Abstract
Differentiated Learning is a method of teaching which has been set and used in education to meet learners’ various needs and preferences. This paper investigates the effect of Differentiated learning method (DLM) on students’ achievement in writing skills in learning Arabic as a foreign language in Malaysia. A total of 100 students (47 males and 53 females), who were randomly selected, participated in this study. The pre-and post-tests comparison groups design was used to determine if there was significant differences between the experimental and control groups. The experimental group was taught using DLM, while the control group was taught using the teacher-centered method (TCM). Descriptive statistics were used to determine the effect of DLM on students’ achievement in writing skills. The statistical results demonstrated that there was a significant difference in the post-test between the experimental group (M=10.14, SD=2.79) and the control group (M=8.20, SD= 2.38); t (3.73), p < .05). The experimental group’s achievement was generally more than the control group’s which proves that the DLM is an effective approach in improving students’ writing achievement in learning Arabic Language as a foreign language in Malaysia.
Highlights
Teaching and learning Arabic language in Malaysia is very important for the Muslim Malays in order to perform their prayers and religion [1, 2]
To evaluate the effectiveness of Differentiated Learning Method (DLM), on students’ improvement from the pre-test to the post-test in one group, a paired sample t-test was used to compare between the mean scores in the experimental group before and after intervention
The findings of this study indicate that the DLM improves students’ writing achievement in learning Arabic language as a foreign language for Malaysian secondary school students
Summary
Teaching and learning Arabic language in Malaysia is very important for the Muslim Malays in order to perform their prayers and religion [1, 2]. According to some researches [3, 4, 5, 6, 7] the performance of the students in Arabic language is still very poor. They struggle and face challenges while studying Arabic language especially the writing skills. A lot of students, non-native speakers, encounter difficulties and get confused whenever they write a word that contains Al-HAMZA [4, 12]. Arabic language has some letters and vocabularies that sound similar and that results in having difficulties while learning AL’s skills for non-native speakers when it comes to dictation. The students tend to make a lot of mistakes when they try to write the words they hear those students who do not practice a lot and feel bored in Arabic language class [12, 13]
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