Developing a Teaching Module on Arabic Vocabulary Based on the Four Strands Theory for Pre-University Students in Malaysia: A Needs Analysis
DOI:
https://doi.org/10.17507/tpls.1211.05Keywords:
Arabic vocabulary, teaching module, vocabulary teaching activities, Four Strands TheoryAbstract
Vocabulary is very important in language learning. Studies on Arabic language vocabulary mastery in Malaysia show that lack of teaching materials on effective vocabulary learning contributed to problems in teaching vocabulary faced by teachers, including at pre-university level. Hence this study was carried out to identify the need for designing a module for teaching Arabic language vocabulary for pre-university students based on Nation’s Four Strands theory. The survey approach was used with a questionnaire distributed for collecting data on the need to develop the module. The sample consisted of 63 pre-university Arabic language teachers, selected by purposive sampling. The research findings show that there was a need for designing the vocabulary teaching module for pre-university students based on the Four Strands theory comprising four elements, namely meaning focused input, meaning focused output, language focused learning and fluency development.
References
Al-Batal, M. (2006). Playing with words: Teaching vocabulary in the Arabic curriculum. In K. Wahba, Z. Taha, & L. England (Eds.) Handbook for Arabic language teaching professionals in the 21st century (pp. 331-340). New York: Routledge.
AlQahtani, M. (2016). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, 3(3), 21–34. https://doi.org/10.20472/te.2015.3.3.002
Aman, A. A., & Baharudin, H. (2019, Mei). Amalan pedagogi Jurulatih Utama Bahasa Arab dalam pengajaran kosa kata pekolah Kebangsaan di negeri Melaka. Global Journal Al Thaqafah (GJAT). 15-28.
Arndt, H. L., & Woore. R. (2018). Vocabulary learning from watching YouTube videos and reading blog posts. Language Learning & Technology, 22(1), 124–142.
Asyiah, D. N. (2017). The vocabulary teaching and vocabulary learning: Perception, strategies, and influences on students’ vocabulary mastery. Jurnal Bahasa Lingua Scientia, 9(2), 293–318.
Baharudin, H., & Ismail, Z. (2014). Vocabulary learning strategies and Arabic vocabulary size among Pre-University Students in Malaysia. International Education Studies, 7(13).
Baharudin, H., & Ismail, Z. (2014). Aspek saiz dalam pembelajaran kosa kata bahasa Arab. Wacana Pendidikan Islam Peringkat Kebangsaan Siri Ke-10 (WPI10), Fakulti Pendidikan, Universiti Kebangsaan Malaysia & Majlis Ugama Islam Sabah.
Baharudin, H., & Lubis, M. A. (2015). Korelasi strategi dengan saiz kosa kata dalam pembelajaran Bahasa Arab. In ASEAN Comparative Education Research Conference ACER-N 2015 (pp. 1535–1544). Bangi, Malaysia: UKM Press.
Berne, J. I., & Blachowicz, C. L. Z. (2008). What reading teachers say about vocabulary instruction: Voices from the classroom. The Reading Teacher, 62(4), 314-323.
Coxhead, A. (2010). Grabbed early by vocabulary: Nation’s ongoing contributions to vocabulary and reading in a foreign language. Reading in A Foreign Language, 22, pp. 1-14.
Daller, H., Milton, J., & Treffers-Daller, J. (2007). Modelling and assessing vocabulary knowledge. Cambridge: Cambridge University Press.
Fan, M. (2003). Frequency of use, perceived usefulness, and actual usefulness of second language vocabulary strategies: A study of Hong Kong learners. The Modern Language Journal, 83(2), 222–241.
Gu, Y. (2003). Vocabulary learning in second language: Person, task, context and strategies. Electronic Journal, TESL-EJ, 7(2). 1-26.
Hasmam, A. Yusuf, N. M. R. N., Lubis, M. A., & Sjahrony, A. (2017). Amalan Strategi Pemahaman Makna Kosa Kata Bahasa Arab Berasaskan Konteks Penggunaan Dalam Pengajaran Guru. ASEAN Comparative Education Research Journal on Islam and Civilization (ACER-J), 1(2), 53–66.
Hógain, B. Ó. (2012). Teaching and learning vocabulary: Putting The Four Strands to the test. (Master's thesis, University of Barcelona).
Isa, R. A. M., Mustapha, N. H., Rahman, T. A. R. T. A., & Pisol, N. A. (2014). Vocabulary Learning Strategies: Differences between Arabic and Non-Arabic majoring students at the International Islamic University Malaysia. Middle-East Journal of Scientific Research (Language for Communication and Learning), 20, 28–32.
