KEBERKESANAN PEMBELAJARAN TERADUN GANTIAN (PTG) DALAM MENINGKATKAN KEMAHIRAN BERTUTUR DAN MENULIS BAHASA ARAB
THE EFFECTIVENESS OF BLENDED LEARNING SUBSTITUTE (BLS) IN ENHANCING ARABIC SPEAKING DAN WRITING SKILLS
DOI:
https://doi.org/10.35631/IJMOE.831047Keywords:
Bahasa Arab (Arabic Language), Kemahiran Bertutur (Speaking Skills), Kemahiran Menulis (Writing Skills), Pembelajaran Teradun Gantian (Blended Learning Substitute)Abstract
Salah satu lonjakan dalam Pelan Pembangunan Pendidikan Malaysia (Pendidikan Tinggi 2015-2023) ialah memperkasakan pelaksanaan Pembelajaran Teradun Gantian (PTG). PTG merupakan gabungan di antara pembelajaran secara konvensional dan pembelajaran dalam talian. Kajian ini dijalankan untuk menganalisis pencapaian pelajar dalam kemahiran bertutur dan menulis setelah mengikuti kursus Bahasa Arab yang menggunakan kaedah PTG. Data kajian ini diambil menggunakan rubrik penilaian bertutur dan menulis Bahasa Arab yang dibangunkan secara komprehensif dan digunakan oleh Unit Bahasa Arab di sebuah universiti awam di Malaysia. Terdapat 4 elemen yang diukur bagi penilaian kemahiran bertutur iaitu kejelasan idea, kerjasama dalam kumpulan, keyakinan diri, dan laras bahasa. Bagi penilaian kemahiran menulis pula terdapat 4 elemen yang dinilai iaitu susunan ayat, isi, ayat sokongan, dan tatabahasa. Seramai 93 orang pelajar yang mengikuti kursus Bahasa Arab telah terlibat di dalam kajian ini. Dapatan kajian mendapati seramai 67 orang (72%) responden menunjukkan peningkatan penguasaan kemahiran bertutur dan 73 orang (79%) bagi kemahiran menulis.. Walaubagaimanapun, 20 orang (22%) menunjukkan penurunan penguasaan kemahiran bertutur dan 17 orang (18%) bagi kemahiran menulis setelah mengikuti kursus Bahasa Arab menggunakan kaedah PTG. Manakala baki 6 orang (6%) tidak menunjukkan sebarang perubahan bagi kemahiran bertutur dan 3 orang (3%) bagi kemahiran menulis. Hasil kajian ini membuktikan bahawa pelaksanaan PTG dalam pembelajaran Bahasa Arab mampu memberikan impak yang positif terhadap pencapaian pelajar, khususnya dalam kemahiran bertutur dan kemahiran menulis.
One of the key shifts outlined in the Malaysia Education Blueprint (Higher Education) 2015–2025 is the empowerment of the implementation of Blended Learning Substitute (BLS). BLS refers to the integration of conventional face-to-face learning and online learning approaches. This study was conducted to analyse students’ achievement in speaking and writing skills after attending an Arabic language course that employed the BLS approach. The data for this study were collected using comprehensive Arabic speaking and writing assessment rubrics developed and utilised by the Arabic Language Unit at a public university in Malaysia. Four elements were assessed in the evaluation of speaking skills, namely clarity of ideas, group collaboration, self-confidence, and language. Meanwhile, the assessment of writing skills focused on four elements: sentence structure, content, supporting sentences, and grammar. A total of 93 students enrolled in the Arabic language course participated in this study. The findings revealed that 67 respondents (72%) demonstrated improvement in speaking proficiency, while 73 respondents (79%) showed improvement in writing proficiency. Nevertheless, 20 respondents (22%) exhibited a decline in speaking proficiency and 17 respondents (18%) in writing proficiency after participating in the Arabic language course using the BLS approach. The remaining 6 respondents (6%) showed no change in speaking proficiency, while 3 respondents (3%) showed no change in writing proficiency. The findings of this study demonstrate that the implementation of BLS in Arabic language learning can produce a positive impact on students’ achievement, particularly in speaking and writing skills.
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