Abstract
Purpose – Arabic acquisition is the main element that has to be mastered by pupils in order to attain proficiency in the Arabic Language. A total of 600 words should be mastered in the j-QAF program. Nevertheless, mistakes in the vocabulary enrichment aspect, as well as its Arabic spelling often occur. The j-QAF program is a new education initiative introduced by the Ministry of Education (MOE) under the Islamic Education Section (IES) that was formerly known as the Department of Islamic and Moral Education (IMED). Hence, this research is to show the extent of the proficiency level of the pupils in Arabic vocabulary enrichment acquired through the j-QAF program in aspects such as spelling, word meaning knowledge and usage in sentences. This study will also introduce the vocabulary enrichment teaching intervention model which has been proved effective in regard to the Arabic language vocabulary enrichment aspect. Methodology – An Arabic vocabulary enrichment mastering test covering the three aspects was administered to 120 standard 3 pupils in the district of Klang, Selangor. A total of 360 answer scripts were received and analysed. In addition, a set of questionnaires for pupils and Arabic teachers were also distributed to further strengthen the researched data. Findings – The study shows that the percentage of grade A, B and C passes in the Arabic-spelling aspect was 100 percent, knowledge of meaning aspect was 84 percent and the usage of words in sentences aspect was 63 percent. Other than that, the results of the Arab language teachers' questionnaire reported that the proficiency of the primary school pupils has a significant impact on the learning of the Arabic language. Significance – Innovation in teaching of Arabic and language and spread of religious studies especially Quranic studies and Hadith and also related studies.
Highlights
Studies on vocabulary are growing rapidly (Schmitt, 2007) as knowledge of it is an important part of mastering a second or foreign language (Schmitt, 2008; Davoudi & Yousefi, 2016)
This study focuses on the specific objectives of primary school Arabic from the aspect of writing skills contained in the Arabic language (AL) j-QAF syllabus, which is to understand and write letters, sentences and verses using the correct writing method and in being able to construct and understand simple sentences based on various situations (Ministry of Education Malaysia, 2006a)
J-QAF Program in KSSR The j-QAF program was introduced by the Ministry of Education (MOE) and managed by the Islamic Education Division (BPI), formerly known as the Department of Islamic and Moral Education (JAPIM)
Summary
Studies on vocabulary are growing rapidly (Schmitt, 2007) as knowledge of it is an important part of mastering a second or foreign language (Schmitt, 2008; Davoudi & Yousefi, 2016). Issues faced in mastering Arabic vocabulary include the inability of students to spell, pronounce and write Arabic words as well as teachers who are less skilled in teaching it at the primary school level. In the context of vocabulary mastery, students in primary schools need to acquire as many as 600 Arabic words that have been arranged according to their ages and cognitive levels and related to the topics selected.
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