Ishak, S. A. (2017). Saiz kosa kata Bahasa Arab dan hubungannya dengan kemahiran menulis dalam kalangan pelajar prasiswazah. (Masters thesis, National University of Malaysia).
Ismail, M. Z., Bakar, K. A., Mustapha, N. F., & Rouyan, N. M. (2016). Penggunaan strategi pembelajaran kosa kata Bahasa Arab pada kalangan pelajar cemerlang. Asia Pacific Journal of Educators and Education, 31, 47–68.
Krashen, S. (1985). The input hypothesis: Issues and implications. New York: Longman.
Laufer, B., & Nation, P.. (1999). A vocabulary size test of controlled productive ability. Language Testing, 16, 33- 51.
Malaysian Examinations Council. (2016). Laporan Peperiksaan Tahun 2016 [2016 Annual Examination Report]. https://www.mpm.edu.my/sumber/penerbitan/laporan-peperiksaan-stpm-dan-muet/2016
Malaysian Examinations Council. (2017). Laporan Peperiksaan Tahun 2016 [2017 Annual Examination Report] https://www.mpm.edu.my/sumber/penerbitan/laporan-peperiksaan-stpm-dan-muet/2017
Malaysian Examinations Council. (2018). Laporan Peperiksaan Tahun 2018 [2018 Annual Examination Report]. https://www.mpm.edu.my/sumber/penerbitan/laporan-peperiksaan-stpm-dan-muet/2018
Maskor, Z. M. (2020). Penilaian pengetahuan kosa kata Bahasa Arab dalam kemahiran menulis pelajar Sekolah Menengah Kebangsaan Agama. (Doctoral thesis, National University of Malaysia).
Maskor, Z. M., Baharudin, H., Lubis, M. A., & Yusuf, N. K. (2016). Teaching and Learning Arabic Vocabulary: From a Teacher’s Experiences. Creative Education. https://doi.org/10.4236/ce.2016.73049
Mat, A. C., & Goh Y. S. (2010). Situasi pembelajaran Bahasa Asing di Institut Pengajian Tinggi: Perbandingan antara Bahasa Arab, Bahasa Mandarin dan Bahasa Perancis. ASEAN Journal of Teaching and Learning in Higher Education (AJTLHE), 2(2), 9–20.
Maximo, R. (2000). Effects of rote, context, keyword, and context/ keyword method on retention of vocabulary in EFL classroom. Language Learning, 50(2), 385-412.
McCrostie, J. (2007). Investigating the accuracy of teachers’ word frequency intuitions. RELC Journal, 38(1), 53–66.
Mezah, C. R., & Mohamad, N. (2016). Pengajaran dan pembelajaran kosa kata Arab: Teori dan aplikasi. Serdang: Penerbit Universiti Putra Malaysia.
Milton, J. (2009). Measuring second language vocabulary acquisition. Bristol, UK: Multilingual Matters.
Nassaji, H. (2004). The relationship between depth of vocabulary klowledge and L2 Learners’ lexical inferencing strategy use and success. Canadian Modern Language Review, 61(1), 107–135.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge Applied Linguistics Series. Cambridge.
Nation, I. S. P. (2007). The four strands. Innovation in Language Learning and Teaching, 1(1), 1–12.
Nation, I.S.P. (2013). Materials for teaching vocabulary. In B.Tomlinson (Ed.), Developing materials for language teaching (pp. 351-363). London: Bloomsbury.
Nation, I. S. P., & Macalister, J. (2010). Language curriculum design. London: Routledge.
Nation, I. S. P., & Waring, R. (1997). Vocabulary size, text coverage and word lists. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 6-19). Cambridge: Cambridge University Press.
Noroozi, M., & Siyyari, M. (2019). Meaning-focused Output and meaning-focused Input: The case of passive and active vocabulary learning. Cogent Arts and Humanities, 6(1).
Norris, J. & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50(3), 417–528.
Oxford, R., & Scarcella R. C. (1994) Second Language Vocabulary Learning Among Adults: State Of The Art In Vocabulary Instruction. System. Vol. 22. No. 2. https://doi.org/10.1016/0346-251X(94)90059-0
Pa, M. T. (2007). Dasar-dasar Umum Pengajaran Bahasa Arab Di Malaysia. In Mohd Rosdi Ismail & Mat Taib Pa (Ed.), Pengajaran dan pembelajaran Bahasa Arab di Malaysia. Kuala Lumpur: Penerbit Universiti Malaya.
Qian, D. (2002). Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language Learning, 52, 513–536.
