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Phonetics and Phonology: Narrowing the Gap between Received and Experiential Knowledge Through the Creative Project
Akademika
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| Title |
Phonetics and Phonology: Narrowing the Gap between Received and Experiential Knowledge Through the Creative Project
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| Creator |
DATO' HJ. ABDUL HAMID (Universiti Kebangsaan Malaysia, bahiyah@ukm.my), BAHIYAH
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| Subject |
—
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| Description |
It is the opinion of the writer that project work is underutilized in preservice language teacher education especially in content courses and therefore, much of what project work can offer to empower trainees in their own learning is relatively under-explored. This paper will discuss the benefits of the creative project assignment based on the findings of a study carried out at the Language Centre, Universiti Kebangsaan Malaysia (UKM henceforth) in the 1990/91 and 1991/92 sessions of the programme to investigate two groups of pre-service teacher trainees' perception regarding the creative project assignment. The main emphasis of this paper will be on describing a project work (or "creative project" as the writer has called it) assignment incorporated in a content course entitled "English Phonetics and Phonology" in the Bachelor of Education Teaching English as a Second Language, Universiti Kebangsaan Malaysia/Institut Teknologi MARA Programme (RED TESL UKM/ITM Programme, henceforth) that gave trainees the opportunity to apply what was learned (received knowledge) and put to practise what was learned into the creative project (experiential knowledge) to come up with "trainee-produced" end products. This paper will as its conclusion propose that the creative project assignment can and should be included in content courses in pre-service English language teacher education because it can add alternative choices to teaching methods to develop knowledgeable, independent, creative, thinking, imaginative and interesting English language teachers.ABSTRAKPada hemat penulis, projek kreatif merupakan satu tugasan yang belum lagi digunakan dengan sepenuhnya terutama sekali dalam kursus-kursus kandungan program latihan pra-perkhidmatan perguruan dan oleh kerana ini, manafaat sepenuhnya projek kreatif kepada guru-guru pelatih untuk mengambil tanggungjawab ke atas pembelajaran mereka sendiri kurang mencapai potensi sepenuhnya. Kertas kerja ini membincangkan keberkesanan tugasan projek kreatif berdasarkan dapatan penyelidikan yang dijalankan di Pusat Bahasa, Universiti Kebangsaan Malaysia (selepas ini disebut UKM) dalam sesi 1990/91 dan sesi 1991/92 untuk mengkaji persepsi dua kumpulan pelatih-pelatih guru akan tugasan projek kreatif. Penekanan utama kertas kerja ini ialah untuk menghuraikan satu kerja projek (atau dipanggil projek kreatif oleh penulis) sebagai satu tugasan yang dimasukkan ke dalam kursus kandungan bertajuk "English Phonetics and Phonology" salah satu kursus yang terdapat di dalam Program Sarjana Muda Pendidikan Pengajaran Bahasa Inggeris sebagai Bahasa Kedua, Universiti Kebangsaan Malaysia/Institut Teknologi MARA (selepas ini disebut B.BD. TESL UKM/ITM) yang telah memberi peluang guru-guru pelatih untuk menggunakan apa yang dipelajari (ilmu melalui pengalaman) untuk mendapatkan bahan-bahan pengajaran yang tulen dan boleh digunakan hasilan guru-guru pelatih sendiri. Sebagai kesimpulan, cadangan boleh dibuat supaya tugasan projek kreatif boleh dan harus dimasukkan ke dalam kursus-kursus kandungan program latihan pra-perkhidmatan perguruan Bahasa Inggeris untuk menambahkan pilihan-pilihan kepada kaedah pengajaran supaya dapat membina guru-guru Bahasa Inggeris yang berilmu serta berdikari, kreatif, berfikir, imaginatif dan menarik.
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| Publisher |
UNIVERSITI KEBANGSAAN MALAYSIA
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| Contributor |
—
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| Date |
1994-07-01
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| Type |
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion — |
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| Format |
application/pdf
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| Identifier |
http://ejournal.ukm.my/akademika/article/view/3136
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| Source |
Akademika; Vol 45, No 2 (1994): AKADEMIKA 45
0126-8694 0126-5008 |
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| Language |
eng
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| Relation |
http://ejournal.ukm.my/akademika/article/view/3136/1982
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