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Trans culture is a cross-cultural condition which can develop or survive within the life of a community. Religion and culture as the pillars for unity in the cross-cultural era can potentially develop into liberalism. This study aims to reveal the process of religious and cultural liberalism along with the solutions. It uses a qualitative-analysis method with hermeneutic approach based on the thoughts of the figures of Nahdlatul Ulama (NU) in East Java. To collect the data, the researchers conduct in-depth interviews and data analysis of the works and news on religious and cultural liberalism. The study discovers the dialectic model of religious liberalism by making human rights the main source of law, which is called theological-capitalism. Besides, it finds cultural liberalism in the form of an identity crisis, which is called enculturation-liberalism. To overcome the religious liberalism, we can use clarification techniques and logical-systematic thinking. Meanwhile, the solution to deal with cultural liberalism is through cultural realism and socio-cultural learning. Transkultural adalah kondisi lintas kebudayaan yang dapat berkembang atau bertahan di kehidupan masyarakat. Agama dan budaya sebagai pilar persatuan yang dalam era lintas kebudayaan berpotensi berkembang pada paham liberal. Tujuan penelitian ini mengungkap proses liberalisme agama dan budaya yang disertai solusi dalam menangkalnya. Metode penelitian yang digunakan adalah kualitatif-analisis dengan pendekatan hermeneutik berdasarkan pemikiran tokoh Ulama’ NU Jawa Timur. Dalam menggali data, dilakukan interviu mendalam serta analisis data dokumentatif karya dan berita liberalisme agama dan budaya. Hasil penelitian ditemukan model dialektika liberalisme agama dengan menjadikan Hak Asasi Manusia sebagai sumber hukum utama disebut teologis-kapitalistik, sedangkan dialektika liberalisme budaya dalam bentuk krisis identitas disebut enkulturasi-liberalistik. Solusi dalam menaggulangi liberalisme agama dengan menggunakan teknik klarifikasi dan berfikir logis-sistematis. Sedangkan solusi menghadapi liberalisme budaya melalui realisme culture dan socio-culture learning.

Text books are essential in foreign language learning. Students depend mainly on text books as the source of information, enrichment activities, and reinforcement exercises in learning. Hence, preparation of text books of quality is important to ensure students receive the correct language information and are motivated in learning. Teacher teaching activities will also be facilitated with help from quality text books. This study aims at investigating errors in Arabic language text books for the fourth form used in the KSSM curriculum in Malaysia and recommending the appropriate corrections required. In conducting analysis, the error analysis approach recommended by al-Rājiḥī (1995) and Ṭu‘aimah (2004) were used. This combined approach introduced by these two scholars recommends four steps in language error analysis, namely, identifying, describing, interpreting, and implementing correction and treatment of errors. Findings of the study show that 70 language errors were detected in the unit studied. The errors were categorised as: 32 (46%) grammar errors, 16 (23%) spelling errors, 14 (20%) morphology errors, and eight (11%) lexical errors. This high number of errors demands that educators be more aware of language aspects in preparing text books, especially text books aimed at language learning.

This study examined the relationship between Flipped Learning and creative reading skills among Arabic language teachers in the United Arab Emirates (UAE). Using a descriptive-analytical design, a 62-item questionnaire was administered to a random sample of 146 teachers. The results indicated that the perceived implementation of Flipped Learning was high (M = 4.36, SD = 0.79), while the overall level of creative reading skills was also high (M = 4.34, SD = 0.58). Among the four dimensions of creative reading, elaboration ranked first (M = 4.35), followed by flexibility (M = 4.34), originality (M = 4.34), and fluency (M = 4.32). A strong, statistically significant positive correlation was found between Flipped Learning and creative reading skills (r = 0.867, p ≤ 0.05), indicating a robust association rather than a causal relationship. These results suggest that greater engagement with Flipped Learning strategies is associated with higher levels of creative reading competencies. The study recommends integrating Flipped Learning into Arabic language teaching practices and teacher evaluation systems, and providing professional development programmes to enhance teachers’ capacity to foster creativity and critical literacy within the UAE educational system.

Vocabulary is very important in language learning. Studies on Arabic language vocabulary mastery in Malaysia show that lack of teaching materials on effective vocabulary learning contributed to problems in teaching vocabulary faced by teachers, including at pre-university level. Hence this study was carried out to identify the need for designing a module for teaching Arabic language vocabulary for pre-university students based on Nation’s Four Strands theory. The survey approach was used with a questionnaire distributed for collecting data on the need to develop the module. The sample consisted of 63 pre-university Arabic language teachers, selected by purposive sampling. The research findings show that there was a need for designing the vocabulary teaching module for pre-university students based on the Four Strands theory comprising four elements, namely meaning focused input, meaning focused output, language focused learning and fluency development.

Arabic has three main vowels, which are the vowel /a/ (fathah), the vowel /i/ (kasrah), and the vowel /u/ (dˁammah). This study analyses the vowels of the Arabic Present Tense in jafʕal form which is related to the arrangement of letters. This study aims at helping Arabic language students who have difficulty determining the correct vowel of the three vowel fractions. In addition, this study can help linguists in general and Arabic linguists in particular to determine the vowel reading of the letter ʕayn (ع) on the active verb pattern of modern Arabic jafʕal which is divided into vowels /a/ (fathah), vowel /i/ (kasrah), and the vowel /u/ (dˁammah). This study applies a qualitative method. Al-Khali:l dictionary and al-MaɁaniy online dictionary were referred for data collection. Three syllable active verbs were analyzed as vowels for these three syllable active verbs in Arabic will change to three different vowels in the Present Tense of the verb. Based on the phonological method proposed by El-Wadi (2005), the analysis focused on the arrangement of the letters ʕayn (ع) in the Past Tense verb which is processed from the phonological method pioneered by Chomsky and Halle (1968). Clearly, the findings of the study have shown that there are effects on the vowel on the ʕayn (ع) active verb of the Arabic Present Tense caused by the arrangement of ʕayn (ع) on the active Arabic verb of the past. At the same time, this study provides an alternative that shows that the vowels at the position of the letter ʕayn (ع) of the active Arabic verb of the present time are non-random.

