Pendekatan Pengajaran Guru Bahasa Melayu Sekolah Rendah di Zon Bandar Lahad Datu

Learning approach of Malay Language Teacher needs to charge from teacher-centered approach to student-centered approach. A total number of 107 city zone Malay Language teacher in Lahad Datu district from 7 school are choosen as samples for this study. Questionnaires used for data collection. The raw...

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Main Author:	Muliana, Tanah
Format:	Thesis
Language:	eng eng
Published:	2011
Subjects:	LB1501 Primary Education
Online Access:	https://etd.uum.edu.my/3987/1/s805209.pdf https://etd.uum.edu.my/3987/7/s805209.pdf
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id	my-uum-etd.3987
record_format	uketd_dc
institution	Universiti Utara Malaysia
collection	UUM ETD
language	eng eng
advisor	Mohd Ali, Kamarulzaman
topic	LB1501 Primary Education
spellingShingle	LB1501 Primary Education Muliana, Tanah Pendekatan Pengajaran Guru Bahasa Melayu Sekolah Rendah di Zon Bandar Lahad Datu
description	Learning approach of Malay Language Teacher needs to charge from teacher-centered approach to student-centered approach. A total number of 107 city zone Malay Language teacher in Lahad Datu district from 7 school are choosen as samples for this study. Questionnaires used for data collection. The raw data was analyzed using SPSS for windows version 12.0 software. Descriptive analysis shows that respondent’s background and the teaching approach of primary Malay Language teachers teaching in Lahad Datu district are prone to teacher-centered approach. Other than that, free sample Test-t analysis recorded that there is no significant difference between teacher-centered approach and student-centered approach in term of gender. Meanwhile, ANOVA analysis found out that there is no significant difference in terms of teacher-centered and student-centered approaches by age level. In addition to that, correlation analysis shows insignificantly positive and weak relationship between teaching experiences and teacher-centered approach in Malay Language subject. The same goes to the relationship between teaching experiences and student-centered approach in teaching Malay Language subject which is reported to be insignificantly negative and weak. In a nutshell, primary Malay Language teacher in Lahad Datu District are prone to use teacher-centered approach in their teaching and learning process.
format	Thesis
qualification_name	masters
qualification_level	Master's degree
author	Muliana, Tanah
author_facet	Muliana, Tanah
author_sort	Muliana, Tanah
title	Pendekatan Pengajaran Guru Bahasa Melayu Sekolah Rendah di Zon Bandar Lahad Datu
title_short	Pendekatan Pengajaran Guru Bahasa Melayu Sekolah Rendah di Zon Bandar Lahad Datu
title_full	Pendekatan Pengajaran Guru Bahasa Melayu Sekolah Rendah di Zon Bandar Lahad Datu
title_fullStr	Pendekatan Pengajaran Guru Bahasa Melayu Sekolah Rendah di Zon Bandar Lahad Datu
title_full_unstemmed	Pendekatan Pengajaran Guru Bahasa Melayu Sekolah Rendah di Zon Bandar Lahad Datu
title_sort	pendekatan pengajaran guru bahasa melayu sekolah rendah di zon bandar lahad datu
granting_institution	Universiti Utara Malaysia
granting_department	College of Arts and Sciences (CAS)
publishDate	2011
url	https://etd.uum.edu.my/3987/1/s805209.pdf https://etd.uum.edu.my/3987/7/s805209.pdf
_version_	1747827661903757312
spelling	my-uum-etd.39872016-04-27T07:05:42Z Pendekatan Pengajaran Guru Bahasa Melayu Sekolah Rendah di Zon Bandar Lahad Datu 2011 Muliana, Tanah Mohd Ali, Kamarulzaman College of Arts and Sciences (CAS) College of Arts and Sciences LB1501 Primary Education Learning approach of Malay Language Teacher needs to charge from teacher-centered approach to student-centered approach. A total number of 107 city zone Malay Language teacher in Lahad Datu district from 7 school are choosen as samples for this study. Questionnaires used for data collection. The raw data was analyzed using SPSS for windows version 12.0 software. Descriptive analysis shows that respondent’s background and the teaching approach of primary Malay Language teachers teaching in Lahad Datu district are prone to teacher-centered approach. Other than that, free sample Test-t analysis recorded that there is no significant difference between teacher-centered approach and student-centered approach in term of gender. Meanwhile, ANOVA analysis found out that there is no significant difference in terms of teacher-centered and student-centered approaches by age level. In addition to that, correlation analysis shows insignificantly positive and weak relationship between teaching experiences and teacher-centered approach in Malay Language subject. The same goes to the relationship between teaching experiences and student-centered approach in teaching Malay Language subject which is reported to be insignificantly negative and weak. In a nutshell, primary Malay Language teacher in Lahad Datu District are prone to use teacher-centered approach in their teaching and learning process. 2011 Thesis https://etd.uum.edu.my/3987/ https://etd.uum.edu.my/3987/1/s805209.pdf text eng validuser https://etd.uum.edu.my/3987/7/s805209.pdf text eng public masters masters Universiti Utara Malaysia Abd Rahim Rashid. (1998). Kaedah dan metodologi yang berkesan pengajaran-pembelajaran sejarah. 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Pendekatan Pengajaran Guru Bahasa Melayu Sekolah Rendah di Zon Bandar Lahad Datu

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