Readability level of Arabic texts for upper primary pupils at Al-Amin Islamic primary school (SRI)

Chia sẻ: Nguyễn Thảo | Ngày: | Loại File: PDF | Số trang:9

Thêm vào BST

Báo xấu

17
lượt xem 2
download

Download Vui lòng tải xuống để xem tài liệu đầy đủ

This study discusses the readability of Arabic texts among the upper primary pupils in Al-Amin Islamic Primary School (SRI), Nilai, Negeri Sembilan. This study of readability has a role for documentation to facilitates the Ministry of Education, teachers, policymakers, textbook writers, and the related people in other fields.

Chủ đề:

Bình luận(0) Đăng nhập để gửi bình luận!

Lưu

Nội dung Text: Readability level of Arabic texts for upper primary pupils at Al-Amin Islamic primary school (SRI)

International Journal of Mechanical Engineering and Technology (IJMET) Volume 10, Issue 03, March 2019, pp. 1672–1680, Article ID: IJMET_10_03_169 Available online at http://www.iaeme.com/ijmet/issues.asp?JType=IJMET&VType=10&IType=3 ISSN Print: 0976-6340 and ISSN Online: 0976-6359 © IAEME Publication Scopus Indexed READABILITY LEVEL OF ARABIC TEXTS FOR UPPER PRIMARY PUPILS AT AL-AMIN ISLAMIC PRIMARY SCHOOL (SRI) Nur Hidayah Hussain Al-Amin Islamic School, Nilai, 71800 Negeri Sembilan, Malaysia Maharam Mamat Pusat Citra Universiti, Universiti Kebangsaan Malaysia, 43600 UKM Bangi, Selangor, Malaysia ABSTRACT Textbook has become one of the primary materials in the teaching of Arabic language in Malaysia. Studies among scholars shown that the proficiency of Arabic language among non-native students is still at a low level due to many factors including the ineffectiveness of textbooks’ contents. Evaluation of a reading material takes into consideration of many aspects including the readability level, which is the difficulty level of a reading material. A quality textbook is a reading material that is easy to understand. This study discusses the readability of Arabic texts among the upper primary pupils in Al-Amin Islamic Primary School (SRI), Nilai, Negeri Sembilan. This study of readability has a role for documentation to facilitates the Ministry of Education, teachers, policymakers, textbook writers, and the related people in other fields. Key words: Readability Level; Arabic Texts; Islamic Primary School; Al-Amin Nilai; Malaysia Islamic School Cite this Article: Nur Hidayah Hussain and Maharam Mamat, Readability Level of Arabic Texts for Upper Primary Pupils at Al-Amin Islamic Primary School (SRI), International Journal of Mechanical Engineering and Technology 10(3), 2019, pp. 1672–1680. http://www.iaeme.com/IJMET/issues.asp?JType=IJMET&VType=10&IType=3 1. INTRODUCTION The proficiency level of Arabic language among pupils in Malaysia is still at an average level (Linamalini Mat Nafi & Kamarul Shukri Mat Teh 2014; Nik Mohd Rahimi, Sarizan Sulong & Siti Nurhajariah 2016; Aisyah Sjahrony et.al 2017) and has yet to achieve the satisfactory level (Zamri Ahmad & Ibtisam Abdullah 2014). Many pupils were not able to read Arabic texts fluently even though the texts are easy, simple and provided with diacritical marks (Mohd Zahimie & Hakim Zainal 2014). However, study by Awatif, Hairun Najuwah & Ku Fatahiyah (2014) from the Islamic University College Selangor (KUIS) has shown that the proficiency level of reading in Arabic language among students are at a high level. http://www.iaeme.com/IJMET/index.asp 1672 editor@iaeme.com
