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Strategi pembelajaran kolokasi merupakan strategi yang dipandang sepi dalam kurikulum bahasa Arab, namun para sarjana mengakui bahawa ia adalah strategi dominan yang digunakan dalam kalangan pelajar bahasa asing yang mempunyai keupayaan di tahap sederhana. Kajian ini meninjau tahap penggunaan strategi pembelajaran kolokasi bahasa Arab dalam kalangan pelajar bahasa Arab di universiti awam Malaysia. Untuk tujuan itu, satu set soal selidik jenis skala Likert telah diedarkan kepada pelajar bahasa Arab yang sedang mengikuti pengajian di universiti awam dan sudah berada pada tahun akhir pengajian. Kajian ini menggunakan pensampelan rawak mudah. Seramai 344 orang pelajar daripada lapan buah universiti awam menyertai kajian ini. Dapatan kajian menunjukkan bahawa strategi pembelajaran kolokasi dalam bahasa Arab adalah dominan walaupun berada pada skala penggunaan yang sederhana. Kajian ini mencadangkan strategi pembelajaran kolokasi bahasa Arab yang baru berdasarkan substrategi pengecaman, masteri teknik (kefahaman, pengulangan, penonjolan, kamus, sosial dan imejan) serta aplikasi. Selain dari itu, dapatan kajian ini juga menunjukkan bahawa strategi pembelajaran kolokasi perlu dimanfaatkan oleh pelajar terutamanya dalam memainkan peranan autonomi bagi meningkatkan kompetensi dalam penggunaan bahasa Arab terutamanya aspek kolokasi. Kata kunci: kolokasi; strategi pembelajaran; bahasa Arab; bahasa asing; universiti awam ABSTRACT Arabic Collocation Learning Strategies have been marginalized in the Arabic language curriculum system, but scholars acknowledge that it is a dominant strategy used by students, especially in the learning of foreign languages with moderate capabilities. This study examines the level of use, of Arabic language collocation strategies among Arabic language students in public universities. For that purpose, a set of Likert scale questionnaires were distributed to Arabic language students studying in public universities, who are in their final year of study. This study uses simple random sampling. A total of 344 students from eight public universities participated in this study. The findings show that collocation learning strategies in Arabic language are dominant even though they are at a moderate scale of use. This study proposes a new Arabic collocation learning strategy based on recognition, mastery techniques (understanding, repetition, highlighting, dictionary, social and imagery) and applications. The findings also discovered that collocation learning strategies should be utilized by students especially with regards to the autonomous role in using specific strategies and techniques to enhance competency in the Arabic language, especially in collocation. Keywords: collocation; learning strategies; Arabic language; foreign language; public universities

This study investigates the meanings of the near-synonyms al-asfār and alkutub (the books) and their English translations. It aims at identifying the contextual meanings of the Qur'ānic near-synonyms based on different exegeses of the Holy Qur'ān. Then, it explains the semantic differences that exist between the Qur'ānic pair and how such semantic differences are reflected in two English translations of the Holy Qur'ān. Besides, it highlights the meanings of the polysemous lexical item alkutub (the books) in different Qur'ānic contexts and how the various senses of this lexical item are transferred to English. The study adopts the RC-S approach as a theoretical framework for data analysis. It also employs the qualitative approach for collecting and analyzing the data of the study. The exegeses of the Holy Qur'ān are consulted to identify the semantic differences between the Qur'ānic near-synonyms as well as the meanings of the polysemous lexical item alkutub (the books). The findings reveal that there are some semantic differences between the selected Qur'ānic near-synonyms and that such semantic differences are not reflected in the English translations. The findings also show that the polysemous lexical item alkutub (the books) and its singular formal-kitāb (the book) are literally translated in some Qur'ānic contexts. The study provides recommendations for readers as well as translators especially the translators of the Holy Qur'ān. Keywords: contextual meaning; denotative meaning; near-synonyms; polysemy; synonymy; translation.

