AMALAN PENAKSIRAN DINAMIK BERASASKAN KURIKULUM DALAM PENGAJARAN KEMAHIRAN MENULIS KARANGAN ARGUMENTATIF: PENELITIAN TERHADAP DUA ORANG GURU BAHASA MELAYU

Abstract

An effective teaching and learning process should be in line with sustainable assessment procedure implementation. In teaching argumentative writing skill teachers require pupils to give facts, details and clear explanation so that there is no doubt among readers regarding the issues discussed. Teachers need to implement an assessment process aimed at these outcomes. Hence, this article will give attention to how Curriculum Based Dynamic Assessment (CBDA) which had been explored by Vygotsky in teaching argumentative writing skill had been implemented by Malay teachers at secondary school level. By selecting qualitative case study research design which used three techniques in data collection such as structured interview, in class observation and document analysis (argumentative essay) findings were generated based on participation of two respondents. Experiences from both respondents elicited themes such as characteristics, factors, levels, strategies, functions and problems for three elements; memory, perception and attention of pupils in the argumentative writing skill using CBDA.