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Makhraj, or pronunciation, is an essential element of Arabic phonetic rules in the Quranic reading. Studies on the articulateness of Arabic alphabet pronunciation of phonetic aspects due to the influence of native languages have been debated for decades. The Makhraj of Hijaiyyah is related to learning and reading the Quran, as the Quran itself is revealed in Arabic. Therefore, the consonant of Hijaiyyah's pronunciation must be mastered at the beginning of the Quranic study to produce a clear sound and precise meaning. This study aims to acquire a pattern of Hijaiyyah consonant designation in terms of the characteristics of the Malay tongue's articulation fluency, consonants, and phonetic nature for the basis of Quranic learning and teaching. The content analysis method developed a theme related to the pronunciation fluency of letters in three levels. The classification of letters is emphasized to guide teachers and other researchers in teaching the Arabic language and al-Quran education. [ABSTRACT FROM AUTHOR]

Copyright of Ma'alim Quran Sunnah is the property of Universiti Sains Islam Malaysia (USIM) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Malaysia Journal Syariah & Law is the property of Universiti Sains Islam Malaysia (USIM) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ma'alim Quran Sunnah is the property of Universiti Sains Islam Malaysia (USIM) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Arabic for specific purpose (ASP) courses have been introduced by Faculty of Major Languages Studies are offering to the Arabic Language and Communication both undergraduate and postgraduate students in Islamic Science University of Malaysia (USIM) since 2005. It is compulsory subjects under the above program. To in line with the University Mission "USIM 16" that USIM will be the regional reference centre for integration Naqli dan Aqli in the world. The Faculty of Major Languages Studies takes part to empower the courses of integrating Naqli dan Aqli in all subjects offered by the faculty. ASP has been integrated Naqli dan Aqli in teaching and learning through resources have been using by lecturers in the faculty to find out how lecturers integrate Naqli dan Aqli in their daily teaching, the researcher has distributed the questionnaire to all 5 lecturers who are involved in teaching this subject to obtain the implementation data. This qualitative research will investigate integration Naqli dan Aqli in ASP to find out the existence models have been using by those lectures in their teaching. The findings conclude that no specific model is referred to or used in teaching of ASP. However, all lecturers have implemented Naqli dan Aqli in their teaching using their own method. [ABSTRACT FROM AUTHOR]

This paper discusses arising issues when a Western pedagogy in a Malaysian context is implemented. In finding a suitable pedagogy to address issues of low employability among Malaysian university graduates, academia prefers to implement a learning pedagogy such as multiliteracies approach from Western countries. However this practice is creating issues of adaptability among Malaysian students. Therefore this study investigates the implementation of the Multiliteracies pedagogy, a Western teaching approach; in a Malaysian university classroom that taught English as a Second Language (ESL). The method of the study was grounded to the philosophy of a participatory action research and data was collected through classroom observation, informal conversations and classroom artefacts. 30 Bakti Polytechnic students? experiences using the multiliteracies approach in learning ESL was the focus of this study. Due to the importance of reflection and action in a participatory action research, data was analysed through a Critical Reflective Analysis Steps, which included the process of observing and noting personal reflections, confronting and thinking, and taking action. The findings suggest that students had issues with working in teams, completing critical analysis and participating actively in classroom discussions. The study proposes a framework to guide the implementation of a Western-based pedagogy in a Malaysian context. Indeed, the practice requires deep deliberation of the students' socio-cultural practices and cultures of learning to ensure that optimum result could be achieved from the introduction of the new pedagogy. [ABSTRACT FROM AUTHOR]