UPSI Digital Repository (UDRep)
Start | FAQ | About

QR Code Link :

Type :thesis
Subject :LC Special aspects of education
Main Author :Lakshmi Permal
Title :Penggunaan teater boneka dalam kaedah pengajaran dan pembelajaran untuk meningkatkan domain psikomotor murid berkeperluan khas
Place of Production :Tanjong Malim
Publisher :Fakulti Muzik dan Seni Persembahan
Year of Publication :2021
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file
PDF Full Text :Login required to access this item.

Abstract : Universiti Pendidikan Sultan Idris
Kajian ini bertujuan untuk mengenalpasti jika teknik teater boneka dalam pembelajaran murid berkeperluan khas (MBK) dapat meningkatkan domain psikomotor di kalangan mereka. Teater boneka ialah sebuah teknik alternatif pengajaran di mana para pengajar menggunakan teknik tersebut dalam usaha untuk menarik minat sesebuah subjek atau peristiwa kepada murid. Walaubagaimanapun, keberkesanan teater boneka sebagai kaedah pedagogi belum pernah dibuktikan dalam meningkatkan domain psikomotor, terutama bagi MBK walaupun aspek perkembangan ini dilihat sebagai amat penting untuk dipertingkatkan dalam perkembangan mereka. 10 peserta MBK telah dipilih sebagai responden bagi kajian lapangan yang bertempat di Sekolah Kebangsaan Tunku Azizah, Kuantan, Pahang yang mempunyai masalah psikomotor yang telah disahkan oleh guru mata pelajaran mereka. Oleh kerana itu, objektif kajian ini adalah untuk mengkaji tahap pencapaian domain psikomotor menerusi penggunaan teater boneka di kalangan MBK serta menentukan tempoh yang diperlukan oleh setiap MBK untuk mula bertindak balas dalam meningkatkan domain psikomotor mereka setelah penggunaan teater boneka dalam kaedah pengajaran dan pembelajaran. Metodologi kajian adalah menggunakan kaedah kualitatif dalam mengumpul maklumat dari responden iaitu dengan menggunakan kajian kes terhadap 10 MBK di sekolah kajian. Dapatan kajian ini membuktikan bahawa implimentasi teater boneka di sekolah yang mempunyai kelas pendidikan khas mendapat kesan positif yang memberangsangkan dari peningkatan domain psikomotor yang diukur seperti presepsi, respon, adaptasi dan organisasi. Kesimpulan dari kajian ini adalah teknik teater boneka dapat meningkatkan domain psikomotor di kalangan MBK yang terlibat dalam kajian lapangan di mana mereka membuktikan bahawa mereka mampu bercerita, menggerakkan tangan serta menghafal bagi membuat persembahan seperti yang terdapat dalam kaedah kajian. Oleh itu kajian ini mengesyorkan bahawa teater boneka adalah sangat sesuai diamalkan terhadap MBK bagi meningkatkan domain psikomotor di kalangan mereka. Kajian ini memberi implikasi kepada aspek praktikal pendidikan khas di Malaysia sebagai sumber rujukan kepada guru-guru pendidikan khas dalam usaha mempertingkatkan lagi kualiti pengajaran dan pembelajaran di masa akan datang.

References

Abdullah, N., & Gibb, F. (2006, October). A survey of e-book awareness and usage

amongst students in an academic library. In Proceedings of International

Conference of Multidisciplinary Information Sciences and Technologies, Merida,

25-28 October, 2006.

 

Abrahamson, C. E. (1998). Storytelling as a pedagogical tool in higher education.

Education, 118(3), 440-452.

 

Ackroyd, J. (Ed.). (2006). Research methodologies for drama education. Trentham

Books.

 

Aird, R., & Bainbridge, S. (1997). Focus on Practice: Whole School Management: Turning

an Illusion into Practice. British Journal of Special Education, 24(1), 12-17.

 

Alpers, S. (2002). Inclusion: Legal requirements & what they mean to educators.

Retrieved October, 1, 2007.

 

Alterio, M., & McDrury, J. (2003). Learning through storytelling in higher education:

Using reflection and experience to improve learning. Routledge.

 

Altheide, D. L. (1987). Reflections: Ethnographic content analysis. Qualitative sociology,

10(1), 65-77.

