Tahap pengetahuan isi kandungan tatabahasa Tamil Punarriyal dalam kalangan guru pelatih
Levels of grammartical content knowledge punarriyal among trainee teachers
DOI:
https://doi.org/10.37134/ejoss.vol5.1.7.2019Keywords:
Pengetahuan Isi Kandungan, Guru Pelatih, Tatabahasa punarriyalAbstract
Kajian ini bertujuan untuk mengenal pasti tahap pengetahuan isi kandungan tatabahasa punarriyal dalam kalangan guru pelatih. Kajian ini menggunakan pendekatan kuantitatif secara tinjauan. Kajian ini melibatkan 92 orang guru pelatih sebagai responden kajian daripada IPTA yang terpilih. Soal selidik ini terdiri daripada 2 bahagian iaitu bahagian A, dan B. Bahagian A adalah mengenai latar belakang sampel kajian, bahagian B merangkumi tentang pengetahuan isi kandungan tatabahasa Tamil Tingkatan Empat. Data-data yang diperoleh dianalisis dengan menggunakan perisian SPSS (Statistic Packages for Social Science) versi 22.0. Kajian mendapati tahap pengetahuan isi kandungan tatabahasa Tamil pada tahap yang sederhana rendah (M=2.805, SD=0.403). Implikasi yang diperoleh menerusi kajian ini ialah Kementerian Pelajaran Malaysia (KPM) dicadangkan meneliti semula Sukatan Pelajaran dan Huraian Sukatan Pelajaran Bahasa Tamil dengan menitikberatkan kepentingan aspek tatabahasa Tamil, iaitu punarriyal. Kesan daripada ini, guru pelatih dan guru yang mengajar Bahasa Tamil akan dapat menyedari kepentingan penguasaan isi kandungan tatabahasa Tamil.
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References
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Alfaro, V., Kupczynski, L., and Mundy, M.-A. (2015). The relationship between teacher knowledge and skills and teacher attitude towards students with disabilities among elementary, middle and high school teachers in rural texas schools. Journal of Instructional Pedagogies, 16, 15-27.
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Andrews, S. (1994). The grammatical knowledge and awareness of Hong Kong teachers of English. In e. a. N. Bird (Ed.), Language and learning proceedings of ILEC 1993 (Vol. 508-520). Hong Kong: Institute of Language in Education, Education Department.
Aslan-Tutak, F., & Adam. (2015). A Study of Geometry Content Knowledge of Elementary Pre-service Teachers. International Electronic Journal of Elementary Education, 7(3), 301-318.
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Bloor, T. (1986). What do language students know about grammar ? . British Journal of Language Teaching Research, 24(3), 157-160.
Borg, S. (2001). Self perception and practice in teaching grammar. ELT journal, 55, 21-29
Cajkler, W., and J. Hislam. (2002). “Trainee Teachers’ Grammatical Knowledge: The Tension Between Public Expectation and Individual Competence.” Language Awareness 11: 161-177.
Chee, J., Mariani, M. N., Othman, A. J., & Nor Mashitah, M. R. (2017). Understanding the content pedagogical knowledge among preschool teachers and application of developmentally appropriate practices in teaching. International Journal of Advanced and Applied Sciences. https://doi.org/10.21833/ijaas.2017.03.023.
Cochran, K. F., DeRuiter, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44 (4), 263-272.
Diezmann, C. M., & Watters, J. J. (2015). The Knowledge Base of Subject Matter Experts in Teaching: A Case Study of a Professional Scientist as a Beginning Teacher. International Journal of Science and Mathematics Education, 13(6): 1517-1537. http://dx.doi.org/10.1007/s10763-014-9561-x.
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Eggen, P. & Kauchak, D. (2007). Educational psychology: Wind.
Eric RuiYuan. (2016). The dark side of mentoring on pre-service language teachers' identity formation. Teaching and Teacher Education, 55: 188-197.
Herold, F & Waring, M. (2017). Is practical subject matter knowledge still important? Examining the Siedentopian perspective on the role of content knowledge in physical education teacher education. Physical Education and Sport Pedagogy, 22(3), 231-245.
