VOCABULARY LEARNING STRATEGIES USED BY LEARNERS OF ARABIC LANGUAGE IN CFS, IIUM AND THEIR BELIEFS ON VOCABULARY LEARNING

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VOCABULARY LEARNING STRATEGIES USED BY LEARNERS OF ARABIC LANGUAGE IN CFS, IIUM AND THEIR BELIEFS ON VOCABULARY LEARNING

BY

MOHAMAD KHAIDIR SAHID

A dissertation submitted in fulfilment of the requirement for the degree of Master of Education

(Teaching Arabic to Non-Arabic Speaker)

Kulliyyah of Education

International Islamic University Malaysia

SEPTEMBER 2016

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ABSTRACT

This study aimed at investigating vocabulary learning strategies (VLS) employed by Arabic language learners in the Centre for Foundation Studies, International Islamic University Malaysia (CFSIIUM) in learning Arabic vocabulary and the learners‟

beliefs about learning Arabic vocabulary. Additionally, this study further attempted to explore the significant differences of the VLS used by students of CFSIIUM in learning Arabic vocabulary, as well as learners‟ beliefs on learning Arabic vocabulary.

Finally, it sought to examine the relationship between learners‟ beliefs on memorization of Arabic vocabulary and VLS used in memorizing new vocabulary, and learners‟ belief on practicing new Arabic vocabulary learnt and VLS used in practicing new Arabic vocabulary. The research design used was quantitative, which utilized a survey outline as the method of data collection through questionnaire. The respondents were 282 CFSIIUM Arabic language learners of two major groups:

Arabic major courses students (AMCS) and non – Arabic major courses students (NAMCS). The study used a simple descriptive statistical analyses consisting of frequency, percentile and means to analyze the collected data. In addition, inferential statistical analyses consist of t-test and Pearson‟s product-moment correlation coefficient was also utilized in data analysis procedures. The present study revealed that CFSIIUM Arabic language learners were familiar with all seven VLS categories.

Feedbacks from the respondents further suggested they commonly used different VLS to discover the word meaning and to consolidate vocabulary learning. Moreover, their beliefs on vocabulary learning were found to be distinctive, nonetheless both groups agreed that Arabic vocabulary is unsuitable to be learned through memorization alone.

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ABSTRACT

IN ARABIC

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APPROVAL PAGE

I certify that I have supervised and read this study and that in my opinion, it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Master of Education.

………..

Arifin Mamat Supervisor

I certify that I have read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Master of Education.

………..

Mohaida Mohin Examiner

This dissertation was submitted to the Department of Language and Literacy and is accepted as a fulfilment of the requirement for the degree of Master of Education.

………..

Zainurin Abdul Rahman Head, Department of Language and Literacy

This dissertation was submitted to the Kulliyyah of Education and is accepted as a fulfilment of the requirement for the degree of Master of Education.

………..

Nik Ahmad Hisham Ismail Dean, Kulliyyah of Education

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DECLARATION

I hereby declare that this dissertation is the result of my own investigations, except where otherwise stated. I also declare that is has not been previously or concurrently submitted as a whole for any other degree at IIUM or other institutions.

Mohamad Khaidir Sahid

Signature ... Date ...

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COPYRIGHT

PAGE

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF FAIR USE OF UNPUBLISHED RESEARCH

VOCABULARY LEARNING STRATEGIES USED BY LEARNERS OF ARABIC LANGUAGE IN CFS, IIUM AND THEIR BELIEFS

ON VOCABULARY LEARNING

I declare that the copyright holders of this dissertation are jointly owned by the student and IIUM.

No part of this unpublished research may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright holder except as provided below

1. Any material contained in or derived from this unpublished research may be used by others in their writing with due acknowledgement.

2. IIUM or its library will have the right to make and transmit copies (print or electronic) for institutional and academic purposes.

3. The IIUM library will have the right to make, store in a retrieved system and supply copies of this unpublished research if requested by other universities and research libraries.

By signing this form, I acknowledged that I have read and understand the IIUM Intellectual Property Right and Commercialization policy.

Affirmed by Mohamad Khaidir Sahid

……..……….. ……….

