Malay Language subject is a medium of instruction at primary, secondary and tertiary levels in Malaysia education system. In learning and teaching of Malay Language as a formal language, students need to master the four skills of listening, speaking, reading and writing since elementary school. Though reading is an important skill that is able to improve learning motivation as well as language competency, the teaching approach for this skill is always far behind interactive and effective move. In order to facilitate the reading skills according to the need and interests of the present generation, the Malay Language teacher need to master (TPCK). To create an effective learning environment which is more fun and engaging or to enhance the creativity, innovation and stimulation of students related to reading skills it is essential and necessary for teachers to master the Technology Pedagogical Content Knowledge (TPCK) in order to create an effective learning environment which is more fun and engaging to enhance the creativity, innovation and stimulation of students. Therefore, review of information and disclosure of experiences related to TPCK in reading skills is essential and necessary as a reference material for the relevant parties.
Professional Learning Community (PLC) is a form of self-development for educators which has been known internationally and currently through the phase of implementation in Malaysia. Purpose of this study was focused on PLC implementation that had been applied widely in Higher Education Institution (HEI) which; 1) to identify the relationship between educators' comprehension, readiness and strategies for language learning, and 2) to form a predictive model of relationship between educator's knowledge, preparation and strategy toward improving student's language learning. Three dimensions of PLC which comprehension, readiness and strategies in PLC were analyzed by using SPSS and AMOS. Three hundred sixty students and five lecturers involved as respondents. Correlation analysis and structured equation modeling were used to answer the research objectives. Qualitative data as the predictive model achieved a good fit value of RMSEA=.055, GFI=.980, CFI=.981, TLI=.983 and Chisq/df=2.164. Interview data of 5 educators showed that decency was the main key theme in improving student language learning achievement. The implementation of PLC that related to language as well decency learning had given a new approach in teaching, particularly for educators and students in a language course. The predictive model can be used as primary source guidelines in elevating the Malay language at a higher level, especially for next researches. Secondary source supported the findings. Results showed that there were significant values derived from the relationship between comprehension and language learning (r=.401, p=.000), the relationship between readiness and language learning (r=.541, p=.000), and the relationship between strategy and language learning (r=.891, p=.000).
Nowadays, Malay Language is a medium of instruction at primary, secondary and tertiary levels in Malaysia education system. In learning and teaching of Malay Language, students need to master reading skills since elementary school. The Technological Pedagogical Content Knowledge (TPCK) is best applied in the study of reading skills. Teachers need to master the TPCK in order to create an effective learning environment which more fun and engaging to enhance the creativity, innovation and stimulation of students. Information and Disclosure of Experiences related to TPCK in reading skills is essential and necessary as reference material for the relevant parties.
Oral assessment always becomes a great challenge for teachers to assess students in the classroom. A qualitative study with a case study design was conducted to investigate teachers' understanding on the implementation of Malay language oral assessment in classroom evaluation. The research questions in this study focus on, i) what is the definition of oral assessment based on teacher understanding?; and ii) do teachers understand how to conduct oral assessments of Malay language? Six Malay language teachers were involved in this research, with two teachers representing each of the three schools of different categories which are SMK, SABK, and SBP in one of the districts in Negeri Sembilan selected through purposive sampling. The data were collected through the triangulation method which consists of interview method, classroom observation, and analysis of related documents. The findings showed that none of the six study participants could define oral assessment as a process of interaction, which includes four forms that are parallel to DSKP and PPPBD, unable to explain all the characteristics of listening and speaking skills, and cannot properly explain oral assessment objectives. This study can give theoretical implications, allowing MOE to improve the implementation of oral assessment among teachers to more effectively achieve the goals that have been set in the KSSM assessment system.
This study aimed to evaluate high order thinking skill (HOTS) proficiency of students in the understanding of poetry and prose of modern Malay. The samples were carried out in this study were 210 students using quantitative methods as the study design. The findings showed that HOTS for understanding poetry is moderate (mean=2.35, SD=1:07), while the understanding of modern prose is at a high level (mean=2.67, SD=0.98). There are no significant differences between gender in the understanding of modern poetry, but there are significant differences between female students (mean=2.83, SD=0.91) and boys (mean=2.47, SD=1.03) in the understanding of modern prose. Significant differences between the level of HOTS in terms of understanding the poem (mean=3.38, SD=0.64), prose (mean=3.13, SD=0.54) as well as modern poetry and prose (mean=3.25, SD=0.49) among students of high level, medium and low can also be seen. In conclusion, the HOTS should be mastered by students not only academically but also non-academically and the practice of appling HOTS in them through appropriate teaching methods can improve their performance in their studies.
This concept paper aims to identify learning using a metacognitive strategy in reading skill. The skill of reading and understanding text is a key goal to enhance knowledge and the key to success for an individual. In fact, in the learning of reading skill, a focus must be given to the aspects of comprehension and reasoning to achieve success in reading. In addition, the reader needs to know that the reading process is conscious and provides meaning to the reader. The reader needs to create awareness of his reading while focusing on the content of the text being read. By using an effective strategy while reading, the students may know and identify the level of reading comprehension. The metacognitive strategy needs to be applied during the reading process to make sense of the text. The metacognitive means the awareness of thinking or thinking about thought. The metacognitive strategy, too, refers to a way of improving the reading skill which is awareness that includes planning, monitoring, and evaluation. Students can apply the metacognitive strategy and control their learning through the process of designing what they want to learn, monitoring their learning progress and students can evaluate what they learn. The strategy found in the metacognitive can enhance students' learning and intelligence.
Nurturing human capital with a sense of pride in Malay Language and literature requires good determination and delivery. This study aimed to identify students' interest and motivation towards the teaching and learning of the Malay literary component of the traditional prose genre as well as to identify the level of teaching of Malay teachers according to the students' perceptions. A total of 50 Form 2 students in a secondary school of Gemas, Negeri Sembilan were randomly selected as sample by various ethnic groups and achievement levels. This study was a survey, in which the data were collected through questionnaires consisting of 32 items. The data collected were analyzed descriptively using SPSS version 21. The findings showed that the level of interest and motivation of the students towards the traditional prose genre was low and the traditional method of teaching caused the respondents not interested in studying this classic Malay literature. Therefore, the Malay Language teachers should not only strengthen themselves in pedagogy but also inspire the creativity to make the teaching and learning sessions fun that attract the students to be more motivated to absorb the knowledge acquired for their lifetime needs.
Students' ability in writing reviews is one of the writing skills objectives as stated in the Standard-Based Curriculum and Assessment Document (DSKP) of the Malay language subject. The skills of writing reviews involve the process of transferring information that is heard, watched, or read in a form of a review. For some students, mastering the skills of writing a review is difficult because they lack of vocabulary, ideas, information transfer skills and paragraph arrangement skills. As a result, the reviews produced by students are too short, do not fulfil the requirements of the title and are unclear in terms of the descriptions of their main and supporting ideas. However, the failure of students in mastering it can be overcome by selecting effective learning methods to stimulate students' thinking skills. To overcome this, the learning method using the mnemonic technique, a process of remembering information more easily, can be implemented. The mnemonic technique implemented in this study is an acronym technique that can help students to quickly produce an outline and write a good review. In addition, the acronym technique used can also improve the skills of finding main ideas and processing supporting ideas of reviews among students.
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