Keberkesanan Strategi Meta-Perbincangan Ke Atas Pencapaian Lisan Bahasa Inggeris (The Effectiveness of Meta-Discussions Strategies on Oral English Achievement)

Authors

  • SAADIAH KUMMIN Universiti Kebangsaan Malaysia
  • SHAHLAN SURAT
  • FARIDAH MYDIN KUTTY
  • ZARINA OTHMAN

DOI:

https://doi.org/10.17576/JPEN-2021-47.01SI-08

Abstract

Literatur menunjukkan bahawa strategi meta-perbincangan dapat menyumbang kepada peningkatan penguasaan bahasa. Kajian kuasi-eksperimen kumpulan kawalan tidak serupa ini menguji keberkesanan teknik pengajaran strategi meta-perbincangan ke atas tahap pencapaian lisan bahasa Inggeris, kesedaran metakognitif, meta-tumpuan, meta-pemahaman dan refleksi metakognitif 124 orang pelajar yang mengikuti kursus kemahiran bahasa Inggeris Academic Communication I yang ditawarkan oleh Pusat Citra Universiti, Universiti Kebangsaan Malaysia. Kumpulan eksperimen diajar dengan menggunakan strategi meta-perbincangan selama 10 minggu dan kumpulan kawalan diajar dengan menggunakan kaedah konvensional. Kajian ini menggunakan soal selidik Indikator Keberkesanan Proses Pengajaran dan Pembelajaran (InKePPP) untuk mengukur tahap kesedaran metakognitif, meta-tumpuan, meta-pemahaman, dan refleksi metakognitif pelajar. Ujian lisan telah digunakan untuk mengukur aspek kemahiran lisan. Data kajian dianalisis secara deskriptif dan inferensi. Dapatan menunjukkan bahawa pengajaran strategi meta-perbincangan memberi kesan yang signifikan terhadap kelima-lima variabel bersandar, iaitu pencapaian lisan, kesedaran metakognitif, meta-tumpuan, meta-pemahaman dan refleksi metakognitif dengan saiz kesan yang sederhana. Kesimpulannya, pengajaran strategi meta-perbincangan adalah berkesan dalam peningkatan tahap pencapaian lisan bahasa Inggeris pelajar. Implikasinya, guru-guru bahasa perlu dilatih untuk menguasai strategi pengajaran meta-perbincangan, agar ia dapat digunakan sebagai salah satu strategi pengajaran dan pembelajaran bagi meningkatkan tahap pencapaian kemahiran bahasa Inggeris dalam kalangan pelajar.Kata Kunci: meta-perbincangan, kesedaran metakognitif, meta-tumpuan, meta-pemahaman, refleksi metakognitif; bahasa Inggeris, kemahiran lisan Literature suggests that meta-discussion strategies can contribute to improved language proficiency. This non-equivalent control group quasi-experimental study tested the effectiveness of meta-discussion strategy teaching techniques on oral English achievement level among 124 students of Academic Communication I English skills course offered by Pusat Citra Universiti, Universiti Kebangsaan Malaysia. The experimental group was taught using meta-discussion strategies for 10 weeks and the control group was taught using conventional methods. The Indicator of Effectiveness of Teaching and Learning Process (InKePPP) questionnaire was used to measure students’ level of metacognitive awareness, meta-focus, meta-understanding, and metacognitive reflection. Oral test was used to measure setudents’ oral skills. Data were analysed descriptively and inferentially. Findings indicate that meta-discussion teaching strategy had significant impacts on five dependent variables, which were oral achievement, metacognitive awareness, meta-focus, meta-understanding and metacognitive reflection, with a moderate effect size. In conclusion, meta-discussion teaching strategy is effective in improving students’ English language achievement. This study implicates that language teachers should be trained to master meta-discussion teaching strategy so that it can be used as one of the teaching and learning strategies to improve the achievement level of English language skills among students.Keywords: meta-discussion, metacognitive awareness, meta-focus, meta-understanding, metacognitive reflection; English language; oral skills

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Published

2022-03-09

Issue

JPM, Vol. 47, No. 1, Special Issue (March 2022)

Section

Articles

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