an assessment of the arabic language programme for human sciences students at international islamic...

An assessment of the Arabic language programme for Human Sciences students at

International Islamic University Malaysia

Maskanah Mohammad LotfieBadri Najib Zubir

Mohd Feham Mohd Ghalib International Islamic University Malaysia

Languages of the Wider World: Sustaining a Global Society

School of Oriental and African Studies, London29 March 2012

IntroductionIntroduction

IIUM International Islamic University Malaysia

KIRKHS Kulliyyah of Islamic Revealed Knowledge and Human

Sciences The Kulliyyah / The Faculty

HS Human Sciences - social sciences

CELPAD Centre for Languages and Pre-Academic Development

Introduction

Arabic is part of the Human Sciences (HS) undergraduate programme curricula at International Islamic University Malaysia (IIUM) The academic programmes are - Bachelor of Human

Sciences in Communication, English Language and Linguistics,

History and Civilization, Political Science, Psychology, and Sociology and Anthropology.

Incorporated as a measure to realize the University’s philosophy in augmenting Islamic perspective and values into contemporary and conventional curriculum.

Introduction

There is a need to evaluate the current Arabic courses for HS students after having been implemented for nearly two decades.

Among the concerns include the practice of completing Arabic up to the intermediate level as a graduation requirement for the students.

The study also investigates how Arabic is taught to students who essentially speak Malay as their mother tongue and English as a second language.

Introduction

Arabic is an important vehicle in achieving institutional vision and mission thus the pedagogical concerns in acquiring the

language merit systematic and thorough attention.

The findings of the study are crucial in determining the future direction of the Arabic courses for HS students..

Objectives

To investigate student and academician perceptions of the current Arabic courses for HS students,

To test students’ retention of the language upon completing the final course, and

To test the effects of selected instructional interventions in improving Arabic language learning.

Overview of Methodology The study was extensive and adopted a mixed methods

approach Data collection involved a total of 355 students and 19

academicians Included surveys (questionnaire and interviews), a

retention test and a quasi-experiment.

The first phase of the study evaluated the current practice.

The second tested the effectiveness of Information and Communications Technology-based approach (ICT), Problem-Based Learning (PBL), and conventional language teaching.

RQ1 - What are HS student perceptions of their RQ1 - What are HS student perceptions of their Arabic language courses? Arabic language courses?

Methodology

The survey involved students (n=180) who were enrolled in LQ 0826, the final level of the Arabic course.

Instrument – a questionnaire adapted from Erozan (2005) and Guntek (2005) with an open-ended item asking students to comment on the course.

Pilot study data was used to ascertain the reliability of the questionnaire. Cronbach alpha’s index of .94 indicated high reliability

Data was analysed descriptively and presented in tabulated frequencies and percentages.

RQ1 - What are HS student perceptions of their Arabic language courses?

Result -The survey

Student responses indicate that the objectives of the course have been somewhat achieved. See Table 1 The majority answered “Moderately” to

statements

© 2003 By Default!

A Free sample background from www.awesomebackgrounds.com

Slide 10Table 1: Frequencies and percentages for the items on students’ perception of

course objectives

© 2003 By Default!


Slide 11

RQ1 - What are HS student perceptions of their Arabic language courses?

Result -The survey

The students confirmed the usage of the pedagogical techniques that were predictably used in class.

Table 2

Students perceived that used techniques were considerably effective even though they were conventional ones.

However, it was very surprising that a commonly employed technique in many second or foreign language classes - group work - has not been widely used indicating that the classes have not been emphasizing communication among students.

Table 2: Frequencies and percentages for the items on students’ perception on the effectiveness of the activities used in the course

© 2003 By Default!


Slide 16

RQ1 - What are HS students’ perceptions of their RQ1 - What are HS students’ perceptions of their Arabic language courses? Arabic language courses?

Result -The survey

Of the techniques the students observed to have not been used in class, most of them such as plays, games and songs, could be considered more unconventional.

Others that the majority of the lecturers did not employ in class were the technically aided ones.

They were the more “innovative” techniques; preparation wise they require more effort, are more time consuming.

Student responses also indicate them wanting a combination of conventional and innovative types of learning techniques.

RQ1 - What are HS students’ perceptions of their Arabic language courses?

