Awareness and Needs of Teachers Regarding Dialogic Reading Techniques Modules in SJK(C) Preschool
Kesedaran dan Keperluan Guru Mengenai Modul Teknik Bacaan Dialogik di Prasekolah SJK(C)
DOI:
https://doi.org/10.37134/jpak.vol11.sp.3.2022Keywords:
dialogic reading techniques, modules, knowledge, skills, awareness, SJK(C) preschool teachersAbstract
This study aimed to identify the level of awareness of teachers and the needs of teachers on dialogic reading technique modules in SJK(C) preschool. The objectives of this study were to; (i) identify the level of awareness of teachers in terms of knowledge and skills on dialogic reading techniques; and (ii) identify the level of needs of teachers on dialogic reading techniques modules in SJK(C) preschool. The design of this study was a survey study using quantitative methods. A total of 86 SJK (C) preschool teachers who teach in Perak were involved in this study. This study used a questionnaire in data collection. All data were analyzed using SPSS-23 software. The findings from the questionnaires showed that teachers' knowledge (Mean =2.02, SD = 0.530) and teachers' skills (Mean=1.99, SD=0.473) on dialogic reading techniques were at low levels, while teachers' requirements for the construction of dialogic reading technique modules were at high levels (Mean=4.25, SD=0.461), with a score of 0.925 for reliability using Cronbach's Alpha. The implication of this study is that the construction of dialogic reading technique modules is very necessary in preschool SJK (C) to be a guideline for preschool teachers in the process of learning and facilitation (PdPc) Malay Language.
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