Exploring Maahad Students’ Language Learning Journey

ICIEd2018

6THINTERNATIONALCONFERENCEON

ISLAMICEDUCATION:RABBANIEDUCATION

“TogetherBuildingRabbaniGeneration”

4th-5thNovember2018

GrandRiverview Hotel,KotaBharu,Kelantan

PROCEEDING

e-ISBN978-967-14229-4-6

PROCEEDINGS

6th INTERNATIONAL CONFERENCE ON ISLAMIC
EDUCATION: RABBANI EDUCATION 2018 (ICIEd 2018)

“Together Building Rabbani Generation”

PUBLISHER
Association of Malaysian Muslim Intellectuals, No. 7, Jalan 2/2B,

43650 Bandar Baru Bangi, Selangor, MALAYSIA.
2018

PROCEEDINGS
6th INTERNATIONAL CONFERENCE ON ISLAMIC
EDUCATION: RABBANI EDUCATION 2018 (ICIEd 2018)

© Secretariat of ICIEd 2018
Lot 2.03A, Aras 2,
Wisma UNIKEB,
43600 UKM Bangi,
Selangor, MALAYSIA.
2018

All Right Reserved
No part of this publication may be reproduced, stored in a retrieval system or transmitted in
any form, or by any means, electronic, mechanical photocopying, recording or otherwise, with
the prior permission from the Secretariat of ICIEd 2018, Lot 2.03A, Aras 2, Wisma UNIKEB,
43600 UKM Bangi, Selangor, MALAYSIA.

Perpustakaan Negara Malaysia
Cataloguing-in-Publication Data

6th International Conference on Islamic Education: Rabbani Education 2018
(ICIEd 2018)
Secretariat of ICIEd 2018,
Lot 2.03A, Aras 2, Wisma UNIKEB,
43600 UKM Bangi, Selangor, MALAYSIA.
4th – 5th November 2018 / Kamarulzaman et.al.

e-ISBN: 978-967-14229-4-6
1. Islamic Education
2. Rabbani Education
3. Kamarulzaman Abdul Ghani

Type Setting: Marwan Mohd Khir
Text Type: Times New Roman Font Size: 12pt

ii

6th INTERNATIONAL CONFERENCE ON ISLAMIC
EDUCATION: RABBANI EDUCATION 2018 (ICIEd 2018)

“Together Building Rabbani Generation”

Organised by:
Kelantan State Government
Association of Malaysian Muslim Intellectuals

4th – 5th November 2018
Grand Riverview Hotel, Kota Bharu, Kelantan, MALAYSIA.

PUBLISHER
Association of Malaysian Muslim Intellectuals, No. 7, Jalan 2/2B,

43650 Bandar Baru Bangi, Selangor, MALAYSIA.
2018

iii

EDITOR
Kamarulzaman Abdul Ghani

Azizi Umar
Mohd Sabri Mamat
Siti Suhaila Ihwani
Noor Hisham Md Nawi
Marwan Mohd Khir
Nur Nabihah Hassan

iv

FOREWORD

Assalamu’alaikum Warahmatullahi Wabarakatuh

We would like to extend our welcome to the academicians, researchers, experts and students
to the 6th International Conference on Islamic Education: Rabbani Education 2018. It is an
honour to have you here, and we believe that this conference will have a significant impact on
the development and betterment of the ummah.

ICIEd 2018 is a conference and a collaborative repository of sharing practice in
teaching and management field among educators who are mostly lecturers and teachers.
Specifically, this conference is a platform to develop and strengthen the knowledge of
educators in Islamic education. This year’s conference consists of variation of titles with a new
approach of Rabbani (divine) education theme.

Rabbani education theme emphasizes on ongoing efforts in getting the blessing of Allah
through the implementation of a holistic and balanced education. This theme was developed
with nine (9) key principles to achieve the well-being of the world and the hereafter.

Finally, I would like to take this opportunity to express my gratitude to all the
committee members and everyone who has contributed to the success of this conference. On
behalf of the organiser, I am confident that this conference will trigger various new and relevant
ideas that could have a major effect to the society as well as to the expansion of both respective
areas. I thank Allah for His many blessings and we put our trust only in Him.

