The effectiveness of guided writing using individual pictures in a year three classroom

The effectiveness of guided writing using individual pictures in a year three classroom

Kajian ini merupakan usaha untuk meningkatkan kemahiran menulis di kalangan murid Tahun 3 disekolah rendah. Kajian ini melibatkan penggunaan intervensi dalam bentuk modul penulisan kontekstual untuk mengkaji keberkesanan kaedah penulisan terbimbing denganpenggunaan gambar tersendiri terhadap k...

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Main Author: Sharon Vijaya Balakrishnan
Format: thesis
Language:eng
Published: 2019
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LB Theory and practice of education
Online Access:https://ir.upsi.edu.my/detailsg.php?det=5904
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topic LB Theory and practice of education
spellingShingle LB Theory and practice of education
Sharon Vijaya Balakrishnan
The effectiveness of guided writing using individual pictures in a year three classroom
description Kajian ini merupakan usaha untuk meningkatkan kemahiran menulis di kalangan murid Tahun 3 disekolah rendah. Kajian ini melibatkan penggunaan intervensi dalam bentuk modul penulisan kontekstual untuk mengkaji keberkesanan kaedah penulisan terbimbing denganpenggunaan gambar tersendiri terhadap kemahiran menulis murid. Reka bentuk kaedah campuran digunakan yang melibatkan reka bentuk kuasi eksperimen dan analisis kandungan untukmengukur prestasi menulis dan kualiti ayat murid. Pra-ujian dan ujian pasca dianalisis secarakuantitatif menggunakan SPSS dan secara kualitatif dengan satu set rubrik danjumlah frekuensi.Lima puluh pelajar terlibat dalam kajian ini (Kumpulan kawalan: n=25; Kumpulan eksperimen: n=25). Hasil kajian menunjukkan bahawa kumpulan eksperimen mendapat skor yang lebihtinggi dalam ujian pasca (m=9.48, t=9.67, p=0.01) berbanding pra ujian (m=l.00, t=8.45,p=0.00). Murid-murid dalam kumpulan kawalan tidak merekodkan peningkatan dalam ujian pasca(m=2.68, t=88.15,p=O.OO) apabila dibandingkan dengan pra-ujian (m=2.52, t=3.89,p=O.OO). Terdapatperbezaan yang signifikan antara skor min pra-ujian antara kumpulan eksperimen (m=l.00) dankumpulan kawalan (m=2.52) berbanding skor pasca ujian (Kumpulan kawalan: m=2.68, Kumpulaneksperimen: m=9.48). Bagi kualiti ayat, kumpulan eksperimen menunjukkan peningkatan dalam ujianpasca berbanding dengan kumpulan kawalan. 25 murid dalam kumpulan eksperimen berbanding dengan 15murid dalam kumpulan kawalan berjaya menulis 3 ayat dalam komposisi mereka. 12 murid dalamkumpulan eksperimen berbanding dengan 1 murid dalam kumpulan kawalan menulis komposisitanpa kesilapan. 25 murid dalam kumpulan eksperimen berbanding sifar murid dalam kumpulankawalan menulis komposisi dengan idea-idea yang teratur. Kesimpulannya, penggunaan gambartersendiri dalam kaedah penulisan terbimbing mempunyai kesan positif ke atas kemampuan murid untuk menulis komposisi pendek. Penemuan kajian ini releven denganpengajaran penulisan di kalangan murid sekolah rendah. Adalah dicadangkan bahawa perkembanganpenulisan di kalangan murid sekolah rendah akan dibimbing secara sistematik dandijalankan menggunakan gambar tersendiri.
format thesis
qualification_name
qualification_level Master's degree
author Sharon Vijaya Balakrishnan
author_facet Sharon Vijaya Balakrishnan
author_sort Sharon Vijaya Balakrishnan
title The effectiveness of guided writing using individual pictures in a year three classroom
title_short The effectiveness of guided writing using individual pictures in a year three classroom
title_full The effectiveness of guided writing using individual pictures in a year three classroom
title_fullStr The effectiveness of guided writing using individual pictures in a year three classroom
title_full_unstemmed The effectiveness of guided writing using individual pictures in a year three classroom
title_sort effectiveness of guided writing using individual pictures in a year three classroom
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Bahasa dan Komunikasi
publishDate 2019
url https://ir.upsi.edu.my/detailsg.php?det=5904
_version_ 1747833235046400000
spelling oai:ir.upsi.edu.my:59042021-04-28 The effectiveness of guided writing using individual pictures in a year three classroom 2019 Sharon Vijaya Balakrishnan LB Theory and practice of education Kajian ini merupakan usaha untuk meningkatkan kemahiran menulis di kalangan murid Tahun 3 disekolah rendah. Kajian ini melibatkan penggunaan intervensi dalam bentuk modul penulisan kontekstual untuk mengkaji keberkesanan kaedah penulisan terbimbing denganpenggunaan gambar tersendiri terhadap kemahiran menulis murid. Reka bentuk kaedah campuran digunakan yang melibatkan reka bentuk kuasi eksperimen dan analisis kandungan untukmengukur prestasi menulis dan kualiti ayat murid. Pra-ujian dan ujian pasca dianalisis secarakuantitatif menggunakan SPSS dan secara kualitatif dengan satu set rubrik danjumlah frekuensi.Lima puluh pelajar terlibat dalam kajian ini (Kumpulan kawalan: n=25; Kumpulan eksperimen: n=25). Hasil kajian menunjukkan bahawa kumpulan eksperimen mendapat skor yang lebihtinggi dalam ujian pasca (m=9.48, t=9.67, p=0.01) berbanding pra ujian (m=l.00, t=8.45,p=0.00). Murid-murid dalam kumpulan kawalan tidak merekodkan peningkatan dalam ujian pasca(m=2.68, t=88.15,p=O.OO) apabila dibandingkan dengan pra-ujian (m=2.52, t=3.89,p=O.OO). Terdapatperbezaan yang signifikan antara skor min pra-ujian antara kumpulan eksperimen (m=l.00) dankumpulan kawalan (m=2.52) berbanding skor pasca ujian (Kumpulan kawalan: m=2.68, Kumpulaneksperimen: m=9.48). Bagi kualiti ayat, kumpulan eksperimen menunjukkan peningkatan dalam ujianpasca berbanding dengan kumpulan kawalan. 25 murid dalam kumpulan eksperimen berbanding dengan 15murid dalam kumpulan kawalan berjaya menulis 3 ayat dalam komposisi mereka. 12 murid dalamkumpulan eksperimen berbanding dengan 1 murid dalam kumpulan kawalan menulis komposisitanpa kesilapan. 25 murid dalam kumpulan eksperimen berbanding sifar murid dalam kumpulankawalan menulis komposisi dengan idea-idea yang teratur. Kesimpulannya, penggunaan gambartersendiri dalam kaedah penulisan terbimbing mempunyai kesan positif ke atas kemampuan murid untuk menulis komposisi pendek. Penemuan kajian ini releven denganpengajaran penulisan di kalangan murid sekolah rendah. 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