Signature Date

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vii To

My beloved mother, Jah bte Leman My beloved wife, NurAwanis Abd Aziz

My beloved daughters, Abeer Nisrin, Aala` Maisara, and Aryaa Tasneem And my dearest siblings, family and relatives

Your love, prayers support, and encouragement pave my way that enabled me to reach this destination.

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ACKNOWLEDGEMENTS

O my Lord! Grant me that I should be grateful for Thy favor which thou hast bestowed on me and my parents, and that I should do good such as Thou art pleased with, and make me enter, by Thy mercy, into Thy servants, the good one, (An-Naml 27:19)

Alhamdulillah, I am eternally grateful to Almighty Allah for His mercy, guidance and every blessing in my life. Without Him, none of this would be possible.

Peace and blessing of Allah be upon the prophet Muhammad (S.A.W), his family, as well as his companions.

First, and foremost, I would like to record my warmest gratitude to my respective supervisor, Assoc. Prof. Dr. Arfin Mamat for honouring me my request to supervise this thesis, for his guidance, insightful suggestions, and academic remarks on the whole idea of the work. His patience, kindness, support and understanding have stimulated me to complete my thesis.

I would like to further convey my appreciation to all lecturers of the Kuliyyah of Education, International Islamic University Malaysia (IIUM) for their valuable knowledge, as well as to all staff in the Kuliyyah of Education, IIUM for their cooperation. I also wish to extend my sincere thanks to Assoc. Prof. Dr. Datin Engku Haliza Engku Ibrahim, Dean of CELPAD, IIUM, Mdm. Nita Fauzee Selamat, the Deputy Dean of Languages CFS IIUM, Sr. Wan Najmuddin and all lecturers at Quranic Language Department, of Centre for Foundation Studies, IIUM of Petaling Jaya and Gombak for their hospitality and assistance during the fieldwork of this research.

Enormous of heartfelt thanks and appreciations to my beloved family and relative who constantly support and encourage throughout completion of this study, particularly, my mother, Jah bte Leman and my wife, NurAwanis Abd Aziz.

It is a great opportunity for me to express my gratefulness to all the participants who took part in the research work. My utmost thanks go to my colleagues of degree of Master of Education (Teaching Arabic for Non-Arabic Speakers) who had constantly helped me in matters related to the study.

Finally, may Allah (S.W.T) reward all those who have contributed to invaluable encouragement and guidance in my work at all stages and made it possible for me to complete this research, Ameen.

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LIST OF TABLES

Table 1.1 Foundation Programmes Offered at CFSIIUM 6 Table 1.2 Foundation Programmes at CFS Based on Campuses 7 Table 1.3 List of Arabic Courses offered by (QLD) at CFSIIUM, Petaling Jaya 8

Table 1.4 CFSIIUM General Entrance Requirements 9

Table 3.1 Registered Students for LQ Courses (Semester 3, 2014/2015) 50

Table 3.2 Categories of the VLS ` 53

Table 3.3 Dimension of Vocabulary Learning Beliefs Questionnaire 54 Table 3.4 Reliability Coefficients of Questionnaire Items 55

Table 3.5 Summary of Statistical Method Employed 57

Table 4.1 AMCS & NAMCS Information on Experience Learning Arabic and

Learning VLS 59

Table 4.2 Number of Years AMCS & NAMCS Learned Arabic Language 60 Table 4.3 Total Means and Standard Deviation Scores for VLS Categories for

AMCS 61

Table 4.4 VLS Used by AMCS in Discovering the Meanings of New Words 62 Table 4.5 VLS Used by AMCS in Dictionary Related Strategies 63

Table 4.6 VLS Used by AMCS in Note Taking 65

Table 4.7 VLS Used by AMCS in Memorizing New Vocabulary 66 Table 4.8 VLS Used by AMCS in Practicing New Words Learnt 68 Table 4.9 VLS Used by AMCS in Planning, Organizing & Evaluating Learning of

New Words 69

Table 4.10 VLS Used by AMCS in Expanding Vocabulary Knowledge 70 Table 4.11 Total Means and Standard Deviation Scores VLS Used by NAMCS 71 Table 4.12 VLS Used by NAMCS in Discovering Meanings of New Words 72