ASSOC. PROFESSOR DR. KAMARULZAMAN ABDUL GHANI
Director
6th International Conference on Islamic Education: Rabbani Education 2018

v

CONTENTS

Foreword v
Contents vi

No. Title/ Name Pages

1 Pentafsiran dan Terminologi Rabbani dalam Ilmu Pendidikan Menurut Kitab 1
Tafsir Muktabar 9
Mazlan Ibrahim, Azizi Umar, & Shukeri Mohamad 32
42
2 Matlamat Dan Nilai Teras Dasar Pendidikan Rabbani Kelantan 50
Yaacob Yusoff, Soleh Ibrahim, & Mohd Nordin Jaafar 59
68
3 Pendidikan Rabbani Ke Arah Melahirkan Generasi Khaira Ummah 73
Habib Mat Som 85
95
4 Amalan Terbaik Dalam Prinsip Kebersamaan Tanggungjawab Berdasarkan 103
Pendidikan Rabbani 115
Azizi Umar 126

5 Amalan Terbaik Dalam Prinsip Pembelajaran dan Pengkajian Berterusan
Berdasarkan Pendidikan Rabbani
Mohd Huzairi Husain & Ab. Halim Tamuri

6 Prinsip Bertepatan Realiti Semasa Dalam Pendidikan Rabbani
Noor Hisham Md Nawi

7 Pembangunan dan Pengislahan Masyarakat dalam Pendidikan Rabbani
Arifin Mamat1 & Yaacob Yusoff

8 Tahap Strategi Pengajaran Guru Geometri Matematik dalam Kalangan
Sekolah Menengah Kebangsaan Harian
Abdul Rashid Abdul Rahman & Wan Ahmad Jaafar Wan Yahaya

9 Amalan Perancangan Pengajaran dan Pembelajaran Dalam Kalangan Guru
Pendidikan Islam Prasekolah
Sofiah Mohamed, Kamarul Azmi Jasmi, Mariah Lambak, & Ruhayati Ramli

10 Hubungan Kepercayaan Epistemologi Islam dengan Konsep Kendiri Guru
Pendidikan Islam di Sekolah Menengah Kebangsaan Malaysia
Nurul Asiah Fasehah Muhamad

11 Penguatkuasaan Enakmen Kawalan Hiburan dan Tempat-Tempat Hiburan
1998 di Kelantan: Analisis Menurut Perspektif Siasah Syar’iyyah
Mohd Asri Che Ibrahim, Ainun Afifah Mustapha, & Shukeri Mohamad

12 Education Waqf in Sekolah Agama Rakyat (SAR): Development,
Management and Funding
Najibah Abu Bakar & Mohd Nasir Ayub

13 Garis Panduan Dan Usaha Dasar Wanita Negeri Kelantan Dalam
Mempersiapkan Wanita Untuk Membina Masyarakat Rabbani
Nurul Akma Mohamed & Shukeri Mohamad

vi

14 Penggunaan Integrasi Media Pengajaran Bahasa Melayu dalam Kalangan 137
Siswa PISMP Semester Enam IPG Kampus Ipoh 157
Nur `Azah Ahmad @ Ahmad Zakaria 165
174
15 Perkembangan Fiqh Ibadah Di Malaysia 185
Mohamad Anas Mohamad Yaakub, Abdul Hakim Hamidon, Aminuddin
Ruskam, & Abdul Halim Zulkifli 193
204
16 Exploring Maahad Students’ Language Learning Journey 214
Farhan Ahlaamie Pakrudin & Pramela Krish 232
242
17 Pengetahuan Teknologikal Pedagogi Isi Kandungan (TPACK) Guru- Guru
Permulaan Sekolah Yayasan Islam Kelantan (YIK) 252
Shukri Ismail & Mohd Din Haron
264
18 Kemahiran Berfikir Aras Tinggi Dalam Kalangan Siswa Guru Dalam Kursus
Pendidikan Islam 275
Firdaus Abdul Fatah, Khadijah Abdul Razak. & Maimun Aqsha Lubis Abdin
Lubis

19 Kaedah Inovatif Dalam Menangani Pelajar Tidak Membawa Al-Quran
Ketika Subjek CTU Di UiTM Cawangan Johor
Emie Sylviana Mohd Zahid, Siti Noor Ain Aziz, & Mahasin Mearaj

20 Pelaksanaan Agihan Dana Zakat Kepada Pelajar UiTM Cawangan Johor
Emie Sylviana Mohd Zahid, Siti Noor Ain Aziz, Mahasin Mearaj, & Mohd
Zainodin Mustaffa

21 Aplikasi Elemen Maw‘Iẓah Ḥasanah Dalam Pengajaran Dan Pembelajaran
Pendidikan Islam Di Institusi Pengajian Tinggi
Norkhairiah Hashim, Gamal Abdul Nasir Zakaria & Aliff Nawi

22 Connectivism Learning Using Cloud-Based Tools To Enhance Deep
Learning Progression Among Pre-Service Teachers
Abdul Hadi Mat Dawi, Abu kassim Ali Musa, & Zain Hazmi Zain Baharin

23 Isu-Isu Pengurusan Bandar Berdasarkan Kitab Fiqh Klasik Alam Bina; Kitab
Al-Jidar (Isa Ibn Musa) Dan Kitab Al-I’lan Bi Ahkam Al-Bunyan (Ar-Rami)
Sharifah Fadylawaty Syed Abdullah, Mohd Dani Muhammad, Mohd Zaid
Daud, Nurzahidah Hj.Jaapar & Azri Bhari

