PENGUASAAN KEMAHIRAN BAHASA ANTARABANGSA DI UNIVERSITI UTARA MALAYSIA (UUM): IMPLIKASI TERHADAP KURIKULUM DAN PENGAJARAN
ASSESSING INTERNATIONAL LANGUAGE PROFICIENCY AT UNIVERSITI UTARA MALAYSIA (UUM): IMPLICATIONS FOR CURRICULUM DESIGN AND INSTRUCTIONAL PRACTICES
DOI:
https://doi.org/10.35631/IJMOE.831093Keywords:
Analisis Deskriptif (Descriptive Analysis), Bahasa Antarabangsa (International Language), Kemahiran Bahasa (Language Skills), Kurikulum Bahasa (Language Curriculum), Universiti Utara MalaysiaAbstract
Kajian ini dijalankan bertujuan untuk menganalisis tahap penguasaan kemahiran bahasa antarabangsa dalam kalangan pelajar di Universiti Utara Malaysia (UUM). Fokus utama penyelidikan adalah untuk menilai kompetensi empat kemahiran bahasa, iaitu membaca, menulis, mendengar, dan bertutur. Kajian ini melibatkan seramai 414 orang responden yang terdiri daripada pelajar bahasa antarabangsa. Kumpulan pelajar ini adalah pelajar yang telah melengkapkan kursus bahasa bagi tahap dua dan tahap tiga di Universiti Utara Malaysia. Pengumpulan data dilaksanakan sepenuhnya menggunakan instrumen borang soal selidik, manakala analisis data pula dilakukan secara deskriptif. Hasil dapatan kajian menunjukkan perbezaan yang ketara antara komponen kemahiran yang dinilai. Tahap penguasaan bagi kemahiran membaca mencatatkan peratusan tertinggi iaitu sebanyak 76%, diikuti oleh kemahiran menulis (63%) dan kemahiran mendengar (50%). Sebaliknya, kemahiran bertutur merekodkan tahap penguasaan terendah dengan hanya 40.8%. Secara keseluruhannya, data ini mencerminkan bahawa penguasaan kemahiran lisan dalam kalangan pelajar masih berada pada tahap yang kurang memuaskan berbanding kemahiran membaca. Implikasi kajian ini diharap dapat memberikan panduan serta sumbangan yang signifikan kepada pihak institusi dalam usaha menambah baik kurikulum, merangka strategi pengajaran bahasa antarabangsa yang lebih efektif, serta memperkukuh kompetensi komunikasi pelajar secara holistik di peringkat pengajian tinggi.
This study aims to analyze the proficiency levels of international language skills among students at Universiti Utara Malaysia (UUM). The primary focus of this research is to evaluate competency across four fundamental language skills, reading, writing, listening, and speaking. The study involved a cohort of 414 respondents, specifically comprising students who had successfully completed level two and level three international language courses at the university. Data were collected exclusively via a structured questionnaire and subsequently analyzed using descriptive statistics. The findings reveal significant disparities among the evaluated skill components. Reading proficiency recorded the highest attainment at 76%, followed by writing (63%) and listening (50%). However, speaking skills exhibited the lowest level of proficiency at merely 40.8%. Overall, these empirical data indicate that the students' mastery of oral skills remains suboptimal when compared to their reading capabilities. The implications of this study are anticipated to offer substantial guidance to institutional stakeholders in refining academic curricula, formulating more effective pedagogical strategies for international languages, and holistically enhancing students' communicative competencies within higher education.
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