REPRESENTASI BUDAYA MELAYU BERDASARKAN KERANGKA BUDAYA 3P DALAM PENGAJARAN BAHASA MELAYU DI TUFS, JEPUN

Abstract

Budaya sering kali dipersembahkan secara tidak seimbang dan tidak lengkap dalam pengajaran bahasa terutamanya bahasa asing. Oleh itu, Kajian ini dijalankan untuk meneroka representasi budaya Melayu dalam pengajaran bahasa Melayu sebagai bahasa asing di Tokyo University of Foreign Studies (TUFS), Jepun berdasarkan kerangka budaya 3P National Standards (2006). Kajian ini menggunakan reka bentuk kajian kes dengan kaedah kualitatif yang melibatkan temu bual dan pemerhatian. Seramai 7 orang pelajar program Bahasa Melayu di TUFS terlibat dalam temu bual, manakala manakala sebanyak 12 kali pemerhatian dilakukan semasa proses pengajaran dan pembelajaran bahasa Melayu. Hasil kajian menunjukkan representasi tiga komponen asas budaya, iaitu perspektif, praktik dan produk dalam pengajaran  bahasa Melayu di TUFS. Analisis juga menunjukkan item yang paling kerap dipersembahkan adalah agama Islam. Dapatan jiga mendapati representasi budaya Melayu dalam pengajaran bahasa Melayu di TUFS adalah pelbagai dan tidak stereotaip seperti kajian lepas. Implikasi kajian ini dapat memberikan maklumat tentang budaya Melayu yang dipersembahkan dalam pengajaran bahasa Melayu. Hal ini dapat membantu perancangan pengajaran bahasa Melayu dengan melibatkan aspek budaya Melayu dengan lebih baik dan berkesan.

The presentation of culture in language teaching especially foreign languages is often presented disproportionately and incompletely. Therefore, this study was conducted to explore the Malay cultural representation in the teaching of Malay as a foreign language at Tokyo University of Foreign Studies (TUFS), Japan based on the 3P cultural framework by National Standards (2006). This study was used a case study with qualitative method that involved interviews and observations. A total of 7 students of the Malay language program at TUFS were involved in interviews, while a total of 12 observations were made in a month during the process of teaching and learning Malay language. The results of the study showed there is a representation of three basic components of culture, namely perspective, practice and product in the teaching of the Malay language in TUFS. The analysis also showed that the most frequently presented item is Islam. Findings also found that the representation of Malay culture in the teaching of Malay at TUFS is diverse and not stereotyped as in previous studies. The implications of this study can provide information about Malay culture that is presented in Malay language teaching. This can help Malay language teaching planning by involving the aspects of Malay culture in a better way and more effectively.