24 Pembangunan Kerohanian Menurut Model Tazkiyah al-Nafs al-Ghazali:
Aplikasinya dalam Pelaksanaan Program Tarbiah di Asrama Sekolah –
Sekolah Menengah Kebangsaan Agama (SMKA), Pulau Pinang
Mohd. Suhardi Mat Jusoh, Mohd. Farid Mohd Sharif, & Jasni Sulong

25 Tahap Kesediaan Guru Pendidikan Islam Terhadap Penerapan Kemahiran
Berfikir Aras Tinggi (KBAT) Dalam Pengajaran Di Negeri Selangor
Muhammad Talhah Ajmain@Jima’ain, Mohd Aderi Che Noh, & Aminudin
Hehsan

26 The Development of An Islamic Technique Through The Introduction Of
A7th Characteristic In A Rogers Based Therapeutic Relationship Theory- A
Case Study
Nor Hafizah Ahmad

vii

27 Pelaksanaan Program Kebajikan Masyarakat Di Negeri Kelantan Dari Tahun 286
1990-2015: Analisis Dari Perspektif Maqóøid Syariah 297
Nur Shuhada Kadir & Shukeri Mohamed 310

28 Kemenjadian Pelajar Di Sekolah Menengah Agama Berasaskan Strategi Dan 321
Pelaksanaan Iklim Dini: Satu Kajian Rintis 331
Raihan Mohd Arifin & Kamarul Shukri Mat Teh
339
29 Pentadbiran Sekolah Agama Rakyat (SAR) Di Negeri Kedah: Analisis Isu 348
Dan Cabaran 356
Mohd Nasir Ayub, Nazni Noordin, Mohd Zoolhilmie Mohamed Sawal,
Najibah Abu Bakar, & Surita Hartini Mat Hassan 363
370
30 Pelaksanaan Program Tahfiz Model Ulul Albab (TMUA) Di Malaysia : Isu 383
Dan Cabaran 390
Muhd Zulhilmi Haron, Mohamad Khairi Haji Othman, & Mohd. Isha Awang 399
410
31 Kajian Keperluan Guru dan Ilmu Profesionalisme di Institusi Tahfiz
Selangor
Azizi Umar, Siti Jamiah Abd. Jalil, Zulkifli Mohamad, Mahzan Awang, Isa
Hamzah, & Ahmad Rafizi Salleh

32 Pendidikan Nilai Spiritual Kepada Orang Kurang Upaya (OKU) Dari
Perspektif Islam
Nurhayati Syazwani Zulkafli, Latifah Abdul Majid, & Hamdi Ishak

33 Malu Dari Perspektif Islam, Budaya dan Psikologi
Nur Anis Hanani Mohd Talib, Latifah Abdul Majid, Nurliyana Mohd Talib

34 Kefahaman dan Minat Guru Terhadap Penggunaan Bahan Bantu Mengajar
Mohd Izzuddin Mohd Pisol, Muhammad Haron Husaini, Ahmad Shafiq Mat
Razali, Diyak Ulrahman Mat Saad, Syafiqah Mohd Hairon, Nur Hanani
Hussin, & Mohd Khamal Md Daud

35 Bimbingan & Kaunseling: Peranan & Kepentingannya Dalam Kehidupan
Masyarakat Alaf Baru
Md Ridzwan Md Yunus & Mohd Sani Ismail

36 Kepercayaan Animisme Menurut Perspektif al-Quran
Khairulnazrin Nasir

37 Kemerosotan Masalah Disiplin Pelajar: Kajian Di SMK Daerah Pasir Puteh,
Kelantan
Noradilah Abdul Wahab, Mohd. Sani Hj. Ismail, & Rossidi Usop

38 Kedudukan Al-Sunnah Dan Kehujahannya Menurut Pandangan Muktazilah
Ahmad Mujahideen Haji Yusoff & Norhidayah Mohamed Hussin

39 Kepentingan Pendidikan Al-Quran Untuk Anak Mengalami Autisme
Salmihah Che Mud & Fariza Md Sham

40 Pendidikan Islam Dari Perspektif Maqasid Al-Syariah Menurut Abu Ishaq
Imam Al-Syatibi
Hasbullah Mat Daud & Ahmad Yussuf

