MINGGU 5 – TERJEMAHAN JADUAL
MUHAMMAD HAFIZUDDIN BIN AHMAD MUHAMAD SAHLAN BIN BUTAI
(195131) (196032)
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Struktur Makro Makna global daripada suatu teks yang dapat diamati daripada topik/tema suatu teks |
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Superstuktur Kerangka suatu teks seperti bahagian pendahuluan, isi, penutup dan kesimpulan |
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Struktur Mikro Makna local daripada suatu teks yang dapat diamati Daripada pilihan kata, kalimat dan gaya yang dipakai oleh suatu teks |
Rajah 1: Teori Analisis Wacana Kritis oleh vanDijk (1977)
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Macro structure The global meaning of a text can be observed from the topic / theme of a text |
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Supstructure The framework of a text such as the introduction, content, conclusion and conclusion |
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Micro structure Local meaning of an observable text From the choice of words, sentences and styles used by a text |
Figure 1: Theory of Critical Discourse Analysis by vanDijk (1977)
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Macro structure The global meaning of a text can be observed from the topic / theme of a text |
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Supstructure The framework of a text such as the introduction, content, finishing |
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Micro structure Local meaning of an observable text From the choice of words, sentences and styles used by a text |
Figure 1: Theory of Critical Discourse Analysis by vanDijk (1977)
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Macro structure The global meaning of a text can be observed from the topic / theme of a text |
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Supstructure The framework of a text such as the introduction, content, finishing and conclusion |
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Micro structure Local meaning of an observable text From the choice of words, sentences and styles used by a text |
Figure 1: Theory of Critical Discourse Analysis by vanDijk (1977)
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Teori Analisis Wacana Kritis (Fairclough, 1995) |
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Analisis Tekstual
Tatabahasa · Tema
Leksikal · Metafora
Kohesi · Pengulangan · Konjunsi |
Analisis Wacana Praktis
Intertektualiti · Pra-andaian · Metawacana · Penafian
Interdiskusi · Naratif · Perbahasan · Ekspositori · Luahan (expressive) |
Analisis Praktis Sosial
Ekonomi Pendidikan Politik |
Rajah 2: Teori Analisis Wacana Kritis oleh Fairclough (1995)
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Critical Discourse Analysis Theory (Fairclough, 1995) |
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Textual Analysis
Grammar • Themes
Lexical • Metaphors
Cohesion · Repitition · Conjuction |
Practical Discourse Analysis Conference Intellectuality • Pre-supposition • Metawacana • Disclaimer
Interview • Narrative • Language • Expository · Extent (Expressive Social Practical Analysis |
Social Practise Analysis
Economy Education Political
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Figure 2: Theory of Critical Discourse Analysis by Fairclough (1995)
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Critical Discourse Analysis Theory (Fairclough, 1995) |
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Textual Analysis
Grammar • Themes
Lexical • Metaphors
Cohesion · Repitition · Conjuction |
Practical Discourse Analysis Conference Intellectuality • Pre-supposition • Metawacana • Disclaimer
Interview • Narrative • Language • Expository · Extent (Expressive Social Practical Analysis |
Social Practise Analysis
Economy Education Political
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Figure 2: Theory of Critical Discourse Analysis by Fairclough (1995)
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Critical Discourse Analysis Theory (Fairclough, 1995) |
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Textual Analysis
Grammar • Themes
Lexical • Metaphors
Cohesion · Repitition · Conjuction |
Practical Discourse Analysis Conference Intellectuality • Pre-supposition • Metawacana • Disclaimer
Interview • Narrative • Language • Expository · Extent (Expressive Social Practical Analysis |
Social Practise Analysis
Economy Education Political
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Figure 2: Theory of Critical Discourse Analysis by Fairclough (1995)
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STRATEGI |
KESOPANAN |
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Bald on-record
Contoh: Bersedia! Dengar sini…. Berikan saya bakul besar itu. Lampu itu berwarna hijau. Jemput masuk. Jemput makan. |
Kesopanan Positif
