STRATEGI PETA KONSEP DAN STRATEGI TRADISIONAL TERHADAP PENCAPAIAN KOMSAS DALAM BAHASA MELAYU PELAJAR TINGKATAN 4 (Concept Map Strategy and Traditional Strategy Form 4 Students Achievement in Literature Component in Malay Language)

Abstract

Abstrak: Kajian ini bertujuan untuk mengkaji keberkesanan penggunaan  strategi peta konsep dan strategi tradisional terhadap pengajaran Komponen Sastera (KOMSAS) dalam mata pelajaran Bahasa Melayu tingkatan empat. Kajian kuasi-eksperimen yang telah dijalankan ini melibatkan 71 orang responden daripada kalangan pelajar tingkatan empat di sebuah menengah kebangsaan di Johor. Responden dibahagikan kepada dua kumpulan, iaitu kumpulan eksperimen yang diajar melalui strategi peta konsep dan  kumpulan kawalan yang  diajar melalui strategi tradisional. Pengajaran telah dilaksanakan bagi lapan sesi pengajaran selama lapan minggu.  Kajian ini menggunakan dua set ujian, iaitu ujian  pra dan ujian pasca. Untuk menentukan sama ada terdapat perbezaan yang signifikan antara pencapaian KOMSAS kumpulan eksperimen dengan kumpulan kawalan pada peringkat ujian pra dan pasca, ujian-t sampel bebas dijalankan dengan menggunakan perisian Statistic Package For Social Science (SPSS) versi 19.0 Dapatan kajian menunjukkan terdapat perbezaan yang signifikan antara kumpulan eksperimen dengan kumpulan kawalan dalam ujian pasca. Min skor pencapaian dalam ujian pasca bagi pelajar kumpulan eksperimen adalah lebih tinggi berbanding dengan min skor kumpulan kawalan. Min ujian pasca bagi strategi peta konsep ialah 86.32 dan sisihan piawainya 8.901,  manakala min ujian pasca bagi strategi tradisional hanya  63.19 dan sisihan piawai 14.318. Perbezaan min ujian pasca antara kumpulan pelajar strategi konsep dengan kumpulan pelajar strategi tradisional sebanyak 23.13. ecara keseluruhan, peta konsep memberi sumbangan dalam meningkatkan pencapaian pelajar dalam KOMSAS. 

Kata kunci : Strategi peta konsep, pengajaran KOMSAS, eksperimen

Abstract:. Concept map is a way of presenting a concept in the graphical form. Its usage in the process of teaching and learning can increase the students’ achievement and reduce the problems in learning. The purpose of this study was to examine the effectiveness of using concept map strategy and traditional strategy in the teaching of literature in Bahasa Melayu to the form 4 students. This quasi-experimental study involved 71 respondents. They were chosen among the form four students studying at one secondary school, Johor. The respondents were divided into two groups: an experimental group which was taught using the concept map strategy, and a control group which was taught using the traditional strategy. The teaching was conducted for eight teaching sessions for a duration  of eight weeks. This study used two sets of test, which were pre-test and post-test. To determine whether there was a significant difference in term of achievement in literature during the pre-test and post-test between the experimental and control group, independent sample t-test was conducted using the Statistics Package For Social Sciences (SPSS) version 19.0. The findings showed a significant difference between control and experimental group in the post-test. The mean score for achievement in the post test for the experimental group students was higher than the mean score of the control group. The mean for post-test for the strategy map concept was 86.32 and the standard deviation was 8.901. Meanwhile the mean for post-test for the traditional strategy was only 63.19 and the standard deviation was 14.318. The different of the mean for post-test  between the groups of students who was taught the map concept strategy and the group who was taught traditional strategy was about 23:13. In general, the concept maps may contribute in improving the students’ achievement in literature.

Keywords: Concept map, The teaching of Literature, experiment