Situasi ini menggambar pembelajaran kosa kata bahasa Arab di Malaysia masih .. Retrieved from ruthenpress.info Haron. Request PDF on ResearchGate | Pembelajaran kosa kata bahasa arab secara aturan kluster semantik dan aturan kluster bebas | Many Arabic language books . Subject: . Keywords: . Creation Date: . Modification Date: . Creator: . PDF Producer: . PDF Version: . Page Count: . Close. Preparing document for printing.
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KOSA KATA BAHASA ARAB DAN HUBUNGANNYA DENGAN al-Lugah al-â€˜ Arabiyyah atau al-â€˜UlÅ«m al-â€˜Arabiyyah). PDF. Published. STRATEGI PEMBELAJARAN KOSAKATA (MUFRADĀT) BAHASA ARAB. Mu'at Mu'at. Keywords: Keywords: Strategy, Learning, Arabic Vocabulary. Kosakata bahasa Arab tentang kelas disertai dengan contoh kalimat dalam gratis ebook pdf kamus bergambar 3 bahasa indonesia, inggris, arab nama- nama.
Prototypical core and dimensions of variation. Retrieved from http: Unpublished M. A Thesis, Bangi: Universiti Kebangsaan Malaysia. Hsien-jen, C. The effects of dictionary use on the vocabulary learning strategies used by language learners of Spanish.
University of Illinois, Urbana-Champaign. Hunt, A. A framework for developing EFL reading vocabulary. Reading in a Foreign Language, 17, Jemali, M.
Hubungan antara gaya pembelajaran dengan pencapaian bahasa Arab Komunikasi sekolah menengah rendah di Negeri Perak. Research project: Kafipour, R.
Vocabulary learning strategies, vocabulary knowledge and reading comprehension of EFL undergraduate students in Iran. Unpublished PhD thesis, Serdang: Universiti Putra Malaysia. Kojic-Sabo, I. Students' approaches to vocabulary learning and their relationship to success. The Modern Language Journal, 83 2 , A survey study of Taiwan EFL freshmans vocabulary learning strategies.
Fourteen features of a language leaner strategy. Antara minat dan sikap pelajar terhadap bahasa Arab: Wacana Pendidikan Islam Siri 5 pp. Fakulti Pendidikan, UKM. Mok, S. Pedagogi 2: Strategi pengajaran dan pengajaran mikro. Kuala Lumpur: Kumpulan Budiman. Nation, I. P Learning vocabulary in another language. Cambridge University Press. Teaching and learning vocabulary. Omar, A. Kaedah pengajaran bahasa. Dewan Bahasa dan Pustaka.
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Adults' language learning strategies in an intensive foreign language program in the United States. System, Strategi pembelajaran Bahasa dalam pembelajaran bahasa Arab: Unpublished MA Disertation, Bangi: Sahbazian, S.
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Description, acquisition, and pedadogy pp. Vocabulary in Language Teaching. Shukri, M. Penggunaan stretegi pembelajaran bahasa Arab dalam kalangan pelajar sekolah menengah agama. D Thesis, Bangi: Sokmen, A. Current trends in teaching second language vocabulary. Description, acquisition, and pedagogy pp.
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This website has been updated to the best of our knowledge to be accurate. However, Universiti Teknologi Malaysia shall not be liable for any loss or damage caused by the usage of any information obtained from this web site. Best viewed: Mozilla Firefox 4. Journal Help. Indexed by: User Username Password Remember me. Notifications View Subscribe. Font Size. The objectives of this study are to a measure the vocabulary learning strategies VLS usage level of pre university students, b to identify the highest strategy usage for each main vocabulary learning strategy VLS and c to identify the lowest strategy usage for each main vocabulary learning strategy VLS.
The study found that pre-university students have been using vocabulary learning strategies VLS moderately. Generally, the students used the determination strategy with the highest frequency compared to other strategies whilst the cognitive strategy is the least optimized one.
Six strategies are used regularly while 12 strategies are not used frequently. The findings show that pre-university students tend to use strategies that are simpler, not creative and do not require high level of thinking.
This situation somehow has displayed that the learning of Arabic language vocabulary in Malaysia is still very far from achieving the vocabulary learning objectives.
Vocabulary learning strategies. Meara Ed. London: CILT. Bannett, P.
