Kesan Strategi Pengajaran Timbal Balik terhadap kemahiran membaca dan minat membaca murid
The impact of Reciprocal Teaching Strategies on pupils’ reading comprehension skills and reading interests
DOI:
https://doi.org/10.37134/jrpptte.vol10.1.5.2020Keywords:
Strategi Pengajaran Timbal Balik(STB), kemahiran membaca, minat membaca, pembelajaran koperatif, konstruktivisme sosialAbstract
Tujuan kajian ini adalah untuk mengkaji kesan penggunaan Strategi Pengajaran Timbal Balik (STB) terhadap kemahiran membaca dan minat membaca murid dalam mata pelajaran Bahasa Cina. Kajian ini menggunakan reka bentuk eksperimen kuasi. Subjek kajian terdiri daripada murid-murid Sekolah Jenis Kebangsaan Cina (SJKC) iaitu seramai 63 orang murid Tahun Lima. Seramai 35 orang murid dalam kumpulan rawatan diajar menggunakan STB dan 28 orang murid dalam kumpulan kawalan diajar menggunakan teknik konvensional. Data kuantitatif dikutip melalui ujian pra, ujian pos dan soal selidik. Data kualitatif juga dikutip untuk menyokong data-data kuantitatif melalui temu bual. Dapatan kajian mendapati bahawa terdapat perbezaan yang signifikan di dalam kemahiran membaca di antara kumpulan rawatan (M=58.06, SP=16.37) dan kumpulan kawalan (M=48.18, SP=19.62) dalam ujian pos, t(61)=3.13, p<0.05. Hasil kajian juga menunjukkan bahawa terdapat perbezaan yang signifikan di dalam minat membaca di antara murid kumpulan rawatan (M=39.29, SP=4.21) dan kumpulan kawalan (M=34.50, SP=3.70), t(61)=4.73, p<0.05. Data temu bual pula menunjukkan bahawa murid suka membaca dan aktiviti membaca merupakan sesuatu yang menarik bagi mereka selepas penggunaan STB. Kesimpulannya, STB didapati dapat meningkatkan kemahiran membaca murid di samping dapat meningkatkan minat membaca murid. Dapatan kajian ini diharapkan dapat memanfaatkan para pendidik dan murid-murid dalam penguasaan kemahiran membaca terutamanya dalam mata pelajaran Bahasa Cina.
Abstract
This study aimed to determine the impact of using Reciprocal Teaching Strategies in pupils’ reading comprehension skills, reading interests in the Chinese langauge. This study used a quasi-experimental design. The subjects of the study consisted of 63 pupils of Sekolah Jenis Kebangsaan Cina (SJKC). There were 35 pupils in the treatment group and 28 pupils in the control group. The treatment group was taught using the Reciprocal Teaching Strategy while the control group was taught using the conventional method. The quantitative data came from the pretest and post test conducted while the qualitative data came from the analysis of the interview to support the quantitative data. The results revealed a significant difference between the treatment group (M=58.06, SP=16.37) and the control group (M=48.18, SP=19.62), t(61)=3.13, p<0.05 in the post test scores. The results of the questionnaire showed that the reading interests was significantly higher for the treatment group (M=39.29, SP=4.21) when compared with the control group (M=34.50, SP=3.70), t(61)=4.73, p<0.05. In conclusion, Reciprocal Teaching Strategies had a positive impact on pupils’ reading comprehension skills and reading interests. The findings of this study is expected to be useful to the teachers and pupils towards improving the achievement of reading comprehension.
Keywords: Reciprocal Teaching Strategies (RTS), reading skills, reading interests, cooperative learning, constructivism social
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