The Holy Qur'ān includes near-synonyms which have seemingly similar meanings but convey different meanings upon deeper analysis of the semantic constituents of these words. Such near-synonyms usually pose a challenge that often presents itself to the translators of the Holy Qur'ān. This study investigates the meanings of near-synonyms and their translation issues in the Qur'ān. It aims to identify the contextual meanings of Qur'ānic near-synonyms based on different exegeses of the Qur'ān. Then, it explains the nuances that exist between the pairs of Qur'ānic near-synonyms and how such nuances are reflected in two English translations of the Qur'ān. The study adopts the Relation by Contrast Approach to Synonyms (RC-S) as a theoretical framework for data analysis. It also employs the qualitative approach for collecting and analyzing the data of the study. Besides, it makes use of different exegeses of the Qur'ān to identify the differences in meaning between each pair of the Qur'ānic near-synonyms. The analysis of the data reveals that there exist some nuances between the pairs of Qur'ānic near-synonyms in terms of denotative and expressive meaning. The findings also show that the differences in meaning between the pairs of near-synonyms are not reflected in the English translations. Therefore, the study recommends that readers as well as translators should look for nuances between Qur'ānic near-synonyms whenever they find two words with similar meanings in order to perceive the Qur'ānic text appropriately and translators should make an effort to reflect the nuances between the pairs of near-synonyms in their translation.

Arabic is always perceived as a language for Muslims specifically Malays in Malaysia because it is a multi-cultural, multi-racial and multi-religion country. The main purpose of this study is to examine the non-Muslim Malaysian learners’ motivational orientations towards learning Arabic as a foreign language in the Malaysian context. A mixed method research approach was adopted in order to answer the research questions in which the instruments of the questionnaire for quantitative data and semi-structured interview were selected for qualitative data collection. The questionnaire was administered to 207 non-Muslim Malaysian learners of Arabic (NMMLAs), while the semi-structured interviews involved 20 respondents. Data from the semi-structured interviews were used to further reinforce the quantitative data collected from the questionnaires, thus providing a deeper understanding and richer representation of the NMMLAs’ orientations for learning Arabic as a foreign language. In determining the underlying orientations toward learning Arabic, the NMMLAs show three types of orientations namely instrumental, intrinsic and integrative. It appears that instrumental orientation is the strongest reason for learning Arabic as the need to fulfil the university requirement. Encouragingly, the NMMLAs show moderate motivation toward both the intrinsic and integrative orientation in learning Arabic. It is hoped that this study provides new insights and perspectives into teaching and learning of the Arabic language to non-Muslim learners in the Malaysian context as well as to offer the teaching of Arabic in a wider context.

Kajian ini bertujuan untuk mengesahkan dan memeriksa kebolehpercayaan instrumen strategi pembelajaran kolokasi bahasa Arab. Seramai 5 orang panel pakar telah terlibat bagi mengesahkan instrumen ini. Untuk tujuan tersebut, soal selidik telah diedarkan kepada 61 pelajar tahun akhir yang sedang mengikuti program pengajian bahasa Arab di universiti awam sebagai responden dalam kajian ini. Perisian Winsteps Version 3.69.1.11 telah digunakan untuk pemeriksaan ke fungsian item dari aspek kebolehpercayaan dan pengasingan item-responden, polariti dan kesesuaian item mengukur konstruk serta nilai korelasi residual terpiawai. Ia juga membenarkan penyingkiran atau pemurnian item berdasarkan polariti item, kesesuaian item dan menentukan nilai bersandar berdasarkan nilai korelasi residual terpiawai. Analisis akhir mendapati tiada item disingkarkan. Instrumen akhir menunjukkan sebanyak 40 item yang sesuai digunakan untuk mengukur konstruk strategi pembelajaran kolokasi. Dapatan daripada analisis telah berjaya membuktikan secara statistik bahawa item-item ini mempunyai tahap kesahan dan kebolehpercayaan yang tinggi dan wajar digunakan untuk para pelajar di peringkat IPT. Kata kunci: Instrumen strategi pembelajaran kolokasi, bahasa Arab, model Rasch This study aims to test the validity and reliability of the Arabic collocation learning strategies instrument. A total of 5 expert panels were involved in validating the instrument. For that purpose, questionnaires have been distributed to 61 final year students of Arabic language programs at public universities as respondents in this study. The validity and reliability of this study were measured using Rasch Measurement Model using the Winstep version 3.69.1.11. Final analysis found that no items were dismissed. Final instrument shows that 40 items were suitable to be used to measure collocation learning strategies constructs. Findings from the analysis has statistically proved that the items in this instrument has a high degree of validity and reliability as well as suitable to be used by students at the IPT level. Keywords: Arabic collocation learning strategies instrument, arabic language, Rasch model