Penggunaan strategi pembelajaran aturan kendiri kemahiran bertutur bahasa Arab dalam kalangan pelajar Melayu di Pusat Asasi UIAM

Kemahiran bertutur bahasa Arab sering dikaitkan dengan penggunaan strategi pembelajaran yang pelbagai dan berkesan. Salah satu strategi pembelajaran bahasa Arab ialah strategi pembelajaran aturan kendiri. Berdasarkan keputusan Ujian Kemahiran Bahasa (APT Skills Test) di Pusat Asasi UIAM, majoriti pelajar tidak berjaya melepasi tahap 6 (band 6) dalam Ujian maharat al-kalam (kemahiran bertutur). Prestasi sebegini mungkin terjadi kerana mereka tidak menggunakan strategi pembelajaran aturan kendiri secara efektif. Oleh itu, kajian ini meninjau penggunaan dan pengetahuan pelajar tentang strategi pembelajaran aturan kendiri kemahiran bertutur bahasa Arab dalam kalangan pelajar Melayu di Pusat Asasi UIAM. Kajian ini melibatkan 163 orang pelajar jurusan Bahasa Arab (BAR) dan Ilmu Wahyu (IRK) yang dipilih melalui kaedah persampelan rawak berkelompok. Soal selidik telah digunakan sebagai instrumen kajian. Data kajian telah dianalisis secara deskriptif menggunakan median, frekuensi, peratus, dan sisihan piawai. Dapatan kajian menunjukkan strategi yang memperoleh penggunaan tertinggi merupakan strategi-strategi kendiri bersifat keagamaan (metafizik), manakala strategi kendiri yang memperoleh penggunaan terendah pula merupakan strategi kendiri yang melibatkan aktiviti komunikasi bahasa Arab secara aktif. Selain itu, kajian ini juga mendapati lebih daripada 50% pelajar tidak mengetahui strategi-strategi pembelajaran aturan kendiri

Penggunaan strategi pembelajaran aturan kendiri Kemahiran bertutur bahasa arab dalam kalangan pelajar Melayu di Pusat Asasi UIAM (Practise of self regulated learning strategies in Arabic speaking skill: a study on Malay Students at Centre for Foundation Studies (CFS), IIUM)

Abstrak: Kemahiran bertutur bahasa Arab sering dikaitkan dengan penggunaan strategi pembelajaran yang pelbagai dan berkesan. Salah satu strategi pembelajaran bahasa Arab ialah strategi pembelajaran aturan kendiri. Berdasarkan keputusan Ujian Kemahiran Bahasa (APT Skills Test) di Pusat Asasi UIAM dapati majoriti pelajar tidak berjaya melepasi tahap 6 (band 6) dalam Ujian maharat al-kalam (kemahiran bertutur). Prestasi sebegini mungkin terjadi kerana mereka tidak menggunakan strategi pembelajaran aturan kendiri secara efektif. Oleh itu, kajian ini meninjau penggunaan dan pengetahuan pelajar tentang strategi pembelajaran aturan kendiri kemahiran bertutur bahasa Arab dalam kalangan pelajar Melayu di Pusat Asasi UIAM. Kajian ini melibatkan 163 orang pelajar jurusan Bahasa Arab (BAR) dan Ilmu Wahyu (IRK) yang dipilih melalui kaedah persampelan rawak berkelompok. Soal selidik telah digunakan sebagai instrumen kajian. Data kajian telah dianalisis secara deskriptif menggunakan median, frekuensi, peratus, dan sisihan piawai. Dapatan kajian menunjukkan strategi yang memperoleh penggunaan tertinggi merupakan strategi-strategi kendiri bersifat keagamaan (metafizik) manakala strategi kendiri yang memperoleh penggunaan terendah pula merupakan strategi kendiri yang melibatkan aktiviti komunikasi bahasa Arab secara aktif. Selain itu, kajian ini juga mendapati, lebih daripada 50% pelajar tidak mengetahui strategi pembelajaran aturan kendiri. Kata kunci: strategi pembelajaran aturan kendiri, kemahiran bertutur bahasa Arab Abstract: Foreign language speaking skill is often associated with the use of variety and effective learning strategies. One of the strategies is Self-regulated learning strategies. Based on the result of Speaking Test in APT Skills Test, majority of students failed to achieve band 6 for Arabic Speaking Test. Such performance may occur due to the lack of practicing the self-regulated learning strategies in Arabic speaking skill learning strategies. Therefore, this research surveyed the practice and knowledge of Self-regulated learning strategies in Arabic Speaking Skill among Malay students at the Centre for Foundation Studies (CFS) IIUM. This research involved 163 respondents taking B.A.R. and I.R.K. courses, using the Cluster Sampling Method. A Questionnaire was used to collect data for this study. The data were analyzed through descriptive analysis using median, frequencies, percent and standard deviation. The findings showed that the most practiced strategies was religious strategies (Metaphysics), while the lowest score was strategies that involves actively communication in Arabic. In addition to that, the study also found that more than 50% of the students were not aware of self-regulated learning strategies in Arabic speaking skill. Keywords: Self-regulated learning strategies, Arabic speaking skill