Result -The survey

The students also generally agreed that the teaching-learning processes went well especially in terms of efficient use of time and good board work.

It should be noted that, student mainly responded with “agree” instead of “strongly agree”, indicating that the degree of agreement is not very strong.

However, assessment was perceived positively by the students.

Table 5: Frequencies and percentages for the items on students’ perception on course assessment


Result - Open-ended section of the survey

Indicates that the students would welcome non-conventional types of teaching and learning processes.

Lecturers need to keep up with the more contemporary methods that could be more engaging to students.



More importantly, the students indicate the need to emphasize on communication skills which is perceived to be useful in their future. findings by Sueraya, Ismail, Arifin and Ismaiel (2010)..

The course basically focuses on reading and writing skills but not so much on the speaking skills. The course should be easier and highlight communication skills. It will be useful if this course is about communicative Arabic. At least learning won’t be a waste as it is used in the future.



There are also consistent indications that students do not understand the aspirations behind making Arabic compulsory to them. Those who are not interested in learning the language see the

requirement as a harsh compulsion.

I was wondering what is the purpose for HS and BENL to take Arabic courses until such level (LQ2046). For a student like me who had no basic and background in Arabic it’s like a burden.

Explaining the objectives of making Arabic compulsory for HS students seems necessary. The mismatch between the vision of the University and students’ understanding have to be corrected.

RQ2 - RQ2 - What are KIRKHS academicians’ perceptions of the Arabic language programme for HS students?

MethodologyMethodology

This part of the study involved 19 academicians from KIRKHS.

Respondents were selected from a wide range of very experienced and young scholars of the 10 departments of KIRKHS.

Academicians’ opinions were sought by interviewing them using semi-structured questions.

The obtained rich data was transcribed and categorised into themes.


Results – Results – Academicians’ perspective

The rich and insightful responses from the academicians firmly indicate the need to revamp the programme in terms of syllabus content and mode of teaching and learning.

It can also be inferred that the academicians of KIRKHS are steadfast in their thinking that the programme should be continued to ensure that Arabic can be a vehicle in achieving the University’s vision and mission.

It should be noted that their comments are reflected in the students’ opinions too.


The programme will, according to one academician, help the students to expand their understanding of their field from the context of the Islamic worldview, enable them to understand the first hand information sources of knowledge (as majority of the references were originally written in Arabic) and help to embark the renewed vigour of Islamic point of view.

RQ2 - What are KIRKHS academician perceptions of the RQ2 - What are KIRKHS academician perceptions of the Arabic language programme for HS students?Arabic language programme for HS students?

The academicians largely agree to Arabic lecturers adopting more The academicians largely agree to Arabic lecturers adopting more contemporary, creative, fun and diversified approaches and techniques in contemporary, creative, fun and diversified approaches and techniques in teaching the language. There is a need to reduce stress and rigidity in teaching the language. There is a need to reduce stress and rigidity in learning. The academicians proposed following,learning. The academicians proposed following,i.i.Less emphasis on grammarLess emphasis on grammarii.ii.More emphasis on vocabularyMore emphasis on vocabularyiii.iii.Activities should not be restricted to academic texts read-aloud.Activities should not be restricted to academic texts read-aloud.iv.iv.Include Include syairsyair/songs and movies to ensure delightsome learning./songs and movies to ensure delightsome learning.v.v.The text book should be designed with more illustrations to make it more The text book should be designed with more illustrations to make it more attractive.attractive.vi.vi.Include group discussions to encourage students to converse in Arabic Include group discussions to encourage students to converse in Arabic among themselves.among themselves.vii.vii.Include modern teaching aids/IT-based approach with the use of Include modern teaching aids/IT-based approach with the use of software for independent learning.software for independent learning.viii.viii.Encourage contextual communicative to avoid rote learning. If Encourage contextual communicative to avoid rote learning. If memorization in some circumstances [e.g. certain memorization in some circumstances [e.g. certain qawa’id qawa’id especially things especially things related to Arabic grammar] is very much needed; rote learning should still related to Arabic grammar] is very much needed; rote learning should still be the last resort. be the last resort.


