The use of multisensory technique in the teaching open syllables reading skill for preschoolers from a teacher’s perspective
DOI:
https://doi.org/10.37134/saecj.vol9.no2.11.2020Keywords:
multisensory technique, reading skills, open syllables, preschoolersAbstract
The ability to read is important for an individual as it is related to language proficiency. Therefore, language proficiency among children is the foundation of cognitive development which involves the process of knowledge acquisition through reading activities. Various ways and methods can be applied in order to improve children’s reading skills. This is to ensure that they are not experiencing any problems during a learning session. This study aims to identify the teacher’s perspective towards the use of multisensory technique in a teaching lesson for 6-year-old preschoolers on reading open syllables. By using a qualitative approach, two teachers from a private preschool in Shah Alam, Selangor are chosen to participate in a semi-structured interview. Both teachers are experienced in the field of Malay literacy, specifically in reading methods. The study has found that teachers used multisensory technique in reading lessons on how to read open syllables. It produced a positive effect towards the development of children’s reading skills. However, multisensory technique must be strengthened by using the proper material that is suitable for children to ensure its effectiveness.
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Cibrian, F. L., Tentori, M., & Weibel, N. (2016). A musical interactive surface to support the multi-sensory stimulation of children. Journal of Medical Systems. http://dx.doi.org/10.4108/eai.16-5-2016.2264654
Dostie, E. D., Paquette, N., Lassonde, M. & Gallagher, A. (2015). Multisensory integration and child neurodevelopment. Brain Sci, 5, 32-57.
Elias, R., & Sulaiman, S. (2016). Penggunaan Inst Card untuk meningkatkankemahiran mengeja perkataan dengan suku kata tertutup bagi murid bermasalah pembelajaran. Asian Education Action Research Journal (AEARJ), 5, 27-39.
Ghaedi, Z. & Jam, B. (2014). Relationship between learning styles and motivation for higher education in EFL students. Journal of Theory and Practice in Language Studies, 4, (6), 1232-1237.
Gordon, A. M., & Browne, K. W. (2017). Beginnings and beyond: Foundation in Early Childhood Education. 10th Ed. Cengage Learning.
Gori, M. (2015). Multisensory Integration and calibration in children and adults with and without sensory and motor disabilities. Multisensory Research 28, 71-99.
Huda, M. (2015). Model-model pengajaran dan pembelajaran: Isu-isu metodis dan paradigmatis. Pustaka Pelajar.
Ismail, H. (2019). Bukan generasi remote control. Kata-Pilar Books.
Jasmine, J., & Connolly, M. (2015). The use of multisensory approaches during center time, through visual, auditory, and kinesthetic-tactile activities, to enhance spelling accuracy of second grade students. Journal of Education and Social Policy, 2(1), 12- 19.
Kucirkova, N., & Littleton, K. (2016). The digital reading habits of children: A national survey of parents’ perceptions of and practices in relation to children’s reading for pleasure with print and digital books. Book Trust.
Maniam, Y., Panjaman, P., Jumaat, N. F., & Amin, N. F. (2018). Pendekatan pembelajaran melalui bermain untuk meningkatkan kemahiran murid membatangkan suku kata terbuka kv+kv menggunakan teknologi realiti maya. Universiti Teknologi Malaysia.
Mohamad, M. (2014). Keberkesanan modul bacaan bergred bagi membantu murid linus tegar dalam kemahiran membaca kvkv.
Mohd Sainan, N. S. N., Omar, R., Ismail, H., Mamat, N., & Abdullah, R. (2020), Parental knowledge and development of languages and literacy, communication and socializations in the early childhood education. International Journal of Psychosocial Rehabilitation, 24(9), 2070-2080.
Mwoma, T. (2017). Children‟s reading ability in early primary schooling: Challenges for a Kenyan rural community. Issues in Educational Research, 27(2).
Nachiappan, S. (2017). Panduan pendidikan awal kanak-kanak: Teori, model, kaedah dan aktiviti ke arah perkembangan kognisi. Penerbit Universiti Pendidikan Sultan Idris.
Nainggolan, D., Sumarsih, S., & Delrefi D, D. (2017). Pengaruh Metode Fernald terhadap kemampuan membaca permulaan pada anak Kelompok A di Paud Mekar Sari Penarik Mukomuko. Jurnal Ilmiah Potensia, 2(1), 71-78.
Ruhaena, L. (2015). Model multisensori: Solusi stimulasi literasi anak prasekolah. Jurnal Psikologi, 42(1), 47-60.
Sari Rakhmawati, N. I., Hasibuan, R. & Reza, M. (2018). Using multisensory on the ability to recognize letter sounds and forms of children. Indonesian Journal of Early Childhood Education Studies, 7(2).
Setyawati, F. F. (2017). Efektivitas metode multisensori untuk meningkatkan kemampuan membaca permulaan pada anak tunagrahita ringan kelas ii Slb Negeri Semarang. Universitas Negeri Semarang.
Subramaniam, V., Mallan, V. K., & Mat, N. H. C. (2013). Multi-senses explication activities module for dyslexic children in Malaysia. Asian Social Science, 9(7), 241.
Syed Chear, S. L., & Md Yunus, M. (2019). Strategi penerapan kemahiran abad ke-21 dalam latihan guru prasekolah. Southeast Asia Early Childhood Journal, 8(1), 1-10.
Tarakci, D. (2016). Growth, development and proprioception in children. Istanbul.
Tarasat, S., & Daud, A. (2014). Kesan penggunaan perisian asas membaca terhadap pencapaian membaca murid peringkat prasekolah. Institut Pendidikan Sultan Hassanal Bolkiah, Universiti Brunei Darussalam,
Vardanyan, S., Ernest, J. M., & Perkins, F. (2018). Cultural influence and language acquisition of a Syrian immigrant girl in Alabama. Southeast Asia Early Childhood Journal, 7, 42-51.
Zakaria, S. N. (2015). Kesan pendekatan konstruktivisme dan pendekatan tradisional dalam pengajaran dan pembelajaran komponen sastera Bahasa Melayu. Jurnal Pendidikan Bahasa Melayu, 5(2), 12- 21.
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Published
2020-12-21
How to Cite
Rostan, N. N. A., Ismail, H., & Mohamad Jaafar, A. N. (2020). The use of multisensory technique in the teaching open syllables reading skill for preschoolers from a teacher’s perspective. Southeast Asia Early Childhood Journal, 9(2), 155–165. https://doi.org/10.37134/saecj.vol9.no2.11.2020
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