Bagaimanakah Aktiviti Membaca Mempengaruhi Penulisan Bahasa Arab Pelajar?
Abstract
Perkaitan yang kuat antara kemahiran membaca dengan menulis, serta pengaruh aktiviti membaca terhadap hasil penulisan pelajar telah dibuktikan oleh banyak kajian lampau, serta disokong oleh sarjana. Namun begitu, dalam konteks pembelajaran bahasa Arab di Malaysia, kajian terhadap hubungan antara kedua-dua kemahiran ini masih kurang diberikan perhatian. Pada masa yang sama, dapatan kajian lepas menunjukkan bahawa pelajar bahasa Arab pada peringkat sekolah menengah masih kurang mahir untuk menulis struktur ayat bahasa Arab dengan tepat dan gramatis, walaupun mereka telah mendapat pendedahan dalam penulisan asas binaan struktur ayat, serta teknik pengembangan ayat. Justeru, kajian ini dijalankan untuk menganalisis pengaruh aktiviti membaca terhadap penulisan struktur ayat pelajar. Kajian ini telah menggunakan aktiviti pemahaman-bacaan teks, dan penulisan karangan pendek berdasarkan model Cooperative Integrated Reading and Composition (CIRC) bagi dua kumpulan pelajar tingkatan empat pelbagai aras pencapaian. Hasil dapatan dijangkakan dapat membantu untuk meningkatkan kualiti penulisan pelajar melalui aktiviti membaca.
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Aesha Bhansali & Manjula D. Sharma. 2019. The Achievement Emotions Questionnaire: Validation And Implementation For Undergraduate Physics Practicals. International Journal of Innovation in Science and Mathematics Education. 27(9), 34-46.
Cleveland-Innes, P. Campbell. 2006. Understanding emotional presence in an online community of inquiry. Paper presented at the 12th Annual SLOAN-C ALN Conference, Orlando, Florida.
Creswell, J. W. 2014. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Research design Qualitative quantitative and mixed methods approaches (Fourth). California. SAGE Publications, Inc. https://doi.org/10.1007/s13398-014-0173-7.2
David W. Putwain, Eva A. Schmitz , Peter Wood and Reinhard Pekrun. 2021. The role of achievement emotions in primary school mathematics: control-value antecedents and achievements outcomes. British Journal of Educational Psychology (2021), 91, 347–367
Ibrahim, M. Y., & Noor, S. M. (2020). The impact of emotions on language learning among Malaysian secondary school students. International Journal of Psychosocial Rehabilitation, 24(7), 1771-1779.
Jack C. Richards. 2020. Exploring Emotions in Language Teaching. RECL Journal.
Jamian, Abdul Rasid and Ismail, Hasmah. 2013. Pelaksanaan pembelajaran menyeronokkan dalam pengajaran dan pembelajaran Bahasa Melayu. Jurnal Pendidikan Bahasa Melayu, 3 (2). pp. 49-63. ISSN 2180-4842
Krejcie, R.V., & Morgan, D.W. 1970. Determining Sample Size for Research Activities. Educational and Psychological Measurement.
Loy, C. L. 2017. Boneka sebagai alat pedagogi dalam perkembangan sosial dan emosi kanak-kanak prasekolah. Jurnal Pendidikan Awal Kanak-kanak Kebangsaan, 6, 45-56.
Martínez-Sierra, G., & García-González, M. D. S. 2015. Students' emotions in the high school mathematics classroom: The appraisals in terms of a structure of goals. International Journal of Science and Mathematics Education.
Muhammad Syawal Amran, Abu Yazid Abu Bakar. 2020. We Feel, Therefore We Memorize: Understanding Emotions In Learning Mathematics Using Neuroscience Research Perspectives. Universal Journal Of Educational Research. 5943-5950.
Muhammad Syawal Amran, Saemah Rahman & Shahlan S. 2017. Emosi Positif Pembelajaran Efektif Daripada Perspektif Neurosains Ke Dalam Bilik Darjah. Prosiding Seminar Serantau 2017.
Muhammad Syawal Amran, Shahlan Surat, Saemah Rahman. 2019. Emotions In Learning Mathematics And Its Relationship To Memory: Insight From Neuroscience To Classroom Findings. Religación Revista De Ciencias Sociales Y Humanidades. 34-40
Norul Haida Redzuan & Normarini Norzan. 2020. Mnemonic Memory Techniques Improves Writing Skills In Malay Language. Ilkogretim Online - Elementary Education Online; 19 (4): pp. 20-23
Nurul Ain Hamsari & Azizi Yahaya. 2012. Peranan motivasi pembelajaran, gaya keibubapaan dan sikap dengan pencapaian akademik. Journal of Education Phycology & Counseling, 5.
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. 2002. Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105.
Pekrun, Reinhard; Goetz, Thomas; Frenzel, Anne C.; Barchfeld, Petra; Perry, Raymond P. 2011. Measuring Emotions in Students' Learning and Performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, v36 n1 p36-48.
Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. 2017. Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child Development; 88(5), 1653–1670. https://doi.org/10.1111/cdev.12704
Reney Pantun. 2017. Penggunaan teknik nyanyian dalam meningkatkan kefahaman murid tahun dua dalam topik pembundaran. Proceedings of the ICECRS, 1(1), 677-686.
Sophie Govaerts and Jacques Gr´egoire. 2008. Development and Construct Validationof an Academic Emotions Scale. International Journal of Testing, 8: 34–54
Syed Abd Rashid, S. N., Zainal Abidin, M. J., Othman, M. S., & Ibrahim, M. Y. (2020). The Effect of Emotion on Motivation to Learn Malay Language among Secondary School Students. International Journal of Academic Research in Business and Social Sciences, 10(7), 154-164.
Published
2023-04-30
How to Cite
CHE DAUD, Ahmad Fuad et al.
Bagaimanakah Aktiviti Membaca Mempengaruhi Penulisan Bahasa Arab Pelajar?.
Jurnal Dunia Pendidikan, [S.l.], v. 5, n. 1, p. 602-609, apr. 2023.
ISSN 2682-826X.
Available at: <https://myjms.mohe.gov.my/index.php/jdpd/article/view/22289>. Date accessed: 03 oct. 2023.
Section
Articles