Penggunaan strategi pembelajaran kemahiran bertutur bahasa Arab : kajian di Pusat Asasi UIAM

Kemahiran berbahasa ini sering dikaitkan dengan penggunaan strategi pembelajaran. Banyak kajian mendapati penggunaan strategi yang sesuai dan berkesan mampu meningkatkan kemahiran bertutur pelajar. Justeru, kajian ini meneroka penggunaan dan pengetahuan tentang strategi pembelajaran kemahiran bertutur bahasa Arab di kalangan pelajar Melayu Pusat Asasi UIAM, mengetahui hubungan antara pencapaian Ujian Kemahiran Bahasa Arab (APT Skills Test) dengan penggunaan strategi dan mengenalpasti faktor-faktor yang menyumbang kepada penggunaan strategi. Kajian ini membahagikan strategi pembelajaran kemahiran bertutur bahasa Arab kepada strategi di dalam kelas, strategi penggunaan media, strategi penyertaan aktiviti ko-kurikulum, strategi bertutur bersama rakan dan strategi perseorangan (personal). Kajian ini melibatkan 163 orang pelajar jurusan Bahasa Arab (BAR) dan Ilmu Wahyu (IRK) dipilih melalui kaedah persampelan rawak berkelompok. Instrumen soal selidik telah digunakan untuk mengutip data kajian dan disahkan kandungannya oleh tiga orang pakar. Tahap nilai kebolehpercayaan alpha cronbach yang diperolehi daripada soal-selidik adalah tinggi ( >0.7). Data kajian telah dianalisis secara deskriptif dan inferensi menggunakan median, sisihan piawai, peratus, Ujian Khi Kuasa Dua dan Analisa Regresi Berganda. Dapatan utama kajian menunjukkan tahap penggunaan strategi di kalangan pelajar adalah sederhana, strategi yang tidak dikenali pelajar ialah dalam kumpulan Strategi Pembelajaran Perseorangan (Personal). Analisis data inferensi pula mendapati terdapat hubungan yang positif di antara pencapaian Ujian Kemahiran Bahasa Arab (APT Skills Test) dengan Strategi Penggunaan Media dan Strategi Pembelajaran Perseorangan (Personal). Selain itu, kesemua faktor demografi yang dikaji iaitu jantina, pencapaian Ujian Kemahiran Bahasa Arab (APT Skills Test), latar belakang pembelajaran bahasa dan tempoh pembelajaran bukanlah faktor yang menyumbang terhadap penggunaan strategi pembelajaran kemahiran bertutur bahasa Arab

طرق تدريس المفردات في كتاب الـمستوى الأول للـمبتدئين في مركز الدراسات الأساسية، بالجامعة الإسلامية العالمية بماليزيا

