ANALISIS KEPERLUAN BAGI REKA BENTUK MODEL INSTRUKSIONAL BERASASKAN PENDEKATAN KOMUNIKATIF UNTUK PENGAJARAN TATABAHASA ARAB DALAM KALANGAN PELAJAR UNIVERSITI DI SELATAN THAILAND
NEEDS ANALYSIS FOR DESIGNING A COMMUNICATIVE APPROACH-BASED INSTRUCTIONAL MODEL FOR TEACHING ARABIC GRAMMAR AMONG UNIVERSITY STUDENTS IN SOUTHERN THAILAND
DOI:
https://doi.org/10.35631/IJMOE.831089Keywords:
Analisis Keperluan (Needs Analysis), Pendekatan Komunikatif (Communicative Approach), Pelajar Universiti Di Selatan Thailand (University Students in Southern Thailand), Pengajaran Tatabahasa Arab (Arabic Grammar Teaching), Reka Bentuk Model Pengajaran (Instructional Model Design)Abstract
Kajian ini bertujuan menganalisis keperluan bagi reka bentuk model instruksional berasaskan pendekatan komunikatif untuk pengajaran tatabahasa Arab dalam kalangan pelajar universiti di Selatan Thailand. Kajian ini menggunakan pendekatan deskriptif analitis. Data dikumpulkan menggunakan instrumen soal selidik Skala Likert 5-Mata yang merangkumi empat konstruk utama (keperluan linguistik, keperluan pengajaran, keperluan pelajar, dan keperluan komponen model). Instrumen ini diedarkan kepada 97 orang pelajar yang dipilih melalui kaedah persampelan rawak berstrata daripada universiti awam dan swasta di Selatan Thailand. Data dianalisis menggunakan statistik deskriptif yang melibatkan min dan sisihan piawai bagi menentukan amalan semasa dan keperluan pelajar.Dapatan kajian menunjukkan bahawa amalan pengajaran tatabahasa Arab berasaskan pendekatan komunikatif pada masa ini berada pada tahap sederhana dengan min keseluruhan 2.66 (skala 1–5). Dapatan ini mengesahkan bahawa amalan pengajaran berorientasikan kaedah tradisional masih menjadi amalan utama, manakala aktiviti komunikatif dalam proses pengajaran dan pembelajaran adalah terhad. Sebaliknya, kajian mendapati bahawa hasrat dan kecenderungan pelajar terhadap model pengajaran komunikatif yang dicadangkan berada pada tahap sangat tinggi dengan min keseluruhan 4.53. Analisis keperluan ini amat diperlukan untuk mengenal pasti jurang sebenar dalam amalan pembelajaran tatabahasa Arab di Selatan Thailand, sekali gus menyediakan input empirikal yang berguna sebelum mereka bentuk komponen model instruksional berasaskan pendekatan komunikatif.
This study aims to analyze the educational needs for designing an instructional model based on the communicative approach for teaching Arabic Grammar among university students in Southern Thailand. The study employed descriptive-analytical research design. Data were collected using a 5-point Likert Scale Questionnaire comprising four main constructs: linguistic needs, instructional needs, student needs, and model component needs. The instrument was administered to 97 students selected via stratified random sampling from public and private universities in Southern Thailand. Data were analyzed using descriptive statistics, including mean and standard deviation, to determine current teaching practices and student needs. The findings indicated that current Arabic Grammar teaching practices based on the communicative approach are at a moderate level, with an overall mean of 2.66 (on a 1–5 scale). This confirms that traditional, grammar-oriented teaching methods remain the primary practice, while communicative activities in the teaching and learning process remain limited. Conversely, the study revealed that students' preference and receptivity toward the proposed communicative instructional model are at a very high level, with an overall mean of 4.53. This needs analysis is essential for identifying actual gaps in Arabic Grammar learning practices in Southern Thailand, thereby providing valuable empirical input prior to designing the components of a communicative approach-based instructional model.
