Amalan Pedagogi Jurulatih Utama Bahasa Arab Dalam Pengajaran Kosa Kata Peringkat Sekolah Kebangsaan Di Negeri Melaka
Pedagogical Practices of Main Trainers of Arabic Language in Teaching Vocabulary at the level of Primary School (Sekolah Kebangsaan) in the State Malacca
DOI:
https://doi.org/10.7187/GJATSI052019-2Keywords:
Vocabulary teaching, Arabic vocabulary, Pedagogical teaching practice, Pedagogical content knowledgeAbstract
Teachers’ Pedagogical Content Knowledge is important in ensuring that the practice of vocabulary teaching will give a positive impact on the ability of the students to gain new language. The study was aimed at exploring the practice of Arabic language vocabulary teaching among major trainers in the state of Melaka. A qualitative multiple case study research approach was employed in this study. The participants were four teachers from four schools in Melaka. Participants were selected through purposive sampling. The criteria for selecting the participants were: Melaka’s major trainer, have gained exposure from the Curriculum-related Development Division and disseminated it at the state level, and active in the state or national level co-academic activities. The data were obtained through observations and in-depth interviews. Interpretation of research and data formulation were carried out through data analyzing, coding, filtering, comparing and categorizing. The findings show that the practice of vocabulary teaching by the teachers are: Teacher-centered and student-centered teaching and learning (T&L) strategies, emphasis on language skills, and pedagogical content knowledge. The implication of this study shows that teachers need to implement various vocabulary teaching methods and have a firm grip of the pedagogical knowledge of the content. The findings of this study are expected to provide guidance for teachers in implementing the best practice of vocabulary teaching and improving the quality of Arabic language T&L.
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