Kumpulan D dan E, Kursus Statistik Dalam Pendidikan (SGDP 5053)

Pensyarah : Dr. Muhamad DzahirKasa

Kampus: UUM, Sintok
Tugasan Individu 2

JOURNAL ARTICLE REVIEW

Sharifah Nor and Aliza, Preschool Teachers Perceptions towards the Use of Play-based
Approach in Language and Literacy, Malaysian Journal of Learning and Instruction, Vol.10
(2013), 79-98, reviewed by Mohamad Jasmi Md. Jaafar.

In this article, Sharifah Nor and Aliza explore the perception of preschool teachers towards the
use of play-based approach in language and literacy development of preschool children. They
also discuss about the effectiveness of the implementation of play-based approach in teaching
and learning process as a new mandatory of National Preschool Curriculum Standards introduced
by the Ministry of Education Malaysia (MoE) (p.78). In 2010, MoE set up the National
Preschool Curriculum Standard (NPCS) for all agencies which provide preschool education in
Malaysia. NPCS highlighted the use of Development Appropriate Practice (DAP) that focused
on child-centered learning approaches that strongly supports all preschool teachers (p.79).
According to Sharifah Nor et. al (2009), learning through play approach is an effective way to
shape and develop childrens thinking. This process allows them to explore the new things and
create the understanding of the real life. Hence, teachers have to put together the play approach
into their lesson plan in order to help children reach their own potential. However, there are
several factors that contribute to the ineffective of the implementation of play-based process.
Sharifah Nor and Aliza (2013) state that it was a hard for curriculum designers and educators to
design the play-based curriculum because of the lack of a common definition of play in early
childhood classroom.

Prior to the problem, it show how important of teachers perception and understanding of playbased learning process. Sharifah Nor and Aliza (2013) make a start to explore teachers
perceptions towards the use of play-based approach to develop language and literacy skills, an
also examine the constraint and challenges arise along the implementation of the approach in all
type of preschools.
After completing the research, Sharifah Nor and Aliza (2013) found positive response towards
using play-based learning method in their teaching and learning. Through this research, they
alsofound few issues and constraints that lead the teachers to a didactic teacher-directed
approach in the classroom such as lack of knowledge and skills, limited space for play and time
allocation.
Sharifah Nor and Aliza (2013) conduct this research based on quantitative research approach
since according to Cresswell (2003); this kind of approach is usually used in studies intended to
measure attitude. Also, if the research problem is identifying factors that influence outcome, then
a quantitative approach is preferable. Therefore, the survey research methodology was
appropriate for this research because it used direct questioning to gather descriptive data.
Researchers choose a set of questionnaire for the survey and will be used as the primary data in
this research. The purpose of the study is to gain a deeper insight into teachers perception of
play-based learning and to assess their attitudes towards play.
The participants were 60 teachers from four agencies which provide preschool education; the
Ministry of Education, KEMAS, Jabatan Perpaduan Negara, and private preschool centers in the
area of Hulu Langat Selangor. A total of 51 responses were received from a total of 60
questionnaire distributes which give a response rate of 85%.

