ANALISIS KETAKSAAN HOMONIM DALAM BUKU TEKS BAHASA MELAYU(BM) SEKOLAH KEBANGSAAN MURID TAHUN LIMA BERDASARKAN TEORI SEMANTIK KOGNITIF
ANALYSIS OF HOMONYM AMBIGUITY IN MALAY LANGUAGE (PRIMARY SCHOOL) TEXTBOOKS FOR FIFTH-YEAR STUDENTS BASED ON COGNITIVE SEMANTIC THEORY
DOI:
https://doi.org/10.35631/IJEPC.1162031Keywords:
Analisis Kefahaman (Understanding Analysis), Bahasa Melayu (Malay Language), Homonim (Homonyms), Landmark, Murid Tahun Lima (Year Five Students), Teori Semantik Kognitif (Cognitive Semantic Theory), Trajektor ( Trejactor)Abstract
Kajian ini bertujuan menganalisis kefahaman makna tiga leksikal homonim yang terdapat dalam Buku Teks Bahasa Melayu (BM) Sekolah Kebangsaan Murid Tahun Lima berdasarkan Teori Semantik Kognitif. Data kajian diperoleh melalui kaedah kepustakaan dan analisis dokumen. Responden merupakan sembilan orang murid tahun lima berbangsa Melayu di sebuah sekolah rendah dalam daerah Kuala Pilah, Negeri Sembilan. Dapatan kajian dianalisis berdasarkan Teori Semantik Kognitif yang merangkumi konsep trajektor (TR) dan landmark (LM), kerangka jaringan radial serta skema imej Lakoff (1987). Hasil kajian menunjukkan tahap kefahaman murid terhadap tiga leksikal homonim, iaitu (i) raut, (ii) laras, dan (iii) kelam adalah sederhana. Dapatan menunjukkan responden kerap menggunakan makna pinggiran baharu (MPB) yang bersifat abstrak berbanding makna teras (MT) yang konkrit. Perluasan makna berlaku secara sistematik daripada domain konkrit kepada abstrak melalui proses metafora yang berlandaskan pengalaman badaniah. Faktor persekitaran fizikal, andaian dan pengalaman peribadi menjadi faktor utama yang mendorong murid mentafsir makna leksikal homonim berdasarkan konteks sosial dan keperluan komunikasi semasa. Implikasinya, kajian ini mengetengahkan faktor-faktor kognitif yang mempengaruhi tafsiran makna homonim serta memberi sumbangan kepada perkembangan teori semantik, institusi bahasa, penggubal dasar dan amalan pengajaran dan pemudahcaraan (PdPc) mata pelajaran Bahasa Melayu (BM).
This study aims to analyze the understanding of the meaning of three homonymous lexemes found in the Year Five Malay Language National School Student Textbook based on Cognitive Semantic Theory. Research data was obtained through library research and document analysis methods. Informants were nine Malay Year Five students at a primary school in the district of Kuala Pilah, Negeri Sembilan. The findings were analyzed based on Cognitive Semantic Theory, which includes the concepts of trajector (TR) and landmark (LM), radial network framework, and Lakoff's (1987) image schema. The results show that the students' level of understanding of the three homonymous lexemes, namely (i) raut, (ii) laras, and (iii) kelam, is moderate. The findings indicate that informants frequently used new peripheral meanings which are abstract, compared to concrete core meanings. Semantic extension occurred systematically from concrete to abstract domains through a metaphorical process based on embodied experience. Physical environmental factors, assumptions, and personal experiences were the main factors influencing students to interpret the meaning of homonymous lexemes based on social context and current communication needs. The implication is that this study highlights the cognitive factors that influence the interpretation of homonymous meanings and contributes to the advancement of semantic theory, language policy development, and the teaching and learning practices of the Malay Language.
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