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Search Results: 1 - 10 of 4606 matches for " Nik Mohd Rahimi Nik Yusoff "
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Factors That Influence Efficiency of Writing Essays in Arabic  [PDF]
Salma Endut, Nik Mohd Rahimi Nik Yusoff, Mohd Yusri Kamarudin
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.73043
Abstract: Writing skill is a conspicuous language-related skill but many regard it as the most difficult skill to be practiced due to the involvement of complex and complicated thought processes. The success or failure of a student to write is often associated with a number of factors. This study has been conducted to evaluate the level of writing skill among students of Islamic Secondary Schools, to measure the difference of writing skills between SMKA and SMAN, to identify the most dominant factor that determine the mastery of writing, and to evaluate such factors’ interaction with student achievement. 184 form-three students were chosen to participate for the purpose of this study. This study used writing efficiency level test and Attitude Questionnaire instruments that contained 25 perception items to represent the five factors studied. Application of mean scale and t-test showed that there was no significant difference in the efficiency of writing between students from both types of school. Other than that, there was no link found between the studied factors except for the teacher factor. This study found that teacher factor is the most dominant one in determining the level of students’ efficiency in writing Arabic.
Foreign Language Vocabulary Learning Strategies in Malaysia  [PDF]
Zaid Arafat Mohd Noor, Nik Mohd Rahimi Nik Yusoff, Irma Martiny Md. Yasim, Mohd Yusri Kamarudin
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.73042
Abstract: Arabic Language is a compulsory subject for students in National Religious Secondary School (SMKA) in Malaysia. Therefore, students need to increase Arabic vocabulary to master their language skills. This study aims to identify the level of Arabic Vocabulary Learning Strategies applied by students and to identify the level of the Arabic Vocabulary Mastery by students of National Religious Secondary School (SMKA). The study used questionnaire and a written test as an instrument of data collection. The sample of study consisted of 157 Form Four students randomly chosen from Secondary School in Malaysia. The results showed that the level of Arabic Vocabulary Learning Strategies applied by students and the level of the Arabic Vocabulary Mastery by students at Secondary School in Malaysia were at moderate level. Pedagogical implications of this study is that effective Vocabulary Learning Strategies should be exposed to the students in the learning process, so that students can use various Vocabulary Learning Strategies to enhance their Arabic Vocabulary Mastery.
Inculcation of Higher Order Thinking Skills (HOTS) in Arabic Language Teaching at Malaysian Primary Schools  [PDF]
Mohd Yusri Kamarudin, Nik Mohd Rahimi Nik Yusoff, Hamidah Yamat@Ahmad, Kamarulzaman Abdul Ghani
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.72030
Abstract: This study was aimed at identifying activities and teachers’ role in inculcating Higher Order Thinking Skills (HOTS). A total of 30 teachers among main trainers of the Arabic language (j-Qaf) in primary schools in Malacca were selected as the respondents for the study. Data was collected via a questionnaire developed based on the checklist for teaching creativity and critical thinking (Teacher Checklist for Creative and Critical Thinking Instruction-TC-C2TI) and analysed for frequency, percentage, and mean. Findings have shown that the teachers provide support for exploration activities and conduct experiments among their students. Support is often given by providing opportunities for the students to think, learn, and study.
Code-Mixing Consumptions among Arab Students  [PDF]
Ashwaq Mohammad Salleh Kenali, Nik Mohd Rahimi Nik Yusoff, Hamadallah Mohammad Salleh Kenali, Mohd Yusri Kamarudin
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.77097
Abstract: Arabic-English code-mixing is well known as Arabizi. Arabizi is a language phenomenon distinguished among young Arab in particular nowadays. This research is to identify the level of Arabizi consumption among Arab students. The results should assist language experts and Arab governments to ascertain the extent of Arabizi in threatening the Arabic. A total of 1454 students participated in the study and selected randomly from 16 public schools in Saudi Arabia. The study utilized a questionnaire and focused on two different types of Arabizi, spoken and written. Spoken Arabizi measured based on 50 selected Arabizi words using Cronbach’s Alpha scale, while written Arabizi measured based on 14 distinguished Arabizi alphabets using percentage statistics. Findings have shown the level of spoken Arabizi consumption is low and written Arabizi is moderate. The study concludes even the Arabizi has experienced great expansion that it is still in the early age. Experts should, however, carefully confront Arabizi and start a renaissance of Arabic opposing Arabizi starting today, considering its potentially harmful impact in future.
