THE EFFECTIVENESS OF USING PHONICS-BASED INSTRUCTIONS IN ENGLISH READING CLASSES TO IMPROVE STUDENTS’ PARTICIPATION

Abstract

The purpose of this study is to examine the effectiveness of instructional method based on phonics instructions in reading classes to improve students’ participation therefore they can develop their maximum potential in reading mastery. Using qualitative tools of observation, documentation and interview, this research was focusing the inquiry on identifying the students’ reception to the phonics instruction models and their participation in the classroom activities, also investigating instructional models which attract students to actively contribute in learning activities. The finding shows that the reception of students to the model was good and they showed much eagerness in following the program. Further investigation revealed that students keen to participate more in the classroom activities especially in certain activities such as phonics instruction which the use of sound sheets, sound book, flash card sheets, word box sheets, song, games and storybooks. However, there were two challenges identified during 16 weeks running the study; the lack of teachers’ skill in delivering this method efficiently also the limited collection of English books especially story ones in school. Hence, to improve the effectiveness of the use of phonics instruction in reading classroom, firstly, training for teachers would be needed in using this instructional method effectively, secondly, considering the fact that school still have limited collection of English story books or any English books, the collaboration with government agencies or other promising bodies could be done to help in providing more collection of storybooks in school.