The Difference between using Analytical Phonics and using Synthetic Phonics

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1. The Difference between using Analytical Phonics and using Synthetic Phonics

Based on the reasons, the researcher will conduct a method to deliver teaching listening. It is an Analytical Phonics Method that will be compared with Synthetic Phonics Method. Analytical phonics is conducted by teaching the whole word and breaking down the word into specific letters with the sound correspondence. It helps the students to understand the meaning of a word based on the illustration or explanation given by the teacher. However, it does not give chances for the students to expose their ability in recognizing new words. In fact, the students in the early age, especially four and five years old, tend to learn through concrete things or understand the meaning of the word so that they can relate it to the real life. After understanding the meaning of the word, it will be easier for the students to receive letter-sound correspondence of the word. On the other hand, Synthetic Phonics Method is done by giving an individual letter or letter combination which is linked with its appropriate sound and finally mixes the sounds to form words. It does not emphasis the meaning of a word. However, when applied to the higher level or elementary school students, synthetic phonics gives more exposures for the students to be familiar with some new words although they do not know the meaning of the word Szulc-Kurpaska, 1996: 132. In contrary, the students in the early year tend to be stressful in synthesizing the phonics into words because they have to guess the group of phonics which will appear. Moreover, they need to get interesting materials instead of merely combining letter- commit to user sound correspondence Williams and Superfine, 2007, 10. Therefore, this method is assumed to be difficult for kindergarten students. Thus, it can be supposed that analytical phonics approach is more effective than synthetic phonics method to teach listening for the second year students in Tunas Bangsa Kindergarten, Lagoi, Bintan. 2. The Difference between Students who Have High Self-Confidence and the Students who Have Low Self-Confidence The students having high self-confidence are those who believe what he is doing is right, ignoring the mockery and negative criticism, dare to take risk to achieve better result, admit their mistakes when they do something wrong, wait for the other to congratulate them without showing off their success, and accept compliments graciously. In contrast, the students having low self-confidence are those who try to build good image of themselves as the others thought about them, stay in comfort zone fearing failure, avoid risks, work hard to cover up mistakes, exaggerate their own virtue, and dismissing compliments offhandedly. The students who have high self-confidence tend to be independent because they feel that they can do the activities themselves. They are also more enthusiastic in doing the assignment. They do not feel reluctant to join the class because they think they can cope up facing the risks. They can survive learning lots of materials commit to user including understanding the meaning of some words. Therefore, it can be assumed that the students having high self-confidence perform better in the listening activities. As a matter of fact, the students having low self-confidence tend to be passive in listening because they think that listening is frustrating and they are afraid of making mistakes. They usually have little attention to the teacher and the materials given in the learning process. They become more passive in the class because they always depend on the teacher whenever facing difficulties. In other words, they are not independent in doing the tasks. The students will not get satisfying results in listening comprehension when they are not confident in learning listening. In short, students who have high self-confidence are supposed to have better listening skill than the students who have low self-confidence.

3. Interaction between Teaching Methods and Students’ Self-Confidence