142 project to get ideas from each other. Syu stated specifically that she felt no pressure to speak in English with her friends about the project outside of classroom time. She mentioned: but because you're in this project, I am really active talking in English with my friends …outside of class… So I think this is a good time for us to start speaking in English without any hesitance or without worrying about our grammar and vocabulary…So since my friends a lot of my friends also have the same problem as me, like we don't speak English fluently, I think is good. (Syu, personal communication, October 27, 2023) Syu also mentioned that the project required her to do some research about her project’s topic and this helped her improve her communication skills through the brainstorming session in the interaction. She stated: this is a good opportunity for us to do a lot together and experience doing research, because I think if we do research is it's more,I think it is good for us because we can learn something new such as in terms of communication skills …because when we do research we have to write and brainstorm the idea and understand the context of the project right. (Syu, personal communication, October 27, 2023) Abdul also agreed with this notion. He stated that the presentation part of the project involved two-way communication between the presenter and the audience where this kind of interaction would enhance one's speaking skills. He mentioned: Yeah obviously. I just remembered you invited Madam Adah. She was like very active. She was asking us about ‘what does that mean, what is the function,…she was very active and liked that we enhanced our speaking. (Abdul, personal communication, October 27, 2023) Overall, the project has helped these participants in improving their speaking skills in two different ways. Firstly, the project required the participants to have a discussion with their friends about their project (e.g., brainstorming ideas and doing research) and this encouraged them to communicate in English. Because of the context that is outside of the classroom and more relaxed, they are not pressured to express themselves in English. Secondly, the nature of the presentation of the project allows interaction between the presenter and the audience. These two ways gave the participants more opportunities to communicate in English in different contexts. 2. Improve Participants’ Presentation Skills As previously discussed, the project required the learners to present their product via a demonstrative presentation. The participants felt that the project helped them improve their presentation skills as they needed to do rehearsals for their presentation. Syu mentioned:
143 We have to present two times, which is the first one is rehearsal and the second one is the real one. So I think it is good for us to do rehearsal first to have the confidence to speak in front… (Syu, personal communication, October 27, 2023) Syu also added that because of the rehearsal, the project’s presentation could increase her confidence in speaking in front of the public, which was supported by another participant, Nas. Although she felt that the project did not have a significant improvement in her presentation skills overall, she did not deny how it made her more courageous in presenting in front of the public. Nas stated: it can improve my speaking. I have to be brave in the presentation when I have to present that project. (Nas, personal communication, October 27, 2023) This goes to show that one of the elements of the project, which is the presentation, trained the learners to have the confidence to speak in front of a live audience because they are able to practice prior to the presentation. Abdul also noted the importance of the rehearsal for the presentation: A lot of time for exercise before we started our presentation…it made it easier to communicate with the others. (Abdul, personal communication, October 27, 2023) As a whole, being confident is crucial in order to have an effective presentation and through this project, the learners were able to achieve the said skill. Discussion Learners Perceptions of Project-Based Learning (PBL) in Improving their Writing Skills The findings of this research show that, according to Katz and Lucas (1994), learners are able to conduct their own research, and do self-exploratory activity with lecturers as a guide. This is agreed by Al-Issa (2006), Affandi and Sukyadi (2016), and Collier (2017) who mentioned that exposure to the knowledge source is enriching. As a result of being critical, the experience in PBL activity; The Recycle Rally project, has offered positive impacts on the improvement of ESL learners’ language skills. This finding is supported by Ramírez and Isabele (2014), Affandi and Sukyadi (2016), Kovalyova et al. (2016), Sadeghi et al. (2016), Astawa et al. (2017), Artini et al., (2018) and Praba̕ et al., (2018) that learners experienced different stages of writing in PBL activity. In producing a project, learners are able to search for information and establish the information in a structured written activity. With prior knowledge and experiences, learners communicated and collaborated on the task in a team (Zahran, 2018; Aghayani and Hajmohammadi, 2019). According to previous studies, learners learned and discovered a new list of lexical items related
144 to the topic. Talat and Chaudry (2014), Holmes (2012) and Badr and Abdelfattah (2021) highlighted that learners learned different vocabulary words when preparing for the written outline. Through this project, learners can think critically and creatively when writing about the project resulting in improving their 4Cs skills (creativity and critical thinking) (Pavon & Nicolau,2017; Bekiryacizi, 2015; Katz and Lucas, 1994; Poonpon, 2017; Al-Issa, 2006) Thus, it can be concluded that based on the PBL activity, learners opined that the experiences they went through have improved the usage of grammar and vocabulary. Further, by involving themselves actively in every step of planning, preparing written outlines, producing recyclable products, and delivering the presentation successfully, their language development has shown tremendous changes. It is proven that through PBL activity, the learners were able to explore the tasks on their own, nonetheless, they collaborated effectively in every researching, writing, producing, and presenting steps, hence, the fitness final product and presentation. Learners Perceptions of Project-Based Learning (PBL) in Improving their Speaking Skills From the result of the data, the learners perceive that they were able to improve their speaking skills because they are active in interacting and communicating in English. This is in line with the previous studies on how PBL promotes interaction and communication among learners. According to Martinez (2010), when learners experience PBL activities, they initially rely on information from direct sources and data (i.e., from other learners) which as a result, promotes interaction. This is to help them achieve their goal of the PBL activity. In the case of the study, the learners experienced the brainstorming session when they wanted to gather information on their project, and they needed to actively interact with one another to achieve success. This is also in line with the 4C’s Dimension. Haniah and Setyaningsih (2021) stated that learners can improve their communication and collaboration skills (part of the 4C’s) through PBL. This strengthens the connection of the development of 4C’s dimension (in this case, communication and collaboration skills) in PBL activities with learners’ speaking skills, where both skills can be developed through PBL. Apart from that, the learners felt that their presentation skills improved because they had the opportunity to practice prior to the real presentation for the project. As a result, they were more confident in presenting in front of the class. However, this is not the case with some of the findings of previous studies. For example, Sasum and Weeks (2018) and Sirisrimangkorn (2021) discovered that the learners were not very confident when they needed to present the topic of their project. It is important to note that there may be certain factors that lead to such a result. In the case of this study, the project involves the learners to do practice and rehearsal for their presentation to increase their preparation thus helping them to be more self-assured of their presentation skills. This process is related to the 4C’s dimension where PBL promotes the development of communication and collaboration skills (Haniah & Setyaningsih, 2021). The learners needed to collaborate, help each other, and communicate in the practice session of their presentation. Thus, it is imperative to include the 4C’s dimension in the PBL activity to improve their courage in presentation.
145 Conclusion This study explores the learners’ perceptions of PBL in improving productive language skills through purposive sampling. Based on the qualitative analysis, the findings indicate that the learners perceived positively the integration of PBL in improving their productive language skills, namely writing and speaking skills. PBL has helped the participants improve their grammar and vocabulary as well as organising the ideas in writing by using an outline. Besides that, they also felt that they could enhance their speaking abilities by actively engaging in English interactions and communications through PBL which resulted in becoming more confident in using English. Limitations, Recommendations, and Future Studies The main limitation of this study is its inability to be generalised. As mentioned, only 3 participants were chosen for this study. Apart from that, there is also a lack of triangulation of data to strengthen the result of the findings. Thus, future studies may opt for more participants from various backgrounds to be interviewed. In addition to that, a survey would also be recommended as the findings of a survey can be easily generalised. Lastly, the inclusion of class observation would further improve the understanding of how PBL can improve learners' productive skills as the researchers would have a better understanding of the phenomenon. This would ensure a triangulation of data.
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150 Utilising Flipped Classrooms to Enhance the Reading of Short Stories in English as a Second Language (ESL) Context: A Literature Review Bukhari Shafie , Fazelinah Fazeli Kader , Amirah Raihana Abdul Rahman English Language Division, Centre for Languages and Pre-University Academic Development (CELPAD), International Islamic University Malaysia, Gombak (E-mail: [email protected]) English Language Division, Centre for Languages and Pre-University Academic Development (CELPAD), International Islamic University Malaysia, Gombak (E-mail: [email protected]) English Language Division, Centre for Languages and Pre-University Academic Development (CELPAD), International Islamic University Malaysia, Gombak (E-mail: [email protected]) Abstract Based on past studies, it has been found that students' motivation, engagement, and creativity in the classroom are positively impacted by the use of technology-driven blended learning, such as flipped classrooms. According to the flipped classroom model, students study the instructional materials outside of class and use the classroom for discussion, explanation, and application of what they have learned under the guidance of a facilitator. This paper found that the flipped classroom approach is effective in enhancing ESL skills: reading, listening, speaking, and writing. Also, it has been studied that the use of literary components in ESL can amplify students’ linguistic knowledge, cultural awareness, and critical thinking. Considering this, this paper aims to further investigate and assess existing literature on the effectiveness of flipped classrooms on the reading of short stories in ESL classrooms. Based on the findings, it is noted that the studies conducted on the reading of literary components such as short stories are still scarce and under-researched through the flipped classroom approach. Thus, this paper recommends that researchers should delve into investigating the efficacy of the flipped classroom approach to enhance the reading of short stories in ESL. Additionally, the benefits and best practices of using flipped classrooms in ESL are also extensively discussed in this literature review. 1 2 3 1 2 3
151 Keywords: flipped classroom, ESL, literature, reading, short stories Introduction Innovations in pedagogy, technological breakthroughs, and the increasing emphasis on student-centred learning are driving the constant change in the educational landscape. The flipped classroom concept has become an effective tool to improve the teaching of English as a Second Language (ESL) and other disciplines within this dynamic framework. The flipped classroom is also in line with 21st-century learning as it promotes interactive learning with the use of technology. Flipped classrooms involve students interacting with course materials like recorded lectures and readings outside of class, with class time devoted to debate, active learning, and group projects, especially when teaching reading comprehension. This creative method gives ESL teachers the chance to make the most of class time by fostering deeper understanding and critical thinking abilities. It can be particularly difficult to teach reading to ESL students since it calls for the development of both interpretative and analytical skills in addition to language learning. Since short stories are brief, interesting, and full of literary characteristics, they are an excellent tool for ESL training. Combined with the use of flipped classrooms, whose effectiveness has been extensively investigated, they can provide meaningful learning where students are responsible for their own learning. However, Mohamad Fikray and Habil (2022) argued that without proper guidance and support, learners may struggle to critically analyse and interpret different perspectives, which can hinder their overall comprehension and analytical skills. Thus, instructors must take into account the suitability of the instructional contents to be given to students prior to a face-to-face meeting. This is to facilitate discussions and encourage critical thinking during the discussion. The COVID-19 epidemic has made flipped classroom approaches increasingly prominent by forcing educational institutions to switch from traditional to blended learning. For example, in reaction to the disruptive COVID-19 outbreak, Pakistan's educational sector was forced to switch to online instruction. This shift has involved the use of a blended learning strategy known as the flipped classroom (Asad et al., 2022). Moreover, the research also indicated that under pandemic scenarios, pupils are more likely to plan and manage their cognitive load. Thus, pre-recorded lectures increase students' motivation to learn more about the subject by enabling them to personalise heir learning to fit their requirements and learning preferences. This claim is indirectly supported by Sigona's (2022) assertion that learners take a more active and hands-on approach to their education while using the flipped learning technique as opposed to traditional classroom settings. Thus, it can be argued that the flipped learning approach has a positive impact in inspiring students to develop their knowledge base, gain new skills, and achieve positive goals.
152 It is also widely researched on the effectiveness of using literary components such as poetry, novels, and short stories in improving students’ linguistic knowledge. Therefore, this paper seeks to explore and investigate the impacts of flipped classrooms in facilitating the reading of short stories in ESL classrooms based on past studies in order to understand whether this approach can be a significant change in improving ESL students’ proficiency. This paper also sheds light on the advantages and best practices related to the implementation of flipped classrooms in ESL classrooms. It is hoped that this paper will deepen the understanding of how the use of contemporary pedagogical strategies such as flipped classrooms can improve ESL instruction and aid students in becoming more fluent and self-assured in the English language. Literature Review Flipped Classroom in ESL COVID-19 has tremendously changed the landscape of teaching and learning until today. Due to its effects, many institutions are now resorting to blended learning. Blended learning requires face-to-face teaching and learning and a session where students interact with the uploaded instructional contents independently. As a result, flipped classroom or flipped learning is conceived in which it utilises the concept of blended learning. In order to elevate the level of education to a new height, Malaysia's Education Blueprint 2013–2025 was unveiled by the Ministry of Education, and the blueprint contains eleven shifts. The importance of information and communication technology (ICT) is the subject of the seventh shift in the blueprint. In order to create high-quality instruction regardless of location or students' proficiency level, the government sought to enhance the use of ICT for autonomous and distant learning. This is consistent with blended learning, which includes flipped classrooms as one of its components (Zainuddin & Halili, 2016).
