Cabaran Dan Keyakinan Pelajar Melayu Terhadap Pengajaran Dan Pembelajaran Bahasa Arab Di Sekolah Menengah
[The Obstacle And Confidence Level Among Malay Secondary Students Towards Teaching And Learning Arabic Language]
DOI:
https://doi.org/10.33102/uij.vol23no0.52Keywords:
obstacles, confidence, teaching and learning, pedagogy, standard deviationAbstract
The purpose of this study was to evaluate the obstacle and confidence level among malay secondary students towards teaching and learning Arabic language. This study also tried to find out the co-relation between the confidence level among malay secondary students and frequency of their communication. This study was carried out involving 1400 students of standard 1, 2 and 4 all over the Malaysia west schools which offer the Arabic of Communication. Then, the data has been analysed using descriptive method into frequency, percentage and mean. The results has shown that Malay students faced an obstacle in learning Arabic language with mean score = 3.1340 and standard deviation. = 0.6470. The result has also shown the confidence level of them towards Arabic language was average with mean score = 2.768 and sd. = 0.313. The result also shown that there are nine factors of obstacles and eight factors of confidence level that influence of learning Arabic language. Test of χ2 is used to ensure the correlation between students’ confidence level and their frequency of communication in Arabic Language. Test of Independent also be done and has its significant with level 0.05,with value χ2 = 107.588, df = 9, p = 0.000.
Abstract
Kajian ini bertujuan mengenal pasti tahap cabaran dan keyakinan pelajar-pelajar Melayu di sekolah menengah terhadap pengajaran dan pembelajaran Bahasa Arab. Kajian ini juga melihat faktor-faktor yang membentuk cabaran dan mempengaruhi keyakinan para pelajar sekolah menengah dalam mempelajari Bahasa Arab. Seterusnya, kajian turut meneliti hubungan antara keyakinan pelajar-pelajar bertutur dalam Bahasa Arab dengan kekerapan mereka bertutur. Sampel kajian terdiri daripada 1400 orang pelajar tingkatan 1, 2, dan 4 dari sekolah menengah agama di semenanjung Malaysia yang menawarkan subjek Bahasa Arab Komunikasi. Data kajian dipersembahkan secara diskriptif dalam bentuk kekerapan, peratusan dan min. Dapatan kajian mendapati tahap cabaran pelajar dalam mempelajari Bahasa Arab boleh dianggap sebagai mencabar pada kedudukan min sebanyak 3.1340 dengan nilai sisihan piawainya adalah pada 0.6470. Manakala tahap keyakinan pelajar terhadap Bahasa Arab boleh dianggap sederhana dengan skor min mereka adalah pada 2.768 dan sisihan piawainya pula adalah pada 0.313. Kajian ini mendapati sembilan faktor boleh dikaitkan dengan cabaran pelajar mempelajari Bahasa Arab dan lapan faktor yang mempengaruhi keyakinan mereka. Ujian Khi Kuasa Dua telah digunakan bagi menentukan kebergantungan keyakinan pelajar bertutur dalam Bahasa Arab dengan kekerapan mereka bertutur dalam Bahasa Arab. Test of Independent telah dilakukan dan mendapati ianya signifikan pada aras 0.05, dengan nilai χ2 = 107.588, df = 9, p = 0.000.
Downloads
References
Azman CM & Goh YS. (2005). Situasi Pembelajaran Bahasa Asing di Institut Pengajian Tinggi: Perbandingan Antara Bahasa Arab, Bahasa Mandarin dan Bahasa Perancis. ASEAN Journal of Teaching & Learning in Higher Education. 2(2): 9-21.
Ghazali Y, Nik Mohd Rahimi NY, Parilah M.S & Wan Haslina W. (2011). Kawalan Kepercayaan Pembelajaran Dalam Kalangan Pelajar Kursus Bahasa Arab Sebagai Bahasa Ketiga.ASEAN Journal of Teaching & Learning in Higher Education. 3(2): 41-47.
Lubna AR, Nadwah D. (2007). Cabaran Dalam Pembelajaran Bahasa Arab Di Malaysia: Kajian Di Tiga Buah IPT. Seminar Serantau Islam Hadhari: Pendidikan Islam dan Pendidikan Bahasa Arab. Kuala Lumpur: Hotel Grand Seasons.
Oppenheim, A.N. (1966). Questionnaire Design And Attitude Measurement, Heinemann, London.
Downloads
Published
How to Cite
Issue
Section
License
If the article is accepted for publication, the copyright of this article will be vested to author(s) and granted the journal right of first publication with the work simultaneously licensed under the Creative Commons Attribution-NonCommercial 4.0 International License, unless otherwise stated. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at https://creativecommons.org/licenses/by-nc/4.0/.
