Kesan teknik permainan terhadap prestasi,minat dan sikap murid sekolah kebangsaan dalam mengenal perkataan Bahasa Cina
<p>Tujuan kajian ini adalah untuk mengenal pasti kesan teknik permainan terhadap prestasi,</p><p>minat dan sikap murid tahun satu bagi mata pelajaran Bahasa Cina Sekolah Kebangsaan</p><p>(BCSK) dalam mengenal perkataan. Reka bentu...
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LB Theory and practice of education Norfaneliza Mohd Embros Kesan teknik permainan terhadap prestasi,minat dan sikap murid sekolah kebangsaan dalam mengenal perkataan Bahasa Cina |
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<p>Tujuan kajian ini adalah untuk mengenal pasti kesan teknik permainan terhadap prestasi,</p><p>minat dan sikap murid tahun satu bagi mata pelajaran Bahasa Cina Sekolah Kebangsaan</p><p>(BCSK) dalam mengenal perkataan. Reka bentuk kuasi eksperimen diadaptasi dengan</p><p>melibatkan 10 orang murid dalam kumpulan kawalan yang menggunakan teknik</p><p>konvensional, sementara kumpulan rawatan melibatkan 15 orang murid dengan</p><p>menggunakan teknik permainan. Kaedah ujian pra, ujian pasca serta soal selidik</p><p>digunakan dan skor min, ujian-t bebas dianalisis untuk mengenal pasti perbezaan skor</p><p>min. Hasil kajian menunjukkan bahawa prestasi kumpulan rawatan jauh lebih tinggi</p><p>(M=70.8, SD=15.4) berbanding dengan kumpulan kawalan (M=35.1, SD=14.1) dengan</p><p>nilai t(23)=-5.9,p=0.00). Bagi aspek tahap minat dan sikap, didapati kumpulan kawalan</p><p>menunjukkan penurunan dalam skor min selepas kajian berbanding dengan skor min</p><p>sebelum kajian; iaitu untuk tahap minat menurun daripada (M=22.10, SD=2.03) kepada</p><p>(M=19.50, SD=3.17) dengan t (9)=2.75,p=0.022; manakala skor min sikap menurun</p><p>daripada (M=19.80, SD=2.44) kepada (M=19.10, SD= 3.14) dengan nilai t</p><p>(9)=0.65,p=0.531. Sebaliknya, kedua-dua skor min bagi tahap minat dan sikap</p><p>kumpulan rawatan menunjukkan peningkatan selepas kajian,iaitu untuk tahap minat,</p><p>skor min sebelum kajian meningkat daripada (M=20.87, SD=2.23) kepada (M=21.20,</p><p>SD=2.37) selepas kajian dengan nilai t (9)=0.65,p=0.531; manakala skor min tahap</p><p>sikap sebelum kajian meningkat daripada (M=20.80, SD=2.86) kepada (M= 21.73,</p><p>SD=2.12) selepas kajian dengan nilai t (14)=-1.24,p=0.235. Kesan positif teknik</p><p>permainan dalam mengenal perkataan bahasa Cina dalam kalangan murid BCSK</p><p>disokong dengan data triangulasi iaitu hasil dapatan persepsi positif dalam kalangan</p><p>murid dan guru kumpulan rawatan melalui temu bual. Secara keseluruhan, teknik</p><p>permainan adalah antara kaedah yang sesuai dipraktikkan oleh guru dalam pengajaran</p><p>dan pembelajaran mengenal perkataan BCSK. Teknik ini seharusnya digalakkan dan</p><p>diaplikasikan secara meluas dalam proses pembelajaran dalam kalangan murid bukan</p><p>penutur jati Bahasa Cina tahap rendah.</p> |
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thesis |
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Master's degree |
| author |
Norfaneliza Mohd Embros |
| author_facet |
Norfaneliza Mohd Embros |
| author_sort |
Norfaneliza Mohd Embros |
| title |
Kesan teknik permainan terhadap prestasi,minat dan sikap murid sekolah kebangsaan dalam mengenal perkataan Bahasa Cina |
| title_short |
Kesan teknik permainan terhadap prestasi,minat dan sikap murid sekolah kebangsaan dalam mengenal perkataan Bahasa Cina |
| title_full |
Kesan teknik permainan terhadap prestasi,minat dan sikap murid sekolah kebangsaan dalam mengenal perkataan Bahasa Cina |
| title_fullStr |
Kesan teknik permainan terhadap prestasi,minat dan sikap murid sekolah kebangsaan dalam mengenal perkataan Bahasa Cina |
| title_full_unstemmed |
