Suggested Strategies for Non Arabic Speakers in Learning Arabic ...

Pensee Journal

Vol 76, No. 1;Jan 2014

Suggested Strategies for Non Arabic Speakers in Learning Arabic Language Assoc. Prof. Dr. Rosni bin Samah Faculty of major languages Islamic Science University of Malaysia. [email protected] Abstract This study is concerned about the language strategy for non Arabic spearkers in learning the Arabic language. The purpose of this study is to develop the imitation strategies based on Ibnu Khaldun‘s opinion by investigating successful language activities which will be proven by research. This study utilizes document analysis for its data collection which investigated a collection of successful language strategies that have been proven through research of their ability to improve students’ language proficiency. This study has successfully developed the imitation strategy that has three strategies namely gathering vocabulary and sentence, enhancing and applying. They have their own sub strategies to be applied by students. The literature reviews have witnessed the success of those strategies. This study recommends the students to apply those strategies in learning the Arabic language. Keywords: Arabic language, strategy, teaching, learning, weakness. Introduction Among the problem in teaching and learning Arabic language in Malaysia is students’ weakneses. This is due to the lack of using language learning strategies. Ibnu Khaldun (1987) introduced his opinion on the language learning. According to him, language is a proficiency is something that can be acquiredand listening is considered as a key for language acquisition. In order to utilize the listening skill in language learning, students should listen to the Arabic speakers and try to imitate, practice and later apply what they have acquired. In order to successfully run this process, a mock environment should be built. Madkur and Iman Ahmad (2006) elaborated this opinion and they divided the language activities into three categories, namely gathering vocabulary and sentence, enhancing and applying. To overcome the students’ weaknesses, The purpose of this study is to overcome the students’ weaknesses by developing the imitation strategies based on Ibnu Khaldun‘s opinion by investigating the successful language activities as proven by previous studies. Problem statement The biggest problem in teaching and learning Arabic language in Malaysia is students’weaknesses in their Arabic language proficiency. This is witnessed by several studies such as Tarmizi (1997); Anida (2003); Zawawi et al. (2005); Naimah & Aini (2005); Kamarulzaman & Nik Rahimi (2005); Nasimah (2006); Ab. Halim (2007) (2009) Zarima et al. (2008); Mat Taib (2008); Kamarul Syukri (2009a); Zawawi Ismail et al. (2011); Hanan (2011); Nur Amirah (2011) and Rosni Samah (2012). One of the reasons that caused this weaknesses is the lack of using language strategies. This statement is supported by Anida (2003); Nurazan (2004) and Kamarul Syukri (2009b) who showed that the students from religious schools use SILL at the lower stage. Sueraya et al. (2010) stated that students lack awareness on language strategies. A study conducted by Mastura & Kaseh (2012) showed the same result. Without applying these strategies, the proficiency of Arabic language among students may become weak. To overcome this weakness, language strategies should be introduced and implemented by students. O’ Malley &Chamot (1990) said “strategies are tools for active, self directed involment for second language communicative ability”. This statement is parallel to the Oxford’s statement (1990) “learning strategies are steps taken by students to enhance their own learning. Strategies are especially important for language learning because they are tools for active, self-directed involment, which is essential for developing 232