An evaluation of Vocabulary Teaching in an intensive study programme. Brown, C. Five essential steps of processes in vocabulary learning. Paper presented at Asian Social Science; Vol. E-mail: harunbaharudin yahoo. Keywords: vocabulary learning strategies VLS , Arabic language vocabulary, second language learning, and the mastery of Arabic language vocabulary, pre-university 1.
Introduction Vocabulary is the key aspect in language learning. It has become the basic requirement and is prioritized compared to other linguistics aspects Talib, ; Omar, In other words, the marginalization of the role of vocabulary may affect the mastery of other language skills.
Sokmen has asserted that the efforts executed to explore the vocabulary aspects are able to assist the students in learning all the vocabulary needed in the class. Cunnings worth agreed that these efforts are great approaches in assisting the students. Those efforts started with the exploration of aspects in the target problem and product and finally tackle the process aspect.
The exploration in understanding the vocabulary learning process has finally brought into the research of vocabulary learning strategies VLS which has seen through the involvement of students in the vocabulary learning process. This allows the students to apply the cognitive process strategy in strengthening the relationship between vocabulary learning strategies and achievement Gu, ; Macaro, The Classification of Vocabulary Learning Strategies Vocabulary learning strategies are the methods used by the students in learning vocabulary.
This classification system is one of the most crucial contributions in the terms of the provision of general classification framework for vocabulary learning strategies. It has the comprehensive features in most learning aspects of vocabulary. This classification system is based on the discovery, consolidation and categorized system Oxford, in language learning strategies LLS.
Generally, Schmitt has classified the vocabulary learning strategies into two primary groups which are a discovery strategies, and b consolidation strategies. The discovery strategies involved the early stage of learning towards the meaning of new words found whereas the consolidation strategies involved the learning activity and remembering the word meanings which are already known. Enhancing the vocabulary is when the students learn new words and then start their learning while reinforcing the vocabulary is to build and strengthen the prior knowledge that already existed.
The determination and social strategies are put under the discovery strategies group whilst social, memory, cognitive and meta-cognitive strategies come under the group of consolidation strategies. This study has also used the pre-university students who have studied Arabic language as the sample of studies. The usage of this VLS classification is divided into a few factors such as efficiency, motivation and culture Schmitt, The objectives of this study are to: a identify the degree of VLS usage among the religious high school students, b identify the main five of strategies that have the highest and lowest usage of vocabulary learning strategies VLS , and c identify the types of sub strategies that have high and low usage of vocabulary learning strategies VLS.
Research Methodology The design of this study is the survey that used questionnaires based on the Arabic Vocabulary Learning Strategies. The questionnaires contain 54 questions involving five key strategies which are determination, social, memory, cognitive and meta-cognitive strategies. These schools are divided into four zones which are north, south, east and west.
Students are given the questionnaires in order to obtain the data. The questionnaires have gone through the validity and reliability process first and have been pilot tested in a religious high school in Pahang, Malaysia. The questionnaire instrument obtained a. Results The result of the study indicated the overall mean for VLS item is 2.
It also shows that the whole main category of VLS is at an intermediate level. With these results, the main VLS that is most used is determination strategy while the cognitive strategy is the main strategy that is the least used by students. Table 1. All these strategies are at a mean between 3. Table 2. The overall mean score for VLS is at the mean scale of 1. Table 3. This moderate usage level does not exceed mean value of 3. The findings also show that most students do not exploit a few strategies in learning Arabic vocabulary.
These strategies are identified as popular strategies and regularly used by students in learning a second language. Most strategies that are advanced, modern, involve challenging learning activities, require in-depth mental activities, need help from supporting materials such as social media are not explored to the maximum level by the students.
This is related to their lack of exposure to VLS, and lack of supporting materials which cause the students to not explore much on the other strategies to strengthen their vocabulary learning. Results of this study are found to align with a few other studies conducted in Malaysia. Among them are those done by Nurazan Mohd. Rouyan and Ahmad Iskandar Haron The main strategy of VLS which is the most used by students in learning Arabic vocabulary is the determination strategy.
Among the most frequently used strategy items in the determination strategy is referring to Arabic-Malay dictionaries and guessing the definitions based on sentence or conversation context.