Penilaian semula pengajaran dan pembelajaran dalam pembacaan awal
Revaluation of teaching and learning in early skills reading
DOI:
https://doi.org/10.37134/jpak.vol6.sp.6.2017Keywords:
Kemahiran membaca, muzik, gerakan, sokongan sementara, pengajaran, pembelajaranAbstract
Kajian ini bertujuan bertujuan untuk menilai semula pengajaran dan pembelajaran membaca Bahasa Melayu di bilik darjah prasekolah. Kajian ini menggunakan pendekatan kualitatif. Terdapat13 orang pemegang taruh, iaitu sembilan orang guru dan empat orang kanak-kanak di enam buah sekolah yang berlainan yang dipilih secara bertujuan. Data kajian dikumpul menerusi protokol temu bual dan bukti dokumen. Data tersebut dianalisis bagi memperoleh maklumat tentang amalan pengajaran Bahasa Melayu di bilik darjah prasekolah serta elemen-elemen pengajaran dan pembelajaran yang diperlukan untuk membina modul awal membaca. Dapatan kajian menunjukkan bahawa kaedah pengajaran konvensional yang diamalkan oleh kebanyakan guru gagal menarik minat kanak-kanak dalam proses pembelajaran awal membaca. Kesimpulannya, guru memerlukan bahan bantu mengajar yang bersesuiaan perkembangan kanak-kanak dengan sokongan sementara yang berpatutan. Elemen-elemen pengajaran yang perlu dimuatkan dalam modul awal membaca melibatkan pengajaran fonik, sokongan sementara dan instrumen penilaian yang autentik. Implikasinya modul MUZKAN wajar dibina untuk meningkatkan penguasaan bacaan awal kanak-kanak prasekolah dalam Bahasa Melayu.
The purpose of the study is to revaluate teaching and learning of reading Malay Language in preschool classroom. The study uses qualitative approach. There are 13 stakeholders, nine teachers and four children in six different schools were purposely selected as participants of the study. Data were collected through interview protocol and documents as evidence. The data were analized to provide information about Malay Language teaching in preschool classroom and elements that were required to develop early reading teaching module. Findings of the study showed that conventional method of teaching which were being used widely by teachers failed to attract children’s interest in the process of teaching and learning early reading. In conclution, teachers need teaching aid materials that are suitable to temporarily support children learning. Elements of phonic instruction, temporary supporting materials and authentic assessment instruments were needed in the early reading module. The implication, Malay Language Music and Dance Module needs to be developed to enhance early reading for preschool children.
Keywords: Reading skills, music, movements, temporary support, teaching, learning
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