Perbandingan dua kaedah mengajar bacaan awal Bahasa Melayu dalam kalangan murid prasekolah

A comparison of two methods of teaching early Malay language reading among preschool children

Abstract

Kajian ini bertujuan membandingkan kaedah-kaedah bacaan awal bahasa Melayu murid prasekolah. Kaedah-kaedah tersebut ialah Kaedah Kawalan Vokal Berstruktur (KVB) dan Kaedah Gabungan Bunyi Kata (GBK). Kedua-duanya adalah berasaskan gabungan Pendekatan Alternatif dan Pendekatan Tradisional. Di samping itu, jantina dipilih sebagai variabel moderator untuk mengenal pasti kesan jantina bagi kaedah-kaedah yang berbeza. Kajian ini juga bertujuan mengenal pasti korelasi di antara pencapaian bacaan suku kata terbuka dengan suku kata tertutup dan korelasi di antara pencapaian kesediaan membaca dengan kemahiran bacaan awal. Dengan itu, reka bentuk kajian ini berasaskan kepada reka bentuk kuantitatif yang menggunakan kaedah kuasi-eksperimen. Sampel kajian melibatkan murid prasekolah yang berumur lima hingga enam tahun. Seramai 62 orang murid mengikuti Kaedah KVB dan 63 orang mengikuti Kaedah GBK. Jangka masa pelaksanaan program bacaan awal ialah selama 12 minggu. Oleh itu, murid prasekolah telah menduduki Ujian Kesediaan Membaca dan Ujian Kemahiran Bacaan Awal pra ujian dan pasca ujian. Bagi tujuan mengenal pasti kesan kaedah bacaan awal, skor min Ujian Kemahiran Bacaan Awal telah dianalisis menggunakan ujian multivariat (MANCOVA) dengan mengambil kira skor Ujian Kesediaan Membaca sebagai kovariat. Analisis korelasi Pearson pula digunakan untuk mengenal pasti korelasi antara variabel. Aras signifikan 0.05 telah digunakan untuk menolak atau menerima hipotesis yang telah dibentuk. Walau bagaimanapun, kaedah temu bual digunakan sebagai 'triangulation'. Dapatan kajian menunjukkan terdapat perbezaan skor min yang signifikan bagi pencapaian kemahiran bacaan awal terhadap kaedah yang berbeza. Perbezaan skor min bagi kaedah yang berbeza mengikut jantina didapati tidak signifikan. Analisis korelasi pula menunjukkan terdapat korelasi yang signifikan di antara pencapaian kemahiran bacaan suku kata terbuka dengan suku kata tertutup mengikut kaedah berbeza.

This study aimed to compare two methods of teaching early Malay language reading among preschool children. The methods were the Structured Vowel Control Method (Kaedah Kawalan Vokal Berstruktur, KVB) and the Sound-Word Combination Method (Kaedah Gabungan Bunyi Kata, GBK). Both methods were based on a combination of the Alternative Approach and the Traditional Approach. In addition, gender was selected as a moderating variable to identify the effects of gender on the different teaching methods. The study also aimed to determine the correlation between achievement in reading open syllables and closed syllables, as well as the correlation between reading readiness and early reading skills. Accordingly, the research employed a quantitative design using a quasi-experimental method. The study sample consisted of preschool children aged five to six years. A total of 62 children participated in the KVB method, while 63 children participated in the GBK method. The early reading programme was implemented over a period of 12 weeks. The preschool children subsequently completed the Reading Readiness Test and the Early Reading Skills Test during both the pre-test and post-test stages. To determine the effects of the early reading methods, the mean scores of the Early Reading Skills Test were analysed using multivariate analysis of covariance (MANCOVA), with the Reading Readiness Test scores serving as the covariate. Pearson correlation analysis was also used to determine the correlations between the variables. A significance level of 0.05 was used to determine whether the formulated hypotheses should be rejected or accepted. In addition, interviews were conducted as a form of triangulation. The findings showed a significant difference in the mean scores of early reading skills between the different teaching methods. However, the differences in mean scores between the methods according to gender were not statistically significant. The correlation analysis further indicated a significant correlation between achievement in reading open syllables and closed syllables across the different methods.