153 Flipped classrooms seek to flip the roles of teachers and learners. Teachers are no longer the sole conductors in class; they are the facilitators. They improve, suggest, and recommend ideas to students to enhance their learning process. This is in line with Du (2018), who claimed that the term "flipped classroom" refers to the inverted classroom approach, which "flipped" the conventional teacher-centred teaching paradigm. Teachers provide resources to their students in flipped classrooms, so they can complete the knowledge transfer process outside of class. Due to this, students’ learning is geared toward the concept of a student-centred approach. Students are fully in charge of their own learning under minimal supervision by their teachers. Concerns have been raised by a group of researchers regarding the low degree of participation among students in conventional language classrooms (Sheard et al., 2010). Thus, it is high time to implement flipped learning to improve students’ participation in language classrooms where students themselves are central to their own learning. For flipped learning to be fully effective, instructors are to use a platform online, namely the Learning Management System (LMS), which is mostly provided by educational institutions worldwide, and free applications such as Google Classroom and Microsoft Team for instructors to upload instructional materials prior to their in-class discussion. These instructional materials are accompanied by some tasks that students have to respond to. Before the face-to-face session, students have to finish the given activities and look up more resources on the Internet, according to Du (2018). During face-to-face sessions, these tasks will be further discussed, and students are to present their findings based on the task assigned and check their understanding with their teacher. This method can tremendously help students of different proficiency levels review the instructional materials according to their pace. This is supported by Han (2015) who indicated that in a flipped classroom, students can go over the material at a comfortable pace according to their level of ability. Flipped learning also encourages learners to be responsible and in control of their own learning with the guidance of the instructors. Teachers facilitate discussions and offer assistance when required. Based on their ability, speed, and cognitive level, learners have the most flexibility and control over their learning process (Du, 2018; Yavuz & Ozdemir, 2019). Not only can students study according to their pace, but they are also given the opportunity to explore the assigned topic in depth by their instructor. According to Sakulprasertsri (2017), students in flipped classrooms need to conduct more indepth independent study on the course material. This is a form of exploratory learning for students to seek answers on their own with the help of the internet. Besides benefiting learners individually, a flipped classroom can help boost socialisation and interaction between the instructors and students, students, and students during their face-to-face sessions. Flipped learning, according to Carhill-Poza (2019), gives students extra learning chances outside of the classroom while allowing teachers to concentrate on interaction and socialisation in the classroom.
154 In addition, a flipped classroom is valuable because it gives teachers the opportunity to use class time to facilitate peer discussions, time management, and more collaborative learning opportunities (Halili & Zainuddin, 2015; Yavuz & Ozdemir, 2019). Contrary to traditional teaching and learning, where explicit instruction is solely given in class, flipped learning can provide teachers with many opportunities to do meaningful activities with students. Before, instructors struggled to finish the syllabus on time due to time constraints. Through flipped learning, this problem can be mitigated, and the focus on meaningful learning can take place. A study conducted by Hew et al. (2020) on the use of flipped classrooms in Hong Kong saw almost similar final exam results from students attending flipped classrooms to those who attended normal face-to-face classes before the pandemic. Similarly, a study conducted on Malaysian Year 4 Chinese ESL learners has shown positive mastery of the English adjectives using flipped classrooms, as they were able to freely communicate and collaborate with their peers (Teo & Sathappan, 2018). While a small percentage indicated that they needed some level of technical assistance when in a flipped classroom mode, almost all participants were able to have better communication with their respective class teachers through flipped classrooms. UNESCO (2020) reported that flipped classrooms improve learners' overall higher-order thinking abilities, such as deduction, questioning, and creativity. On top of that, the flexibility of a flipped classroom can improve students’ performance positively through the elevation of students’ motivation and participation in class regarding learning English as Second Language or as a Foreign Language. This is supported by Alghasab (2020), who asserted that students approach the process of flipping the writing lessons with positivity. This research added that a flipped classroom offers a more productive learning atmosphere with adjustable learning that can boost students' motivation and engagement as well as their writing techniques. These findings are consistent with those of Ghufron and Nurdianingsih (2021), who found that implementing a flipped classroom with Computer Assisted Language Learning (CALL) in a writing class has several advantages, such as promoting learner autonomy, providing students with additional time to write and get feedback in person, promoting active learning, strengthening students' sense of responsibility for their education, elevating their motivation for learning, and involving them in the method of instruction. On top of that, Chai and Hamid (2023) added that flipped learning improves students' narrative writing performance. This suggests that producing students who are skilled in narrative writing can be accomplished through the use of a flipped learning approach, which emphasises ICT integration and collaboration based on studentcentred education.
155 Apart from writing skills, Pudin (2017) stated that the majority of students were eager to learn grammar using the flipped classroom approach, according to the analysis of the data. This is further supported by Webb and Doman (2016), in which the flipped classroom model assisted students in meeting their Student Learning Outcomes (SLO) in learning grammar. They also added that learners felt more at ease and confident in their acquisition of English grammar, and students assumed accountability and showed greater trust in their own education. This finding has managed to change the narrative, as learning English grammar has always been challenging in a traditional classroom. Students often lose interest in it due to its complicated nature. However, flipped learning has been shown to have an impact on the students’ acceptance of this learning model in their efforts to learn English grammar. Flipped classrooms can also be a means to enhance the teaching of speaking and listening skills. Amiryousefi (2017) looked into how flipped classrooms affected language learners' speaking and listening abilities, and the results showed that the approach had a positive effect on language learners' English as a Foreign Language (EFL) learning process. Also, Amiryousefi (2016) indicated flipped learning significantly improved participants' speaking and listening abilities, as well as their participation in activities beyond the classroom. Yeşilçınar (2019) claimed that the inclusion of flipped learning improved adult learners' oral proficiency and positively impacted their perceptions of EFL speaking. Li (2016) investigated how satisfied students were with the use of flipped classrooms in oral English instruction at colleges and discovered that most of them were. When teaching speaking and listening, Ameryousefi (2019) discovered learners in flipped classrooms were more involved and focused on the course materials and activities than those from traditional classrooms. He added that students displayed greater confidence, interests, and commitment to interact and spend time learning more about English. The research conducted points towards the positive influence of flipped classroom in raising the standard of English, particularly in speaking and listening.
156 To continue, the purpose of this paper is to gather evidence on the effectiveness of a flipped classroom for reading short stories. The special focus is placed on reading, as reading is crucial in improving the commandment of English as a second or foreign language. This is clarified by Anderson (1999), who stated that reading comprehension is an integral skill for learners to have a good command of English as a second or foreign language. With everevolving technological tools, reading has become unpopular among students. Students believe it to be tedious and time-consuming. Reading indeed requires a lot of commitment, which involves learning new vocabulary and understanding the essence of the content of the text they are reading. Teachers also share the samsentiment,nt especially when they have to teach reading in a traditional classroom. This is reiterated by Hwang et al. (2019) in which, in conventional classrooms, teaching reading is both time-consuming and difficult because it requires training students in different reading skills, including recognizing new vocabulary, determining main ideas, explaining the reasons, along with contrasting, comparing, and arranging readings. Hence, with the implementation of a flipped classroom, it allows for more time for students to develop their reading skills beyond classroom hours. Flipped classrooms approach can be considered an alternative to traditional classrooms since it gives students more opportunities to practice and discuss with their classmates and teachers to solve their problems regarding reading (Huang & Hong, 2016). It is proven by several studies conducted where Yuvita et al. (2022) stated that flipped learning affects students’ performance on reading comprehension. They asserted that the performance of the experimental group outperformed those of the control group through the means of pre-test and post-test reading comprehension. The improvement of students in reading skills is also supported by Mohammaddokht and Fathi (2022), who investigated the effects of flipped learning on a sample of Iranian EFL students' reading proficiency and reading anxiety. The study's findings demonstrated that, when compared to students in the non-flipped group (traditional classroom method), participants in the experimental group (flipped classroom) reported higher levels of L2 reading achievement. In essence, this paper seeks to compile the related literature on the impacts of using a flipped classroom on reading short stories. Various research has been conducted over the years on the major skills in ESL and EFL namely, reading, writing, listening, and speaking. However, this paper would like to investigate the impact that flipped learning has on the learning of the literature component, which is short stories. It is to explore whether previous studies have been carried out pertaining to the effectiveness of flipped learning in understanding literary works, specifically short stories, for which more elaboration is discussed in the following section.
157 Reading Activity in ESL Classroom Reading is one of the most crucial components of language learning, especially for English as a Second Language (ESL) learners. According to Kurdi and Nizam (2022), the most crucial linguistic ability and tool for academic settings is reading comprehension. This is because reading requires a variety of skills. Additionally, readers engage with written words and texts using a variety of techniques and skills for both knowledge and amusement. The authors stressed that reading may be used by teachers to educate learners on linguistic skills such as writing, speaking, vocabulary, grammar, and spelling. Reading also aids learners in discovering their passions, comprehending the world, and overcoming obstacles in their personal lives (Kurdi & Nizam, 2022). Reading comprehension, thus, offers a valuable context for language learning, and presents opportunities for vocabulary growth, grammatical progress, and cultural awareness. Reading comprehension is crucial for students to learn and slowly master from an early age as it can help them with everyday activities such as reading labels, directions, newspapers, or even the descriptions on a medicine bottle. Students who are unable to comprehend what they read are at a disadvantage in both personal and educational contexts. For instance, the inability to comprehend texts in school can increase the chances of developing reading difficulties in adulthood. Therefore, class teachers are obliged to incorporate reading comprehension strategies into their instructions to help increase students' reading skills. While there are numerous reading approaches, the most common ones are intensive reading (IR) and extensive reading (ER). Andres (2020) concluded that class teachers need to abandon conventional approaches in favour of a more analytical method. IR, with guidance from class teachers, allows students to analyse various aspects of their reading materials such as vocabulary and grammatical forms and structures. In class, teachers can integrate comprehension questions, reading-aloud activities, and prediction post-reading of texts. IR, also known as “narrow reading”, initiates opportunities for students to explore the texts’ structural and contextual aspects (Brown, 2000). Ultimately, IR helps students understand the texts by focusing on the meaning of words and grammar rules.
158 On the other hand, ER pushes students to focus on the content and meaning conveyed in the texts. In many instances, teachers claim they struggle to make their students read, particularly when the texts are boring or uninteresting. This negative reaction will not only influence their language input but also their overall reading proficiency (Brown, 2000). Thus, ER puts the choice and control over what students would like to read at their own pace. At times, ER is also known as “pleasure reading” (Jeon & Day, 2016). While it may be taxing for class teachers to set an extensive reading list for students to choose from, teachers can build a list of themes and issues that are relatable to students. It is also possible for instructors to provide online sources, exploring the benefits of the internet’s extensive library of reading materials. Approaches to Teaching Literature in ESL Classroom The teaching of ESL has traditionally included literature as part of the learning content. According to Khatib et al. (2011), to help learners reach their potential, and become competent in language learning, English teachers must go beyond traditional linguistic accuracy to ensure semantic, syntactic, and pragmatic competence. Moreover, Choudhary (2016) and Khatib et al. (2011) concurred that using literature in the classroom offers learners meaningful context with universal themes that appeal to students of various learning types as it introduces vocabulary, dialogue and prose while fostering English language proficiency and practical language use. This can help prepare learners for real-world language use. It is highly probable that EFL learners will encounter more challenging structures as well as a greater variety of vocabulary items with denotative and connotative meanings, idiomatic expressions, proverbs, slang, and colloquialisms when using literary texts because they are much richer in terms of writing style, vocabulary range, and array of grammatical points (Khatib et al., 2011). Thus, the teaching of literature in an ESL classroom improves learners’ language performances and increases their sense of self as it encourages them to engage with emotions and real-world experiences. Teaching literature in an ESL classroom has evolved over time, incorporating various approaches that suit the needs of English learners. According to Dhillon and Mogan (2014), the teaching of literature in Malaysia must change with the times to meet curriculum objectives while considering most of the students' English ability. Thus, improving instructional content and teaching resources requires creative and enjoyable learning that incorporates a variety of teaching methods. Various studies shed light on the efficacy of the approaches with the purpose of establishing the most effective way to teach literature in an ESL classroom. In their systematic review, Mohamad Fikray and Habil (2022) listed three key models for teaching literature that ESL instructors might utilise in the classroom that were introduced by Carter and Long in 1991: the Language Model, the Cultural Model and the Personal Growth Model.