Contoh: Kamu Nampak sugul. Boleh saya tolong? Boleh saya pinjam serratus ringgit? Saya ikut kamu ke hospital, jika kamu tidak keberatan |
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Kesopanan Negatif
Mungkin dia yang mengambil kotak itu, mungkin! Tolong berikan saya pinggan putih itu. Kalau begitu, sedikit arahan tidak diperlukan? Membuang botol kosong merata-rata tidak dibenarkan. |
Off-record
Wah, semakin sejuk dalam bilik ini. Mahal betul harga kasut di sini. Cantik baju kamu |
Rajah 3: Strategi Kesopanan oleh Brown & Levinson (1987)
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DECISION |
STRATEGY |
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Bald on-record
Example: Ready! Listen…. Give me that big basket. The light is green. Please come in. Invite to eat. |
Positive politeness
Example: You look sad. Can I help? Can I borrow one hundred dollars? I'll take you to the hospital, if you don't mind
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Negative politeness
Maybe he took the box, maybe! Please give me the white plate. If so, a little instruction is not needed? Throwing empty bottles everywhere is not allowed. |
Off-record
Wow, it's getting cold in this room. The price of shoes here is really expensive. Your clothes are beautiful
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Figure 3: Politeness Strategies by Brown Levinson (1987)
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POLITENESS |
STRATEGY |
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Bald on-record
Example: Ready! Listen here…. Give me that big basket. The light is green. Please come in. Please eat. |
Positive politeness
Example:
You look sad. What c Can I borrow one hundred dollars? I'll take you to the hospital, if you don't mind
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Negative politeness
Maybe he took the box, maybe! Please give me the white plate. If so, a little instruction is not needed? Throwing empty bottles everywhere is not allowed. |
Off-record
Wow, it's getting cold in this room. The price of shoes here is really expensive. Your clothes are beautiful
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Figure 3: Politeness Strategies by Brown Levinson (1987)
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POLITENESS |
STRATEGY |
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Bald on-record
Example: Ready! Listen here…. Give me that big basket. The light is green. Please come in. Please eat. |
Positive politeness
Example: You look sad. What can I help? Can I borrow one hundred dollars? I'll take you to the hospital, if you don't mind
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Negative politeness
Maybe he took the box, maybe! Please give me the white plate. If so, a little instruction is not needed? Throwing empty bottles everywhere is not allowed. |
Off-record
Wow, it's getting cold in this room. The price of shoes here is really expensive. Your clothes are beautiful
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Figure 3: Politeness Strategies by Brown Levinson (1987)
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Pendekatan Analisis Wacana (Normaliza Abd Rahim, 2018b) |
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PRA-ANDAIAN 1. 1. Intuisi 2. 2. Konteks · Penerimaan/Penafian · Keperluan · Perujukan · Anafora · Pengulangan · Kekaburan · Penegasan |
EMOSI 1. Positif 2. Negatif 3. Emosi Bercampur · Perangai · Personaliti · Mood · Motivasi |
NILAI DAN BUDAYA 1. Diri 2. Masyarakat 3. Adat · Jujur, ikhlas, baik hati, kasih saying, kerajinan, kesyukuran, kesederhanaan · Berdikari, hemah tinggi, keberanian, kebersihan fizikal dan mental, kesantunan · Hormat menghormati, kerjasama, semangat bermasyarakat · Keadilan, kebebasan, rasional |
BAHASA 1. Bahasa pertama/kedua/ketiga 2. Formal/tidak formal 3. Kesalahan bahasa 4. Linguistik |
INFERENS 1. Rumusan keseluruhan 2. Rumusan topik perbincangan 3. Penutup muka |
Rajah 4: Pendekatan Analisis Wacana Normaliza Abd Rahim (2018b)
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Discourse Analysis Approach (Normaliza Abd Rahim, 2018b) |
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PRE-IF 1. Intuition 2. Context • Acceptance / disclaimer • Needs • Referral • Anaphora • Repetition • Fuzziness • Emotion affirmation · Strictness |
EMOTION 1. Positive 2. Negative 3. Mixed Emotion · Behaviour · Personality · Mood · Motivation |
VALUE AND CULTURE 1. Self 2. Society 3. Custom • Honest, sincere, kind, compassionate, diligent, grateful, simplicity • Self-reliance, high weakness, courage, physical and mental cleanliness, politeness • Respect, cooperation, community spirit • Justice, freedom, Rational |
LANGUAGE 1. First / second / third language 2. Formal / informal 3. Language error 4. Linguistics |
INFERENCE 1. Overall 2. Formulation of the topic of conversation 3. Face cover |
Figure 4: Normaliza Abd Rahim's Discourse Analysis Approach (2018b)
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Discourse Analysis Approach (Normaliza Abd Rahim, 2018b) |