Nur Hidayah Hussain and Maharam Mamat Proficiency in Arabic language is influenced by how the process of teaching and learning (teaching-learning) of the language is planned and executed. It should be compatible and has flexibility for the teacher to apply and assist the pupil’s achievement (Mohd Ismail Mustari, et. al 2012). This requires the work force of an expert, taken optional in Arabic language study, or educated in teaching, at least a practical teaching in school. The lesson delivery should be eighty percent in Arabic (Nazri Atoh, Saipolbarin & Mohd Zawawi 2014). According to Zunita et. al (2016) and Ahmad Fuad (2015) the learning of Arabic language begins with the proficiency in Arabic vocabulary that requires the optional teacher’s expertise. Traditionally, the learning of Arabic vocabulary happens in the classroom using textbooks that become a foundation to the language proficiency level (Awatif, Hairun Najuwah & Ku Fatahiyah 2014; Zunita et. al 2016). 2. PROBLEM STATEMENT Textbook for learning Arabic is very important for the process of teaching-learning in school as it contains facts, information and various topics that elaborate and classify the subject’s syllabus in the curriculum (Leslie 2005). The readability of text will determine the compatibility of the textbook to the capability and ability of the pupil’s comprehension (Aisyah Sjahrony, Maimun Aqasha & Nik Mohd Rahimi 2017). The readability of reading text is needed to acquire the reflection and positive involvement in the process of teaching-learning (Kamarulzaman Abdul Ghani, Ahmad Sabri Noh & Nik Mohd Rahimi Nik 2017). In Arabic, readability is defined as Maqru’iyyah or Inqira’iyyah (Tu’aymah & al-Thu’aybi 2006). It is a concept refers to the level or degree of difficulty for a reading material (Muhammad Haron Husaini, et.al 2014; Kamarulzaman Abdul Ghani, Ahmad Sabri Noh & Nik Mohd Rahimi Nik 2017). According to Chall (1974), the concept of readability contains three aspects that are related to each other which are interest, easy to read, and easy to understand. Dale and Chall (1948) explained readability as the extent to which the readers understand it, read it at an optimal speed, and find it interesting. Many researchers including English (1958) use the concept of a text “that makes it easy for any of a given class of persons to understand its meaning”. In Malaysia, this concept is used by many researchers including Toeimah (1985), Khadijah Rohani (1987) and Marohaini (1999). According to Kamarulzaman Abdul Ghani, Ahmad Sabri Noh & Nik Mohd Rahimi (2017), readability is an interactive process that takes place between the reader’s characteristics and the reading text’s characteristics. According to Tay (2005), readability is different from the reading ability. Readability focused on reading materials while reading ability focused on the individual that reads. Marohaini (1999) classifies readability levels into three: first is Free Reading which utilizes an easy-to-read or easy-to-understand text characterized by excellent comprehension, excellent in identifying words, fluent reading rate and has only a few mistakes in all aspects. Second is Lesson Reading which utilizes a text that is comfortable to the pupil characterized by good comprehension, good in identifying words, average reading rate, and requires word analysis for some words. Third is Futile Reading, which is a reading level that is too difficult characterized by weak comprehension, not smooth and stuttered, and requires complete word analysis caused by by difficulty. Most of the students are having difficulty to understand Arabic text because of the lacking proficiency in grammar and limited vocabulary (Harun Baharudin, Zawawi Ismail & Nik Mohd Rahimi 2017). There is a need to refer to dictionary to know the meaning of the words that they do not understand (Awatif, Hairun Najuwah & Ku Fatahiyah 2014; Ahmad Fuad 2015). Study by Zunita et al (2016) and Khatijah Md Khatib & Hakim Zainal (2018) found that the proficiency in Arabic is influenced by perfect vocabulary in terms of spelling, meaning, and the correct usage of the word. http://www.iaeme.com/IJMET/index.asp 1673 editor@iaeme.com
