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Type :thesis
Subject :QA Mathematics
Main Author :Kang, Chin Aik
Title :Analisis strategi komunikasi mod lisan dalam program dwi bahasa Matematik Tingkatan Satu
Place of Production :Tanjong Malim
Publisher :Fakulti Sains dan Matematik
Year of Publication :2023
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

Abstract : Universiti Pendidikan Sultan Idris
Kajian kes ini bertujuan menganalisis strategi komunikasi mod lisan dalam pengajaran matematik (SKMLPM) bagi lima orang guru matematik Tingkatan Satu, kelas Dual Language Programme, di lima buah sekolah menengah kebangsaan, Kinta Utara, Ipoh, Perak. SKMLPM merangkumi pemadam bunyi bising, pengawal suara, pengimbang suara, penambah suara, dan perekod suara. Kaedah pengumpulan data merangkumi pemerhatian, temu bual, dan analisis dokumen. Data dianalisis dengan analisis kandungan, pemadanan paten dan analisis merentas kes. Dapatan kajian menunjukkan lima peserta mempunyai matlamat SKMLPM domain kognitif. Empat peserta mempunyai domain afektif dan tiada peserta mempunyai domain psikomotor. Aras domain kognitif peserta merangkumi aras pengetahuan, pemahaman, aplikasi, analisis, dan penilaian. Aras afektif adalah terbatas pada aras menerima dan memberi respons. Kelima-lima peserta: menjalin simetri dengan murid; membenarkan penggunaan bahasa Melayu dan bahasa ibunda; menyampai konsep mengikut turutan sebutandefinisi- contoh-soalan; menyesuaikan suasana pembelajaran; meminta bantuan ahli komuniti sekolah; melaksana pengawal suara secara tidak langsung; merujuk Dokumen Standard Kurikulum dan Pentaksiran; memfokus kepada sebutan, definisi, contoh, dan soalan; menggalakkan kaedah pengajaran mod lisan; melaksana aktiviti mod lisan; menggabungjalin komunikasi lisan dengan komunikasi visual; menggunakan alat bantu mengajar (ABM) yang mudah; melaksana perekod suara tak bersuara dan perekod suara bersuara. Masalah yang dihadapi oleh peserta secara kolektif adalah: tahap berbahasa Inggeris dan kehadiran murid rendah; bunyi bising murid; kelas gelap, terdapat pembalikan cahaya dan kelantunan bunyi; lokasi bilik khas jauh; kekurangan fasiliti dan kemahiran teknologi maklumat. Masalah sepunya peserta adalah kekangan masa dan masalah menambah suara ABM. Hanya dua peserta melaksana perekod suara separa bersuara. Sebagai kesimpulan, matlamat SKMLPM peserta tidak holistik; Peserta melaksana SKMLPM secara meningkatkan bunyi membina dan menurunkan bunyi mengganggu; Punca masalah pelaksanaan SKMLPM adalah gangguan fizikal, gangguan fisiologikal, gangguan semantik, gangguan psikologikal, gangguan topikal, dan gangguan teknikal. Implikasi kajian adalah guru perlu membentuk matlamat SKMLPM holistik, meningkatkan kemahiran melaksana SKMLPM serta merancang pengurusan masa dan pemilihan ABM.

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