Pembangunan dan Pelaksanaan Soal Selidik Kemahiran Interaksi Pertuturan Bahasa Melayu (SSKIPBM) Berdasarkan Model Penilaian CIPP
Abstract
Kertas ini bertujuan untuk mengemukakan proses pembangunan dan pelaksanaan Soal Selidik Kemahiran Interaksi Pertuturan Bahasa Melayu (SSKIBM) berdasarkan Model Penilaian CIPP. Kajian ini hanya fokus pada tiga aspek sahaja, iaitu penilaian konteks, penilaian input dan penilaian proses. Metodologi yang digunakan adalah dengan melakukan analisis dokumen beberapa soal selidik yang dibangunkan oleh beberapa orang penyelidik. Prosedur yang dilakukan adalah dengan membandingkan setiap ciri atau elemen yang perlu ada dalam soal selidik bagi memastikan bahawa soal selidik yang dibangunkan bermutu. Seterusnya SSKIPBM dibangunkan dengan merujuk kepada ketiga-tiga penilaian konteks, input dan proses dalam Model Penilaian CIPP. Dapatan kajian menunjukkan bahawa soal selidik guru yang dibangunkan berdasarkan Model Penilaian CIPP bagi aspek konteks mengandungi 8 item, aspek input mengandungi 15 item dan aspek proses mengandungi 10 item dan dua soalan terbuka. Manakala soal selidik bagi pelajar pula mengandungi enam item bagi aspek konteks, lapan item bagi aspek input dan 11 item bagi aspek proses serta dua soalan terbuka. Kesimpulannya, SSKIPBM mengemukakan soal selidik berkaitan kemahiran interaksi pertuturan dengan komprehensif. Implikasinya, SSKIPBM boleh digunakan oleh guru-guru atau penyelidik untuk mendapatkan maklumat berkaitan keberkesanan pelaksanaan kemahiran interaksi pertuturan yang dilaksanakan.
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References
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