159 The language model for teaching literature highlights the linguistic features of a text. It improves language proficiency and lets learners investigate how language works. It also enhances learners' competency and proficiency in language learning and aids in the achievement of specific language learning objectives (Mohamad Fikray & Habil, 2022). Moreover, the Information-based Approach which is under the language model, is known as the teacher-centred method. This is because, according to Mohamad Fikray and Habil (2022), the information-based approach gives learners exposure to knowledge and information about the language of instruction; meanwhile, teachers take an active part in the lesson as the primary source of knowledge, giving learners insights into the social, political, and cultural context of the story they are analysing. With a concentration on cultural and ideological understanding over language acquisition, the Cultural Model of teaching literature employs texts as key information sources. It promotes comprehension among all learners by encouraging them to analyse texts in the context of history, politics, and society (Mohamad Fikray & Habil, 2022). In addition to demonstrating the universality of these concepts and ideas, Vannak (2011) highlighted that employing such a model in literature instruction helps students to comprehend other cultures and ideologies in light of their own. Mohamad Fikray and Habil (2022) also summarised that the Paraphrastic Approach, part of the Cultural Model, involves teachers explaining literary texts in simpler terms, making it suitable for novice learners. For example, this method entails rewording, direct translation, or code-switching to help students understand the texts' substance. Meanwhile, The Stylistic Approach analyses language and linguistic elements, focusing on understanding meaning and creating knowledge and language awareness. The Languagebased Approach is a student-centred strategy that focuses on syntax, semantic, and phonology to enhance language awareness in reading. With reference to Mohamad Fikray and Habil (2022), this approach uses literary texts as mediums for activities, improving students' language performance by integrating language and literature skills. ESL students use a Language-based Approach to comprehend literature, employing techniques to extract meaning, interpret and make critical judgments to understand the context (Vannak, 2011).
160 The personal growth model integrates language and cultural models in literature teaching, focusing on language use within specific cultural contexts and fostering intellectual and emotional engagement with texts (Mohamad Fikray & Habil, 2022). The Personal Response Approach encourages students to relate their real-life experiences to study texts, promoting individual opinions and feedback. This approach indirectly engages learners in discussions, enhancing their enjoyment and pleasure during reading, while also developing language and literary competency (Mohamad Fikray & Habil, 2022). Finally is The Moral Philosophical Approach. In accordance with Mohamad Fikray and Habil (2022), this literature-teaching approach emphasizes learners' awareness of philosophical and moral values in texts, requiring them to interpret meaning beyond the text level and infer moral and philosophical aspects of reading materials. Reading of Short Stories in ESL Classroom In an ESL classroom, reading short stories can be an immensely helpful technique for language learning and cross-cultural comprehension. Short stories provide learners with manageable chunks of text that they can easily comprehend and analyse. These stories also frequently have recognisable themes and characters that draw readers in and stimulate their interest in reading. Short story integration into the curriculum allows ESL teachers to foster a dynamic learning environment that advances language proficiency, critical thinking abilities, and a greater understanding of literature. According to Pardede (2021), short stories are a wonderful way to make studying fun and interesting for EFL students, which in turn helps them become more motivated and interested in language acquisition. Students' language learning is made more meaningful and pleasurable by the connection that short stories make between language instruction and literature. In recent years, numerous research studies have been conducted to examine the importance of using short stories in ESL classrooms. According to Kurdi and Nizam (2022) and Pardede (2021), short stories significantly enhance language learning for ESL learners, providing numerous pedagogical benefits, stimulating language acquisition and development, and exposing learners to a rich variety of languages. The authors also emphasised the consensus among multiple scholars that using short stories offers a variety of benefits when it is taught effectively by teachers in an ESL classroom. This coincides with a study conducted by Abdel Haliem ((2018) who stated that inculcating literature in language curriculum could help improve language proficiency, communicative competence, cultural awareness, and critical thinking skills among language learners. Moreover, literature, particularly short stories help to motivate learners to learning a second language as it enables them to gain linguistic awareness.
161 While reading can be a difficult and challenging skill for beginners, it can help cultivate creativity, imagination and a deeper appreciation of the cultural and social context presented in the texts, especially if the texts are set in a familiar setting for the students. Previous studies have shown that students are able to relate better when they read texts that contain relatable characters as they can see themselves experiencing the dilemma portrayed (Breda, 2023) as well as finding texts to be easy when set in a familiar storyline (Renandya et al., 2018). In 2000, the Malaysian Education Ministry implemented the teaching of literary texts such as short prose, poetry, and plays to secondary school students. The incorporation of texts is done in both Bahasa Melayu and English classes. The main objectives were not only to show appreciation for the role of literary texts but also to develop students’ personal growth and character development (Govindajoo et al., 2021). Although the initiative received a lukewarm response from the students since the texts chosen were unrelatable to the students in terms of the characters and the story setting, the revision of the module in 2013 by the Ministry of Education received almost similar responses. Most students indicate apprehension. Yet, a study conducted in 2020 found students embrace the various texts assigned as they fit their level of understanding in terms of theme and lexical range (Gopal & Mokhtar, 2020). The presence of elements that are suitable for them will increase interest in reading more. Short stories are also used to teach reading skills in universities. Ceylan (2016) found that students from Bulent Ecevit University in Turkey state their appreciation for literary texts, especially short stories as they are not only able to expand their worldview to various cultures and lifestyles but also encourage them to read more short stories. The teachings of the English language to non-native speakers in the past were more linguistic in approach where most language classes used the Grammar-Translation Method that translates literary texts into the language students are learning. This teacher-centred approach focused on students learning the grammar rules of the targeted language and applying those rules to the native language. However, other methods such as Structuralism Method, Direct Method and Audiolingual Method were preferred over reading literature before the study of texts making its presence back in the eighties (Pardede, 2011 & Kurdi & Nizam, 2022). Literature is slowly integrated into the curriculum after its reformation as it not only helps teach grammar and vocabulary but also assimilates cultural and social concepts to non-native speakers of English. There are many genres in literary studies, and
162 each has its own benefit in helping to teach a language. For instance, while using drama in class can be time-consuming, this genre allows creativity in role-playing and articulation of words. At the same time, poetry needs ample time to make meaning through figurative and artistic language forms (Pardede, 2011). Short stories are then considered to be the best type of literature to teach language, as not only is it practical to be read in one or two classes, but it has a variety of themes and levels of difficulty to suit students at any level of proficiency. Abilasha and Ilankumaran (2018) outlined several ways to include short stories to teach speaking. Firstly, students read the short story assigned aloud as a chain activity to improve their pronunciation and fluency in using words. Additionally, for advanced learners, role-playing of the characters in the short story can help learners visualize the words, intonation, and plots better. Ompusunggu (2018) proved that students’ speaking ability improves when they acquire language using short stories. Students who participated in speaking class outperformed those who learned speaking skills in a traditional way. As for writing, most ESL learners would agree that this is one of the most difficult skills to acquire. Incorporating short stories can not only provide input for content but can also help students express their thoughts clearly and coherently. Truong et al. (2020) revealed that using short stories in class has helped influence students’ essay-writing ability. The students were more confident in using many more words and phrases found in their reading to write class essays. Most agreed that they were able to write better as the chosen prose provided ideas and background information essential to their written tasks. At the same time, students’ listening abilities can be improved by having them listen to audio stories and read literary texts aloud, which will result in better and clearer pronunciation (Pardede, 2011). Using short stories in ESL classrooms not only helps to improve basic language skills like vocabulary forms and structure or even pronunciation, but it can also help learners develop creative minds as well as cognitive and socioemotional skills. Stories can help them to imagine new worlds, expand innovative ideas and even help them to navigate new concepts and eventually translate their understanding of the world around them. While enforcing short stories is helpful, it also helps students obtain knowledge from what they read and spark creative thinking when they interact with the assigned prose (Jeni, 2020). Ceylan (2016) found that students who studied short stories saw things from a wider angle, especially when it came to experiences they had never had before. Additionally, they improved their comprehension of people in various contexts and behaviours as well as their empathy. They can consider the causes rather than the outcome when they study short stories. The moral and ethical principles of other cultures are imparted to children through
163 short stories, which also allow them to compare other lifestyles and make them more accepting of other cultures. The findings also show that reading short stories helps people comprehend interpersonal relationships better. The students stated that reading stories has broadened their awareness of literature, and as a result, they want to read more short stories. A similar study conducted by Syafi (2018) on 34 eighth graders in an Indonesian school found students’ comprehension to gradually improve when they read short stories online. Through various reading comprehension tests, pre- and post-worksheets, questionnaires, and reading journals, he found the use of online narrative texts not only to motivate but also to be a useful tool to train and improve their guessing and predicting skills to understand the assigned reading materials. 90% of the students indicated their understanding and motivation to find main ideas and specific information from the texts by using the self-monitoring cards and worksheets on the website. This study proved that using short stories can help teachers cultivate reading interests in students, especially when incorporating learning via the Internet. The nature of the online presentation of the short stories allows students to learn not only through written texts but also through graphics, pictures, and sounds. The general role of teachers in teaching reading can now be complemented with the use of online platforms, so students can learn both in and out of the classroom. Martinez (2017) mentioned the benefits of using short stories, especially those catered to learners’ level of language competency – Graded Readers (GR). GR is short prose specifically chosen to suit students’ vocabulary and grammatical proficiency levels. These books usually have accompanying exercises on reading comprehension, vocabulary, and grammar forms related to topics in the reading. The use of fun and light reading materials can help learners in their early language learning stage, which can facilitate extensive reading later. Exposing language learners to short stories is particularly helpful when learning a foreign language. This type of prose contained an abridged plot, structure, and lexical range that would not cause anxiety or reluctance to continue exploring the texts. In fact, it can motivate learners to read more. Short stories are most appropriate not only because they are short but also because they contain simple and direct characters and plots.
164 Teaching of Short Stories in ESL Classroom ESL teachers frequently employ a variety of efficient methods when teaching literature, especially short stories, in the classroom. This is because using short stories in an ESL classroom offers advantages through a variety of approaches that reflect the various needs and preferences of students. Integrated skills, technological integration, reader response, cultural literacy, communicative language instruction, and collaborative learning are all effective teaching strategies. The learning objectives, the student's linguistic and cultural backgrounds, and the available resources should all be taken into consideration when selecting a method. Educators can design literature courses that not only improve language proficiency but also foster a deeper appreciation of literature and culture by considering the diverse needs and preferences of ESL students. The study by Febriani et al. (2022) found that lecturers had different perceptions of the proper approach to teaching literature to EFL students, with some implementing the ReaderResponse approach, others using the Language-based approach, and some combining multiple approaches. These choices were based on the lecturers' perceptions of the benefits and weaknesses of each approach, and how they impacted students' critical thinking skills and reflective writing. The Language-based Approach examines vocabulary, syntax, and grammar in short stories as well as other linguistic components. This strategy is commonly used, according to research by Patel and Nguyen (2019), to enhance the language proficiency and comprehension of ESL students. It aids students in conducting structural analysis of the text. To establish a welcoming and inclusive learning environment, it is essential to comprehend the unique requirements and learning preferences of ESL students. Furthermore, studying how technology is used in ESL short story instruction may offer helpful guidance on how to improve student’s comprehension and involvement. Using Flipped Classrooms to Enhance the Reading of Short Stories in ESL Classroom There is only one study on the exploration of the effectiveness of a flipped classroom strategy in teaching literature components. Based on a study by Sigona (2022), Italian Canadian short stories were used and taught in an online classroom using the flipped classroom approach. The purpose of the study was to demonstrate the importance of motivation for a successful online teaching and learning environment. Using the flipped learning approach places the student at the centre of the learning process, encouraging greater participation and self-directed learning than in a traditional classroom. The study discovered that students' critical thinking and self-expression were effectively encouraged by the flipped classroom approach. The study also discovered that teaching literature and culture using flipped classrooms was successful in helping students comprehend and become more familiar with the society that the texts' language refers to.