Hlas, A., & Hildebrandf, S. (2010). Demonstrations of pedagogical content knowledge: Spanish Liberal Arts and Spanish Education majors’ writing. L2 Journal, 2(1-22).
Iserbyt, P., P. Ward, and J. Martens. (2015). “The Influence of Content Knowledge on Teaching and Learning in Traditional and Sport Education Contexts: an Exploratory Study.” Physical Education and Sport Pedagogy.
Kacani, L., & Mangelli, S. (2013). Albanian Teachers’ Perceptions about difficulties in teaching and learning grammar of EFL. Journal of Educational and Social Research, 3(3), 149-156.
Kacar, I. G., & Zengin, B. (2013). Perceptions of pre-service teachers of English towards grammar teaching in the Turkish context. The Journal of Language and Linguistic Studies, 8(3), 50-80.
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Keser, H., Ozcinar, Z., Kanbul, S., Mansor, R., Halim, L., & Osman, K. (2010). World Conference on Learning, Teaching and Administration PapersTeachers’ knowledge that promote students’ conceptual understanding. Procedia - Social and Behavioral Sciences, 9, 1835-1839. doi: http://dx.doi.org/10.1016/j.sbspro.2010.12.410.
Krejcie, R.V., & Morgan, D.W. (1970). Determining Sample Size for Research Activities. Educational and Psychological Measurement, 30, 607-610.
Lafayette, R. C. (1993). Subject-matter content: What every foreign language teacher needs to know. I. In G. Gunterman (Ed.), Developing language teachers for a changing world (pp.124-150). Lincolnwood, IL: National Textbook Company.
Mahat Afifi. (2014). Pengetahuan pedagogi Hiwar guru Bahasa Arab J-Qaf sekolah rendah. (Tesis sarjana yang tidak diterbitkan), Universiti Kebangsaan Malaysia, Kuala Lumpur.
Manonmani Devi, A. (2015). Tamil Ilakkana Marapum Corpunarcci Vitikalum.(Thesis Doktor Falsafah yang tidak diterbitkan), Madurai Kamaraj Universiti, Tamil Nadu.
Manonmani Devi, A., Ani Omar., & Veeralaksmi, S. (2017). Penguasaan dan Persepsi Guru Pelatih Terhadap Pembelajaran Tatabahasa Puṇarcci. Journal of Education and Social Sciences, 7 (1), 141-146.
Manonmani Devi, A., & Ani Omar. (2019). Keberkesanan Penggunaan Module Pembelajaran Tatabahasa Punarchi. Dlm Eksplorasi dan kreativiti dalam penyelidikan. Perak: Universiti Pendidikan Sultan Idris, 113-130.
Metz. M. (2018). Pedagogical Content Knowledge for Teaching Critical Language Awareness: The Importance of Valuing Student Knowledge, Urban Education, Sage Journals, volume 55 (1),45- 58.
doi.org/10.1177/0042085918756714.
Mitton Kukner, J., & Murray Orr, A. (2015). Inquiring into Pre-Service Content Area Teachers' Development of Literacy Practices and Pedagogical Content Knowledge. Australian Journal of Teacher Education, 40 (5).
Munusamy, S. (2011). Analisis kesilapan penggunaan kasus "Verrumai Urubugal" dalam kalangan pelajar sekolah menengah. (Disertasi Sarjana yang tidak diterbitkan), Universiti Malaya, Kuala Lumpur.
Myhill, D. (2000). Misconceptions and Difficulties in the Acquisition of MetalinguisticKnowledge. Language and Education, 14(3), 151-163. doi: 10.1080/09500780008666787.
Myhill, D., Jones, S., Watson, A., & Lines, H. (2013). Playful Explicitness with Grammar: A Pedagogy for Writing. Literacy, 47(2), 103-111. http://dx.doi.org/10.1111/j.174 4369.2012.00674.x.
Noor Shah Saad. (2006). Pengetahuan Pedagogi Kandungan dan Amalannya di kalangan guru Matematik sekolah menengah. (Tesis Doktor Falsafah yang tidak diterbitkan), Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak.
Oleg A.S., Kim, I., Ward, P., Curtner, S,M., & Li, W.Dong., (2016). Changing beginning teachers’ content knowledge and its effects on student learning. Physical Education and Sport Pedagogy, 21(4), 425-440.
