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"Arabic language Grammar Study and teaching."
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Teaching Methods of Arabic Language Grammar Lessons Among Arabic Teachers at Religious Secondary Schools in Malaysia
It has been proven through past research that students' mastery of Arabic language grammar remains at a low level. This condition is attributed to the less efficient teaching methods practised by Arabic teachers due to their use of traditional teaching methods. Therefore, this study aims to review the teaching methods of Arabic language grammar practised by Arabic teachers upon the effectiveness of the teaching methods in facilitating the students’ improvement in Arabic language grammar. A qualitative design was employed by focusing on case studies in various places. Through a purposive sampling, the respondents of this study comprised Arabic language teachers from National Religious High Schools (SMKA), Government Aided Religious Schools (SABK), and State Religious Secondary Schools (SMAN) in Perlis and Kedah, Malaysia. Subsequently, it was found that the majority of Arabic language teachers still practised teacher-oriented teaching methods compared to student-oriented teaching methods such as lectures, memorisation, repetition (at-tikrar), and translation. The teachers determined the effectiveness of their teaching methods in assisting the students in mastering the Arabic language grammar based on the students’ results of assignments, answers, or responses. Based on several language tests conducted by the teacher, the aforementioned results should be satisfactory. Notably, this study would be a reference for academics and educators’ development and diversification of teaching methods that are more interesting and suitable for the students’ improvement in their mastery of Arabic language grammar.
Journal Article
Teaching Functional Morphology to Non-Native Arabic Learners: A Proposed Conceptualization
This study aimed to identify appropriate morphological subjects for inclusion in Arabic language teaching programs for non-Arabic speakers. Through the development of a functional teaching morphology using a descriptive approach and employing questionnaires as research tools, the author assessed the relevance and precision of proposed morphological topics across beginner, intermediate, and advanced language levels. The research findings confirmed the suitability and significance of these topics for teaching Arabic to non-Arabic speakers. Additionally, a comprehensive proposal for teaching functional morphology to non-Arabic-speaking learners was formulated and evaluated. Based on these results, the author put forth a series of recommendations and suggestions for consideration.
Journal Article
Text Copying as a Culture-Based Learning Strategy: A Case of EFL Grammar Learners in an Arabic Context
As a well-established strategy in the educational traditions of Islam, copying texts (imitating a model) has played a crucial role in learning the Holy Quran and the Arabic language. This study delves into the necessity of understanding how this traditional strategy influences the learning of foreign languages. Using 18 hours of strategy-based instruction, this paper examines the efficacy of text copying in learning grammar (independent variable), as evidenced by a series of grammar tests and surveys assessing learners’ perceptions (dependent variables). The study draws upon data from two groups of college-level English as Foreign Language (EFL) learners, comprising a control group (n=10) and an experimental group (n=11), all categorized at the A2 proficiency level according to the Common European Framework of Reference for Languages (CEFR). The findings suggest that text copying enhances learners’ grammatical understanding and contributes to overall satisfaction in learning a foreign language, as indicated by improved test scores and positive learner feedback.
Journal Article
A Model Framework for the Implementation of Gamification in Arabic Teaching in Malaysia
Arabic language education is one of the foreign languages that must be learned in most schools in Malaysia. It focuses on four language skills, namely listening, speaking, reading, and writing. Several past studies found that students' Arabic language proficiency in Malaysia has not yet reached a satisfactory level. This is due to the learning atmosphere, students' attitudes, and teachers' teaching methods that have impacted students' motivation to learn. The gamification approach is a new initiative in technology-based Arabic education in Malaysia and based on the past researchers' findings, this approach has been proven to be effective. Therefore, this paper aims to build a framework for the implementation model of using gamification in Arabic teaching in Malaysia. Gamification is one of the methods dealing with the problem of Arabic language mastery based on the secondary sources. Past studies on gamification were about the problem of mastering the Arabic language among students in Malaysia, gamification approaches in the field of Arabic, the level of knowledge and acceptance of gamification among educators, and the factors driving the use of gamification. This paper will contribute to the knowledge of new innovative methods or approaches that are more effective and further give impact on pedagogical approach in teaching and learning Arabic to improve students' understanding, motivation, and performance.
Journal Article
Modern Arabic Language Idioms in the Silsilat Al-Lisan Arabic Language Learning Textbook
Idioms are the result of the extensive development of modern Arabic, though they have received little attention in textbooks. Still, out of the few textbooks that are specifically devoted to idioms, Silsilat Al-Lisan Arabic Language Learning (SLAL) has emerged as one of the most well-known. Therefore, this study examines the forms of idioms found in SLAL regarding the relationship of meaning between its elements, the situation of use, and pedagogical grammar. This study uses a qualitative approach based on library data. These data were collected using documentation. After that, the data were analyzed using the distributive method, selecting and determining the elements, describing the smallest element, and expanding it. Based on their meaning and structure, idioms in SLAL are divided into pure and partial elements of nouns, verb phrases, noun phrases, adjective phrases, and prepositional phrases. Meanwhile, based on their use, idioms are divided into those found in science and events. The first model idiom can be analyzed through the phrase theory and meaning fields to determine the intended meaning. The second model must be analyzed using a pragmatic or contextual theory because what is intended is a function or intent. Nevertheless, the analysis of the first model will be more accessible if it is associated with context. In addition, the idioms in the book are categorized as pedagogical idioms that are different from theoretical ones.
Journal Article