Pengajaran dan Pembelajaran Berasaskan Tugasan Meningkatkan Motivasi dan Keyakinan Bertutur Bahasa Melayu dalam kalangan Murid Sekolah Rendah
Task-Based Teaching and Learning Increase Motivation to Speak Malay Language among Primary School Pupils
DOI:
https://doi.org/10.37134/pendeta.vol11.1.9.2020Keywords:
berasaskan tugasan, kemahiran bertutur, motivasi, keyakinanAbstract
Tinjauan yang dijalankan oleh Kementerian Pendidikan Singapura menunjukkan peningkatan penggunaan bahasa Inggeris dalam kalangan murid darjah satu di rumah berlaku dalam kalangan keluarga Melayu daripada 18 peratus pada tahun 1999 kepada 67 peratus pada tahun 2019. Hal ini menyebabkan murid kurang atau tidak mendapat pendedahan kepada persekitaran yang sesuai untuk bertutur bahasa Melayu justeru tidak dapat bertutur bahasa Melayu dengan fasih. Kajian ini bertujuan untuk meneroka penggunaan Pengajaran dan Pembelajaran Berasaskan Tugasan (PPBT) yang diubahsuai daripada model PPBT Ellis dan Model PPBT Willis untuk meningkatkan motivasi murid belajar dan bertutur bahasa Melayu di sekolah. Melalui tugasan yang menjadi elemen utama PPBT, murid akan berpeluang menggunakan bahasa Melayu secara aktif. Kajian tinjauan ini menggunakan seramai 30 orang murid daripada sebuah sekolah rendah. Mereka telah diajar dengan menggunakan kaedah PPBT yang diubahsuai ini selama lima minggu. Instrumen yang digunakan adalah soal selidik. Respons daripada soal selidik menunjukkan 100% daripada murid yang berasa terangsang untuk belajar dan bertutur dalam bahasa Melayu. Mereka juga percaya bahawa mereka akan dapat bertutur dengan lebih baik sekiranya mereka terus melakukan tugasan dengan giat lagi. 100% juga menyatakan bahawa mereka berasa seronok melakukan tugasan yang diberikan dan akan melakukan tugasan-tugasan itu jika diberikan peluang lagi. Kesimpulannya, PPBT dpat digunakan untuk meningkatkan motivasi dan keyakinan untuk berutur bahasa Melayu dalam kalangan murid sekolah rendah. Dapatan daripada kajian ini dapat digunakan bagi membantu para guru Bahasa Melayu, menambah nilai kepada pengajaran bahasa Melayu di Singapura.
Downloads
References
Arslantaş, K. T., & Tokel, S.T. (2018). Anxiety, motivation, and self-confidence in speaking English during task based activities in Second Life. Kastamonu Education Journal, 26(2).
Barnard, R. & Viet, N. G., (2010). Task-based language teaching (TBLT): A Vietnamese case study using narrative frames to elicit teacher’s beliefs. Language Education in Asia, 1(1), 77-86.
Chuang, Y. Y. (2010). Implementing task-based language approach to teach and assess oral proficiency in the college EFL classroom. Taipei, Taiwan: National Science Council.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, N. J.: Lawrence Erlbaum.
Eccles, J.S. & Wigfiled, A. (2002). Motivational Beliefs, Values, Goals. Annual Review of Psychology, 53, 109-132.
Ellis, R., (2003). Task-based language teaching and learning. Di dalam Nunan, D. (eds.) (2003). Task-based language teaching. Hong Kong: Cambridge University Press.
Gardner, R. C. (1985). Social Psychology and Second Language Learning: The Role of Attitude and Motivation. London: Edward Arnold.
Guvenc, H. (2017). Secondary school teachers’ classroom activities and their perceptions on effectiveness of the activity. Journal Of Education And Practice, 8(29), 106-114.
Hamid Al Ta’ani, (2018). Integrative and instrumental motivation for learning. International Journal of Learning and Development, 8(4), 89-105.
Hughes, A. (2003). Testing for language teacher, (2nd Ed). UK: Cambridge University Press.
Islam, N.D., Ghassem, B., Abdulreza, P. (2017). The effect of task-based language teaching on motivation and grammatical achievement of EFL junior high school students. Advances in Language and Literary Studies, 8(2), 243-259.