Sharifah Nor and Aliza (2013) used a descriptive type of research since it investigates a certain
phenomenon by analyzing descriptive data which is obtained through sets of questionnaire that
based on the literature review on play. The questionnaire consist of 40 items, 20 items
investigate the teachers knowledge and understanding of the play-based approach and another 20
items explore teachers perception towards using play to develop language and literacy skills for
preschoolers. Authors used closed-ended questionand responses to the items correspond to a 5
point Likert scale, where 1=strongly disagree, 2= disagree, 3=neutral, 4= agreed and 5= strongly
agree. This scale was used as research suggest is better than an increase from 5 to 7 point on
rating scale which does not improve the reliability of the rating (Elmore & Beggs, 1975).
Sekaran (2003) also pointed out when a neutral point is provided; it is a balance rating scale.
Sharifah Nor and Aliza (2013) conducted a pilot study to ensure the reliability and validity of the
instrument. The constructs of this study were assessed for reliability using Cronbachs Alpha. it
indicates how well the items in a sets are positively correlated to one another, thus, the closer
Cronbachs Alpha is to 1, the higher the internal consistency reliability (Sekaran, 2003). The
results of pilot test showed that Cronbachs Alpha value was sufficiently high (0.705). Therefore,
the composite reliability is now preferred and lead to higher estimates of true reliability. Also,
Sharifah Nor and Aliza (2013) used descriptive statistics of mean and standard deviation for data
analysis. They used One-Way Analysis of Variance (ANOVA) test to compare level of teachers
perception from four agencies.
From the analysis, Sharifah Nor and Aliza (2013) found that the type of prescholl was not the
main factor in determining teachers perceptions of the use of the play-based approach in
language and literacy development. ANOVA analysis showed that level of teachers perception
indicating no significant difference in the level of perceptions among them. Furthermore,

analysis of the responses also indicates that the level of academic qualification also not the main
factor that determine the perceptions of use play-based approach in language and literacy
development. Sharifah Nor and Aliza (2013) presented the result that duration of teaching
experience also not the major factor determining teachers perception towards using play based
approach in language and literacy development. However, there were various factors that created
constrain and challenges in implementing play-based approach.
Authors found that time allocation was the major constrain delaying the use of a play-based
approach in their teaching. Four hours a week play time is still not enough for teacher to adopt
play in their teaching and learning process. Another finding found by Sharifah Nor and Aliza
(2013) was the uncertain of how to use the teaching material. Therefore, teachers should be
expos to the teaching material and more training should be given. On the other side, authors
noticed that teachers faced with student control problem. They finally tent to not to use the playbased activities in their lesson. It cause by student behavior and huge number of students in their
class. Also, there are lack of suitable space and location to conduct the play-based activities.
Sharifah Nor and Aliza (2013) found that the private preschool teachers faced with their biggest
challenge in term of teachers skills. They have insufficient qualified teacher to conduct the
effective play-based activities. From the finding, all private preschool should scrutinize the
qualification of the teachers before appoint them to be a preschool teacher. Another factor that
influences teachers perception is lack of support from school administrators and parent. Action
should be made to increase the level of awareness about the advantages of integrating play in
teaching and learning process.

From the findings of the study conducted by Sharifah Nor and Aliza (2013), suggested that
preschool teachers need to have a strong background in child development or early education
pedagogy. Pedagogical knowledge involve the teaching and learning process and methods,
educational goals, values and target (Shulman, 2004). Teachers must understand the interaction
of content and pedagogy in order to ensure the effective implementation of curriculum
(Cunningham, 2009).

Also, authors suggested that teachers must try the new ideas for

themselves to reflect more closely on their practices and become learners themselves.
Last but not least, the findings of this research do not perhaps auger well for future of play-based
approach envisaged by the MoE through the introduction of NPCS. Many teachers confirmed
that they do not integrate play in teaching and learning language and literacy skills. Authors
conclude that preschool teachers were not ready to adopt the play-based approach, not only for
language and literacy development, but for all other areas of learning in the NPSC.

Reference (APA style 6th edition)

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(2nd Edition), Thousand Oaks, CA: Sage Publications.
Cunningham, C. A. (2009). Transforming schooling through technology: Twenty-first-century
approaches to participatory learning. Education and Culture, 25 (2), 46-61.
Sekaran, U. (2003), Research Methods for Business A Skill Building Approach. Fourth
Edition, John Wiley & Sons, Inc.
Sharifah Nor and Aliza, Preschool Teachers Perceptions towards the Use of Play-based
Approach in Language and Literacy, Malaysian Journal of Learning and Instruction, Vol.10
(2013), 79-98
Sharifah Nor, Manisah, Norshidah & Aliza (2009). Penggunaan dan pengurusan bahan
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