Sifat Kesedaran Fonologi Dan Peranan Artikulasi Dalam Komunikasi Bahasa Melayu Pendidikan Awal Kanak-Kanak

  • Abu Bakar Mohd Sheikh Universiti Selangor
  • Said Darkasi
Keywords: Phonological awareness, word assignment, meaning phenomenon,, role of articulation

Abstract

The nature of phonological awareness and articulation of the role of communication in the Malay language early childhood education is a social phenomenon. There are, therefore, problems in terms of variations in the nature of phonological awareness, its relation to articulation factors, clarity, consistency, articulation sound factors, and language comprehension factors in terms of phonological awareness among students studying kindergarten. Therefore, this study describes the significance of phonological awareness among five- to six-year-olds. From a methodological point of view, it uses the Design of Mixed Methods through a sequential approach, which is a quantitative study first followed by a qualitative study. This study uses the phenomenon study method, which is the study to aim to understand the meaning of events and the relevance of individuals in certain situations. It also uses the following two types of phenomena, which are significant meanings faced by pupils and general conditions experienced by students. This study uses interview techniques and document analysis. The findings of this study indicate that there is a significant positive low correlation   (r = .18) between phonological awareness and the role of articulation or pronunciation among students aged five to six years of study in kindergarten. It has also been found that in terms of phonological awareness, students perform almost exactly the task of conceptual speech words, syllable structure awareness tasks, rhyme awareness tasks, phonetic replacement tasks, and phonemic awareness tasks. It also suggests further studies.

 

References

Abd. Razak Abd. Karim dan Muhammad Saiful Haq Hussin. (2011). Tahap penguasaan bahasa Melayu pelajar di Islamic Santitham Foundation School. Jurnal Pengajian Melayu, Jilid 22, 18-22.

Anida Sarudin, Dahlia Janan, Zulkifli Osman, Ahmad Khair Mohd Noor. (2016). Penguasaan bahasa Melayu kanak-kanak tadika berdasarkan inventori penilaian kesedaran terancang. International Journal of Language Education and
Applied Linguistics (IJLEAL). Diperoleh semula daripada http://ijleal.ump.edu.my/

Bauman-Waengler, J. A. (2012). Articulatory and phonological impairments. New York, NY:
Pearson Higher Education

Brooke Elizabeth Wagner. (2016). The predictive value of phonemic awareness curriculum-based measures on kindergarten word reading fluency (Disertatsi Kedoktoran). University of Oregon, USA.

Bryman. (2008). Social research methods. USA: Oxford University Press.

Chew Fong Peng. (2016). Masalah pembelajaran bahasa Melayu dalam kalangan murid Cina sekolah rendah. Jurnal Pendidikan Bahasa Melayu, 6, ( 2), 22-26 .

Creswell. (2009). Research design qualitative, quantitative, and mixed methods
approaches. USA: Sage Publications.

Goay Teck Chong, Choo Say Tee & Zainuddin Ahmad. (2006 ). Fonologi bahasa Melayu kertas 1. Ipoh: Pearson Malaysia Sdn. Bhd.

Linda, P. F., Franz, P. & Dorothee, M. (2013). Kesedaran fonologi: Faktor pengaruh. Jurnal Penyelidikan Pendidikan Awal Kanak-Kanak Eropah, Vol. 21, 1, 11-18.

Margaret, D. (2010). Phonological awareness in the kindergarten classroom: How do teachers perceive this essential link from oral communication to reading skill development. (Dissertation for the Degree Doctor of Education, Liberty
University). Diperoleh semula daripada http://digitalcommons.liberty.edu/doctoral/316/

Moleong. (2001). Metodologi penelitian kualitatif. Bandung: Remaja Rosdakarya.

Nik Mohd Rahimi, Harun Baharudin & Zamri Mahamod. (2010). Tahap sebutan huruf konsonan Arab dalam kalangan murid tadika. Jurnal Pendidikan Malaysia, 35, (1), 41-46.

Nik Safiah Karim & Wan Malini Ahmad. ( 2006 ). Fonologi bahasa Melayu STPM. Ipoh: Penerbit Fajar Bakti Sdn. Bhd.

Sharipah Amalhayaty Syed Ahmad. (2015). Penggunaan Kaedah Fonik Dalam Pengajaran Kemahiran Bacaan Awal Kanak-kanak Tadika. (Disertasi Ijazah Sarjana Pendidikan, Pendidikan Awal Kanak-kanak). Universiti Pendidikan Sultan
Idris, Tanjung Malim.

Trochim. (2006, Mei 7). Research methods knowledge base the qualitative debate,
qualitative validity. Diperoleh semula daripada https://appliedinduction.wordpress.com/page/7/

Yopp, H.K., & Yopp, R.H. (2009). Phonological awareness is child’s play. Young Children, 64 (1), 12-21.

Gillon, G. (2004). Phonological awareness: From research to practice. New York: Guilford Press.

Gibbs, Simon & Bodman, Sue. (2014). PhAB2. GL Assessments. University of Southern California. Human articulators in action. Video from the Speech Production and Knowledge Group website. Retrieved on 2013-01-01.

Titze, I. R. (2008). "The Human Instrument". Scientific American. 298 (298): 94–101. doi:10.1038/scientificamerican0108-94.

Indirawati Zahid dan Mardian Shah Omar. (2006). Fonetik dan fonologi. Batu Caves:
PTS Proffesional.

Rakhee M. (2015, July, 30) . Ten articulation activities for toddlers. Diperoleh semula
daripada https://www.momjunction.com/articles/articulation-activities-for- toddlers_00357678/
Published
2019-12-29
How to Cite
Mohd Sheikh, A. B., & Darkasi, S. (2019). Sifat Kesedaran Fonologi Dan Peranan Artikulasi Dalam Komunikasi Bahasa Melayu Pendidikan Awal Kanak-Kanak. Selangor Science & Technology Review (SeSTeR), 3(2), 41-56. Retrieved from http://sester.journals.unisel.edu.my/ojs/index.php/sester/article/view/140