Khalili Sabet, Saeedeh Dehghannezhad & Abdorreza Tahriri (2014). The Relationship between Iranian EFL Teachers’ Self-efficacy, their Personality and Students’ Motivation. International Journal of Education & Literacy Studies, 6(4), 7-15.
Kementerian Pendidikan, (2010). Laporan Jawatankuasa Semakan Kurikulum dan Pedagogi Bahasa Melayu: Singapura.
Lauster, P. (2012). Tes Kepribadian. Terjemahan oleh D. H. Gulo. Jakarta: PT. Bumi Aksara.
Leong L.M. & Ahmadi Masumeh (2017). An analysis of factors influencing learners’ English speaking skill. International Journal of Research, 2, 34-41.
Long, M. (1989). Task, group and task-group interactions. Di Dalam R. Ellis (Eds.) Task-Based Language Learning And Teaching. Oxford: Oxford University Press.
Low EL. (2017) English-Knowing Bilingualism, Lee’s “Most Difficult Policy”. In: Tan O., Low E., Hung D. (eds) Lee Kuan Yew’s Educational Legacy. Springer, Singapore. https://doi.org/10.1007/978-981-10-3525-8_6
Mao, Z. (2012)., The Application of Task based Language Teaching to English Reading Classroom. Theory and Practices in Language Studies, 2(11), pp. 2430-2438.
Ngumbang, N., & Mahamod, Z. (2017). Sikap, Minat Dan Motivasi Murid Melanau Dalam Pembelajaran Bahasa Melayu Sebagai Bahasa Kedua. PENDETA: Journal of Malay Language, Education and Literature, 8, 47 - 58. https://doi.org/10.37134/pendeta.vol8.5.2017
Plews, J., & Zhao, K., (2010). Tinkering with tasks knows no bounds: ESL Teachers’ Adaptations of Task-Based Language-Teaching. TESL Canada Journal, 28(1), 41.
Prabhu, N. S. (1987). Second language pedagogy. Oxford: Oxford University Press.
Richards, J. C. & Rodgers, T. (2006). Approaches and methods in language teaching (2nd Ed.). Cambridge University Press.
Roselan Baki (2003). Kaedah Pengajaran dan Pembelajaran Bahasa Melayu. Shah Alam: Karisma Publication Sdn. Bhd.
Samperio, N. (2017). Discovering students’ preference for classroom activities and teachers’ activity use. Colombian Applied Linguistics Journal, 19(1), 51-66.
Samuda, V. and Bygate, M., (2008). Tasks in second language learning. Basingstoke, England: Palgrave Macmillan.
Schmidt, R. (2001). Attention. Di dalam P. Robinson (Ed.), Cognition and Second Language Instruction Cambridge: Cambridge University Press.
Songsiri, M. (2007) An action research study of promoting students’ confidence in speaking English. Victoria University, Australia. Dimuat turun daripada vuir.vu.edu.au/1492/1/Songsiri.pdf.
Tan, Ying-Ying & Sumartono, Firqin. (2018). Juggling Two Languages: Malay-English Bilinguals’ Code-switching Behavior in Singapore. 12. 108-138.
Tee Zhou, (2019, Nov 3). Keeping the mother tongue alive: Singapore’s bilingual challenge. The Straits Times Singapore. Dimuat turun daripada https://www.straitstimes.com/singapore/keeping-the-mother-tongues-alive-singapores- bilingual-challenge.
Thanh, L., & Huan, N., (2012). Task-based language learning and student motivation in vocabulary acquisition. Language Education in Asia, 3(1), pp. 106- 120.
Willis, J., (1996). A Flexible Framework for Task-Based Learning. DI dalam J. Willis and D. Willis (eds.), Challenge and Change in Language Teaching (pp. 52–62).
Vandergrift, L. (2005). Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics, 26(1), 70-89. https://doi.org/10.1093/applin/amh039
Xiongyong, C., & Moses, S. (2011). Perceptions and implementation of task-based language teaching among secondary school EFL teachers in China. International Journal of Business and Social Science, 2(24), 292- 302.
