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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.

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.

SKBL3113 Psikolinguistik is a BA Linguistics (Hons.) final-year course in UKM; hence, learners are expected to apply previous linguistic knowledge to this course. However, learners had difficulties in relating previous knowledge to what they were learning. This paper presents the intervention made to assist learners recall what they have learned and to not compartmentalise their knowledge. Results indicate that learners who reflected meaningfully in their reflective diary writing can relate the knowledge they were acquiring to their previous knowledge better than those who did not. This suggests reflective diary writing can help learners decompartmentalise their learning.

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 importance of the immediate learning context (ILC) on language learning motivation (LLM) has been asserted by different theorists and researchers and incorporated in a number of LLM models. The teaching materials, amount of variety in classroom work, the nature of the classroom organization, and the nature of the teacher-student relationship can all influence motivation. The aim of this study is to investigate the different motivational variables in the immediate learning context among the non-Muslim Malaysian learners of Arabic (NMMLAs). The focus variables of the immediate learning context in this study are teacher's personality and teacher's method of teaching. The study adopts a mix method approach where a questionnaire and semi-structured interviews were employed to obtain the data. The questionnaires were distributed to 207 respondents who are non-Muslim Malaysians learning Arabic as a compulsory subject at the Faculty of Law in UKM. In order to gain more insights, semi-structured interviews were conducted with 20 respondents. The findings reveal that teacher's personality seems to play the most important role in shaping the culture of learning Arabic as a foreign language. The teacher's style and method of teaching is another important component in language instruction that motivated the Arabic language learners in their classroom.