Abstract
Collaborative learning refers to learning activities that involve two or more people who learn something together. This learning requires no teacher supervision and is not structured. This is the opposite to the cooperative learning where the role of the teacher as facilitator is to structure and monitor group activities to achieve their objectives. This study aimed to identify the issues faced by the students of bachelor’s degree (ISM) in Arabic Language with Education at Universiti Pendidikan Sultan Idris (UPSI) to master Arabic speaking skills. This study also aimed to analyze the effectiveness of collaborative learning to enhance speaking skills and to analyze the degree of differences in the speaking skills before and after the implementation of collaborative learning. This quantitative study used a questionnaire and diagnostic test involving 29 Arabic language student respondents of the second semester in UPSI. In addition to conducting field studies, this study also made references to books, journals and theses on speaking skills and collaborative learning. The findings showed that collaborative learning methods could help students improve their proficiency in speaking Arabic. The results of this study are expected to have a positive impact and contribute to the teaching pedagogy of Arabic speaking skills for non-native speakers.
Highlights
Looking at the Arabic language in the Malaysian context, the data indicate that Arabic is taught in Malaysia as it is a language learned for the sake of religious demand
This study aims to open a new scope of Arabic language teaching and learning (PdP) activities in Malaysia to prepare for teacher resources in teaching Arabic language subjects by adopting a student-centered www.psychologyandeducation.net learning approach
Study Findings 6.1 Students' Problems in Arabic Speaking The findings of this study were analyzed based on the content of the questionnaire and based on the objective, which was to identify the problems faced by the students in mastering the Arabic language skills
Summary
Looking at the Arabic language in the Malaysian context, the data indicate that Arabic is taught in Malaysia as it is a language learned for the sake of religious demand. This study aims to open a new scope of Arabic language teaching and learning (PdP) activities in Malaysia to prepare for teacher resources in teaching Arabic language subjects by adopting a student-centered www.psychologyandeducation.net learning approach. In the Arabic language learning activity for non-speakers, there are four basic language skills that students need to master, two of which (reading and listening) are premier skills and the other two (writing and speaking skills) are secondary skills Both of these groups of skills need to be properly integrated for planning appropriate activities in the PdP (Saipolbarin et al, 2017). Students will carry out activities in groups of two or more, seeking mutual understanding, solving or creating a learning outcome This collaborative learning can be used to enhance Arabic speaking skills in PdP activities in schools. It is hoped that this alternative method will contribute to Arabic language www.psychologyandeducation.net pedagogy in an effort to sustain Arabic language education in Malaysia
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