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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

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

One of the objectives of Law Faculty of National University of Malaysia known as Universiti Kebangsaan Malaysia (henceforth UKM) is to produce trained and capable graduates in multiple fields of law and practice, including Islamic law. UKM uses two medium of instruction in teaching; Malay language and English. Arabic language is not directly used in teaching law students but they will be exposed to Arabic terms and references in Islamic law courses. In four years of study, students of the Law Faculty at UKM have to sit for 8 Islamic law courses such as Introduction to Islamic Law, Islamic Criminal Law, Islamic Family Law, Islamic Jurisprudence and Evidence and Procedures in the Syariah Court. To enable the students to master the Islamic law courses, they have to learn the Arabic language in 3 semesters within the first two years of their study. Many questions have been posed as to the relevance of studying the Arabic language for students in FacultyofLawat UKM. This paper serves to answer such questions. The purpose of this paper is to explain the importance of teaching Arabic language to the students of Law Faculty UKM. A brief overview of the implementation of teaching Arabic to the law students in UKM is provided. The relevance of studying Arabic language is explained and discussed. This paper also identifies some of the challenges faced in teaching Arabic to law students especially to the non-Muslims. The paper concludes with some recommendations for future improvement.

Politeness strategies in French have a primary goal of establishing and maintaining good social relationships between fellow members of the community. They are determined based on the principles of savoir vivre , literally translated as the knowledge of living, and savoir faire , the ability to say or do the right thing. In general, students taking French face difficulty in understanding the use of the pronoun Vous and Tu . This indicates that they do not master the concept of politeness in this language. Many studies have been made on this issue but none was done among students in Malaysia. In this study conducted among UKM students, questionnaire was distributed to identify the existing problem and intervention strategies, such as the use of flashcards and oral drills in role-plays were carried out. Implications derived from this study on the teaching and learning of the French language is that researchers are able to identify strategies to address the problems faced by students and to come up with a method that can be used in teaching to facilitate students’ understanding of the concept. Once this concept is clearly understood, this in turn will boost students’ confidence to converse in French.

A Strategic Action Research Project that focused the needs in teaching and learning of foreign languages and translation courses concluded that students at the Universiti Kebangsaan Malaysia (UKM) belong to a new generation who are more comfortable with using technology and the internet in their learning. The research findings showed that the demand for online learning is high among the respondents. The students taking these courses use language learning websites to enhance comprehension as well as performance tasks in their learning. This article discusses a pioneer research *UKM-PTS-043-2010 in preparing materials for foreign language teaching and learning on UKM website. These will be used to assist students in learning Arabic, Korea, French and Thai. The focus of the discussion is on the communicative translation approach and also on the preliminary challenges in synchronizing and preparing the materials for the website.

The main focus of this study is to investigate the non-Muslim Malaysians’ attitudes and motivations towards learning Arabic as a foreign language. The study aims at examining the respondents’ attitudes towards learning foreign languages in general, towards learning Arabic language in particular and attitudes towards Arabic native speaker. This study also aims at investigating the motivational orientations among the NMMLAs in learning Arabic as a foreign language. The findings reveal that the NMMLAs’ held a high positive attitudes towards foreign languages, and held a moderate positive attitudes towards Arabic language and its native speakers. As to motivations, the respondents were instrumentally motivated to learn Arabic language with the need to fulfil the university requirement having the highest ranking whereas the intrinsic and integrative motivation came second with the same mean score . By conducting this research, it is hoped to widen the horizon of teaching Arabic in Malaysia, not only to Malay Muslims learners but also to non-Muslims.

The objective of this study is to investigate the demotivating factors associated with learning Arabic as a Foreign Language (FL) on the part of non-Muslim Malaysian learners. The data were obtained from an open-ended questionnaire distributed to 207 students learning the Arabic language at a public university in Malaysia and from semi-structured interviews with twenty respondents. Using qualitative data analysis, nine demotivational factors were identified, namely (1) subject-related factors; (2) teacher-related factors; (3) class-related factors; (4) negative attitudes towards the FL; (5) course materials and learning content; (6) the compulsory nature of the Arabic course; (7) time constraints; (8) lack of opportunities to communicate in Arabic; (9) lack of ability. It is hoped that by understanding the factors that demotivate learners of Arabic, teachers can improve the process ofteaching and learning the Arabic language, and try to avoid pitfalls in order to enhance learners’ motivation towards learning Arabic.