Acoustic Prepositional Deletion in the Quran: The Case of إلى , ilā. A Constructional Grammar Approach

Mbaideen, Adnan Mjali; Aladdin, Ashinida; Ho-Abdullah, Imran; Khawaldah, Mohammad

doi:10.7575/aiac.ijalel.v.8n.3p.55

Cited by 1 publication

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“…Therefore, the issue is still on debate. Hence, studies relating to the excellence of contemporary issues in Arabic language learning are also assayed by local and international scholars, covering various issues such as the features of quality for Arabic teachers agreed by students and teachers (Mustapa et al, 2020), the effect of motivation on Arabic collocation knowledge through the mediating role of collocation learning strategies (Asbulah et al, 2020), translating acoustic prepositional deletion (APD) in the Quran with a critical analytical construction grammar approach (Mbaideen et al, 2020), criticism and new offers of methodology diversification in approaches of Arabic education research (Maimun, 2020), Arabic language-learning strategy preferences among undergraduate students (Brosh, 2019), analysis of m-Learning requirements in Arabic language learning (Yahaya et al, 2019), Arabic teaching model in multireligious classroom at the Buru regency (Amri et al, 2019), learning Arabic writing skill based on digital products (Mufidah et al, 2019), Arabic camps as an enhancement medium in Arabic language skill (Zailani et al, 2018), discussion of the usability of SEEQ in quality evaluation of Arabic secondary education in Malaysia (Mustapa & Arifin, 2015), negative transfer in Arabic language interference to learning English (Sabbah, 2015), the prospects of narrow reading in Arabic language for religious students (Islamic studies) (Mustapa, 2015), the measurement dimensions for Arabic language teachers in Malaysia (Mustapa & Zamri, 2014), as well as the attitudes of distance learning students at UKM's Faculty of Islamic Studies towards learning of Arabic language skill courses (Arifin et al 2014).…”

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confidence: 99%

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

Arifin¹,

Bakar²,

Ridzwan³

et al. 2020

j. arabic learning

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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 (TL) 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.

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