Arabic has three main vowels, which are the vowel /a/ (fathah), the vowel HI (kasrah), and the vowel /u/ (drammah). This study analyses the vowels of the Arabic Present Tense mjaffal form which is related to the arrangement of letters. This study aims at helping Arabic language students who have difficulty determining the correct vowel of the three vowel fractions. In addition, this study can help linguists in general and Arabic linguists in particular to determine the vowel reading of the letter fayn (£) on the active verb pattern of modern Arabic jaffal which is divided into vowels /a/ (fathah), vowel /i/ (kasrah), and the vowel /u/ (drammah). This study applies a qualitative method. Al-Khali:l dictionary and al-Ma?aniy online dictionary were referred for data collection. Three syllable active verbs were analyzed as vowels for these three syllable active verbs in Arabic will change to three different vowels in the Present Tense of the verb. Based on the phonological method proposed by El-Wadi (2005), the analysis focused on the arrangement of the letters fayn (£) in the Past Tense verb which is processed from the phonological method pioneered by Chomsky and Halle (1968). Clearly, the findings of the study have shown that there are effects on the vowel on the fayn (£) active verb of the Arabic Present Tense caused by the arrangement of fayn (£) on the active Arabic verb of the past. At the same time, this study provides an alternative that shows that the vowels at the position of the letter fayn (£) of the active Arabic verb of the present time are non-random.

The design and development research, first proposed by Brown and Collins in the 1990s, is currently among the well-known methods in educational research to test theory and validate its practicality. The method is also known as developmental research, design research, design-based research, formative research and design-cased and possesses conceptual underpinning and practical aspects of the 'what' and 'how' of 'doing'. This paper describes the design and development of a web-based Arabic vocabulary learning games prototype incorporating the methods and approaches of DDR for elementary learners in Centre for Foundation Studies (CFS), International Islamic University Malaysia (IIUM). The effort in generating this learning prototype attempts to design, develop and integrate a game-based learning application in an online platform. It is meant to provide an interactive learning experience for learners who have been through traditional non-computer based Arabic teaching and learning methods. Their feedbacks and responses are then gathered and analysed as the formative evaluation for the design and development principles. The exploration of the potential of use for the game-based learning prototype in teaching and learning in real setting by various experts, learners and teachers was also among the steps taken to evaluate the usability and practicality of the prototype during the design and development phases. [PUBLICATION ABSTRACT]

Speaking is one of the important components in any language curriculum. It is an aspect that determines success in second and foreign language teaching and learning processes and as a benchmark for mastering any language. This is an exploratory research aims at identifying the techniques which teachers normally used in teaching the spoken Arabic language in National Religious Secondary Schools (NRSS) in Malaysia based on their own perceptions and also their students’ perceptions. In addition, it also aims to discover whether the techniques support the communicative approach which is the central focus in Arabic Language Curriculum (ALC) in Malaysia. Two sets of questionnaires were used as the instruments in this study which comprised 73 NRSS teachers who implemented ALC and 1371 students from 16 NRSS based on four zones. The findings illustrate that teachers exert more technical instructions which required short and direct responses such as question and answer, and listen and repeat techniques whereas the techniques less executed by teachers are replacement, conversion, ripple and expansion techniques. It also includes exercises which necessitate students to simply recognize whether a statement is true or false, advanced exercises, and also getting students to perform roleplays and compose couplet essays. The techniques that used short and direct responses by the teachers limit students’ opportunities to communicate. This is because having the opportunities is one of the important aspects for the learners in using the language for communication. This findings show that the teaching of Arabic language in Malaysia do not support communicative approach in ALC.

This study is to investigate Technological Knowledge and its relationship to creativity in teaching. Technological Knowledge is one of the elements contained in the model of Technological Pedagogical Content Knowledge (TPACK) that have been introduced by Mishra and Koehler (2006). This model is used as the main reference for this research. Respondents in this study consisted of 530 Arabic teachers involving Peninsular Malaysia including Sabah and Sarawak. Quantitative research methods used and random sampling carried out for the collection of data. The data are analyzed using the Statistical Package for Social Science (SPSS) version 20. The findings show that Technological Knowledge (mean = 3.72, SD = 0.42) is at medium-high level. The findings on creativity of teaching (mean = 4.08, SD = 0.38) is at high level. The findings also describe the positive relationship between Technological Knowledge and the creativity of teaching (r = .427, p

This article is a study correlated with Arabic ' phonetic field. It explain relationship Arab dialects with qira:'at Al Koran Al-Karim by especially qira:at Ibn Kathi:r as either qira:at al Koran mutawatir with focus given to methodology qira'at Ibn Kathir in juz Amma. Discussion proposed explain study findings qira:'at Ibn Kathi:r from juz Amma and addresses methodology applies in this juz in tabular form. Study findings formulate seven Ibn Kathi methodology in juz this namelyMi:m al-Jam', Ha:' al Dami:r, law Mad Munfasil, two Hamzat in a word, two glottal catch in two words Yah:' Al Ida:fat and Ya al Zaidat. Seven this aspect known as usu:l. in knowledge qira:'at. Apart from that, study findings also explain about reading does not involve usu:l in qira:'at Ibn Kathi:r which is known as as Farsy or furu' in knowledge qira:'at.