Language Learning Strategies of Non-Muslim Students Applied to Arabic Language Course Inside and Outside the Classroom

Zamri Arifin, Nur Khadijah Abu Bakar, Zaharom Ridzwan, Ezad Azraai Jamsari

Abstract


Students of foreign language require prior exposure to language learning strategy so that each of them positively perceives the target language. Thus, this research is conducted to identify the Arabic language learning strategy used by non-Muslim students in and outside the classroom. Research respondents comprise 37 non-Muslim students of the Law Faculty of Universiti Kebangsaan Malaysia (UKM). Arabic language course SKVA2552 Preparatory Arabic Course for the Law Faculty is compulsory for all non-Muslim students in the first semester of the Bachelor of Law program at the Law Faculty in UKM. This research uses a questionnaire instrument based on the model theory of language learning strategy by Embi (2000). Research shows that all non-Muslim students who take the course do not know the basics of Arabic language and comprise of diverse races and ethnicity. Non-Muslim students prefer to use the learning strategy while in the classroom learning process rather than outside the classroom, with the highest mean value and standard deviation (mean=3.24; p=0.863) for item B7 ‘I request my friends to re-explain if I don’t understand the teacher’s explanation on the Arabic language’. Therefore, this research basically evaluates the teaching and learning process (T&L) of Arabic language among non-Muslim students to make it more approachable. The research implies that the basic Arabic language module can be purified to be simpler based on the target scope of non-Muslim students to improve Arabic language achievement for adjusting the course to be compulsory at the level of the entire university.


Keywords


Language learning strategy; Arabic language learning; non-Muslim students; learning in the classroom; learning outside the classroom

Full Text:

PDF

References


Aladdin, A. & Musa, N. (2014). Arabic language course for student at the Faculty of Law UKM: Importance and challenges. Procedia Social and Behavioral Sciences, 118: 51-55.

Aladdin, A. (2012). A study on attitudes, motivational orientation and demotivation of non-Muslim Malaysian learners of Arabic as a foreign language in multicultural Malaysia. PhD Thesis of Arabic Language and Islamic Studies. University of Aberdeen.

Amri, M., Bin-Tahir, S.Z., Saidah, U. & Mufidah, N. (2019). Arabic teaching model in multireligious classroom: A case study of Buru regency. International Journal of Scientific & Technology Research 8(10): 2199-2203.

Arifin, Z., Jamsari, E.A., Riddzwan, K., Latif, M.R.A. & Halim, Z.A. (2014). Attitudes of distance learning students at UKM’s Faculty of Islamic Studies towards learning Arabic language skill courses. Turkish Online Journal of Distance Education 15(1): 174-188.

Asbulah, L.H., Aladdin, A. & Sahrim, M. (2020). The effect of motivation on Arabic collocation knowledge: The mediating role of collocation learning strategies. Journal of Nusantara Studies 5(2): 1-18.

Brosh, H.Y. (2019). Arabic language-learning strategy preferences among undergraduate students. Studies in Second Language Learning and Teaching 9(2): 351.377.

Damit, S.A. & Seman, M. (2011). Persepsi pelajar bukan Islam terhadap pembelajaran bahasa Arab: Satu kajian di Pusat Penataran Ilmu dan Bahasa, Universiti Malaysia Sabah [Non-Muslim students’ perception of Arabic language learning: A study at Centre for The Promotion of Knowledge and Language Learning, UMS]. Jurnal Bahasa Jendela Alam 6: 864-879.

Domakani, M.R., Roohani, A. & Akbari, R. (2012). On the relationship between language learning strategy use and motivation. 3L: The Southeast Asian Journal of English Language Studies 18(4): 131-144.

Embi, M.A. (2000). Language Learning Strategies: A Malaysian Context. Bangi: Faculty of Education, Universiti Kebangsaan Malaysia.

Fakulti Sains Sosial dan Kemanusiaan, UKM. (2012). Panduan Prasiswazah Sesi Akademik 2012-2013 [Guide for Undergraduates Academic Session 2012-2013]. Bangi: Faculty of Social Sciences and Humanities, UKM.

Fakulti Undang-undang, UKM. (2014). Panduan Prasiswazah Fakulti Undang-undang Sesi Akademik 2013-2014 [Guide for Ungergraduates of, Faculty of Law, Academic Session 2012-2013]. Bangi: Faculty of Social Sciences and Humanities, UKM.

