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The findings inform local educators implementing phonics approaches.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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English Literacy  \nThrough Letterland: A Case Study  \nJoice Ellen Limbong  \nCoordinator of Kindergarten Teachers  \nMentari Intercultural School – Grand Surya, West Jakarta  \nABSTRACT  \nThis study aims to help kindergarten students to acquire basic literacy in English through the use of Letterland which is believed to be a fun and exciting program which can produce a natural outcome. This study utilizes qualitative and quantitative approach. The research design of this study is case study in order to make intensive analysis on how kindergarten students acquire Basic English literacy through Letterland. The study presents a description on how effective and helpful Letterland is in helping kindergarten students acquire basic literacy. This study can be used to provide local teachers or educators with the ideas in implementing the phonics approach in teaching Basic English literacy. There are number of factors that enable students to acquire the Basic English literacy; however, this study focuses on the application of Letterland. Findings showed that Letterland is useful to help kindergarten students in school K in acquiring Basic English literacy. Students recognized the initial, medial and final sounds. The teachers implemented Letterland with a proper class settings, sufficient teaching aids, and proper teachinglearning process.  \nKeyword – Letterland, Basic English Literacy, Kindergarten  \nINTRODUCTION  \nLiteracy has a broad concept; to many people, it is simply the ability to read and write a text. Therefore, students are usually expected by their teachers to comprehend reading texts. Students are expected to be smart readers who are able to effectively comprehend the text.(Katemba C. & Samuel 2017). This is a key issue ([Poulson et.al. 2010](Poulson et.al. 2010)) for education policy in many countries. Garton and Pratt (1998, p.1) defined literacy as ‘the mastery of spoken language and reading and writing.’ It is one of the reason to advocate children to read and write once they have reached the ability to speak. The basic literacy, according to Randhawa (2012), is possession of practical competence to acquire the reading and writing skills. Cameron (2001) stated that learning literacy may start from kindergarten level or at the age of four years old. However, teaching four-year-old children basic literacy is not that simple. It requires specialty in order to stimulate children’s curiosity in learning. Piaget (cited in Cameron 2001) added that children are active learner and thinker who construct their knowledge from working with objects or ideas. In that case, teachers should be responsibility to help their learners to be able to read and write in a stress-free environment.  \nNowadays there are many kinds of reading and writing programs offered to schools. Oneof the program employs phonics which is widely used in schools to teach students Basic English literacy. In this regard, Smith (1982) explained that phonics instruction aims to help leaners read with rules that will assist them to predict the sound of the written word from the way it is spelled. There have been several studies about the use of phonics in teaching kindergarten Basic English literacy. Maharani (2007) focused in her study on applying Synthetic Phonics on teaching reading to children. Synthetic phonics emphasize the learning of English sounds. Meanwhile Anita (2008), in her investigation on teaching reading to kindergarten students, utilized Synthetic and Analytical Phonics teach reading through phonics. She claimed it to be successful and useful in teaching reading. Campbell, Torr, and Cologon (2014) stated that in early childhood settings, language-rich environment is key to having overall quality, including children’s interaction around picture books and dramatic play. In a language-rich environment, phonics program is useful and meaningful to help children learn alphabet letters and sounds. Therefore phonics is consi","cbCaieenT7mr2IfZ","https://ap.wps.com/l/cbCaieenT7mr2IfZ","pdf",215371,"English","# Abstract\n# Introduction\n## Literacy concepts and early learning\n## Phonics programs and prior studies\n## Rationale for using Letterland","[{\"question\":\"What is the main purpose of this study?\",\"answer\":\"The study aims to help kindergarten students acquire basic English literacy through Letterland and to examine how effective the program is for supporting this development.\"},{\"question\":\"What research approach does the study use?\",\"answer\":\"The research uses a qualitative and quantitative approach within a case study design to enable intensive analysis of how students acquire literacy through Letterland.\"},{\"question\":\"What did the study find about students’ literacy development?\",\"answer\":\"Findings show Letterland is useful in helping kindergarten students acquire basic English literacy, including recognizing initial, medial, and final sounds.\"}]","Kindergarten Students Acquire Basic English Literacy - Through Letterland: A Case Study | PDF",1792066278]