Penerokaan komponen-komponen komunikatif dan pembinaan skema pemarkahan holistik berfokus bagi menggred perlakuan karangan Bahasa Malaysia Sekolah Menengah
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Date
2000-05
Authors
Othman, Hashim
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Abstract
The objective of this study is to explore the vanous communicative
components in secondary school Bahasa Malaysia essays in order to develop three
versions of focused holistic scoring schemes (Communicative Schemes) to grade
performance in essays which are indicative of language proficiency from the
communicative perspective. This study was conducted in two stages. The first stage
explored and identified the communicative components from sample essays, followed
by validation of the three versions of the essay analysis schemes constructed to
gather data on communicative competence. The second stage was employed to
construct and validate the Communicative Schemes based on the communicative
components that were identified in the first stage. The sample essays for both stages
of this research were written by form four students from eight secondary schools in
Penang and Kedah Darul Aman. Specifically, nine hundred and thirty-two essays
were employed for the exploration of the communicative components and the
validation of essay analysis schemes (31 0 explanatory, 316 persuasive, and 306
expressive essays). Three hundred and thirty-four sample essays were examined for
the validation of the Communicative Schemes (II 0 explanatory, Ill persuasive, and
113 expressive essays). The exploration of the communicative components in the first stage of research was performed through factor analysis procedure, while the
validation of the essay analysis schemes was obtained through internal consistency
computations, i.e. item-total reliability and correlation between the schemes and each
of its components. Inter-rater reliability and concurrent validity correlation
coefficients were computed to validate the three versions of the Communicative
Schemes. The fmdings of the study confirmed the presence of communicative
components termed as sociolinguistics, discourse, and grammar in explanatory,
persuasive, and expressive essays. The three versions of the essay analysis schemes
were found to be highly valid and reliable. In addition, there is a high inter-rater
reliability for each version of the three Communicative Schemes. There are also high
correlations between each of the three versions of the Communicative Schemes and
two other established scoring schemes which verify the validity of the former
instruments. It is concluded that Bahasa Malaysia essay-writing in secondary schools
represents a performance that contains communicative constructs. Therefore, the
teaching of Bahasa Malaysia essay-writing and the assessment of its performance
could be conducted through the communicative perspective. The Communicative
Schemes, which integrate criterion-and-norm-referenced elements constructed in this
study, could function as altenative instruments for teachers to assess Bahasa Malaysia
essay-writing skills, particularly in school-based assessment of language proficiency.
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Keywords
Grading and marking