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MLL 203 Teaching Listening and Speaking in the Malay Language Classroom

MLL 203 Teaching Listening and Speaking in the Malay Language Classroom. Penilaian Kemahiran M endengar dan Bertutur Strategi Pengajaran dan Pembelajaran. KANDUNGAN. Kesahan , Kebolehpercayaan Keobjektifan Kebolehtadbiran Keberkesanan dan Positif dan Konstruktif. penilaian.

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MLL 203 Teaching Listening and Speaking in the Malay Language Classroom

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  1. MLL 203Teaching Listening and Speaking inthe Malay Language Classroom

  2. PenilaianKemahiranMendengardanBertutur StrategiPengajarandanPembelajaran KANDUNGAN

  3. Kesahan, Kebolehpercayaan Keobjektifan Kebolehtadbiran Keberkesanandan PositifdanKonstruktif penilaian

  4. Mengapakahkitaperlumenilaikemahiranmendengar? untukmengetahuiadakahpelajar-pelajarkitasudahmenguasaiataubelumkemahiranmendengar yang kitaajarkan. Penilaiankemahiranmendengar

  5. Bilakahpenilaiankemahiranmendengarperludilakukan? dilakukansecaratidak formal ketikapelajar-pelajarmelakukanaktiviti-aktivitilisan Walaupunaktivitilisanitudilakukanserentakdengankemahiranbertuturtetapifokusnyaadalahpenilaianterhadapkemahiranmendengarnya. Penilaiankemahiranmendengar

  6. Penilaianterhadapkemahiranmendengardapatdibahagikankepadaduabahagian. (I) penilaianterhadapkeupayaanmendengardanmendiskriminasikankomponen-komponenlinguistik. memerlukanpelajarmengenalpastimakna-maknaperkataanmengikutkonteks, mengenalpastijenis-jenisayatberdasarkanintonasi yang berlainanataumengasingkanperkataanmengikutgolongan (II) penilaianterhadapkemahiranmendengarbagitujuan-tujuankomunikasi Penilaiankemahiranmendengar

  7. Apakahinstrumen yang kitagunakanuntukmenilaikemahiranmendengar? antaranyaialahpemerhatiandanlatihanamali Penilaiankemahiranmendengar

  8. Mengenalpasti • bunyibahasa • bunyi-bunyifonemberdasarkanperkataan-perkataanberpasangan, cth: tari-dari-karam-lali-lari • perbezaanberdasarkangambar • frasaatauayat-ayat yang mengandungiperkataan-perkataan yang bunyinyahampir-hampirsama • jenisayat-ayatmengikutintonasi penilaianmendengar

  9. Memadankanfrasaatauayatdengangambar Memberiarahan yang mudahdanmuridmemberikangerakbalas Mengarahkanmuridmelakukantugas-tugastertentu Mengemukakansoalanberdasarkanpetikan yang dibaca penilaianmendengar

  10. rehat

  11. Siapakah yang dikatakanpetahbertutur? Seseorang yang menguasaiperbendaharaan kata, memilihdanmenggunakannyabertepatandengankonteksuntukmenyampaikanmaklumatyang hendakdiberitahunyaitudenganjelasdantepat mampumembentukfrasadanayat-ayat yang betul, iaitutepatdarisegimaknadanstruktur pandaimenggunakansesuatuperkataaanitudenganberbagaicaradanmaknayang berbeza-bezaberdasarkanbentukbinaannya yang berbezajuga Penilaiankemahiranbertutur

  12. aspek yang perludiberipertimbangansemasahendakmembuatpenilaiankemahiranbertuturialahaspekfonologi, tatabahasa, leksikal, konteks, sebutan dalamaspekfonologikitamelihatpelajartersebutbolehmenyebutdenganbetuldantepatsesuatuperkataan, frasaatauayat PenilaianKemahiranbertutur

  13. Aspeksebutanialahdarisegi nada danintonasisertajedadantekanan Nada, kenyaringandankelantangansuaraharusjugadikawaldandihasilkanbersesuaiandengansituasidankontekspertuturan. Penilaiankemahiranbertutur

  14. kepantasanbertuturjugatermasukadagerakanggotasepertimimikmuka, gerakmata, tangan aspektatabahasa, salahsatupenilaian yang bolehdilaksanakanialahdarisegitransformasiayat. Contohnya,penilaianpadakecekapanpelajarmenuturkanayatcakapajukatauayatcakappindahsemasamenceritakanataumenyatakansesuatuperkaradalamaktiviti di dalamkelas. Penilaiankemahiranbertutur