Readability Level of Arabic Texts for Upper Primary Pupils at Al-Amin Islamic Primary School (SRI) Process of teaching-learning of Arabic requires skills in stages, which are listening, reading, speaking, and writing. (Awatif, Hairun Najuwah & Ku Fatahiyah 2014; Zamri Ahmad & Ibtisam Abdullah 2015). According to Rosni Samah et.al (2015) and Nor Mazidah Mahmood (2012), using materials in Arabic and doing language activities are the most effective method in learning secondary language. Learning Arabic requires memorizing grammatical rules and words, communicating and interacting such as dialogues, listening to teacher’s reading without looking at text, acting out and activities for writing skills in Arabic (Ahmad Ismail, et.al 2016). The proper selection of strategy in teaching-learning will affect the achievement of Arabic language among students. Linamalini Mat Nafi & Kamarul Shukri Mat Teh (2014) adopt a strategy that is related to the religious obligations such as understanding and appreciate the meaning of prayer recitation in daily prayers, supplications, Quranic verses or Hadith, and correcting and improving the pronunciation of Arabic through Quranic recitation. In the process of teaching-learning, textbook has become one of the crucial learning materials. Good textbooks should contain things that would attract and motivate pupils to learn. (Muhammad Izuan Abd Gani & Radziah Ismail 2015). Appropriate readability level is necessary to attract interest and motivate pupils to continue using it (Salasiah Hanin Hamjah et al. 2011) and increases the reading skill of students in the process of learning foreign language (Kamarulzaman Abdul Ghani 2011). Purpose and Limitations of Study The purpose of this article is to measure the readability level of At-Taisir Arabic Language textbook, which is being used in the Islamic Primary School (SRI) Al-Amin, Nilai, Negeri Sembilan. This school is a primary school under the network of IKRAM-Musleh Education which combine the national curriculum under Ministry of Education Malaysia and curriculum of IKRAM-Musleh. At-Taisir Arabic Language is used by upper primary pupils and drafted specially by a panel of authors in Education Division of IKRAM-Musleh and is used in every primary school in IKRAM-Musleh’s network. Text of At-Taisir Arabic Language At-Taisir textbook has become a specialized reference for Arabic texts which is used in SRI Al- Amin School, Nilai, but the readability test to identify the compatibility of the text has never been done. The question related to the readability of pupils with this text emerged when the pupils’ achievement of Arabic language is at a very disappointing level; the exam grades that are very low and the inarticulate in reading Arabic text. Besides that, this study wants to identify the compatibility of the text to the capability level of the pupil based on the comprehension towards the text because a book that has been read will become a beneficial educational material if it is understood correctly (Coleman 1962). A good text should be suitable, compelling, and motivating to the reader (Dubay, 2002; Aisyah Sjahrony et. al 2017). Since its establishment in 2013, Al-Amin Islamic Primary School Nilai adopt the national curriculum under the Ministry of Education Malaysia, which is the Standardized Curriculum for Primary School. This curriculum is called diniyyah curriculum which comprises subjects such as Islamic Creed (‘aqidah), Islamic Jurisprudence (fiqh), Prophet’s Biography and Islamic History (sirah), Arabic Language, al-Qur’an (Memorization and Recitation), tajwid (elocution), and Jawi script. Islamization of knowledge are applied on every subject, philosophy, concept, objective, and contents. Process of Teaching-learning in this school still fulfil the National Education Philosophy and National Education Policy that emphasized twenty-first century learning process. Year Six students in SRI Al-Amin Nilai will attend the Primary School Evaluation Test (UPSR) which enables them to attend Islamic National Secondary School (SMKA), High Performance School (SBT), MARA Junior Science College (MRSM), Fully http://www.iaeme.com/IJMET/index.asp 1674 editor@iaeme.com
