958
Winola, T. (2021). The application of instructional media in teaching english to young learners. Project (Professional Journal of English Education), 4(4), 581. https://doi.org/10.22460/project.v4i4.p581-587
Whiteside, K. G. (2017). English language proficiency and early school attainment among children learning English as an additional language. Child Development, 88(3), 812-827.
Xiao, M., Amzah, F., & Rong, W. (2023). Experience of beauty: valuing emotional engagement and collaboration in teacher-child storytelling activities. International Journal of Learning Teaching and Educational Research, 22(2), 165-187. https://doi.org/10.26803/ijlter.22.2.10
Cadime, I., Alves, D., Mendes, S., Pinto, P., & Cruz, J. (2024). Teachers’ beliefs and practices to support emergent literacy development in preschool education: the moderating role of continuous training. International Journal of Early Childhood. https://doi.org/10.1007/s13158-024-00393-2
Clement, W. & Otieno, M. (2024). The Role of phonics instruction in developing early reading skills in public primary schools in Ikungi District, Tanzania. Journal of Research Innovation and Implications in Education, 8(4), 405 – 412. https://doi.org/10.59765/mgy59gw.
Ehri, L. C. (2020). Phonics instruction. In D. L. K. McCaffrey, R. A. (Eds.), Handbook of research on reading comprehension, Routledge. Lane, Holly B. (2007). Phonological Awareness: A Sound Beginning. 2nd Annual Struggling Reader Conference Athens, Georgia.
GUO, P. (2024). Approaches to enhance game-based teaching literacy for kindergarten major students. Pacific International Journal, 6(4), 120-124. https://doi.org/10.55014/pij.v6i4.489
Harmer, J. (2007). The Practice of English Language Teaching. Harlow, Essex: Pearson Education, Ltd.
Jima, M. J., Fitriah, F., & Solo, Y. D. (2023). ANALISIS GAYA BELAJAR SISWA SECARA VISUAL, AUDITORI DAN KINESTETIK TERHADAP PRESTASI BELAJAR MATA PELAJARAN IPA. TEACHING AND LEARNING JOURNAL OF MANDALIKA (TEACHER) e-ISSN 2721-9666, 4(2), 111-122.
Khairani, A. I. (2016). Pendidikan bahasa Inggris untuk anak usia dini. Jurnal Politeknik Negeri Medan, 1(1), 1-24.
Khotimah, H. et al. (2023). The Phonics Approach Improves Early Reading Skills in Preschoolers Aged 4-5 Years. Undiksha: Jurnal Pendidikan Anak Usia Dini. https://doi.org/10.23887/paud.v11i1.56614
Kothari, C. R. (2004). Research methodology: Methods & techniques. New Dehli: New Age International (P) Limited Publishers.
Kurniastuti, I., Evanjeli, L., & Sari, D. (2023). Teachers’ challenges and strategies in teaching literacy skills for children with special needs. Jurnal Obsesi Jurnal Pendidikan Anak Usia Dini, 7(1), 937-948. https://doi.org/10.31004/obsesi.v7i1.3598
Kurniadi, D. and Cahyaningrum, I. (2023). Exploring project-based learning for young learners in english education. NextGen, 1(2), 10-21. https://doi.org/10.58660/nextgen.v1i2.35
Mahadi, F., Husin, M. R., & Hassan, N. M. (2022). Learning Style: Visual, Auditory and Kinesthetic. Journal of Humanities and Social Sciences (JHASS), 4(1), 29-36.
Maureen, I., Meij, H., & Jong, T. (2018). Supporting literacy and digital literacy development in early childhood education using storytelling activities. International Journal of Early Childhood, 50(3), 371-389. https://doi.org/10.1007/s13158-018-0230-z
National Institute of Child Health and Human Development. (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 (NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office.
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. National Institute of Child Health and Human Development. Retrieved from https://www.nichd.nih.gov/publications/pubs/nrp /Documents/report.pdf
Nurjaman, I., Rachmi, T., Fitria, N., Widiasih, A. P., Nargis, & Anggraini, D. R. (2024). Metode pembelajaran bahasa Inggris anak usia dini. Jurnal Universitas Muhammadiyah Tangerang, 1(1), 1-12.
Purandina, I. P. Y., & Juliari, I.G.A.I.T. (2021). Pengenalan Literasi Digital melalui Cerita Narasi Berbahasa Inggris pada Aplikasi Youtube sebagai Penanaman Karakter Anak. Jurnal Kajian Pendidikan: Widyacarya, 12 (1), https://doi.org/10.46650/wa.12.1.1072.128-139
Ratminingsih, N.M., Artini, L.P., Santosa., M.H., & Adnyani, L.D.S. (2021). Pembelajaran Bahasa Inggris untuk Anak Abad 21: Pegangan Guru Profesional. Depok: PT Raja Grafindo Persada.
Saputra, M. and Yolanda, R. (2020). Teaching english to young learners in india: english classes pratham education. Journal of English Education and Linguistics, 1(2), 42-49. https://doi.org/10.56874/jeel.v1i2.244
Tu, N. (2024). Essential skills in teaching english to children: a comprehensive overview and research-based analysis. International Journal of Social Science and Human Research, 07(10). https://doi.org/10.47191/ijsshr/v7-i10-36
Wang, J. (2024). Enhancing early language and literacy development: a data-driven approach to educational outcomes and lifelong learning. Lecture Notes in Education Psychology and Public Media, 50(1), 249-255. https://doi.org/10.54254/2753-7048/50/20240958
Winola, T. (2021). The application of instructional media in teaching english to young learners. Project (Professional Journal of English Education), 4(4), 581. https://doi.org/10.22460/project.v4i4.p581-587
Whiteside, K. G. (2017). English language proficiency and early school attainment among children learning English as an additional language. Child Development, 88(3), 812-827.
Xiao, M., Amzah, F., & Rong, W. (2023). Experience of beauty: valuing emotional engagement and collaboration in teacher-child storytelling activities. International Journal of Learning Teaching and Educational Research, 22(2), 165-187. https://doi.org/10.26803/ijlter.22.2.10
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2025-04-08
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