Too much "tolerance" to pamper the students by disrupting the Too much "tolerance" to pamper the students by disrupting the original policy will be a loss not only to them but to the original policy will be a loss not only to them but to the university as well. In 1983, the medium of instruction at IIUM is university as well. In 1983, the medium of instruction at IIUM is English and Arabic; not first language; English, second; Arabic English and Arabic; not first language; English, second; Arabic as today. And now the requirement (Arabic) becomes an as today. And now the requirement (Arabic) becomes an issue. Ideally, Arabic shouldn't be regarded as a requirement, issue. Ideally, Arabic shouldn't be regarded as a requirement, but the right for the students (Muslims or non-Muslims) who but the right for the students (Muslims or non-Muslims) who decided to study at IIUM to learn, to be exposed, to be taught decided to study at IIUM to learn, to be exposed, to be taught the language. If they don't see this way, if they regard it as the language. If they don't see this way, if they regard it as something that has no value and importance, thus, it becomes something that has no value and importance, thus, it becomes a burden.a burden.


The rumours/suggestions to alter/abolish the levels required to The rumours/suggestions to alter/abolish the levels required to study Arabic are cacophonous to my ear. In today's IT era, the study Arabic are cacophonous to my ear. In today's IT era, the sources are wider, our students should be smarter and more sources are wider, our students should be smarter and more mature. Making Arabic as the requirement is like giving them mature. Making Arabic as the requirement is like giving them the chance to be better. Maintenance is needed as IRKHS is the chance to be better. Maintenance is needed as IRKHS is the champion for integration, Islamization of knowledge, the champion for integration, Islamization of knowledge, internationalization, comprehensive excellent which produce internationalization, comprehensive excellent which produce whole-rounded achievers.whole-rounded achievers.

The crux of the problems lies on the curriculum maker, and not The crux of the problems lies on the curriculum maker, and not the policy. I strongly proposed the content of the curriculum the policy. I strongly proposed the content of the curriculum and text books to be revised. Lastly, in short; I have three and text books to be revised. Lastly, in short; I have three conclusions: Students themselves must have the awareness conclusions: Students themselves must have the awareness on the importance of Arabic. Lecturers must well-adept, role-on the importance of Arabic. Lecturers must well-adept, role-conscious being sayyidul mauqif who take a full control of the conscious being sayyidul mauqif who take a full control of the learning and teaching process. The teaching methodology learning and teaching process. The teaching methodology must in line with the current context.must in line with the current context.

RQ3 - Is there a significant difference between students’ mean scores of the LE 2046 final exam

and the delayed test of the same exam?

Methodology A sample of students (n=77) in the final level of the Arabic

programme was involved in the retention test.

Retention was measured by using the final exam paper administered twice to the students.

The first set of data came from students’ final exam scores at the end of the course while the second set was obtained six weeks after the final.

The reliability index of the two scorers employed to score the tests was 0.97. Paired samples t-test was run to find if there was a significant difference between the two sets of scores.

RQ3 - Is there a significant difference between students’ mean scores of the LE 0826 final exam

and the delayed test of the same exam?

Results – Retention Test The mean score for the final exam (M=23.28, SD = 5.04)

is greater than retention test’s (M=16.10, SD = 5.99). The paired-samples t-test result t (56) = 12.49 indicates a significant difference between the tests.

Mean

Std.

Deviation

t

df

p

Final

Retention

23.2816.10

5.045.99

12.49

56

.00

RQ3 - Is there a significant difference between RQ3 - Is there a significant difference between students’ mean scores of the LE 0826 final exam students’ mean scores of the LE 0826 final exam

and the delayed test of the same exam?and the delayed test of the same exam?

Results - Retention Test The results strongly imply that the students failed to retain the

knowledge acquired at the end of the course after a gap of only 6 weeks.

There is a possibility that the course, as it is implemented, does not help students to retain the Arabic language.

It could also mean that students managed to pass the course driven by the fact that it was a graduation requirement. Most of what was learnt was forgotten within a short period of time.

Bialystok and Hakuta (1994) mentioned that on average, there is a continuous decline in the ability to learn a language with age. This could be linked to the lack of language retaining abilities of young adults in their early 20s, the student participants involved in this study.

RQ4 - What are the effects of PBL and ICT teaching techniques on the learning of Arabic?

Methodology

A quasi-experiment

54 students formed 3 intact groups of 2 experimental and 1 control.