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Table 4.13 VLS Used by NAMCS in Dictionary Related Strategies 73 Table 4.14 VLS Used by NAMCS in Note taking of New Vocabulary 75 Table 4.15 VLS Used by NAMCS in Memorizing New Vocabulary 77 Table 4.16 VLS Used by NAMCS in Practicing Newly Words Learnt 78 Table 4.17 VLS Used by NAMCS in Planning, Organizing & Evaluating Learning

of New Words 79

Table 4.18 VLS Used by NAMCS in Expanding Vocabulary Knowledge 80 Table 4.19 Total Means and Standard Deviations for AMCS Beliefs in Vocabulary

Learning for AMCS 81

Table 4.20 AMCS Beliefs on Memorization in Vocabulary Learning 82 Table 4.21 AMCS Beliefs on Incidental Vocabulary Learning 83 Table 4.22 AMCS Beliefs on Intentional Vocabulary Learning 84 Table 4.23 Total Means and Standard Deviations for NAMCS Beliefs on

Vocabulary Learning 85

Table 4.24 NAMCS Beliefs on Memorization in Vocabulary Learning 86 Table 4.25 NAMCS Beliefs on Incidental Vocabulary Learning 87 Table 4.26 NAMCS Beliefs on Intentional Vocabulary Learning 88 Table 4.27 AMCS and NAMCS Differences in the VLS Used for Discovering

Meaning of New Words 90

Table 4.28 AMCS and NAMCS Differences in the VLS Used in Dictionary Related

Strategies 91

Table 4.29 AMCS and NAMCS Differences in the VLS Used in Note Taking of

New Vocabulary 92

Table 4.30 AMCS and NAMCS Differences in the VLS Used in Memorization of

New Words 93

Table 4.31 AMCS and NAMCS Differences in the VLS Used in Practicing New

Words Learnt 94

Table 4.32 AMCS and NAMCS Differences in the VLS Used in Organizing and

Evaluating New Words Learnt 95

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Table 4.33 AMCS and NAMCS Differences in the VLS Used in Expanding

Vocabulary Knowledge 96

Table 4.34 Differences in AMCS and NAMCS Beliefs in Vocabulary Learning 97 Table 4.35 Item Correlated Between Belief on Memorization and VLS Used in

Memorization 99

Table 4.36 AMCS Belief and VLS Used in Memorizing New Vocabulary 100 Table 4.37 NAMCS Belief and VLS Used in Memorizing New Vocabulary 101 Table 4.38 Items Correlated Between Belief in Practicing New Vocabulary and VLS

Used in Practicing New Words Learnt 102

Table 4.39 AMCS Belief and VLS Used in Practicing New Vocabulary 103 Table 4.40 NAMCS Belief and VLS Used in Practicing New Vocabulary 104

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LIST OF FIGURES

Figure 2.1 Al-Shuwairekh Proposed VLS Classification (2001) 36

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CHAPTER ONE INTRODUCTION

BACKGROUND OF THE STUDY

The importance of learning vocabulary in second and foreign language learning seems quite obvious to language learners. Insufficient vocabulary knowledge of the learners will lead to difficulties in second or foreign language learning (Al-Shuwairekh, 2001;

Aktekin & Güven, 2007; Azadeh & Ghazali, 2011; Carter, 2012). Researchers suggest that learners‟ language abilities rely greatly on the number of words they know, particularly in the early stages of learning a foreign language (Nation, 2014; Waring, 2014). It is critically important for language learners to develop a sufficient high- frequency vocabulary which enables them to be successful in other areas of language proficiency (Zimmerman, 1997; Brown, Waring & Donkaewbua, 2008; Zhi Liang, 2010).