viii

41 Inovasi Dalam Pengajaran Dan Pemudahcaraan Dalam Bilik Darjah: 420
Cabaran Guru Pendidikan Islam 430
Asmawati Suhid, Mohd Yusri Mohd Naser, & Abd. Muhsin Ahmad 439
450
42 Aplikasi Model Kurikulum Integrasi dalam Kurikulum Pendidikan Islam 460
Zetty Nurzuliana Rashed, Ab.Halim Tamuri, & Siti Suhaila Ihwani
466
43 Keanjalan Amalan Fiqh Ibadah Di Malaysia
Mohamad Anas Mohamad Yaakub, Abdul Hakim Hamidon, Aminuddin 479
Ruskam, & Abdul Halim Zulkifli 489
501
44 Tahap Pengetahuan Pelajar Terhadap Istilah Fiqh Dalam Buku Teks 520
Pendidikan Islam 529
Harun Baharudin & Muhd Shaharudin Mat Salleh
541
45 Educational Programme Approach towards Out-of-wedlock Pregnant 550
Teenagers 559
Siti Suhaila Ihwani, Azahar Yaakub, Norhafizah Musa, Adibah Muhtar, Nik
Mohd Zaim Ab. Rahim, & Zetty Nurzuliana Rashed

46 Pengaruh Kepuasan Latihan Guru Pendidikan Islam Terhadap Kemahiran
Ilmiah Dan Kemahiran Profesional Guru Pendidikan Islam Di Malaysia
Mohamad Zarkhuan Zainol, Azmil Hashim & Mohamad Marzuqi Abdul
Rahim

47 Validating Construct Items for The Measurement Models of Permit To Work
Using Exploratory Factor Analysis (EFA)
Nizar Jusoh, Wijayanuddin Ali, Tuan Amran Tuan Abdullah, & Alias Husain

48 LIJA 2.0: Analisis Masalah Penguasaan Penulisan Jawi: Kajian Rintis
Shabibah Shaufit Affandi, Suzana Abd Mutalib, Nor Shazila Zakaria, & Md
Zuki Hashim

49 Kaedah Talqin (Nasihat) Dalam Pembinaan Pelajar Rabbani di SMKA
Norhisham Muhamad

50 Kesan Pendekatan Dakwah Melalui Multimedia Pelajar-Pelajar Universiti
Sultan Zainal Abidin (UniSZA)
Zamri Chik & Abdul Hakim Abdullah

51 Sorotan Kajian: Kesan dan Hubungkait Faktor Dalaman dan Luaran
Terhadap Tahap Penguasaan Bahasa Arab dalam Kalangan Pelajar Bagi
Peringkat Sarjana Muda di Universiti Awam, Malaysia.
Muhamad Ammar Abdul Mutalib

52 Hubungan Strategi Pengajaran dan Tahap Profesionalisme Guru Kelas Al-
Quran dan Fardu Ain (KAFA) JAKIM
Bani Hidayat Mohd Shafie & Nor Hayati Fatmi Talib

53 Pengaruh Amalan Sumber Kuasa Dan Iklim Sekolah Terhadap
Profesionalisme Guru
Siti Bazlin Rozylan & Mua’azam Mohamad

54 Keberkesanan Kaedah Hafazan Karantina 30 Hari Menghafaz Al-Quran:
Satu Kajian Awal
Ummu Hani Yusop, Siti Suhaila Ihwani, Wan Fatimah Wan Zakaria

ix

55 Beta Rhythms in Human Occipital Lobe During Passive Listening to Fatihah 563
Chapter
Ismail Samhani, Hafizan Juahir, Zamzuri Idris, Jafri Malin Abdullah, & 571
Faruque Reza 576
583
56 Budaya Organisasi: Konsep Dan Perspektif
Mohd Tarmizi Yusof & Mua’azam Mohamad 588
594
57 Pembelajaran Al-Quran Dalam Kalangan Murid Kurang Upaya Pendengaran 601
Ummu Karamah Alias & Hamdi Ishak 607

58 Inovasi Gerakan Tangan Dalam Metode Yadain Litahfizhil Qur’an: Satu 614
Tinjauan Awal 623
Wan Fatimah Wan Zakaria, Ummu Hani Yusop, Siti Suhaila Ihwani, &
Azahar Yaakub@ Ariffin 629
645
59 Amalan Murabbi Model Al-Ghazali dalam kalangan Guru-guru YIK 659
Nik Abd Rahman Nik Yaacob, Zawawi Zakaria, & Yahya Don 667

60 Teaching Methodologies In Islamic Education In 21st Century; Challenges
And Perspective
Azlina Mustaffa & Adnan Abd Rashid

61 Perkahwinan Bawah Umur: Faktor Dan Kesannya Terhadap Kanak-Kanak
Dan Remaja
Maryati binti Mohd Amin & Mohd Aderi Che Noh

62 Pembangunan Program Jurutera Huffaz di Universiti Malaysia Pahang:
Pencapaian dan Cabaran Semasa
Rashidi Abbas, Suhardi Mat Jusoh, Mahyuddin Ismail, & Muhammad
Sallehudin Md Derus

63 Pengislahan Pendidikan Islam Murid Berkeperluan Khas dalam mendasari
Pendidikan Rabbani
Hajarul Bahti Zakaria, Mohd Huzairi Husain, & Siti Muhibah Hj. Nor