165 Sigona also added that it is important to stress that the flipped classroom approach both encouraged and strengthened the student-teacher and student-to-student exchange of views. On the one hand, it motivated students to complete the tasks assigned by the teacher. On the other hand, it encouraged their active participation. The fact that the modules prepared are more applicable and make the students feel like they are a part of them has demonstrated that this method of instruction inspires students to learn. Hence, it is imperative for teachers to develop the right reading modules to be used using a flipped learning approach. The scarcity of studies on the efficacy of flipped classroom strategies in learning literature components should be mitigated by ESL researchers worldwide, as it has been shown that using this method of learning can bear meaningful outcomes for both teachers and students. Overall, reading literature via flipped learning not only helps teachers to build language skills in more fun, interactive ways that call for collaboration, discussion, and peer teaching, but it also facilitates student independence to seek knowledge outside of the classroom. At the same time, the flipped classroom approach can be a solution to create a more studentcentred learning environment, especially in schools and universities. Classrooms can be transformed from a static and passive teaching and learning environment to a more cooperative and active one. Methodology A literature review strategy on the relevant academic articles was carried out with the intention of achieving the study objectives. To maintain the study's focus, the framework established the inclusion and exclusion criteria for potential research publications. Primarily, Google Scholar, Discovery, ResearchGate, and the IIUM Library Database (EBSCO Discovery) were the primary academic databases used for article research. Since these academic internet resources are known for offering many credible and accurate publications on the research topic, they have been selected as the main source of information for this study.
166 This paper uses several keywords, which are ‘reading in ESL,’ ‘flipped classroom,’ ‘approaches in teaching literature in ESL classroom’ and ‘reading short stories in ESL classroom.’ Several research articles that align with the pertinent topic of the current study were selected as examples. Furthermore, this paper examined a variety of papers, including conceptual, theoretical, systematic, and empirical studies that focused on the topic of reading short stories in flipped ESL classrooms. The existing studies' conclusions are supported by earlier research in the field. Additionally, it makes it possible for the researcher to monitor trends and patterns in the topic of study. Conclusion According to Kernagaran and Abdullah (2021), speaking, writing, and grammar are essentially the language skills that are studied the most based on the studies of flipped classrooms that are currently available. In those domains, focused components, systematic analysis, and trusted data are still scarce. Thus, future studies on language proficiency and flipped learning should be carried out to provide insight on flipped classroom’s effectiveness and success in the context of ESL. The reason this is crucial in the current landscape of ESL is due to the varying needs that are vitally addressed in the classroom. Marks (2015) believed that because of the flipped classroom's flexibility, teachers can meet a variety of needs in the classroom, especially by helping them identify areas where their students need more support. Likewise, studies on the impacts of a flipped classroom on reading short stories are still scarce and inadequate, given the effectiveness of using literature components in increasing the level of proficiency in English among ESL and EFL learners. Literature components such as short stories that have been widely investigated will not only raise the level of students’ proficiency, but it will also promote creativity among ESL and EFL learners. However, using flipped learning for the purpose of teaching and learning literary components is still underresearched. Flipped learning can dramatically facilitate the process of reading, as it was investigated that it is time-consuming to conduct reading in a conventional classroom. This can aid teachers in producing strategies to effectively cover reading topics and raise students’ motivation to read. Hence, it is believed that more studies can be conducted in the future to explore the benefits of using flipped classroom in reading short stories to improve the linguistic knowledge, motivation, critical thinking skills, cultural awareness, and creativity of ESL and EFL learners due to its myriad advantages to both teachers and learners.
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173 Perubahan Dan Pengesahan Modul Penilaian Bacaan Al-Quran TPT Pelajar UIAM Mujahid Bin Ahmad Lutfi , Nik Muhammad Bin Nik Man Tilawah Division, Centre for Languages and Pre-University Academic Development (CELPAD), International Islamic University Malaysia, Gombak (E-mail: [email protected]) Tilawah Division, Centre for Languages and Pre-University Academic Development (CELPAD), International Islamic University Malaysia, Gombak (E-mail: [email protected]) Abstrak Tilawah Placement Test (TPT) merupakan ujian yang dijalankan bagi menetapkan peringkat bacaan pelajar sebelum menduduki kelas Tilawah di Universiti Islam Antarabangsa Malaysia (UIAM). Kelas Tilawah al-Quran ialah subjek wajib universiti yang perlu diambil oleh setiap pelajar sebagai syarat graduasi Universiti Islam Antarabangsa Malaysia (UIAM). Penilaian yang dijalankan oleh panel ujian berdasarkan tahap kelancaran bacaan pelajar mengikut ayat-ayat al-Quran yang diberikan semasa tempoh ujian. Satu modul penilaian telah disusun bagi menjalankan proses ini. Tujuan modul ini disusun adalah untuk meletakkan satu garis panduan supaya dapat menjadi rujukan oleh panel penilai semasa ujian dijalankan. Garis panduan yang ditetapkan bertujuan untuk penyelarasan pelan tindakan yang dijalankan oleh semua panel penilai yang terlibat dengan ujian. Hal Ini juga bagi mengelakkan sebarang ketidaktelusan semasa ujian dijalankan. Antara aspek penilaian adalah dari sudut kekerapan kesalahan yang dilakukan dalam bacaan, sama ada kesalahan yang jelas ataupun tersembunyi. Keputusan ujian akan menentukan tahap kelas mana yang akan diduduki oleh pelajar tersebut. Kajian ini dijalankan menggunakan metod pengumpulan data berdasarkan rakaman ujian yang telah dijalankan. Sampel kajian diambil daripada ujian TPT yang dijalankan pada Semester 2 2021/ 2022 (Batch 1). Berdasarkan ujian yang dijalankan, kajian ini mendapati bahawa modul ini dapat membantu panel penilai dalam proses ujian. Penggunaan modul ini juga dapat menyelaraskan tahap penilaian yang dilakukan oleh panel-panel yang berbeza berdasarkan proses semakan balas yang dilakukan oleh panel yang berbeza bagi senarai pelajar yang sama. Tahap kesepakatan yang dicapai oleh panel yang berbeza mencapai 88% berdasarkan analisis yang telah dijalankan. Kata kunci: Tilawah Placement Test, modul penilaian bacaan al-Quran, kelas Tilawah. 1.0 Pendahuluan Al-Quran merupakan kitab suci bagi umat Islam yang perlu dipelajari bermula dari bacaannya. Bacaan al-Quran wajib dibaca mengikut hukum tajwid yang ditetapkan. Sehingga kini, al-Quran masih kekal wajib dibaca mengikut kaedah tajwid yang telah disusun oleh para ulamak. Antara tujuan paling penting diturunkan al-Quran adalah untuk diteliti dan difahami maksudnya supaya dijadikan panduan dan pedoman dalam kehidupan manusia. Kehidupan yang dimaksudkan pula merangkumi aspek duniawi dan ukhrawi yang merupakan tujuan manusia diciptakan di atas muka bumi ini. Namun begitu, kefahaman tentang al-Quran tidak akan dapat diperoleh tanpa bermulanya langkah pertama iaitu bacaan al-Quran. Perkara pertama yang perlu dipelajari oleh seorang muslim adalah mempelajari bacaan al-Quran mengikut kaedah yang diajarkan oleh Rasulullah 1 2 1 2
174 SAW. Al-Quran tidak boleh dibaca sebagaimana bahan bacaan selainnya, kerana ia diturunkan dengan cara bacaannya yang tersendiri. Ini dipelajari dalam ilmu Tajwid al-Quran. Perkara ini ditegaskan oleh Ibn al-Jazarī (2006): واألخذ بالتجويد حتم الزم # من لم يصحح القرآن آثم ألنه به اإلله أنزال # وهكذا منه إلينا وصال Maksudnya: (Hukum) Membaca al-Quran dengan Tajwid adalah Wajib # Sesiapa yang tidak bertajwid dalam bacaan al-Quran adalah berdosa Kerana ia diturunkan oleh Allah begitu # Dan disampaikan (bersanad) kepada kita begitu. Sehubungan dengan kewajipan tersebut, semua pihak berwajib yang terlibat dalam bidang pendidikan sama ada di peringkat rendah atau tinggi sentiasa mengambil berat tentang kepentingan perkara ini. Di Malaysia, pengajian al-Quran dalam era pendidikan perdana mempunyai kedudukan yang tersendiri dan sering menjadi isu yang dibincangkan oleh semua pihak. 2.0 Tinjauan literatur Pendidikan agama Islam menjadi keutamaan masyarakat di Malaysia sejak dahulu lagi. Menurut al-Marbawi (1998), pendidikan dalam Bahasa Arab disebut tarbiah yang bermaksud pemeliharaan, asuhan dan didikan. Oleh itu, pendidikan Islam yang dimaksudkan adalah pendidikan yang membawa seorang manusia supaya melazimi sifat-sifat terpuji dan menjauhi sifat-sifat terkeji (Al-Sharqāwi, 1983). Keprihatinan terhadap pendidikan Islam di Malaysia dibuktikan dengan penggubalan akta pendidikan Islam yang mewajibkan pendidikan Islam di sekolah dan institusi-institusi pengajian (Mohd Roslan Mohd Nor & Wan Mohd Tarmizi Wan Othman, 2011). Mata pelajaran Pendidikan Islam yang telah digubal oleh Kementerian Pendidikan Malaysia merangkumi beberapa bahagian iaitu Tilawah al-Quran, Ibadat, Sirah al-Nabawiyyah & Tamadun Islam, Adab atau Cara Hidup Islam dan Aqidah. Dari sudut Tilawah al-Quran, tiga elemen penting telah diletakkan iaitu berkaitan membaca al-Quran, hukum tajwid dan pemahaman ayat berkaitan serta hafazan beberapa surah pilihan (Mohd Faisal Mohamed et al, 2008). Pelbagai usaha telah dijalankan bagi memastikan budaya al-Quran berjaya diterapkan dalam sistem pendidikan. Antaranya, program j-Qaf yang telah diperkenalkan di peringkat Sekolah Rendah Kebangsaan sejak tahun 2005 telah banyak memberikan impak bagi memupuk semangat celik alQuran dalam kalangan murid sejak kecil lagi (Daud Ismail et al, 2014). Namun begitu, tidak dapat dinafikan bahawa pelbagai cabaran dan rintangan yang dihadapi bagi mencapai matlamat murni tersebut. Para pelajar di instisusi pengajian tinggi merupakan generasi yang bakal memacu kemajuan negara dilihat masih menghadapi masalah kurangnya kemahiran dalam bacaan al-Quran (Siti Fatimah &Nafisiah, 2005). Perkara ini dapat dikenal pasti daripada kesalahan-kesalahan yang dilakukan dalam bacaan yang perlu diperbaik oleh para pelajar di IPTA (Surul Shahbudin Bin Hassan & Muhammad Azhar Bin Zailaini, 2015). Universiti Islam Antarabangsa Malaysia memandang serius perkara ini dan telah meletakkan satu penanda aras bagi melahirkan graduan yang celik al-Quran. Bagi mencapai tujuan tersebut, UIAM mewajibkan semua pelajar di peringkat pengajian Ijazah Sarjana Muda untuk mempelajari mata pelajaran Tilawah al-Quran. Para pelajar wajib mengambil subjek Tilawah walau apa pun
