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It has been proven through past research that students' mastery of Arabic language grammar remains at a low level. This condition is attributed to the less efficient teaching methods practised by Arabic teachers due to their use of traditional teaching methods. Therefore, this study aims to review the teaching methods of Arabic language grammar practised by Arabic teachers upon the effectiveness of the teaching methods in facilitating the students’ improvement in Arabic language grammar. A qualitative design was employed by focusing on case studies in various places. Through a purposive sampling, the respondents of this study comprised Arabic language teachers from National Religious High Schools (SMKA), Government Aided Religious Schools (SABK), and State Religious Secondary Schools (SMAN) in Perlis and Kedah, Malaysia. Subsequently, it was found that the majority of Arabic language teachers still practised teacher-oriented teaching methods compared to student-oriented teaching methods such as lectures, memorisation, repetition (at-tikrar), and translation. The teachers determined the effectiveness of their teaching methods in assisting the students in mastering the Arabic language grammar based on the students’ results of assignments, answers, or responses. Based on several language tests conducted by the teacher, the aforementioned results should be satisfactory. Notably, this study would be a reference for academics and educators’ development and diversification of teaching methods that are more interesting and suitable for the students’ improvement in their mastery of Arabic language grammar. [ABSTRACT FROM AUTHOR]

Having problems expanding vocabulary in a foreign language is one of the most common worries among students. Teaching students the right approach to learning is one way to assist them in overcoming this issue. Nevertheless, teachers must first be aware of the diverse vocabulary learning strategies used by students with varied preferences before disclosing the specific strategies to them. Therefore, this study was conducted to determine the types and levels of vocabulary learning strategies employed by students of different genders. Furthermore, it investigates whether there were significant differences in the use of strategies based on gender. The data was gathered using a vocabulary learning strategies questionnaire from 220 Arabic foreign language learners at Universiti Teknologi MARA (UiTM) Perlis Branch, Malaysia. The findings showed that male and female students used strategies at a moderate level. The dictionary strategy was the most frequently used among male and female students. However, these two groups of students utilized different least used strategies: metacognitive strategies for male students and practice strategies for female students. The findings also revealed no significant difference in the overall use of vocabulary learning strategies based on gender. This shows that the pattern of strategies used by male and female students was almost the same. Thus, educators can expose students to a variety of vocabulary learning strategies that serve as reinforcement from the beginning to help students' memory (memory strategies), improve their language skills (practice strategies), and manage their progression in vocabulary learning (metacognitive strategies). [ABSTRACT FROM AUTHOR]

Many researchers agree that the level of religious personality influences an individual attitude. In Islam, nurturing a good religious personality can be done through Islamic Sufism practices. Therefore, this study has identified the relationship between Islamic Sufism practices and the religious personality among Muslim students in the university. It used a survey design that covered three scales of religious personality. A total of 296 questionnaires were collected in four universities in Malaysia. It was found that Islamic Sufism practices have a significant positive correlation with student’s religious personalities. These results provide new insight into Sufism practices and religious personality among university students. [ABSTRACT FROM AUTHOR]

The use of language learning strategies is one alternative that can help students learn and master the Arabic language. This study aims to examine the level of instrument reliability, which was used in identifying strategies for Arabic language learning skills used among students. Besides, this survey also identifies level of strategies for Arabic language learning skills used among students. A total of 30 form four students from one religious secondary schools in Kedah were involved in this pilot study. The data are obtained through a questionnaire. The level of reliability for this questionnaire was high with Alfa Cronbach value 0.956. The findings showed the level of overall strategies used and by category among students was low. Indeed, students are expected to diversify the Arabic language learning activities inside and outside the classroom so that they have more opportunities to use the strategy more wisely. [ABSTRACT FROM AUTHOR]

The study was carried out on a number of students who attended the Arabic Language speaking skill course (LQS 0415) offered by the CELPAD (Centre for Languages & Pre-University Acadamic Development), IIUM, Gombak, to those majoring in Islamic Studies and Arabic Language (IRKHS ) only. The course was expected to help students improve their academic performance by mastering communication skill in the language. However, it was found that 70% of the students were unable to participate effectively in class discussions due to poor speaking skill. Therefore, the purpose of the study was to identify students' problems in speaking with Arabic, focusing on the students themselves by looking into difficulties faced by them while performing speaking tasks. The methods employed are observation and interviews. Three speaking tasks, which were single and dual demand, were assigned to the students. The tasks were acting out situations, retelling and sharing of experiences. Each task, either with context support or without it, has different levels of difficulty. The study found that language difficulties might hinder the students' ability in speaking skill activities. Students found themselves with more problems while performing individual tasks because they need to be independent. Lack of vocabulary also may disrupt the fluency of speech during presentation. Having identified the students' problems in speaking, teachers are encouraged to have learning activities which focus on vocabulary usage as well as expanding the usage of vocabularies, with an emphasis on group activities. Promoting communication in Arabic within the group itself while performing such activities must also be encouraged. Group activities provided the opportunity for students to overcome communication problems encountered with their peer's help. The findings show that group activity also presents language situations which can stimulate the use of the learned language. [ABSTRACT FROM AUTHOR]