Ghazali Ar

Alhamdulillah, hasil terjemahan kami di Jabatan Bahasa Arab, Akademi Pengajian Bahasa, UiTM Shah Alam bersama-sama dengan Institut Terjemahan Negara

Versi bahasa Arab ini adalah koleksi terjemahan terkini karya asal Kampung Boy yang mengisahkan kehidupan Mat, seorang kanak-kanak Melayu di sebuah perkampungan luar bandar sekitar tahun 1950-an.

Anda perlukan bacaan tambahan untuk menguasai bahasa Arab? Tifl Al-Qaryah pasti membantu - selain amat menghiburkan!

Masih pada peringkat pembetulan manuskrip. Insya Allah akan diterbitkan oleh Penerbit Universiti UiTM (UPENA)...tunggulah masa dan detiknya...

Buku ini disusun bagi membantu para pelajar, para guru, pihak sekolah, kolej dan institusi pendidikan tinggi dalam menyelami isu-isu yang berkaitan dengan pembelajaran bahasa secara umumnya dan pembelajaran bahasa kedua dan asing secara khususnya.  Ia mengandungi tiga bab utama iaitu pertamanya, pemerolehan dan pembelajaran bahasa, keduanya, faktor yang mempengaruhi pembelajaran bahasa dan ketiganya, pembelajaran kemahiran lisan.

Bab pertama mengupas aspek luaran pelajar yang mempengaruhi pembelajaran bahasa seperti pendekatan pembelajaran, prinsip aktiviti pembelajaran, penggunaan bahan pembelajaran serta faktor tenaga pengajar. Ia dimulai dengan permasalahan pembelajaran bahasa pertama, kedua dan asing termasuk juga tentang perbezaan pendekatan pembelajaran yang perlu diambil dalam pembelajaran bahasa dalam ketiga-tiga konteks tersebut. Ia kemudiannya disusuli pula oleh perbincangan mengenai metodologi pembelajaran bahasa dengan penekanan diberikan kepada aspek pendekatan komunikatif yang mendominasi corak pembelajaran bahasa pada ketika ini. Seterusnya, buku ini mengupas pula aspek-aspek lain seperti prinsip-prinsip aktiviti pembelajaran bahasa, bahan pembelajaran serta tenaga pengajar.

Bab kedua membincangkan aspek dalaman pelajar yang mempengaruhi pembelajaran bahasa. Secara umumnya, ia merangkumi beberapa bahagian iaitu nilai, jangkaan, afektif, strategi pembelajaran kognitif dan strategi pengurusan sumber pembelajaran. Aspek nilai merangkumi beberapa komponen iaitu sikap, motivasi intrinsik, motivasi ekstrinsik dan nilai tugasan. Manakala aspek jangkaan pula mengandungi dua komponen iaitu kawalan kepercayaan pembelajaran kendiri (control of learning beliefs) dan kepercayaan jangkaan keupayaan kendiri (self-efficacy). Aspek afektif pula melibatkan satu komponen iaitu kebimbangan ujian. Strategi pembelajaran kognitif pula berkaitan dengan lima strategi iaitu strategi kognitif rehearsal, penyusunan, penghuraian, pemikiran kritis serta strategi metakognitif. Strategi pengurusan sumber pembelajaran pula mengandungi empat komponen iaitu strategi pengurusan masa dan suasana pembelajaran, strategi pengurusan usaha, strategi belajar bersama rakan dan strategi mencari bantuan. Kesemua aspek ini merupakan subkomponen dalam strategi pembelajaran kendiri yang digariskan oleh instrumen pembelajaran kendiri The Motivated Strategies For Learning Questionnaire (MSLQ) oleh Pintrich,Smith, Garcia dan McKeachie (1991). Berdasarkan Duncan dan McKeachie (2005), instrumen ini diguna pakai secara kerap dalam kajian-kajian berkaitan dengan pembelajaran kendiri, sama ada melibatkan keseluruhan komponen ataupun sebahagiannya sahaja. Selepas perbincangan mengenai aspek-aspek ini dilakukan, buku ini mengupas pengertian pembelajaran kendiri, instrumen-instrumen yang berkaitan serta sebahagian kajian terdahulu yang pernah menggunakan MSLQ.

Bab ketiga mengupas aspek pembelajaran kemahiran lisan yang melibatkan kemahiran mendengar dan kemahiran bertutur. Penekanan diberikan kepada prinsip, teknik dan aktiviti pembelajaran bahasa. Ia seterusnya dilanjutkan kepada perbahasan mengenai aspek pengujian kemahiran lisan yang merangkumi aspek kesahan dan kebolehpercayaan ujian. Bagi mengupas kedua-dua aspek ini, model Sosio Kognitif Weir (2005) untuk keesahan ujian mendengar dan bertutur telah dijadikan sebagai asas. Ia disusuli pula oleh teknik pengujian kemahiran mendengar dan kemahiran bertutur serta teknik pemarkahan dalam kemahiran bertutur iaitu teknik analitik dan holistik.

Prakata

Terlebih dahulu kami memanjatkan kesyukuran kepada Allah Taala kerana akhirnya Kamus Akhbar Bahasa Arab ini dapat diterbitkan. Kamus ini merupakan usaha awal kami menghimpunkan frasa-frasa kontemporari yang berkaitan dengan politik, ekonomi, sukan dan sebagainya sebagai satu rujukan penting kepada para pelajar bahasa Arab. Sumber bahan diambil daripada pelbagai akhbar bahasa Arab dari pelbagai negara seperti Jordan, Mesir dan Arab Saudi.

Objektif kamus ini adalah untuk menerangkan istilah-istilah semasa yang digunakan dalam sesuatu topik serta memberikan contoh penggunaan sebenar dalam ayat sepertimana yang digunakan dalam akhbar-akhbar tersebut. Terjemahan contoh ayat bahasa Arab dalam bahasa Melayu juga disertakan dengan tujuan memudahkan pelajar memahami penggunaan istilah tersebut dalam kedua-dua bahasa.

