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The effect of pre-class assignment in enhancing the Chinese national-type school pupils in mastery Chinese language

The KSSR curriculum system introduced by Malaysia’s ministry of education is demanding teachers to build pupils who will have the ability to carry out the learning process independently. To build pupils with the ability to learn independently, the pre-class assignment is an implementation needed t...

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Main Authors: Ling, Ke Bing, Chew, Fong Peng
Format: Article
Language:English
Published: Pusat Pengurusan & Pembangunan Mahasiswa, Universiti Kebangsaan Malaysia 2021
Online Access:http://journalarticle.ukm.my/17850/1/Artikel-12_Ling-Ke-Bing_UM.pdf
http://journalarticle.ukm.my/17850/
http://www.ukm.my/personalia/publication-category/volume-24-number-1-june-2021/
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spelling my-ukm.journal.178502022-01-08T11:15:22Z http://journalarticle.ukm.my/17850/ The effect of pre-class assignment in enhancing the Chinese national-type school pupils in mastery Chinese language Ling, Ke Bing Chew, Fong Peng The KSSR curriculum system introduced by Malaysia’s ministry of education is demanding teachers to build pupils who will have the ability to carry out the learning process independently. To build pupils with the ability to learn independently, the pre-class assignment is an implementation needed to give the learning autonomy back to pupils. However, Wu (2017) stated that educators do not like students to do any pre-class assignment because they are afraid that students who have already obtained a certain level of understanding towards the learning materials would feel boring and show the signs of being not interested to listen during the in-class learning process. Thus, this study aims to study the effect of pre-class assignment in enhancing Chinese language reading comprehension mastery level of pupils from Chinese national-type schools in order to convince more educators to start practicing the use of pre-class assignment. A group of 260 pupils from eight different schools in Kuala Lumpur was involved in this study. A quantitative approach was used in this study and tests were developed and used in this study. The result of this study showed that the implementation of pre-class assignments was effective in helping pupils to master Chinese language reading comprehension. The finding of this research showed that the pupils’ performance in Chinese language reading comprehension was not affected by the language used at home and prior exposure of pupils towards pre-class assignments. Pusat Pengurusan & Pembangunan Mahasiswa, Universiti Kebangsaan Malaysia 2021 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/17850/1/Artikel-12_Ling-Ke-Bing_UM.pdf Ling, Ke Bing and Chew, Fong Peng (2021) The effect of pre-class assignment in enhancing the Chinese national-type school pupils in mastery Chinese language. Jurnal Personalia Pelajar, 24 (1). pp. 85-98. ISSN 0128-2735 http://www.ukm.my/personalia/publication-category/volume-24-number-1-june-2021/
institution Universiti Kebangsaan Malaysia
building Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description The KSSR curriculum system introduced by Malaysia’s ministry of education is demanding teachers to build pupils who will have the ability to carry out the learning process independently. To build pupils with the ability to learn independently, the pre-class assignment is an implementation needed to give the learning autonomy back to pupils. However, Wu (2017) stated that educators do not like students to do any pre-class assignment because they are afraid that students who have already obtained a certain level of understanding towards the learning materials would feel boring and show the signs of being not interested to listen during the in-class learning process. Thus, this study aims to study the effect of pre-class assignment in enhancing Chinese language reading comprehension mastery level of pupils from Chinese national-type schools in order to convince more educators to start practicing the use of pre-class assignment. A group of 260 pupils from eight different schools in Kuala Lumpur was involved in this study. A quantitative approach was used in this study and tests were developed and used in this study. The result of this study showed that the implementation of pre-class assignments was effective in helping pupils to master Chinese language reading comprehension. The finding of this research showed that the pupils’ performance in Chinese language reading comprehension was not affected by the language used at home and prior exposure of pupils towards pre-class assignments.
format Article
author Ling, Ke Bing
Chew, Fong Peng
spellingShingle Ling, Ke Bing
Chew, Fong Peng
The effect of pre-class assignment in enhancing the Chinese national-type school pupils in mastery Chinese language
author_facet Ling, Ke Bing
Chew, Fong Peng
author_sort Ling, Ke Bing
title The effect of pre-class assignment in enhancing the Chinese national-type school pupils in mastery Chinese language
title_short The effect of pre-class assignment in enhancing the Chinese national-type school pupils in mastery Chinese language
title_full The effect of pre-class assignment in enhancing the Chinese national-type school pupils in mastery Chinese language
title_fullStr The effect of pre-class assignment in enhancing the Chinese national-type school pupils in mastery Chinese language
title_full_unstemmed The effect of pre-class assignment in enhancing the Chinese national-type school pupils in mastery Chinese language
title_sort effect of pre-class assignment in enhancing the chinese national-type school pupils in mastery chinese language
publisher Pusat Pengurusan & Pembangunan Mahasiswa, Universiti Kebangsaan Malaysia
publishDate 2021
url http://journalarticle.ukm.my/17850/1/Artikel-12_Ling-Ke-Bing_UM.pdf
http://journalarticle.ukm.my/17850/
http://www.ukm.my/personalia/publication-category/volume-24-number-1-june-2021/
_version_ 1724074616547180544
score 13.211869

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