Fakulti Undang-undang, UKM. (n.d.). Latar belakang sejarah Fakulti Undang-undang [Historical background of Faculty of Law]. http://www.ukm.my/fuu/

Mahamod, Z. & Mustapha, N.S.N. (2007). Strategi pembelajaran biologi di kalangan pelajar sekolah menengah [Biology learning strategy among secondary school students). Jurnal Pendidikan 32: 153-175.

Maimun, A. (2020). Approaches of Arabic education research: Criticism and new offers of methodology diversification. Ijaz Arabi: Journal of Arabic Learning 3(2): 159-173.

Mbaideen, A.M., Aladdin, A., Abdullah, I.H. & Khawaldah, M. (2020). Translating acoustic prepositional deletion (APD) in the Quran: A critical analytical construction grammar approach. Science International (Lahore) 32(2): 227-236.

Mufidah, N., Suryawati, D., Sa’adah, N. & Bin-Tahir, S.Z. (2019). Learning Arabic writing skill based on digital products. Ijaz Arabi: Journal of Arabic Learning 2(2): 185-190.

Mustapa, A.M. & Arifin, Z. (2012). Pengajaran dan pembelajaran bahasa Arab: Satu tinjauan literatur di Negeri Sembilan [Arabic Language teaching and learning: A literature review at Negeri Sembilan]. Prosiding Persidangan Kebangsaan Pengajaran dan Pembelajaran Bahasa Arab 2012 (PKEBAR’12), pp. 278-285.

Mustapa, A.M. (2015). The prospects of narrow reading in Arabic language for religious students (Islamic studies). Islamiyyat: The International Journal of Islamic Studies 40(1): 81-87.

Mustapa, M. & Arifin, Z. (2014). Measurement dimensions for Arabic language teachers in Malaysia. Asian Social Science 10(22): 48-56.

Mustapa, M. & Arifin, Z. (2015). The usability of SEEQ in quality evaluation of Arabic secondary education in Malaysia. International Education Studies 8(3): 202-211.

Mustapa, M., Ismail, M.F., Ghani, S.A., Nawawi, Z., Rahman, M.A. & Rostam, M.N. (2020). What are the features of quality for Arabic teachers agreed by students and teachers?. Journal of Education and e-Learning Research 7(1): 56-63.

Ooi, E.H. (1989). Kebiasaan belajar dan sikap belajar pelajar program Ijazah Sarjana Muda Sains dengan Pendidikan Universiti Kebangsaan Malaysia [Learning habits and attitudes of Bachelor of Science (Education) Degree students, UKM]. Academic Exercise. Universiti Kebangsaan Malaysia, Bangi.

Ridzwan, Z. (2013). al-Asas fi Ta‘lim al-Lughah al-‘Arabiyyah. Bangi: Universiti Kebangsaan Malaysia.

Rubin, J. (1975). What the ‘good language learner’ can teach us. TESOL Quarterly 9: 41-51.

Sabbah, S.S. (2015). Negative transfer: Arabic language interference to learning English. Arab World English Journal Special Issue on Translation(4): 269-288.

Samah, R. (2009). Isu Pembelajaran Bahasa Arab di Malaysia [Issues in Arabic Language Learning in Malaysia]. Bandar Baru Nilai: Penerbit Universiti Sains Islam Malaysia.

Samah, R. (2009). Pendekatan Pembelajaran Kemahiran Bahasa Arab untuk Pelajar Bukan Penutur Jati [Learning Approach of Arabic Language Skills for non-Native Speakers]. Bandar Baru Nilai: Penerbit Universiti Sains Islam Malaysia.

Yahaya, H., Sardi, J., Radzi, M., Abdelhamid, I.Y., Bakar, K.A. & Zailani, S. (2019). Analysis of m-Learning requirements in Arabic language learning. Journal of Education and Practice 10(24): 18-23.

Yusri, G., Yusoff, N.M.R.N. & Shah, P.M. (2010). Sikap pelajar terhadap pembelajaran kemahiran lisan bahasa Arab di Universiti Teknologi Mara (UiTM) [Student attitude toward Arabic language oral skills at UiTM]. GEMA Online Journal of Language Studies 10(3): 15-33.

Zailani, S., Ahmad, S., Zainal, H. & Bakar, K.A. (2018). Arabic camps as an enhancement medium in Arabic language skill. Journal of Sultan Alauddin Sulaiman Shah 5(2): 1-10.




DOI: https://doi.org/10.18860/ijazarabi.v4i1.9995

Refbacks

  • There are currently no refbacks.