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KEUNGGULAN KAEDAH ELEKTIK SISTEMATIK DALAM PENGAJARAN DAN PEMBELAJARAN BAHASA ARAB KEPADA PELAJAR MELAYU

ASEAN Journal of Teaching & Learning in Higher Education 01/2009;
Source: DOAJ

ABSTRACT Kajian ini dijalankan untuk membandingkan keberkesanan tiga kaedah pengajaran bahasa Arab iaitu di antara kaedah Taqlidiyah, kaedah al-Syam’iyat al-Shafawiyah dan kaedah eklektik sistematik. Tujuanutama kajian ini ialah untuk mengenal pasti kaedah pengajaran bahasa Arab yag paling berkesan untuk mencapai penguasaan dalam empat kemahiran bahasa (mendengar, bertutur, membaca dan menulis).Kajian ini dijalankan dengan menggunakan rekabentuk eksperimen quasi. Enam kumpulan pelajar yang masing-masing terdiri daripada 50 orang pelajar di Pusat Matrikulasi Universiti Islam Antarabangsamerupakan subjek kajian ini. Kaedah Taqlidiyah digunakan oleh golongan pensyarah yang mempunyai latar belakang pendidikan TAFL (Teaching Arabic As First Language), kaedah al-Sam’iyat al-Shafawiyah digunakan oleh golongan pensyarah yang mempunyai latar belakang pendidikan TASL (Teaching Arabic As A Second Language). Manakala kaedah Eklektik Sistematik merupakan gabungankedua-dua kaedah Taqlidiyah, kaedah al-Syam’iyat al-Shafawiyah. Kurikulum yang digunapakai bagi keenam-enam kumpulan pelajar dalam kajian ini adalah dikawal dari segi jantina, bangsa, pengetahuan asas bahasa Arab dan latihan bahasa Arab di luar kelas. Kajian ini telah mengenal pasticiri-ciri dan langkah-langkah kaedah Eklektik Sistematik, yang dianggap sesuai untuk pengajaran bahasaArab kepada pelajar Melayu di Pusat Matrikulasi Universiti Islam Antarbangsa Malaysia. Hasil kajian menunjukkan bahawa kaedah Taqlidiyah berkesan bagi kemahiran kefahaman bacaan dan kemahiran menulis di peringkat permulaan dan peringkat pertengahan. Kaedah al-Sam’iyat al-Syafawiyah didapati berkesan bagi kemahiran kefahaman mendengar dan kemahiran bertutur pada kedua-dua peringkat; permulaan dan pertengahan. Kaedah Eklektik Sistematik didapati berkesan bagi keempatempat kemahiran pada kedua-dua tahap atau peringkat iaitu peringkat permulaan dan pertengahan.This study was conducted to compare the effectiveness of three methods of teaching the Arabic language namely the Taqlidiyah, the al-Sam’iyat al-Safawi’yah and the Eclectic Systematic. The purposeof this study was to determine which of the three methods was more effective in achieving proÞciencyin the four language skill (listening, speaking, reading, and writing). The study was carried out using a quasi experimental design. Six groups of 50 students each from the matriculation centre of the InternationalIslamic University were used as sample for this study. The Taqlidiyah method used sometechniques of TAFL (Teaching Arabic As First Language), the al-Sam’iyat al-Shafawiyah method usedsome of the techniques of TASL (Teaching Arabic As A second Language). While the Eclectic Systematic method used the combination techniques of Taqlidiyah and al-Sam’iyat al-Safawi’yah method.The curriculum for six groups of students used in this study were controlled in terms of gender, nationality, basic Arabic language skills and Arabic language training outside classrooms. This studyhas identiÞed the characteristics and the procedures of the Eclectic Systematic teaching method, which was found suitable for the teaching of Arabic language for Malay student at the matriculationof the International Islamic University. Results of the study showed that the Taqlidiyah method was effective in teaching reading comprehension and writing skill for both the elementary and intermediate levels. The al-Sam’iyat al-Shafawiyah method was effective in teaching listening comprehension and speaking skill for both the elementary and intermediate levels. The Eclectic Systematic method was effective in teaching all four language skills for both the elementary and intermediate levels.

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