Rohaida Mazlan. (2017). Tahap pengetahuan, pemahaman dan kesediaan guru bahasa Melayu dalam melaksanakan kajian pengajaran. Jurnal Pendidikan Bahasa Melayu. Malay Language Education Journal, 7(2), 30-40.
Sanitah Mohd Yusof, Dalila Syazana Zainuddin & Abdul Rahim Hamdan. (2017). Teachers’ Experience in Curriculum Implementation: An Investigation on English Language Teaching in Vocational Colleges in Malaysia. Sains Humanika, 4(2), 48-59.
Siping, L. (2013). Pedagogical Content Knowledge: A Case Study of ESL Teacher Educator. English Language Teaching, 6(7), 128-138.
Siti Mistima Maat, & Effandi Zakaria. (2014). Analyzing Pedagogical Content Knowledge of Algebra using Confirmatory Factor Analysis. Indian Journal of Science and Technology, 7(3), 249-253.
Shing, C. L., Saat, R. M., and Loke, S. H. (2015). The knowledge of teaching-Pedagogical Content Knowledge (PCK). Malaysian Online Journal of Educational Sciences, 3(3): 40-55.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(4), 4-14.
Shulman, L. S. (1987). Knowledge and the teaching : Foundation of the new reform. Harvard Educational Review, 57(1), 1-22. doi: http://dx.doi.org/10.17763/haer.57.1.j463w79r56455411
Williamson, J., & Hardman, F. (1995). Time for refilling the bath? A study of primary student-teachers’ grammatical knowledge. Language and Education, 9(2), 23-45.
Xu, W. (2015). Exploring ESL/EFL Teachers' Pedagogical Content Knowledge on Reading Strategy Instruction. English Language Teaching, 8(11), 155-175.
Alderson, J. C., & Horak, T. (2011). Metalinguistic knowledge of undergraduate students of English language and linguistics. Paper presented at the Subject Centre for Languages Linguistics and Area Studies in Higher Education., Lancaster.
Alderson, J. C., Clapham, C., & Steel, D. (1997). Metalinguistic knowledge, language aptitude and language proficiency. Language Teaching Research, 1(2), 93-121.
Alfaro, V., Kupczynski, L., and Mundy, M.-A. (2015). The relationship between teacher knowledge and skills and teacher attitude towards students with disabilities among elementary, middle and high school teachers in rural texas schools. Journal of Instructional Pedagogies, 16, 15-27.
Al-Mekhlafi, A. M., & Nagaratnam, R. P. (2011). Difficulties in teaching and learning grammar in an EFL context. International Journal of Instruction, 4(2), 69-92.
Andrews, S. (1994). The grammatical knowledge and awareness of Hong Kong teachers of English. In e. a. N. Bird (Ed.), Language and learning proceedings of ILEC 1993 (Vol. 508-520). Hong Kong: Institute of Language in Education, Education Department.
Aslan-Tutak, F., & Adam. (2015). A Study of Geometry Content Knowledge of Elementary Pre-service Teachers. International Electronic Journal of Elementary Education, 7(3), 301-318.
Ball, D. L., & McDiarmid, G. W. (1990). The subject-matter preparation of teachers. In W. R. H. a. M. H. J. Sikula (Ed.), Handbook of research on teacher education (pp. 437-449). New York: Macmillan.
Benjamin, A., & Berger, J. (2013). Teaching grammar : What really works. USA: Routledge.
Bloor, T. (1986). What do language students know about grammar ? . British Journal of Language Teaching Research, 24(3), 157-160.
Borg, S. (2001). Self perception and practice in teaching grammar. ELT journal, 55, 21-29
Cajkler, W., and J. Hislam. (2002). “Trainee Teachers’ Grammatical Knowledge: The Tension Between Public Expectation and Individual Competence.” Language Awareness 11: 161-177.
Chee, J., Mariani, M. N., Othman, A. J., & Nor Mashitah, M. R. (2017). Understanding the content pedagogical knowledge among preschool teachers and application of developmentally appropriate practices in teaching. International Journal of Advanced and Applied Sciences. https://doi.org/10.21833/ijaas.2017.03.023.
