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Type :thesis
Subject :LB Theory and practice of education
Main Author :Sharon Vijaya Balakrishnan
Title :The effectiveness of guided writing using individual pictures in a year three classroom
Place of Production :Tanjong Malim
Publisher :Fakulti Bahasa dan Komunikasi
Year of Publication :2019
Corporate Name :Universiti Pendidikan Sultan Idris
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Abstract : Universiti Pendidikan Sultan Idris
Kajian ini merupakan usaha untuk meningkatkan kemahiran menulis di kalangan murid Tahun 3 di  sekolah rendah. Kajian ini melibatkan penggunaan intervensi dalam bentuk modul    penulisan    kontekstual    untuk    mengkaji    keberkesanan    kaedah    penulisan terbimbing  dengan  penggunaan  gambar tersendiri  terhadap kemahiran  menulis murid. Reka   bentuk   kaedah   campuran    digunakan   yang   melibatkan   reka   bentuk   kuasi eksperimen  dan analisis  kandungan untuk  mengukur prestasi menulis dan kualiti ayat murid. Pra-ujian  dan ujian pasca dianalisis secara  kuantitatif  menggunakan  SPSS dan secara kualitatif dengan satu set rubrik danjumlah frekuensi.  Lima puluh pelajar terlibat dalam  kajian  ini  (Kumpulan  kawalan:  n=25;  Kumpulan  eksperimen:    n=25).  Hasil kajian  menunjukkan  bahawa  kumpulan  eksperimen  mendapat  skor  yang  lebih   tinggi dalam  ujian  pasca  (m=9.48,  t=9.67, p=0.01)  berbanding  pra  ujian  (m=l.00,  t=8.45,  p=0.00). Murid-murid  dalam kumpulan kawalan tidak merekodkan peningkatan dalam ujian pasca  (m=2.68, t=88.15,p=O.OO) apabila dibandingkan dengan pra-ujian (m=2.52, t=3.89,p=O.OO). Terdapat  perbezaan yang signifikan antara skor min pra-ujian  antara kumpulan  eksperimen  (m=l.00)  dan   kumpulan  kawalan  (m=2.52)  berbanding  skor pasca ujian (Kumpulan kawalan: m=2.68, Kumpulan  eksperimen: m=9.48). Bagi kualiti ayat, kumpulan  eksperimen  menunjukkan  peningkatan  dalam ujian   pasca  berbanding dengan kumpulan kawalan. 25 murid dalam kumpulan eksperimen berbanding dengan 15  murid dalam kumpulan  kawalan berjaya menulis  3 ayat dalam komposisi  mereka. 12 murid  dalam   kumpulan  eksperimen  berbanding  dengan  1 murid  dalam  kumpulan kawalan  menulis  komposisi   tanpa  kesilapan.  25  murid  dalam  kumpulan  eksperimen berbanding sifar murid dalam kumpulan  kawalan menulis komposisi dengan idea-idea yang teratur.  Kesimpulannya, penggunaan  gambar  tersendiri  dalam kaedah  penulisan terbimbing   mempunyai   kesan   positif   ke   atas    kemampuan   murid   untuk   menulis komposisi   pendek.  Penemuan  kajian  ini  releven  dengan   pengajaran   penulisan   di kalangan murid sekolah rendah. Adalah dicadangkan bahawa perkembangan  penulisan di  kalangan  murid  sekolah  rendah  akan  dibimbing  secara  sistematik  dan   dijalankan menggunakan gambar tersendiri.  

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If you have enquiries with this repository, kindly contact us at pustakasys@upsi.edu.my or Whatsapp +60163630263 (Office hours only)