Nur Hidayah Hussain and Maharam Mamat Residential School (SBP), and National Secondary School, and they will be given priority to study in Islamic Secondary School Al-Amin of IKRAM-Musleh with the highest result of UPSR. Year Six students must attend IKRAM Musleh Student Assessment System (SPPIM) examination in July, with assessment only for Arabic Language subject, diniyyah and KRS. Applied in SRI Al-Amin Nilai, IKRAM Musleh Student Assessment System (SPPIM) also conducting a test called Endurance Test through observation of twelve constructs that being held throughout the year, during weekly meeting, indoor and outdoor camping. The said evaluation consists of 1A for written test, 1A for practical, 11A for competency construct and 1A for endurance. This assessment is drafted specially to achieve ten traits of an exceptional Muslim such as true and straight belief, authentic worships, strong practice of virtues, morality, and manners, independent, knowledgeable, strong and healthy physique, resistant to temptation, organized in every matter, good time management, and generous and beneficial to others. (IKRAM Organization Malaysia 2017) IKRAM Musleh Education Curriculum was drafted according to the syllabus, Arabic Language textbook and diniyyah. It’s been used in every branch of Al-Amin Islamic Primary School, including SRI Al-Amin Nilai. According to Zairani A.Hamid et.al (2016), At-Taisir Arabic Language is used from year one to year six. For pupil of year one until year three, At- Taisir Arabic Language is including with extra activity book (based on the textbook syllabus). Textbooks for year four, five, and six do not include activity books because the revision questions in the textbooks are enough to encompass every topic. The contents in At-Taisir Arabic Language textbook and activity book are different from the curriculum and syllabus of Arabic established for Ministry of Education’s primary schools. At-Taisir Arabic Language textbook or At-Taisir fil 'Arabiyyah is a six years Arabic Language program, designed for non- native speaker primary school students. It contains fundamental knowledge of Arabic to understand Arabic and Islamic culture, and Arabic for non-Arab (Shamsudin Mohamed Dom 2013). The contents are arranged thematically appealing according to ages such as: 1. Year 1 and 2: World of Self and Surrounding 2. Year 3 and 4: World of Information; Nature and Human 3. Year 5 and 6: World of Arabic and Islamic Culture 3. RESEARCH METHODOLOGY Measurement for readability level of Arabic text has two methods, which is qualitative and quantitative (Klare 1969; Gilliland 1972; Chall 1974; Harris & Sipay 1980). It covers literature survey and analysis of past studies that are obtained through journals, conference paper, books, research papers and thesis that will become supporting materials in the discussion. Besides that, this research also utilizes questionnaire method and conducting measurements for readability level of upper primary pupils based on the examination’s results throughout the school year. Questionnaire In this study, questionnaire is used as related information to the existing knowledge, motivation and level of Arabic Language achievement among the pupils based on the studied text. It identifies self-factors of pupils and their relations to readability of At-Taisir Arabic Language. These questionnaires are distributed to all upper primary pupils in the IKRAM-Musleh schools (Middle Zone – Negeri Sembilan, Selangor, Kuala Lumpur) to observe the similarities or differences related to the readability among pupils. Questionnaire used is of predetermined responses which is also known as structured questionnaire or close ended questionnaire (Mohd Majid Konting, 2005). Respondents select the preferred agreement level to show their impressions toward those statements (using Likert http://www.iaeme.com/IJMET/index.asp 1675 editor@iaeme.com
