STAr : Story telling for Arabic language

Baharudin, Suzana; Ismail, Muhammad Hussain; Ismail, Ismassabah; Nasir, Suhana M.

doi:10.1109/infrkm.2010.5466931

Cited by 2 publications

(4 citation statements)

References 1 publication

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“…In Malaysia, many people especially the Malay Muslim community have an interest in learning AL and they look at AL as a valuable and blessed language because it is the language of the holy Quran [4,5,6]. In addition, there are several studies carried out in Malaysia which showed that there are many factors which drive the learners to study AL as a foreign language.…”

Section: Introductionmentioning

confidence: 99%

“…These include communicating with the Arabic people, understanding the Arabic culture, travel to Arab countries, or work in Arab countries. Most Muslims learn Arabic due to religious reasons, especially to understand Islam and read the Holy Quran [4,5,6,7,8,9,10]. As a result, most parents, students, teachers and principals perceive and realize the importance of teaching and learning AL in Malaysia [5,10,11].…”

Section: Introductionmentioning

confidence: 99%

“…Most Muslims learn Arabic due to religious reasons, especially to understand Islam and read the Holy Quran [4,5,6,7,8,9,10]. As a result, most parents, students, teachers and principals perceive and realize the importance of teaching and learning AL in Malaysia [5,10,11]. However, AL is not an easy subject to learn and to be taught especially when it comes to its grammar.…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, in 2005, under the JQAF (Jawi-Quran-Arabic and Fardhu Ain) programme, the AL was introduced in the primary schools by the Minister of Education (MOE) for the sake of helping and encouraging students to master the AL [5].…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

The Effect of Differentiated Learning Method in Teaching Arabic Language on Students Motivation

Meyad

Roslan

Abdullah

et al. 2014

JSSR

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This paper investigates the effect of Differentiated Learning Method (DLM) on students motivation towards studying the Arabic language (AL) as a foreign language in Malaysia. The participants in this study were 100 (47 males and 53 females) Malaysian form four students attending secondary school in Kolej Islam Sultan Alam Shah (KISAS). They were selected for this study to determine the effect of DLM on their motivation towards studying AL. The pre-and post-questionnaire comparison groups design was used to determine if there were significant differences between the experimental and control groups. The experimental group was taught using DLM based on the Universal Design of Learning model (UDL) and Differentiated Instruction model (DI), while the control group was taught using the Teacher Centered Method (TCM). Descriptive statistics were used to determine the effect of DLM on students motivation towards studying AL. The statistical results demonstrated that there was a significant difference in the post-test between the experimental group (M=155.740, SD=12 .663) and the control group (M=145.280, SD= 14.405); t (3.856); p<.05). The experimental group was generally more motivated than the control group which proves that the DLM is an effective approach in improving students motivation towards studying the Arabic Language as a foreign language in Malaysia.

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Section: Introductionmentioning

confidence: 99%