corresponding sounds. Compared to the Syllable Spelling Technique, in phonic reading children just need to remember 26 letters (a – z) and its sound [9]. There are two different categories of phonemes, vowels (a, e, i, o, u) with different pronunciations of “e” known as “e pepet”(/e) and “e taling” (/Ɲ), and also consonants (p, t, k, b, d, g, c, j, s, h, 1, r, m, n,  , ƾ , w, y/) [11]. They are not forced to remember all the different syllables that definitely will put some burden on the children, especially dyslexics. For example, in the Malay language ‘a’ is pronounced as “aaa” and ‘b’ is pronounced as “beh”. Combinations of these letters is called a syllable and pronounced as “beh - aaa - ba”. Previous researches show that the Phonic Reading Technique that emphasizes on letter-sound, is proven to improve reading skill [10] [12]. B. Multisensory Approach There are two ways to teach dyslexics, either by using the traditional teaching approach or Multisensory Teaching Approach. The traditional method is not effective for dyslexic children [13] as they need to stay focused on the information that is being given to them [7]. Unable to stay focused for long durations [2] and having short term memory problems [7][13] are major contributors to the ineffectiveness of traditional methods. A better approach to teach dyslexics is by applying the Multisensory Method in the teaching and learning process by teachers [7] as it consists of strings of multisensory strategies (linking of eyes, ears, voice, and hand movements) [6]. The Multisensory Method is proven to be an effective method to teach dyslexic children as they seem to interact with teaching tools and apply extra creativity towards their learning contents [6]. The strength of the Multisensory Approach lies in its ability to attract dyslexics’ attention, as they usually have problems staying focused during the learning process [7]. C. Dyslexia People who have different categories of disabilities can be classified into a few specific groups such as dyslexia, dyscalculia, and dyspraxics [1][2][4]. These types of syndromes have similar problems such as difficulty in speaking, writing, language problems, arithmetic confusion [6][14][15], emotional, and behavioral disorder [1][5][4]. Dyslexia is a specific learning difficulty and a disability [7][16] that is faced by a person. They show symptoms of difficulties such as in reading, writing, listening, and speaking [1][15][17], which can cause inferiority complex among dyslexics, especially children. Generally, dyslexics’ characteristics are different from one child to another and characterized by unusual balance of skills [2]. However, they are always being referred to the cluster of symptoms like having difficulties with specific learning skills, mostly reading [13]. According to related literature, this syndrome is recognized as specific learning disabilities associated to the neurological system that cover a wide range of reading difficulties, [6] but does not imply low intelligence or poor educational potential. It is shown that dyslexia is related to learning disabilities only [2]. Therefore, based on the above definitions, dyslexia can be concluded as specific learning disabilities such as reading, writing, speaking, and listening that might occur in early age. Dyslexics need support and more attention from people around them to encourage them so that they can live like other people. D. Interactive Multimedia Multimedia as an interactive application can help dyslexics to reduce their weaknesses by focusing on their limitations and also on their potentials [18]. It is more concise and clear; and helps them out from their problems. Multimedia consists of interactive elements that are usually used to attract viewers. There are several combinations of multimedia such as text, audio, video, graphic, and interactive content. It can play the role of a secondary learning tool to enhance understanding among children and interest in their learning process. Multimedia has the potential to reduce or remove most of the problems that are faced by dyslexics because it uses interactive multimedia elements such as graphics and auditory devices for development [7]. Besides, multimedia can be a teaching computer [8] because it creates a fun learning environment for dyslexics. The elements used in multimedia application such as text, color, images, audios, video, animation, and graphics can attract children to stay focused and have fun during the learning session. In addition, it is also used on the concept of teaching and understanding for dyslexics [4][19]. This may contribute to improvement in their learning process by providing extrinsic motivation for task completion and also help to increase motivation [4]. III. IMPLEMENTATION OF LEARNING STRATEGIES IN “BIJAK MEMBACA” The main focus in this section is to discuss the implementation of the reading technique and learning approach using the interactive multimedia application, “Bijak Membaca”. The design of “Bijak Membaca” is shown in Figure 1, which refers to the content of the application. Basically, “Bijak Membaca” consists of two main modules; i) “Tutorial” and ii) “Aktiviti”. In the first module, there are four sub-modules, which comprise “Huruf”, “Suku Kata”, “Perkataan”, and “Ayat”. Interactive activity is the main focus in the second module that consists of “Latihan Suai”, “Latihan Sebut”, and “Latihan Baca”. 2012 IEEE Colloquium on Humanities, Science & Engineering Research (CHUSER 2012), December 3-4, 2012, Kota Kinabalu,Sabah, Malaysia555
Kim Burnim: It’s called decoding because you can think of the letters as a code that you have to figure out in order to know what the word is. So when you are decoding, you are looking at a written word and using a knowledge of phonics (sounds of the letters) to say the word correctly. For example, if a child sees the letters m-a-p together in a word, and knows the sounds that the letters m, a, and p stand for, then he or she can blend those three sounds together to say the word “map.”