Kamus ini penting kepada pelajar bahasa Arab dalam mencari istilah yang sesuai dengan penggunaan semasa dan yang lebih penting ialah cara membina ayat mengikut lenggok bahasa kewartawanan dan pelaporan akhbar bahasa Arab semasa. Ia juga penting kepada pelajar penterjemahan Arab Melayu khususnya, dari aspek melihat contoh penterjemahan yang berkaitan dengan genre pelaporan semasa.

Kamus ini disusun mengikut susunan huruf abjad Arab bermula dengan huruf hamzah sehinggalah huruf ya’. Perkataan dan ayat dibariskan bagi memudahkan pembacaan. Bagi memudahkan pencarian perkataan mengikut bahasa Melayu, satu indeks disediakan di bahagian belakang kamus.

Kami mengucapkan jutaan terima kasih kepada pihak Unit Penerbitan Universiti (UPENA) yang sudi menerbitkan kamus ini. Sekalung penghargaan juga dirakamkan kepada Akademi Pengajian Bahasa yang menyediakan kemudahan-kemudahan yang membantu dalam usaha ini.

Akhir sekali, kami memohon maaf andai terdapat kelemahan dan kekurangan dalam penulisan ini. Segala kesempurnaan itu adalah milik Allah yang Abadi.

Ghazali Yusri Abd Rahman
Akademi Pengajian Bahasa
UiTM Shah Alam
gy_ar@yahoo.com

Azman Che Mat
Akademi Pengajian Bahasa
UiTM Terengganu
azmanchemat@yahoo.com

This study investigated students’ motivation level in learning oral Arabic at Universiti Teknologi MARA (UiTM) Malaysia. Motivation consists of three main components, namely value, expectancy and affect. This study was aimed at investigating motivation differences (1) between students with different prior experiences, namely students with prior experience (SWE) and students without prior experience (SNE), (2) between students of different genders, and (3) between students with interactions of different genders and different prior experiences. This study used a questionnaire that was adapted from The Motivated Strategies for Learning Questionnaire (MSLQ) involving 182 students which were selected based on the disproportionate stratified random sampling. The study revealed that (1) SWE scores significantly higher than SNE in intrinsic motivation, extrinsic motivation, task value and self-efficacy and significantly lower in test anxiety; (2) Females scored significantly higher than males in extrinsic motivation, task value, control of learning beliefs and self efficacy; and (3) there are no statistically significant differences in all components with the interaction of prior experience and gender. This study suggests that UiTM students have to be categorized according to their prior experiences. Otherwise, some additional Arabic classes need to be carried out for inexperienced students before registering for the actual Arabic classrooms. Learning activities also need to involve students of mixed gender in order to create a collaborative environment and also bridge the motivation gaps between them.

Keywords: Motivation, Arabic Language Learning, oral Arabic, prior experience, gender, self-regulated learning, MSLQ

"ABSTRACT

The Arabic course in UiTM is an elective course offered to undergraduate students. Students’ attitude towards language learning has been identified to influence the learning process. This study was aimed to determine (1) students’ attitudelevelin learning oral Arabic at Universiti Teknologi MARA (UiTM) Malaysia, and (2) the differences in attitude level among students with different prior experience and gender. It was a mixed method of quantitative and qualitative study using questionnaire and interviews. The questionnaire was adapted from Attitude/Motivation Test Battery (AMTB) involving 445 subjects who had been selected using stratified random sampling technique. As for qualitative data, 13 interviews were conducted. This study found that (1) the attitude level among UiTM students was high. It was also discovered that the cognitive and affective components were high while conative was moderate. (2) There were statistically significant differences in the attitude level among the students with different prior experience and gender. In specific, more experienced learners and female learners were found to have higher positive attitude as compared to their counterparts. It was thus recommended that the teaching approach used should be appropriate to students’ prior experience and gender. Appropriate approach is therefore vital in moulding students’ behaviour, as this will consequently affect their performance in learning spoken Arabic. The uses of collaborative learning strategies as well as portfolio and e-portfolio assessments are suggested based on the individuals’ performance.

Keywords:

attitude, oral Arabic, prior experience, gender, foreign language learning"

Abstract

Arabic vocabulary learning is in dire need for additional teaching and learning aids, especially with the integration of advanced multimedia application such as digital or online games. This article reports on the findings of a study on the implementation of an online Arabic vocabulary learning games prototype among teenage learners in the Centre for Foundation Studies (CFS), International Islamic University Malaysia (IIUM). The evaluation on the usability, practicality and effectiveness of the game’s prototype was conducted by various experts of Instructional Designers and Subject Matter Expert, and the different users among learners and lecturers. The formative evaluation is divided into three main phases: pre-formative evaluation, formative evaluation one and formative evaluation two. Findings from the evaluation process show that the online game enhances learner’s perceived perception, concentration, immersion and knowledge improvement. Positive reports are also gathered from qualitative data from the implementation of openended surveys, interview sessions, think-aloud methods, class observations, and testimonials. This study has indicated usability, practicality and effectiveness of online games in its application in Arabic language learning among elementary learners with suggestions and comments for further improvement of the game’s prototype. The study indicates that students personally feel that they are able to learn Arabic vocabulary through this online game’s application and this data will provide directions for further research.