Readability Level of Arabic Texts for Upper Primary Pupils at Al-Amin Islamic Primary School (SRI) scale of five). This questionnaire is divided into a few sections. Information regarding pupil’s motivation toward the Arabic Language reading text are divided into three categories, which are: (a) intrinsic aspect of the reader which comprises of 7 items (a1 to a17); (b) extrinsic aspect of the reader which comprises of 8 items (b8 to b15); and (c) the important of reading, which amount to six items (c16 to c21). 4. LITERATURE STUDY Muslich (2010) states that textbook is a book that is referred by students at a specific level as instructional medium related to a specific learning field. Book is a primary source of information in teaching-learning in Malaysia at every stage. Process of producing book as a text for learning is still at the assumptions of the author and publisher without studying the readability level of pupil ((Muhammad Haron Husaini 2012; Mohd Fadzli & Mohd Sukki 2012; Kamarulzaman Abdul Ghani, Ahmad Sabri Noh & Nik Mohd Rahimi Nik 2017). However, selection of a textbook that is incorrect and incompatibile with the comprehension level of the pupil can cause failure to the process of teaching-learning (Aisyah Sjahrony, Maimun Aqsha Lubis & Nik Mohd Rahimi Nik Yusoff 2017). Textbook has become a primary reference even though the contemporary education system already undergone great transformation and competition by various teaching aids devices that are more appealing such as computer, television, internet, and other multimedia materials (Affandi 2006; Mohd Nazri et al 2013). Studies conducted by Sanusi (2016) and Try Viananda, Rina Alfah & Ibrahim (2018) have shown that learning the Arabic Language through online using E-Learning method can increase the children’s interest to learn. Textbook is used for communicative and grammar activities that are arranged in interesting way to facilitate the learning of Arabic Language. Every chapter is provided with the modern teaching approach and employed the suitable sentences. According to Zamri Arifin et al. (2013), teaching and learning in Arabic language in Malaysia have yet to achieve the real aim and objective due to the emerging problems during the process of teaching-learning. This has been affecting the achievement of Arabic language among pupils in the primary school of IKRAM- Musleh. At-Taisir Arabic Language textbook is one of the primary materials and has become a reference for lower-level that is recognized by IKRAM-Musleh Curriculum and Ministry of Education. At-Taisir Arabic Language that has become a primary reference in SRI Al-Amin Nilai is divided into two levels. Level 1 comprises of various subtopics such as Vocabulary Building (Binaa al-Mufradat), Story Time (Waqt al-Qissoh), Conversation Game (Lu'bah Hiwariyyah) and Exercise (Tatbiiqaat). Every subtopic is repeated two times, including different contents related to the learned topic. Level 2 contains wider topics such as Prophets’ Stories, Historical Places, Games, Jobs, and Animal Story. The textbook emphasizes towards the various aspects of grammar, morphology, and vocabulary. Revision and exercise questions in the Arabic Language Level 2 is more on the short essay answers based on the text. Besides that, the questions that require pupil to use Higher Order Thinking Skills (HOTS). At-Taisir Arabic Language Level 2 also contains elements such as; 1. Guided Reading (Al-Qira'ah Al-Muwajjahah): Comprehension questions that are prepared before the reading as reading guidance for the pupils. 2. Dictionary Usage (Al-Qaamuus): Pupils are exposed to dictionary. Included in the text, there are words in red on the column of this dictionary. 3. Brief Guide (Dalil Mukhtasar): A brief explanation is prepared for parents and teachers in every page. http://www.iaeme.com/IJMET/index.asp 1676 editor@iaeme.com