64 Amalan ‘Ubudiyyah, Mas’uliyah dan Itqan (UMI) Kalangan Pengetua
Yayasan Islam Kelantan (YIK)
Zawawi Zakaria, Nik Abd Rahman Nik Yaacob, Pakhruddin Deraman, &
Rosbi Ishak

65 Membangunkan Ciri Rabbani Melalui Elemen Kemasyarakatan dalam
Pembelajaran Sepanjang Hayat di Masjid
Rofishah Rashid, Hailan Salamun, & Berhanundin Abdullah

66 Federalism, Intergovernmental Relations and Islamic Education Institutions
in Malaysia – A Possibility Towards Cooperative Federalism
Nurhafilah Musa

67 Peranan Guru-guru YIK dalam melaksanakan Pendidikan Rabbani: Satu
Cadangan Anjakan Perubahan
Nik Hamdi Ghani

68 Insan Rabbani Suatu Sorotan
Ajmain @ Jimaain Safar

x

69 Impak Kepercayaan Konsep Ilmu Islam Terhadap Penghayatan Akhlak 674
Pelajar Universiti Awam 682
Mahfuzah Mohammed Zabidi
689
70 Kaedah Penerapan Kemahiran Komunikasi Dalam Kluster Kokurikulum 697
Persatuan Agama Islam 705
Maizatul Suraya Muhammad Nor, Mohd Isa Hamzah, Khadijah Abdul 717
Razak, & Fatahiyah Elias 725

71 Modal Insan Rabbani: Analisis Metafizik Islam 731
Khadijah Abdul Razak & Nor Sakinah Mat Arif 741
756
72 Penguasaan Tilawah Al-Quran Bertajwid Melalui Kaedah Al-Matien Di
Sekolah Kebangsaan Wawasan Seremban 2 773
Haziyah Hussin & Masitah Ismail 795
801
73 Terapi Al-Quran Dalam Menangani Tekanan Mental Dan Emosi: Ibrah 812
Daripada Kisah Maryam
Haziyah Hussin

74 Penglibatan Ibu Bapa Faktor Utama Kejayaan Pembentukan Akhlak Kanak-
Kanak Prasekolah.
Nurul Khairani Ismail & Suziyani Mohamed

75 Pengaruh Institusi Sosial Terhadap Kesediaan Murid Untuk Berkomunikasi
Dalam Bahasa Kedua Di Pulau Perhentian
Ahmad Shidki Mat Yusoff, Muhamad Sidek Said, Haslina Hanapi, & Azman
Mohamed Nor

76 Pemikiran Islam Liberal: Kontroversi Dalam Pemikiran Dawam Rahardjo
Nur Nabihah Hassan, Mazlan Ibrahim, & Azizi Umar

77 Peranan Institusi Tahfiz Dalam Membina Generasi Rabbani: Pengalaman
Yayasan Islam Kelantan
Che Khairuleffendi Che Kamaruzaman

78 Pembangunan Modul Kursus TITAS (e-CITAC) berasaskan strategi
Blended Learning
Norhapizah Mohd Burhan, Ab. Halim Tamuri, Mohd Nasir Ayub, Asjad
Mohamed, & Mohd Kamal Azman Jusoh

79 Qalbun Salim Sebagai Asas dalam Pembentukan Pendidik Berjiwa Murabbi
Noornajihan Jaafar

80 Pandangan Ibnu Khaldun tentang Pembelajaran Bahasa Arab untuk Pelajar
Asing
Rosni Samah

81 Pentransfomasian Tulisan Jawi Berdasarkan Pendekatan Fonetik dan
Fonologi
Ab. Halim Mohamad

82 Huruf Mu'jamah dan Faktor Penandaan Titiknya di dalam Mashaf-Mashaf
Uthmani
Wan Mohd Al Hafiz Wan Mustapa, Muhamad Hamidani Mustapha, Mohd
Jismani Yusoff, &Kamarul Shukri Mat Teh

xi

83 ‫عنوان البحث المنجيات في مخطوطة ابن الضاوي‬ 823
‫نهاد دابح حامد الدليمي & الطاهر عبد الرزاق مسلم‬ 830

84 Perbandingan antara Gerakan Pendidikan Cina dan Sekolah Agama dalam
Menuntut Hak Pendidikan.
Mohd Syuja Saedin, Azizi Umar, Taufik A. Latif, Raduan Sharif, & Ng Chan
Chai

xii

“Together Building Rabbani Generation”

Exploring Maahad Students’ Language Learning Journey

Farhan Ahlaamie Pakrudin¹ & Pramela Krish²
Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia¹ˑ²

