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Baharudin, Harun
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Languange, Linguistic, Communication & Media

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Fuzzy Delphi Method Application In The Development Of I-Aqran Module For Arabic Vocabulary Consolidation Yusof, Nabihah; Baharudin, Harun; Hamzah, Mohd Isa; Abdul Malek, Nur Izzah
Ijaz Arabi Journal of Arabic Learning Vol 4, No 2 (2021): 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.v4i2.12050

Abstract

The development of digital systems in learning is gaining attention at, significantly higher education level. Through the digital world, technological innovation makes social life and everyday lifestyle more accessible than ever before. The use of technology has a positive impact on lifestyle and has a positive impact on education. This study aims to obtain experts’ consensus on the appropriate and accurate elements to be included in the I-Aqran module as an approach to Arabic vocabulary consolidation in the learning of  UiTM students. This study uses the Fuzzy Delphi Method (FDM), in which experts’ views and consensus on the six primary constructs containing 34 tested items are produced. Fifteen (15) experts were selected from seven (7) educational institutions in Malaysia as a study sample. The findings show that these experts arrived at a consensus on 27 tested items in which they have a mean score and experts’ evaluation of less than the threshold value(d) ≤ 0.2. The percentage of these experts’ consensus also shows that 27 items tested are above the value of 75%, while seven remaining tested items prove otherwise and therefore rejected. All items that gained experts’ consensus are then listed down in tables based on sequence ranking and its relation from least important to most important items. This study can benefit not only lecturers and students for Arabic vocabulary consolidation but also the developer of learning modules in transforming education through collaboration with interactive technology.
Conceptual Framework For Multilingual Bidayuh’s Pupil In Teaching And Learning Arabic As Foreign Language Shafie, Muhammad Safreen; Baharudin, Harun
Ijaz Arabi Journal of Arabic Learning Vol 4, No 3 (2021): 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.v4i3.12922

Abstract

This paper outlines the conceptual framework of the study that takes into account the elements of the environment during the learning and teaching sessions of Arabic as well as the role played by teachers as knowledge movers in giving the maximum possible Arabic experience to these Bidayuh’s pupils, located in a rural area in Sarawak. In addition, the conceptual framework was created by combining two language theories, the bi/multilingual language theory by Cummins and the social theory by Vygotsky. These theories are relevant to be used and combined to suit the issues regarding teaching and learning the Arabic Language among Bidayuh’s multilingual pupils. Arabic is their fourth or fifth language. Based on this conceptual framework, the combined two theories play a significant role in teaching multilingual pupils because it can be seen from the formation of language from the pupils’ brain (common underlying proficiency). Teachers can strengthen the use of foreign languages by the Social Theory proposed. It is crucial to the teachers to know how to be competent to let the pupils use the language whereby the language is already stored in their brains. Based on that, the research came with ‘The Shopping Cart’ analogy. It describes the importance of teachers controlling the cart, which determines how competent they create the lesson (using social theory) while the things in the cart as the pupils and the cart itself as a lesson created. The analogy fills the 'paradigm gap' of previous studies in looking at how Arabic teachers in primary schools impart Arabic language education to pupils of different races and ethnicities
Humor Practises Of Arabic Teachers And Speaking Anxiety Baharudin, Harun; Wan Anuar, Wan Muhammad Radzi
Ijaz Arabi Journal of Arabic Learning Vol 6, No 3 (2023): 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.v6i3.23359

Abstract

The use of humor by teachers in classroom interactions can stimulate students and change their attitudes toward learning. The study aims to determine the level of humor applied among Arabic teachers (GBA) and students' speaking anxiety in the Arabic language class at the Government Aided Religious Secondary School (SABK) in Kerian, Perak, Malaysia. A total of 152 out of 258 fourth-form students were selected as a sample by stratified random sampling technique. The research instrument was a questionnaire that was adapted from the Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz et al., 1986) and the Students' Evaluation of Teaching Effectiveness Rating Scale (SETERS) (Toland & Ayala, 2005). The study found that the frequency of GBA humor practice was moderately low (M = 2.88, SP = 0.50). At the same time, the frequency of students' speaking anxiety in Arabic is relatively high (M = 3.12, SP = 0.74). Pearson's correlation test shows a significant relationship with weak negative strength (r = -.197, p =.000) between the frequency of GBA humor practice and the level of students' speaking anxiety in Arabic. In conclusion, although the frequency of GBA humor practices is medium-low, most GBA use cheerful humor practices compared to hostile ones. However, the method of GBA humor alone is not enough to reduce the frequency of students' speaking anxiety in Arabic. Therefore, every party, especially teachers, must significantly diversify other effective teaching practices in teaching Arabic to improve students' speaking skills.
Arabic Affixed Word Mastery Among Pre-University Students In Islamic Religious Schools Yahya, Siti Khadizah; Baharudin, Harun
Ijaz Arabi Journal of Arabic Learning Vol 7, No 2 (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.v7i2.25859

