The Effectiveness of CVC Arm Tapping Interactive Application towards Year Two Students' English Language Achievement

This study was conducted to examine the effectiveness of CVC (Consonant-Vocal-Consonant) Arm Tapping interactive application among Year Two students using mixed method approach and pre-experimental design through pre-test and post-test involving a group of 30 students who perform poorly in English Language subject. Eight teachers answered the questionnaire to obtain reliability value using Intraclass Correlation Coefficient (ICC) method. An average measure of .970 with a 95% confidence interval from .915 up to .373 (F(7,259) = 33.898, p < .000) showed a near-perfect agreement among the evaluators on the information, interaction and presentation design for the application. Findings from score analysis showed that no students were in the low profile while 66.67% of them rose to higher profile. Paired sample t-test showed a significant difference between pre-test and post-test scores after using the application (t (29) = -12.62, p <0.05). Interview with five students and three teachers found teaching and learning using interactive application showed positive impacts on students' interest and motivation, meaningful experiences, and students preferred learning using technology instead of the conventional method. This study has identified suitable approaches and methods for phonics teaching.