The Effectiveness of Cooperative Learning Model Jigsaw and Team Games Tournament (TGT) towards Social Skills  [PDF]
Saifullah Kamaruddin, Nik Mohd Rahimi Nik Yusoff
Creative Education (CE) , 2019, DOI: 10.4236/ce.2019.1012180
Abstract: Cooperative learning is a student-centered learning method that allows students to collaborate and interact in small groups. The purpose of this study was to identify the effectiveness of the Cooperative Learning Model Jigsaw and Team Games TournamenttowardsYear Three student’s social skills in Islamic education subjects of hadith. The study was conducted using quantitative methods in the form of quasi experimental studies. The social skills rating scale-teacher (SSRS-T) tests have been tested for their reliability to obtain data on the level of social skills of students. Respondents of the study consisted of a total of 60 national primary school pupils in the district of Nilai, Negeri Sembilan. Respondents consist of 30 students of control group and 30 students of experimental group. Pre-test to test achievement of student’s social skills level before treatment and post test to test effectiveness of treatment were conducted. Descriptive and inference analysis were used to test the study questions using the Statistical Packages for the Social Sciences (SPSS) version 23.0. The findings showed that the level of social skills of the treatment group was at a moderate level with a mean score of 3.397 and there was a significant difference in the mean score of social basic skills between the treatment group and the pre group after the post test. This finding is expected to benefit the District Education Office, the State Education Department and the Curriculum Development Division of the Ministry of Education to increase information, to improve the existing Islamic Education pedagogical modules as well as changing the exam oriented pedagogy to skills oriented pedagogy. The enhancement of social basic skills in the aspects of language skills, communication skills and collaborative skills is expected to provide students with satisfaction and happiness.
Zamri Mahamod,Celinea anak Lasan,Nik Mohd. Rahimi Nik Yusoff
ASEAN Journal of Teaching & Learning in Higher Education , 2009,
Abstract: Kajian ini bertujuan untuk mendapatkan persepsi pelajar Institusi Pendidikan Tinggi Swasta (IPTS) yang belajar di negeri Sarawak tentang pengajaran dan pembelajaran Bahasa Melayu dalam kalangan tenaga pengajar di IPTS yang dikaji. Secara khusus, kajian ini bertujuan untuk meninjau persepsi pelajar Bumiputera dan bukan Bumiputera terhadap pendekatan pengajaran, perkaedahan pengajaran, sukatan pelajaran, bahan pengajaran dan penilaian pengajaran dalampembelajaran Bahasa Melayu. Instrumen soal selidik digunakan dalam proses pengumpulan data. Sampel kajian terdiri daripada 218 orang pelajar tempatan yang terdiri daripada pelajar Bumiputera dan bukan Bumiputera yang sedang mengikuti kursus Bahasa Melayu di IPTS di negeri Sarawak. Statistik inferensi digunakan untuk melihat perbezaan min persepsi pelajar Bumiputera dan bukan Bumiputera terhadap pengajaran dan pembelajaran Bahasa Melayu. Hasil ujian-t mendapati tidak terdapat perbezaan yang signiTkan dari segi min persepsi pelajar Bumiputera dan bukan Bumiputera terhadap pendekatan pengajaran, sukatan pelajaran dan bahan pengajaran yangdigunakan oleh tenaga pengajar dalam pengajaran dan pembelajaran Bahasa Melayu di IPTS di negeri Sarawak. Namun demikian, terdapat perbezaan yang signiTkan dari segi min persepsi pelajar Bumiputera dan bukan Bumiputera terhadap perkaedahan pengajaran dan penilaianpengajaran dalam pengajaran dan pembelajaran Bahasa Melayu di IPTS di negeri Sarawak.pengajaran, Penilaian pengajaran, Institut Pengajian Tinggi SwastaThe purpose of this study is to investigate the perceptions of students at Private Higher Learning Institution (PHLI) in Sarawak on the teaching of Malay Language by their academic staff. MorespeciTcally, this study is meant to Tnd out the perceptions of Bumiputera and non-Bumiputera students on the teaching of Malay Language in light of its teaching approaches, methods andmaterials, syllabus and evaluation. Questionnaire is used as the instrument of this study in order to collect data. The sample of this study consist of 218 Bumiputera and non-Bumiputera studentswho are currently following the Malay Language courses in Sarawak’s PHLI. Statistical inference is used to show the min variation between Bumiputera and non-Bumiputera students perceptionon the teaching of the Malay Language that they receive. Result from t-test indicate that there are no signiTcant differences between the perceptions of Bumiputera and non-Bumiputera studentswith reference to the teaching approaches, materials and syllabus in the teaching of the Malay Language courses. In contrast, however with r
InRA: An Imagery Technique to Improve Reading Skills of Arabic Single Vocal “A” Alphabets  [PDF]
Rozaini Tukimin, Nik Mohd Rahimi Nik Yusoff, Harun Baharudin
Creative Education (CE) , 2019, DOI: 10.4236/ce.2019.108133
Imagine and Read Arabic—InRA is a form of intervention strategies through the design of teaching material as an alternative to overcome the problem in recognizing and reading Arabic letters among students in the basic education?level. Innovation is highlighted from the point of teaching techniques and aids?learning reading skills of 29 Hija’iyyah Arabic Alphabets of single vowel A in teaching and learning Arabic language in primary schools. The usage of this innovation will not only overcome the issue of identifying and reading but also?even train students of basic Arabic writing techniques. It is compatible with the objectives of the Curriculum Standard of the Arabic Language for Year 1 KSSR?Revision and the initial curriculum for Year 2 to 6 to ensure that students can read and write Arabic Hija’iyyah Alphabets correctly. This innovation is devoted to the use of rehabilitation activities in the classroom of teaching Arabic language subject through the application of multiple intelligences. A total of?20 students from Year 1 were exposed to teaching aids using the charts that are designed graphically using picture icons which resemble certain Hija’iyyah Alphabets for 7 weeks with a focus on 4 - 5 letters per week. Post-test results found that 100% sample students have successfully mastered those skills. The implementation of technology applications AR (Augmented Reality) and QR Code also adds an element of edutainment in aids designed for the purpose of self-access learning that characterizes the 21st century teaching and learning.
