A Discussion on A Code Sound Reading System: A Case Study of I Can Read Greenville Language Center

Authors

  • Wiwik Andreani English Department, Faculty of Humanities, Bina Nusantara University Jln. Kemanggisan Ilir III No. 45, Palmerah – Kemanggisan, Jakarta Barat 11480
  • Junita Junita English Department, Faculty of Humanities, Bina Nusantara University Jln. Kemanggisan Ilir III No. 45, Palmerah – Kemanggisan, Jakarta Barat 11480

DOI:

https://doi.org/10.21512/lc.v8i2.450

Keywords:

code sound, teaching style, reading skills, reading comprehension

Abstract

Article described the code sound reading system applied in I Can Read (ICR) Greenville language center. The research was done qualitatively through the observation of teaching and learning process in three different classes of ICR 1 level at the center. A pre-test and post-test for reading were taken from Book 2 of ICR 1. Participants were three classes with three different teachers having different working experiences. The results of the research were: (1) the use of code sounds in reading was useful to improve students’ reading skill which was shown by the increasing of correctly pronounced code sounds; (2) the students’ reading skill and reading comprehension had improved, regardless the teachers’ teaching style. In conclusion, a code sound reading system is successful in helping students to improve their reading skill and reading comprehension, regardless the teachers’ teaching style.
Dimensions

Plum Analytics

References

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Linse, C. T. (2005). Practical English Language Teaching: Young Learners. (D. Nunan, Ed.) New York: McGraw-Hill.

Lyon, A., & Moore, P. (2003). Sound Systems: Explicit, Systematic Phonics in Early Literacy Contexts. USA: Stenhouse.

Pritchard, A. (2009). Ways of Learning: Learning Theories and Learning Styles in the Classroom (2nd ed.). London: Routledge.

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Published

2014-11-28

Issue

Vol. 8 No. 2 (2014): Lingua Cultura Vol. 8 No. 2

Section

Articles

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