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communicative competence.” In the Arabic language, studies conducted by Anida (2003); Nik M. Rahimi (2005) and Kamarul Syukri (2009) showed that using language strategies regularly can help students in improving their language proficiency. Apart from this statement, imitation strategies based on Ibnu Khaldun’s view is developed to suit the nature of Arabic language. Methodology To colect the data, this study used documentary analysis method which analyses written documents on teaching and learning Arabic in Malaysia as well as research, thesis, journal, academic books and proceedings. The researcher searched documents on teaching and learning Arabic in Malaysia and analysed the issues of language strategies contributed in improving the students’ language proficiency. To develop the imitation strategies, those strategies are collected, investigated and rearranged according to the sub strategies introduced by Ibnu Khaldun. Consequently, the end result of this process has successfully developed the imitation strategies. Results and discussion From the result of the literature review of several definitions of language learning strategies, it can be concluded that the strategies have three methods; namely the collection of language consisting of vocabulary and sentence, storage and apply. Apart from this, the imitation strategies developed which have three strategies namely gathering vocabulary and sentence, enhancing and applying. Along with these strategies, they also have several sub strategies. The success of those strategies has been proven by the studies conducted by Mohammad Fauzi (2012) in Arabic writing, Rohaizaf (2013) in Arabic language acquisition, Shafirol Hafiz (2013) in Arabic reading and Amizan Hilmi (2013) in Arabic speaking. Their studies showed the use of imitation strategies has improved students’ achievement. From the findings of those studies, the imitation strategies has been developed to help students in mastering the Arabic language. The proposed strategy (muhakaat) or imitation which was introduced by Ibn Khaldun (1987) to master the Arabic language consists of three methods, namely the gathering, storage or enhancing and applying or implement. Some strategies presented by the SILL are often used by students inducted into those sub strategies. In conclusion, this strategy has been introduced as follows: Strategy

Sub strategy

target

activities

Material

planning

Behavior in an effort to mastery the language

Vocabulary and phrases

Activities that contribute to implementing the strategy

The materials provide language exposure

Table 1: Proposed strategies The targets needed is vocabulary and sentence which is frequently used in Arabic language materials. Madkur & Iman (2006) and Rim Adil at-Tarik (2011) suggested that sub strategies should be implemented in languages strategies to improve students’ proficiency. Mahmud Mohamad Ali & Nursabila Muhamad (2011); Tinggari (2011); Daud (2011);and Yasir & Rahmah (2011) stressed that language activities which contain that sub strategies played the most important role in improving students’ proficiency. The gathering strategies has four sub-strategies. They are searching, recording, asking and referring. Those sub strategies should be carried out in a variety of activities such as reading, listening, interaction and writing. Similarly, they need to refer to the Arabic materials such as textbooks, additional reading books, magazines, newspapers, advertising materials, internet, radio, television, recordings and videos. The success of using those materials has been proved by Nurhamimi Zainul Abidin & Muhamad Fiham Muhammad Ghalib (2012). In addition, they require the interaction as interaction with peers, teachers, SL Arabic speakers and referring to the dictionary. In gathering strategies, students should find the vocabulary and phrases that 233

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are frequently used in the Arabic materials and record them in a diary. Next, students should ask SL Arabic speaker to know its real meaning and usage. The sub strategies are shown as below: Sub strategies Search Record Asking Refer

Gathering strategy Target Material Vocabulary and Arabic materials in sentence reading and listening Teacher, peers, SL Arabic speaker Dictionary

activities Reading, listening, Interaction, Writing.

Table 2: Gathering strategy The success of those sub strategies has been proven by studies. Among them, a study conducted by Nur Malihah Miswan (2013) showed that students always refer to the dictionary to improve their vocabulary acquisition. Farah Wahidah (2013) in her study stated that students always refer to the dictionary and always ask their teacher to improve their Arabic proficiency. M. Fauzi (2012) had done a research on using imitation in teaching and learning Arabic writing. He used quasi-experimental method involving a sample of 16 form six students. The result demonstrated the effectiveness of imitation strategy and its approach. In gathering strategies, he used four sub strategies to collect the vocabulary and sentences. In vocabulary, the result showed that the difference between pre-test and post-test is higher. In sentences, the difference between pre-test and post-test is also higher. This result indicates that the students’ improvement is higher by using sub strategies as mentioned above. This result is supported by a research conducted by Shafirol (2013) on using imitation strategy in the acquisition of newspaper’s vocabulary. He used an experimental study to test the hypothesis. During the expriment, he implemented sub gathering strategies as mentioned above. The result showed that sub strategies above contributed in strenghtening the vocabulary acquisition. This result also supported by the research conducted by Amizan Hilmi (2013) on the methods used by the coaches in training the Arabic debaters. The result showed that the coaches always used the sub gathering strategies in training their debaters. This result indicates that sub gathering strategies have highly improved debaters’ speaking skills that enable them to speak fluently in debate competitions. This result is parallel to the study conducted by Rosni et al. (2013) on activities used by debate coaches in training their debaters. This result indicates that sub gathering strategies contributed in highly vocabulary acquisition. The enhancing strategy has nine sub-strategies. They are memorizing, imitating, interacting, recording, repeating, correcting the errors, translating, building the sentences and using methods. To achieve the results, they should be implemented in the language activities of reading, listening, interaction or communication and writing. They also need Arabic materials for reference such as the first strategies mentioned above. In these strategies, students should strive to remember the vocabulary and phrases derived from first strategies through always using sub strategies. The sub strategies are shown as below:

