Kesan penggunaan strategi membuat inferens terhadap pencapaian, minat dan motivasi murid dalam pengajaran pemahaman bacaan
<p>Tujuan kajian ini adalah untuk mengkaji kesan penggunaan Strategi Membuat Inferens</p><p>terhadap pencapaian, minat dan motivasi membaca murid dalam mata pelajaran</p><p>Bahasa Cina. Kajian ini mengguna reka bentuk eksperimen k...
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<p>Tujuan kajian ini adalah untuk mengkaji kesan penggunaan Strategi Membuat Inferens</p><p>terhadap pencapaian, minat dan motivasi membaca murid dalam mata pelajaran</p><p>Bahasa Cina. Kajian ini mengguna reka bentuk eksperimen kuasi. Subjek kajian terdiri</p><p>daripada 70 orang murid Sekolah Jenis Kebangsaan Cina (SJKC) tahun lima. Seramai</p><p>37 orang murid dalam kumpulan rawatan diajar menggunakan strategi membuat</p><p>inferens dan 33 orang murid dalam kumpulan kawalan diajar menggunakan teknik</p><p>konvensional. Data kuantitatif dikumpul melalui pra-ujian, pasca-ujian dan soal selidik.</p><p>Data kualitatif dikumpul melalui temu bual untuk menyokong data-data kuantitatif.</p><p>Dapatan kajian menunjukkan tiada perbezaan yang signifikan bagi pencapaian antara</p><p>kumpulan rawatan (M=57.84, SP=18.58) dan kumpulan kawalan (M=56.97, SP=19.60)</p><p>dalam pra-ujian, t(68) = -.190, p > .05, iaitu pencapaian murid pada tahap yang sama.</p><p>Namun, dapatan kajian mendapati bahawa terdapat perbezaan yang signifikan bagi</p><p>pencapaian antara kumpulan rawatan (M=59.19, SP=20.59) dan kumpulan kawalan</p><p>(M=45.76, SP=17.15) dalam pasca-ujian, t(68)=-2.94, p<.05. Hasil soal selidik</p><p>menunjukkan bahawa tahap minat dan motivasi murid yang menggunakan strategi</p><p>membuat inferens berada pada tahap sederhana iaitu min keseluruhan minat 2.47</p><p>(SP=0.651) dan min keseluruhan motivasi 2.55 (SP=0.57). Data temu bual</p><p>menunjukkan bahawa murid suka membaca dan mendapati membaca merupakan</p><p>aktiviti yang menarik selepas menggunakan strategi membuat inferens. Kesimpulannya,</p><p>hasil kajian ini menunjukkan bahawa penggunaan strategi membuat inferens dapat</p><p>meningkatkan tahap pencapaian membaca dan berpotensi meningkatkan tahap minat</p><p>dan tahap motivasi membaca dalam kalangan murid SJKC. Dapatan kajian ini memberi</p><p>implikasi bahawa penggunaan strategi membaca dapat membantu murid dalam</p><p>penguasaan kemahiran membaca serta membantu untuk memupuk minat dan motivasi</p><p>membaca dalam pembelajaran bahasa Cina. Maka, kajian ini boleh dijadikan rujukan</p><p>para guru supaya menerapkan strategi membaca dalam pengajaran kemahiran membaca</p><p>Bahasa Cina. Penggunaan strategi membaca seharusnya dititikberat dan dipraktik oleh</p><p>guru Bahasa Cina untuk membantu murid mengaplikasikan strategi membaca secara</p><p>meluas untuk menguasai kemahiran membaca.</p> |
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| author |
Looi, Lay Hoon |
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Looi, Lay Hoon |
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Looi, Lay Hoon |
| title |
Kesan penggunaan strategi membuat inferens terhadap pencapaian, minat dan motivasi murid dalam pengajaran pemahaman bacaan |
| title_short |
Kesan penggunaan strategi membuat inferens terhadap pencapaian, minat dan motivasi murid dalam pengajaran pemahaman bacaan |
| title_full |
Kesan penggunaan strategi membuat inferens terhadap pencapaian, minat dan motivasi murid dalam pengajaran pemahaman bacaan |
| title_fullStr |
Kesan penggunaan strategi membuat inferens terhadap pencapaian, minat dan motivasi murid dalam pengajaran pemahaman bacaan |
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Kesan penggunaan strategi membuat inferens terhadap pencapaian, minat dan motivasi murid dalam pengajaran pemahaman bacaan |
