Keberkesanan Teknik P.SiAM dalam Pengajaran Kemahiran Menulis Bahasa Melayu Sekolah Rendah

The Effectiveness of P.SiAM Technique in Teaching Writing Skills in Primary School Malay Language

Abstract

Kajian ini meneliti keberkesanan teknik P.SiAM sebagai pendekatan berstruktur untuk pengajaran kemahiran menulis bahasa Melayu di sekolah rendah melalui analisis deskriptif terhadap data maklum balas guru di Daerah (PPD) Manjung. Sebanyak 46 sampel kajian yang terdiri daripada guru bahasa Melayu dianalisis. Data dikumpulkan melalui soal selidik susulan bengkel P.SIAM dan dianalisis secara tematik dan interpretatif. Dapatan menunjukkan tahap penerimaan yang tinggi terhadap teknik P.SiAM dari segi kefahaman, kemudahan aplikasi, pemupukan idea serta penambahbaikan kualiti ayat dan karangan. Guru melaporkan peningkatan potensi pengajaran terbeza, kesesuaian untuk murid lemah dan bukan penutur jati, serta keperluan penyediaan modul bercetak dan sokongan digital bagi memperkukuh pelaksanaan. Perbincangan menghubungkan dapatan dengan kerangka teori sosiokognitif penulisan, pengajaran eksplisit strategi, dan penanda wacana untuk tujuan kohesi. Kajian mencadangkan peluasan intervensi, panduan penulisan berformat, integrasi permainan digital, dan pembangunan modul berjenjang. Kajian ini menyumbang bukti awal berasaskan konteks terhadap kebolehgunaan teknik P.SiAM, selain mencadangkan penyelidikan lanjutan eksperimental dan campuran untuk menilai impak terhadap prestasi menulis murid.

This study examines the effectiveness of the P.SiAM technique as a structured approach for teaching Malay language writing skills in primary schools through descriptive analysis of teacher feedback data in the Manjung District (PPD). A total of 46 study samples consisting of Malay language teachers were analyzed. Data were collected through a questionnaire following the P.SIAM workshop and analyzed thematically and interpretively. Findings showed a high level of acceptance of the P.SiAM technique in terms of understanding, ease of application, idea generation, and improvement in the quality of sentences and essays. Teachers reported increased potential for differentiated teaching, suitability for weak and non-native speakers, and the need to provide printed modules and digital support to strengthen implementation. The discussion links the findings to the sociocognitive theoretical framework of writing, explicit teaching of strategies, and discourse markers for cohesion purposes. The study suggests expansion of interventions, formatted writing guides, integration of digital games, and development of tiered modules. This study contributes initial context-based evidence on the applicability of the P.SiAM technique, in addition to suggesting further experimental and mixed-method research to assess the impact on students' writing performance.