Teaching English Literacy Using Phonetics Instruction to Young Learners and Teachers’ Perceptions through Online Learning during Covid-19 Pandemic

siti zulaiha, m.a., ph.d.; hamzah puadi ilyas, ph.d.;

The aims of this study are to find out the types of phonics instruction used by
the teachers in using phonics teaching English literacy through online learning and the teacher’s perspective in teaching young learners’ English literacy through online learning. The study included four teachers of young learners, ages from 3 to 5 years old. This study was conducted at the Cherry Blossom English Course (a pseudonym is used for confidentiality) in Bandung. The study used one of the qualitative research designs namely single instrumental case study. To answer research questions, the data obtained from the observation and the interview are categorized into the three categories of phonics instruction by the Report and Recommendations of the National Inquiry into the Teaching of Literacy and to find out the teacher’s perspective in teaching young learners’ English literacy through online learning, the result teachers’ interview was transcribed and coded into theme by following the Technology Acceptance Model (TAM) by Davis, et. al. The study found that the subject of the study used the synthetic phonics instruction that fits into Bald’s schemes of synthetic phonics instruction. The study also shown that 3 out of 4 the teachers had strong perceptions in teaching phonics during online learning during the COVID-19 pandemic. This study is expected to give contribution to the educational field regarding the development of literature regarding teaching literacy by using phonics instruction to young learners, English teacher, and educators to improve young learners’ literacy development especially with phonics instruction in online learning.