This case study aims to analyze voice-controller (VC)’s implementation of five, national-type secondary schools, Kinta Utara, Ipoh, Perak, teachers in teaching mathematics form-one (T1) Dual Language Programme (DLP). VC consists of three elements: sound level and voice level practice (SL-VL-P); marker and voice level practice (M-VL-P); and activity and voice level practice (A-VL-P). Students’ voice level barrier disturbs teaching and learning. Teacher should control students’ voice level. This study contributes an alternative classroom control strategy for teachers and reflection to Secondary School Standard Curriculum planner about learning and facilitating’s situation in school from communication perspective. Data collection methods were teaching observation, interview, and document analysis. Content analysis method was used to analyze data. The research’s findings indicate the number of participants who had the VC’s goal: cognitive domain (five), affective domain (four),.....

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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 ko.....

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This case study aims to analyze voice-controller (VC)’s implementation of five, national-type secondary schools, Kinta Utara, Ipoh, Perak, teachers in teaching mathematics form-one (T1) Dual Language Programme (DLP). VC consists of three elements: sound level and voice level practice (SL-VL-P); marker and voice level practice (M-VL-P); and activity and voice level practice (A-VL-P). Students’ voice level barrier disturbs teaching and learning. Teacher should control students’ voice level. This study contributes an alternative classroom control strategy for teachers and reflection to Secondary School Standard Curriculum planner about learning and facilitating’s situation in school from communication perspective. Data collection methods were teaching observation, interview, and document analysis. Content analysis method was used to analyze data. The research’s findings indicate the number of participants who had the VC’s goal: cognitive domain (five), affective domain (four),.....

156 hits