Nur Hidayah Hussain and Maharam Mamat 4. Synonyms and Antonyms (Al-Bahsu 'An Ad-Daddi): Pupils are introduced to synonyms and antonyms that are taken from a few words that are identified from the story in the text. 5. Mind map (Itoor Al-Afkaar): To organize the understanding of pupils about the story in the text by putting forward the main ideas of the story. 6. Understand and Answer (Ifham Wa Ajib): Preparing higher-order questions with two- choice answers. On this column, there are two subjective questions that must be answered orally. 7. Casual Method (Al-Qawaaid Al-Muyassaroh): Introducing the method in casual way through correct sentences and data structures. This section also prepares for sentence construction exercise. 8. Guided Speech 1 (At-Ta'bir Al-Muwajjah ١): Trained pupils to construct sentence guided by the prepared words and sentences. 9. Guided Speech 2 (At-Ta'bir Al-Muwajjah ٢): Preparing activities that encourage pupils to speak. 10. Reading Garden (Roudah Al-Qisosi): preparing additional reading materials in the form of a story to encourage pupils to read. This element is provided with summary and meaning of difficult words. 11. Index (Al-Fihras): Providing index that contains three forms of verb (Fi'il) and are arranged alphabetically. SRI Al-Amin Nilai has applied the Memorization and Recitation of the Qur’an Curriculum based on pupils’ level, beginning from year one to year six as follows: Table 1 List of surah for Memorization and Recitation of the Qur’an according to pupils’ level. AL-QURAN NO. YEAR MEMORIZATION RECITATION 1 One Surah Al-Faatihah – Surah Al-'Aadiyaat Iqra' 1 – Iqra' 6 2 Two Surah Al-Bayyinah – Surah Adh-Dhuha Juz' 29 – Juz' 30 3 Three Surah Asy-Syams – Surah At-Tooriq Juz' 1 – Juz' 5 4 Four Surah Al-Insyiqaq – Surah At-Taqwir Juz' 6 – Juz' 13 5 Five Surah 'Abasa – Surah An-Naazi'aat Juz' 14 – Juz' 20 6 Six Surah Yaasiin, Surah As-Sajdah Juz' 21 – Juz' 28 dan Surah Al-Insaan (Source: IKRAM Organization Malaysia, 2017) Syllabus for diniyyah subjects such as al-Qur’an (Memorization & Recitation), Tajwid (Elocution, exeption for year one and two), Aqidah (Creed), Feqah (Worship Matters), Sirah (Prophet’s Biography and History), Akhlaq (Moral and Ethics), and Jawi script (for lower primary and exception for upper primary) is specially drafted. The contents and topics in those subjects are different from the syllabus of Al-Qur’an and Fardhu Ain Classes of Selangor Islamic Affairs Department (KAFA, JAIS), Negeri Sembilan Islam Affairs Council (MAINS) or any other Islamic Affairs department (Norma Binti Mohamad 2018). There has been no study done on the readability level of At-Taisir Arabic Language textbook in the primary schools of IKRAM-Musleh network although this kind of study is very crucial in order to obtain information related to the proficiency of Arabic language among pupils. Therefore, study on the readability level of this text will give us the difficulty level of At-Taisir Arabic Language textbook that being used by this school. Based on this result, steps to improve the contents of the text or teaching and learning can be done concurrent to the level of pupils’ proficiency of Arabic language. http://www.iaeme.com/IJMET/index.asp 1677 editor@iaeme.com
Readability Level of Arabic Texts for Upper Primary Pupils at Al-Amin Islamic Primary School (SRI) 5. CONCLUSIONS There has been no study on the readability of At-Taisir Arabic Language in IKRAM-Musleh network of primary schools in Malaysia. Study on the readability for At-Taisir Arabic Textbook is very important to evaluate, improve, and strengthen the textbooks that being used in IKRAM- Musleh schools by taking into consideration of pupils’ abilities. Even though this study limits the scope of Arabic language text only for upper primary pupils in SRI Al-Amin, Nilai, similar study has the potential to broaden its application to every primary schools of IKRAM-Musleh in Malaysia in various field scope that is more comprehensive in order to strengthen the syllabus used concurrent to the Malaysia education system of today. The results of this study are very important, especially to SRI Al-Amin, Nilai, and become a standard to every primary schools of IKRAM-Musleh network in Malaysia. It is very useful for the evaluation and improvement, and then will be drafted into the new syllabus alongside the contemporary needs. The results can be as a guidance for pupils, teachers