To understand concept of word in print, children need to watch others reading print and pointing to words.6 In classrooms, this may be a teacher reading charts or big books to children and pointing to the words as they read. Teachers may also use pointers and sometimes ask children to point to words. In addition to watching others, children need to practice pointing to words themselves. A great way to do this is to allow children to point to words in a memorized line of print, in a dictated story of their own words, or in a simple book with short, repetitive sentences. Although it sounds like a really simple task, it is not. In fact, there are actually stages that occur as children learn to point to print. Specifically, they must gain control of multisyllabic words and show understanding that a word like elephant, with three syllables, is actually one unified word. When children cannot handle multisyllabic words, they will point to new words for each syllable in a word (e.g., if the text said “kittens cry,” the child would point at the word “kittens” for the syllable kit and then point at the word “cry” for the syllable tens).
Manfaat lainnya dari menggunakan metode fonik untuk mengajarkan membaca Bahasa Inggris adalah metode ini mempermudah anak Anda untuk mendengar dan memanipulasi bunyi dalam kata-kata yang diucapkan sehingga anak Anda akan lebih mudah membaca kata-kata Bahasa Inggris. Contohnya, Anda bisa menggantikan bunyi huruf c dari kata ‘cake’ menjadi bunyi huruf t dari kata ‘take’. Kedua kata tersebut memiliki bunyi akhir yang sama. Yang membedakannya adalah bunyi awal.
A series of case-based learning modules that encourgae reuable interactive multimedia development, team-oriented learning and problem solving with real-world challenges are demonstrated. The principles of educational methods and solution are also introduced. The advanced learning environment case-based/problem-based learning (PBL) is performed using web-enabled, 3D virtual reality (3DVR) ... [Show full abstract]Read more

So, I decided to figure this things out! Saya mulai baca-baca sana sini dan browsing-browsing ini itu. Alhamdulillah, akhirnya saya mendapatkan cara dan bahan yang menurut saya cukup ideal untuk dibelajarkan kepada anak-anak. Kuncinya adalah PHONICS! Inilah metoda belajar membaca bagi English Speaking children. Dengan Phonics, anak-anak diajarkan mengucapkan alfabet menurut bunyinya, misalnya ‘C’ bukan diucapkan ‘si’ tetapi ‘keh..’, ‘G’ bukan dibunyikan ‘ji’ tetapi ‘geh’. Setelah mengenal bunyi huruf, anak-anak akan dikenalkan dengan bentuk-bentuk kata yang berpola, semisal “short vowel”, “long vowel”, “r control”, dsb dsb. Tentu saja teorinya tidak perlu di baca oleh anak-anak, mereka tinggal mengikuti contoh-contoh yang sudah di susun sistematis. Mirip metoda IQRA! Luar biasa, tiba-tiba saja anak sudah bisa mengenali pola bunyi dan …bisa membaca! Persis seperti anak-anak yang belajar membaca huruf Arab dengan metoda Iqra!
Jika anda penggemar menonton Film apalagi suka mendownload film online, ada baiknya anda menonton dan mendownload film favorit anda tidak menggunakan subtitle bahasa Indonesia. Usahakan dalam menonton dan download film favorit anda gunakan subtitle bahasa inggris. Ini berfungsi untuk melatih pendengaran anda dan membiasakan mendengar bahasa inggris. Dengan cara menonton dan mendengar Film menggunakan subtitle bahasa inggris anda terbiasa dan diharapkan mampu memahami percakapan yang akan anda lakukan.
Mengajarkan membaca Bahasa Inggris kepada anak sejak dini sangatlah penting. Anak Anda akan mudah membaca dalam Bahasa Inggris dengan pengucapan yang benar asalkan menggunakan metode yang tepat. Salah satu metode yang bisa Anda gunakan dalam mengajarkan membaca Bahasa Inggris adalah dengan menggunakan metode fonik. Berikut ini adalah 6 manfaat metode fonik dalam mengajarkan membaca Bahasa Inggris.
Scope and sequence is also important because it helps children to organize information into cognitive categories, or “file folders,” that support better cognitive storage and retrieval of information. For example, if one teaches information without a scope and sequence, one might move from teaching the short a sound in a consonant-vowel-consonant (CVC) pattern (e.g., bag), to teaching the vowel digraph oa (e.g., boat), to teaching ch (e.g., chip), to teaching i_e (e.g., bike). It would be a lot easier to remember these patterns if they were taught in groups: for example, teaching all the short vowel sounds (a, e, i, o, and u), consonant digraphs that represent unique sounds (th, sh, ch), all the CVC-e (silent e) patterns (mate, Pete, bike, note, cute), and then both of the spelling patterns that represent the /oi/ sound (called a diphthong; oy and oi). If instruction follows a scope and sequence, the variations don’t seem random but rather work to form a category (e.g., “Oh this th is kind of like the ch, two letters that make a new consonant sound”).
Jika anak-anak sudah mulai bersemangat, kita bisa menyediakan tambahan buku-buku dan lembar kerja yang bagus, menarik tapi murah. Buku-buku terbitan School Zone atau Hinklers Books, menurut saya, sangat luar bisa berguna. Harganya cuman 4-5 dollar per buku, dan bisa didapatkan di Target, KMart, Big W dan superstore lainnya. Penerbit ini sangat pintar memasarkan buku-bukunya dengan memasang rak khusus di hampir semua supermarket di Perth! Anak-anak pasti suka dengan buku-buku ini, karena menarik dan menantang untuk dikerjakan.
Spelling, including invented spelling, is an excellent way to instruct and reinforce letter-sound knowledge and phoneme awareness and to establish secure orthographic representations (sight words).  Teachers must provide corrective feedback to ensure the learning of accurate spelling in order to help establish those words in long-term memory for reading.