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PRE-IF 1. Intuition 2. Context • Acceptance / disclaimer • Needs • Referral • Anaphora • Repetition • Fuzziness • Emotion affirmation · Strictness |
EMOTION 4. Positive 5. Negative 6. Mixed Emotion · Behaviour · Personality · Mood · Motivation |
VALUE AND CULTURE 4. Self 5. Society 6. Custom • Honest, sincere, kind, compassionate, diligent, grateful, simplicity • Self-reliance, high weakness, courage, physical and mental cleanliness, politeness • Respect, cooperation, community spirit • Justice, freedom, Rational |
LANGUAGE 1. First / second / third language 2. Formal / informal 3. Language error 4. Linguistics |
INFERENCE 4. Overall 5. Formulation of the topic of conversation 6. Face cover |
Figure 4: Normaliza Abd Rahim's Discourse Analysis Approach (2018b)
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Discourse Analysis Approach (Normaliza Abd Rahim, 2018b) |
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PRE-IF 1. Intuition 2. Context • Acceptance / disclaimer • Needs • Referral • Anaphora • Repetition • Fuzziness • Emotion affirmation · Strictness |
EMOTION 7. Positive 8. Negative 9. Mixed Emotion · Behaviour · Personality · Mood · Motivation |
VALUE AND CULTURE 7. Self 8. Society 9. Custom • Honest, sincere, kind, compassionate, diligent, grateful, simplicity • Self-reliance, high weakness, courage, physical and mental cleanliness, politeness • Respect, cooperation, community spirit • Justice, freedom, Rational |
LANGUAGE 1. First / second / third language 2. Formal / informal 3. Language error 4. Linguistics |
INFERENCE 7. Overall 8. Formulation of the topic of conversation 9. Face cover |
Figure 4: Normaliza Abd Rahim's Discourse Analysis Approach (2018b)
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Teori Analisis Wacana (Normaliza Abd Rahim, 2018d) |
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Kandungan 1. Tema |
Konteks 1. Tatabahasa 2. Latar 3. Emosi |
Andaian 1. Pendapat 2. Perujukan 3. Persoalan |
Rajah 5: Teori Analisis Wacana
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Discourse Analysis Theory (Normaliza Abd Rahim, 2018d) |
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Kandungan 1. Themes |
Context 1. Grammar 2. Background 3. Emotion |
If 1. Opinion 2. Reference 3. Question |
Rajah 5: Discourse Analysis Theory
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Discourse Analysis Theory (Normaliza Abd Rahim, 2018d) |
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Kandungan 2. Themes |
Context 4. Grammar 5. Background 6. Emotion |
If 4. Opinion 5. Reference 6. Question |
Picture 5Rajah 5:
Discourse Analysis Theory
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Discourse Analysis Theory (Normaliza Abd Rahim, 2018d) |
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Kandungan 3. Themes |
Context 7. Grammar 8. Background 9. Emotion |
If 7. Opinion 8. Reference 9. Question |
Picture 5: Discourse Analysis Theory
Jadual 2: Konteks dalam Model Penceritaan Nilai Sosial Melalui Cerita Kanak-kanak
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Judul |
Tatabahasa |
Latar |
Emosi |
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Keluarga |
Penggunaan kata dan ayat yang mudah dan sesuai untuk semua termasuk kanak-kanak istimewa |
Rumah ibu dan bapa |
Gembira, rindu |
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Diri |
Penggunaan kata dan ayat yang mudah dan sesuai untuk semua termasuk kanak-kanak istimewa |
Dalam dan luar rumah, sekolah |
Gembira |
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Saya yang Istimewa |
Penggunaan kata dan ayat yang mudah dan sesuai untuk semua termasuk kanak-kanak istimewa |
Rumah ibu dan bapa |
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Saya Tahu |
Penggunaan kata dan ayat yang mudah dan sesuai untuk semua termasuk kanak-kanak istimewa |
Dalam atau luar rumah |
Hiba, sedih, simpati |
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Saya Faham |
Penggunaan kata dan ayat yang mudah dan sesuai untuk semua termasuk kanak-kanak istimewa |
Rumah, sekolah ataupun di tempat awam |
Gembira, simpati, ambil berat |
Table 2: Context in the Model of Storytelling Social Values Through Children's Stories
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Title |
Grammar |
Background |
Emotions
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Family |
Use of words and sentences that are simple and suitable for all including special children |
Mother and father house |
Happy, longing
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Self |
Use of words and sentences that are simple and suitable for all including special children |
Indoors and outdoors, school |
Happy |
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I am Special |
Use of words and sentences that are simple and suitable for all including special children |
Mother and father house