175 program pengajian yang diikuti di UIAM. Ini tidak lain dan tidak bukan bagi melahirkan graduan yang berkualiti dan mampu membawa imej yang baik apabila mereka keluar dan terjun dalam masyarakat (Abdullah Bukhari, 2022). Di UIAM, Divisyen Tilawah yang merupakan satu Jabatan di bawah CELPAD ialah pihak yang bertanggungjawab menguruskan Tilawah Placement Test (TPT) bagi keseluruhan pelajar berdaftar dengan UIAM. Divisyen Tilawah telah menjalankan ujian ini sejak awal penubuhannya lagi (Abdullah Bukhari, 2022). Secara rasminya ujian TPT mula direkodkan secara sistematik bermula dari tahun 2007. Segala urusan berkaitan seperti soalan ujian, senarai nama pelajar, skema pemarkahan dan hasil keputusan ujian telah disimpan secara manual oleh pihak Divisyen Tilawah, sebelum ujian tersebut mula direkodkan secara dalam talian menggunakan sistem yang telah disediakan oleh pihak universiti (Divisyen Tilawah, 2022). Proses ini telah berlangsung hingga penghujung tahun 2019. Bermula tahun 2020, era pendidikan mula mengalami perubahan termasuklah subjek Tilawah di UIAM. Pandemik Covid-19 yang melanda dunia juga merupakan faktor perubahan landskap pendidikan kerana proses pengajaran dan pembelajaran terpaksa dilakukan secara atas talian bagi menggantikan proses kelas secara fizikal yang telah dijalankan sejak sekian lama. Sehubungan dengan itu, proses penilaian bagi ujian TPT juga turut mengalami perubahan. Antara perubahan utama adalah proses penilaian mula dijalankan secara atas talian dengan desakan dan kekangan yang berpunca daripada pandemik Covid-19 yang melanda. Pada awal era pandemik melanda, pelbagai cabaran dan rintangan yang dihadapi bagi mencapai matlamat ini supaya proses pengajian dapat diteruskan bagi meneruskan kelangsungan sistem pendidikan. Walaupun pelbagai cabaran dihadapi, berkat usaha dan kesabaran semua pihak juga bantuan daripada Allah SWT, proses pengajian termasuklah ujian TPT dapat dijalankan tanpa mengabaikan mana-mana pihak yang terlibat dalam menjayakan usaha ini. 3.0 Bahan dan Metod 3.1 Sejarah pemarkahan TPT sehingga tahun 2020 Sejak awal ujian TPT dijalankan, penilaian telah dilakukan berasaskan peratusan markah sehingga tahun 2020 (Abdullah Bukhari, 2022). Peratusan merupakan sistem pemarkahan yang sudah sinonim dengan sebarang ujian yang dilakukan di institusi-institusi pengajian sama ada di peringkat rendah ataupun tinggi. Markah dibahagikan dalam ujian TPT kepada beberapa bahagian penilaian iaitu Faṣāḥah 40%, Mudūd 20%, Ghunnāt 20% dan Hafazan 20% seperti dilampirkan dalam Jadual 1. Jadual 1 1. Faṣāḥah 40 markah 2. Mudūd 20 markah
176 Markah penuh bagi ujian ialah 100%. Sekiranya seorang pelajar mencapai markah penuh 80- 100, maka pelajar tersebut telah berjaya dalam ujian TPT. Ini bermaksud pelajar tersebut tidak perlu mengambil kelas Tilawah sepanjang program pengajian beliau di UIAM. Jika seorang pelajar mendapat 50-79 markah, pelajar tersebut akan dimasukkan ke dalam kelas tahap 2. Manakala pelajar yang mendapat 0-49 markah akan diletakkan di kelas tahap 1, seperti dilampirkan dalam Jadual 2. Jadual 2 3. Ghunnāt 20 markah 4. Hafazan 20 markah Jumlah 100 markah 1. Lulus Bacaan yang baik dan memuaskan 80 – 100 markah 2. Tahap 2 Bacaan dengan kesalahankesalahan yang perlu diperbaiki 50 - 79 markah 3. Tahap 1 Bacaan lemah 0 - 49 markah 3.2 Faṣāḥah Faṣāḥah bermaksud membaca dengan gaya bahasa al-Quran yang berlandaskan sebutan yang tepat dan lancar dalam Bahasa Arab. Perkara ini disebut oleh Ibn al-Jazari dalam Matn Ṭayyibah alNashr ketika membincangkan bab Tajwid dan bacaan (2005): مع حسن صوت بلحون العرب # مرتال مجودا بالعربي Maksudnya : (Bacaan al-Quran itu) Mestilah dengan suara yang elok dalam lenggok Bahasa Arab # dengan Tartil dan Tajwid (Faṣāḥah) Bahasa Arab Lancar dan baik dalam bacaan diterjemahkan dengan bacaan yang tiada kesalahan dalam hampir keseluruhan perkataan, sama ada dalam sebutan huruf dan baris. Bacaan itu juga mestilah tidak berlaku pengulangan frasa dalam ayat atau perkataan, juga tidak gagap dalam menyelesaikan bacaan tersebut. Bacaan yang menepati Faṣāḥah ini juga mestilah menyebut sebutan huruf dengan jelas mengikut Makhārij al-Ḥurūf yang tepat, di samping menjelaskan sifat-sifat huruf dengan sempurna sama ada sifat yang asal ataupun sifat yang mendatang. Aspek Waqaf dan Ibtidāʾ juga diambil kira dalam bahagian Faṣāḥah. Bacaan yang baik adalah memulakan bacaan dengan betul, kemudian berhenti di tempat yang sepatutnya mengikut hukumhukum tajwid yang berkaitan.
177 3.3 Mudūd Mudūd adalah kata jamak daripada perkataan Madd yang bererti memanjangkan bacaan bagi huruf madd dengan bahagian-bahagiannya yang dibincangkan dalam ilmu tajwid (Mulla ʿAli al-Qāri, 2006). Hukum madd yang perlu dijaga dalam bacaan al-Quran terbahagi dua bahagian. Bahagian pertama ialah Madd Aṣlī. Madd Aṣlī perlu dipanjangkan kepada dua harakat dan merupakan kadar yang paling asas dan pendek untuk bacaan Madd. Bahagian kedua bagi Madd ialah Madd Farʿī yang bermaksud cabang Madd. Madd Farʿī terbahagi kepada pelbagai jenis Madd yang berbeza. Madd Badal perlu dibaca dengan dua harakat. Madd Munfaṣil dan Madd Muttaṣil perlu dipanjangkan kepada empat atau enam harakat. Manakala Madd Lāzim dengan bahagiannya yang empat perlu dibaca dengan kadar yang paling panjang iaitu enam harakat. Madd yang harus untuk dibaca sama ada dua, empat atau enam harakat adalah Madd ʿĀriḍ Li al-Sukūn ketika waqaf. Hukum Madd ini adalah berdasarkan bacaan Riwayat ḤafṣʿAn ʿĀsim daripada Ṭarīq al-Shāṭibiyyah (ʿĀṭiyyah Qābil Naṣr,1994). 3.4 Ghunnāt Ghunnāt ialah kata jamak bagi Ghunnah yang bermaksud bunyi dengung dalam bacaan alQuran. Makhraj Ghunnah datang daripada al-Khayshūm yang bermaksud rongga hidung (ʿAṭiyyah Qābil Naṣr,1994). Ghunnat dibahagikan kepada beberapa bahagian. Bahagian pertama ialah Gunnah Mushaddadah iaitu Ghunnah bagi Nūn dan Mīm yang bertashdīd yang juga dikenali sebagai Ghunnah yang sempurna. Ghunnah yang kedua adalah Ghunnah Mudghamah yang bermaksud Ghunnah yang berlaku ketika Nūn Sākinah bertemu huruf Idghām Maʿa al-Ghunnah yang empat iaitu Yā’, Wau, Mīm dan Nūn. Hukum Idghām Syafawi iaitu apabila Mīm Sākinah bertemu dengan Mīm juga termasuk dalam bahagian ini. Ghunnah Mukhfāh ialah bahagian ketiga bagi Ghunnāt. Ghunnah ini berlaku apabila Nūn Sākinah bertemu dengan huruf Ikhfāʾ Haqīqī yang berjumlah lime belas huruf. Manakala bagi Mīm Sākinah pula, hukum Ikhfāʾ Shafawī iaitu apabila Mīm Sākinah bertemu dengan Bāʾ melahirkan Ghunnah dalam bahagian ini (ʿAṭiyyah Qābil Naṣr,1994). 3.5 Hafazan Setiap pelajar perlu membaca sekurang-kurangnya dua surah secara hafazan dalam ujian TPT yang dijalankan. Dua surah tersebut akan ditentukan oleh panel ujian dan diambil daripada Surah al-Ḍuḥa sehingga Surah al-Nās. Kedua-dua surah tersebut mestilah dibaca dengan lancar tanpa sebarang kesalahan. Bacaan akan dinilai dari sudut kelancaran hafazan dan bacaan yang menepati semua hukum tajwid di dalam ayat-ayat yang dibaca (Divisyen Tilawah, 2022).
178 3.6 Perubahan kepada Modul Penilaian Bacaan al-Quran berasaskan Band (Band Description) Pandemik Covid-19 yang melanda dunia telah mengubah banyak bentuk proses pengajaran dan pembelajaran di semua peringkat. Fenomena ini bukan sahaja melanda Malaysia, namun juga telah dialami secara menyeluruh di saentero dunia. Perubahan proses pembelajaran ini bukan sahaja melibatkan medium pembelajaran, tetapi juga telah menjadi satu titik tolak kepada Divisyen Tilawah untuk mengemas kini sistem sedia ada. Pihak Divisyen Tilawah juga telah melakukan proses semak semula terhadap kaedah penilaian secara peratusan yang telah dijalankan sejak sekian lama (Abdullah Bukhari, 2022). Hasil proses semak semula ini telah memperoleh keputusan bahawa kaedah penilaian perlu menjalani perubahan dan penambahbaikan sejajar dengan peredaran zaman dan perubahan proses pendidikan yang semakin berkembang pesat. Penambahbaikan yang telah dicadangkan adalah merombak semula proses peratusan dan menggantikannya dengan kaedah penilaian yang baharu menggunakan Band bagi menetapkan tahap bacaan para pelajar. Jadual 3 ialah ringkasan Band yang digunakan dan menerangkan deskripsi bagi setiap Band (jadual asal dalam Bahasa Inggeris). Secara umum, deskripsi Band ini berdasarkan kekerapan melakukan dua jenis kesalahan dalam bacaan al-Quran oleh seorang pembaca. Kesalahan pertama adalah Laḥn Jaliy yang bermaksud kesalahan besar dan jelas. Manakala kesalahan kedua adalah Laḥn Khafiy yang bermaksud kesalahan kecil dan tersembunyi (Mulla ʾAli al-Qāri, 2006). Jadual 3