 

André, M. H., Hastie, P., & Araújo, R. F. (2015). The development of games literacy with

student-designed games intervention. Revista Brasileira de Ciências do Esporte,

37(4), 323-332.

 

Avramidis, E., Bayliss, P., & Burden, R. (2000). A survey into mainstream teachers'

attitudes towards the inclusion of children with special educational needs in the

ordinary school in one local education authority. Educational psychology, 20(2),

191- 211.

 

Barton, L. (1997). Inclusive education: romantic, subversive or realistic?. International

journal of inclusive education, 1(3), 231-242.

 

Bartoszeck, A. B., Machado, D. Z., & Amann-Gainotti, M. (2008). Representations of

internal body image: a study of pre-adolescents and adolescent students in

Araucaria, Paraná, Brazil. Ciências & Cognição, 13(2), 139-159.

 

Bassey, M. (1999). Case study research in educational settings. McGraw-Hill Education

(UK).

 

Bauer, A. M., & Shea, T. M. (1999). Inclusion 101: How To Teach All Learners. Paul

H. Brookes Publishing Co., PO Box 10624, Baltimore, MD 21285-0624.

 

Biddle, S. (2006). Attitudes in education. The science teacher, 73(3), 52.

 

Blachman, B. A. (2013). Foundations of reading acquisition and dyslexia:

Implications for early intervention, Routledge.

 

Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956).

Taxonomy of educational objetives: the classification of educational goals:

handbook I: cognitive domain (No. 373.19 C734t). New York, US: D. Mckay.

 

Krathwohl, D. R. (1964). Taxonomy of educational objectives: The classification of

educational goals. Affective Domain, New York.

 

Billings, D. M., & Halstead, J. A. (2005). Teaching in nursing: A guide for faculty . St.

Louis, MO.

 

Bolton, G. M. (1984). Drama as education: An argument for placing drama at the

centre of the curriculum. Addison-Wesley Longman Ltd.

 

Bolton, G. M. (1992). New perspectives on classroom drama. Simon and Schuster

Education.

 

Brown, J. (1979). Feminist Drama: definition & critical analysis. Metuchen, NJ:

Scarecrow Press.

 

Borah, R. R. (2013). Slow learners: Role of teachers and guardians in honing their

hidden skills. International Journal of Educational Planning &

Administration, 3(2), 139-143.

 

Brauer, G., & Bräuer, G. (Eds.). (2002). Body and language: Intercultural learning

through drama (Vol. 3). Greenwood Publishing Group.

 

Caine, R. N., Caine, G., McClintic, C., & Klimek, K. (2005). 12 brain/mind learning

principles in action: the field book for making connections, teaching, and the

human brain. Corwin Press.

 

Campbell, S. B. (2000). Attention-deficit/hyperactivity disorder. In Handbook of

developmental psychopathology (pp. 383-401). Springer, Boston, MA.

 

Chawla, J. C. (1994). ABC of sports medicine: sport for people with disability. BMJ,

308(6942), 1500-1504.

 

Cottrell, J. (1987). Creative Drama in the Classroom, Grades 4-6: Teacher's Resource

Book for Theatre Arts. National Textbook Company.

 

Courtney, R. (1990). Drama and intelligence: A cognitive theory. Montreal, Canada:

McGill- Queen’s University Press.

 

Charles, D. A. (2003). The novelty of improvisation: towards a genre of embodied

Spontaneity, Western Illinois University, United States.

 

Chua Tee Tee dan Koh Boh Boon (1992). Pendidikan Khas dan Pemulihan. Kuala

Lumpur: Dewan Bahasa dan Pustaka.

 

Culham, C. R. (2002). Coping with obstacles in drama-based ESL teaching: A

nonverbal approach. Body and language: Intercultural learning through

drama, 95- 112.

 

Dalkir, K. (2013). Knowledge management in theory and practice. Routledge.

 

Denning, S. (2005). Mastering the discipline of business narrative. Strategy and

Leadership.

 

Devany, J. M., Hayes, S. C., & Nelson, R. O. (1986). Equivalence class formation in

language‐able and language‐disabled children. Journal of the experimental

analysis of behavior, 46(3), 243-257.

 

Dodson, S. L. (2002). The educational potential of drama for ESL. Body and language:

Intercultural learning through drama, 3, 161-206.

