Kesan Bahan Visual Dalam Penulisan Karangan Bahasa Melayu

AbstrakKajian ini bertujuan untuk mengenal pasti sama ada penggunaan bahan visual dalam pengajaran penulisaan karangan dapat meningkatkan pencapaian pelajar. Kajian kuasi eksperimen ini dijalankan dengan menggunakan 46 orang pelajar di sebuah sekolah menengah di Daerah Kuala Belait, Negara Brunei Darussalam. Mereka dibahagikan kepada dua kumpulan, iaitu kumpulan eskperimen yang diajar secara terancang, dan kumpulan kawalan yang diajar dengan menggunakan pendekatan konvensional. Dapatan kajian telah dianalisis dengan menggunakan ujian-t. Daripada analisis yang telah dijalankan, hasil kajian menunjukan terdapat perbezaan yang signifikan terhadap skor min pencapaian keseluruhan penulisan karangan antara pelajar kumpulan eksperimen dan pelajar kumpulan kawalan dalam ujian pasca. Min skor bagi pelajar kumpulan pasca eksperimen adalah lebih tinggi berbanding min skor kumpulan kawalan dalam ujian pasca

A case study on the impacts of changes to the teaching of reading in Malay in Negara Brunei Darussalam

The ability to read is one of the most crucial survival skills a person can possess. However, learning to read is a complex task for beginners. This is because every type of writing system presents challenges to beginning readers. Recent research argues that the most effective instruction results when a combination of methods/approaches to the teaching of reading is used by teachers to meet children’s needs. This research focuses on the teaching of reading to Primary One children in the developing country of Brunei where Malay is the first language. An exploratory case study was conducted to investigate the usefulness of implementing the balanced reading approach to the teaching of reading compared with the practices of the strongly traditional approach which pervades the current schooling system. The case study involved two primary government schools and aimed to find out how these two different approaches influenced the targeted Primary One children’s reading performance and achievement. Four broad categories of data were collected through classroom observations, interviews, questionnaires, and administration of reading tests. The results of the study showed both teaching practices can help the children progress in their reading performance but the balanced reading approach can help the children to progress more effectively. The results of the study also suggested that the balanced reading approach can be used as a recommended alternative approach to teach Malay reading in Brunei primary schools in order to promote meaningful learning that should meet the diverse children’s needs, interests and abilities. The result of the study also recommends that the current traditional reading approach practices of the teaching of reading be improved to be more effective in enhancing young children’s learning to read and beginning literacy experiences with Malay

Changing traditional reading pedagogy: the importance of classroom interactive talk for year one Malay readers

The ability to read is one of the most crucial survival skills a person can possess. Besides being necessary in everyday life it is well established as the best predictor of future educational achievement. However, learning to read is a complex task and even in the new millennium education systems across the world continue to face the challenge of meeting targets for literacy acquisition. Current practices in Western education settings draw upon decades of research that emphasise the importance of developing children’s language and phonemic awareness and the adoption of a an eclectic approach. They recognise reading as a process that requires thinking and metacognitive skills. In conjunction with this researchers have also shown that the quality of classroom interactive talk exerts a powerful influence on children’s literacy learning success. This research examines the application of this contemporary practice in the context of teaching reading in Malay language (L1) to year one children in Brunei Darussalam. It compares a trial of a balanced reading approach with the traditional approach that has long pervaded the current system in Brunei. As a qualitative exploratory study data were collected through classroom observations in three classrooms across two schools over two terms. This included transcribing the classroom interactive talk of reading lessons. The results provide insights into the value of the study of interactive talk as a window into the quality of literacy and reading pedagogy, and why students may be experiencing difficulty in learning to read. Recommendations are made for teacher professional learning and changes to resources to increase teaching effectiveness and to enhance young children’s beginning literacy experiences in their first language of Malay