KECEKAPAN BERTUTUR BAHASA ARAB DAN PENDEKATAN PENGAJARAN BERPUSATKAN PELAJAR BERSERTA ELEMEN COACHING DAN MENTORING

Masyitoh Yaacob, Firuz Akhtar Mohamad Bohari, Kaseh Abu Bakari

Abstract


Pemerolehan kemahiran bertutur bahasa Arab menjadi isu penting dalam pembelajaran bahasa Arab. Tujuan utama pengajaran kemahiran bertutur ialah menjadikan para pelajar cekap bertutur dalam bahasa yang dipelajari. Kecekapan bertutur bahasa Arab pelajar boleh diasah melalui pendekatan pengajaran yang digunakan oleh pensyarah. Kekurangan pendekatan pengajaran yang dapat menjadikan pelajar cekap bertutur dalam bahasa Arab merumitkan lagi keadaan. Oleh itu, Kajian ini bertujuan untuk mengukur kecekapan bertutur 21 orang pelajar kursus PPPJ3503 Bahasa Arab Lisan dalam aktiviti role play dan pidato spontan. Dokumen yang dianalisis dalam kajian ini ialah keputusan penilaian akhir semester dan item soal selidik yang berkaitan dengan kecekapan bertutur para pelajar setelah mengikuti kursus ini. Hasil kajian menunjukkan bahawa terdapat penambahbaikan terhadap kesanggupan bertutur, pengurangan tahap kebimbangan, keyakinan berbahasa, kecekapan bertutur dalam kalangan para pelajar. Kursus PPPJ3503 Bahasa Arab Lisan ini telah berjaya menunjukkan bahawa pendekatan pengajaran berpusatkan pelajar dengan elemen coaching dan mentoring berpotensi untuk diaplikasikan dalam pengajaran kemahiran bertutur bahasa Arab khasnya dan bahasa Arab secara amnya. Selain daripada itu, kajian ini juga mendapati bahawa lebih 85% pelajar menganggarkan bahawa mereka telah mengalami peningkatan dalam kecekapan bertutur bahasa Arab setelah melalui proses pengajaran bahasa Arab lisan dengan menggunakan pendekatan pengajaran berpusatkan pelajar dengan elemen coaching dan mentoring.

 

Kata kunci: kemahiran bertutur, bahasa Arab, elemen coaching,elemen mentoring, pembelajaran bahasa Arab


Full Text:

PDF

References


Adnan Mat Ali, & Muhammad Firdaus Hj Abdul Manaf. (2014). Kekangan bertutur dalam bahasa Arab di kalangan pelajar BASL. International Research Management and Innovation Conference 2014, 2014(November), 584–599.

Anuar Sopian. (2016). Tahap pertuturan bahasa Arab dalam kalangan pelajar yang mengambil Kursus Bahasa Arab di UITM Melaka. International Conference on Arabic Studies and Islamic Civilization, 3rd(March), 14–15.

Azhar Muhammad, Kamarul Azmi Jasmi, Mohd Ismail Mustari, Saliha Sackkani, & Fauziah Ali. (2012). Kemahiran bertutur dalam pengajaran dan pembelajaran bahasa Arab. In Seminar Antarabangsa Perguruan dan Pendidikan Islam [SEAPPI2012], 889–899

Brockbank, A. (2012). Facilitating reflective learning: Coaching, mentoring and supervison. Coaching, mentoring and supervison.

Darwin, A. (2015). Graduates giving back – A mentoring program for MBA students. International Journal of Mentoring and Coaching in Education. https://doi.org/10.1108/IJMCE-03-2015-0009

Filsinger, C. (2014). The virtual line manager as coach: Coaching direct reports remotely and across cultures Claudia Filsinger. International Journal of Evidence Based Coaching and Mentoring, 12(2),

Fletcher, S. (2012). Editorial of the inaugural issue of the International Journal of Mentoring and Coaching in Education. International Journal of Mentoring and Coaching in Education, 1(1), 4–11.

Fournies, F. F. (1999). Coaching for Improved Work Performance. McGraw Hill Professional (Revised). New York: McGraw Hill Professional.

Garvey, B., Stokes, P., & Mengginson, D. (2014). Coaching and Mentoring (Second). Los Angeles: SAGE.

Ghazali Yusri, Nik Mohd Rahimi, Parilah M. Shah, Wan Haslina Wah, & Muhammad Sabri Sahrir. (2012). Penggunaan bahasa Arab lisan dan hubungannya dengan strategi pengurusan sumber. GEMA Online Journal of Language Studies, 12(2), 505–520.