Keywords: design and development; online games; Arabic language learning; formative evaluation; game evaluation

Abstrak

Kursus bahasa Arab di Universiti Teknologi MARA (UiTM) merupakan satu subjek elektif kepada pelajar peringkat ijazah sarjana muda. Objektif kajian ini adalah untuk mengenal pasti tahap penggunaan strategi pengurusan usaha pelajar dalam konteks kemahiran lisan bahasa Arab di UiTM. Ia berbentuk kajian campuran antara kuantitatif dan kualitatif dengan menggunakan instrumen soal selidik pembelajaran kendiri yang diubah suai daripada skala The Motivated Strategies for Learning Questionnaire (MSLQ) serta temu bual dengan pelajar. Bagi mendapatkan data kuantitatif, teknik persampelan rawak berstrata (stratified random sampling) digunakan, melibatkan seramai 445 orang pelajar. Manakala bagi data kualitatif pula, ia melibatkan 21 temu bual, iaitu 13 siri temu bual dengan pelajar dan lapan siri temu bual dengan pensyarah. Dapatan kajian menunjukkan bahawa strategi ini digunakan pada tahap yang sederhana. Faktor yang dikenal pasti mempengaruhi penggunaan strategi ini ialah orientasi pembelajaran pelajar serta bentuk aktiviti pembelajaran. Kajian ini mencadangkan beberapa penambahbaikan dalam pembelajaran kemahiran lisan bahasa Arab di UiTM seperti menggalakkan pembelajaran yang berorientasikan intrinsik, memperbanyakkan aktiviti berkumpulan yang berbentuk kolaboratif dan menekankan konsep autonomi pelajar.

Kata kunci: strategi pengurusan usaha, pembelajaran bahasa Arab, kemahiran lisan bahasa Arab, pembelajaran kendiri, MSLQ



The Use of Effort Regulation Strategy Among

Arabic Language Course Students



Abstract

The Arabic course at Universiti Teknologi MARA (UiTM) Malaysia is an elective offered to first degree students. The objective of this study is to identify the use of effort regulation strategy among students in learning oral Arabic skills at UiTM. It is a mixed method of quantitative and qualitative study using a self-regulated learning questionnaire adapted from The Motivated Strategies for Learning Questionnaire (MSLQ) and interviews. For quantitative data, the stratified random sampling technique was used involving 445 samples, while for qualitative data, 21 interviews were engaged, comprising 13 interviews with students and 8 with lecturers. The study found that the use of this strategy is moderate. Among factors that influence the use of this strategy are students’ learning orientation and types of learning activities used in learning. This study suggests some improvements in oral Arabic learning at UiTM such as nurturing intrinsic learning orientation among students as well as engaging more collaborative and autonomous grouping activities.

Keywords:  effort regulation strategy, Arabic language learning, oral Arabic skills, self-regulated learning, MSLQ

Abstrak

Kursus bahasa Arab di Universiti Teknologi MARA (UiTM) merupakan satu subjek elektif kepada pelajar peringkat ijazah sarjana muda. Kajian ini bertujuan untuk melihat penggunaan strategi belajar bersama-sama rakan dalam kalangan pelajar dalam konteks kemahiran lisan bahasa Arab di UiTM. Ia berbentuk kajian campuran antara kuantitatif dan kualitatif serta menggunakan instrumen soal selidik pembelajaran kendiri (self-regulated learning) yang diubah suai daripada skala The Motivated Strategies for Learning Questionnaire (MSLQ) serta temu bual. Seramai 445 orang sampel terlibat dalam soal selidik yang dipilih melalui teknik persampelan rawak berstrata (stratified random sampling). Data kualitatif pula melibatkan 13 siri temu bual bersama pelajar. Kajian ini mendapati bahawa secara keseluruhannya, pelajar menggunakan strategi ini pada tahap yang tinggi. Penelitian terhadap subkomponen strategi ini pula menunjukkan bahawa ia paling banyak digunakan dalam gerak kerja berkumpulan, manakala tahap kesediaan pelajar untuk menerangkan pelajaran kepada rakan serta kesediaan pelajar untuk meluangkan masa untuk berbincang dengan rakan, masih lagi sederhana. Kajian ini mencadangkan beberapa langkah penambahbaikan dalam pembelajaran kemahiran lisan bahasa Arab di UiTM seperti menggunakan pembantu pembelajaran bahasa Arab dalam kalangan pelajar sendiri.

Kata kunci: strategi belajar bersama-sama rakan, pembelajaran kemahiran lisan bahasa Arab, strategi pembelajaran kendiri, MSLQ


Abstract

The Arabic course at Universiti Teknologi MARA (UiTM) Malaysia is an elective offered to first degree students. This study is aimed to investigate the use of peer learning strategy among students in learning oral Arabic at UiTM. It is a mixed method of quantitative and qualitative study using a questionnaire adapted from The Motivated Strategies for Learning Questionnaire (MSLQ) and interviews. The quantitative data were collected from 445 samples using the stratified random sampling technique. Meanwhile, the qualitative data were collected by conducting 13 interview sessions with students. Overall, the study found that the use of this strategy among students was high. Further investigations on subcomponents of this strategy found that it was highly used in grouping activities. However, the level of students’ readiness to provide explanations and to spend their time to discuss the course subjects during group discussions was moderate. This study suggested some improvements in learning oral Arabic in UiTM such as using peer assistants which could be officially selected among students themselves in learning oral Arabic.