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I Know |
The use of simple and appropriate words and sentences for all including special children |
Indoors or outdoors |
Unhappy, sad, sympathetic
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I Understand |
The use of words and sentences that are simple and suitable for all including special children |
Home, school or in public |
Happy, sympathetic, caring |
Table 2: Context in the Model of Storytelling Social Values Through Children's Stories
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Title |
Grammar |
Background |
Emotions
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Family |
Use of words and sentences that are simple and suitable for all including special children |
Mother and father house |
Happy, longing
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Self |
Use of words and sentences that are simple and suitable for all including special children |
Indoors and outdoors, school |
Happy |
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The Special Me |
Use of words and sentences that are simple and suitable for all including special children |
Mother and father house
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I Know |
The use of simple and appropriate words and sentences for all including special children |
Indoors or outdoors |
Unhappy, sad, sympathetic |
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I Understand |
The use of words and sentences that are simple and suitable for all including special children |
Home, school or in public |
Happy, sympathetic, caring |
Table 2: Context in the Model of Storytelling Social Values Through Children's Stories
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Title |
Grammar |
Background |
Emotions
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Family |
Use of words and sentences that are simple and suitable for all including special children |
Mother and father house |
Happy, longing
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Self |
Use of words and sentences that are simple and suitable for all including special children |
Indoors and outdoors, school |
Happy |
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The Special Me |
Use of words and sentences that are simple and suitable for all including special children |
Mother and father house
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I Know |
The use of simple and appropriate words and sentences for all including special children |
Indoors or outdoors |
Unhappy, sad, sympathetic |
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I Understand |
The use of words and sentences that are simple and suitable for all including special children |
Home, school or in public |
Happy, sympathetic, caring |
Jadual 3: Kandungan dalam Cerita Sosial
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Judul |
Teks |
Tema |
Sampel/Bahan |
Jenis |
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Nenek dan Datuk |
Cerita pendek |
Kekeluargaan |
Nenek, datuk, ibu, bapa, Imran, Madinah, Aisyah, Alim |
Penceritaan |
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Saya yang Istimewa |
Cerita pendek |
Kekeluargaan |
Nenek, datuk, ibu, bapa, Imran, Madinah, Aisyah, Alim |
Penceritaan |
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Keluarga |
Cerita pendek |
Kekeluargaan |
Ibu, bapa, Imran, Madinah, Aisyah, Alim |
Penceritaan |
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Hati |
Cerita pendek |
Kemasyarakatan |
Ibu, cikgu, Alim, rakan-rakan |
Penceritaan |
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Jiran |
Cerita pendek |
Kejiranan |
Ibu, Madinah, Imran, Aisyah, Sulaiman, Alim |
Penceritaan |
Table 3: Content in Social Stories
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Title |
Text |
Theme |
Sample / Material |
Type |
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Grandmother and Grandfather |
Short story |
Family |
Grandmother, grandfather, mother, father, Imran, Madinah, Aisyah, Alim |
Storytelling |
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The Special Me |
Short story |
Family |
Grandmother, grandfather, mother, father, Imran, Medina, Aisyah, Alim |
Storytelling |
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Family |
Short story |
Family |
Mother, father, Imran, Madinah, Aisyah, Alim |
Storytelling |
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Heart |
Short story |
Community |
Mother, teacher, Alim, friends |
Storytelling |
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Neighbors |
Short story |
Neighbors |
Mother, Medina, Imran, Aisyah, Sulaiman, Alim |
Storytelling |
Table 3: Content in Social Stories
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Title |
Text |
Theme |
Sample / Material |
Type |
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Grandmother and Grandfather |
Short story |
Family |
Grandmother, grandfather, mother, father, Imran, Madinah, Aisyah, Alim |
Storytelling |