The instructional treatments for the quasi-experiment were based on Information and Communications Technology (ICT) and Problem-based Learning (PBL) approaches.


Methodology - Treatment 1 – ICT - Methodology - Treatment 1 – ICT - Treatment Procedure

5 meetings with students and each lasted for 2 hours.

Session 1 - the students were introduced to the MOODLE, a learning management system, for familiarity and understanding of the interface.

The rest of the sessions started with the introduction of the lesson by the using the textbook for ½ hour while the web-based learning as a mean of interaction was used in the next 1½ hours. 2 units from the textbook, on Umar ibn Abd Aziz and Seven Bad Deeds, were covered.

The activities included during MOODLE interactions were online discussion, using online language tools, listening to audio and video files, reading comprehension, conducting quizzes, and composing an essay.


Methodology - Treatment 1 – ICT - Methodology - Treatment 1 – ICT - TTreatment Procedure

The online discussion was designed for the participants to ask any questions or comment on certain issues triggered by the instructor.

The online language tools selected were verb-conjugation tool for finding the correct verb forms in relation to the pronouns, Arabic keyboard for typing Arabic character with ease, and language translator to translate word or text from Arabic to English and vice versa.

In listening activity, the students were exposed to video files related to the topic presented in the lesson. These were found on the Internet, i.e. from the YouTube website (http://www.youtube.com).


Methodology - Treatment 1 – ICT -Methodology - Treatment 1 – ICT -Treatment Procedure

Upon finishing watching the video, the students were presented with an electronic version of the actual reading text taken from the textbook.

Exercises in MCQs and true-false formats were incorporated via online learning using MOODLE quiz module facility.

Immediate feedback was given to students responses.

The purpose of the exercises is for reinforcement on learning and understanding and not for testing and evaluating the participants in summative mode.


Methodology - Treatment 1 – ICT -Methodology - Treatment 1 – ICT -Treatment Procedure

An essay composing activity was conducted collaboratively in groups of 5. Students were asked to start writing on Islam is the religion of justice and equality.

The last edited version of the essay was considered to be the final form of the essay submitted for this activity.

Activities and interactions via MOODLE were easily accessible and continuously carried out among the participants and the instructor even outside class time.

This gave the students more time to comprehend and acquire the language through the learning materials integrated in MOODLE, at their own learning pace.


Methodology - Treatment 2 – PBL Treatment Procedure

The PBL group went through four sessions of treatment, each was for a 2 hour duration. Three sessions were on grammar and one on comprehension.

The grammar sessions involved students’ work on Arabic verb declension. 1st session – perfect verb (fi’l mad), 2nd session – imperfect verb (fi’l mudari’) and 3rd session on the command form of the verb.

Students were divided into 6 groups of 4 or 5 during the first meeting with the instructor.


Methodology - Treatment 2 – PBL Treatment Procedure

First session - 3 groups were given a problem related to the declension of perfect verb involving the masculine doer, and the other 3, the feminine doer. In the second and third sessions, similar arrangements were followed but the problem was related to the imperfect verb and the command form respectively.

During the sessions, groups were required to present findings and the instructor provided comments on the accuracy of their findings. Exercises were given to ascertain students speed in getting the right declensions.

For the comprehension session, the six groups were given 3 short passages to work on, with two groups working on similar passages. This was for the purpose of comparing their comprehension during the class session.


Results of the paired-samples t-test on test scores for ICT, PBL, and Control groups

Mean

Std.

Deviation

t

df

p

2

ICT

PrePost

15.8321.79

4.033.08

6.68

18

0.00

0.7

PBL

PrePost

18.0020.24

6.044.60

3.29

16

0.01

0.4

Contro

l

PrePost

15.2419.00

5.914.80

4.18

17

0.00

0.5

RQ4 - What are the effects of PBL and ICT RQ4 - What are the effects of PBL and ICT teaching techniques on the learning of Arabic?teaching techniques on the learning of Arabic?

Results - Results - Quasi-experimental

Two broad conclusions can be drawn from the results used to measure the effect of instruction on each group.

As suggested by the overall increase in the pretest-posttest mean scores, the ICT and PBL treatments as well as the conventional techniques, have helped in improving students’ use of Arabic.

