Analysis of Oral Mode Communication Strategy in Teaching DLP Form-One Mathematics: A Case Study
Analisis Strategi Komunikasi Mod Lisan Dalam Pengajaran Matematik Tingkatan Satu DLP: Satu Kajian Kes
Keywords:Oral communication strategy, mathematics communication
This case study is on purpose to analyze the oral mode communication strategy in teaching mathematics (SKMLPM) of five form-one (T1) Dual Language Programme (DLP) class mathematics teachers, at national-type secondary schools, Kinta Utara, Ipoh, Perak. SKMLPM consists of noise-extinguisher, voice-controller, voice-equalizer, voice-mixer and voice-recorder. T1-DLP-mathematics teacher faces challenge to implement oral mathematics communication and needs a detailed guide. This study provides a guide for T1-DLP-mathematics teacher to implement oral mathematics communication, and a reflection to Secondary School Standard Curriculum planner about learning and facilitating’s situation in school from communication perspective. Data collection methods were teaching observation, interview, fieldwork’s note and document analysis. Content analysis method was used to analyze the data. The research’s findings indicate that the number of participants who had the SKMLPM’s goal, cognitive domain (five), affective domain (four), and psychomotor domain (none). Affective domain’s level is limited within receiving and giving response. Five participants implemented SKMLPM at component phase. Only two participants implemented half-voiced voice-recorder. Five participants had the common problem, time constraint and teaching aids (ABM) voice-mixing problem. Conclusion, the SKMLPM’s goals of the participants were not holistic. The participants implemented SKMLPM through enhancing the constructing sound and lessening the disturbing sound. Participants faced problem during implementing SKMLPM. The implication of this study is teachers should (i) plan holistic SKMLPM’s goals. (ii) enhance SKMLPM component performance skills. (iii) plan time management and ABM selection. Future study is required to study the effectiveness of SKMLPM, teacher’s understanding about SKMLPM’s goals, the relation between voice-level practice and student’s ability to control voice-level, and teacher’s perspective towards the implementation of half-voiced voice-recorder.
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