[email protected]¹ & [email protected]²

ABSTRACT
In Malaysia, the status of Malay language as the first language and English as the
second language has made both languages as the medium of instruction starting from
early childhood education up to the tertiary education. In addition to these two
languages, Arabic language also has an imperative stance in upholding Islam as the
official religion in Malaysia and Islamic religious schools or Maahad offer various
subjects in Arabic pertaining to the values of Islam. This paper will report on a
preliminary study conducted with 30 Form Four students from Maahad Yaakubiah
Bachok, Kelantan. The aim of the study is to investigate the perspectives of the
Maahad students in learning the three languages and their personal experiences in a
multilingual education setting. Data for the study was gathered via a set of
questionnaire adapted from Language Learning Orientation by Dornyei and Chan.
The findings reveal that the status of language plays a vital role as a part of students’
motivation to learn the language and also illustrate how one language is prioritized
over the others. The findings also help the teachers to understand their problems and
challenges in order to prepare suitable materials to sustain the students’ interest in
learning the languages.

Keywords: Islamic religious school, multilingual educational setting, language
learning experiences, language skills, language proficiency.

INTRODUCTION

Malaysia is a unique pluralistic and multicultural country with an estimated population of 32.4
millions consisting of 69.1% Malays and Bumiputera, 23.0% Chinese, 6.9% Indians and 1.0%
others (Department of Statistics Malaysia, 2018). Each race has its own unique customs and
inheritance which include language, belief system, culture and religion that significantly influence
the education system. In order to cater to the differences, Malaysia has practiced unity since
independence as the foundation for its establishment henceforth becomes the over aching objective
for all the enacted educational policies (Abu Bakar Nordin, Norlidah Alias & Saedah Siraj, 2013)
and Malay language is declared as the national language as well as the medium of instruction in
national schools.

National Education Policy has stated that Malay language is the official national language of
Malaysia and English language becomes the second language (Thirusanku & Melor Md Yunus,
2014). Malay-medium National schools use Malay and English as the medium of instruction while
non-Malay-medium National-type schools or Vernacular schools use either Mandarin in National-
type Chinese schools or Tamil in National-type Tamil schools apart from Malay and English. Aside
from these types of educational institutions, Islamic religious school or Maahad is another type of
school that becomes the inseparable and perdurable part of Islamic community of Malaysia (Nasrin
Karimizadeh & Mahmoud Abolghasemi, 2016) whereby Arabic language is used for the teaching
and learning of various subjects thus offers a multilingual educational setting. The parents believe
that religious schools help their children in exploring knowledge through the religious studies in
addition to the public’ well-acceptance since the early establishment to guarantee the wholesome
lives of the kids in the future (Mohd Roslan Mohd Nor et al., 2012).

6th International Conference in Islamic Education: Rabbani Education 2018
4th – 5th November 2018 | Grand Riverview Hotel, Kota Bharu, Kelantan

Islamic religious school or Maahad is one of the educational institutions that has faced
immerse ups and downs before attaining its solid ground as a part of Malaysian educational system
(Nasrin Karimizadeh & Mahmoud Abolghasemi, 2016). Madrasah, sekolah pondok and other
Islamic schools were the very first institutions available in Malaysia since the era of Malay Sultanate
of Malacca in 1415-1511 (Ahmad Fauzi Abdul Hamid, 2017) before other public or private schools
were set up. Similar with other National-type school, Maahad also uses Malay as the first language
and English as the second language. In addition to the two languages, Arabic language is used in
the teaching and learning of various subjects thus the students are exposed to the multilingual
education setting.

A set of adapted questionnaire is distributed to discover the students’ language learning
journey in a multilingual education setting. The collected data is analyzed by using the IBM SPSS
(Statistical Package for the Social Sciences) Statistics Version 24 to discover the personal journey
of Maahad students in Kelantan in terms of the language learning experiences.

In a multilingual education system, more than two languages are used as the medium of
instruction in the teaching and learning process and it is a part of universal concern which is not
restricted to any one society or culture of that particular country (Chan, Edo and Rosila Bee Mohd
Hussain, 2016). The problem of possible prioritization of one language above another especially the
language of the dominant social group (Valdiviezo & Nieto, 2015) becomes a major concern. Some
students chose to focus on Malay and Arabic languages only due to the stance that these two
languages bring more benefits which caused them to neglect English and thus ‘English language
dilemma’ occurs (Airil Haimi Mohd Adnan, 2017). Therefore, this study aims to find out the
students experiences in learning Malay, English and Arabic in a Maahad school in Kelantan. This
paper intends to report on a preliminary study conducted on 30 Form Four students of Maahad
Yaakubiah Bachok, Kelantan on their perspectives of learning Malay, English and Arabic apart
from the factors that affect the learning of these languages.