Keywords:  peer learning strategy, oral Arabic learning, self-regulated learning, MSLQ

Abstrak

Kursus bahasa Arab di Universiti Teknologi MARA (UiTM) merupakan satu subjek elektif kepada pelajar peringkat ijazah sarjana muda. Kajian ini bertujuan mengkaji (1) tahap penggunaan bahasa Arab lisan dalam kalangan pelajar UiTM, (2) hubungan korelasi antara penggunaan bahasa Arab lisan dengan strategi pengurusan sumber yang terdiri daripada empat subkomponen iaitu strategi pengurusan masa dan pembelajaran, strategi pengurusan usaha, strategi belajar bersama-sama rakan serta strategi mencari bantuan, dan (3) perbezaan penggunaan strategi pengurusan sumber dalam kalangan pelajar yang mempunyai tahap penggunaan bahasa yang berbeza. Kajian ini berbentuk kajian campuran antara kuantitatif dan kualitatif yang menggunakan satu instrumen soal selidik pembelajaran kendiri (self-regulated learning) dan temu bual pelajar. Data kuantitatif melibatkan seramai 455 orang sampel yang dipilih berdasarkan teknik persampelan rawak berstrata (stratified random sampling). Dapatan kajian menunjukkan bahawa (1) tahap penggunaan bahasa Arab lisan dalam kalangan pelajar adalah sederhana, malah penggunaan bahasa di luar kelas adalah lebih sederhana berbanding di dalam kelas, (2) terdapat hubungan korelasi yang signifikan antara tahap penggunaan bahasa Arab lisan dengan penggunaan strategi belajar bersama-sama rakan serta strategi pengurusan masa dan pembelajaran, serta (3) terdapat perbezaan yang signifikan dalam penggunaan strategi belajar bersama-sama rakan dalam kalangan pelajar yang berbeza tahap penggunaan bahasa Arab lisan. Kajian ini mencadangkan agar tahap pengunaan strategi belajar bersama-sama rakan serta strategi pengurusan masa dan pembelajaran dapat dipertingkatkan supaya tahap penggunaan bahasa dalam kalangan pelajar juga meningkat. Antara lainnya, ia dapat dilakukan melalui aktiviti berkumpulan secara kolaboratif dan  juga penggunaan pembantu pembelajaran dalam kalangan pelajar.



Kata kunci: penggunaan bahasa Arab lisan, strategi pengurusan sumber, pembelajaran bahasa Arab, kemahiran lisan bahasa Arab, pembelajaran kendiri

Oral Arabic practice and its relationship with resource management strategies


Abstract



The Arabic course at Universiti Teknologi MARA (UiTM) Malaysia is an elective offered to first degree students. The objectives of this study are to investigate (1) the level of oral Arabic practice among UiTM students, (2) the correlation between oral Arabic practice and resource management strategies which consist of four sub components, namely, time and environment strategy, effort regulation strategy, help seeking strategy and peer learning strategy, and (3) the differences in the use of resource management strategies among students with different level of oral Arabic practice. This is a mixed method of quantitative and qualitative study using an adapted questionnaire of self-regulated learning strategies and interviews with students. The quantitative data were collected from 455 samples using the stratified random sampling technique. The study found that (1) students used moderately oral Arabic, and their practice outside the classroom was lower than inside the classroom, (2) there were significant correlations between oral Arabic practice and the use of peer learning strategy as well as time and study management strategy, and (3) there were significant differences in the use of peer learning strategy among students with different level of oral Arabic practice. This study suggests that the use of peer learning strategy as well as time and study management strategy have to be increased in order to increase the oral Arabic practice among students, such implementing collaborative grouping activities and using peer assistants which are officially selected among students themselves.



Keywords:  oral Arabic practice, resource management strategies, Arabic learning, oral Arabic skills, self-regulated learning

This study investigates the use of listening skills among business management students. It is a crosssectional study involving selected higher institutions in Malaysia. The specific objectives are to identify; (a) the physical attention level toward the sound sources; (b) the concentration and absorption level; (c) the avoiding listening distraction level; (d) the level of non-dependence on textbooks. The research data are collected through a questionnaire. The respondents of the study are 257 business management students which were selected on random sampling technique basis. Generally, the results showed that the use of listening skills among business management students was moderate.

Abstrak

Kursus bahasa Arab di Universiti Teknologi MARA (UiTM) merupakan satu subjek elektif kepada pelajar peringkat ijazah sarjana muda. Objektif kajian ini adalah untuk menilai kadar kekerapan penggunaan bahan pembelajaran bahasa Arab dalam konteks kemahiran lisan di UiTM. Ia berbentuk kajian kuantitatif dan kualitatif dengan menggunakan instrumen soal selidik, temu bual dan pemerhatian di dalam kelas. Bagi data kuantitatif, teknik pensampelan rawak berstrata digunakan, melibatkan seramai 455 orang pelajar dan 48 orang pensyarah. Manakala bagi data kualitatif pula, ia melibatkan 13 siri temu bual pelajar dan lapan temu bual pensyarah. Pemerhatian di dalam kelas pula membabitkan 12 siri pemerhatian. Dapatan kajian menunjukkan bahawa hanya penggunaan buku teks sahaja berada pada kadar kekerapan yang tinggi, manakala bahan-bahan yang lain berada pada kadar kekerapan yang rendah. Ini menunjukkan bahawa pembelajaran adalah berdasarkan kandungan buku teks semata-mata. Kajian ini mencadangkan beberapa langkah penambahbaikan dalam penggunaan bahan pembelajaran kemahiran lisan bahasa Arab di UiTM seperti penggunaan bahan yang bersifat autentik melalui medium komputer dan Internet. Penggunaan buku teks pula adalah sebagai panduan semata-mata dan bukanlah matlamat akhir pembelajaran. Bahan pembelajaran juga perlu menyokong minat, keperluan dan motivasi pelajar. Mereka juga perlu mempunyai autonomi dalam memilih bahan yang mereka perlukan dan minati.


Katakunci: penggunaan bahan pembelajaran, pembelajaran bahasa Arab, kemahiran lisan bahasa Arab, bahan pembelajaran autentik, autonomi pelajar


Abstract

The Arabic course at Universiti Teknologi MARA (UiTM) Malaysia is an elective course offered to first degree students. The objective of this study is to evaluate the use of learning materials in the context of learning oral Arabic at UiTM. It is a mixed method of quantitative and qualitative study using questionnaires, interviews and classroom observations.  For quantitative data, stratified random sampling technique was used involving 455 students and 48 course lecturers while for qualitative data, 13 interviews with students, 8 interviews with subject lecturers and 12 classroom observations were engaged. The study found that the textbooks were the only learning material that had been highly used compared to other materials, showing that learning was primarily based on the textbooks. This study suggests some improvements in the use of learning materials such as to use authentic materials through computer and Internet. The textbooks have to be used as a guide and not as a final objective of learning. The use of learning materials has to support students’ interest, needs and  their motivation.  They also have to be given freedom to select materials according to their needs and interest.