  15. aspekleksikaldinilaiuntukmemastikansamaadanama-namaobjek yang dituturkanitubetulatautidak. guru menunjukkansekepinggambarkepadapelajardanmemintapelajarmenyebutnamaobjek yang terdapat di dalamgambartersebut. adakahmuridnyaakanmenyebut ‘harimau,’ ‘halimau,’‘ghimau’ atau ‘haghimau’ ? Penilaiankemahiranbertutur

  16. (a) Bertuturberdasarkangambar (b) Bercerita berdasarkan satu siri gambar (c) Menjawab soalan-soalan berdasarkan filem (d) Melaporkanperistiwa yang dialamidan sebagainya (e) Menunjukkanarahperjalananberdasarkan gambarpeta (f) Menerangkancara-caramengisiborang, membuat kuih, bersukan, berenang, melukisorang dan sebagainya. penilaianbertutur

  17. Temudugadantemubual Menirusebutan Membacakuat Bertuturmengikutarahan Menceritakansemula Main peran Teknikpernilaianbertutur

  18. Terdapatduabentukpemarkatan yang bolehditerapkanuntukmengujikemahiranbertuturiaitu: • Secaraobjektif • Secaraholistik pemarkatan

  19. Peringkatrendah yang belumadaasaspenguasaanlisan Belumbolehbertuturdenganlancar Soalan yang dikemukakanberbentuk item yang memerlukanmerekamemberigerakbalaslangsungdanbertuturdenganmenggunakanayatpendek, gunakangambar Guru bolehsediakansenaraisemak Pemarkatansecaraobjektif

  20. Secaramenyeluruh • Penguasaanpertuturandibahagikankepadabeberapapecahandanmarkatdiperuntukkanbagisetiappecahan • Bolehdibahagikepada: • Sebutan • Kefahaman • Tatabahasa • Kosa kata • kelancaran PemarkatanSecaraholistik

  21. Rehat

  22. pendekatan yang boleh digunakan untuk membentuk ‘keupayaanberkomunikasi’ - pembelajarankoperatif -pendekatankomunikatif - pendekatankonstruktivisme STRATEGI PENGAJARAN DAN PEMBELAJARAN

  23. EggendanKauchak (1993: 319) mendefinisikanpembelajarankoperatifsebagaisekumpulanstrategimengajar yang digunakan guru agar pelajarsaling -membantudalammempelajarisesuatu. PembelajaranKoperatif

  24. MenurutKagan (1998), dalampembelajarankoperatif, aktivitipembelajarandikatakanwujudapabilastrukturkoperatif yang disesuaikandenganisikandungan Strukturpembelajaran + Isi kandungan = Aktiviti Kagantelahmenyenaraikansekurang-kurangnyasebanyaklebihdaripada 50 contohstruktur (dengannama-nama yang tertentu) yang dapatdisesuaikandenganisikandungan. Pengajarankoperatif

  25. Banyakkajianmendapatipembelajarankoperatifmempunyaibanyakkelebihan, antaranyaialahdapatmeningkatkanpotensipelajardarisegi • Pencapaianakademik • Kepekaanpositifkepadakepelbagaian • Pemantapankemahiransosial Pengajarankoperatif

  26. PembelajaranKoperatifmenggunakanperaturanbilikdarjah yang mampumewujudkansatupasukan yang berkesan. Singkatan KISSES mewakiliperaturanbilikdarjahseperti yang diterangkan di bawah. Pengajarankoperatif

  27. PIES merupakanprinsip-prinsippembelajarankoperatifmengikut model Kagan. Apakah PIES? Positive Interdepence(SalingKebergantunganSecaraPositif): pelajardaripelbagaikebolehanbekerjasamadalamkumpulankeciluntukmencapaisatumatlamat yang sama. Sasaranadalahtahappembelajaran yang maksimumbukansahajauntukdirisendiri, tetapijugauntukrakan-rakan yang lain. Salingbergantungansecarapositif yang kuat di dalamsesuatukumpulanakanmenjadimotivasikepadasetiapahliuntukberjaya. PrinsipPengajarankoperatif

