Abstract
This first-phase of a study known as needs analysis aimed at identifying the needs of Arabic language lecturers in designing and constructing the i - Aqrān Module for strengthening Arabic vocabulary among UiTM students. This needs analysis used survey as its research design and data were then analysed through quantitative approach. The study sample consisted of 40 Arabic language lecturers who teach Arabic II (Two) courses at UiTM in all branch campuses of Malaysia. The study also used a set of questionnaires as research instrument. Before the actual questionnaire was administered to the students, the researcher had consulted insights from 3 referral experts in the field related. The data obtained were analysed by using descriptive statistics in which mean score and standard deviation are generated followed by interpretations of the score. The data were analysed based on 6 constructs: (1) Arabic Language Interactive Learning in the classroom, (2) Interactivity in Arabic Classroom Vocabulary Learning, (3) The Need of Multimedia Software Technology in Interactive Learning, (4) The Need of Skills in Interactive Learning of Arabic language, (5) Proposed Learning Activities based on Multimedia Software Technology in Interactive Learning of Arabic Language and (6) Proposed Forms of Assessment in Interactive Learning of Arabic Language. The findings of the study showed highly positive response from the Arabic Language lecturers towards the 6 constructs listed in the questionnaire. The findings of this needs analysis phase can further solidify the elements that should be included in the designing and constructing of the i - Aqran Module. Needs analysis is an inevitable part or process in designing and building a module (Aliza & Zamri, 2015).
Highlights
Classroom teaching and learning methods are constantly transforming in line with national education policy
Among the items that indicated high level interpretation were “Students ask their lecturers to find out the meaning of the new word”, “Students ask their classmates about the meaning of the new word” and “Students ask the help of Arabic language lecturers to examine the meaning of the new word”
There were three items related to the interactive learning of Arabic vocabulary in the classroom that demonstrate the moderate interpretation of the mean value, that is, “Students repeatedly pronounce the word aloud with other students”, followed by the items “Students use mixed spoken words ”(mean = 3.45, sd = 1.01) and “Students interact using the words learned with other students” with percentage values of Agree (A) and Strongly Agree
Summary
Classroom teaching and learning methods are constantly transforming in line with national education policy. To meet the needs of this revolution in education, institutions of higher learning must continue to integrate innovative methods to enhance the teaching and learning process (Siti Hajar, 2019). The use of technology has shown a positive impact on lifestyle and has had a positive impact on the field of education (Buasuwan, 2018) In this context, optimizing teaching and learning process to be in line with the educational goals of the industrial revolution 4.0. Vocabulary learning is one of the biggest challenges in second language learning This is because learners need to master many words for successful learning. To overcome this challenge, language learners need to use the right method in their language learning (Mohd Zaki & Kaseh, 2016). Students do not use this strategy during vocabulary learning (Nur Fadilah, Mohd Isa & Harun, 2017)
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