AKTIVITI PRABACAAN PDF

Walaupun kemahiran-kemahiran pra bacaan dapat dipelajari secara semulajadi di rumah atau di prasekolah, kemahiran ini adalah penting dalam perkembangaan kemahiran membaca kanak-kanak. Secara ringkasnya kemahiran-kemahiran ini dapat dibahagikan kepada tiga jenis iaitu 1. Aktiviti memadan adalah sebahagian daripada membaca kerana semasa kita membaca kita sebenarnya sedang memadan huruf atau perkataan dengan bunyi yang sesuai. Pada peringkat permulaan kanak-kanak boleh diperkenal dengan memadan bentuk, diikuti corak, huruf dan akhirnya perkataan. Aplikasi permainan memadan ialah jigsaw puzzle.

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Walaupun kemahiran-kemahiran pra bacaan dapat dipelajari secara semulajadi di rumah atau di prasekolah, kemahiran ini adalah penting dalam perkembangaan kemahiran membaca kanak-kanak. Secara ringkasnya kemahiran-kemahiran ini dapat dibahagikan kepada tiga jenis iaitu 1.

Aktiviti memadan adalah sebahagian daripada membaca kerana semasa kita membaca kita sebenarnya sedang memadan huruf atau perkataan dengan bunyi yang sesuai. Pada peringkat permulaan kanak-kanak boleh diperkenal dengan memadan bentuk, diikuti corak, huruf dan akhirnya perkataan. Aplikasi permainan memadan ialah jigsaw puzzle. Manakala aktiviti arah ini lebih merujuk kepada menyesuaikan kanak-kanak dengan membaca arah ayat dimulakan iaitu dari kiri ke kanan unutk tulisan rumi.

Dalam situasi sebenar kanak-kanak sememangnya tidak tahu arah ayat dimulakan. Oleh itu semasa ibu bapa atau guru membacakan cerita atau ayat, mereka harus menunjuk kepada huruf yang dibaca. Kemudian guru harus menyoal kanak-kanak dari mana ayat mula dibacakan. Demi menunjukkan kepentingan membaca dari arah yang betul, guru harus mendemonstrasi dengan membaca secara terbalik. Apabila dibaca terbalik ayat yang dibaca akan menjadi tidak bermakna.

Contoh aktiviti yang boleh dilakukan adalah memperkenalkan huruf-huruf dengan bunyinya. Ini membolehkan kanak-kanak mengenal pasti huruf sebelum berkembang untuk membaca perkataan dan ayat. Cara yang boleh digunakan oleh guru ialah memperkenalkan sebahagian perkataan yang penting kepada pelajar seperti huruf dalam nama pelajar.

Selain itu, guru harus mengajar huruf bersama-sama dengan ayat. Contoh ialah a untuk ayam, b untuk bola. Pada masa yang sama elakkan mengunakkan huruf besar kerana ini dapat menimbulkan kekeliruan kepada pelajar. Bukan itu sahaja, cara yang paling langsung untuk kanak-kanak mahir dalam pendengaran adalah bertutur dengan kanak kanak atau membaca kepada kanakkanak. Semasa bertutur dengan mereka, kanak-kanak sedang mendengar dan mendapat pengalaman dalam berbahasa. Pengalaman inilah penting dalam.

Kemahiran ini dapat dipupuk melalui aktiviti motor tangan seperti mewarna. Perkembangan motor tangan adalah amat penting kerana pada peringkat awal, motor halus kanak-kanak belum matang lagi. Guru harus mengalakkan kanak-kanak untuk menggunakan kreativiti untuk melukis dan mewarna mengunakan peralatan yang berbeza. Ini bertujuan unutk melatih kanak-kanak memegang pensel atau objek yang seumpama seperti crayon atau pensel warna dengan cara yang betul dan pada masa yang sama melatih motor halus.

