The effect RASOP (Rhyme Alliteration Syllable Onset-Rime Phonemes) module towards word reading skills among the 5 years old kindergarten children
This study aimed to determine the effect of RASOP (Rhyme Alliteration SyllableOnset-Rime Phonemes) Module towards word reading skills among the 5 years oldkindergarten children. This study used Design and Development ResearchApproach (DDR) by Ritchey and Klein to develop the module. Based on thismet...
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| Format: | thesis |
| Language: | eng |
| Published: |
2020
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=6588 |
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| Summary: | This study aimed to determine the effect of RASOP (Rhyme Alliteration SyllableOnset-Rime Phonemes) Module towards word reading skills among the 5 years oldkindergarten children. This study used Design and Development ResearchApproach (DDR) by Ritchey and Klein to develop the module. Based on thismethod, the study was divided into three phases. In the first phase, a survey usingneed analysis was conducted on 40 kindergarten children via score form as aninstrument 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 frequenciesand percentages of scores. In the second phase, Fuzzy Delphi Method (FDM)approach was exploited to develop the module based on the opinions of 7 expertpanels. The data of Fuzzy Delphi Method (FDM) approach was interpreted based onthe acceptance of its elements, contents and criterias by the expert panels. The thirdphase was the usability evaluation involving 20 kindergarten children from BatangKali. The method used in the third phase was quasi-experimental. Samples weredivided into 10 children for the treatment and control groups equally. Mann-WhitneyU Test was used to evaluate the significance of the posttest scores among the twogroups. The findings of the first phase exposed that 70% of the 40 children were atthe low and poor level of PA skills and 15 of them scored 0 for reading 3-4 letterwords. 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 thefive PA elements (rhyming, alliteration, syllable, onset-rime and phonemes) and 20lesson plans to be included in the RASOP Module. The data findings in the thirdphase presented that the treatment group achieved higher mean rank (8.00) for totalscores 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 groupswere insignificant, (U=25, p=.058). It is suggested to use the RASOP Module for alonger period of time and teachers should be trained thoroughly to ensure theeffectiveness of the RASOP Module. As a conclusion, the development of theRASOP module has exposed children to PA skills which are vital for early reading.This study gives the implications that children could recognize sounds in alphabetsand learn the number of sounds in words besides identifying syllables in words. |
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