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

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.