LEVEL OF COMPETENCE OF NORMAL AND SPECIAL NEEDS CHILDREN IN PREPARATION FOR THE TRANSITION OF YEAR 1
By : Nurul Natasya Binti Ahmad Izham Siti Norhaliza Binti Mohd Ghazali
LEVEL OF PREPARATIONS IN MALAY SUBJECTS
WHY MALAY IS IMPORTANT IN PRSECHOOL?
Make it easy for children to interact when they step into year 1. This is because, Malay is the medium of instruction in Malaysian schools. Therefore, these children need to master the Malay language in order to make it easier for them to communicate when they step into year 1.
For Malay language subjects, children must master three skills, namely listening and speaking skills, reading skills and writing skills. This is because, these skills are very important and will be applied by them while continuing their learning to a normal school. This is intended to facilitate them in the process of listening and giving a good response by using oral and they can communicate fluently, can read and understand the verses of the verse and finally is able to write various words well.
LISTENING AND SPEAKING SKILLS
Hearing, according to Chuah (1987), is a physiological process involving the auditory nervous system in the brain, but it is also a more active process involving psychology. Active listening not only involves the use of one’s ears, but also the use of all one’s senses, especially sight through nonverbal communication. The most basic verbal ability is listening skills, which are developed throughout the reception stage. Someone who has mastered listening skills should be able to hear what others are saying, understand what they are saying and interpret what they are hearing.
LISTENING AND SPEAKING SKILLS
This listening ability is taught in the early phases of language teaching to enable children to communicate fluently using appropriate language. Good and effective listening and speaking skills are very important for children to master. This is because, these skills will be used in their learning process. For example, when they need to interact with teachers or peers using appropriate language. This is said so because, in the classroom they need to have good listening skills in order to be able to understand about the things presented by the teacher. In addition, in the learning process there will also be a feedback process. For example, if they do not understand something the teacher is teaching then these children must ask questions to the teacher. Through this, it can be seen that the importance of listening and speaking skills to these children in carrying out the teaching and learning process.
READING SKILLS
Reading is one of the four important language skills in the teaching and learning of a language. Reading ability is an extension of basic abilities such as listening and speaking. Reading can also help in the development of one's thoughts and ideas, as well as the development of one's creativity in various fields. Through this, it can be seen that reading skills can improve the cognitive skills of these children. This is because they have to use their brain while reading like processing the information being read. The act of reading is also the opposite of the act of writing. Reading requires a re-translation of textual symbolism to auditory symbolism to be conveyed by the author. Reading differs from listening because it involves oral and literacy processes at the same time.
WRITING SKILLS
Writing is defined as “writing words using letters and using a pen such as a pen, chalk, pencil, or other material” by the Fourth Edition Hall Dictionary (page 1729). Through this, it can be seen that children must use their fingers and hands to hold the pencil in order to be able to write well. Indirectly, this writing can improve their fine motor skills. In addition, writing is not only writing letters but it also involves activities such as coloring, drawing and so on. Furthermore, writing encompasses the act of conveying their feelings, creativity and imagination. Writing skills can also help in understanding the thinking behind the writing process, especially in the teaching and learning environment in the classroom, such as students ’ability to write words and sentences and generate ideas through various types of writing.
3 DOMAINS COGNITIVE, AFFECTIVE & PSYCHOMOTOR
1.Cognitive
Cognitive emphasizes the process of conception, reasoning and problem solving when acquiring knowledge using various stimuli and media. Moreover, it is also a process of knowledge and ability of children in using a variety of knowledge to understand the world in their environment. In turn, it also contributes to the children's understanding of their environment. Moreover, cognitive domain involves the components of language and communication. Language development is important in determining a child's cognitive abilities such as the child's skills in listening, reading, speaking, writing and interacting with others.
3 DOMAINS COGNITIVE, AFFECTIVE & PSYCHOMOTOR
1.Cognitive
At the stages of 5 and 6 years, children can already count from 1 to 10, able to create round shapes, triangles and tapping letters. Besides that, they are also able to learn through observation and experience and start looking for the reason for something happening.
3 DOMAINS COGNITIVE, AFFECTIVE & PSYCHOMOTOR
2. Affective
Affective is related to values, attitudes, interests, concerns, having judgment and having a good personality that can make an impact or change in a person. This affective component can be understood through socio-emotional, spiritual and moral development such as the learning of Islamic Education and Moral Education.