Keywords:  learning material usage, Arabic language learning, oral Arabic skills, authentic learning materials, students’ autonomy

This study investigates the value level in learning oral Arabic among students at Universiti Teknologi MARA (UiTM) Malaysia and its correlation with the use of resource management strategies. The concept of value and resource management strategies is derived from the self-regulated learning framework. Value consists of three main components, namely intrinsic motivation, extrinsic motivation and task value. Meanwhile, resource management strategies consist of four components, namely time and study management, effort regulation, peer learning and help seeking. The purposes of this study are to investigate (1) the value level among overall students, (2) the correlation between students’ value and their use of resource management strategies, and (3) the differences in the use of resource management strategies between students with different level of value. The sample of this study comprised of 455 students and the data were collected through a questionnaire adapted from The Motivated Strategies for Learning Questionnaire (MSLQ). The study reveals that (1) the value level of students is high; (2) there are significant correlations between value and the use of resource management strategies among students; and (3) the high value group of student uses significantly higher in all components of resource management strategies than the moderate group. This study has some classroom implications. It suggests that value components should be nurtured among students by selecting appropriate learning activities. Collaborative learning activities should also involve students of mixed value level which can be assessed through their prior learning experience and gender.

Abstract

The Arabic course in Universiti Teknologi MARA (UiTM) Malaysia is an elective course offered to first degree students. The objective of this study was to investigate students’ test anxiety in learning oral Arabic at UiTM. It was a mixed method of quantitative and qualitative study using a self-regulated learning questionnaire adapted from The Motivated Strategies for Learning Questionnaire (MSLQ) and interviews. For quantitative data, the disproportionate stratified random sampling technique was used involving 445 samples while for qualitative data, 13 interviews with students were engaged. The study found that students’ test anxiety was moderate. However, cognitive part was found to be at a high level and higher than emotional part which was moderate. Through interviews, the study also identified some reasons that contribute to students’ test anxiety. This study had some classroom implications. It suggested some learning practices to overcome test anxiety among students in learning oral Arabic cognitively and emotionally.

Keywords:  test anxiety, foreign language learning, oral Arabic, self-regulated learning, MSLQ

Objektif kajian ini adalah untuk melihat tahap kawalan kepercayaan pembelajaran dalam kalangan pelajar kursus bahasa Arab sebagai bahasa ketiga dalam konteks kemahiran lisan di Universiti Teknologi MARA (UiTM) Shah Alam. Kajian campuran antara kuantitatif dan kualitatif ini menggunakan satu instrumen soal selidik yang diubah suai daripada skala The Motivated Strategies for Learning Questionnaire (MSLQ) serta temu bual. Bagi data kuantitatif, seramai 297 orang sampel dipilih dengan menggunakan teknik persampelan rawak berstrata (stratified random sampling). Manakala bagi data kualitatif pula, ia melibatkan 21 siri temu bual bersama pelajar dan pensyarah. Dapatan kajian menunjukkan bahawa secara keseluruhan, kawalan kepercayaan pembelajaran pelajar berada pada tahap yang tinggi. Oleh itu, kajian ini mencadangkan agar dalam pembelajaran kemahiran lisan bahasa Arab, aktiviti dan amalan pembelajaran yang boleh menggalakkan autonomi pelajar dapat digunakan secara intensif bagi membina tahap kawalan kepercayaan pembelajaran pelajar.

Kata kunci: kawalan kepercayaan pembelajaran, kemahiran lisan bahasa Arab, pembelajaran bahasa Arab, pembelajaran kendiri, MSLQ

Kajian ini dijalankan di Universiti Teknologi MARA (UiTM) Malaysia yang menawarkan kursus bahasa Arab sebagai satu subjek elektif kepada para pelajar ijazah sarjana muda. Objektif kajian ini adalah untuk mengkaji (1) tahap jangkaan dan afektif dalam kalangan pelajar bahasa Arab di UiTM, (2) tahap hubungan korelasi antara aspek jangkaan dan afektif, serta (3) perbezaan tahap jangkaan dan afektif dalam kalangan pelajar dari fakulti yang berbeza, dalam konteks kemahiran lisan. Aspek jangkaan meliputi dua komponen iaitu kepercayaan jangkaan keupayaan kendiri (self-efficacy) dan kawalan kepercayaan pembelajaran (control of learning beliefs). Manakala afektif pula merujuk kepada komponen kebimbangan ujian (test anxiety). Kajian ini merupakan satu kajian kuantitatif yang menggunakan instrumen soal selidik pembelajaran kendiri (self-regulated learning). Ia melibatkan seramai 236 orang sampel yang dipilih berdasarkan teknik persampelan rawak berstrata (stratified random sampling). Dapatan kajian menunjukkan bahawa (1) tahap jangkaan pelajar berada pada tahap yang tinggi manakala tahap kebimbangan ujian berada pada tahap yang sederhana, (2) terdapat hubungan korelasi yang signifikan antara tahap jangkaan dan kebimbangan ujian pelajar serta (3) tidak terdapat perbezaan yang signifikan dalam semua aspek antara pelajar yang berbeza fakulti. Kajian ini mempunyai beberapa implikasi terhadap pembelajaran kemahiran lisan bahasa Arab seperti keperluan untuk meningkatkan tahap jangkaan pelajar di samping meminimakan tahap kebimbangan ujian dalam kalangan pelajar.