179 3.7 Band 7 dan 8 Dua band ini didefinisikan sebagai peringkat tertinggi bagi bacaan al-Quran. Band 7 merupakan tahap bacaan bagi seorang Qāri yang tidak lagi melakukan apa-apa kesalahan dalam bacaannya. Band 8 pula merupakan tahap bagi seorang Qāri dan Ḥāfiẓ iaitu seorang penghafal al-Quran. Jika seorang pelajar dapat mencapai tahap ini, bermaksud pelajar telah mencapai tahap yang sempurna dalam bacaan al-Quran. Namun begitu, Band 7 dan 8 tidak digunakan dalam sistem penilaian TPT secara khusus. Gambaran yang ingin disampaikan di sini ialah bentuk kesempurnaan bacaan alQuran bagi mereka yang ahli dalam bidang ini (Abdullah Bukhari, 2022). 3.8 Band 6 Secara khusus dan praktikal, Band 6 merupakan Band tertinggi dalam ujian TPT yang dijalankan di UIAM. Band 6 merupakan kadar minimum yang perlu dicapai bagi seorang pembaca al-Quran. Bacaan bagi Band ini dianggap sebagai amat baik dan memuaskan. Pelajar yang ingin mencapai Band ini tidak boleh melakukan sebarang kesalahan Laḥn Jaliy yang melibatkan sebutan huruf, ketepatan bunyi huruf dan membaca Madd Aṣlī dengan 2 harakat. Bagi kesalahan yang melibatkan Laḥn Khafiy pula, pelajar masih boleh mencapai Band 6 jika melakukan maksimum dua kesalahan sahaja. Laḥn Khafiy yang dimaksudkan adalah kesalahan dari sudut Faṣāḥah, dengung, memanjangkan Madd Farʿī dan hukum-hukum terpilih bagi Riwayat ḤafṣʿAn ʿĀṣim daripada Ṭarīq al-Shāṭibiyyah. Jika seorang pelajar berjaya mencapai tahap ini, pelajar dikira lulus dan tidak perlu mengambil subjek Tilawah sepanjang program pengajiannya di UIAM (Abdullah Bukhari, 2022). 3.9 Band 5 dan 4 Band 5 dan 4 merupakan tahap kelas yang teratas bagi kelas Tilawah di UIAM atau merupakan kelas tahap 2. Pelajar yang dinilai berada pada tahap ini akan mendaftar bagi subjek Tilawah al-Quran 2 iaitu TQTD 2002. Bagi Band 5, seorang pelajar tidak boleh melakukan lebih daripada 2 kesalahan bagi setiap bahagian di dalam Laḥn Jaliy iaitu kesalahan berkaitan sebutan huruf, ketepatan bunyi huruf dan membaca Madd Aṣlī dengan dua harakat. Manakala bagi Laḥn Khafiy pula, seorang pelajar boleh
180 melakukan maksimum empat kesalahan bagi sebutan dengung dan memanjangkan Madd Farʿī. Dari sudut Faṣāḥah, bacaan bagi Band 5 adalah kurang Faṣāḥah. Pelajar juga agak lemah dalam mempraktikkan hukum-hukum terpilih bagi Riwayat ḤafṣʿAn ʿĀṣim daripada Ṭarīq al-Shāṭibiyyah. Pelajar yang mendapat Band 4 telah melakukan maksimum empat kesalahan bagi setiap bahagian di dalam Laḥn Jaliy iaitu kesalahan berkaitan sebutan huruf, ketepatan bunyi huruf dan membaca Madd Aṣlī dengan dua harakat. Sementara itu, bagi Laḥn Khafiy, dia telah melakukan maksimum enam kesalahan bagi sebutan dengung dan memanjangkan Madd Farʿī. Pelajar yang mendapat Band 4 juga dinilai kurang bagus dari sudut Faṣāḥah dalam bacaan. Pelajar juga amat lemahdalam mempraktikkan hukum-hukum terpilih bagi Riwayat ḤafṣʿAn ʿĀṣim daripada Ṭarīq alShāṭibiyyah. 3.10 Band 3 dan 2 Tahap yang seterusnya bagi subjek Tilawah adalah tahap 1. Pelajar yang mendapat Band 3 dan 2 akan diletakkan di tahap ini, seterusnya mendaftar bagi subjek Tilawah al-Quran 1 iaitu TQTD 1002. Deskripsi umum bagi Band 3 adalah lemah dalam bacaan. Pelajar yang mendapat Band ini telah melakukan Laḥn Jaliy sebanyak enam kali bagi setiap kesalahan berkenaan sebutan huruf, ketepatan bunyi huruf dan membaca Madd Aṣlī dengan dua harakat. Seterusnya, Laḥn Khafiy telah dilakukan lebih dari enam kali bagi sebutan dengung dan memanjangkan Madd Farʿī. Bacaan Band ini dinilai tidak fasih dari sudut Faṣāḥah. Pelajar juga tidak dapat mengaplikasikanhukumhukum terpilih bagi Riwayat ḤafṣʿAn ʿĀṣim dari Ṭarīq al-Shāṭibiyyah. Band 2 diberikan deskripsi umum sebagai bacaan yang amat lemah. Pelajar telah melakukan lebih daripada enam kesalahan Laḥn Jaliy yang melibatkan sebutan huruf, ketepatan bunyi huruf dan membaca Madd Aṣlī dengan dua harakat. Pelajar juga secara berterusan melakukan Laḥn Khafiy bagi sebutan dengung dan memanjangkan Madd Farʿī. Bacaan Band ini dikira tidak fasih dari sudut Faṣāḥah dan pelajar tidak mampu untuk mempraktikkan hukum-hukum terpilih bagi Riwayat ḤafṣʿAn ʿĀṣim dari Ṭarīq al-Shāṭibiyyah. 3.11 Band 1 Tahap ini merupakan tahap paling bawah dalam bacaan al-Quran pelajar di UIAM. Pelajar yang dinilai berada dalam tahap ini secara umumnya tidak dapat membaca al-Quran, bahkan ada sebahagiannya yang tidak mengenal huruf-huruf dalam al-Quran. Jika seorang pelajar mendapat Band 1 dalam ujian TPT, pelajar tersebut akan mendaftar kelas Pra-Tilawah iaitu TQTD 1001. Mereka perlu melalui proses pembelajaran daripada asas mengenal huruf dan perkara asas untuk membaca al-Quran. 4.0 Dapatan kajian Antara objektif penting kajian ini dijalankan adalah untuk menguji sejauh mana tahap ketepatan penggunaan sistem penilaian baharu yang telah berubah daripada sistem peratusan kepada sistem Band. Sejak sistem penilaian Band ini diperkenalkan, semua panel wajib menggunakan sistem ini bagi dalam setiap ujian TPT yang dijalankan. Seterusnya, proses semak balas telah dilakukan oleh panel yang berbeza bagi menguji tahap kesepakatan antara dua panel tersebut atas keputusan ujian yang telah dijalankan.
181 Panel penilai 1 & 2 Jumlah pelajar Persamaa Perbezaan 1 27 20 7 2 30 27 3 3 30 28 2 4 29 25 4 5 28 26 2 Jumlah 144 126 18 Peratus (%) 100 % 88 % 12 % Sehubungan dengan itu, kajian ini telah dijalankan dengan mengambil data berdasarkan sampel ujian TPT untuk Semester 2 2021/ 2022 bagi kumpulan yang pertama. Ujian TPT ini telah dijalankan pada 25 Februari 2002 secara atas talian. Data ini telah diambil daripada video rakaman melalui platform Zoom dengan mewajibkan setiap panel merakamkan proses ujian yang dijalankan (Divisyen Tilawah, 2022). Jumlah pelajar yang dipilih bagi kajian ini adalah seramai144 pelajar yang dipilih secara rawak daripada keseluruhan 363 pelajar. 144 pelajar ini telah dinilai oleh 5 lajnah penilaian. Seterusnya setiap lajnah telah menjalani proses semak balas daripada panel yang berbeza bagi mengelakkan daripada berlaku ketidak telusan dalam penilaian. Proses ini juga boleh meminimumkan elemen kesilapan yang mungkin berlaku semasa penilaian. Keputusannya dilampirkan dalam Jadual 4. Jadual 4 Berdasarkan proses semak balas yang telah dilakukan, jumlah kesepakatan antara panel penilai 1 dan 2 bagi setiap lajnah telah mencapai 88% bagi 126 pelajar. Peratus keseluruhan perbezaan bagi panel 1 dan 2 bagi setiap lujnah pula adalah sebanyak 12% bersamaan dengan 18 orang pelajar. Panel 1 berjumlah 27 pelajar, persamaan antara kedua-dua panel adalah 20 pelajar dan perbezaan bagi 7 pelajar. Panel 2 pula berjumlah 30 pelajar, persamaan antara kedua-dua panel adalah bagi 27 pelajar dan perbezaan bagi tiga orang pelajar. Jumlah pelajar bagi panel 3 ialah 30, persamaan bagi kedua-dua panel adalah 28 dan perbezaan bagi dua orang sahaja. Manakala panel 4 berjumlah 29 pelajar, jumlah persamaan bagi kedua-dua panel adalah 25 dan jumlah perbezaan bagi empat orang pelajar. Panel 5 yang merupakan panel terakhir bagi sampel data kajian ini berjumlah seramai 28 pelajar, persamaan bagi kedua-dua panel adalah 26 dan perbezaan sebanyak dua pelajar sahaja. 5.0 Perbincangan Berdasarkan dapatan kajian yang telah dikemukakan menunjukkan bahawa tahap kesepakatan antara panel 1 dan panel 2 bagi setiap lajnah mencapai tahap yang agak tinggi dan meyakinkan iaitu sebanyak 88%. Hal Ini membuktikan bahawa sistem Band yang diwajibkan
182 telah dipraktikkan dengan baik oleh para panel dan menjadi asas utama dalam penilaian yang dijalankan. Tahap kesepakatan yang tinggi ini juga telah menjadi aras penanda yang baik kepada sistem baru ini. Namun begitu tidak dapat dinafikan bahawa terdapat perbezaan sebanyak 12% di dalam sampel kajian yang dijalankan ini. Perbezaan antara dua panel yang berbeza dapat dibahagikan kepada dua kategori. Kategori pertama adalah melibatkan dua Band berbeza namun masih menatijahkan seorang pelajar berada dalam tahap kelas yang sama. Contohnya panel pertama menilai seorang pelajar berada dalam Band 5, manakala panel kedua menilainya berada dalam Band 4. Kedua-dua Band ini meletakkan pelajar tersebut pada tahap 2 iaitu dia perlu mendaftar untuk subjek TQTD 2002. Perbezaan dalam kategori ini tidak akan memberi kesan besar terhadap pelajar. Perbezaan bagi kategori kedua pula adalah melibatkan tahap yang berbeza. Contohnya panel pertama menilai seorang pelajar dengan Band 6 dan panel kedua menilainya dengan Band 5. Hal Ini memberikan kesan kepada pelajar tersebut sama ada dikira lulus atau masih perlu mengambil subjek Tilawah. Berdasarkan amalan yang dijalankan, keputusan panel pertama akan digunakan. Persoalan yang boleh ditimbulkan ialah mengapa berlaku perbezaan dalam penilaian oleh panel yang berbeza walaupun berdasarkan sistem Band yang sama? Antara faktor yang menyebabkan berlakunya perbezaan dalam penilaian adalah bacaan alQuran masih lagi bersifat subjektif. Seorang penilai mungkin mengambil kira kesalahan yang dilakukan masih dalam lingkungan kesalahan yang dimaafkan, manakala panel yang berbeza mengatakan tidak. Di sinilah fakfor penilaian pakar amat penting dan diperlukan. Penilaian bacaan al-Quran tidak boleh hanya bergantung sepenuhnya kepada kiraan kekerapan kesalahan yang dilakukan sahaja mengikut sistem Band yang telah disusun. Elemen penilaian pakar ini tidak boleh diabaikan kerana elemen tersebut merupakan seni dalam bacaan al-Quran dan hanya dapat difahami oleh pakar dalam bidang al-Quran. Kesimpulan Bertitik tolak daripada kajian yang telah dijalankan dan mengambil kira dapatan kajian yang telah dihasilkan, pengkaji meyakini bahawa sistem Band yang telah dihasilkan ini mampu menjadi asas yang baik bagi ujian TPT yang dijalankan oleh Divisyen Tilawah di UIAM. Hal Ini berdasarkan susunan tahap bacaan yang digariskan mengikut kekerapan kesalahan yang dilakukan dalam bacaan iaitu Lahn Jaliy dan Lahn Khafiy. Bagi pelajar yang mendapat Band 6, bukanlah bermaksud pelajar sudah perlu berpuas hati sepenuhnya dengan bacaan al-Qurannya. Namun, masih ada lagi ruang yang boleh ditambahbaik untuk mencapai Band 7 dan 8. Penambahbaikan yang lebih jelas lagi jika seseorang pelajar dapat menghafal ayat-ayat al-Quran sama ada sebahagian atau keseluruhan al-Quran bagi mencapai tahap Ḥāfiẓ dan Qāri. Limitasi, cadangan dan kajian masa hadapan Kajian ini dijalankan dalam skop pengajian subjek Tilawah di UIAM. Subjek wajib ini telah melahirkan ujian TPT yang perlu diambil bagi menetapkan tahap bacaan setiap pelajar UIAM. Proses yang telah berjalan sekian lama ini telah mengalami pelbagai inovasi dan perkembangan seiring dengan era dan zaman kini.