that are involved in the teaching of Arabic Language, either in IKRAM-Musleh network of primary schools or Arabic Language stream in government schools, parents, textbook authors, policy and curriculum makers, and Ministry of Education of Malaysia. The weaknesses from the Arabic language textbook, unsuitable teaching and learning or inaccurate evaluation can be mended and improved to increase the quality of national education in the future. REFERENCES [1] Ahmad Fuad Che Daud@Che Mud. Pengaruh Subjek Dan Prediket Dalam Pemahaman Teks Bahasa Arab, Jurnal Pendidikan Malaysia 40(1)(2015): pp. 1-6. [2] Ahmad Ismail, Et Al. Pelaksanaan Kemahiran Menulis Dalam Pengajaran Bahasa Arab Di Sekolah Rendah Agama Integrasi (SRAI) Selangor, Tinta Dalam Pengajaran Membina Ummah 2(2), 2016; pp. 55-62. [3] Aisyah Sjahrony, Maimun Aqsha Lubis & Nik Mohd Rahimi Nik Yusoff. Kepentingan Kebolehbacaan Buku Teks dalam Dunia Pendidikan. ASEAN Comparative Education Research Journal on Islam and Civilization (ACER-J) Vol.1 (1) January 2017; pp. 25-40. [4] Aisyah Sjahrony & Maimun Aqsha Lubis. Kebolehbacaan Buku Teks Maharat Al-Qira”ah Berasaskan Ujian Kloz, Ulum Islamiyyah, Vol. 21 (August) 2017; pp. 61-73. [5] Awatif Abdul Rahman, Hairun Najuwah Jamali dan Ku Fatahiyah Ku Azizan. Pengajaran dan Pembelajaran Kemahiran Membaca Bahasa Arab di KUIS, 4th International Conference And Exhibition On Islamic Education 2014 (ICIEd2014), At Kota Bharu, Kelantan, 2014. [6] Awatif Abdul Rahman, Siti Nurhajariah Md Isa, Norfaezah Mohd Hamidin, Idi Hamdi. 2017. Pendidikan Bahasa Arab Di Peringkat Prasekolah: Satu Tinjauan Awal, Prosiding Persidangan Antarabangsa Sains Sosial & Kemanusiaan, PASAK 2, di Pusat Konvensyen KUIS pada 26 & 27 April 2017. [7] Azlan Shaiful Baharum & Rosni Samah. Persepsi Pelajar Universiti Awam Terhadap Kesalahan Bahasa Arab, Faktor Penyumbang dan Implikasi, Jurnal Sains Humanika, 6:1 (2015): pp. 35-42. [8] Chall, J.S. Readability: An Appraisal of Research and Application. Cetak Ulang. Epping, Essex: Bowker Publishing Company, 1974. [9] Coleman, E.B. Improving Comprehensibility by Shortening Sentences. Journal of Applied Psychology 1962: 46; pp. 131-134. [10] Dale, E. & Chall, J.S. A Formula for Predecting Readabilty and Instruction. Educational Research Bulletin, 1948. [11] Dubay, W.H. The Principles of Readability. California: Impact Information, 2004. http://www.iaeme.com/IJMET/index.asp 1678 editor@iaeme.com
Nur Hidayah Hussain and Maharam Mamat [12] English, H.B. & English, A.C. A Comprehensive Dictionary of Psyhological and Psychoanalytical Terms. London: Longmans, Green, 1958. [13] Gall, J.P; Gall, M.D & Borg, W.R. Applying educational research, a practical guide. Boston: Allyn and Bacon, 2005. [14] Harun Baharudin, Zawawi Ismail & Nik Mohd Rahimi. Pembinaan Ujian Tahap Saiz Kosa Kata Arab, Jurnal Pendidikan Malaysia, 42 (1) (2017); 13-19. [15] Khadijah Md Khatib & Hakim Zainal. Penguasaan Kata Nama Dan Kata Kerja Arab dalam Pelaksanaan Kurikulum Bersepadu Dini, Jurnal Bitara, Vol. 1, Issue 1, 2018: pp. 69-79. [16] Khadijah Rohani Md. Yunus. Formula Kebolehbacaan: Satu Cara Objektif Untuk Menentukan Tahap Kebolehbacaan Bahan-Bahan Bacaan. Jurnal Dewan Bahasa April1987: pp. 274-288. [17] Klare, G.R. The Measurement of Readabilty. Ed. Ke-3. Iowa: Iowa State University Press, 1969. [18] Kamarulzaman Abdul Ghani. Kebolehbacaan Buku Teks Bahasa Arab Tinggi Berasaskan Ujian Kloz dalam Kalangan Pelajar di SMKA. GEMA Online® Journal of Language Studies. 