Kata kunci: kepercayaan jangkaan keupayaan kendiri, kawalan kepercayaan pembelajaran, kebimbangan ujian, pembelajaran bahasa Arab lisan, pembelajaran bahasa ketiga

Abstract

This study investigates cognitive and metacognitive strategies in learning oral Arabic among students at Universiti Teknologi MARA (UiTM), Malaysia. The concept of these strategies was derived from the self-regulated learning framework, which consists of five components, namely rehearsal, elaboration, organization, critical thinking, and metacognitive strategies. The purposes of this study are to investigate the level of cognitive and metacognitive strategies used (1) among UiTM students; (2) between students with different prior experiences, namely, some of them had an experience of 5 years in learning Arabic in secondary school (abbreviated by SWE) and some of them did not have any experience at all (abbreviated by SNE); (3) between students of different gender; and (4) between students with the interaction of different gender and prior experience. The sample of this study consists of 183 students and employs a questionnaire adapted from the Motivated Strategies for Learning Questionnaire (MSLQ). The study revealed that (1) all UiTM students used cognitive and metacognitive strategies at a moderate level; (2) SWE scored significantly higher than SNE in all five components of cognitive and metacognitive strategies; (3) females scored significantly higher than males in rehearsal, organization, and metacognitive strategies; and (4) there were no statistically significant differences noted in all components between students with the interaction of prior experience and gender. This study had some classroom implications. It suggested that some improvement and changes in learning oral Arabic should be made in terms of selecting learning materials, implementing oral Arabic activities, and learning tasks, which will stimulate the use of all strategies, as well as conducting proficiency tests instead of achievement tests. Students should also be exposed to the learning techniques which used all these strategies extensively and collaborative activities may be carried out among students with mixed prior experience and gender.

Keywords: cognitive strategies, metacognitive strategy, MSLQ, oral Arabic learning, prior experience, gender, self-regulated learning

Abstract

The purposes of this study were (1) to investigate the usage of self-regulated learning strategies among students of Arabic Language as a third language course (AL3) and Intensive Arabic course (IAC) focusing on Arabic oral skills (2) to investigate the differences in the usage of self-regulated learning strategies between these two groups. The sample of this study consisted of 98 students, 59 from AL3 and 39 from IAC. This was a quantitative study and used a questionnaire adapted from The Motivated Strategies for Learning Questionnaire (MSLQ). The study indicated that (1) nine out of 15 components’ means in self-regulated learning strategies were high, six components were moderate as well as no single component fell in the low group of mean, (2) by using a one-way MANOVA analysis, there were significant differences between students of AL3 and IAC in five components of the self-regulated components. The study suggested that a different approach of teaching should be implemented to each group considering the different levels of self-regulated learning strategies used in their studies.

Keywords : self-regulated learning, MSLQ, Arabic language learning, oral skills

Abstrak

Kursus bahasa Arab di UiTM merupakan satu subjek elektif kepada pelajar peringkat ijazah sarjana muda. Manakala sikap terhadap pembelajaran bahasa pula dikenal pasti mempengaruhi proses pembelajaran. Kajian ini meninjau sikap pelajar terhadap pembelajaran kemahiran lisan bahasa Arab di Universiti Teknologi MARA (UiTM) yang merangkumi dua aspek iaitu sikap terhadap pengajaran bahasa dan sikap terhadap bahasa Arab. Objektif kajian adalah untuk meneroka sikap pelajar dari segi kognitif, afektif dan konatif. Kajian ini merupakan kajian kualitatif yang melibatkan 21 temu bual, iaitu 13 siri temu bual bersama pelajar dan lapan siri temu bual bersama pensyarah. Pemilihan pelajar dibuat dengan mengambil kira faktor latar belakang pengalaman bahasa Arab dan gugusan fakulti pelajar. Data temu bual yang diperolehi telah ditranskripkan secara verbatim dan diproses menggunakan perisian NVIVO7 bagi mewujudkan tema yang berkaitan. Dapatan kajian menunjukkan bahawa dari segi kognitif, semua pelajar menyatakan kepentingan bahasa Arab walaupun sebahagian mereka lebih mementingkan subjek yang lain. Persepsi pelajar dari segi kesukaran pula bergantung kepada tahap pengalaman mereka yang terdahulu. Dari segi afektif, semua pelajar menunjukkan sikap yang positif terhadap bahasa Arab, cuma pelajar yang tiada asas menyatakan rasa tidak selesa dengan keadaan kelas yang mencampurkan antara pelajar yang ada asas dengan yang tiada asas. Dari segi konatif, pelajar menunjukkan ketekalan mereka dalam pembelajaran dan ingin terus mempelajarinya pada masa-masa akan datang. Kajian ini mencadangkan agar pendekatan pengajaran yang digunakan perlu sesuai dengan latar belakang pengalaman pelajar. Pendekatan yang sesuai penting kerana ia mempengaruhi pembentukan sikap pelajar seterusnya memberi kesan terhadap prestasi pembelajaran kemahiran lisan bahasa Arab.

Kata kunci: sikap, kemahiran lisan bahasa Arab, pengalaman pembelajaran, pendekatan pengajaran

Abstract

The Arabic course in UiTM is an elective offered to first degree students. On the other hand, students’ attitude toward language learning has been identified to influence the learning process. This study investigated students’ attitude toward the learning of oral Arabic in Universiti Teknologi MARA (UiTM) which includes two aspects, attitude toward the teaching of the language and attitude toward the language itself. The objective of the study is to explore students’ attitude from the cognitive, affective and conative perspectives. This is a qualitative study engaging 21 series of interviews, comprising 13 series of interviews with students and 8 with subject lecturers. The selection of students took into consideration their prior experience in learning Arabic and the faculty clusters they belonged to.  The acquired interview data were transcribed verbatim and analysed using NVIVO7 software in order to establish the relevant themes. The study found that cognitively, all students affirmed to the importance of the oral Arabic even though they prioritized other subjects. Students’ perception toward the difficulty of learning oral Arabic depends on their prior knowledge and experience. Affectively, all students expressed their positive attitude toward learning oral Arabic, except for some who had no foundation of the language expressed their uneasiness, learning in classess where students are of mixed abilities. Conatively, the students had shown their resilience to the learning and would like to continue doing so in the future. This study recommends that the teaching approach used be appropriate to the students’ prior knowledge and experience. Appropriate approach is therefore vital in moulding students’ behaviour which consequently affects their performance in learning oral Arabic.

