This paper discusses the structural narrative and rhetorical aspects as well as the correlation found between the two elements in the English version of the story 'The Companions of Cave'. This story is unfolded in Surah al-Kahf (The Cave) in the Qur'an. It aims to reveal various aspects of rhetorical styles used in the story. In addition, the narrative structure for each plot is further examined, and the rhetorical elements are explored to reveal its beauty, refinement and subtlety, as well as its function and role in supporting the narrative structure. To achieve these objectives, the study deliberated both its linguistic and situational contexts to reveal its congruency within the narrative elements, and offer explanation on why it appears to be so in the Qur'an.
Self-identity formation becomes increasingly challenging for students as they are exposed to different norms in the school environment. Education, language, and religion are crucial in the process of self-identity formation. Therefore, this study aims to explore how English language learning and the school environment influence Islamic self-identity formation among students in selected religious secondary schools in Terengganu, Malaysia. The study employed a qualitative approach in which 90 religious secondary school students in the State of Terengganu were selected using a purposive sampling technique. Focus group interviews were used as a data-gathering instrument. The students were divided across different sessions to ease the process of data collection. The data were transcribed and analyzed using inductive thematic analysis. The study found that English language learning does not influence the students’ Islamic self-identity formation negatively. Instead, certain morals such as respect, self-esteem, and cooperation, are instilled in the students’ self-identity. This study provides evidence on the students’ ability to construct Islamic self-identity despite the challenges of second language learning.
Identity refers to how people understand their relationship to the world, how that relationship is constructed across time and space, and how people understand their possibilities for the future. This research examined some claims made that learners of the English language as a second language have associated themselves with the culture and practices of the native speakers thus eroding the identity of the learners as good Moslems. This research aimed at investigating this phenomenon, to what extent the changes existed, if any. The main topics to discuss were the influence of the English language towards religious secondary school students’ identity and to what extent the students could retain their identity as Moslems. There was one theory employed in this research called Self-Identity Theory. 90 religious secondary students and 8 teachers were used as respondents by conducting focused group interviews and face to face interviews with them. They came from urban, sub-urban, elite and rural schools respectively. The findings revealed that there were mixed responses from the respondents on the issues. 85 students, making up 94.5 % of the whole respondents, asserted that the English language did not change the students’ Islamic identity. Meanwhile only 5 students, comprising 5.6% of the respondents, were of the opinion that the students had been influenced by the culture of native speakers of the English language thus eroding their identity as good Moslems. In a positive note, it was also found that there were some good values instilled in the teaching of the English language such as confidence, helping each other, teamwork, etc.
This study intends to unravel the balaghah aspect which supports the narrative structure of the story between Moses with the Pious Man in Surah al-Kahf as an effort to highlight the aesthetic value of the story. The two main elements of discussion are given the focal attention in the analysis, namely the balaghah aspects and the narrative structure to demonstrate the coordination between the two elements. This study applies the analytical method by extracting the aspects of balaghah through the conventional approach practiced and introduced by the Abd Al-Qāhir Al-Jurjānī. This approach explains the existence of the close relationship between the balaghah aspect and the narrative technique. The balaghah aspect is the element being analysed however this study attempts to relate the approach with the narrative structures. In analyzing Quranic texts related to Moses with the Pious Man, this study unravels the narrative structure found in the text by examining the balaghah aspects that support the structures. This analysis does not cover other available narratives which are not related to this particular story. This analysis also focuses on the word choice, the arrangement in the text, the rational of using the word and its implication, and the lesson and example derived from the narrative. Hence, with this approach, the analysis is expected to provide answers especially to the priority given by the Quran to certain utterances in supporting the narrative structure of this story in an effort to highlight the compatibility and harmony between the balaghah aspects and the narrative structure, which lure the readers towards the beauty and uniqueness of the language found in the Quran, while simultaneously contribute new findings from different aspects.
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