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UPSI Digital Repository (UDRep)
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| Abstract : Universiti Pendidikan Sultan Idris |
| This study aimed to determine the effect of RASOP (Rhyme Alliteration Syllable
Onset-Rime Phonemes) Module towards word reading skills among the 5 years old
kindergarten children. This study used Design and Development Research
Approach (DDR) by Ritchey and Klein to develop the module. Based on this
method, the study was divided into three phases. In the first phase, a survey using
need analysis was conducted on 40 kindergarten children via score form as an
instrument to identify the Phonological Awareness (PA) skills and level of reading 3-
4 letters of words. The interpretation of the first phase was based on the frequencies
and percentages of scores. In the second phase, Fuzzy Delphi Method (FDM)
approach was exploited to develop the module based on the opinions of 7 expert
panels. The data of Fuzzy Delphi Method (FDM) approach was interpreted based on
the acceptance of its elements, contents and criterias by the expert panels. The third
phase was the usability evaluation involving 20 kindergarten children from Batang
Kali. The method used in the third phase was quasi-experimental. Samples were
divided into 10 children for the treatment and control groups equally. Mann-Whitney
U Test was used to evaluate the significance of the posttest scores among the two
groups. The findings of the first phase exposed that 70% of the 40 children were at
the low and poor level of PA skills and 15 of them scored 0 for reading 3-4 letter
words. This highlights the need to develop a RASOP Module. In the second phase,
the findings based on FDM analysis were positive whereby the experts accepted the
five PA elements (rhyming, alliteration, syllable, onset-rime and phonemes) and 20
lesson plans to be included in the RASOP Module. The data findings in the third
phase presented that the treatment group achieved higher mean rank (8.00) for total
scores of posttests, compared to the control group (13.00) after 8 weeks of learning.
However, the Mann-Whitney U test shows the scores between these two groups
were insignificant, (U=25, p=.058). It is suggested to use the RASOP Module for a
longer period of time and teachers should be trained thoroughly to ensure the
effectiveness of the RASOP Module. As a conclusion, the development of the
RASOP module has exposed children to PA skills which are vital for early reading.
This study gives the implications that children could recognize sounds in alphabets
and learn the number of sounds in words besides identifying syllables in words. |
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