3 DOMAINS COGNITIVE, AFFECTIVE & PSYCHOMOTOR
2. Affective
At 5 and 6 years, affective through social and emotional can be seen when these children have a desire, like to make friends, good at following simple instructions, more independent, always want attention from adults, quickly feel any criticism given to him/her. Meanwhile, in terms of language and communication, they are able to speak fluently and can tell things well. In addition, they can also feel a variety of emotions either from positive or negative. Examples of positive emotions are feeling happy, fun, excited and enthusiastic while examples of negative emotions are anger, sadness, anxiety, guilt and so on. In fact, they can experience both of these emotions simultaneously.
3 DOMAINS COGNITIVE, AFFECTIVE & PSYCHOMOTOR
3. Psychomotor
Psychomotor involves the development of physical muscle skills and abilities. At the preschool level, children will be taught to master the movements commonly performed in daily life and the movements in exercise. In addition, there are 2 psychomotor components namely gross motor development and fine motor. Furthermore, this psychomotor domain has its own hierarchy in learning from something easy to something difficult.
3 DOMAINS COGNITIVE, AFFECTIVE & PSYCHOMOTOR
3. Psychomotor
For the gross motor development component is an action that involves the movement of the muscles of the body muscles that is a large movement. For example, hand and foot movements such as jumping, running, climbing, throwing and so on. Next, for the fine motor development component is their ability to use the limbs of the hands and feet to perform minimal small muscle movements. Examples that involve fine motors are holding, gripping, drawing pictures, clumping paper with one hand, shaping plasticine into balls, stringing beads and more.
3 DOMAINS COGNITIVE, AFFECTIVE & PSYCHOMOTOR
3. Psychomotor
At the age of 5 to 6 years, gross motor development can be seen when these children can stand using only one leg, can use the toilet on their own without the need for help, can already ride a normal bicycle. jump by skipping and do rope jumps and so on. In addition, the development of the fine motor is seen when they can use spoons and forks and more.
ANALYSIS OF LISTENING AND SPEAKING SKILLS
Analysis was conducted on the level of reading, listening and writing skills in Malay among preschool students, but the results showed that in listening and speaking skills, 40% of preschoolers scored 3. Preschoolers still can't hear and speak carefully while in class. There are still students in the middle age who are trying to get good listening and speaking skills who have scored 2 at 54%, and thankfully only one person scored 1 in the assessment of listening and speaking skills. This is because children cannot master the 3 domains, namely cognitive, affective and psychomotor. Children are still in the fun phase because they are unaware that they are about to enter the realm of primary school.
ANALYSIS OF READING SKILLS
Furthermore, the results showed that 54% (8 students) got a score of 2. However, preschool students got a score of 3 out of 40% (6 students) and they passed the pre-reading skills test. There are preschool students who get a score of 1 for the assessment of reading skills, which is 6% of children. This is because children need more engaging help and children are unable to master cognitive development because they cannot use reading skills as well as no affective development because children do not have an interest in reading.
ANALYSIS OF WRITING SKILLS
Moreover, parents can be proud when there are almost all of their children who are successful in the assessment of writing skills tests for children. That is 73%, equivalent to 11 pupils out of 15. Whatever it is, only 4 preschool pupils get a score of 2, teachers should provide more alternatives to help children’s development in terms of psychomotor. Psychomotor involves fine motor and gross motor. Then the child has mastered the fine motor by moving small muscles to hold the pencil properly while writing.
STEPS THAT TEACHERS CAN TAKE TO IMPROVE ALL THREE SKILLS
As a step that can be done by teachers to improve these three skills in preparation for children to move to year 1 is that teachers need to emphasize on one of the main pillars of communication. This is because, the core of this communication focuses on listening and speaking skills, reading and writing. There are several steps that teachers can take to improve all three skills.
LISTENING AND SPEAKING SKILLS
First, for listening and speaking skills, teachers can do activities that involve audio such as music or songs. For example, the teacher opens a song in the classroom and sings along with the children. Through this activity, children can use their ears to improve listening skills while for speaking skills, they can use their mouths to sing with the teacher. Teachers also need to use well -known songs such as 'abc', 'tepuk amai amai', 'tanya sama pokok' and many more. This is because, an interesting song can make them to focus more on the song. In addition, while singing the song, teachers can also encourage children to dance such as shaking their bodies to the left and right while clapping. This is because, dancing can improve their psychomotor skills.
LISTENING AND SPEAKING SKILLS
Next, teachers can also do activities that use radio. For example, the teacher opens the radio that tells about a mysterious thing that can make the child feel excited while paying attention to the radio. Through this activity, can involve their affective aspects in terms of emotions. Afterwards, when they finish listening to the radio, teachers can ask questions related to what they heard through the radio. For example a teacher can ask what kind of thing is going on based on the radio. Indirectly, this activity can improve listening skills because they need to pay full attention to what they are hearing. Then, during this question and answer activity can improve their speaking skills because these children have to answer about the things asked by their teacher.
