Penilaian Pelaksanaan Kurikulum Bahasa Tamil di Sekolah Kebangsaan (Evaluation of Tamil Language Curriculum Implementation in National Schools)

CHEW FONG PENG, SIVABALAN TANGGAYAH

Abstract


Di Sekolah Kebangsaan, Bahasa Tamil adalah satu mata pelajaran elektif yang menjadi pilihan murid-murid untuk dipelajari dan bukanlah mata pelajaran penilaian seperti bahasa Melayu di peringkat UPSR. Justeru penilaian BT di SK hanya boleh dibuat menerusi peperiksaan yang diadakan pada peringkat sekolah atau digelar pentaksiran berasaskan sekolah. Oleh itu, kajian kuantitatif ini bertujuan untuk menilai keberkesanan pelaksanaan Bahasa Tamil Sekolah Kebangsaan (BTSK) berdasarkan tiga dimensi, iaitu input, proses dan produk. Seramai 93 murid daripada enam buah Sekolah Kebangsaan di daerah Gombak, Selangor yang menjalani program BTSK telah terlibat dalam kajian. Soal selidik dan ujian telah digunakan sebagai instrumen. Dimensi penilaian input menunjukkan aspek kesesuaian buku teks diberi penilaian tahap tinggi, dimensi penilaian proses menunjukkan aspek pengajaran guru diberi penilaian tahap tinggi, manakala dimensi penilaian produk menunjukkan tahap pencapaian murid adalah berada pada tahap yang sederhana dan memuaskan. Didapati juga bahawa faktor jantina, pendapatan keluarga dan penggunaan bahasa murid-murid di rumah didapati tidak mempengaruhi tahap pencapaian Bahasa Tamil murid-murid kajian. Dapatan mengimplikasikan bahawa buku teks BTSK boleh ditambah baik dengan merujuk kepada kemahiran-kemahiran yang perlu dipelajari dan penambahbaikan proses pengajaran dan pembelajaran perlu dilakukan dengan mempelbagaikan kaedah pengajaran dengan menyelitkan elemen-elemen Teknologi Maklumat Komunikasi (TMK) bagi memudahkan murid-murid menguasai kemahiran bahasa secara optimum. Dicadangkan program BTSK ini diteruskan kerana ianya berpotensi untuk mencapai matlamat kurikulum secara optimum.

Kata Kunci: Bahasa Tamil; Sekolah Kebangsaan; Model CIPP; Penilaian Kurikulum

 

In the National Schools, Tamil Language is an elective subject and pupils are free to choose to study and not a subject of assessment such as Malay Language in the UPSR. Thus the assessment of Tamil Language in National Schools can only be done through examinations conducted at school level or called school-based assessments. Therefore, this quantitative study aimed to evaluate the effectiveness of National School Tamil Language (BTSK) program implementation based on three dimensions, which were input, process and product. A total of 93 pupils who had undergone the BTSK program from six national schools were involved in the study. Questionnaire and test were used as instruments. Input evaluation dimension indicated that the suitability aspect of the textbook was highly evaluated, process evaluation dimension indicated that the teachers’ teaching resources were highly evaluated, while product evaluation dimension indicated that the pupils’ achievement level was at a moderate and satisfactory level. It was also found that the factors of gender, family income and language used at home did not affect the pupils’ achievement in Tamil Language. The findings implicate that the textbooks may be improved by referring to the skills that need to be learned and improvements are needed in pedagogy by diversifying teaching methods and incorporating elements of Communication Information Technology (ICT) to facilitate the pupils to optimally master the language skills. It is proposed that the BTSK program to be continued as it has the potential to optimally achieve the goal of the curriculum.

Keywords: Tamil Language; National Schools; CIPP model; Curriculum Assessment


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DOI: http://dx.doi.org/10.17576/JPEN-2019-44.02-05

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