Kesan Pembelajaran Berasaskan Projek Terhadap Motivasi Pembelajaran Bahasa Mandarin
DOI:
https://doi.org/10.53797/aspen.v3i1.6.2023Keywords:
Pembelajaran Berasaskan Projek, motivasi pembelajaran, Bahasa Mandarin, Model Stoller, MSLQAbstract
Motivasi pembelajaran pencetus kepada pembelajaran bahasa asing atau bahasa kedua. Pendekatan pengajaran konvensional yang mengutamakan penterjemahan kurang merangsang semangat pembelajaran pelajar. Manakala pendekatan pengajaran yang boleh membina suasana dan pengalaman pembelajaran yang menyeronokkan dapat memotivasikan pembelajaran pelajar. Oleh itu, kajian ini bertujuan mengenal pasti kesan Pembelajaran Berasaskan Projek (PBP) terhadap motivasi pembelajaran bahasa Mandarin dalam kalangan pelajar bukan penutur jati di kolej vokasional. Reka bentuk kuasi eksperimen telah dijalankan terhadap 43 orang pelajar bahasa Mandarin, dengan 23 orang pelajar dalam kumpulan eksperimen dan 20 orang pelajar dalam kumpulan kawalan. Adaptasi model Stoller diaplikasikan dalam kumpulan eksperimen manakala kumpulan kawalan mengikuti pendekatan pengajaran konvensional iaitu Kaedah Tatabahasa Terjemah (GTM). Motivasi pembelajaran diuji dengan menggunakan soal selidik motivasi pembelajaran yang mengadaptasi soal selidik MSLQ. Ujian t sampel berpasangan dan ujian t sampel bebas digunakan untuk menganalisis data. Hasil dapatan menunjukkan terdapat perubahan yang signifikan dalam motivasi pembelajaran bagi kumpulan eksperimen manakala motivasi pembelajaran dalam kumpulan kawalan tidak menunjukkan perubahan yang signifikan. Hasil dapatan juga menunjukkan terdapat perbezaan signifikan dalam perubahan motivasi pembelajaran antara kumpulan ekperimen dan kumpulan kawalan. Hasil dapatan ini menggalakkan guru mengaplikasikan PBP dalam sesi pengajaran untuk meningkatkan motivasi pembelajaran dan kemahiran komunikasi pelajar.
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