Abstract

Affixed vocabulary is very important in learning Arabic vocabulary. Studies on Arabic affixed vocabulary in Malaysia show a lack of research on the weak aspects of affixed vocabulary among students at the pre-university level. Therefore, this study was conducted to identify the level of mastery of affixed vocabulary and the problematic vocabulary types for students to master. This quantitative study uses a survey method by distributing affixed vocabulary tests to collect data based on the research objectives. The sample consisted of 144 STPM students following the pre-university program at the Selangor State Islamic Religious Schools. Stratified random sampling was used for sample selection. The findings show that the mastery level of Arabic-affixed vocabulary among STPM students at Selangor State Islamic Religious Schools could be better. The final result revealed that the aspect of complex affixed vocabulary to mastery is sahih mahmuz al-ayn, mu’tal ajwaf, mu’tal naqis, mu’tal lafif mafruq dan mu’tal lafif maqrun. This result shows that the functions of the derivational system are essential skills for mastering the types of affixed words in Arabic. Hence, teachers, lecturers, and practitioners involved in Arabic language learning are suggested to use the skill to enhance students' vocabulary mastery.
Guessing Meaning Strategies and Arabic Reading Comprehension Ability Among Chinese College Students Jun, Wang Xiao; Baharudin, Harun; Awang, Mohd Mahzan
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.v7i3.29003

Abstract

Guessing word meanings is vital for acquiring deep reading and adequate text comprehension, as the study implies that the cross-sectional approach quantitatively assesses the effect of guessing meaning strategies on Chinese university Arabic students' reading performance. There was significant evidence of the perfect relationship between the mastery of the guessing meaning strategy and the improvement of reading comprehension scores presented through the analysis of Chinese universities' data (r = 0.306, p < 0.01). It shows the vital importance of these approaches in raising reading skills. Students are well-positioned to carry out word investigation in terms of the etymology or roots of words, whether they are antonyms, synonyms, or synonymous phrases that help them deduce the meanings of words they are not familiar with and find out the meanings or explanations systematically in their reading. Guessing meaning strategies should be used in the Arabic language teaching curriculum in China to ensure that Arabic instructors can make learning enjoyable, thus value learning and acquiring language competencies. Additionally, different language contexts should be examined by future research to know the educational benefits and implications of these strategies.
Analysis Of Errors In The Formation Of Fi'il Mudari' By The University Of Malaysia Sarawak Students/ تحليل الأخطاء في صياغة الفعل المضارع لدى طلاب جامعة سراوك الماليزية Kadai, Kazimah; Baharudin, Harun; Wicaksono, Triadi; Fitriani, Nisa
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.v8i2.30329

Abstract

Arabic verbs are formed by adding components to indicate number, gender, and tense. The mastery of verb formation in the present tense (fi'il muḍāri') is still weak among students. This study aims to identify the types of errors in forming fi'il muḍāri' and to analyze the factors that lead to these errors. This study is qualitative in nature, using a content analysis design. Data was collected through document analysis by examining 108 scripts of final exam answers from students enrolled in the Arabic Language Level 1 course (PBU1133) at the Faculty of Education, Language, and Communication, UNIMAS. The data was analyzed using a descriptive and thematic approach assisted by NVivo software. The study found that students made several errors in forming fi'il muḍāri'. The factors contributing to these errors are that students are confused about the various Arabic grammar methods, have poor mastery of the aspects of Arabic orthography, and lack proficiency in the rules for forming the fi'il muḍāri'. The results of this study can serve as a guide in teaching and learning sessions to ensure that types of errors in the formation of fi'il muḍāri' can be avoided by placing special emphasis on the factors that contribute to these errors.
Co-Authors Abdul Malek, Nur Izzah Fitriani, Nisa Hamzah, Mohd Isa Jun, Wang Xiao Kadai, Kazimah Mohd Mahzan Awang, Mohd Mahzan Shafie, Muhammad Safreen Wan Anuar, Wan Muhammad Radzi Wicaksono, Triadi Yahya, Siti Khadizah Yusof, Nabihah