PENGETAHUAN SEDIA ADA DAN KEMAHIRAN BERTUTUR BAHASA ARAB PELAJAR SEKOLAH MENENGAH [PRIOR KNOWLEDGE AND ARABIC SPEAKING SKILLS OF SECONDARY SCHOOL STUDENTS]
Keywords:
pengetahuan sedia ada, kemahiran bertutur, bahasa Arab, tatabahasa, kosa kata, prior knowledge, speaking skills, Arabic language, grammar, vocabularyAbstract
Abstrak: Pengetahuan sedia ada merupakan elemen penting yang berperanan sebagai asas kognitif dalam proses pembelajaran bahasa Arab khususnya dalam penguasaan kemahiran bertutur. Pengetahuan ini meliputi maklumat, pengalaman serta kemahiran linguistik yang telah diperoleh pelajar sebelum mengikuti pembelajaran formal. Keupayaan pelajar mengaitkan pengetahuan sedia ada dengan maklumat baharu membantu mereka membina kefahaman kontekstual, menyusun struktur ayat dengan tepat dan memilih kosa kata yang sesuai ketika bertutur. Pengetahuan sedia ada dalam aspek tatabahasa, kosa kata, isi kandungan, dan budaya Arab turut memudahkan pelajar menyampaikan maklumat secara lancar dan yakin. Hubungan antara pengetahuan sedia ada dan kemahiran bertutur dapat dilihat melalui penguasaan pelajar dalam situasi komunikasi harian dan aktiviti lisan. Pelajar yang mempunyai pengetahuan asas yang kukuh cenderung bertutur dengan lebih fasih, menggunakan struktur ayat yang betul serta memahami konteks sosial dan budaya yang berkaitan. Selain itu, pengetahuan awal yang mantap meningkatkan keyakinan pelajar untuk aktif berinteraksi serta memperkukuh kecekapan mereka dalam menyampaikan mesej secara tepat. Kesimpulannya, hipotesis kajian menunjukkan terdapat hubungan yang signifikan antara dua pemboleh ubah iaitu pengetahuan sedia ada dan kemahiran bertutur. Dapatan ini mengukuhkan andaian bahawa tahap pengetahuan sedia ada yang tinggi dalam pembelajaran bahasa Arab mempunyai perkaitan rapat dengan pencapaian kemahiran bertutur yang lebih cemerlang. Sehubungan itu, usaha memperkukuh pengetahuan sedia ada pelajar perlu diberi perhatian dalam merancang strategi pengajaran bahasa Arab yang lebih berkesan.
Abstract: Prior knowledge is a crucial element that serves as a cognitive foundation in the process of learning Arabic particularly in mastering speaking skills. This knowledge encompasses the information, experiences and linguistic abilities that students have acquired prior to attending formal instruction. Students’ ability to relate prior knowledge to new information helps them build contextual understanding, organize sentence structures accurately and select appropriate vocabulary when speaking. Prior knowledge in aspects such as grammar, vocabulary, content and Arabic culture also facilitates smoother and more confident communication. The relationship between prior knowledge and speaking skills can be observed through students’ mastery in daily communication situations and oral activities. Students with strong foundational knowledge tend to speak more fluently, use correct sentence structures and comprehend relevant social and cultural contexts. Furthermore, solid prior knowledge boosts students’ confidence to actively engage in interactions and enhances their competence in conveying messages accurately. In conclusion, this assumption highlights a significant relationship between the two variables namely prior knowledge and speaking skills. The findings reinforce the view that a high level of prior knowledge in Arabic language learning is closely associated with achieving higher speaking proficiency. Therefore, efforts to strengthen students’ prior knowledge should be prioritized in planning more effective Arabic language teaching strategies.
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