Grant, A. M., Fazel, P., Kitay, J. I. M., Wright, C., Creplet, F., Dupouet, O., … Grant, A. M. (2014). The effectiveness of workplace coaching: A meta-analysis of learning and performance outcomes from coaching. Coaching: An International Journal of Theory, Research and Practice, 33(2), 137–151

Harding, C. (2013). The transitional space provided by coaching and mentoring. International Journal of Evidence Based Coaching and Mentoring, (7), 56–72.

Klein, W. (1986). Second language acquisition. Cambridge textbooks in linguistics.

Lunsford, L. G. (2014). International Journal of Mentoring and Coaching in Education. International Journal of Mentoring and Coaching in Education Iss Library Review Journal of Documentation Iss Journal of Economic Studies, 3(20), 4–17.

Mazlina Baharudin. (2014). Pemerolehan dan penguasaan kecekapan berbahasa Melayu dalam kalangan pelajar asing di Universiti Sains Malaysia. Procedia - Social and Behavioral Sciences, 134, 270–275. https://doi.org/10.1016/j.sbspro.2014.04.248

McCann, Sinead, Delap, J. (2015). Mentoring Case Studies in the Access and Civic Engagement Office , Dublin Institute of Technology. International Journal of Evidence Based Coaching and Mentoring, 13(1), 106–120. Retrieved from http://ijebcm.brookes.ac.uk/

Mohd Hilmi Mohd Hashim, Muhd Zulkifli Ismail, & Nik Farhan Mustafa. (2014). “Alamak! Macamana nak cakap ni?”: Penggunaan strategi tampungan dalam komunikasi lisan bahasa Arab. Global Media Journal - Malaysian Edition, 4(1), 152–168.

Mohd Zaki Ismail, Kaseh Abu Bakar, Nik Farhan Nik Mustapha, & Nurazan M Rouyan. (2016). Strategi pembelajaran kosa kata berimbuhan bahasa Arab. Malaysian Journal of Learning and Instruction, 13(2016), 113–133. Retrieved from http://mjli.uum.edu.my

Mullen, C. A. (2012). Mentoring: An overview. In The Sage Handbook of Mentoring and Coaching in Education. https://doi.org/10.4135/9781446247549.n2

Nadwah Daud, & Nadhilah Abdul Pisal. (2014). Permasalahan pertuturan dalam bahasa Arab sebagai bahasa kedua. GEMA Online Journal of Language Studies, 14(1), 117–133.

Orland, L. (2001). Reading a mentoring situation: One aspect of learning to mentor. Teaching and Teacher Education, 17(1), 75–88

Parsloe, E., & Wray, M. (2001). Coaching and Mentoring: Practical Methods to Improve Learning (Second). London: Kogan Page.

Passmore, J. (2007). Coaching and mentoring - The role of experience and sector knowledge. International Journal of Evidence Based Coaching & Mentoring.

Passmore, J., Peterson, D. B., & Freire, T. (2012). The Psychology of Coaching and Mentoring. In The Wiley-Blackwell Handbook of the Psychology of Coaching and Mentoring. https://doi.org/10.1002/9781118326459.ch1

Pleschová, G., & McAlpine, L. (2015). Enhancing university teaching and learning through mentoring. International Journal of Mentoring and Coaching in Education, 4(2), 107–125.

Rhodes, C., & Fletcher, S. (2013). Coaching and mentoring for self-efficacious leadership in schools. International Journal of Mentoring and Coaching in Education, 2(1), 47–63.

Vikaraman, S. S., Azlin Norhaini Mansor, & Mohd Izham Mohd Hamzah. (2017). Mentoring and coaching practices for beginner teachers—A need for mentor coaching skills training and principal’s support. Creative Education, 8(1), 156–169.

Zarina Ahmad. (2009). Keterampilan bertutur dalam kalangan pelajar Institut Pendidikan Guru di Selangor. Universiti Putra Malaysia.

Zepeda, S. J., Parylo, O., & Ilgan, A. (2013). Teacher peer coaching in American and Turkish schools. International Journal of Mentoring and Coaching in Education, 2(1), 64–82. https://doi.org/10.1108/20466851311323096

Zhang, S., Liu, Q., & Wang, Q. (2016). A study of peer coaching in teachers’ online professional learning communities. Universal Access in the Information Society, 1–11.


Refbacks

  • There are currently no refbacks.


Index