Selain itu guru juga boleh memberi permainan yang mengunakkan objek kecil seperti set bongkah yang dapat membantu dalam perkembangan motor. Kalau tidak terdapat set bongkah, guru juga dapat member aktiviti seperti mengunting tetapi harus diingatkan untuk berhati-hati semasa mengunakkannya.

Kaedah ini secara kasar dapat dibahagikan kepada tiga: 1. Kaedah huruf 3. Terdapat dua cara mengunaan iaitu: 1. Membunyikan suku kata dan menyambungkan dengan suku kata yang lain. Membunyikan huruf-huruf dahulu, lepas itu menjadikannya suku kata dan akhirnya perkataan.

Kaedah ini membolehkan kanak-kanak Tidak menarik hati kerana suku-suku kata membaca perkataan-perkataan baharu yang diajar itu tidak mempunyaai makna walaupun perkataan-perkataan itu diluar yang nyata pada mereka.

Kaedah yang tertua ini mementingkan mengenal nama-nama buruf dan bunyi-bunyi huruf. Biasanya kaedah ini dimulakan dengan memperkenalkan huruf-huruf dari a,b,c d sehingga z kepada kanak-kanak. Kemudian kanak-kanak akan mengenali huruf mana yang dikategri sebagai vokal dan konsonan. Pada tahap seterusnya kanak kanak diajar dengan gabungan vokal dan konsonan serta diftong. Seterusnya mereka akan mengenal rangkai kata, ayat dan seterusnya diajar membaca. Vokal Konsonan Gabungan Vokal dan Konsonan Perkataan Kekuatan 1 Sesuai dengan susuk bahasa Malaysia kerana bahasa Malaysia terdiri daripada suku-suku kata yang hampir tetap bunyinya 2 Membolehkan kanak-kanak membaca perkataan-perkataan baharu, walaupun belum mempelajarinya kerana mereka dapat mengenal huruf-huruf dan membunyikan vokal dan konsonan dengan baik.

Murid-murid membaca dengan lancar tanpa memahami apa yang dibacanya. Mereka hanya mementingkan sebutan dan kelancaran membaca. Murid-murid terbawa-bawa tabiat membaca sambil mengeja menyebabkan mereka membaca merangkak-rangkak. Kaedah ini dikatakan tidak sesuai dengan kehendak pendidikan dan psikologi muridmurid kerana pengajaran tidak secara keseluruhan yang bermakna.

Kaedah ini tidak mengunakan kaedah emgeja atau membunyi tetapi mengecam dan membaca. Peringkat 1. Pada peringkat permulaan, perkataan-perkataan yang disampaikan mengikuti kaedah ini disertakan dengan gambar. Kanak kanak diminta untuk mengecam dan mengenal perkataan dengan memandang keseluruhannya.

Setelah dicam, tidak dibunyikan, dan tidak juga dieja, tetapi terus disebut perkataan itu. Mempelajari ayat pula, kanak-kanak diminta tidak mengeja satu-satu perkataan yang terkandung di dalamnya tetapi mengecam terus ayat-ayat yang pendek dan mudah dengan. Pengulangan serta latih tubi perlu diperbanyakkan. Kekuatan 1 Sesuai dengan kehendak ilmu jiwa kanak- 1 kanak kerana mereka mempelajari sesuatu cara keseluruhan, menarik minat muridmurid.

Lambat mengenal bunyi dan suku kata. Murid-murid tidak mempunyai asas yang kukuh yang membolehkan mereka membaca sendiri. Lambat tercapai kemahiran dan kecekapan membaca. During three months studying Business Communication course, my learning skills as well as my business knowledge have been improved.

I have learnt to organize my ideas better in reports, write right grammatical sentences, and express messages through email and presentation fluently. As a working environment, it brings me a lot of business experiences, methods to deal with business issues. Business Communication course has helped me overcome my fear of writing assignments. I used to afraid of writing essays, reports or hesitating to ask my lecturers any questions through emails because I though that I have bad grammar, cannot organize my idea clearly and I used to get lower marks then my friends.

However, this course helped me recognize that my terrible writing skill is caused by two factors: lack of confident and my carelessness.