Keywords: attitude, oral Arabic, prior experience, teaching approach

"Abstrak

Susunan alfabet konsonan bahasa Arab sekarang, iaitu [ ا ب ت ث ..... ] tidak mengikut konsep ansur-maju (dari mudah ke sukar) kepada pelajar Melayu dalam teori pendidikan. Sebagai contoh, huruf konsonan tha [ ث ] berada di awal susunan, yang mana sepatutnya huruf ini diakhirkan, atas asas sukar, kerana huruf ini tidak ada dalam konsonan bahasa Melayu. Justeru, kajian ini bertujuan untuk menyusun huruf konsonan Arab mengikut pelat bahasa Melayu bagi tujuan pembelajaran. Manakala objektif kajian ini adalah untuk: (a) Mengenal pasti tahap kefasihan pelat bahasa Melayu menyebut huruf konsonan Arab; dan (b) Menyusun huruf konsonan Arab mengikut kefasihan pelat bahasa Melayu. Kajian ini dijalankan di pusat prasekolah dan responden yang terlibat dalam kajian ini terdiri daripada murid prasekolah berumur enam tahun. Pemilihan responden ini adalah berasaskan mereka adalah peringkat permulaan pembelajaran Bahasa Arab. Kajian ini menggunakan satu set ujian sebutan konsonan Arab berasaskan kaedah al-Khalil. Kaedah sebutan al-Khalil telah digunakan oleh beliau untuk menyusun sebutan Arab dari bunyi rongga rengkung hingga bunyi dua bibir. Hasil ujian dinilai oleh dua penilai yang pakar dalam bidang tajwid dan tarannum. Hasil kajian menunjukkan 12 konsonan berada pada tahap sederhana fasih dan satu konsonan berada pada tahap tidak fasih, manakala selebihnya berada pada tahap fasih. Hasil kajian juga menunjukkan huruf wau [ و ] ialah huruf yang paling tinggi skor sebutan, dan huruf ghain [ غ ] ialah yang paling rendah skor sebutan. Oleh itu, disarankan hasil susunan konsonan Arab dalam kajian ini digunakan untuk tujuan pembelajaran bahasa Arab di sekolah-sekolah di Malaysia.

Katakunci: pembelajaran bahasa Arab, pemerolehan bahasa kedua, huruf konsonan Arab, murid prasekolah, kemahiran membaca.


Abstract

The current Arabic alphabetical order [  ا ب ت ث ...... ] is not comply with the ‘easy to difficult concept’ for the Malay student in the education theory. For instance, alphabet ‘tha’ [ ث  ] is considered difficult to the Malay student because the alphabet is not exist in the Malay alphabet consonant, whereas this alphabet is in the early part of the Arabic alphabetical order. Therefore, this aims of this study is to rearrange the Arabic consonants according to the Malay accent for learning purposes. The objectives of this study are to: (a) identify the fluency level of Arabic Language consonants; and (b) rearrange the Arabic consonants according to the fluency of Malay accent. This study was carried out at the preschool centers deploying six years old children as the sample. This study selected the six years old children because at this age they just started learning Arabic language. The instrument in this study is a set of pronunciation test based on al-Khalil Method. The pronunciation test was evaluated by two experts in 'tajwid' and 'tarannum' disciplines. The findings showed 12 consonants were found to be at the moderate level of fluency, and one at the weak level, and the rest at the high level. The findings also showed that the highest mean score is the alphabet [و ], and the lowest score is alphabet [  غ ]. Therefore, this study suggests this identified Arabic alphabetical order to be used in teaching of the pronunciation of Arabic language in Malaysian school.

Keywords: Arabic language learning, second language acquisition, Arabic consonants, preschool children, Arabic language reading skills



"

Abstrak

Kursus bahasa Arab di Universiti Teknologi MARA (UiTM) merupakan satu subjek elektif kepada pelajar peringkat ijazah sarjana muda. Kajian ini bertujuan melihat aspek kebimbangan ujian, motivasi intrinsik dan ekstrinsik dalam kalangan pelajar yang mengambil kursus bahasa Arab di UiTM, Shah Alam Malaysia dalam konteks kemahiran lisan. Objektif kajian ialah untuk melihat (1) tahap kebimbangan ujian, motivasi intrinsik dan ekstrinsik pelajar dan (2) tahap korelasi antara kebimbangan ujian, motivasi intrinsik dan ekstrinsik pelajar dalam konteks kemahiran lisan bahasa Arab. Kajian ini berbentuk kuantitatif dan menggunakan instrumen soal selidik pembelajaran kendiri (self-regulated learning) yang diubah suai daripada skala The Motivated Strategies for Learning Questionnaire (MSLQ). Teknik persampelan rawak berstrata (stratified random sampling) digunakan dan melibatkan seramai 279 orang sampel. Dapatan kajian menunjukkan bahawa (1) tahap kebimbangan ujian semua pelajar adalah sederhana manakala motivasi intrinsik dan ekstrinsik pelajar berada pada tahap tinggi. (2) Motivasi ekstrinsik didapati mempunyai perkaitan yang positif dan signifikan dengan motivasi intrinsik namun kekuatan perkaitan itu adalah sederhana. Tiada perkaitan yang signifikan didapati antara motivasi intrinsik dan ekstrinsik dengan kebimbangan ujian pelajar. Kajian ini mencadangkan langkah-langkah mengatasi kebimbangan ujian dan mengekalkan motivasi dalam pengajaran dan pembelajaran bahasa Arab.

