Penggunaan Kaedah Pengajaran dan Strategi Komunikasi dalam Penulisan Bahasa Arab
Abstract
Kajian ini bertujuan untuk mengenal pasti kaedah pengajaran yang digunakan oleh guru dan strategi komunikasi yang digunakan oleh pelajar dalam aspek penulisan Bahasa Arab bagi subjek Al-Lughah Al- ‘Arabiah Al-Mu’asirah (LAM). Seramai 20 orang guru yang mengajar subjek LAM di beberapa buah Sekolah Agama Bantuan Kerajaan (SABK) dipilih sebagai sampel kajian. Borang soal selidik dan temu dan temu bual digunakan sebagai instrumen bagi mendapat data penggunaan kaedah pengajaran dan jenis strategi komunikasi. Data dianalisis berasaskan deskriptif asas dengan melihat kepada kekerapan dan peratusan penggunaan kaedah pengajaran dan strategi komunikasi sahaja. Pengkelasan strategi komunikasi mengguna pakai Strategi Komunikasi Dornyei & Scott (1997). Kajian mendapati bahawa sebahagian besar responden cenderung menggunakan kaedah pengajaran berbentuk ajuk hafal, syarahan, aktiviti dan permainan, induktif, pembentangan, komunikatif, terjemahan dan deduktif. Manakala, kaedah langsung kurang digunakan dalam aktiviti pengajaran LAM. Guru turut berpendapat bahawa kebanyakan pelajar sering menggunakan strategi terjemahan literal, pengulangan, rayuan kerjasama, penghampiran, penghafalan dan penghuraian semasa menulis dalam Bahasa Arab. Sementara strategi penciptaan perkataan baru, peninggalan mesej dan penukaran kod bahasa kurang digunakan dalam penulisan. Dapatan kajian ini secara tidak langsung memberi implikasi terhadap kaedah pengajaran dan pembelajaran Bahasa Arab dalam usaha meningkatkan penguasaan komunikasi bahasa asing dalam kalangan pelajar.
This study aims to identify the teaching methods used by teachers and the communication strategies employed by students in the aspect of Arabic writing for the subject Al-Lughah Al-‘Arabiah Al-Mu’asirah (LAM). A total of 20 teachers who teach the LAM subject in several Government-Assisted Religious Schools (SABK) were selected as study samples. Questionnaires and interviews were used as instruments to gather data on the teaching methods and types of communication strategies. The data were analyzed based on basic descriptive statistics by examining the frequency and percentage of the usage of teaching methods and communication strategies. The classification of communication strategies adopted the Dornyei & Scott (1997) framework. The study found that the majority of respondents tended to use teaching methods such as rote memorization, lectures, activities and games, inductive approaches, presentations, communicative methods, translation, and deductive methods. Meanwhile, the direct method was less frequently used in LAM teaching activities. Teachers also noted that most students often employed strategies such as literal translation, repetition, appeals for cooperation, approximation, memorization, and elaboration when writing in Arabic. In contrast, strategies for creating new words, message omission, and code-switching were less utilized in writing. The findings of this study indirectly imply significant considerations for teaching and learning methods in Arabic to enhance foreign language communication skills among students.