METHODOLOGY

This research is a quantitative study that employs an adapted questionnaire distributed to the Form
Four students of Maahad Yaakubiah, an Islamic religious school located in a rural area in Bachok,
Kelantan. 30 students are randomly asked to answer the questionnaire. The questionnaire is designed
by adapting the Language Orientation Questionnaire developed by Dornyei and Chan (2013) to get
the students’ perspectives on the three languages and also includes the questions posted by Brown
(2014) about Second Language Acquisition (SLA) in order to discover the background of the
respondents and the basic information concerning their language learning experiences.

Maahad students have the advantage of learning three languages which are Malay, English
and Arabic hence enables them to become multilingual. Being multilingual helps the individual’s
wage, firm productivity and production of gross domestic (Grin, Sfreddo & Vaillancourt, 2013) thus
become an added or bonus point in applying for work as well as job promotion. It opens up
opportunities to well-being and success in various ways. Multilingual education is one of the most
significant global concerns which is not bounded with any specific society or culture and the
multicultural educational policies starting from the resolutions of aboriginal minorities, either in
Europe, Africa, Latin or Latin America (Valdiviezo & Nieto, 2015). Most countries worldwide have
acknowledged the significance of producing multilingual citizens including Malaysia with the aim
of reinforcing human capital that contribute to the economy aside from being competitive
internationally (Wail Ismail et al., 2017).

This study is fully quantitative in which the data is collected through distribution of a set of
adopted questionnaire. 30 Form Four students from Maahad Yaakubiah Bachok, Kelantan are

171

“Together Building Rabbani Generation”

chosen as the respondents. These students will face Sijil Pelajaran Malaysia (SPM) or Malaysian
Certificate of Education next year and this year will go through Sijil Menengah Ugama (SMU) or
Religious Secondary Certificate which includes only Malay and English subjects as the academic
subjects and other subjects are in Arabic language. A total of 13 male and 17 female students took
part in the survey and they represented the five classes of Form Four students of Maahad Yaakubiah.

This research focuses on the students from Maahad Yaakubiah, one of the schools under the
administration of Yayasan Islam Kelantan (YIK) or Kelantan Islamic Foundation. Under the
Enactment of Kelantan 9/1968, YIK was established on 1st January 1974 and since then has been
responsible in managing 89 religious secondary schools in Kelantan apart from administrating the
matters concerning Arabic Center of Nilam Puri and Tengku Anis Kindergarten. The Islamic
religious schools are divided into Maahad or Religious Secondary School (Arabic), Pusat Pengajian
Pondok, Maahad Tahfiz and Sekolah Agama Bantuan Kerajaan (SABK). There are two curriculums
used in Maahad schools. The first one is the National Curriculum standardized by the Malaysia
Ministry of Education. The other one is the religious curriculum based on the syllabus from Maahad
Bu’uth Al-Azhar University, Egypt for the Islamic related studies as well as Arabic language and
literature taught in Arabic (Irni Ismail, 2013). In order to produce the best Muslim for the
development of family, society, country and ummah, YIK stresses upon the excellence in Islamic
studies and Arabic language with the presence of more than 37,000 students and approximately
2,200 teachers (Buku Pelan Strategik Yayasan Islam Kelantan 2016-2020).

The questionnaire is divided into 2 sections which included Section A for Personal
Background and Section B for Language Learning Experiences. The items in Section A were
constructed by referring to the Questions on Second Language Acquisition (SLA) raised by Brown
(2014). The main subjects focused in this argument are the terms L2 and SLA. L2 or second
language refers to any additional language acquisition as general considering both foreign and
subsequent language learning ahead of the L1 and the first language. On the other hand, SLA is a
term generally referring to L2 that occurs in natural and/or instructed settings including both foreign
and second language learning of English and other additional languages as well. There are seven
categories of questions listed by Brown (2014) to guide the study about SLA which include (1)
learner characteristics, (2) linguistic factors, (3) learning processes, (4) age and acquisition, (5)
classroom instruction, (6) context and (7) purpose. These questions are used as the demographic
items to record the respondents’ background information.

Moving on to Section B about Language Learning Experiences, the 15-items used were
adapted from Language Orientation Questionnaire by Dornyei & Chan (2013). Dornyei (2005,
2009) proposed a parsimonious motivation construct of L2 Motivational Self-System that focuses
on the self-perception especially the desired future self-states of the L2 learners. There are three (3)
constituents constructed which include Ideal L2 Self, Ought-to L2 Self and L2 Learning Experience
(Dornyei & Chan, 2013) but this study only choose the first two constructs to fit into the current
research. The Ideal L2 Self is concerned with L2-specific facet of one’s ideal self related with the
desired person that the learners would like to become speaks an L2 and reducing the discrepancy
between learners’ actual and ideal selves. This construct aims to discover and relate the learners’
internal desire to develop into an effective L2 user. On the other hand, Ought-to L2 Self is concerned
with the features that learners believe should be possessed in order to avoid possible negative effects
including perceived roles, external expectations and obligations which seem similar to the learners’
own needs or wishes. These social pressures coming from the surroundings to master the L2 affect
the learners in learning languages. This research only incorporated the first two constituents which
were presented in the form of Likert-type scale of 15 statements, ranging from strongly disagree (1)
to strongly agree (5) focusing on Malay, English and Arabic.

