Role play activities contribute to learners' performance if they actively participate in a group. Learners may gain confidence when given a proper and clear role in role play which enhances their motivation levels. This study adopts Byram (2004) resultative and motivational hypothesis and Eccles et al. (1983) Expectancy-Value theory as underlying theories to investigate the relationship between attitude toward role play and subjective role play value to account for Arabic language proficiency. The data were analyzed using more recent confirmatory analysis which is now available in SmartPLS 3.2.6 called consistent PLS (PLSc). Using a sample of 331 students from UiTM campuses at Kelantan, Terengganu and Pahang, the analysis showed that these theories support a sound framework for predicting Arabic language proficiency. Additionally, Arabic language proficiency was significantly influenced by attitude towards role play and subjective role play value. Attitude toward role play and subjective role play value are found to be positively influencing Arabic language proficiency. The R 2 was measured as 0.308 for Arabic language proficiency. Therefore, it is believed that these findings will be considered as a useful source of information to lecturers, teachers, institutions, and management in supporting role play practices and thus enhancing Arabic language proficiency among UiTM students. Contribution/Originality: This study is one of the very few that have investigated motivational factors regarding Arabic language proficiency through active participation in role play activities. The application of recent confirmatory analysis in SmartPLS 3.2.6 provides more reliable results, contributing to the existing body of literature with empirical evidence on language proficiency.
This study focuses on exploring the influences of the first-language influence on the Arabic pronunciation among Terengganuian learners. The study has involved five students, who were born in Terengganu, who communicate using the Terengganuian dialect. The students were asked to read some Arabic sentences while the researcher recorded their voices. Then, their pronunciations were transcribed and analysed. The findings showed that the influences of the Terengganuian dialect on the Arabic pronunciation actually exist. The respondents showed their habits unintentionally in pronouncing the sound /ŋ/ while uttering such Arabic words which have been spelt with the letter 'n'. This phenomenon is very familiar among Terengganuian people in terms of their local dialect.
Kajian ini bertujuan untuk mengenal pasti usaha yang dilakukan oleh pelajar untuk menguasai kemahiran lisan sebagai satu kemahiran yang sangat penting dalam pemerolehan bahasa sebagai alat komunikasi. Oleh yang demikian, penguasaan kemahiran lisan masih menjadi persoalan pokok dalam pembelajaran bahasa Arab secara khasnya. Hal ini diyakini berkait rapat dengan cara pembelajaran yang diamalkan oleh pelajar. Dalam kemahiran lisan terdapat dua strategi yang diperincikan untuk memastikan kemahiran lisan diperolehi, iaitu strategi mendengar dan strategi bertutur. Kedua-dua strategi ini sangat berkait rapat untuk memperolehi kemahiran lisan dalam pembelajaran bahasa. Sikap pelajar terhadap strategi ini sangat penting untuk menentukan mereka mencapai kemahiran lisan yang sewajarnya. Dari segi metodologi, kajian ini menggunakan pendekatan kuantitatif untuk mengumpul dan menjalankan analisis data. Instrumen soal selidik juga diadaptasi daripada Cohen dan Oxfords (2002) yang tertumpu kepada startegi mendengar (4 konstruk) dan bertutur (5 konstruk). Bagi mengukur sikap pula, tiga komponen sikap dinilai iaitu kognitif, afektif dan konatif (8 item). Seramai 314 peserta kajian yang terlibat dalam menjawab maklum balas soal selidik yang diedarkan sendiri oleh pengkaji. Data yang dikutip kemudiannya dianalisis menggunakan perisian SmartPLS versi 3.2.9. Dapatan kajian ini menunjukkan bahawa responden mengamalkan strategi mendengar dan strategi bertutur untuk memperolehi kemahiran lisan. Namun begitu dari aspek hubungan sikap mereka terhadap strategi mendengar adalah lebih rendah (4.983) berbanding dengan strategi bertutur (7.700). Implikasi kajian ini menunjukkan perlunya kemahiran mendengar ditingkatkan dalam kalangan pelajar bahasa Arab. Hal ini boleh dicapai dengan melaksanakan sesi mendengar secara kerap dan penyediaan bahan-bahan yang bersesuai dengan tahap pelajar dan silibus pembelajaran yang tersedia. Kata kunci: Kemahiran; lisan; pembelajaran; strategi; sikap
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