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All Journal Ijaz Arabi Journal of Arabic Learning
Pisal, Nadhilah Abdul
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Languange, Linguistic, Communication & Media

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Maharah Al-Qawaid Al-Arabiyyah Model Based On Sequence Of Student Mastery Of Arabic Grammar Ismail, Ummi Syarah; Mohd Radzi, Amizura Hanadi; Ismail, Noraini; Pisal, Nadhilah Abdul; Mohamad Zaki, Mohamad Fathie
Ijaz Arabi Journal of Arabic Learning Vol 7, No 1 (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.v7i1.21510

Abstract

Maharah al-qawaid al-Arabiyyah is very important for students to achieve in order to have a good impact on language skills. Therefore, the main goal of the study is to produce a Maharah al-Qawaid al-Arabiyyah model based on the sequence of student mastery in the teaching of Arabic grammar. This study uses a qualitative research design by focusing on the case study method of various places. In order to achieve the objective of the study, a sentence construction test for students at SMKA, SABK and SMAN was conducted to identify the order of student mastery in learning Arabic grammar by using purposive sampling. Next, an empirical study was conducted on selected religious high school teachers to obtain teachers' views on the Arabic grammar sequence that is easy and difficult for students to master in learning Arabic grammar. It was then followed by the development of the Maharah al-Qawaid al-Arabiyyah model based on the sequence of student mastery in the teaching of Arabic grammar. The results of the study found that there is a sequence of easy and difficult mastery in learning Arabic grammar. The difficulty of students in mastering Arabic grammar is due to several factors, namely students’ confusion in the use of Arabic grammar method, difficulty in the Arabic grammar method, students' weakness in understanding Arabic grammar which is due to lack of practice in conversation as well as the fact that the Arabic language TnL and syllabus used lacks emphasis on several aspects of Arabic grammar. This model will be a reference for stakeholders such as the Ministry of Education Malaysia as well as educators to improve the TnL of Arabic grammar in line with the vision and mission of the MOE to produce a quality education system to develop the potential of skilled individuals in the Arabic language.
Vocabulary Learning Strategies Among Malaysian Arabic Foreign Language Learners With Different Gender Pisal, Nadhilah Abdul; Chulan, Majdah; Ismail, Ummi Syarah; Ismail, Noraini; Abdull Rahman, Nurul Labanihuda
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.v7i2.22983

Abstract

Having problems expanding vocabulary in a foreign language is one of the most common worries among students. Teaching students the right approach to learning is one way to assist them in overcoming this issue. Nevertheless, teachers must first be aware of the diverse vocabulary learning strategies used by students with varied preferences before disclosing the specific strategies to them. Therefore, this study was conducted to determine the types and levels of vocabulary learning strategies employed by students of different genders. Furthermore, it investigates whether there were significant differences in the use of strategies based on gender. The data was gathered using a vocabulary learning strategies questionnaire from 220 Arabic foreign language learners at Universiti Teknologi MARA (UiTM) Perlis Branch, Malaysia. The findings showed that male and female students used strategies at a moderate level. The dictionary strategy was the most frequently used among male and female students. However, these two groups of students utilized different least used strategies: metacognitive strategies for male students and practice strategies for female students. The findings also revealed no significant difference in the overall use of vocabulary learning strategies based on gender. This shows that the pattern of strategies used by male and female students was almost the same. Thus, educators can expose students to a variety of vocabulary learning strategies that serve as reinforcement from the beginning to help students' memory (memory strategies), improve their language skills (practice strategies), and manage their progression in vocabulary learning (metacognitive strategies).
Teachers’ Perceptions Of Main Factors Influencing Students’ Mastery Of Arabic Vocabulary Pisal, Nadhilah Abdul; Rahim, Nadiah Abd; Ismail, Ummi Syarah Danik; Rouyan, Nurazan Mohmad; Razali, Razlina A.
Ijaz Arabi Journal of Arabic Learning Vol 8, No 3 (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.v8i3.34940

Abstract

Limited vocabulary mastery can interfere with the fluency of the Arabic language learning process. However, not many studies describe the causes or factors that can affect vocabulary mastery in detail and deal with this problem in the Malaysian education system. This case study explores further the main factors that can influence the mastery of Arabic vocabulary at the secondary school level. Data was collected through semi-structured interviews with six experienced teachers from four National Religious Secondary Schools (SMKA) in Kedah. Research interview data was analyzed thematically using NVivo 14 software. The study's findings show five main factors affecting vocabulary mastery: self, teacher's approach, syllabus, environment, and the Arabic language program. Based on these five factors, the self-factor is the most important and can affect how well students learn vocabulary. It includes internal factors (belief, interest, and attitude) and external factors (vocabulary use and learning strategies). Thus, teachers are suggested to focus on the students’ self-factor from internal and external aspects to help improve vocabulary mastery. It is believed that encouraging and promoting the various learning strategies, students will be more proactive and creative in enhancing their mastery of new vocabulary.
Co-Authors Abdull Rahman, Nurul Labanihuda Chulan, Majdah Ismail, Noraini Ismail, Ummi Syarah Ismail, Ummi Syarah Danik Mohamad Zaki, Mohamad Fathie Mohd Radzi, Amizura Hanadi Rahim, Nadiah Abd Razali, Razlina A. Rouyan, Nurazan Mohmad