  28. Individual Accountability (AkauntabilitiIndividu): Bagimenilaiakauntabilitiindividusetiapahlikumpulan, satutugasanakandiberikankepadakumpulantersebut. Pencapaiankumpulanakandinilaimengikutsumbangansetiapindividu. Setiapahliakanmenerimamarkahmengikutsumbangan / idea mereka. Equal Participation (PenglibatanSama Rata): Penglibatan yang sama rata di antaraahlikumpulanbolehdicapaimelaluipembahagian/urutantugasan. Dengancaraini, setiappelajardiberipeluanguntukmengambilbahagiandanmemberi idea. Cara inimenjadikansetiappelajarbertanggungjawabdanmenglibatkanmerekasecarasama rata PrinsipPengajarankoperatif

  29. Structure (Struktur): Terdapatbanyakstrukturdalam model Kagandimanasetiapsatunyamempunyaikegunaandankepentinganmasing-masing. Pengetahuanmengenaistruktur-strukturinidancarapelaksanaanyamemerlukanpemahamandanlatihan yang berulang-ulangan. Prinsippengajarankoperatif

  30. struktur

  31. Cooperative Structures • Agreement Circles • Students stand in a large circle, then step to the center in proportion to their agreement with a statement by a student or teacher.

  32. Cooperative Structures • Blind Sequencing • Students sequence all pieces without peeking at the pieces of teammates.

  33. Cooperative Structures • Circle-the –Sage • Students who know, stand to become sages; teammates each gather around a different sage to learn. • Students return to teams to compare notes.

  34. Cooperative Structures • Corners • Students pick a corner, write its number, go there, interact with others with same corner choice in a Rally Robin or Timed Pair Share.

  35. Cooperative Structures • Fan-N-Pick • Played with higher-level thinking Q cards. #1 fans, #2 picks, #3 answers, #4 praises. Students then rotate roles.

  36. Cooperative Structures • Find Someone Who • Students circulate, finding others who can contribute to their worksheet. • People Hunt: Students circulate, finding others who match their own characteristics. • Fact Bingo: Find someone who played on bingo worksheet.

  37. Cooperative Structures • Find the Fib • Teammates try to determine which of three statements is a fib. • Fact or Fiction: Teammates try to determine if a statement is true or false.

  38. Cooperative Structures • Flashcard Game • Flashcards in pairs, with rounds progressing from many to no clues

  39. Cooperative Structures • Formations • Students stand together as a class to form shapes.

  40. Cooperative Structures • Inside/Outside Circle • Students in concentric circles rotate to face a partner to answer the teacher’s questions or those of the partner.

  41. Cooperative Structures • Jigsaw Problem Solving • Each teammate has part of the answer or a clue card; teammates must put their info together to solve the team problem.

  42. Cooperative Structures • Match Mine • Receivers arrange objects to match those of Senders whose objects are hidden by a barrier. • Draw-What-I-Say: Receiver draws what sender describes. • Build-What-I-Write: Receiver constructs what Sender has described in writing.

  43. Cooperative Structures • Mix-Freeze-Group • Students rush to form groups of a specific size, hoping not to land in “lost and found.”

  44. Cooperative Structures • Mix-Pair-Discuss • Students pair with classmates to discuss question posed by the teacher.

  45. Cooperative Structures • Mix-N-Match • Students mix, then find partners with the matching card. • Snowball: Students toss crumpled papers over imaginary volleyball net, stop, pick up a snowball, then find the person with the matching “snowball.”

  46. Cooperative Structures • Numbered Heads Together • Students huddle to make sure all can respond, a number is called, the student with that number responds. • Paired Heads Together: Students in pairs huddle to make sure they both can respond, an “A” or “B” is called, the student with that letter responds.

  47. Cooperative Structures • One Stray • The teacher calls a number; students with that number “stray” to join another team, often to share. • Two Stray: Two students stray to another team, often to share and to listen. • Three stray: Three students stray to another team, often to listen to the one who stayed to explain a team project.

  48. Cooperative Structures • Pairs Check • Students work first in pairs each doing a problem and receiving coaching and praise from their partner; then pairs check and celebrate after every two problems.

  49. Cooperative Structures • Pairs Compare • Pairs generate ideas or answers, compare their answers with another pair, and then see if working together they can come up with additional responses neither pair alone had.

  50. Cooperative Structures • Paraphrase Passport • Students can share their own ideas only after they accurately paraphrase the person who spoke before them.

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