183 Namun jika dilihat kepada skop yang lebih luas, tujuan subjek Tilawah adalah bukan hanya terhad kepada pengajian di universiti semata-mata. Tujuannya juga ialah satu kewajipan yang menjadi tanggungjawab bagi setiap orang yang bergelar muslim. Menyedari hakikat inilah pihak yang berwajib perlulah sentiasa mengambil berat tentang perkara ini dan menjadikannya sebagai keutamaan dalam silibus pengajian sejak bermula dari peringkat pengajian rendah sehingga peringkat tertinggi. Dari sudut praktikal yang telah dijalankan, pengkaji menganggap bahawa pihak DivisyenTilawah telah berusaha sebaik mungkin bagi menjayakan setiap ujian TPT yang dijalankan saban tahun sehingga kini. Akan tetapi, sudah pasti di sana ada kekurangan dan kelemahan yang masih perlu diperbaiki dari semasa ke semasa. Pelbagai kajian boleh dilakukan bagi menambah baik sistem Band yang telah diperkenalkan sejak awal tahun 2020 yang lalu. Antaranya ialah memperincikan lagi deskripsi setiap Band yang berkaitan dengan menjelaskan aspek-aspek berkaitan Tajwid seperti Makhārij al-Ḥurūf dan Ṣifāt al-Ḥurūf (Mahadi Dahlan, 2014). Dengan kajian yang dicadangkan ini, pengkaji percaya bahawa sistem Band ini dapat diperkembangkan lagi dan diperkenalkan kepada komuniti luar selain dari UIAM sahaja. Jika usaha ini diteruskan lagi, pihak Kementerian Pengajian Tinggi juga boleh mengambil kira ujian ini untuk digunakan bagi Institut-Institut Pengajian Tinggi yang lain sama ada institusi awam ataupun swasta. Bibliografi ʿAṭiyyah Qābil Nasr. Ghāyah al-Murīd FīʿIlm al-Tajwīd (1994). Al-Qaherah. Daud Ismail, Wan Mohd Khairul Firdaus Wan Khairuldin&Mahadi Mohammad. Perkembangan dan Masalah Pembelajaran al-Quran dalamProgram j-QAF di Malaysia (2014). Jurnal Islamiyyat 36(2) UKM. Dokumen-dokumen di Divisyen Tilawah. 2002. Ḥasan Al-Sharqāwī. Naḥw Tarbiah Islāmiah (1983). Iskandariah:Muassasah Thiyab al-Jāmiʿah. Ibn al-Jazari. Ṭayyibah al-Nashr Fī al-Qirāat al-ʿAshr (2005). Maktabah Dar al-Huda, Madinah alMunawwarah. Ibn al-Jazari. Al-Muqaddimah Fī Mā Yajibu ʿAla Qāriʾ al-Quran An Yaʿlamah (2006). Dār Nūr alMaktabāt. Al-Mamlakah al-ʿArabiyyah al-Saʿūdiyyah. Mahadi Dahlan. Tajwid Ilmi Dan Amali (2014). Pustaka Haji Abdul Majid. Mohd Roslan Mohd Nor & Wan Mohd Tarmizi Wan Othman. Sejarah dan Perkembangan Pendidikan Islam di Malaysia (2011). Jurnal At-Ta’dib, Vol 6, No 1. Mohd Faisal Mohamed, Zawawi Ismail & Rahimi Md Saad. Celik Al-Quran: Cabaran Dan Realiti Dalam Pendidikan Islam Di Sekolah (2008). Jurnal FSKTM UM.
184 Muhammad Idris al-Marbawi (1998), Kamus Idris al-Marbawi Arab-Melayu. Kuala Lumpur: Dar al-Nuʿman. Mulla ʿAli al-Qāri. Al-Minaḥ al-Fikriyyah Fī Sharḥ Muqaddimah al-Jazariyyah (2006). Dār alSahabah, Tanta, Mesir. Siti Fatimah Sudin & Nafisiah Hj. Abdul Rahman. Keperluan Kursus Kemahiran Membaca alQuran di IPT: Kajian di UiTM Shah Alam (2005). Jurnal CITU 1(2) UITM. Surul Shahbudin Bin Hassan & Muhammad Azhar Bin Zailaini. Bentuk-Bentuk Kesalahan Bacaan Al-Quran Pelajar Di Sebuah IPTA (2015). Online journal of Islamic Education (O-jIE) 3(2). Temu bual dengan Ustaz Abdullah Bukhari (Mantan Head Of Division, Divisyen Tilawah, CELPAD, UIAM) pada 5.9.2022.
186 Analisis Keperluan Pembelajaran Berasaskan Projek (PBP) Bahasa Melayu Kerjaya Terhadap Kecekapan Berkomunikasi : Satu Kajian Kualitatif Fuziah Rosman , Razman Mohamad Bahasa Melayu Division, Centre for Languages and Pre-University Academic Development (CELPAD), International Islamic University Malaysia, Gombak (E-mail: [email protected]) Bahasa Melayu Division, Centre for Languages and Pre-University Academic Development (CELPAD), International Islamic University Malaysia, Gombak (E-mail: [email protected]) Abstrak Kertas kerja ini memfokuskan Pembelajaran Berasaskan Projek (PBP) di Institusi Pengajian Tinggi sudah lama diperkenalkan dan amat popular dibahaskan dalam kalangan penyelidik. Kajian berkenaan isu tersebut turut dibincangkan dalam bidang pendidikan bahasa lain seperti bahasa Inggeris dan Bahasa Arab hingga peringkat global. Namun, amat kurang kajian menyentuh tentang PBP dalam pendidikan Bahasa Melayu di IPT. Dalam era digital ini, pendekatan metod ini juga diintegrasikan dalam pelbagai disiplin ilmu antaranya Pembelajaran dalam Talian Berasaskan Projek, Blended Project-based Learning, Drama-based Learning, Project-based Learning (PjBL) dan Project-based Language Learning (PBPL). Kajian ini memfokuskan subjek bahasa Melayu khusus bagi Bahasa Melayu Kerjaya untuk Sains Sosial LMBD2201 dengan menggunakan kajian Kualitatif. Analisis keperluan dilakukan dengan kaedah temu bual kepada tiga pensyarah subjek bagi mengkaji masalah aspek komunikasi bahasa Melayu pelajar-pelajar dan analisis keperluan terhadap perlaksanaan PBP Bahasa Melayu bagi penguasaan interaksi Komunikasi. Hasil temu bual menunjukkan bahawa elemenelemen kemahiran komunikasi sudah terdapat dalam silibus Bahasa Melayu Kerjaya Sains Sosial, LMBD2201. Pensyarah juga berpendapat bahawa PBP membantu dan memberi peluang kepada pelajar bagi meningkatkan kemahiran komunikasi untuk persediaan alam kerjaya secara nyata dan bukan pembelajaran secara teori semata-mata, namun perlu dilakukan dengan perancangan yang komprehensif. Justeru, diharapkan kajian ini dapat memberikan inisiatif baharu yang signifikan terhadap PBP Bahasa Melayu Kerjaya terhadap kecekapan berkomunikasi terutamanya bagi subjek bahasa Melayu Kerjaya untuk Sains Sosial dapatdirealisasikan. Kata Kunci: Pembelajaran Berasaskan Projek (PBP), Pendidikan Bahasa, Bahasa Melayu Kerjaya untuk Sains Sosial, Kajian Kualitatif, Model kerangka. 1.0 Pengenalan 1.1 Latar Belakang kajian Pengenalan tentang Pembelajaran Berasaskan Projek sudah lama diperkenalkan dan amat popular dibahaskan dalam kalangan penyelidik di pelbagai peringkat institusi termasuklah Institusi Pengajian Tinggi. Malah dari segi konsep, definisi dan pengertian tentang pembelajaran berasaskan projek mempunyai tanggapan yang berbeza antara pelopor dan penyelidik barat. 1 2 2 1
187 Menurut Douglas S. Fleming (2000) antara pelopor terawal berpendapat bahawa projek juga merupakan pengalaman intensif yang melibatkan pelajar yang tidak aktif dan tidak proaktif lebih menarik minat bagi mereka dan amat penting untuk kursus pengajian. Pelajar boleh melibatkan ahli dan komuniti yang dipilih, dan mereka sering menghasilkan pameran atau produk untuk tujuan tertentu atau audiens tertentu di dunia sebenar. Tambahan lagi, Douglas S. Fleming (2000) menyatakan bahawa idea projek boleh dibangunkan oleh guru atau pelajar, sama ada secara individu atau berpasukan. Mereka juga mungkin melibatkan ahli komuniti sebagai orang sumber atau mentor. Pengalaman di luar kampus membolehkan pelajar mempelajari tentang komuniti mereka dan ciri-ciri yang menjadikannya unik. Carl A. Maida (2011) menyebut bahawa pelopor seperti John Dewey memberi kefahaman tentang pembelajaran berasaskan projek ialah keutamaan pengalaman hidup dan refleksi sebagai asas pembelajaran dan hala tuju kendiri yang berkesan. Tambahan lagi, aliran amalan pendidikan antara tidak formal dan formal, dan terutamanya amalan pembelajaran berasaskan projek sama ada di dalam mahupun di luar kampus, di tempat kerja dan masyarakat merupakan pedagogi yang kritikal dan berpotensi untuk pembangunan peribadi, kreativiti, dan transformasi sosial. Larmer (2017) menyatakan bahawa pembelajaran berasaskan projek (PBP) merupakan penglibatan pelajar melakukan projek lanjutan secara libat sama(engages) untuk menangani masalah dunia sebenar(real world) atau menjawab persoalan yang kompleks. Hasilnya, mereka dapat meluaskan ilmu pengetahuan dan pengisian kandungan yang paling bermakna sebagai satu kemahiran yang mampan pada abad ke-21. 1.1.1 Peranan Bahasa Melayu sebagai Bahasa Ilmu dan Industri Kerjaya Peranan Bahasa Melayu sebagai bahasa Ilmu di Malaysia dan ASEAN dalam semua peringkat sering dibincangkan oleh pakar bahasa(Awang Sariyan(2005); Hashim Musa, Hashim Musa, Rozita Che Rodi & Salmah Jan Noor Muhammad (2014); keupayaan bahasa Ilmu di IPT, (Norliza Jamaludin(2017); Zuraini Ramli, Anida binti Sarudin dan Husna Faredza Mohamed Redzwan,(2019)) sejak beberapa dekad yang lepas. Isu kecekapan pelajar warganegara Malaysia juga perlu diberikan perhatian terutamanya aspek kecekapan kemahiran komunikasi dan kebolehpasaran dalam kerjaya(Zuraini Jusoh, Norazlina Mohd Kiram dan Rozita@Radhiah Said,(2019); Nor Shela Saleh dan Mohd Shafie Rosli,(2019); Nur Sheilla Saida Abdullah dan Zuber Abd Majid,(2022)). Dalam konteks peranan Bahasa Melayu sebagai industri kerjaya pula, perkara ini wajar diperkemas dengan penawaran subjek Bahasa Melayu Kerjaya yang mempunyai nilai ekonomi dan komersial serta dapat dijadikan sebagai penanda aras keberhasilan penerapan aspek kemahiran insaniah( M.Mascitah Mansor dan Noraini Shahida Ishak, 2011); Fatmawati Latada dan Hafizoah Kassim (2017); kemahiran berfikir kreatif dan kritis(Sharifah Nor Puteh, Nor Adibah Ghazali, Mohd Mahzan Tamyis dan Aliza Ali(2012)):kemahiran berfikir aras tinggi(KBAT)(Marzni Mohamed Mokhtar, Rohizani Yaakub, Fadzilah Amzah, Roselan Baki dan Abdul Rasid Jamian(2018)) dan mengikut kehendak industri kerjaya(Zuraini Jusoh, Norazlina Mohd Kiram dan Rozita@Radhiah Said,(2019); Nor Shela Saleh dan Mohd Shafie Rosli,(2019); Nur Sheilla Saida Abdullah dan Zuber Abd Majid,(2022)).