Cochran, K. F., DeRuiter, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44 (4), 263-272.
Diezmann, C. M., & Watters, J. J. (2015). The Knowledge Base of Subject Matter Experts in Teaching: A Case Study of a Professional Scientist as a Beginning Teacher. International Journal of Science and Mathematics Education, 13(6): 1517-1537. http://dx.doi.org/10.1007/s10763-014-9561-x.
Donna, J.D & Hick, S.R,. (2017). Developing Elementary Pre-service Teacher Subject Matter Knowledge Through the Use of Educative Science Curriculum Materials, Journal of Science Teacher Education, 28(1), 92-110.
Eggen, P. & Kauchak, D. (2007). Educational psychology: Wind.
Eric RuiYuan. (2016). The dark side of mentoring on pre-service language teachers' identity formation. Teaching and Teacher Education, 55: 188-197.
Herold, F & Waring, M. (2017). Is practical subject matter knowledge still important? Examining the Siedentopian perspective on the role of content knowledge in physical education teacher education. Physical Education and Sport Pedagogy, 22(3), 231-245.
Hlas, A., & Hildebrandf, S. (2010). Demonstrations of pedagogical content knowledge: Spanish Liberal Arts and Spanish Education majors’ writing. L2 Journal, 2(1-22).
Iserbyt, P., P. Ward, and J. Martens. (2015). “The Influence of Content Knowledge on Teaching and Learning in Traditional and Sport Education Contexts: an Exploratory Study.” Physical Education and Sport Pedagogy.
Kacani, L., & Mangelli, S. (2013). Albanian Teachers’ Perceptions about difficulties in teaching and learning grammar of EFL. Journal of Educational and Social Research, 3(3), 149-156.
Kacar, I. G., & Zengin, B. (2013). Perceptions of pre-service teachers of English towards grammar teaching in the Turkish context. The Journal of Language and Linguistic Studies, 8(3), 50-80.
Kementerian Pelajaran Malaysia. (2010). Standard Guru Malaysia. Kuala Kumpur: Kementerian Pelajaran Malaysia.
Kementerian Pendidikan Malaysia. (2014). Jemaah Nazir dan Jaminan Kualiti. Kuala Lumpur: Bahagian Pendidikan Guru, Kementerian Pelajaran Malaysia.
Kementerian Pelajaran Malaysia. (2017). Laporan Kupasan Mutu Jawapan Mata Pelajaran Bahasa Tamil. Kuala Lumpur: Lembaga Peperiksaan Malaysia, Kementerian Pelajaran Malaysia.
Keser, H., Ozcinar, Z., Kanbul, S., Mansor, R., Halim, L., & Osman, K. (2010). World Conference on Learning, Teaching and Administration PapersTeachers’ knowledge that promote students’ conceptual understanding. Procedia - Social and Behavioral Sciences, 9, 1835-1839. doi: http://dx.doi.org/10.1016/j.sbspro.2010.12.410.
Krejcie, R.V., & Morgan, D.W. (1970). Determining Sample Size for Research Activities. Educational and Psychological Measurement, 30, 607-610.
Lafayette, R. C. (1993). Subject-matter content: What every foreign language teacher needs to know. I. In G. Gunterman (Ed.), Developing language teachers for a changing world (pp.124-150). Lincolnwood, IL: National Textbook Company.
Mahat Afifi. (2014). Pengetahuan pedagogi Hiwar guru Bahasa Arab J-Qaf sekolah rendah. (Tesis sarjana yang tidak diterbitkan), Universiti Kebangsaan Malaysia, Kuala Lumpur.
Manonmani Devi, A. (2015). Tamil Ilakkana Marapum Corpunarcci Vitikalum.(Thesis Doktor Falsafah yang tidak diterbitkan), Madurai Kamaraj Universiti, Tamil Nadu.
Manonmani Devi, A., Ani Omar., & Veeralaksmi, S. (2017). Penguasaan dan Persepsi Guru Pelatih Terhadap Pembelajaran Tatabahasa Puṇarcci. Journal of Education and Social Sciences, 7 (1), 141-146.