Kata kunci: kebimbangan ujian, motivasi intrinsik, motivasi ekstrinsik, kemahiran lisan bahasa Arab, pembelajaran kendiri, MSLQ

Abstract

The Arabic course in MARA University of Technology (UiTM) is an elective offered to first degree students. The purpose of this study was to investigate the level of test anxiety, intrinsic and extrinsic motivations among students who enrolled in the Arabic courses in UiTM Shah Alam, Malaysia from the oral Arabic perspective. The objectives of the study were to investigate (1) the level of test anxiety, intrinsic and extrinsic motivations among students and (2) the level of correlations between test anxiety, intrinsic and extrinsic motivations from oral Arabic perspective. This was a quantitative study and used a questionnaire adapted from The Motivated Strategies for Learning Questionnaire (MSLQ). The sample of this study consisted of 279 students who were chosen based on stratified random sampling technique. The study found that (1) the level of test anxiety among students was moderate while the level of both intrinsic and extrinsic motivations were high. (2) Extrinsic motivation was found to be positively and significantly correlated to intrinsic and the correlation value was moderate. On the other hand, there were no significant correlations found between both motivations and test anxiety. This study suggested some suggestions to be implemented in order to overcome the test anxiety among students and to sustain the level of both motivations in Arabic teaching and learning.

Keywords: test anxiety, intrinsic motivation, ekstrinsic motivation, oral Arabic skills, self-regulated learning, MSLQ

ABSTRACT

This paper discusses the preparation of Arabic teachers for the Malaysian Smart School Project in light of assessment of New Primary School Curriculum (NPSC) and Integrated Secondary School Curriculum (ISSC) based on The Malaysian Philosophy of Education. Data on the NPSC and ISSC was taken from 250 schools in Malaysia using postal questionnaire. The study identified the weaknesses in the implementation of those curricula as lack of understanding and support among the teachers for the teaching approach advocated by the Philosophy of Education, packed syllabi, large class sizes, short teaching periods and lack of support for teachers to develop materials. This study analysed the Malaysian Smart School in terms of its conceptual blueprint as its implementation is only at its pilot stage. We found that the Malaysian Smart School has the potential of improving education by providing answers to the unresolved questions in the previous curricula. However, the Malaysian Smart School has to be assessed continuously after its implementation based on The Malaysian Philosophy of Education, as conceptual blueprints may not materialise without effective implementation policies.

Key words: Teachers' Education, Arabic Language Teachers, Smart School, Curriculum, Educational Philosophy.

Abstrak


Kursus bahasa Arab di Universiti Teknologi MARA (UiTM) merupakan satu subjek elektif kepada pelajar peringkat ijazah sarjana muda. Objektif kajian ini adalah untuk melihat tahap kepercayaan jangkaan keupayaan kendiri (self-efficacy) dalam kalangan pelajar dalam konteks kemahiran lisan bahasa Arab di UiTM. Ia berbentuk kajian campuran antara kuantitatif dan kualitatif serta menggunakan instrumen soal selidik pembelajaran kendiri (self-regulated learning) yang diubah suai daripada skala The Motivated Strategies for Learning Questionnaire (MSLQ) serta temu bual. Data kuantitatif dianalisis dengan menggunakan perisian SPSS versi 17 yang melibatkan seramai 445 orang sampel yang dipilih melalui teknik persampelan rawak berstrata (stratified random sampling). Data kualitatif pula dianalisis dengan menggunakan perisian NVIVO7 yang melibatkan 13 siri temu bual bersama pelajar. Dapatan kajian menunjukkan bahawa secara keseluruhan, kepercayaan jangkaan keupayaan kendiri pelajar berada pada tahap yang tinggi. Penelitian terhadap komponen ini pula menunjukkan bahawa jangkaan untuk berjaya dalam kursus di UiTM berada pada tahap yang tinggi manakala jangkaan untuk menguasai kemahiran lisan bahasa Arab secara umum berada pada tahap yang sederhana. Kajian ini mencadangkan agar konsep jangkaan terhadap keupayaan kendiri perlu diterapkan dalam kalangan pelajar bersesuaian dengan pencapaian mereka yang berbeza. Begitu juga, bahan pembelajaran yang autentik perlu digunakan dalam pembelajaran bagi menjadi satu penanda aras kepada matlamat pembelajaran kemahiran lisan bahasa Arab.

Kata kunci: kepercayaan jangkaan keupayaan kendiri, pembelajaran bahasa Arab, kemahiran lisan bahasa Arab, pembelajaran kendiri, MSLQ

Abstract

The Arabic course at Universiti Teknologi MARA (UiTM) Malaysia is an elective offered to first degree students. The objective of this study was to investigate students’ self-efficacy in learning oral Arabic at UiTM. It was a mixed method of quantitative and qualitative study using a questionnaire adapted from The Motivated Strategies for Learning Questionnaire (MSLQ) and interviews. Quantitative data were analysed using SPSS 17, involving 445 samples which were chosen by using the stratified random sampling technique. Qualitative data were analysed using NVIVO7 engaging 13 interviews with students. The study found that the level of self-efficacy among overall students was high. Further investigation found that self-efficacy towards success in the oral Arabic course in UiTM was high while self-efficacy towards mastering oral Arabic in general was moderate. This study suggests that the concept of self-efficacy should be implemented and nurtured among students and it should be in line with their different abilities in oral Arabic. On the other hand, authentic learning materials should also be used in learning in order to become an ultimate benchmark in learning oral Arabic.

Keywords: self-efficacy, Arabic language learning, oral Arabic skills, self-regulated learning, MSLQ