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The Special Me |
Short story |
Family |
Grandmother, grandfather, mother, father, Imran, Medina, Aisyah, Alim |
Storytelling |
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Family |
Short story |
Family |
Mother, father, Imran, Madinah, Aisyah, Alim |
Storytelling |
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Heart |
Short story |
Community |
Mother, teacher, Alim, friends |
Storytelling |
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Neighbors |
Short story |
Neighbors |
Mother, Medina, Imran, Aisyah, Sulaiman, Alim |
Storytelling |
Table 3: Content in Social Stories
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Title |
Text |
Theme |
Sample / Material |
Type |
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Grandmother and Grandfather |
Short story |
Family |
Grandmother, grandfather, mother, father, Imran, Madinah, Aisyah, Alim |
Storytelling |
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The Special Me |
Short story |
Family |
Grandmother, grandfather, mother, father, Imran, Medina, Aisyah, Alim |
Storytelling |
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Family |
Short story |
Family |
Mother, father, Imran, Madinah, Aisyah, Alim |
Storytelling |
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Heart |
Short story |
Community |
Mother, teacher, Alim, friends |
Storytelling |
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Neighbors |
Short story |
Neighbors |
Mother, Medina, Imran, Aisyah, Sulaiman, Alim |
Storytelling |
Jadual 4: Konteks dalam Cerita Sosial
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Judul |
Tatabahasa |
Latar |
Emosi |
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Nenek dan Datuk |
Penggunaan kata dan ayat yang mudah dan sesuai untuk semua termasuk kanak-kanak istimewa |
Kampung nenek dan datuk |
Gembira, rindu, sedih, marah, keliru, puas hati |
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Saya yang Istimewa |
Penggunaan kata dan ayat yang mudah dan sesuai untuk semua termasuk kanak-kanak istimewa |
Rumah ibu dan bapa |
Gembira, puas hati, sedih |
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Keluarga |
Penggunaan kata dan ayat yang mudah dan sesuai untuk semua termasuk kanak-kanak istimewa |
Rumah ibu dan bapa |
Gembira, resah |
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Hati |
Penggunaan kata dan ayat yang mudah dan sesuai untuk semua termasuk kanak-kanak istimewa |
Sekolah, rumah, jiran |
Gembira |
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Jiran |
Penggunaan kata dan ayat yang mudah dan sesuai untuk semua termasuk kanak-kanak istimewa |
Rumah ibu bapa dan jiran |
Gembira, simpati, ambil berat, sedih |
Table 4: Context in Social Stories
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Title |
Grammar |
Background |
Emotions |
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Grandmother and Grandfather |
Use of words and sentences that are simple and suitable for all including special children |
The village of Grandmother and grandfather |
Happy, longing, sad, angry, confused, satisfied
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The Special Me |
Use of words and sentences that are simple and suitable for all including special children |
Parents' house |
Happy, satisfied, sad
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Family |
Use of words and sentences that are simple and suitable for all including special children |
Parents' house |
Happy, restless |
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Heart |
Use of words and sentences that are simple and suitable for all including special children |
School, home, neighbors |
Happy |
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Neighbour |
Use of words and sentences that are simple and suitable for all including special children |
Parents house and neighbour |
Happy, sympathetic, caring, sad |
Table 4: Context in Social Stories
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Title |
Grammar |
Background |
Emotions |
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Grandmother and Grandfather |
Use of words and sentences that are simple and suitable for all including special children |
The village of Grandmother and grandfather |
Happy, longing, sad, angry, confused, satisfied
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The Special Me |
Use of words and sentences that are simple and suitable for all including special children |
Parents' house |
Happy, satisfied, sad
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Family |
Use of words and sentences that are simple and suitable for all including special children |
Parents' house |
Happy, restless |
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Heart |
Use of words and sentences that are simple and suitable for all including special children |
School, home, neighbors |
Happy |
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Neighbour |
