UPSI Digital Repository (UDRep)
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Abstract : Universiti Pendidikan Sultan Idris |
This study aimed to develop and evaluate the Kindergarten Digital Storytelling (KiDS) material
designed for early childhood education learners to improve their language listening
comprehension skills. A mixed methods research with a quantitative approach to
analyze the effectiveness of the KiDS and a qualitative approach consisting of
interview and observation to further validate the quality of the developed
materials was used. The ADDIE (analysis, design, development, implementation,
evaluation) model was applied as a guideline in conducting the study. Based on the experts’
evaluations, it was revealed that the material had a very high acceptability level in terms
of its content, technical, and aesthetic qualities. Furthermore, the contents of the
developed learning material were anchored primarily on the language listening comprehension
strategies for kindergarten pupils, composing of contextualized lessons (written in
the mother tongue, used local information), along with its digitized features. The
effectiveness of the KiDS material for language learning comprehension was evaluated using a
t-test with pre-test and post-test. The result of the independent sample t-test showed
that there was a significant difference between the means of the post-test of the
experimental group (M=14.04; SD = 1.27) and the control group (11.2; SD=2.25), resulting
in a 2.84 mean difference. Additionally, the result of the paired t-test revealed that there was
a significant difference between the experimental group’s post-test mean scores of
14.04 from the pre-test mean score of 9.06. It can be concluded that the KiDs material that has
been developed is not only effective but also essential as a teaching tool in developing the
language listening comprehension skills of the learners. Thus, the use of KiDS material is
recommended to make language learning more interesting. The implication of this research is
that teachers should devise learning material that appeals to the learners in language
learning. School administrators should also support the usage of technology-assisted
learning material towards promoting
globalized learning to achieve 21st-century education.
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