| title_sort |
kesan penggunaan strategi membuat inferens terhadap pencapaian, minat dan motivasi murid dalam pengajaran pemahaman bacaan |
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Universiti Pendidikan Sultan Idris |
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2021 |
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oai:ir.upsi.edu.my:85162022-12-16 Kesan penggunaan strategi membuat inferens terhadap pencapaian, minat dan motivasi murid dalam pengajaran pemahaman bacaan 2021 Looi, Lay Hoon N/A <p>Tujuan kajian ini adalah untuk mengkaji kesan penggunaan Strategi Membuat Inferens</p><p>terhadap pencapaian, minat dan motivasi membaca murid dalam mata pelajaran</p><p>Bahasa Cina. Kajian ini mengguna reka bentuk eksperimen kuasi. Subjek kajian terdiri</p><p>daripada 70 orang murid Sekolah Jenis Kebangsaan Cina (SJKC) tahun lima. Seramai</p><p>37 orang murid dalam kumpulan rawatan diajar menggunakan strategi membuat</p><p>inferens dan 33 orang murid dalam kumpulan kawalan diajar menggunakan teknik</p><p>konvensional. Data kuantitatif dikumpul melalui pra-ujian, pasca-ujian dan soal selidik.</p><p>Data kualitatif dikumpul melalui temu bual untuk menyokong data-data kuantitatif.</p><p>Dapatan kajian menunjukkan tiada perbezaan yang signifikan bagi pencapaian antara</p><p>kumpulan rawatan (M=57.84, SP=18.58) dan kumpulan kawalan (M=56.97, SP=19.60)</p><p>dalam pra-ujian, t(68) = -.190, p > .05, iaitu pencapaian murid pada tahap yang sama.</p><p>Namun, dapatan kajian mendapati bahawa terdapat perbezaan yang signifikan bagi</p><p>pencapaian antara kumpulan rawatan (M=59.19, SP=20.59) dan kumpulan kawalan</p><p>(M=45.76, SP=17.15) dalam pasca-ujian, t(68)=-2.94, p<.05. Hasil soal selidik</p><p>menunjukkan bahawa tahap minat dan motivasi murid yang menggunakan strategi</p><p>membuat inferens berada pada tahap sederhana iaitu min keseluruhan minat 2.47</p><p>(SP=0.651) dan min keseluruhan motivasi 2.55 (SP=0.57). Data temu bual</p><p>menunjukkan bahawa murid suka membaca dan mendapati membaca merupakan</p><p>aktiviti yang menarik selepas menggunakan strategi membuat inferens. Kesimpulannya,</p><p>hasil kajian ini menunjukkan bahawa penggunaan strategi membuat inferens dapat</p><p>meningkatkan tahap pencapaian membaca dan berpotensi meningkatkan tahap minat</p><p>dan tahap motivasi membaca dalam kalangan murid SJKC. Dapatan kajian ini memberi</p><p>implikasi bahawa penggunaan strategi membaca dapat membantu murid dalam</p><p>penguasaan kemahiran membaca serta membantu untuk memupuk minat dan motivasi</p><p>membaca dalam pembelajaran bahasa Cina. Maka, kajian ini boleh dijadikan rujukan</p><p>para guru supaya menerapkan strategi membaca dalam pengajaran kemahiran membaca</p><p>Bahasa Cina. Penggunaan strategi membaca seharusnya dititikberat dan dipraktik oleh</p><p>guru Bahasa Cina untuk membantu murid mengaplikasikan strategi membaca secara</p><p>meluas untuk menguasai kemahiran membaca.</p> 2021 thesis https://ir.upsi.edu.my/detailsg.php?det=8516 https://ir.upsi.edu.my/detailsg.php?det=8516 text zsm closedAccess Masters Universiti Pendidikan Sultan Idris N/A <p>Adler, C. R. (2001). Put reading first : The research building blocks for teaching children to</p><p>read. Retrieved 4 April, 2016, from</p><p>http://www.nifl.gov/partnershipforreading/publications/reading_first1text.html</p><p></p><p>Aebersold, F. M. (1997). From reader to reading teacher - Issues and strategies for the second</p><p>language classroom. Cambridge: CUP.</p><p></p><p>Aghaie, R., & Zhang, L. J (2012). Effect of explicit instruction in cognitive and metacognitive</p><p>reading strategies on Iranian EFL students reading performance and strategy transfer. 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