 

Downing, J. E., Eichinger, J., & Williams, L. J. (1997). Inclusive education for students

with severe disabilities: Comparative views of principals and educators at

different levels of implementation. Remedial and Special Education, 18(3), 133-

142.

 

Maley, A., & Duff, A. (1978). Drama Thechniques in Language Learning, 2º.

 

Dupré, B. J. (2006). Creative drama, playwriting, tolerance, and social justice: An

ethnographic study of students in a seventh grade language arts class. The

University of New Mexico.

 

Feerick, A. (1996). Integration: Attitudes of children in mainstream education towards

their peers in special classes. REACH Journal of Special Needs Education in

Ireland, 10(1), 25-36.

 

Fisher, R., & Williams, M. (2013). Unlocking literacy: A guide for teachers. David

Fulton Publishers.

 

Flick, U. (2002). Qualitative research-state of the art. Social science information,

41(1), 5-24.

 

Foreman, P. (2005). Disability and inclusion: Concepts and principles. Inclusion in

action, 2-34.

 

Fraser, D. (2005). Collaborating with parents/caregivers and whānau. Learners with

special needs in Aotearoa New Zealand, 128-154.

 

Gallagher, C. J. (1997). Drama-in-education: Adult teaching and learning for change in

understanding and practice. University of Wisconsin--Madison.

 

Gillies, M. R. (2002). Programs that support inclusive education. In A. Ashman, & J.

Elkins, (Eds.), Educating children with diverse abilities (pp.351-380).Frenchs

Forest, NSW: Pearson Education.

 

Gussow, M. (2008). A conversation with Harold Pinter. Theater and Film: A

Comparative Anthology, 193-205.

 

Halpern, C., Close, D., & Johnson, K. (1994). Truth in comedy: The manual of

improvisation. Meriwether Publishing.

 

Hammond, H., & Ingalls, L. (2003). Teachers' attitudes toward inclusion: Survey results

from elementary school teachers in three southwestern rural school districts.

Rural Special Education Quarterly, 22(2), 24-30.

 

Harris, S. L., Handleman, J. S., Kristoff, B., Bass, L., & Gordon, R. (1990). Changes in

language development among autistic and peer children in segregated and

integrated preschool settings. Journal of Autism and Developmental Disorders,

20(1), 23-31.

 

Hay, J. F., Smit, J. and Paulsen, M. (2001). Teacher preparedness in inclusive education.

South African Journal of Higher Education, 21 (4):213-218.

 

Heward, W. L. (2003). Ten faulty notions about teaching and learning that hinder the

effectiveness of special education. The journal of special education, 36(4), 186-

205.

 

Heathcote, D., & Herbert, P. (1985). A drama of learning: Mantle of expert. Theory Into

Practice,24, 173–180.

 

Heinig, R. B. (1988). Creative drama for the classroom teacher. Upper Saddle River,

NJ: Prentice Hall.

 

Holden, S. (1981). Drama in Language Teaching. New York: Longman.

 

Hooper, G. J. (1984). Chronic mental patients in three-quarter way housing: effect on

quality of life ;Doctoral dissertation, University of British Columbia.

 

Hunt, P., Farron-Davis, F., Beckstead, S., Curtis, D., & Goetz, L. (1994). Evaluating the

effects of placement of students with severe disabilities in general education

versus special classes. Journal of the Association for Persons with Severe

Handicaps, 19(3), 200-214.

 

Jani (2006). Role of teacher in enhancing the sports development in Malaysia. Perak:

Universiti Pendidikan Sultan Idris.

 

Kavale, K. A., & Forness, S. R. (2000). History, rhetoric, and reality: Analysis of the

inclusion debate. Remedial and special education, 21(5), 279-296.

 

Kuchwara, M. (2000). "Everyone Has a Story To Tell — An Apealing, Funny

Improvisation on Real Life . " , The Associated Press 28 Sept .

 

Koster, M., Nakken, H., Pijl, S . J ., & Van Houten, E . (2009). Being part of the peer

group: A literature study focusing on the social dimension of inclusion in

education. International Journal of Inclusive Education, 13(2), 117,140.

 

Landrum, T. J., et al. (2003). What is special about special education for students with

emotional or behavioral disorders?" The Journal of Special Education 37(3): 148-

156.