Sub strategies Memorizing Imitating Interacting Rerecording Repeating correcting the errors Translating Building the 234

Enhancing strategy Target Materials Vocabulary and All Arabic phrase materials Peers, SL Arabic speaker, dictionary, ICT materials Web

Activities listening Reading, Writing, Interaction

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sentences using methods Table 3: Enhancing strategy The success of using sub strategies as the above has been proven by previous studies. Nur Fazila Ismail (2013) mentioned that students always use memorizing strategy in improving their language proficiency. Harnani Abu Bakar (2013) stated that students always use memorising, imitating, interacting, rerecording, repeating to improve their language proficiency. Ain Nabihah Ahmad (2011) and Azlan (2013) stated that students who always use correcting the errors have showed the improvement in their proficiency. Nur Khadijah (2012) expreesed that the students always do their exercise on building new sentences and using methods to improve their language proficiency. Ismail (2011); Nadwah Ibrahim (2011); Yayan Nurbayan (2011); Khadijah Salma (2011) and Rohaizaf (2013) witnessed that students always use those sub strategies to improve their proficiency. Rosni et al. (2013) and Amizan (2013) proved that debate coaches always use those sub strategies in training sesion to improve their debaters’ language proficiency. M. Fauzi (2012) and Shafirol (2013) used those sub strategies in their experimental study. The results showed that students have higher improvement by using those sub strategies. The applying strategy has nine sub-strategies that are communicate, interact, present, actor, play role, translating, writing, listening and reading. Those sub strategies should be conducted in the Arabic language environment that allows students to use the Arabic language completely. For the success of this strategy, students should use the vocabulary and sentence that have been raised and strengthened in various language tasks and environment. The above sub strategies are as follows:

Sub strategies communicate interact present actor role play translating Writing Listening Reading

Applying strategy Target Materials Vocabulary and phrase All Arabic materials, Peers, SL speaker, dictionary, ICT materials , Web.

Activities Language environment, campaign and activities

Table 4: Applying strategy The success of those sub strategies has been proved by reseachers. Nur Syaifura (2011) and Ismail (2011) stressed that communication and interactive help students to practice their language and improve their proficiency. During those activities, students have the opportunities to learn from speakers and practice their language. Ghazali Yusri et al. (2012) suggested that group activities should be organised to help students in improving their language. Mashurah (2013) and Nur Afifah (2013) proved the effectivenes of communication, interactive, presentation, actor and play role in improving students’ proficiency. Asmuni (2013) and Nasibah Mukti (2013) expressed that presentation, actor and role play in the classroom played an important role in improving students’ proficiency. The effectivenes of translating, writing, listening and reading activities in improving students’ proficiency, Siti Nur Huda (2013); Nur Azrin Muhamad (2913); Nur Najwa Jamaluddin (2013); Nur Aisar Nurudin (2013); Siti Asiah Muhamad (2013) and M. Abdul Latif (2013) investigated that activities which contributed in improving students’ proficiency. In conclusion, the above studies have witnessed the success of those sub strategies. Students always use them to improve their proficiency. Conclusion

