Awareness and Needs of Teachers Regarding Dialogic Reading Techniques Modules in SJK(C) Preschool

Kesedaran dan Keperluan Guru Mengenai Modul Teknik Bacaan Dialogik di Prasekolah SJK(C)

  • Qian Min Bung Jabatan Pendidikan Awal Kanak-kanak, Fakulti Pembangunan Manusia, Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, MALAYSIA
  • Romarzila Omar Jabatan Pendidikan Awal Kanak-kanak, Fakulti Pembangunan Manusia, Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, MALAYSIA
  • Ruslan Abdullah Institut Pendidikan Guru Kampus Bahasa Melayu, 59990, Lembah Pantai, Kuala Lumpur, MALAYSIA
Keywords: dialogic reading techniques, modules, knowledge, skills, awareness, SJK(C) preschool teachers

Abstract

This study aimed to identify the level of awareness of teachers and the needs of teachers on dialogic reading technique modules in SJK(C) preschool. The objectives of this study were to; (i) identify the level of awareness of teachers in terms of knowledge and skills on dialogic reading techniques; and (ii) identify the level of needs of teachers on dialogic reading techniques modules in SJK(C) preschool. The design of this study was a survey study using quantitative methods. A total of 86 SJK (C) preschool teachers who teach in Perak were involved in this study. This study used a questionnaire in data collection. All data were analyzed using SPSS-23 software. The findings from the questionnaires showed that teachers' knowledge (Mean =2.02, SD = 0.530) and teachers' skills (Mean=1.99, SD=0.473) on dialogic reading techniques were at low levels, while teachers' requirements for the construction of dialogic reading technique modules were at high levels (Mean=4.25, SD=0.461), with a score of 0.925 for reliability using Cronbach's Alpha. The implication of this study is that the construction of dialogic reading technique modules is very necessary in preschool SJK (C) to be a guideline for preschool teachers in the process of learning and facilitation (PdPc) Malay Language.

Downloads

Download data is not yet available.

References

Ayob, A. (2017). Kesan pembelajaran menerusi penggunaan bahan bacaan interaktif berasaskan laman web terhadap kefahaman membaca kanak-kanak. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 6(1), 1 - 17.

Baharudin, N. F. (2017). Pembinaan dan penilaian modul PBM-SC2 dan kesan terhadap KBAT, motivasi dan refleksi dalam kalangan pelajar (Doctoral dissertation, Universiti Pendidikan Sultan Idris).

Grolig, L., Cohrdes, C., Tiffin-Richards, S. P., & Schroeder, S. (2020). Narrative dialogic reading with wordless picture books: A cluster-randomized intervention study. Early Childhood Research Quarterly, 51, 191-203.

HWA, O. C. (2018). Keberkesanan modul dalam meningkatkan penguasaan imbuhan Men dan pen dalam kalangan murid SJKC.

Ngu, K. S. (2016). Pembangunan modul kurikulum intergenerasi berasaskan perkongsian kemahiran/Ngu Kee Shing (Doctoral dissertation, University of Malaya).

Nor, N. M. M., Mohammad, W. M. R. W., & Mokhtar, S. (2020). Analisis kandungan kemahiran Bahasa Melayu dalam kurikulum prasekolah di Malaysia. PENDETA: Journal of Malay Language, Education and Literature, 11(1), 46-67.

Nur Shakirah Azizan & Muhammad Saiful Haq Hussin. 2017. Penguasaan asas membaca Bahasa

Melayu melalui program LINUS di utara semenanjung Malaysia. Jurnal Pengajian Melayu 28: 135-163.

Peng C.F. (2015). Pelaksanaan Program Literasi dan Numerasi (LINUS) Di Sekolah Rendah. Jurnal Pendidikan Bahasa Melayu – JPBM (Malay Language Education Journal – MyLEJ). 2180-4842. Vol. 5, Bil. 2 1-11

Sharbati, H. (2017). The effect of reciprocal teaching on Iranian pre-intermediate EFL learners’

reading comprehension. International Journal of Modern Language Teaching and Learning, 2(1), 41-53.

Şimşek, Zeynep & Işıkoğlu Erdoğan, Nesrin. (2015). Effects of the Dialogic and Traditional

Reading Techniques on Children's Language Development. Procedia - Social and Behavioral Sciences. 197. 754-758.10.1016/j.sbspro.2015.07.172.

Ward, M. (2018). Parent Implemented Adapted Dialogic Reading with Preschoolers with Autism.

Whitehurst, G. J., Falco, F. L., Lonigan, C., Fischel, J. E., DeBaryshe, B. D., Valdez- Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24, 552–559.

Yurtbakan, E., Erdoğan, Ö., & Erdoğan, T. (2021). Impact of Dialogic Reading on Reading Motivation. Egitim ve Bilim, 46(206).

Yu, C.D (2018). Keberkesanan kaedah token ekonomi untuk meningkatkan pencapaian, motivasi dan penglibatan murid dalam pembelajaran Bahasa Melayu di Sekolah Jenis Kebangsaan Cina (Master Thesis, Universiti Pendidikan Sultan Idris)

Zain, A. (2015). Pelaksanaan modul projek penyiasatan dalam meningkatkan komunikasi dan kemahlran sosial kanak- kanak prasekolah (Doctoral dissertation, Universiti Pendidikan Sultan Idris).

Published
2022-08-08
How to Cite
Bung, Q. M., Omar, R., & Abdullah, R. (2022). Awareness and Needs of Teachers Regarding Dialogic Reading Techniques Modules in SJK(C) Preschool. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 11, 22-34. https://doi.org/10.37134/jpak.vol11.sp.3.2022