LISTENING AND SPEAKING SKILLS
Then, the teacher can also do activities such as animal sounds where the teacher says the name of the animal and the child has to do the animal sound mentioned by the teacher. For example, the teacher says 'cat' while the child has to say the sound of the cat which is 'meow'. Through this can involve the cognitive aspect, because children need to use the brain to think first about the sound of the animal before saying it. Finally, teachers can also do storytelling activities. This is because, children really like to be told about interesting stories. For example, a teacher can tell an interesting story such as 'Lion and Rat' in addition to doing various body and facial movements.
LISTENING AND SPEAKING SKILLS
Next, the teacher can also ask the child to retell or re-enact the story. This is because retelling can make the teacher know that the child is listening well. While acting can involve psychomotor aspects, namely gross motor skills. It is clear that, activities like this will be able to improve their listening and speaking skills.
READING SKILLS
Second, to improve their reading skills, teachers can use the method of learning while playing. For example, the teacher places the children in a large circle in a sitting position. The first step, there will be a child standing while holding a card that has the alphabet. The second step, the other children have to close their eyes while singing a song like 'tibai lalat'. The third step, as they sing, the standing child will walk behind the sitting child. The fourth step, when the song is finished is sung, the standing child will place the card on the back of a child. The fifth step, those sitting there will look behind them whether they have the card or not. Whoever has the card, will get up and say the alphabet. Next, repeat the same steps.
READING SKILLS
Through this activity, children can improve their reading skills. In addition, this method is an interesting method for children. It also involves the three domains, namely psychomotor, cognitive and affective. This is because while they walk they can improve the psychomotor aspect which is gross motor skills while for the cognitive it is in terms of language and communication that they read and speak and finally affective in terms of emotions that they feel fun while doing this activity.
READING SKILLS
In addition, teachers can also improve reading skills through materials such as books. For example, the teacher gives them a simple book to read. If the child has not yet mastered reading skills, the teacher can guide the child in pairs so that he/she can master reading skills. After that, the teacher can also do a word game. For example, teachers can teach children to play a sahibba game where they have to build a word. In addition, they can also improve their reading skills when they read the words of the constructed word.
WRITING SKILLS
Third, to improve writing skills, teachers go through drills. Drills involve the process of repeating specific information. This drill can also become a habit. For example, the teacher gives an exercise book to the children and in the book has letters that are equipped with a dashed line. Then, these children only need to connect the lines to form a word. Through this will be able to facilitate children to write. In addition, by doing a lot of practice, it can certainly improve writing skills. Indirectly, this process can also improve children’s fine motor skills. That is where they have to move their fingers while writing.
CHILDREN WITH SPECIAL NEEDS Special education is educational services and facilities provided to individuals with special needs, or disabilities, consisting of those with mental disabilities, learning difficulties, emotional and behavioral disorders, communication disorders (speech and language), hearing loss, vision loss or low vision, physical disabilities and intelligent people. In addition, Special Education can be defined as teaching designed to meet the special needs of children with special needs. (Hallahan &Kaufman 2000).
CHILDREN WITH SPECIAL NEEDS According to Heward (2000), special education can be explained in various perspectives. For example, special education as an intervention is the process of preventing, removing or overcoming barriers that may cause students to be active in school or community. Thus, Special Child Education is generally defined as a set of methods designed specifically to meet the needs of children with various disabilities or disabilities. It is also an educational program aimed at people with cognitive, physical and socio-emotional disabilities who do not experience growth and development like normal children.
EDUCATORS Directly, educators need to provide an interesting and easy way of delivery for children with special needs. For example, using teaching aids that are for students with disabilities as well as using sign language. With this method, children with special needs are also able to improve cognitive development like normal students because they have mastered language and communication skills. Next, children with special needs have the same interests as normal children, namely the interest in learning. However, with circumstances that do not allow, they need to be given a different approach than normal students so that these special children can also enjoy their physical and mental growth and development.
TEACHING AND LEARNING METHODS APPROPRIATE FOR SPECIAL EDUCATION CLASSES IN MALAY SUBJECT
Demonstration methods This method of demonstration is most effective for children with special needs. This is because, through this method, teachers need to show them how to do things. In addition, children with special needs also learn through imitation. So, this method is very suitable for them.
Storytelling methods Storytelling is also one of the appropriate methods in helping children with special needs. This is because, when the teacher tells a story, they can imagine something. In addition, this method of storytelling can also help them in improving their listening and speaking skills.
Simulation methods The Simulation method is a method that will be done to resemble a real situation. Through this method, children with special needs need to interact with each other by carrying out their role in solving a problem. The purpose of this method is to improve the child's ability to apply certain concepts in problem-solving.
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