2011. Vol. 11(2); pp. 53-66. [19] Kamarulzaman Abdul Ghani, Ahmad Sabri Noh & Nik Mohd Rahimi Nik. Ciri-ciri Linguistik dalam Buku Teks Berbahasa Arab dan Hubungannya dengan Tahap Kebolehbacaan Teks di Malaysia, Gema Online Journal of Language Studies, Vol. 17 (3), August 2017: pp. 152-166. [20] Linamalini Mat Nafi & Kamarul Shukri Mat Teh. Penggunaan Strategi Pembelajaran Bahasa Arab Sebagai Bahasa Kedua: Satu Kajian Di Institusi Pengajian Tinggi Kelantan, Prosiding Seminar Pengajaran Dan Pembelajaran Bahasa Arab 2014, Fakulti Pengajian Islam, UKM & Fakulti Kontemporari Islam, UniSZA, 2014. [21] Marohaini Yusoff. Strategi Pengajaran Bacaan Dan Kefahaman. Kuala Lumpur: Dewan Bahasa Dan Pustaka, 1999. [22] Mohd Ismail Mustari, Kamarul Azmi Jasmi, Azhar Muhammad & Rahmah Yahya. Model Pengajaran Dan Pembelajaran Bahasa Arab, Seminar Antarabangsa Pengurusan & Pendidikan Islam (SEA PPI2012), Le Grandeur Palm Resort, Johor Bahru, 8-9 Mac; 2012; pp. 867-878. [23] Mohd Majid Konting. Kaedah Penyelidikan Pendidikan. Kuala Lumpur: Dewan Bahasa dan Pustaka, 1990. [24] Mohd Nazri Abdul Rahman, Norlidah Alias, Saedah Siraj & Zaharah Hussin. Inovasi Dan Kreativiti Dalam Rekabentuk Buku Teks Sekolah Menengah: Aplikasi Pendidikan Interpretive Structural Modelling (ISM), dlm JuKu: Jurnal Kurikulum Dan Pengajaran Asia Pasifik, 2013. Bil. 1, Isu 1; pp. 1-9. [25] Mohd Zahimie Mohd Dzahid & Hakim Zainal. Pengaruh Kelancaran Membaca Al-Quran Terhadap Kelancaran Membaca Teks Arab: Kajian Kes di KUIM, Prosiding Seminar Pengajaran Dan Pembelajaran Bahasa Arab 2014, Fakulti Pengajian Islam, UKM & Fakulti Kontemporari Islam, UniSZA, 2014. [26] Muhammad Haron Husaini, Muhd. Syukri Abd. Rahman, Ahmad Redzaudin Ghazali & Norhidayati Abdullah. Tahap Kebolehbacaan Buku Al-Mursyid fi al-Lughah al-Arabiah. International Journal of Islamic Studies and Arabic Language Education. 2014. Vol. 1(1); pp. 11-16. [27] Nazri Atoh, Saipolbarin Hj. Ramli & Mohd Zawawi Ag. Hamat. Guru Bahasa Arab Yang Berkreativiti: Satu Tinjauan Awal, Prosiding Seminar Pengajaran Dan Pembelajaran Bahasa Arab 2014, Fakulti Pengajian Islam, UKM & Fakulti Kontemporari Islam, UniSZA, 2014. [28] Nik Mohd Rahimi Nik Yusoff, Sarizan Sulong & Siti Nuhajariah. Tahap Kefahaman Bahasa Arab Mengikut Taksonomi Bacaan dalam Kalangan Pelajar, Jurnal Pendidikan Malaysia 41(1)(2016): pp. 33-37. http://www.iaeme.com/IJMET/index.asp 1679 editor@iaeme.com
Readability Level of Arabic Texts for Upper Primary Pupils at Al-Amin Islamic Primary School (SRI) [29] Nor Mazidah Mahmood. Penggunaan kaedah pengajaran bahasa arab dalam kalangan guru peringkat sekolah rendah: satu penilaian. Thesis PhD, Universiti Malaya, 2012.. [30] Panel Penulis IKRAM Musleh. Aqidah Tahun 2. Siti Mariam Dauelaih. Edisi ke-6. Setapak: Al-Ameen Serve Holdings SDN BHD, 2011. [31] Panel Penulis IKRAM Musleh. Buku Aktiviti Aqidah Tahun 3. Alifah Abdul Aziz. Edisi Pertama. Setapak: Al-Ameen Serve Holdings SDN BHD, 2012. [32] Pertubuhan IKRAM Malaysia. Pentaksiran Konstrak Pelajar IKRAM Musleh SRI Tahun 2. Azma Mahmod. Edisi Semakan. Setapak: Al-Ameen Serve Holdings SDN BHD, 2017. [33] Rosni bin Samah, Fariza Puteh-Behak, Noor Saazai Mat Saad, Suraini Mohd Ali, Ramiaida Darmi & Haliza Harun. Effective Methods in Learning Arabic Language as a Foreign Language, Mediterranean Journal of Social Sciences, 2016. Vol 7 No 3; pp. 349-355. [34] Shamsudin Bin Mohamed Dom. Pelaksanaan Sistem Pentaksiran Pendidikan Ikram Musleh Di Rangkaian Sekolah Rendah Islam Ikram Musleh, Laporan Penyelidikan Ijazah Sarjana Pendidikan, Universiti Teknologi Malaysia, 2013. [35] Tay, Meng Guat. Kebolehbacaan Bahan Bacaan. Jurnal Penyelidikan MPBL 2005. 6: pp. 23-34. [36] Toeimah, R.A. Dalil Camal Fi ‘Icdad Al-Mawadd Al-Taclimiyyah Li Baramij Taclim Al- arabiyyah. Makkah Al-Mukarramah: Jamicah Umm Al-Quran, 1985. [37] Zamri Ahmad & Ibtisam Abdullah. Metode Pengajaran Dan Pembelajaran Bahasa Arab Berasaskan Empat Kemahiran, Prosiding Seminar Pengajaran & Pembelajaran Bahasa Arab 2014, Fakulti Pengajian Islam, UKM & Fakulti Kontemporari Islam, UniSZA, 2014. [38] Zunita Mohamad Maskor, Harun Baharudin, Maimun Aqsha Lubis, Nurul Kamalia Yusuf. Teaching and Learning Arabic Vocabulary: From a Teacher’s Experiences, Creative Education, 2016, 7; pp. 482-490. [39] Zairani A. Hamid, Windi Chaldun, Mohd Haizea Sharafudin, Norfadilah Zakaria & Azhar Saad. At-Taisir Fil 'Arabiyyah (Tahun 3). Setapak: Al-Ameen Serve Holdings SDN BHD, 2016. http://www.iaeme.com/IJMET/index.asp 1680 editor@iaeme.com