TAHAP PENGUASAAN MEMBACA DAN MENULIS MURID B40 DARI PERSPEKTIF GURU BAHASA MELAYU (The Level of Reading and Writing Profiency among B40 Students from Malay Language Teachers’ Perspective)

Abstract

Abstrak: Kajian kualitatif ini bertujuan untuk meneroka tahap penguasaan kemahiran membaca dan menulis dalam kalangan murid daripada keluarga B40 dari perspektif guru Bahasa Melayu. Seramai empat (4) orang guru Bahasa Melayu yang mengajar murid-murid B40 ini telah ditemu bual. Seramai dua orang guru Bahasa Melayu mengajar di SMKA dan dua orang guru Bahasa Melayu lagi mengajar di SMKB. Peserta kajian guru Bahasa Melayu terdiri daripada  tiga orang guru perempuan dan satu orang guru lelaki. Kesemua guru Bahasa Melayu ialah guru berpengalaman mengajar di antara 11 hingga 25 tahun. Temu bual berstruktur digunakan sebagai instrumen kajian. Data temu bual dianalisis secara naratif di mana tema yang ditemui adalah berdasarkan soalan temu bual. Dapatan kajian menunjukkan bahawa kesemua murid B40 kaum Cina, India dan Melayu ini mempunyai tahap penguasaan membaca dan menulis sangat terhad dan terhad.  Murid B40 Cina paling lemah kemahiran membaca dan menulis. Bagi guru Bahasa Melayu, murid B40 Cina paling lemah dan kurang lancar membaca dan menulis, diikuti murid B40 India dan murid B40 Melayu. Guru Bahasa Melayu menyatakan faktor sikap merupakan faktor utama murid-murid B40 tidak tahu membaca, terutamanya murid B40 Cina. Kesimpulannya, faktor sikap murid dan sokongan ibu bapa B40 dapat membantu murid-murid B40 untuk menguasai kemahiran membaca dan menulis dengan baik.

Kata kunci: Penguasaan membaca, penguasaan menulis, murid B40, guru Bahasa Melayu, sekolah menengah

Abstract: This qualitative study aims to explore the level of mastery of reading and writing skills among students B40 family from Malay Language teachers perspective.  Total of four Malay Language teachers teach students B40 is also interviewed. A total of two Malay Language teach in SMKA and two Malay Language teachers teach at SMKB. The participants Malay Language teachers consists of 3 females and 1 male teachers. All Malay Language teachers are experienced teachers teach between 11 to 25 year experience.Structured interviews were used as research instruments. Interview data were analyzed narratively where the themes found were based on interview questions. The results showed that all B40 Chinese, Indians and Malays students have a level of reading and writing is very limited and restricted. Chinese B40 students have the weakest reading and writing skills. For Malay Language teachers, the four teachers reported the Chinese B40 students have the weakest reading and writing, and followed by India B40 and Malay B40 students. The Malay Language teacher states attitudinal factors are the main factors B40 students cannot read, especially Chinese B40 students. In conclusion, attitude factors and parent supportive were identified as contributing factors to the failure of B40 students to master reading and writing skills well.

Keywords: Reading mastery, writing mastery, B40 students, Malay Language teachers, secondary school