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Self-efficacy in Arabic Writing Daud, Nadwah; Ghazuddin, Farhanah; Mustapha, Nik Hanan
Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol. 16 No 1, June 2016
Publisher : IAIN Samarinda

The study aimed to determine the level of self-efficacy in writing skill among learners at International Islamic University Malaysia. The respondents were 200 learners from the Department of Arabic Language and Literature at this university. The instrument used was adapted from previous studies that measured writing self-efficacy. The results show that most learners had high level of self-efficacy in writing as well as its elements. However, in the writing process, the study discovers moderate level of self-efficacy among these learners. In terms of gender differences, there was no significant difference in self-efficacy between both male and female learners. Male learners reported higher level of self-efficacy in overall writing skill as well as its process and elements. When it comes to the level of study, the result indicates a significant difference between beginner and advanced learners. The advanced learners displayed greater level of self-efficacy than their counterparts in all parts of writing.

Self-efficacy in Arabic Writing Daud, Nadwah; Ghazuddin, Farhanah; Mustapha, Nik Hanan
Dinamika Ilmu Vol 16 No 1 (2016): Dinamika Ilmu, 16(1), June 2016
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

The study aimed to determine the level of self-efficacy in writing skill among learners at International Islamic University Malaysia. The respondents were 200 learners from the Department of Arabic Language and Literature at this university. The instrument used was adapted from previous studies that measured writing self-efficacy. The results show that most learners had high level of self-efficacy in writing as well as its elements. However, in the writing process, the study discovers moderate level of self-efficacy among these learners. In terms of gender differences, there was no significant difference in self-efficacy between both male and female learners. Male learners reported higher level of self-efficacy in overall writing skill as well as its process and elements. When it comes to the level of study, the result indicates a significant difference between beginner and advanced learners. The advanced learners displayed greater level of self-efficacy than their counterparts in all parts of writing.

Autonomous Learning Among Arabic Learners: Implications For Tertiary-Level Education Md Azmi, Nur Afiqah; Mustapha, Nik Hanan; Khalil, 'Ammar
Ijaz Arabi Journal of Arabic Learning Vol 8, No 2 (2025): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v8i2.31153

As the demand for Arabic proficiency grows in an increasingly interconnected world, fostering autonomous learning becomes essential for students. This study investigates the level of autonomous learning among Arabic language learners in a tertiary context. A quantitative survey is employed using Murase’s (2015) Measuring Instrument for Language Learner Autonomy (MILLA) with a 5-point Likert scale. One hundred forty-four diploma students majoring in Islamic Studies at Universiti Islam Antarabangsa Tuanku Syed Sirajuddin (UniSIRAJ), Malaysia, attempted the questionnaire and was analyzed using SPSS. The results indicate a high level of autonomous learning among the participants, with sociocultural, technical, political-critical, and psychological factors significantly contributing to this autonomy. This study highlights the importance of fostering an environment that encourages autonomous learning and contributes to more effective and engaging Arabic language education. The implications of these findings suggest actionable strategies for educators and institutions to enhance autonomous learning, thereby improving language outcomes for tertiary-level students.

Perception Of The Use Of Literary Texts In Learning Arabic Syntax: Study At Kolej Universiti Islam Perlis (KUIPs)/ تصورات استخدام النصوص الأدبية في دراسة النحو العربي: جامعة برليس الإسلامية أنموذجا Lubis Safian, Nursafira; Mohd Bulkhaini, Siti Amirah Nurul 'Ain; Mustapha, Nik Hanan; Abul Hassan Ashari, Mohamad Zulfazdlee; Ismail, Khairul Hakimi
Ijaz Arabi Journal of Arabic Learning Vol 7, No 3 (2024): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v7i3.27156

This study aims to identify the perceptions of Arabic language students and teachers about using literary texts in the study of Arabic Syntax. To achieve the research objectives, the researcher relied on the analytical approach with the qualitative approach, which collected data using semi-structured interviews with eight students specializing in Arabic and four Arabic language teachers at Perlis Islamic University College (KUIPs) Malaysia. The audio data is transferred to the written text and encoded manually. One of the most important findings of the research is that the students agreed that the employment of literary texts in the study of Arabic grammar helps them practice the language daily through the methods used and master the Arabic grammar by parsing words correctly, and this differs from using ordinary texts because they did not feel enthusiastic and fun while studying Arabic Syntax. Teachers also agreed that employing literary texts in the process of teaching Arabic Syntax helps students to know the correct style of Arabic, as most of the literary language is an eloquent language, and that employing literary texts with examples selected from prose texts and poetic texts, all of which are familiar and usual for students specializing in Arabic language and literature. Based on this, teachers should pay attention to choosing appropriate literary materials, such as short stories, when teaching Arabic Syntax to ensure that students understand the rules better and practice them on the ground.

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