Manonmani Devi, A., & Ani Omar. (2019). Keberkesanan Penggunaan Module Pembelajaran Tatabahasa Punarchi. Dlm Eksplorasi dan kreativiti dalam penyelidikan. Perak: Universiti Pendidikan Sultan Idris, 113-130.
Metz. M. (2018). Pedagogical Content Knowledge for Teaching Critical Language Awareness: The Importance of Valuing Student Knowledge, Urban Education, Sage Journals, volume 55 (1),45- 58.
doi.org/10.1177/0042085918756714.
Mitton Kukner, J., & Murray Orr, A. (2015). Inquiring into Pre-Service Content Area Teachers' Development of Literacy Practices and Pedagogical Content Knowledge. Australian Journal of Teacher Education, 40 (5).
Munusamy, S. (2011). Analisis kesilapan penggunaan kasus "Verrumai Urubugal" dalam kalangan pelajar sekolah menengah. (Disertasi Sarjana yang tidak diterbitkan), Universiti Malaya, Kuala Lumpur.
Myhill, D. (2000). Misconceptions and Difficulties in the Acquisition of MetalinguisticKnowledge. Language and Education, 14(3), 151-163. doi: 10.1080/09500780008666787.
Myhill, D., Jones, S., Watson, A., & Lines, H. (2013). Playful Explicitness with Grammar: A Pedagogy for Writing. Literacy, 47(2), 103-111. http://dx.doi.org/10.1111/j.174 4369.2012.00674.x.
Noor Shah Saad. (2006). Pengetahuan Pedagogi Kandungan dan Amalannya di kalangan guru Matematik sekolah menengah. (Tesis Doktor Falsafah yang tidak diterbitkan), Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak.
Oleg A.S., Kim, I., Ward, P., Curtner, S,M., & Li, W.Dong., (2016). Changing beginning teachers’ content knowledge and its effects on student learning. Physical Education and Sport Pedagogy, 21(4), 425-440.
Rohaida Mazlan. (2017). Tahap pengetahuan, pemahaman dan kesediaan guru bahasa Melayu dalam melaksanakan kajian pengajaran. Jurnal Pendidikan Bahasa Melayu. Malay Language Education Journal, 7(2), 30-40.
Sanitah Mohd Yusof, Dalila Syazana Zainuddin & Abdul Rahim Hamdan. (2017). Teachers’ Experience in Curriculum Implementation: An Investigation on English Language Teaching in Vocational Colleges in Malaysia. Sains Humanika, 4(2), 48-59.
Siping, L. (2013). Pedagogical Content Knowledge: A Case Study of ESL Teacher Educator. English Language Teaching, 6(7), 128-138.
Siti Mistima Maat, & Effandi Zakaria. (2014). Analyzing Pedagogical Content Knowledge of Algebra using Confirmatory Factor Analysis. Indian Journal of Science and Technology, 7(3), 249-253.
Shing, C. L., Saat, R. M., and Loke, S. H. (2015). The knowledge of teaching-Pedagogical Content Knowledge (PCK). Malaysian Online Journal of Educational Sciences, 3(3): 40-55.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(4), 4-14.
Shulman, L. S. (1987). Knowledge and the teaching : Foundation of the new reform. Harvard Educational Review, 57(1), 1-22. doi: http://dx.doi.org/10.17763/haer.57.1.j463w79r56455411
Williamson, J., & Hardman, F. (1995). Time for refilling the bath? A study of primary student-teachers’ grammatical knowledge. Language and Education, 9(2), 23-45.
Xu, W. (2015). Exploring ESL/EFL Teachers' Pedagogical Content Knowledge on Reading Strategy Instruction. English Language Teaching, 8(11), 155-175.
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Published
2019-06-12
How to Cite
Arumugam, B., Othman, A. J., & Ramasamy, M. (2019). Tahap pengetahuan isi kandungan tatabahasa Tamil Punarriyal dalam kalangan guru pelatih: Levels of grammartical content knowledge punarriyal among trainee teachers. EDUCATUM Journal of Social Sciences, 5(1), 54–66. https://doi.org/10.37134/ejoss.vol5.1.7.2019
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