However, vocabulary is seen from the perspective of foreign language learners not only as the most crucial element in foreign language acquisition, but often regarded the most difficult area (Çelik & Toptas, 2010; Alhashemi & Ali, 2012;

Alhashmi, 2013). This is due to the fact that vocabulary acquisition involves several types of word knowledge, such as meaning, form, collocation and register (Nation, 2001). There exist evidence to suggest that different target languages result in greater strategy use than others. The more complex the language is, the more strategies and approaches learners might use in learning the language (Wharton, 2000; Oxford, 2003). According to Stahl and Nagy (2006) explain, it is the multiple dimensions of word knowledge, which accounts for complexity of a word. The complexity of

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vocabulary has resulted in the view that it is impractical to learn an enormous amount of vocabulary in a structured and explicit way due to the time constraints of the second or foreign language classroom (Krashen, 1989; Schmidt, 1995; Laufer & Hulstjin, 2001, Gass, 2013). Hence, in the case of learning the vocabulary in second language or foreign language learning, introducing students to vocabulary learning strategies (VLS), is essential to develop learner‟s ability in language learning. Learning strategies are tools for active and self-directed involvement in learning, and using appropriate learning strategies result in improved proficiency and greater self- confidence in many instances. Therefore, learners need to be introduced to a variety of VLS, to support them in comprehending and memorizing new vocabularies in the target language. Besides, learning strategies can be taught, changed, adapted and adopted by other learners (O‟Malley & Chamot, 1990; Gass, 2013; Cohen, 2014).

Learners normally employ a variety of strategies and approaches during language learning situations which can be seen in strategies used in learning and communication (Abraham & Vann, 1987; Gu, & Johnson, 1996; Benson, 2013). The strategies learners choose to use vary from learner to learner based on individuals and their learning environment (Ellis, 1985; Dakun & Gieve, 2008; Lightbown & Spada, 2013). Learners have certain beliefs or perceptions about the language being learned, and these beliefs play an important role in learning and guiding learners to include approaches during language learning situations which can be seen in strategies used in learning and communication (Yang, 1999; Oxford, 2003). Understanding learners‟

beliefs would ensure teachers to effectively plan and develop language lessons, as learners are not always aware of the power of consciously using language learning strategies for making learning quicker, easier, more effective, and even more fun (Scarcella & Oxford, 1992; Oxford, 1996; Takač, 2008). However, this requires

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skilled and experienced teachers to identify and further support their students in developing awareness of learning strategies so they can use a wider range of strategies appropriately in language learning (Aktekin & Güven, 2007).

While there has been a steady output of studies and researches into examining and describing learners‟ strategies (Gu, 2002; Catalan, 2003; Oxford, 2013), the bulk of the research appeared to be focused on the TESOL context. Unfortunately, little focus has been applied in the TAFL context, moreover, in describing vocabulary learning strategies (Mustafa, 1990; Al-Shuwairekh, 2001, Alhashemi & Ali, 2012).

Learning Arabic words are very different from learning words of other languages. It is a synthetic, or inflectional language rather than an analytic language, so there are major dissimilarities between Arabic and the other languages (Al-Shuwairekh, 2001).

In most Indo-European languages, words are mostly formed of a relatively stable root, and a system of affixes is added on to this item. Arabic words, on the other hand, are based on a root that normally consists of three consonants, and these three consonants can be combined with different patterns of vowels to produce a whole family of words that share an associated meaning. The capability to infer the root word from the pattern, and to decide which pattern has been imposed on the root, is another necessary skill that learners must equip themselves in using the Arabic dictionary.

This is because words in Arabic dictionaries are ordinarily organized in alphabetical order of the roots from which they are derived. In addition, another key feature of Arabic words in determining word meaning is the short vowels. They are written above or below the consonant they follow and different vowels imply different meanings of a word. These have resulted, to some extent, in why learners regard Arabic vocabulary as difficult to be learnt and memorized (Osman, 1993; Azhar, 2003).

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Thus, this study aims to examine CFSIIUM Arabic learners‟ beliefs on vocabulary learning, the strategies they used in learning Arabic vocabulary, and investigate the relationship and similarity of vocabulary learning strategies used by CFSIIUM Arabic language learners. It is hoped that the findings of this study would provide insights on learners‟ beliefs on learning Arabic vocabularies and strategies they employed in learning them. This would further assist teachers to be aware of learners‟ beliefs on learning Arabic vocabulary, thus enabling them to avoid misunderstanding in learners‟ viewpoints about learning Arabic vocabulary in order to optimize pedagogical effectiveness by the choice of suitable approaches and strategies in vocabulary learning.