Surprisingly, after two weeks of preparing for the first assignment with lecturers devoted instruction, I got high mark for the first assignment. It woke me up and I realized that when I have a good preparation, practicing usually and check my work after finishing my writing, I can write well.

Now, before writing an assignment, I read the requirements first, point out the main issues then make an outline, write a draft and check grammar and correct mistakes at the end. Moreover, I have learnt to write several types of email depending on its topic, content, receiver or company position. I havent known that writing an email need to be cautions from the title to the writing style, otherwise the readers can misunderstand or cannot have a thorough grasp of the content.

Email assignment not only taught me how to deliver negative messages, but also raised my carefulness and awareness of the importance of an email. An email has power in express emotions as well as the respect of the author for receivers. If the first assignment made me more confident in my writing skill, the second assignment has ameliorated my knowledge about the differences between various types of business reports.

I wrote reports about new business idea, researching the current market or analyzing a current situation of a company but in this report, I had to find out the shortcomings and problems existing inside my department.

At first, I might think that our marketing department did nothing wrong in the companys problem but the meeting between departments has changed my mind. I was aware that a problem is the collative responsibility by all people in the organization. Although, analyzing own shortcomings is more difficult than doing it to others, this assignment bring me an opportunity to review myself and understand my strength and weakness.

Additionally, a new form of report gave me a chance to discover many methods to deal the several issue during the business process. My presentation skill seems to be better after I took the third assignment.

Doing presentation has appeared as usual since I entered in RMIT, but I have never concentrated in some skills needed in a presentation such as: body language, eyes contact, body movement, etc. Reflecting to me, almost of my presentations before this course were lack of vitality, attraction, leading to inadequate information which should be delivered to the audiences.

In short time, I cannot complete my presentation skill, but at least, this course has helped me to understand the importance of body and emotional actions while express information. Presentation assignment taught me how to make good slides, good appearance in front of audiences. After this course, I plan to practice more in my vacation to be a good presenter in Market Research course in next semester when I would present to the managers of courses. Furthermore, this skill will help me complete my task perfectly as an employee of an organization.

Besides improving my learning skills, this course helped me to have experiences in a real working environment, how to communicate with others in a company, how to deal the urgent issue occurred during business process. In the first lesson, my lecturer set up some business rules such as formal dress, punctuality, polite talking, etc. I seem to work in a company instead of studying and it helps me felt the working environment with the full responsibility as a real employee.

Now, I am aware of how different in communication between colleagues and classmates or friends. Connecting between friends, I can speak freely but with my colleagues, all of words I said must be formal, politely and express my respect to them. I was also aware of the importance of the communication among the company. Lack of communication between departments may lead to the wrong or incomplete decision, bad customer service and directly affect on company short and long term benefit.

Through the task and activities in class, I collected some tips and learnt various solutions for some business issue. For example, when company has mistakes and may break the good relationship with potential customers, I can advise some solutions such as: discount the cost of the next orders to those customers, take a short investigation to find out the origin of the problem, delegate the tasks to responsible candidates, etc.

I recognized that a company must be a close-knit community as a priority, a clear delegation of tasks and missions and constant improvement in both employees knowledge and relationships.

Business communication course has helped me to improve my learning skill, my business knowledge and my awareness of the necessary of communication in workplace. It not only makes me more confident to complete other courses like: market research, customer services but also gives me more opportunities to do a better jobs in my future careers.

My childhood was like most other children. I received love and care from my family a lot, so my family will have been my biggest motivation.

Sometimes, I sat and remembered my childhoods memories. My family was really a good attempt for me. They would certainly give me much helpful advice if I made mistakes. They also taught me self-consciousness.

Besides, they tried their best to be able to create the best environment of education to me, especially my father. He always encouraged me to study hard; consequently, sometimes I thought my father put a lot of pressure on me, so I felt extremely upset and bored with learning.

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Buku Aktiviti Pra Bacaan Bm Untuk Kanak-Kanak 5 Tahun

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