Tahap Keupayaan Kognitif Bacaan Dalam Pembelajaran Bahasa Melayu Kanak-Kanak Pemulihan Khas
DOI:
https://doi.org/10.33102/sainsinsani.vol2no2.40Abstract
This article discusses the reading cognitive ability in Malay Language learning among remedial education children. The cognitive ability among these children was tested based on several reading aspects which include the skills of recognizing or detecting, understanding, and applying as outlined in Bloom’s Taxonomy. This research utilized both the quantitative and qualitative methods in collecting the data. The subjects selected involved eight Standard Three students who were undergoing the remedial class in Puchong, Selangor. The instruments used included both oral and non-oral tests. The research findings indicate that the ability to apply appears to be the most acquired cognitive skill among the subjects (99.58%), followed by the abilities to understand (95.36%), and to remember (95.8%). These findings portray that special remedial children’s cognitive ability level is not only measured from the aspect of reading fluency, but also their abilities in recognizing letters, understanding letter sounds, and applying grammar skills.
Keywords: cognitive ability, Malay Language learning, remedial education children
ABSTRAK: Makalah ini membicarakan tentang tahap keupayaan kognitif bacaan dalam pembelajaran bahasa Melayu kanak-kanak pemulihan khas. Keupayaan kognitif dalam kalangan kanak-kanak pemulihan khas diuji berdasarkan aspek bacaan, iaitu dengan mengaplikasikan kemahiran mengenal pasti, memahami, dan mengaplikasi seperti yang terdapat dalam Taksonomi Bloom. Kajian ini juga menggunakan kaedah kuantitatif dan kualitatif dalam pengumpulan data. Subjek yang dipilih merupakan lapan orang pelajar darjah tiga yang mengikuti kelas pemulihan khas di Puchong, Selangor. Instrumen yang digunakan ialah ujian lisan dan bukan lisan. Dapatan kajian ini menunjukkan bahawa keupayaan mengaplikasi merupakan keupayaan yang paling dikuasai oleh subjek kajian dalam kemahiran kognitif, iaitu sebanyak 99.58 peratus, diikuti oleh keupayaan memahami 95.36 peratus, dan keupayaan mengingat 95.8 peratus. Dapatan kajian ini menunjukkan bahawa tahap keupayaan kognitif kanak-kanak pemulihan khas bukan hanya diukur daripada kelancaran bacaan sahaja, malah keupayaan mengenal pasti huruf, memahami bunyi huruf, dan mengaplikasi tatabahasa turut diambil kira.
Kata kunci: kognitif bacaan, kanak-kanak pemulihan khas, pembelajaran bahasa Melayu
Downloads
References
Abdul Rasid Jamian. (2011).Permasalahan kemahiran membaca dan menulis bahasa melayu murid-murid sekolah rendah di luar bandar, Jurnal Pendidikan Bahasa
Melayu, 1(1) p.1-12
Azizi Yahaya, Noordin Yahaya, & Zurihanmi Zakariya. (2005). Psikologi kognitif. Johor: Penerbit Universiti Teknologi Malaysia.
Bonifacci, P. & Snowling, M. J. (2008). Speed of processing and reading disability: A cross-linguistic investigation of dyslexia and borderline intellectual functioning.
Cognition, 107(3), p. 999-1017.
Carroll, J.B. (1993). Human cognitive abilities. Cambridge: Cambridge University Press.
Chere, N. E., Hlalele, D. (2014). Academic underachievement of learners at school: A literature review. Mediterranean Journal of Social Sciences 5(23), p.827-839.
Clay, M. M., & Cazden, C. B. (1990) AVygotskian interpretation of reading recovery. In L. Moll (Ed.), Vygotsky and education. New York: Cambridge University Press,
pp. 206–222. Dewan Bahasa dan Pustaka. (2005). Glosari pendidikan. Kuala Lumpur: Dewan Bahasa dan Pustaka. Eysenck, M. W. (1993). Principles of cognitive
psychology. East Sussex: Psychology Press
Jabatan Pendidikan Khas. (2008). Garis panduan pelaksanaan program pemulihan khas (Edisi Percubaan). Kuala Lumpur: Kementerian Pendidikan Malaysia.
Jabatan Perdana Menteri. (2011). Laporan tahunan 2011: Program transformasi kerajaan (GTP). Kuala Lumpur: Jabatan Perdana Menteri.
Jabatan Perdana Menteri. (2012). Laporan tahunan 2012: Program transformasi kerajaan (GTP). Kuala Lumpur: Jabatan Perdana Menteri.
Jassica Adelina Anak Jagig & Wan Muna Ruzanna Wan Mohammad. (2016, November). VAKT methods in teaching reading skills for remedial classes among
primary school pupils. Kertas kerja dibentangkan di International Conference on Education and Regional Development 2016 (ICERD 2016), Bandung, Indonesia.
Kirtika, S. Sangwan, S. & Duha, K. (2010). Human ecological systems and multiple intelligence of slow learners young adolescents. Journal Dairing, Food, and Home
Science 29(3/4), p.216-221. Labovitz, S. & Hagedom, R. (1971). Introduction to Social Research. University of Michigan: McGraw-Hill, 1971.
Nik Safiah Karim, Farid M. Onn, Hashim Haji Musa, & Abdul Hamid Mahmood. (2008). Tatabahasa Dewan (Edisi ketiga). Kuala Lumpur: Dewan Bahasa dan Pustaka.
Noraini Idris. (2013). Penyelidikan dalam pendidikan (Edisi kedua). Kuala Lumpur: McGraw-Hill Education (Malaysia)
Ratnawati Mohd Asraf & Hazlina Abdullah (2016) Literacy among Malaysian Primary Schoolers: How do Boys Perform Relative to Girls? International Electronic
Journal of Elementary Education, 9(1), p.225-238.
Wobbrock, J.O., Kane, S. K., Gajos, K. Z., Harada, S. Froehlich, J. (2011). Ability -Based Design: Concept, Principles and Examples. ACM Transactions on Accessible
Computing 3(3), p.1-3
Published
How to Cite
Issue
Section
1. Author holds the copyright of the article.
2. Jurnal Sains Insani owns the rights to publish the article. The writer may request permission to republish the article from the editor.
3. Jurnal Sains Insani follows the APA (American Psychological Association) style for all in-text citation and list of bibliographies.