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA (IIUM) IN BRIEF The International Islamic University Malaysia consist of several campuses, facilities and institutions spread across several states in Malaysia, each with their own specialties and purposes. The four main campuses are; Gombak campus, Kuantan campus, Kuala Lumpur campus and Petaling Jaya campus.

The IIUM main campus is the Gombak campus. The majority of the university kulliyyahs (faculties) are located there. It is situated in a suburb of the capital city of Kuala Lumpur. The main campus of the IIUM offer a variety of programmes and courses, ranging from professional diplomas, undergraduate and postgraduate degrees.

The second largest IIUM campus is the Kuantan campus, where the faculties of medical-sciences, bio- sciences, allied health sciences, dentistry and nursing are located. The Kuala Lumpur campus houses the International Institute of Islamic Thought and Civilization (ISTAC) and the International Institute of Islamic Business and Finance (IIiBF). ISTAC is a research and postgraduate institution, offering master

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and doctoral degrees in Islamic thought and civilization. The IIiBF is a centre for education and research in Islamic banking and finance with the aim of educating and producing competent graduates and scholars knowledgeable in Shariah and related modern disciplines pertaining to the fields of law, economics, finance, management, accounting and information technology. And finally, is the Centre for Foundation Studies. The Centre offers pre-university preparatory programmes for IIUM students before they enter their bachelor degree programmes.

IIUM is the only higher learning institution in Malaysia which places Arabic as a second medium of instruction and communication after English. While most of the IIUM courses are taught in English, the Arabic language is the instructional and communication medium for such courses as Arabic Language and Literature, Islamic Revealed Knowledge (Islamic Jurisprudence (Fiqh and Usul Fiqh), Al-Quran and Sunnah Studies, Usul Ad-Din and Comparative Religious Studies). In addition, the Arabic language is a compulsory university course for all IIUM students. They are required to learn the Arabic language according to the proficiency level set by the university. The general objectives of the Arabic courses in IIUM are:

a) To help students majoring in English at the University to acquire knowledge of the Arabic language, as this will enable them to understand the Quran and the Sunnah of the Prophet (s.a.w) in the original text.

b) To enable students majoring in Arabic at the University (i.e. students in the Islamic Revealed Knowledge and Arabic language programmes) to acquire skills for understanding lectures in Arabic, taking notes directly from Arabic, writing answer scripts in Arabic and using original sources in Arabic for conducting research.

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IIUM students regularly complete their Arabic courses during the foundation study in CFSIIUM during their first two semesters. The Arabic courses are offered and managed by the Quranic Language Division (QLD) of the Centre for Languages and Pre-University Academic Development (CELPAD). As for international students, they normally complete their English and Arabic language requirement in their pre- sessional programme at the main campus upon admission to the university.

Centre for Foundation Studies, IIUM (CFSIIUM)

The Centre for Foundation Studies, established in July 1985, is specially designed to accommodate and prepare students for entrance to degree programmes offered at the International Islamic University Malaysia. The objective of the foundation programmes in CFSIIUM is to prepare candidates for admission into bachelor degree programmes in the University. There are 15 foundation programmes offered in CFSIIUM. Table 1.1 shows foundation programmes offered at CFSIIUM.

Table 1.1 Foundation Programmes Offered at CFS, IIUM Foundation Programs

Arts-Based Programmes Science-Based Programmes 1. Arabic Language & Literature

(BARB)

10. Architecture & Environmental Design (AED)

2. Economics & Management Sciences (ECONS)

11. Allied Health Sciences (ALLHS)

3. English Language & Literature (BEN)

12. Biological Science (BIO)

4. Human Sciences (HS) 13. Dentistry (DEN)

5. Islamic Revealed Knowledge and Heritage (IRK)

14. Engineering (ENGINE) &

Computer Science (ICT) 6. Languages for International

Communication (English) (ENCOM)

15. Nursing (NURS)

7. Languages for International Communication (Arabic) (ARCOM)

16. Pharmacy (PHR)

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8. Law (LLB) & Syariah (LLBS) 17. Physical Science (PHY) 9. Tourism Planning & Hospitality

(TPHM)

18. Pre-Medical (MEDIC)

The CFS IIUM is spread out on three campuses: Petaling Jaya, Gombak and Gambang. The main campus for CFS is currently the Petaling Jaya campus where the majority of foundation courses are offered, while other foundation programmes are offered in the Gombak and Gambang campuses. Table 1.2 displays the details of the foundation courses offered at each campus.