Kesan teknik permainan terhadap prestasi,minat dan sikap murid sekolah kebangsaan dalam mengenal perkataan Bahasa Cina |
| title_sort |
kesan teknik permainan terhadap prestasi,minat dan sikap murid sekolah kebangsaan dalam mengenal perkataan bahasa cina |
| granting_institution |
Universiti Pendidikan Sultan Idris |
| granting_department |
Fakulti Bahasa dan Komunikasi |
| publishDate |
2021 |
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oai:ir.upsi.edu.my:71022022-05-31 Kesan teknik permainan terhadap prestasi,minat dan sikap murid sekolah kebangsaan dalam mengenal perkataan Bahasa Cina 2021 Norfaneliza Mohd Embros LB Theory and practice of education <p>Tujuan kajian ini adalah untuk mengenal pasti kesan teknik permainan terhadap prestasi,</p><p>minat dan sikap murid tahun satu bagi mata pelajaran Bahasa Cina Sekolah Kebangsaan</p><p>(BCSK) dalam mengenal perkataan. Reka bentuk kuasi eksperimen diadaptasi dengan</p><p>melibatkan 10 orang murid dalam kumpulan kawalan yang menggunakan teknik</p><p>konvensional, sementara kumpulan rawatan melibatkan 15 orang murid dengan</p><p>menggunakan teknik permainan. Kaedah ujian pra, ujian pasca serta soal selidik</p><p>digunakan dan skor min, ujian-t bebas dianalisis untuk mengenal pasti perbezaan skor</p><p>min. Hasil kajian menunjukkan bahawa prestasi kumpulan rawatan jauh lebih tinggi</p><p>(M=70.8, SD=15.4) berbanding dengan kumpulan kawalan (M=35.1, SD=14.1) dengan</p><p>nilai t(23)=-5.9,p=0.00). Bagi aspek tahap minat dan sikap, didapati kumpulan kawalan</p><p>menunjukkan penurunan dalam skor min selepas kajian berbanding dengan skor min</p><p>sebelum kajian; iaitu untuk tahap minat menurun daripada (M=22.10, SD=2.03) kepada</p><p>(M=19.50, SD=3.17) dengan t (9)=2.75,p=0.022; manakala skor min sikap menurun</p><p>daripada (M=19.80, SD=2.44) kepada (M=19.10, SD= 3.14) dengan nilai t</p><p>(9)=0.65,p=0.531. Sebaliknya, kedua-dua skor min bagi tahap minat dan sikap</p><p>kumpulan rawatan menunjukkan peningkatan selepas kajian,iaitu untuk tahap minat,</p><p>skor min sebelum kajian meningkat daripada (M=20.87, SD=2.23) kepada (M=21.20,</p><p>SD=2.37) selepas kajian dengan nilai t (9)=0.65,p=0.531; manakala skor min tahap</p><p>sikap sebelum kajian meningkat daripada (M=20.80, SD=2.86) kepada (M= 21.73,</p><p>SD=2.12) selepas kajian dengan nilai t (14)=-1.24,p=0.235. Kesan positif teknik</p><p>permainan dalam mengenal perkataan bahasa Cina dalam kalangan murid BCSK</p><p>disokong dengan data triangulasi iaitu hasil dapatan persepsi positif dalam kalangan</p><p>murid dan guru kumpulan rawatan melalui temu bual. Secara keseluruhan, teknik</p><p>permainan adalah antara kaedah yang sesuai dipraktikkan oleh guru dalam pengajaran</p><p>dan pembelajaran mengenal perkataan BCSK. Teknik ini seharusnya digalakkan dan</p><p>diaplikasikan secara meluas dalam proses pembelajaran dalam kalangan murid bukan</p><p>penutur jati Bahasa Cina tahap rendah.</p> 2021 thesis https://ir.upsi.edu.my/detailsg.php?det=7102 https://ir.upsi.edu.my/detailsg.php?det=7102 text zsm closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Bahasa dan Komunikasi <p>Buku :</p><p></p><p>Abu Bakar, N. (1994). Reformasi Pendidikan dalam Menghadapi Cabaran 2020. Kuala</p><p>Lumpur: Nurin Enterprise.</p><p></p><p>Adenan, A., & Khairuddin, M. (2012). Kaedah Pengajaran Bahasa Melayu. Shah Alam:</p><p>Oxford Fajar.</p><p></p><p>Alias, B. (1997). Statistik Penyelidikan dlam Pendidikan dan Sains Sosial. Bangi:</p><p>Universiti Kebangsaan Malaysia.</p><p></p><p>Amin, M. (2000). Language Learning Strategies : A Malaysia context. Bangi:</p><p>Universiti Kebangsaan Malaysia.</p><p></p><p>Andang, I. (2009). 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