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Initially, the imitation strategies according to Ibnu Khaldun’s view has been developed. Then it was developed based on the activities that have been witnessed by the studies according to their success and effectivenes. Those strategies could be concluded as imitation strategies which has three strategies namely gathering, enhanching and applying. They have sub strategies to be practiced by students. The target is vocabulary and sentence which is frequently used in the Arabic materials. The supported reference is all reading materials in Arabic and internet, radio, television, recordings and video materials as well as Arabic speakers. Students who always practice those strategies witnessed their success and effectivenes. These strategies are recommended to non Arabic speakers to be used and practiced among them in learning Arabic language. References Ab. Halim Mohamad. 2007. Masalah Komunikasi Bahasa Arab di Kalangan Pelajar Bacelor Bahasa Arab di IPTA Malaysia. Prosiding Seminar Penyelidikan Dalam Pengajian Islam Ke-4 2007. Ab. Halim Mohammad. 2009. Tahap Komunikasi dalam Bahasa Arab dalam Kalangan Pelajar Sarjana Muda Bahasa Arab di IPTA Malaysia. Journal of Islamic and Arabic Education 1(1). Ain Nabihah Ahmam. (2011). Tayin Akhta’ Lughawiyah fi Jumlah Arabiyah lada Talamiz al-Sanah alRabiah bi al-Madaris al-Thanawiyah al-Diniyah bi Wilayah Selangor. Kertas Projek Ilmiah. Fakulti Pengajian Bahasa Utama. Nilai: Universiti Sains Islam Malaysia. Amizan Hilmi. 2013. Turuq Tadrib Maharah Kalam lada Mutanadzirin bil Madaris Thanawiah fi Malizia. MA thesis. Nilai: Islamic Science University of Malaysia. Anida Abd.Rahim. 2003. Strategi Pembelajaran Bahasa Arab di Kalangan Pelajar Melayu, Tesis Sarjana, Universiti Malaya, K.Lumpur. Asmuni Zumrah, 2012, Khauf fi Takdim bi Lughah Arabiah: Talabah Thanah Thaniah Barnamij Lughah Arabiah FPBU, BA thesis, Faculty of Major Languages, Nilai: Islamic Science University of Malaysia. Azani Ismail @ Yaakub, Azman Che Mat dan Mat Taib Pa. (2012). Membina Kemahiran Pertuturan Menerusi Aktiiviti Lakonan dalam Pengajaran Bahasa Arab. GEMA Online® Journal of Language Studies. Vol. 12(1), 325-337. Azlan bin Saif Baharum. 2013. Akhta’ Lighawiyah Syai’ah fi Ta’bir Kitabi Wadzifi lada Talabah Mutkhassisin fi Lughah Arabiah fi Jamiaat Hukumiah Maliziah. Ph.D thesis. Nilai: Islamic Science University of Malaysia. Daud Abdul Kadir. (2011). Ittijahat Jadidah fi Mualajah Mushkilat al-Kalam lada Mutaallimi al-Lughat al-Ajnabiyah. Prosiding Language & Education Conference 2011, 554-589. Farah Wahidah Muhamad Nur, 2013, Daur Mu’alim fi Iksab Tullab Maharat Kalam, B A thesis, Faculty of Major Languages, Nilai: Islamic Science University of Malaysia. Ghazali Yusri, Nik Mohd Rahimi, Parilah M. Shah, Wan Haslina Wah dan Muhammad Sabri Sahrir. (2012). Penggunaan Bahasa Arab Lisan dan Hubungannya dengan Strategi Pengurusan Sumber. GEMA Online™ Journal of Language Studies, Volume 12(2), May 505-520. Harnani Abu Bakar, 2013, Istiratijiah Tanmiah Tharwiyyah Lughawiyyah lada Talabah Thasan Rabiah Kuliah Dirasaat Lughah Raisah bi USIM, B A thesis, Faculty of Major Languages, Nilai: Islamic Science University of Malaysia. Ibnu Khaldun. 1987. Muqaddimah Ibnu Khaldun. Beirut: Dar Qalam. Ismail, Hasanain Ahmad. (2011). Al-Lughah al-Arabiyah li al-Natiqin bi Ghayriha Bayna Tacallum wa Takallum fi al-Jamiah al-Islamiyah al-Alamiyah. Prosiding Seminar Antarabangsa Bahasa CELPAD, UIA.

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