Pengajaran Guru dan Kepercayaan Motivasi Pelajar dalam Pembelajaran Bahasa Arab di Sekolah Menengah
Abstract
Pembelajaran Bahasa Arab di kalangan pelajar aliran agama adalah satu kemestian dan wajib dipelajari kerana termasuk dalam peperiksaan umum seperti PT3, SPM dan STPM. Untuk mempelajarinya dengan berkesan, pelajar perlu mempunyai kepercayaan motivasi yang tinggi kerana Bahasa Arab merupakan mata pelajaran yang agak susah dan mencabar tambahan pula bagi pelajar yang bukan penutur jatinya. Beberapa kajian lepas merekodkan tahap motivasi pelajar yang rendah terhadap mata pelajaran Bahasa Arab kerana merasa sukar untuk menguasainya. Justeru, kajian ini akan menjelaskan kemungkinan aspek pengajaran guru yang menjadi punca perubahan kepercayaan motivasi pelajar terhadap mata pelajaran Bahasa Arab. Kajian yang menggunakan reka bentuk kuantitatif secara tinjauan ini menggunakan soal selidik Students' Evaluation of Teaching Effectiveness Rating Scale (SETERS) dan Motivated Strategies for Learning Questionnaire (MSLQ) sebagai instrumen yang direspon oleh 542 pelajar aliran agama tingkatan 4 dan data terkumpul diproses menerusi analisis korelasi pearson. Hasil kajian mendapati hubungan yang sederhana namun signifikan dan positif antara pengajaran guru dan kepercayaan motivasi pelajar aliran agama terhadap mata pelajaran Bahasa Arab. Sehubungan itu, guru perlu mempelbagaikan strategi pengajaran mereka dari segi penyampaian bahan pembelajaran, interaksi dan aspek penyediaan suasana pembelajaran yang kondusif. Usaha ini akan dapat meningkatkan kepercayaan motivasi dan minat pelajar terhadap mata pelajaran Bahasa Arab sekaligus mengembangkan potensi penguasaan bahasa yang lebih berkesan dan komprehensif.
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References
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