Phonemic awareness involves the understanding of the relationship between sounds and words. It explains how words are made of sounds that can be used, like reusable building blocks, to construct words (h + at = hat, f + at = fat, etc). Phonics goes one step further by connecting those sounds to written symbols. It involves learning how letters or letter groups represent unique sounds, and how those sounds are blended to form a word.

Dalam menguasai ketrampilan membaca, anak juga harus melalui tahapan yang benar, agar hasilnya baik. Umumnya anak2 yang belum menguasai warna, tidak akan mampu memahami huruf. Shg stimulasi huruf dilakukan setelah anak memahami warna kompleks dan primer. Warna komplek yang dimaksud yaitu warna hijau tua, hijau muda, coklat tua, coklat muda, jingga, abu-abu, dll.
Mengajarkan membaca Bahasa Inggris kepada anak sejak dini sangatlah penting. Anak Anda akan mudah membaca dalam Bahasa Inggris dengan pengucapan yang benar asalkan menggunakan metode yang tepat. Salah satu metode yang bisa Anda gunakan dalam mengajarkan membaca Bahasa Inggris adalah dengan menggunakan metode fonik. Berikut ini adalah 6 manfaat metode fonik dalam mengajarkan membaca Bahasa Inggris.
Koniks today are bred either in barns or open reserves and under human guidance. The Konik was bred for a larger shoulder height in past decades, to improve its value as a working horse. A more graceful appearance, especially of the head, was established, as well. Black and sorrel horses have been largely selected out, but still appear on occasion, as do white markings.[4] The simultaneous management of Koniks in both barns and reserves made it possible to compare the health and behaviour of the horses under different circumstances. For example, hoof diseases and hay allergies are more common in Koniks raised in barns than in reserves.[4]
Jaman suami pertama beli buku-buku ini yaitu 8 tahun lalu, belum ada versi audionya, jadi waktu itu saya yg kebetulan dah punya sedikit basic bahasa Inggris, karena kuliahnya di twinning program (lumayan bisa reading, writting, speaking bahasa Inggris secara fasih), dan tapi tetap aja plentat plentot belepotan nggak bersih bahasanya, jadi kudu super sabar belajar bersama anak-anak saya lagi, mulai dari lesson 1!! I’m serious! dan sembari mengajar, saya dikoreksi suami, mulai dari pengucapan yang benar, juga cari bahan belajar mandiri punya anak tk-sd (phonics for begginer), jaman dulu saya belum kenal you tube. Kalau sekarang lebih mudah lagi, karena banyak video belajar phonics. Tapi saran saya, stick with 1 modul dan tambahkan supplement yang bisa dimengerti si anak jika dia mengalami kesulitan belajar.
Some people think that teaching letter names is essentially teaching their sounds, but unfortunately that is not the case in English. Some letter names don’t have a sound commonly associated with the letter at all. Neither Hh, Ww, nor Yy has its commonly associated sound in its name (e.g., there is no /h/, as in happy, in the name of the letter Hh (“aych”)). Knowing these letters’ names definitely does not lead children to know their associated sounds. Some other letters’ names contain one of the sounds commonly associated with the name but not the other. For example, Cc has one of its common sounds in its name (/s/) but not the other (/k/).
For many children, practicing the ability to recognize sounds in words can make a big difference in how fast they learn to read. A child can practice phonemic awareness by listening to and reciting pieces that rhyme, such as songs, nursery rhymes, other poems, and rhyming stories. This is why we include all of these things as part of the curriculum on
English has absorbed many words from other languages throughout its history, usually without changing the spelling of those words. As a result, the written form of English includes the spelling patterns of many languages (Old English, Old Norse, Norman French, Classical Latin and Greek, as well as numerous modern languages) superimposed upon one another.[7] These overlapping spelling patterns mean that in many cases the same sound can be spelled differently and the same spelling can represent different sounds. However, the spelling patterns usually follow certain conventions.[8] In addition, the Great Vowel Shift, a historical linguistic process in which the quality of many vowels in English changed while the spelling remained as it was, greatly diminished the transparency of English spelling in relation to pronunciation.

Tanpa memiliki pengetahuan tentang bagaimana huruf-huruf dalam suatu kata diucapkan, anak-anak akan mengalami kesulitan dalam mengenal dan mengingat kata, sehingga mereka cenderung mendapat masalah besar dalam membaca dan menulis. Dengan menguasai phonics, anak-anak dapat dengan mudah memahami isi wacana, menulis berbagai bentuk tulisan, termasuk membuat puisi dengan kata-kata berima yang tepat.