Amalan guru dalam pelaksanaan pentaksiran bilik darjah untuk kemahiran mendengar dan bertutur

Teachers’ practices in implementing classroom-based assessment for listening and speaking skills

Abstract

Abstrak

Pentaksiran Bilik Darjah (PBD) diperkenalkan bagi menyokong pembelajaran murid secara berterusan dan holistik, khususnya dalam menilai kemahiran bahasa yang sukar diukur melalui peperiksaan tradisional. Namun demikian, pelaksanaan PBD bagi kemahiran mendengar dan bertutur Bahasa Tamil masih berhadapan dengan pelbagai cabaran berkaitan amalan pentaksiran guru. Oleh itu, kajian ini bertujuan untuk meneroka amalan guru Bahasa Tamil dalam melaksanakan PBD bagi kemahiran mendengar dan bertutur di Sekolah Jenis Kebangsaan Tamil (SJKT). Kajian ini menggunakan pendekatan kualitatif berbentuk kajian kes penerokaan dengan melibatkan lapan orang guru Bahasa Tamil yang dipilih secara pensampelan bertujuan daripada beberapa SJKT di negeri Kedah. Data dikumpulkan melalui temu bual separa berstruktur dan dianalisis menggunakan pendekatan analisis tematik dengan bantuan perisian ATLAS.ti. Dapatan kajian menunjukkan bahawa guru menggunakan pelbagai kaedah pentaksiran seperti pemerhatian, soal jawab, rakaman audio dan video, senarai semak serta aktiviti lisan bagi menilai kemahiran mendengar dan bertutur murid. Walau bagaimanapun, kaedah pemerhatian didapati paling dominan digunakan, manakala penggunaan instrumen pentaksiran yang sistematik seperti rubrik dan deskriptor prestasi masih terhad. Kajian turut mendapati bahawa guru berhadapan dengan kekurangan instrumen pentaksiran khusus, bahan sokongan Bahasa Tamil serta sumber digital yang sesuai untuk melaksanakan pentaksiran autentik. Dapatan ini menunjukkan bahawa pelaksanaan PBD bagi kemahiran mendengar dan bertutur masih bergantung kepada pertimbangan profesional guru dan kurang disokong oleh instrumen yang standard. Kajian ini mencadangkan agar pembangunan bank instrumen pentaksiran Bahasa Tamil, penyediaan bahan digital autentik serta latihan profesional yang berterusan diberi perhatian bagi memperkukuh pelaksanaan PBD secara lebih sistematik, objektif dan berkesan.

Abstract

Classroom-Based Assessment (CBA) was introduced to support continuous and holistic learning, particularly in assessing language skills that are difficult to measure through traditional examinations. However, the implementation of CBA for Tamil listening and speaking skills continues to face various challenges related to teachers’ assessment practices. Therefore, this study aimed to explore Tamil language teachers’ practices in implementing CBA for listening and speaking skills in National-Type Tamil Primary Schools (SJKT). A qualitative exploratory case study design was employed, involving eight Tamil-language teachers selected through purposive sampling from several SJKT schools in Kedah, Malaysia. Data were collected through semi-structured interviews and analysed using thematic analysis with the support of ATLAS.ti software. The findings revealed that teachers employed various assessment approaches, including observation, questioning, audio and video recordings, checklists, and oral activities to assess students’ listening and speaking skills. Nevertheless, observation emerged as the dominant assessment method, while the use of systematic assessment instruments, such as rubrics and performance descriptors, remained limited. The study further found that teachers faced challenges related to the lack of specialised assessment instruments, limited Tamil language support materials, and insufficient digital resources for conducting authentic assessments. These findings indicate that the implementation of CBA for listening and speaking skills is still largely dependent on teachers’ professional judgement and is insufficiently supported by standardised assessment tools. The study recommends the development of a Tamil language assessment instrument bank, the provision of authentic digital learning resources, and continuous professional development programmes to strengthen the implementation of CBA in a more systematic, objective, and effective manner.