Intervention Models in Arabic Vocabulary Proficiency in The J-Qaf Program Among Primary School Pupils

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.