PENDEKATAN PEMBELAJARAN DAN KECEKAPAN KEMAHIRAN BERTUTUR BAHASA ARAB DALAM KALANGAN PELAJAR KELAS ALIRAN AGAMA DI KELANTAN
LEARNING APPROACHES AND ARABIC SPEAKING PROFICIENCY AMONG STUDENTS IN RELIGIOUS STREAM CLASSES (KAA) IN KELANTAN, MALAYSIA
DOI:
https://doi.org/10.35631/IJEPC.1162095Keywords:
Bahasa Arab (Arabic Language), Kemahiran Bertutur (Speaking Skills), Pelajar Kelas Aliran Agama (Kelas Aliran Agama (KAA) Students), Pendekatan Pembelajaran (Learning Approaches)Abstract
Pendekatan pembelajaran merupakan antara faktor dalaman yang berperanan penting dalam mempengaruhi kecekapan kemahiran bertutur Bahasa Arab dalam kalangan pelajar Kelas Aliran Agama (KAA). Walaupun Bahasa Arab diajar secara sistematik dan berterusan dalam kurikulum pendidikan agama di Malaysia, tahap penguasaan kemahiran bertutur pelajar masih menunjukkan variasi yang ketara. Situasi ini menuntut penelitian terhadap pendekatan pembelajaran yang diamalkan oleh pelajar dalam proses pembelajaran Bahasa Arab. Oleh itu, kajian ini bertujuan untuk mengenal pasti pendekatan pembelajaran yang diamalkan oleh pelajar KAA serta menilai tahap kecekapan kemahiran bertutur Bahasa Arab mereka. Kajian ini menggunakan reka bentuk kuantitatif berbentuk tinjauan deskriptif yang melibatkan 30 orang pelajar Kelas Aliran Agama di sebuah sekolah menengah terpilih di negeri Kelantan. Instrumen kajian ialah soal selidik berstruktur yang mengukur pendekatan pembelajaran mendalam dan pendekatan pembelajaran permukaan, manakala kecekapan kemahiran bertutur Bahasa Arab dinilai berdasarkan penilaian kendiri pelajar. Data dianalisis menggunakan statistik deskriptif yang melibatkan kekerapan, peratusan dan skor min. Dapatan kajian menunjukkan bahawa pendekatan pembelajaran mendalam lebih dominan dalam kalangan pelajar, namun tahap kecekapan kemahiran bertutur Bahasa Arab secara keseluruhan masih berada pada tahap sederhana. Kajian ini memberikan implikasi terhadap perancangan strategi pengajaran Bahasa Arab yang lebih komunikatif, kontekstual dan berfokus kepada keperluan pembelajaran pelajar KAA.
Learning approaches are among the internal factors that play a significant role in influencing the proficiency of Arabic speaking skills among students in the Kelas Aliran Agama (KAA). Although Arabic is taught systematically and continuously within the Islamic education curriculum in Malaysia, students’ mastery of speaking skills still shows considerable variation. This situation calls for further examination of the learning approaches practiced by students in the process of learning Arabic. Therefore, this study aims to identify the learning approaches practiced by KAA students and to evaluate their level of proficiency in Arabic speaking skills. This study employed a quantitative design using a descriptive survey approach, involving 30 KAA students from a selected secondary school in the state of Kelantan. The research instrument consisted of a structured questionnaire that measured deep learning approaches and surface learning approaches, while Arabic speaking proficiency was assessed based on students’ self-evaluation. The data were analysed using descriptive statistics, including frequency, percentage, and mean scores. The findings indicate that the deep learning approach is more dominant among students, although the overall level of Arabic speaking proficiency remains at a moderate level. This study is expected to contribute to the development of more communicative, contextual, and learner-centred Arabic teaching strategies, particularly in addressing the learning needs of KAA students.
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