Kesan Modul Literasi Awal Terhadap Pencapaian Kemahiran Literasi Awal Bagi Kanak-Kanak Taska: The Effects of Early Literacy Module on Early Literacy Skill Achievements for Nursery Children

Zainiah Mohamed Isa; Juppri Bacotang; Mazlina Che Mustafa

doi:10.7187/GJAT072021-7

Authors

Zainiah Mohamed Isa Fakulti Pembangunan Manusia, Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, Malaysia
Juppri Bacotang Fakulti Psikologi dan Pendidikan, Universiti Malaysia Sabah, 88400 Kota Kinabalu, Sabah, Malaysia
Mazlina Che Mustafa Fakulti Pembangunan Manusia, Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, Malaysia

DOI:

https://doi.org/10.7187/GJAT072021-7

Keywords:

Early literacy module, Early literacy skills, Early childhood

Abstract

The aim of this research was to identify the effects of Early Literacy Module (Modul Lit-A) on the achievement of early literacy skills for Nursery children aged 2+ and 3+. This quantitative approach adopted quasi experimental method which was a pre-post test design for non-balanced groups. The sample of the study involved 95 children aged 2+ and 3+. The children were divided into two groups, namely, treatment group which consisted of 45 children who were taught using Modul Lit-A, and control group which consisted of 50 children who were taught using the conventional method. While the findings showed Modul Lit-A can significantly increase general early literacy skills for the children aged 2+ , this may not be the case for children aged 3+. Nevertheless, the findings in terms of the components showed different significant effects of Modul Lit-A according to the children’s age. The use of Modul Lit-A showed significant increase for the components of language and communication, print concept and environmental print, and phonemics and phonetics among children aged 2. However, the module only showed significant increase for the components of phonemic and phonetics, and early writings among the children aged 3+. The implication of the study showed the levels of early literacy development differ according to the children’s age since the focus of children aged 2+ was on language development and emergent literacy as compared to the children aged 3+ which focused on the development of emergent literacy and early literacy. The study recommended that emphasis should be given to the components of language and communication, reading and narrative comprehension, information technology collaboration and communication in early literacy skills learning to prepare for the 21st century human capital.

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