Teachers’ Beliefs for Using Phonics to Develop Kindergarten School Students’ Reading

Abstract

This study can further initiate valuable implications for teachers’ belief on how teachers’ performers with pedagogic competence and knowledge in teaching english by using phonics to develop students reading skills, to find the teachers’ specific beliefs for teaching reading using phonics in kindergarten school. Considering beliefs can’t be seen or quantified directly, researchers searched for several effective data gathering approaches to discover teachers' belief. The researcher used a qualitative case study to investigate to address the research objectives about teachers’ beliefs about using phonics to develop Kindergarten School students’ reading. The researcher discovers that the teachers’ belief comprises of information, experience, prespective, assumption, truth, and perception regarding teaching english observations. In actuality, the teacher's belief teaches not only information but also the teacher's own viewpoint. Three factors reflect a teacher's belief in teaching using phonics: knowledge about teaching reading using phonics, teachers’ behavior about teaching reading and the creation of conditions and environments. The researcher suggest that the principal provide some training or workshops for teachers to aid them in properly executing the lessons. It help improve students' reading since they are exposed to a positive learning environment.