All groups show statistically significant results with ICT 2 indicating that it is the most effective in improving the students’ command of the Arabic language.

RQ4 - What are the effects of PBL and ICT RQ4 - What are the effects of PBL and ICT teaching techniques on the learning of Arabic?teaching techniques on the learning of Arabic?

Results - Results - Quasi-experimental

The analysed qualitative data supports the findings drawn from the quantitative data.

Students were found to be overwhelmingly in favour of the PBL approach.

The same, for the most part, can be observed from respondent comments on ICT. The latter is in line with Maimum (2009) who found that ICT was

identified as a useful tool to promote Arabic learning.

Thus, it can be concluded that both PBL and ICT were effective in teaching Arabic to the HS students and should both be incorporated to the current methodology.

Conclusion The results of the study tremendously benefit the

Kulliyyah/University and the field of language acquisition in various ways.

Views from both students and academicians substantiate anecdotal claims concerning the current practice of requiring HS and BENL students to learn 6 levels of Arabic language. Students largely find the programmes alright. Respondents (both students and lecturers) believe that the current techniques in teaching the language do not benefit the students fully.

How do we turn “OK” to “excellent”?

Conclusion The results of the study tremendously benefit the

Kulliyyah/University and the field of language acquisition in various ways.

The findings will help in curriculum reviews of the programme. Informed decisions can be made when reviewing the current requirement practices. The latter is essential so that the time and effort invested the teaching and learning Arabic will not be a wasted endeavour.

The research reveals other approaches that can be more effective in teaching Arabic to a group of social science students and thus enhance pedagogical practices.

It should also result in knowledge sharing on effective or alternative instructional techniques in the teaching of Arabic.

Conclusion

A reduction of levels but an increase in credit hours can be A reduction of levels but an increase in credit hours can be recommended . The former will help lessen students’ recommended . The former will help lessen students’ burden, the latter will enhance the value of the courses and burden, the latter will enhance the value of the courses and improve students’ attitude towards them. improve students’ attitude towards them.

KIRKHS may need to take the drastic decision of taking KIRKHS may need to take the drastic decision of taking over ownership of the Arabic for HS courses. The Kulliyyah over ownership of the Arabic for HS courses. The Kulliyyah has experts in the Arabic language and many have TASL has experts in the Arabic language and many have TASL background. background.

Selected ReferencesErozan, F. (2005). Evaluating the language improvement courses in the

undergraduate ELT curriculum at the Eastern Mediterranean University: Acase study. An unpublished doctoral dissertation. Middle East Technical University. Retrieved on Jan 25 2008 from

http://etd.lib.metu.edu.tr/upload/12606120/index.pdfGuntek, D. (2005). An evaluation of the effectiveness of the ENG 101, development

of reading and writing skills 1 course. An unpublished master’s degree dissertation. Middle East Technical University. Retrieved on Jan 25 2008 from http://etd.lib.metu.edu.tr/upload/12606120/index.pdf

Maimum Aqsha Lubis. (2009). Teaching and learning Arabic language through Multicultural approach and applying ICT in Pesantren Institution. International Journal of Education and Information Technologies, 3 (3), 171 – 178.

Sueraya Che Haron, Ismail S. A, Arifin, M., Ismaiel, H. A. (2010). Understanding Arabic-speaking skill learning strategies among selected Malay learners: a case study at the international Islamic University Malaysia (IIUM). Contemporary Issues in Education Research, 3 (8), 9 – 19

http://etd.lib.metu.edu.tr/upload/12606120/index.pdf

http://etd.lib.metu.edu.tr/upload/12606120/index.pdf

Thank you

Funding for this study came from a research grant Funding for this study came from a research grant awarded by IIUM.awarded by IIUM.

email addressesemail addresses

Dr. Badri Najib Zubir – Dr. Badri Najib Zubir – [email protected]. Maskanah Mohammad Lotfie – Dr. Maskanah Mohammad Lotfie – [email protected]

Dr. Mohd Feham Mohd Ghalib – Dr. Mohd Feham Mohd Ghalib – [email protected]

mailto:[email protected]



an assessment of the arabic language programme for human sciences students at international islamic...

Documents

hs students

arabic language courses

introduction arabic

human sciences students

arabic language programme

arabic language learning

current arabic courses

students retention