 

Luen, L. C., Ayob, A. B., & Mamat, N. B. (2015). Aktiviti boneka jari membentuk

interaksi sosial kanak-kanak. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan,

4, 29-49.

 

MacArthur, J., Kelly, B., & Higgins, N. (2005). Supporting the learning and social

experiences of students with disabilities: What does the research say. Learners

with special needs in Aotearoa New Zealand, 3, 49-74.

 

Maestro, S., et al. (2002). "Attentional skills during the first 6 months of age in autism

spectrum disorder. Journal of the American Academy of Child & Adolescent

Psychiatry 41(10): 1239-1245.

 

Mannell, R., & Kleiber, D. (1997). A Social Psychology of Leisure., PA: Venture

Publishing.

 

May, D. E. and C. J. Kratochvil (2010). Attention-Deficit Hyperactivity Disorder.Drugs

70(1): 15-40.

 

Van de Water, M., McAvoy, M., & Hunt, K. (2015). Drama and education:

Performance methodologies for teaching and learning. Routledge.

 

McBeath, R. J. (1992). Instructing and evaluating in higher education: A guidebook for

planning learning outcomes. NJ: Educational Technology Publications.

 

McDrury, J. and M. Alterio (2003). Learning through storytelling in higher education:

Using reflection and experience to improve learning. London,; Sterling.

 

McNaughton*, M. J. (2004). "Educational drama in the teaching of education for

sustainability. Environmental Education Research 10(2): 139-155.

 

McNett, S. (2012). Teaching nursing psychomotor skills in a fundamentals laboratory:

a literature review. Nursing education perspectives 33(5): 328-333.

 

Mesibov, G. B., & Shea, V. (1996). Full inclusion of students with autism. Journal of

Autism and Developmental Disorders, 26, 337,346.

 

Mitchell, D. (1999). Creating inclusive schools. Hamilton: University of Waikato.

 

Morgan, S., & Dennehy, R. F. (1997). The power of organizational storytelling: a

management development perspective. Journal of Management Development,

16(7), 494-501

 

Neelands, J. (1992). Learning through imagined experience London, Hodder &

Stoughton.

 

Nghipondoka, E. A. S. ( 2001). The Implementation of inclusive education in Tsandi

Constituency, Namibia. Unpublished M Ed dissertation. Bellville: University of

Western Cape.

 

Norris, J. (2000). Drama as research: Realizing the potential of drama in education as

 

Olson, V. D. (2008). Instruction of competent psychomotor skill. College Teaching

Methods & Styles Journal (CTMS), 4(9), 27-30.

 

Ortiz-Seda, D. W. (1984). The Use of Creative Dramatics in the Teaching of Drama

with Special Application to the Teaching of English as a Second Language 042

Dissertations/theses - Masters Theses, 141 Reports - Descriptive, 052 Guides –

Classroom – Teacher.

 

Porter, L. G. (1995). Critical elements for inclusive schools. In S. Pijl, C. Meijer, &

S.Hegarty (Eds.), Inclusive education: A globe agenda (pp. 8-13).

London:Routledge.

 

Roopnarine, J. L. and J. E. Johnson (2005). Approaches to Early Childhood Education.

(4th ed.), New Jersey: Pearson Education, Inc.

 

Saldana, J. (1998). Ethical issues in an ethnographic performance text: The ‘dramatic

impact’of ‘juicy stuff’. Research in Drama Education 3(2): 181-196.

 

Sekaran, U., & Bougie, R. (2016). Research methods for business: A skill building

approach. John Wiley & Sons.

 

Shephard, R. J. (1997). Curricular physical activity and academic performance.

Pediatric exercise science, 9(2), 113-126.

 

Smith, T., Polloway, E., Patton, J., & Dowdy, C.,. (2005). "Teaching students with

special needs in inclusive settings (4th ed.). Boston: Pearson Education.

 

Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter- storytelling

as an analytical framework for education research. Qualitative inquiry, 8(1), 23-

44.

 

Spedding, S. (2005). "The role of teachers in successful inclusion. In P. Foreman (Eds.),

Inclusion in Action (pp. 404-490). Victoria: Thomas Nelson.