Abstract: The main objective of this research is to investigate the most appropriate methods in teaching vocabulary in the level one textbook for beginners and ways to learn it among the beginner students. In addition, this research aims to find out the teachers' opinions whether the vocabulary in the new textbook matches the students' level. To achieve these goals, the researchers use the analytical descriptive studies by distributing questionnaires related to teaching and learning vocabulary through a Google form. 22 teachers answered this questionnaire, and they are the ones who teach the level one in the Quranic Language Department in the Centre for Foundation Studies of this university, and 140 students also participated in answering the questionnaire, and they have taken the Quranic language level one during the first semester 2022. The result indicates that the most appropriate methods refer to the teacher himself in explaining vocabulary to his beginner students according to their educational background, through presenting pictures or referring to tangible things, using modern platforms and teaching synonyms and antonyms as well as encouraging students to search for the vocabulary meanings in the dictionary, in addition to preparing various exercises in order to motivate students to memorize vocabulary, remember it and use it in correct sentences. From the students’ perspectives, they rely a lot on reading Arabic texts in the textbook as a main source for learning vocabulary, and they prefer to search for meanings from the Internet. The researchers found that the vocabulary chosen by textbook authors is suitable with the beginners’ level, although the textbook is still in dire need of revision because it is one of the first Arabic language teaching books written according to the CEFR curriculum. Keywords: Methods of teaching vocabulary, Arabic language, beginner students

Evaluation on Quranic language textbook for beginners (LQM0813): teachers’ and students’ perspectives

Textbook is the main tool and reference for the teaching and learning process in classroom. This research investigates the new Quranic Language textbook designed for the beginners (LQM0813) that contains four elements, which are language skills (reading, listening, writing and speaking), grammar, Sejahtera Academic Framework (SAF) and Common European Framework of Reference (CEFR). The purpose of this research is to evaluate the teachers’ and students’ perspectives towards this textbook and determine the pedagogical methods and suitability of the book towards students’ needs. 31 Quranic Language Department (QLD) teachers and 275 students are selected, and data are collected from the online survey through Google Form. The questionnaire consists of 57 items for both teacher’s and student’s version. The result shows that this textbook satisfies the students’ needs especially in encouraging them to participate in interactive activities and group discussions, besides enhancing their four language skills to understand Arabic language. From the teachers’ perspectives, the contents of this textbook improve students’ abilities in learning Arabic language, especially in pronouncing Arabic alphabets correctly, differentiating between ال قمرية and ال شمسية, identifying basic Masculine and Feminine nouns, and mentioning pillars of the prayer in Arabic. Keywords. Evaluation, Quranic Language textbook, language skills, Sejahtera Academic Framework (SAF

Students' perception towards task-based language teaching (TLBT) approach in learning Arabic language: CFS, IIUM experience

Task-Based Language Teaching (TBLT) is a new approach in teaching second language particularly in Arabic language. The approach, which employs student-centred approach, is viewed as more effective than the traditional way. This approach is slowly gaining its popularity among Arabic language educators and learners all around the world. In Malaysia, the Centre for Foundation Studies, International Islamic University Malaysia (CFSIIUM) is one of the first institutions of education to implement this new way in teaching Arabic language. As such, this study was conducted in order to find out the students’ perception towards the implementation of task-based language teaching (TBLT) in this learning institution. 313 respondents were randomly selected from the students in Arabic elementary level studying at CFSIIUM. The instrument used in the survey was survey questionnaires. The quantitative results were used to examine students’ perception towards the implementation of task-based language teaching (TBLT) in Arabic language. The findings indicated that the respondents were positive in learning Arabic language using this approach and they were motivated to learn this language

Practice of Arabic speaking skill learning strategies: A study on B.A.R AND I.R.K. students at Centre for Foundation Studies (CFS), IIUM