Downloads
References
Al Janadbah, A., & Al Sharef, A. (2024). Improving the language competencies of non-native Arabic speakers through the communicative approach. International Journal of Learning and Teaching, 10(3), 418–427. https://doi.org/10.18178/ijlt.10.3.418-427
Al Qorin, A. S., Mahliatussikah, H., & Sumalee, Y. (2025). Designing communicative-based Arabic learning materials to enhance 21st century skills of students in Thailand. Journal of Arabic Language Studies and Teaching (JALSAT), 5(1), 1–16. https://doi.org/10.15642/jalsat.2025.5.1.1-16
Aleemama, S., & Machae, R. (2021). The development of Arabic speaking skill using role play activities: A case study of students in large Islamic private schools, Narathiwat Province. Princess of Naradhiwas University Journal of Humanities and Social Sciences, 8(2), 217–235.
Ardiansyah, A. A., Kaffah, T. S., & Mukarom, M. (2023). Modern perspectives on teaching Arabic grammar for non-native speakers: Bridging theory and practice. Journal of Islamic Education and Pedagogy, 11(2), 112–126.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47. https://doi.org/10.1093/applin/1.1.1
Hymes, D. H. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics: Selected readings (pp. 269–293). Penguin Books.
Kaewjomnong, A., & Makkongka, W. (2024). Assessing IT proficiency in educational workplaces of Thailand's southern border provinces: An exploratory sequential mixed methods approach. Journal of Southern Technology, 17(2), 75–88.
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607–610. https://doi.org/10.1177/001316447003000308
Long, M. H. (2015). Second language acquisition and task-based language teaching. Wiley-Blackwell.
McKenney, S., & Reeves, T. C. (2019). Conducting educational design research (2nd ed.). Routledge. https://doi.org/10.4324/9781315105642
Mohd Majid Konting. (1993). Kaedah kajian pendidikan (2nd ed.). Dewan Bahasa dan Pustaka.
Morhi, R. (2019). The approaches of teaching Arabic language in Islamic private secondary schools, Southern Thailand: Theories and practices. In Proceedings of the 2nd National and International Conference on Islamic Education and Education for Development (NICE 2019) (pp. 585–595). Faculty of Education, Yala Rajabhat University.
Mufid, M., Isnainiyah, I., & Ainiy, N. (2023). Evaluating the communicative approach in Arabic language learning: A case study at a secondary school in Indonesia. Journal of Advanced Research in Social Sciences and Humanities, 8(2), 92–98. https://doi.org/10.26500/JARSSH-08-2023-0205
Mursyidan, M. G., Thohir, M., Nuzula, A. F., & Tuada, L. (2025). Revisiting Canale and Swain's communicative competence: Contextual Arabic language learning in the Merdeka curriculum era. Al-Ittijah: Jurnal Keilmuan dan Kependidikan Bahasa Arab, 17(2), 134–147. https://doi.org/10.15408/alittijah.v17i2.12198
Nafi, M. A. J. (2026). Interpersonal meaning in B. J. Habibie's speech: A systemic functional analysis of mood and modality. Language Circle: Journal of Language and Literature, 20(2), 212–227. https://doi.org/10.15294/lc.v20i2.22063
Nassaji, H. (2017). Language instruction and language acquisition: A complex interplay. Language Teaching Research, 21(5), 543–545. https://doi.org/10.1177/1362168817727203
Poonputta, A., & Nuangchalerm, P. (2024). A model framework for enhancing twenty-first century competencies in primary school teachers within Northeastern Thailand's sub-area. International Journal of Learning, Teaching and Educational Research, 23(1), 98–113. https://doi.org/10.26803/ijlter.23.1.6
Sa-ah, S., Wan Ahmad, W. I., & Idris, M. R. (2017). Issues and challenges in Arabic language education in Southern Thailand. Journal of Nusantara Studies, 2(1), 117–128.
Salim, D. M. S. (2024). Challenges and innovations in teaching Arabic grammar to non-native speakers. Integrated Journal for Research in Arts and Humanities, 4(5), 136–147. https://doi.org/10.55544/ijrah.4.5.21
Yaacob, A., & Mahmud, Z. (2023). Challenges in Arabic language learning among non-native speakers. International Journal of Instruction, 16(1), 345–360.
Yamjirin, A. J., & Achmada, I. M. V. (2025). Towards an integrative, communicative, and technology-enhanced pedagogy for teaching Arabic to non-native speakers. International Journal of Teaching and Learning (INJOTEL), 3(7), 202–209.
Zakaki, A. (2024). The effect of the communicative approach on improving Arabic grammar comprehension. Journal of Education, Teaching, and Learning, 1(3), 87–97. https://doi.org/10.67028/edutecle.v1i3.26
