Hubungan antara amalan penggunaan cetakan persekitaran dengan pengecaman nama dalam kalangan Kanak-kanak berumur tiga tahun
Relationship Between Practice of Using of Environmental Prints with Name Recognition Among Three Years Old Children
DOI:
https://doi.org/10.37134/jpak.vol11.1.1.2022Keywords:
Cetakan persekitaran, pengecaman nama, kemahiran literasi awal, amalanAbstract
Kajian ini dijalankan bagi mengenal pasti hubungan amalan penggunaan cetakan persekitaran di dalam kelas oleh guru taska dengan pengecaman nama dalam kalangan kanak-kanak berumur tiga tahun. Reka bentuk kajian adalah kajian tinjauan yang menggunakan borang soal selidik secara dalam talian (Google Form). Persampelan rawak mudah digunakan dengan melibatkan kesemua ahli bagi konteks kajian kerana saiz populasi tidak begitu besar. Sampel yang terlibat dalam kajian ini adalah 120 orang guru taska agensi kerajaan di Perak. Analisis data adalah melibatkan ujian min bagi mengetahui tahap amalan penggunaan cetakan persekitaran dan tahap pengecaman nama dalam kalangan kanak-kanak berumur tiga tahun. Manakala ujian kolerasi Pearson dilakukan bagi mengenal pasti hubungan antara dua pemboleh ubah tersebut. Dapatan kajian menunjukkan tahap amalan penggunaan cetakan persekitaran berada pada aras yang rendah (min=2.27). Kajian ini juga mengenal pasti bahawa tahap pengecaman nama dalam kalangan kanak-kanak berumur tiga tahun berada pada tahap yang rendah (min=1.82). Berdasarkan nilai pekali korelasi Pearson (r), iaitu r = .145, ini menunjukkan bahawa wujud hubungan yang lemah antara amalan penggunaan cetakan persekitaran di dalam kelas oleh guru taska dengan pengecaman nama dalam kalangan kanak-kanak berumur tiga tahun. Kesimpulannya, kajian ini memberi pengetahuan dan kesedaran tentang pengaruh amalan penggunaan cetakan persekitaran di dalam kelas oleh guru terhadap pengecaman nama kanak-kanak. Oleh itu dicadangkan supaya Bahagian Pembangunan Kurikulum (BPK) dan pakar pendidikan awal kanak-kanak perlu memberi pendedahan amalan penggunaan cetakan persekitaran dalam aktiviti kelas kepada guru-guru TASKA dan penambahbaikan kurikulum sedia ada tentang cetakan persekitaran.
The aim of this research is to identify the relationship between practice of using environmental prints in the classroom by nursery teachers and the name recognition among three-year-old children. The research design is a survey research that uses an online questionnaire (Google Form). Simple random sampling is used where the researcher involves all members for the context of the study because the population size is not very large. The sample involved in this study were 120 nurseries teachers at a government agency in Perak state. Data analysis is involved a mean test to determine the level of practice of the use of environmental prints and the level of name recognition among three-year-old children. While Pearson correlation test was done to identify the relationship between the two variables. The findings of the research showed that the level of practice of using environmental prints is at a low level (mean = 2.27). This research also identified that the level of name recognition of three years old children was at a low level (mean = 1.82). Based on the value of Pearson correlation coefficient (r), which is r = .145 which shows that there is a weak relationship between the practice of using environmental prints in the classroom by nursery teachers with the name recognition among three-year-old children. In conclusion, this research provides knowledge and awareness on the influence of the practice of the use of environmental prints in the classroom by teachers on the children name recognition. Therefore, it is suggested that the Curriculum Development Division (BPK) and early childhood education experts should provide exposure to the practice of using environmental print in classroom activities to nursery teachers and improvement of the existing curriculum on environmental print.
Keywords: Environmental prints, name recognition, early literacy skills, practice
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