Insight Arabic Teacher: The Challenges and Solutions to Arabic for Bidayuh’s Pupils  [PDF]
Muhammad Safreen Shafie, Nik Mohd Rahimi Nik Yusoff, Harun Baharudin
Creative Education (CE) , 2019, DOI: 10.4236/ce.2019.1012193
Abstract: Arabic language has been taught in Malaysian primary schools since 2005 and now, this language already spreads and reaches the non-Malay pupils including Bidayuh pupils. As for Bidayuh, this language is their foreign language whereby it took about their fifth place after their mother-tongue and other languages such as English and Bahasa Melayu Sarawak. By that, clearly it is a tough work to do for the teacher to teach this language. This paper will discuss qualitatively what are the challenges faced by the teacher to teach the Bidayuh’s pupils Arabic. It is found that there are seven challenges that the teacher needs to resolve. This paper also seeks and highlights the reasons why it happens and suggests several solutions that relevant for the teacher to apply in order to make the lesson more interesting so the pupils are more excited to learn.
Funnun Taqdim Al-Arabi Technique in Teaching Grammar for Integrated Dini Curriculum  [PDF]
Farihah Hussain, Nik Mohd Rahimi Nik Yusoff, Maimun Aqsa Lubis
Creative Education (CE) , 2019, DOI: 10.4236/ce.2019.1012203
Abstract: Teachers should diversify their techniques in teaching. The purpose of this study is to explain the application of Funnun Taqdim al-Arabi (FTA) or fun?learning implemented in the process of grammar teaching and learning.?Grammar teaching is theoretical and practical and is part of the al-lughah al-Arabiah al-Muassiroh Integrated Dini Curriculum’s textbook. Grammar knowledge is fundamental to learning Arabic. However, the difficulty of learning grammar knowledge is often expressed by students in their effort to try and understand it. Therefore, the FTA is used to make grammar teaching easier to understand and to make it fun for students to learn. The design of this study is a case study using the qualitative method. Data collection was made based on interviews, teaching and learning observations and document analysis. Various techniques can be applied in grammar teaching to enable students to better understand and have them actively engaged in the teaching and learning process. There are several FTA techniques in the teaching of Arabic language skills such as the hiwar technique, language games, singing techniques, storytelling, Arabic choral speaking (kalam jamaei), acting, puzzles and exploration. In the context of this study, the application of the FTA techniques based on the findings of the study were language games such as the poisonous box game, sentence fragmentation, singing techniques, gamification such as Kahoot and quizzes implemented in the grammar teaching lessons. The implication of this study is that teachers need to master and apply FTA techniques in order to facilitate students’ understanding of grammar teaching under the Integrated Dini
Improvement of Lower Secondary Arabic Language Teaching and Learning through the Implementation of Classroom-Based Assessments (PBD)  [PDF]
Hafilah Abd Satar, Nik Mohd Rahimi Nik Yusoff
Creative Education (CE) , 2019, DOI: 10.4236/ce.2019.1012183
Abstract: Classroom-based assessment is a continuous process in teaching and learning to gain information about students’ mastery and the effectiveness of teachers’ pedagogy. This study reports on the improvement of Arabic language teaching and learning through the implementation of classroom-based assessment which was conducted correctly and effectively in the classroom. This study is a case study using a qualitative approach. The data was obtained through interviews and document analysis of three lower secondary Arabic language teachers, who are also national level main coaches for classroom-based assessment. Selection of interview participants was done through purposive sampling. Interview transcript data were first referred to the study participants and then analysed using the Nvivo software 12. The findings proved that the implementation of a holistic and continuous classroom-based assessment of Arabic language can enhance student achievement in four key language skills namely listening, speaking, reading and writing. Even more so, through the various assessment methods implemented, teachers could ensure students’ learning objectives were achieved. Overall, the findings suggest that implementation of classroom-based assessment can enhance Arabic language teaching and learning especially in terms of changing teachers’ attitudes, knowledge acquisition and skills in student assessment.
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