Al-Tikrar Method in Helping the Kindergarten Children Mastering the daily Prayer Reading

Kaedah Al Tikrar dalam Membantu Penguasaan Membaca Doa Harian dalam kalangan Kanak-Kanak Tadika

Abstract

This article discusses about "the repetition method in helping the mastery of daily prayers recitations among kindergarten children". This research literally intended to identify the level of mastery in reciting the daily prayers using the repetition method and ordinary method teaching. The design of this study was using the quantitative approaches and survey methods. These approaches were more focusing on the applications or uses of the Quasi experiments to test the repetition method. In fact, Quasi experiment means the children will be divided into 2 groups which the treatment group (using repitition method) and the control group (using ordinary method teaching). There were 24 kindergarten children were involved in gaining the result of the survey that conducted using the Quasi experiment. This study was conducted in order to help the teachers in identifying the effectiveness of repitition method in teaching the daily prayers for the kindergarten children. The sample of the study consisted of 24 kindergarten children and 140 kindergarten teachers who answered the survey given. The data of this study were analysed descriptively according to the frequency, percentage, mean and standard deviation. The findings of the study show that the kindergarten children able to master the daily prayers with a mean of 2.71. Meanwhile, the level of mastery of using the repitition method by the kindergarten children is the highest which 3.00. The findings of the teachers' perspectives regarding the effectiveness of using the repetition method in reciting the daily prayers achieved a mean of 4.57. Therefore, the repition method able to help and ease the children in reciting the daily prayers smoothly. Hence, the repition method can be implented by various ways such as rythmic, collectively, artenately, student-centered and materiacentered.