Table 1.2 CFS Programmes at Different Campuses

Petaling Jaya Campus Gombak Campus Gambang Campus 1. LLB & LLBS

2. HS 3. BARB 4. BENL 5. ENGINE 6. ICT 7. ARCOM 8. ENCOM 9. TPHM 10. AED

1. ECONS 1. MEDIC

2. BIOSC 3. PHY 4. PHR 5. DEN 6. ALLHS 7. NURS

Arabic Language Courses in CFSIIUM

The Arabic language courses in CFSIIUM are called the Quranic Language (LQ) courses, conducted by the Quranic Language Department of CELPAD. The course comprises six (6) levels of Arabic language courses and students are placed into proficiency levels based on the Arabic Placement Test (APT) result.

The APT is a placement test administered to determine students‟ level of Arabic language proficiency upon admission to CFSIIUM. The Arabic language proficiency requirement is different from a kulliyyah to another in IIUM. The Arabic

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language is the main instructional medium for Arabic majoring courses students (AMCS) in their degree programmes. Therefore, they are required to be examined up to the level six of the LQ courses, while students majoring in other degree programmes are required to be examined or complete two (2) levels of LQ courses as university requirement language courses. Students regularly complete the LQ courses during the foundation programme in CFSIIUM. Table 1.3 shows the details of Arabic language courses offered by QLD at CFS, IIUM.

Table 1.3 List of Arabic Courses offered by (QLD) at CFSIIUM, Petaling Jaya.

Programs Course

Code Course Title

Quranic Language Requirement Non –

Arabic Majoring Courses Students (NAMC S)

AED, ALLHS, BEN, BIOSC, ENCOM, HS, PHY, ENGINE, TPM, ECONS, NURS, ME DIC, PHARMA, ICT

LQM0108 Quranic Language I

Exempted from LQM0208 LQM0208 Quranic

Language II LAWS (CIVIL) LQM0210 Quranic

Language I &

II Exempted from

LQM0430 LQM0430 Quranic

Language III

& IV Arabic

Majoring Courses Students (AMCS)

ARCOM, BAR, IRK, LAWS

LQM0516 Quranic Language V

Exempted from LQM0616 LQM0616 Quranic

Language VI

Arabic Language Learners in CFSIIUM

CFSIIUM students are mostly Malaysians, from national secondary schools. They gained admission to CFSIIUM based on their Malaysia secondary education certificate known as Sijil Pelajaran Malaysia (SPM). It is the common entry qualification for local candidates. The general entrance requirements outlined by the

VOCABULARY LEARNING STRATEGIES USED BY LEARNERS OF ARABIC LANGUAGE IN CFS, IIUM AND THEIR BELIEFS ON VOCABULARY LEARNING

VOCABULARY LEARNING STRATEGIES USED BY LEARNERS OF ARABIC LANGUAGE IN CFS, IIUM AND THEIR BELIEFS ON VOCABULARY LEARNING

BY

MOHAMAD KHAIDIR SAHID

A dissertation submitted in fulfilment of the requirement for the degree of Master of Education

(Teaching Arabic to Non-Arabic Speaker)

Kulliyyah of Education

International Islamic University Malaysia

SEPTEMBER 2016

ABSTRACT

ABSTRACT

IN ARABIC

APPROVAL PAGE

DECLARATION

PAGE

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF FAIR USE OF UNPUBLISHED RESEARCH

VOCABULARY LEARNING STRATEGIES USED BY LEARNERS OF ARABIC LANGUAGE IN CFS, IIUM AND THEIR BELIEFS

ON VOCABULARY LEARNING

ACKNOWLEDGEMENTS

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

CHAPTER ONE INTRODUCTION