<![CDATA[This study aims to describe the implementation of the phonics method in introducing English literacy to Group B students at TK Bilingual Islamic School Rumah Ilmu, Bekasi Regency. The study was motivated by the importance of early literacy as a foundation for children’s reading, writing, vocabulary development, and language readiness. This research used a qualitative case study approach. The data were collected through classroom observation, interviews with teachers and school management, and documentation of learning activities. The data were analyzed through data reduction, data display, and conclusion drawing. The findings show that the phonics method was implemented through the introduction of letter names, letter symbols, and letter sounds in a gradual, playful, and multisensory manner. Children in the new Group B class were introduced to beginning sounds, while children in the old Group B class continued to ending sounds and simple word construction. Teachers used picture cards, worksheets, sandpaper letters, games, songs, and audiovisual media to support children’s understanding of the relationship between letters and sounds. The implementation encouraged children to recognize alphabets, connect sounds with symbols, pronounce simple English words, and read simple sentences according to their developmental stage. These findings indicate that phonics can support early English literacy when implemented through developmentally appropriate, enjoyable, and interactive learning.]]>
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