The Effect of Using Look, Spell and Read (LSR) Interactive Application towards Reading (CV+CVC) Skills among Slow Learner Students

Abstract

Language literacy is the most important skill to be mastered because it is one of the mediums used to deliver teaching contents in the classroom. One of the language literacy needed in learning is the reading skills. This research aimed to identify the impact of using LSR interactive tool on slow learner students' reading skills. A total of thirty slow learner students and two teachers who had five years of experience in teaching special education class were selected as respondents. This research was pre experimental in design because it involved only one group of study sample. The instruments used were pre-test and post-test, and interview protocols for teachers and pupils. Data were analyzed using descriptive and inferential analysis through Statistical Program Social Science (SPSS) version 22. The paired t-test result showed that there were positive and significant impacts (t= -23.57, df=29, P<0.05) of using LSR interactive tool on slow learner students' reading skills. Meanwhile qualitative data through teacher and student interviews showed similarity when both groups agreed that using LSR interactive tool helps slow learner students improve their reading skills. The use of multimedia elements such as text, graphics, animation, video and audio has helped a lot in capturing students' attention and interest and this also has indirectly helped improve their reading ability. All students suggested that more words be built in LSR and the use of 3D graphics be increased as these have attracted them to learn. It is hoped that this study can be a trigger and reference for further studies related to the use of interactive applications in particular to assist the learning process of special education students.