I-SaBoBa Module: An Innovative Intervention for Enhancing Malay Reading Skills among SJKT Preschool Children

Abstract

Mastery of reading skills in the Malay language during preschool is essential for academic success in Malaysia. However, non-native speakers consistently demonstrate significant deficiencies in this area. This gap persists despite preschool attendance, suggesting a lack of adequate pedagogical resources tailored to their needs. Consequently, this study evaluates the effectiveness of the innovative I-SaBoBa module, developed using the Analyze, Design, Development, Implementation, and Evaluation (ADDIE) model and incorporating digital elements such as augmented reality and interactive games, in enhancing Malay reading proficiency among preschool children in Sekolah Jenis Kebangsaan Tamil (SJKT). A quantitative methodology employing a quasi-experimental design with pre-test and post-test measurements was utilized. The study involved 64 preschool children from (SJKT), equally divided into control and treatment groups of 32 participants each. Data analysis was conducted using Analysis of Covariance (ANCOVA) to control for pre-existing differences between groups. The results demonstrated significant differences between treatment and control groups across all measured aspects, with p-values of 0.00 (p < 0.05) for all hypotheses tested. All null hypotheses were rejected, providing strong empirical evidence of the I-SaBoBa module’s effectiveness in enhancing the pronunciation of vowels and consonants, sounding KV syllables, word reading, and sentence reading skills. The study concludes that the I-SaBoBa module serves as an effective teaching and learning tool for Malay language reading skills in preschool education. This innovative intervention offers systematic and structured approaches to reading skill development, particularly benefiting non-native speakers, supporting Sustainable Development Goal (SDG) 4.6, and contributing to Curriculum 2027 targets, emphasizing foundational literacy mastery.