188 Manakala kajian berkenaan subjek Bahasa Melayu Kerjaya amat kurang dibahaskan. Namun demikian, terdapat juga kajian yang signifikan dengan subjek bagi pelajar warganegara Malaysia. Antaranya kajian Sabariah Hassan dan Kamarudin Hj, Mohammed (2015) yang membahaskan tentang Keperluan Bahasa Melayu Perundangan. Manakala Sabariah Hassan (2018) yang membahaskan kesalahan ayat dalam karangan pelajar perundangan. Bahasa Melayu merupakan bahasa komunikasi yang digunakan hampir semua rakyat Malaysia setiap hari. Namun begitu, masih ramai yang tidak peka akan kesalahan-kesalahan tatabahasa yang dilakukan dalam komunikasi lisan mahupun penulisan. Tetapi fenomena tidak ganjil kerana kesalahan bahasa oleh pengguna merupakan perkara biasa dalam mana-mana masyarakat bagi sesuatu bahasa di dunia (Sabariah, 2018). Satu lagi kajian berkenaan subjek Bahasa Melayu komunikasi perniagaan yang telah dibahaskan oleh Mascitah Mansor dan Noraini Shahida Ishak (2011) yang menyatakan Divisyen Bahasa Melayu, CELPAD telah merangka kursus Bahasa Melayu Komunikasi Perniagaan (LM 2015) untuk pelajar-pelajar Kulliyyah Ekonomi dan Sains Pengurusan (KENMS) dan Kulliyyah Teknologi Maklumat dan Komunikasi (KICT). Kursus ini telah berjaya menerapkan aspek-aspek penting kursus yang menyentuh Asas Pembudayaan Keusahawanan yang mendukung aspirasi kerajaan yang menggalakkan mahasiswa untuk menceburi bidang keusahawanan. Kertas kerja yang dibincangkan antaranya menilai keberkesanan kursus terhadap kesesuaian dan keupayaan kursus untuk menerapkan kemahiran berkomunikasi yang merupakan salah satu ciri kemahiran insaniah dalam kalangan pelajar. Penyelidik menyatakan bahawa kursus ini amat relevan dan bersesuaian dengan dasar kerajaan dan memberikan impak dalam usaha membangunkan modal insan berketerampilan/berkualiti yang memiliki semangat, pengetahuan dan kemahiran untuk menyumbang kepada kemajuan masyarakat dan pembangunan negara. Namun, batasan kajian ini hanya memfokuskan kepada aspek penilaian tugasan secara lisan terutamanya pembentangan kumpulan (Mansor, M. Mascitah,2011). 1.1.2 Penawaran Subjek Bahasa Melayu Khusus untuk Pelajar Warganegara Malaysia di Universiti Islam Antarabangsa Malaysia (UIAM) Pusat Bahasa dan Pembangunan Akademik Pra-Universiti (CELPAD) merupakan pusat pengajian bagi pelajar pra-ijazah atau bringing students sebelum memasuki kulliyyah bagi mengikuti Pengajian Ijazah Sarjana Muda dan juga pelajar semua kulliyyah yang diwajibkan untuk mengikuti kursus Bahasa Melayu sama ada penawaran kursus untuk pelajar warganegara Malaysia dan pelajar antarabangsa oleh Divisyen Bahasa Melayu. Penawaran subjek bahasa Melayu diajarkan kepada semua pelajar Malaysia dan antarabangsa sebagai bahasa perantaraan ketiga( Siti Baidura Kasiran dan Nurul Jamilah Rosly, 2011) yang ditawarkan oleh Divisyen Bahasa Melayu pada setiap semester. Kajian ini difokuskan kepada subjek Bahasa Melayu khusus untuk pelajar warganegara Malaysia yang mengikuti pengajian di Universiti Islam Antarabangsa Malaysia(UIAM) sebagai Universiti Awam yang diiktiraf oleh Kementerian Pengajian Tinggi. Sebelum keputusan mesyuarat senat IIUM pada tahun 2011, penawaran kursus Bahasa Melayu diwajibkan bagi keperluan pengijazahan. Antaranya ialah; i.Bahasa Melayu Lanjutan (LM2020) ii.Bahasa Melayu Kerjaya (LM2021) iii.Bahasa Melayu Kejuruteraan (LM2017)
189 iv. Bahasa Melayu Sains (LM2016) iv.Bahasa Melayu Komunikasi Perniagaan (LM2015) vi. Bahasa Melayu Perundangan(LM2022) Setelah Mesyuarat Senat IIUM pada tahun 2011, terdapat rombakan penawaran kursus bahasa Melayu yang hanya menjadi subjek elektif pilihan dan elektif wajib kulliyyah. Kesemua kursus ini telah dilakukan rombakan baharu pada rangka kursus bagi penilaian akademik pada tahun 2017 dan terkini sedang dikemas kini pada kod kursus tahun 2023. Antara kursus yang telah diubah suai mengikut keperluan industri dan kerjaya adalah seperti berikut; i. Bahasa Melayu Kerjaya Sains Sosial(LM2023) kepada LMBD2201 ii. Bahasa Melayu Kerjaya Perundangan(LM2024) kepada LMBD2202 iii.Bahasa Melayu Kerjaya(Perniagaan)(LM2025) kepada LMBD2203 iv.Bahasa Melayu Kerjaya(Sains danTeknologi)(LM2026) kepada LMBD2204. 2.0 Sorotan Kajian 2.1 Pembelajaran Berasaskan Projek(PBP) dalam Pendidikan Bahasa Pembelajaran Berasaskan Projek(PBP) di Institusi Pengajian Tinggi sudah lama diperkenalkan dan amat popular dibahaskan dalam kalangan penyelidik. Kajian berkenaan isu ini turut dibincangkan dalam bidang pendidikan bahasa seperti bahasa Inggeris berkenaan Keberkesanan PBP dalam English as a Foreign Language(EFL) sebagai pembelajaran libat sama terhadap pelajar (Mohammed Abdullatif Almulla,2020); Keberkesanan EFL terhadap pelajar TVET, (Noor Idayu Abu Bakar, Nooreen Noordin dan Abu Bakar Razali, (2019); Noor Idayu Abu Bakar, Nooreen Noordin dan Abu Bakar Razali (2019); dan Bahasa Arab, (Ghosheh Wahbeh, D.Najjar, E.A. Sartawi, A.F. Abuzant,M., Daher,W., 2021). Beberapa kajian turut menyentuh tentang PBP dalam Pendidikan Bahasa. Wisma Yunita(2020) melakukan kajian Pembelajaran berasaskan projek(PBP) di universiti yang memfokuskan kemahiran bertutur dalam subjek bahasa Inggeris di Universiti Bengkahulu,Indonesia. Kaedah pembelajaran berasaskan projek pernah telah digunakan dalam pengajaran bertutur kemahiran terutamanya dalam kursus Speaking II yang mempunyai 18 orang pelajar. Pengajar memberikan projek kepada pelajar untuk dilakukan dalam dua kumpulan. Projek tersebut adalah dengan menghasilkan video mengenai pelancongan di wilayah Bengkulu. Projek ini ditujukan untuk pelajar semester tiga Diploma III Bahasa Inggeris Jabatan FKIP Universiti Bengkulu. Hasil dengan menggunakan teknik ini menunjukkan bahawa ia boleh meningkatkan kemahiran bertutur pelajar. Selain itu, projek ini menunjukkan pelajar lebih bermotivasi dalam proses pembelajaran Berbahasa Inggeris, meningkatkan keyakinan mereka dalam berbahasa Inggeris, dan membuat pelajar mendapat banyak pengetahuan tentang tempat pelancongan di wilayah Bengkulu.
190 Manakala satu lagi kajian dalam aspek kemahiran komunikasi dan pembelajaran sepanjang hayat. Ghosheh Wahbeh, D.Najjar, E.A. Sartawi, A.F. Abuzant,M., Daher,W.,(2021). Kajian ini bertujuan mendedahkan peranan pembelajaran berasaskan projek (PBP) dalam membangunkan kemahiran sepanjang hayat pelajar dalam subjek bahasa Arab. Data dikumpul daripada analisis guru dan dokumen pelajar, serta pemerhatian yang berlaku semasa pelaksanaan projek. Penyelidik menerangkan di bawah kemahiran sepanjang hayat yang dibangunkan melalui satu projek pelajar yang terlibat. Hasilnya, kemahiran hidup pelajar telah dibangunkan di dalam pembelajaran bahasa arab dengan menerapkan pembelajaran berasaskan projek (PBP). Kajian yang menyentuh tentang Pembelajaran Berasaskan Projek(PBP) dalam pendidikan Bahasa Melayu di IPT tidak begitu meluas dan kurang dibahaskan. Satu kajian oleh Alizah Lambri dan Zamri Mahamod(2015) melakukan kajian aktiviti pembelajaran berasaskan masalah (PBM) yang dilaksanakan oleh pensyarah dalam proses pengajaran dan pembelajaran Bahasa Melayu di sebuah IPTA sebagai usaha menggalakkan penglibatan aktif pelajar dalam proses P&P. Namun kajian ini hanya berfokus kepada pembelajaran berasaskan masalah sahaja. Terdapat dua kajian yang menyentuh tentang Pembelajaran Berasaskan Projek bagi subjek Bahasa Melayu di peringkat sekolah di Malaysia dan Singapura.Monica Laina Tonge dan Zamri Mahamod(2020) pula mengkaji kesan pendekatan Pembelajaran Berasaskan Projek (PBP) ke atas penguasaan kemahiran penulisan serta minat terhadap pembelajaran penulisan dalam kalangan murid sekolah rendah di Malaysia. Manakala kajian penyelidik dari Singapura, Djohan Abdul Rahman, Eity Norhyezah Asyurah, dan Mohamad Ali Hanifiah Abdullah (2011) menyentuh tentang keberkesanan pelaksanaan kaedah PBP ini yang diterapkan ke dalam tiga peringkat: sekolah rendah, sekolah menengah dan maktab rendah. Oleh yang demikian, kajian ini merupakan inisiatif bagi menganalisis keperluan kerangka Model Pembelajaran Berasaskan Projek Bahasa Melayu Kerjaya Sains Sosial(LMBD2201) yang signifikan sebagai cadangan dan hasil temu bual daripada pensyarah yang berpengalaman dan pernah mengikuti PBP dalam subjek-subjek berkaitan. 3.0 Objektif Kajian Antara objektif kajian ini adalah untuk; 3.1 Menganalisis masalah terhadap kecekapan komunikasi pelajar Kursus Bahasa Melayu Kerjaya Sains Sosial (LMBD2201). 3.2 Meninjau pandangan pensyarah terhadap keperluan model pembelajaran berasaskan projek (PBP) terhadap kecekapan berkomunikasi bagi kursus Bahasa Melayu Kerjaya Sains Sosial (LMBD2201). 3.3 Mencadangkan kerangka konseptual Model Pembelajaran Berasaskan Projek (PBP)kecekapan berkomunikasi bagi kursus Bahasa Melayu Kerjaya Sains Sosial(LMBD2201).
191 4.0 Metodologi Kajian Kajian ini menggunakan reka bentuk kajian kualitatif iaitu kajian literatur dan temu bual. Kaedah kajian literatur ialah kajian kualitatif yang popular digunakan oleh para penyelidik untuk mendapatkan maklumat kajian daripada penyelidik yang lepas. Seterusnya, kaedah temu bual merupakan metod yang boleh digunakan sebagai alat penerangan untuk membantu mengenal pasti pembolehubah dan hubungan(Cohen et al., (2007). Menurut Cresswell,(2008)kaedah ini bersesuaian kerana memberikan pemahaman yang lebih terperinci terhadap fenomena yang dikaji. Atas sebab ini, temu bual dijalankan dengan pensyarah yang terlibat dengan pembelajaran berasaskan projek dalam kerangka pembelajaran Berasaskan Projek(PBP) bagi subjek Bahasa Melayu kerjaya. Kaedah temu bual separa berstruktur digunakan untuk menemu bual beberapa informan iaitu tiga orang pensyarah sebagai pakar berpengalaman lebih sepuluh tahun yang mengajar kursus bahasa Melayu Kerjaya(LMBD2201) dan pernah mengikuti PBP dalam kursus-kursus berkaitan untuk mendapatkan maklumat berkenaan pembinaan item yang berkaitan dengan analisis keperluan kajian ini. Antaranya pengalaman pensyarah mengendalikan kandungan kursus yang terdapat pada rangka kursus LMBD2201(Course Outline Bahasa Melayu Kerjaya Sains Sosial(LMBD2201). Noor Haslinda Shuib(2019) menyatakan bahawa kaedah protokol temu bual yang dibina ialah temu bual mendalam separa berstruktur (semistructured interviews). Kaedah tersebut membenarkan soalan lanjutan dilontarkan berdasarkan jawapan peserta kajian. Skop kajian juga boleh diperluas dan dibuat kesimpulan yang lebih mantap. Ini bermakna sebahagian besar temu bual adalah berpandukan kepada senarai soalan yang ingin diteroka. Rajah 1 di bawah menunjukkan Isi Kandungan Protokol temu bual Analisis Keperluan Pembelajaran Berasaskan Projek (PBP) bagi subjek Bahasa Melayu Kerjaya yang dilakukan secara empat fasa atau peringkat. Rajah 1: Isi Kandungan Protokol temu bual Analisis Keperluan Pembelajaran Berasaskan Projek (PBP) bagi subjek Bahasa Melayu Kerjayadiadaptasi daripada Shumin(2002) dalam Wisma Yunita.(2020).