Developing Letter Sound Familiarization through Multimedia Utilisation

Abstract

INTRODUCTION

Young children develop their sense of initiative and creativity during the preschool years. They are curious about the world around them and about learning. They are exploring their ability to create and communicate using a variety of materials (crayons, felt-tip markers, paints and other art materials, blocks, dramatic play materials) and through creative movement, singing, dancing and using their bodies to represent ideas and experiences. Using multimedia during instruction impacts pupil's mood during the learning process. With a positive attitude, they learn better and tend to be more proactive. Used effectively, technology can play a vital role in stimulating curiosity, interest and in facilitating and sustaining purposeful engagement. Furthermore, by integrating technology into instruction teacher presentations come alive. The primary goal of integrating technology into a classroom is to support pupils learning. The golden rule for technology in any classroom is that you do not need to reinvent the wheel, but focus on identifying centers of expertise where existing resources are available to adapt and build. It helps the learner especially the kindergarten pupils to remember easily the alphabet letters and its sound.

METHODS

The study utilized quantitative and qualitative methods. The source of data for this research is from Kindergarten Progress Report Card. The researcher had conducted a pretest at the start of theschool year to identify the participant's intervention program. It was administered during the month of August and in the month of January for the post-test.

RESULTS

The results demonstrate that multimedia utilization is one of the effective strategies in developing letter sound familiarization. In the first quarter assessment, the 12 identified Kindergarten participants got the rating scale B which means they are still beginning and rarely demonstrate in developing letter sound familiarization. After the application of the intervention using Multimedia Utilization in developing letter sound familiarization, it was found out that of the 12 identified Kindergarten participants 8 got the Scale Rating C which these pupils are consistent and always demonstrate in developing letter sound familiarization. However, the 2 participants got the Scale Rating D which means these pupils are still developing, and the remaining 2 respondents got the Scale Rating B which means these pupils still in the beginning stage.

DISCUSSIONS

Based on the result, there was a positive effect of the employed intervention Multimedia Utilization in developing letter sound familiarization among Kindergarten learners. The level of performance of the 12 identified Kindergarten participants were increasing, from 0 participants 8 got Consistent, 2 in Developing and from the 12 identified Kindergarten participants in Beginning, it decreases there were only 2 remain. It is now the challenge of the researcher to improve the usage of the strategy, thus to have a more positive impact on the identified participants. The implementation was worth replicating. Indeed, Multimedia utilization is a good avenue where they can express and learn a lot especially in developing sound familiarization. The learners were very active and happily participated in every video presented to them. This is their stepping stone to learn deeper especially in reading.