Language skills is often associated with the use of learning strategies. Studies found that the use of appropriate and effective strategies can enhance students’ speaking skill. Thus, this research explores the practice and knowledge of Arabic Speaking Skill Learning Strategies among Malay students at the Centre for Foundation Studies (CFS) IIUM, to identify the relationship between the achievement in APT Skills Test and the strategies being practiced, and to identify the factors in the practiced strategies. This study divides speaking skill learning strategies into in-classroom, use of media, participation in co-curricular activities, speaking with partners and individual strategies. This research involves 163 respondents taking B.A.R. and I.R.K. courses, using the Cluster Sampling Method. Questionnaire is used to collect data for this study and is confirmed by three experts. Cronbach Alpha reliability level of the questionnaire is high (0.7). The data are analyzed through descriptive and inferential analysis, using mean, standard deviation, percent, Chi-Square Test, and Multiple Regression Analysis. The findings show that the level of the practiced strategies is moderate while the most unknown strategy category to the students is the Self Learning Strategy. Inferential data analysis shows that there is a positive relationship between the achievement of APT Skills Test, and the use of media strategy and the use of self-learning strategy. In addition, the demographic factors such as gender, achievement in APT Skills Test, Arabic language learning background and learning period are not the factors in the practice of Arabic Speaking Skill Learning Strategies

تعليم النحو في اللغة العربية القائم على الـمهمات للمستوى الـمبتدئ

إنّ تعلّم وتعليم النحو العربي ليس أمرًا يسيرًا بالنسبة للناطقين بغيرها؛ وذلك لأن اللغة العربية لها ميزات خاصة تختلف عن اللغات الأخرى في العالم، كما أن طبيعة الطلاب تتفاوت في عدّة جوانب، من حيث الخبرة، والقدرة اللغوية، والاجتماعية، والأهداف التعليمية، بالإضافة إلى اختلاف الدوافع، واحتياجات الطلاب، واستعداداتهم في تعلم النحو. ومن الـملاحظ أنّ العديد من الدراسات في تعليم النحو العربي وتعلُّمه للناطقين بغير العربية مازالت متمسّكة بالطرق التقليدية، والتي قد تجاوزها الزمن؛ ربّما لأن معظم مدرسّي اللغة العربية يخشون التغيير، بل ويرفضونه، إيثارًا للراحة والدعة! ولعلّ مدخل التعليم والتعلّم القائم على الـمهمات – التكليف بأداء المهمات – يُعدُّ من المداخل الحديثة في تعليم النحو وتعلّمه.ويتخّذ هذا البحث المنهج الوصفي الاستقرائي منهجا لعرض نماذج تدريس قواعد النحو العربي القائم على المهمات لطلاب المستوى المبتدئ، والذي قد بدأ تنفيذه في مركز اللغات والتنمية العلمية لـمرحلة الإعداد الجامعي، بالجامعة الإسلامية العالمية بماليزيا (CELPAD) منذ عام 2012م، حيث نتج عن منهج التعليم الجديد تغيّرات إيجابية كبيرة في طريقة تدريس اللغة العربية، لا سيما في أساليب تعليم النحو للناطقين بغير العربية. وهذه الأساليب - التي ستُقدّم في هذا البحث - ذات صلة وثيقة بالفروع اللغوية الأخرى، كالاهتمام بجانب التذوق اللغوي، والإحساس باللغة، وطرق استخدامها، وربطها بالمهارات اللغوية: الاستماع، والكلام، والقراءة، والكتابة. حيث يعين كل ما سبق على تحفيز ودفع الطلاب إلى دراسة قواعد النحو في ضمن تلك المهارات اللغوية، دون انفصال عنها. وترجو الباحثات أن يفيد هذا البحث القائمين على تعلّم وتعليم لغة القرآن الغالية

MyVetPBLTM : a problem-based learning (PBL) tool for veterinary education in Universiti Putra Malaysia (UPM)

Problem-Based Learning (PBL) is an approach that incorporates soft skill with content learning and independent learning style as opposed to the teacher-centered learning practiced in universities. However, its implementation is time consuming and burdensome, involving countless paper-based assessments to be graded. Therefore MyVetPBL™, an e-learning tool for veterinary students as a paperless initiative to combat these problems was developed using a Software Development Life Cycle (SDLC) and implemented using Java, PHP language and MySQL database. The integration of e-learning tool with the PBL approach will hopefully enhance teaching and learning in undergraduate veterinary education in Universiti Putra Malaysia