Abstract
The dearth of studies that assess linguistic differences in Arabic textbooks is the motivation for the present study, which identified significant differences in the use of linguistic features in textbooks for different secondary school levels. The study analysed 315 samples of 100-word texts, randomly selected from 105 Arabic textbooks used at Islamic secondary schools in Malaysia. Seven linguistic features were analysed using descriptive and inferential analyses through one-way analysis of variance (ANOVA). The analysis showed a moderate use of simple sentences, complex sentences and noun sentences. However, the use of complex sentences was higher than that of simple sentences. There were a high number of common and frequent words used, but the use of abstract words was low. Conjunctions and discourse markers were used at moderate levels. ANOVA analysis showed significant differences in the use of complex sentences, common and frequent words, conjunctions and discourse markers, and sentence length averages. The study also found that long sentences are higher in frequency in Form 3 textbooks compared to those in Forms 4 and 5 textbooks. The current study suggests that the frequency of linguistic features should correspond to students’ needs by taking into their school level, Arabic language proficiency and subject content.
Highlights
Success in the teaching and learning process depends on many factors, one of which is the selection of teaching materials
Endorsed by the Malaysian Ministry of Education, the textbooks are used in teaching Form 1 to Form 5 students of Islamic schools known as Sekolah Agama Bantuan Kerajaan (SABK) and Sekolah Menengah Agama Negeri (SMAN) in different states in Malaysia
In terms of complex sentence use, the findings indicated that Forms 1 and 2 texts showed significant differences, and complex sentence frequency was higher in Forms 1 and 2 texts
Summary
Success in the teaching and learning process depends on many factors, one of which is the selection of teaching materials. Teaching materials are an important element in the curriculum (Haris 1991). They stimulate learning, maintain student interest, increase diversity in learning and reflect the association between the subjects involved in the language learning (Combs 2009). Reading materials such as books, newspapers and magazines are examples of important teaching materials. Suitable reading materials enhance success in teaching reading. Attention to the preparation and selection of suitable reading materials which are easy to understand and that enable effective teaching and learning are crucial
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