Use of words and sentences that are simple and suitable for all including special children |
Parents house and neighbour |
Happy, sympathetic, caring, sad |
Table 4: Context in Social Stories
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Title |
Grammar |
Background |
Emotions |
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Grandmother and Grandfather |
Use of words and sentences that are simple and suitable for all including special children |
The village of Grandmother and grandfather |
Happy, longing, sad, angry, confused, satisfied
|
|
The Special Me |
Use of words and sentences that are simple and suitable for all including special children |
Parents' house |
Happy, satisfied, sad
|
|
Family |
Use of words and sentences that are simple and suitable for all including special children |
Parents' house |
Happy, restless |
|
Heart |
Use of words and sentences that are simple and suitable for all including special children |
School, home, neighbors |
Happy |
|
Neighbour |
Use of words and sentences that are simple and suitable for all including special children |
Parents house and neighbour |
Happy, sympathetic, caring, sad |
Jadual 5: Senarai Nilai Sosial dalam Cerita Sosial
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Judul Cerita Sosial |
Nilai Sosial |
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Nenek dan Datuk |
Kasih sayang, ambil berat, rasional, tanggungjawab, ikhlas, jujur, baik hati, kekeluargaan, sabar |
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Saya yang Istimewa |
Baik hati, ikhlas, tolong menolong, ambil berat, tanggungjawab |
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Keluarga Saya |
Baik hati, sabar, tolong menolong, ikhlas, ambil berat, rajin, usaha, tanggungjawab, rasional |
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Hati |
Baik hati, kasih saying, ambil berat, ikhlas, jujur, berkongsi, berterima kasih, hormat menghormati, rajin |
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Jiran |
Baik hati, bertanggungjawab, kasih saying, rasional, ambil berat, ikhlas, jujur, yakin, kejiranan |
Table 5: List of Social Values in Social Stories
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Social Story Title |
Social Value |
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Grandmother and grandfather |
Loving, caring, rational, responsible, sincere, honest, kind, family, patient |
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The Special Me |
Kind, sincere, helpful, caring, responsible |
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My family |
Kind, patient, helpful, sincere, caring, diligent, diligent, responsibility, rational |
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Heart |
Kind hearted, loving saying, caring, sincere, honest, sharing, grateful, respectful, diligent |
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Neighbour |
Kind, responsible, loving, rational, caring, sincere, honest, confident, neighborhood |
Table 5: List of Social Values in Social Stories
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Social Story Title |
Social Value |
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Grandmother and grandfather |
Loving, caring, rational, responsible, sincere, honest, kind, family, patient |
|
The Special Me |
Kind, sincere, helpful, caring, responsible |
|
My family |
Kind, patient, helpful, sincere, caring, diligent, diligent, responsibility, rational |
|
Heart |
Kind hearted, loving saying, caring, sincere, honest, sharing, grateful, respectful, diligent |
|
Neighbour |
Kind, responsible, loving, rational, caring, sincere, honest, confident, neighborhood |
Table 5: List of Social Values in Social Stories
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Social Story Title |
Social Value |
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Grandmother and grandfather |
Loving, caring, rational, responsible, sincere, honest, kind, family, patient |
|
The Special Me |
Kind, sincere, helpful, caring, responsible |
|
My family |
Kind, patient, helpful, sincere, caring, diligent, diligent, responsibility, rational |
|
Heart |
Kind hearted, loving saying, caring, sincere, honest, sharing, grateful, respectful, diligent |
|
Neighbour |
Kind, responsible, loving, rational, caring, sincere, honest, confident, neighborhood |
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Taksonomi Strategi Komunikasi oleh Dornyei & Scott (1997) |
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Strategi Pengelakan atau Pengurangan |
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1. Pengabaian/Peninggalan mesej 2. Pengelakan topik |
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Achievement or Compensatory Strategies Pencapaian atau Strategi Pampasan |