 

Stake R.. (2005). "Qualitative Case Studies In Denzin, N.K. & Lincoln, Y.S. (eds.) The

Sage Handbook of Qualitative Research (3rd ed.). Thousand Oaks/London/New

Delhi: Sage Publications.

 

Stangvik, G. (1997). Beyond schooling; integration in a policy perceptive. In S. Pijl,C.

Meijer, & S. Hegarty (Eds.), Inclusive education: A globe agenda (pp32-50).

London: Routledge.

 

Starosta and William J. (1984 ). Qualitative Content Analysis: A Burkean Perspective

Pp. 185—94 in William B.Gudykunst and Young Yun Kim (eds.), Methods for

Intercultural communication. Beverly Hills, Calif.: Sage.

 

Stinson, M. (2009). Drama is like reversing everything’: intervention research as

teacher professional development. RiDE: The Journal of Applied Theatre and

Performance 14(2): 225-243.

 

Swart, E., Engelbrecht, P., Eloff, I. and Pettipher, R. . (2002). Implementing inclusive

education in South Africa: teachers` attitudes and experiences. Acta Academica.

34(1): 175-189.

 

Taskin-Can, B. (2013). "The Effects of Using Creative Drama in Science Education on

Students' Achievements and Scientific Process Skills".IIkogretimOnline.Vol. 12

Issue 1, p120-131. 12p. article.

 

Taylor, E. (2000). Fostering Mezirow's transformative learning theory in the adult

education classroom: A critical review. Canadian Journal for the Study of Adult

Education, 14(2), 1-28.

 

Taylor, L. D. (2008). Creative Thinking and Worldviews in Romania", PHD

Dessirtation, 2008, UMI Number: 3311919 , University of Nevada, Ren.

 

Taylor, P. (1998). Redcoats and Patriots: Reflective Practice in Drama and Social

Studies. Dimensions of Drama Series. Heinemann, 361 Hanover Street,

Portsmouth, NH 03801-3912; Web site: http://www. heinemann. com..

 

Taylor, P. (2004). The drama classroom: Action, reflection, transformation. Routledge.

 

Thorburn, J. (1997). Including everyone: Teaching students with special needs in

regular classrooms. Allegro press.

 

Vance, C. M. (1991). Formalising storytelling in organisations: a key agenda for the

design of training. Journal of Organizational Change Management 4(3): 52-58.

 

Vargo, S. (1998). Consulting teacher to teacher. In the council for exceptional children.

Teaching Exceptional Children, 30 (3), 54-55.

 

Wagner, B. J. (2002). Understanding Drama-Based Education. Journal (Israel) 52: 53-

57.

 

Walsh, S. (2002). Construction or obstruction: Teacher talk and learner involvement in

the EFL classroom. Language teaching research, 6(1), 3-23.

 

Wee, S. J. (2009). A case study of drama education curriculum for young children in

early childhood programs. Journal of Research in Childhood Education, 23(4),

489- 501.

 

Westwood, P. S. (1997). Commonsense methods for children with special needs:

Strategies for the regular classroom. Psychology Press.

 

Whyte, B. (2005). Collaborating with diverse cultures. In D. Fraser, R. Moltzen,

K.Ryba, (Eds.), Learners with special education needs in Aotearoa New Zealand

(3rd ed., pp. 117-127). Victoria: Dunmore Press.

 

Williamson, J., & Paul, J. (2012). The “Slow Learner” as a Mediated Construct.

Canadian Journal of Disability Studies, 1(3), 91-128.

 

Taubman, P. (1999). Drama, Narrative and Moral Education: Exploring traditional tales

in the primary years. Journal of Moral Education, 28(1), 98.

 

Hashim, S., Yaakub, R., & Ahmad, M. Z. (2007). Pedagogi: Strategi dan teknik

mengajar dengan berkesan. PTS Professional.

 

Yin, R. K. (2003). Application of case study research. (2nd ed.). Thousand Oaks/London

/NewDelhi. Sage Publications.

 

Zaharlick, A. (1992). Ethnography in anthropology and its value for education. Theory

Into Practice. 31(Spring 2),116-125.

 


This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page

Installed and configured by Bahagian Automasi, Perpustakaan Tuanku Bainun, Universiti Pendidikan Sultan Idris
If you have enquiries with this repository, kindly contact us at pustakasys@upsi.edu.my or Whatsapp +60163630263 (Office hours only)