Quentin, A. (2015). Using The Four Strands to Teach Vocabulary. In D. Beglar (Ed.), Teaching foreign language skills in the Japanese context. Tokyo, Japan: Temple University Japan Campus.
Razak, Z. R. A., & Samah, R. (2018). Saiz kosa kata Bahasa Arab dalam kalangan pelajar di peringkat Pengajian Tinggi: Permasalahan dan strategi pengajaran. International Journal of Language Education and Applied Linguistics, 8(2), 61–70.
Razak, Z. R. A., Samah, R., Jumingan, M. F., & Bakar, M. S. A. (2016). Kebolehan Menguasai Kosa Kata Bahasa Arab dalam Buku Teks di Kalangan Pelajar Sijil Tinggi Agama Malaysia (STAM). International Journal of Language Education and Applied Linguistics (IJLEAL), 2289–9294.
Read, J. (2004). Research in teaching vocabulary. Annual Review of Applied Linguistics, 24, 146–161.
Read, J., & Chapelle, C. A. (2001). A Framework for Second Language Vocabulary Assessment. Language Testing, 18(1), 1–32.
Rejab, H. M. (2016) Amalan pentaksiran dalam pengajaran dan pembelajaran Insya’ Sijil Tinggi Agama Malaysia (STAM). (Doctoral thesis, University of Malaya).
Samah, R. (2009). Pendekatan pengajaran kosa kata Bahasa Arab di peringkat Menengah Rendah: Kajian kepada guru Bahasa Arab di Sekolah Menengah Kebangsaan Kuala Lumpur (SMKKL). Nilai: Universiti Sains Islam Malaysia.
Schmitt, N. (2000). Vocabulary in language teaching. New York: Cambridge University Press.
Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12.
Schmitt, N., & Meara, P. M. (1997). Researching vocabulary through a word knowledge framework: Word associations and verbal suffixes. Studies in Second Language Acquisition, 19, 17-35
Scott, J. A., & Nagy, W. E. (2004). Developing word consciousness. In J. F. Baumann & E. J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 201-217). New York: Guilford Press.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehension output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235–252). Rowley, MA: Newbury House.
Tsubaki, M. (2018). Designing the vocabulary component for an EFL Cross-Cultural Communication Class. SALTeL Journal (Southeast Asia Language Teaching and Learning), 1(1), 48–59.
Tuaymah, R. A. (1986). Al-Marja’ fî Ta’lîm al-Lughah al-‘Arabiyyah li al-Nâthiqîn bi Lughâtin Ukhra. Jilid 1. Makkah, Saudi Arabia: Jâmi’ah Ummu al-Qurâ.
Vermeer, A. (2001). Breadth and depth of vocabulary in relation to L1/L2 acquisition and frequency of input. Applied Psycholinguistics, 22, 217-234.
Wallace, C. (2007). Vocabulary: The key to teaching English language learners to read. Reading Improvement, 44, no. 4. p. 189+. Gale Academic OneFile.
Wilkins, D. (1972). Linguistics in language teaching. London: Edward Arnold.
Yang, Y. I. J. (2014). Is speaking fluency strand necessary for the college students to develop in the EFL class? Theory and Practice in Language Studies, 4(2), 225–231.
Yusoff, N. M. R. N., Baharudin, H., Yusri, G., Teh, K. S. M., & Embi, M. A. (2010). Pembelajaran konsonan mengikut pelat Bahasa Melayu. GEMA Online Journal of Language Studies, 10(3), 1–15.
Yusoff, N. M. R. N., Hussin, Z., & Normeza, W. (2014). Pembelajaran Kosa Kata Bahasa Arab Secara Aturan Kluster Semantik dan Aturan Kluster Bebas. Jurnal Teknologi, 67(1), 33–38.
Zaini, A. R. (2015). Penguasaan kosa kata Bahasa Arab dalam kalangan pelajar Melayu di peringkat Kolej Universiti. (Doctoral thesis, University of Malaya).
Zaini, A. R., & Rahman, M. Z. A (2017). Saiz kosa kata bahasa Arab dan hubungannya dengan kemahiran bertutur. Jurnal Sultan Alauddin Sulaiman Shah, 4(1), 220-228.
Zhong, H. (2012). Multidimensional Vocabulary Knowledge: Development from Receptive to Productive Use. In D. Hirsh (Ed.), Linguistic insights: Current perspectives in second language vocabulary research, 155.
Zimmerman, C. B. (2009). Word knowledge: A vocabulary teacher’s handbook. Oxford: Oxford University Press.