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3. Parafrasa 4. Penghampiran 5. Penggunaan perkataan semua tujuan 6. Cipta perkataan baharu 7. Penstrukturan semula/Penggunaan kaedah bukan bahasa (Use of non-linguistic means) 8. Terjemahan literal 9. Pengantarabangsaan 10. Pertukaran kod 11. Meminta pertolongan, penjelasan, pengesahan atau membuat tekaan/Appeal for help Stalling |
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Stalling or Time-gaining Strategies Penangguhan atau Strategi tambahan Waktu |
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12. Penggunaan perkataan yang tiada makna/Use of fillers/strategi penanda (hesitation devices) |
Rajah 7: Taksonomi Strategi Komunikasi oleh Dornyei & Scott (1997)
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Communication Strategy Taxonomy by Dornyei & Scott (1997 |
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Avoidance or Reduction Strategies |
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1. Ignoring / Leaving messages 2. Topic avoidance |
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Achievement or Compensatory Strategies Achievements or Compensation Strategies |
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3. Paraphrase 4. Approaches 5. Use of all purpose words 6. Create new words 7. Restructuring / Use of non-linguistic means 8. Literal translation 9. Internationalization 10. Code exchange 11. Ask for help, explanation, confirmation or guess making / Appeal for help Stalling |
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Stalling or Time-gaining Strategies Postponement or Additional Time Strategy |
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12. Use of fillers / hesitation devices |
Figure 7: Communication Strategy Taxonomy by Dornyei & Scott (1997)
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Communication Strategy Taxonomy by Dornyei & Scott (1997 |
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Avoidance or Reduction Strategies |
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1. Ignoring / Leaving messages 2. Topic avoidance |
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Achievement or Compensatory Strategies Achievements or Compensation Strategies |
|
3. Paraphrase 4. Approaches 5. Use of all purpose words 6. Create new words 7. Restructuring / Use of non-linguistic means 8. Literal translation 9. Internationalization 10. Code exchange 11. Ask for help, explanation, confirmation or guess making / Appeal for help Stalling |
|
Stalling or Time-gaining Strategies Postponement or Additional Time Strategy |
|
12. Use of fillers / hesitation devices |
Figure 7: Communication Strategy Taxonomy by Dornyei & Scott (1997)
|
Communication Strategy Taxonomy by Dornyei & Scott (1997 |
|
Avoidance or Reduction Strategies |
|
1. Ignoring / Leaving messages 2. Topic avoidance |
|
Achievement or Compensatory Strategies Achievements or Compensation Strategies |
|
3. Paraphrase 4. Approaches 5. Use of all purpose words 6. Create new words 7. Restructuring / Use of non-linguistic means 8. Literal translation 9. Internationalization 10. Code exchange 11. Ask for help, explanation, confirmation or guess making / Appeal for help Stalling |
|
Stalling or Time-gaining Strategies Postponement or Additional Time Strategy |
|
12. Use of fillers / hesitation devices |
Figure 7: Communication Strategy Taxonomy by Dornyei & Scott (1997)
Jadual 6: Strategi Komunikasi
|
Strategi Komunikasi |
Frekuensi |
|
1. Singkatan 2. Perkataan baharu tiada makna 3. Penafian/Percanggahan 4. Persoalan 5. Pengulangan 6. Perujukan 7. Pembetulan kendiri 8. Topik berlainan/pengabaian mesej 9. Celahan 10. Penangguhan 11. Terjemahan Literal 12. Pertukaran bahasa 13. Imaginasi 14. Kesopanan 15. Parafrasa 16. Meminta pertolongan |
15 4 10 6 8 13 5 4 8 6 4 4 5 4 4 4 |
Table 6: Communication Strategies
|
Strategi Komunikasi |
Frequency |
|
1. Abbreviation 2. New words have no meaning 3. Disclaimer / Conflict 4. Questions 5. Repetition 6. References 7. Self-correction 8. Different topics / message neglect 9. Interval 10. Postponement 11. Literal Translation 12. Language exchange 13. Imagination 14. Politeness 15. Paraphrase 16. Ask for help |
15 4 10 6 8 13 5 4 8 6 4 4 5 4 4 4 |
Table 6: Communication Strategies
|
Strategi Komunikasi |
Frequency |
|
1. Abbreviation 2. New words have no meaning 3. Disclaimer / Conflict 4. Questions 5. Repetition 6. References 7. Self-correction 8. Different topics / message neglect 9. Interval 10. Postponement 11. Literal Translation 12. Language exchange 13. Imagination 14. Politeness 15. Paraphrase 16. Ask for help |
15 4 10 6 8 13 5 4 8 6 4 4 5 4 4 4 |
Table 6: Communication Strategies
|
Strategi Komunikasi |
Frequency |
|
1. Abbreviation 2. New words have no meaning 3. Disclaimer / Conflict 4. Questions 5. Repetition 6. References 7. Self-correction 8. Different topics / message neglect 9. Interval 10. Postponement 11. Literal Translation 12. Language exchange 13. Imagination 14. Politeness 15. Paraphrase 16. Ask for help |
15 4 10 6 8 13 5 4 8 6 4 4 5 4 4 4 |
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