6th International Conference in Islamic Education: Rabbani Education 2018
4th – 5th November 2018 | Grand Riverview Hotel, Kota Bharu, Kelantan

The data were analyzed by using IBM SPSS Statistics (version 24) and the results were

presented as the statistics and in the form of frequency table with the percentage of each item for
both Section A and Section B. The Cronbach’s alpha coefficient of the questionnaire was 0.950,

indicating excellent internal consistency reliability (Tavakol & Dennick, 2011).

RESULTS AND DISCUSSIONS

Table 1: Percentage for the Students’ Proficiency Level

Level of Proficiency Malay English Arabic

Beginner Speaking 20.0% 63.3%
Intermediate 3.3% 53.3% 33.3%
Advanced 3.3% 26.7% 3.3%
93.3% 100.0% 100.0%
Total 100.0%
10.0% 43.3%
Beginner Listening 43.3% 46.7%
Intermediate 3.3% 46.7% 10.0%
Advanced 10.0% 100.0% 100.0%
86.7%
Total 100.0% 20.0% 43.3%
33.3% 36.7%
Beginner Writing 46.7% 20.0%
Intermediate 3.3% 100.0% 100.0%
Advanced 13.3%
83.3% 10.0% 40.0%
Total 100.0% 20.0% 33.3%
70.0% 26.7%
Beginner Reading 100.0% 100.0%
Intermediate 3.3%
Advanced 6.7%
90.0%
Total 100.0%

The students were asked to rate their own language skills including speaking, listening,
reading and writing of Malay, English and Arabic with either 1: Beginner, 2: Intermediate or 3:
Advanced. The data in Table 1 show the percentage of students rating their language skills which
illustrate their language proficiency. The analysis reported that most of the students rated advanced
for all four skills of Malay language with the mean score of 2.9000 (speaking), 2.8333 (listening),
2.8000 (writing) and 2.8667 (reading). On the other hand, majority of the students also rated
advanced for all the skills of English except for speaking as intermediate; 2.0667 (speaking), 2.3667
(listening), 2.2667 (writing) and 2.6000 (reading). Apart from the two languages, they also provided
their proficiency level of language skills for Arabic language which reported the mode of
intermediate for listening and beginner for the other three skills with the mean of 1.4000 (speaking),
1.6667 (listening), 1.7667 (writing) and 1.8667 (reading). It shows that out of the four skills for each
language, the students have more confident in the speaking skill of Malay language and least
confident in writing but different with English whereby speaking is ranked last and reading comes
in first. As for Arabic language that most of the students start learning only when they enrol to
Maahad in Form One, the result shows similarity with English whereby speaking skill scores the
lowest and reading has the highest score.

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Figure 1: The Reasons Why the Students Learn Malay

Figure 2: The Reasons Why the Students Learn English

Figure 3: The Reasons Why the Students Learn Arabic
An open-ended question about why the students learn the three languages was included in
Section A which inquired the respondents to fill in their answer about the reasons they learn Malay,
English and Arabic languages. The students gave various answers for each language. As for Malay
language, the reasons of ‘native language’ (46.7%), ‘to communicate’ (23.3%), ‘like’ (16.7%), ‘a
need’ (6.7%), ‘because family use it’ (3.3%) and ‘very important’ (3.3%) were recorded (Figure 1).

6th International Conference in Islamic Education: Rabbani Education 2018
4th – 5th November 2018 | Grand Riverview Hotel, Kota Bharu, Kelantan

Meanwhile, English language learned by them due to the reasons such as ‘International language’
(43.3%), ‘to communicate’ (20.0%), ‘forced’ (16.7%), ‘connect with people globally’ (6.7%), ‘like’
(6.7%), ‘fun’ (3.3%) and ‘’to know something’ (3.3%) were also listed (Figure 2). Moving on to the
answers provided by the students about Arabic language, majority of the students answered ‘Heaven
language’ (30.0%), ‘studying in Arabic school’ (20.0%), ‘like’ (13.3%), ‘forced’ (10.0%), ‘to
further studies in Middle East’ (6.7%), ‘to score good result in SMU’ (3.3%) and ‘get something
new’ (3.3%) as the reasons why they learn Arabic language (Figure 3).

Surprisingly, the result highlighted the status of language as the main factor that affect them
in learning the languages which is applicable for all the three languages; Malay as Native language,
English as International language and Arabic as Heaven language. In addition, the functions of
language as the medium of communication and to connect with other people were also pointed out
by the students apart from their own attitude towards the languages either because they like the
language learnt or being forced to learn it. Other than that, to highlight the reasons of why the
students learn Arabic language, the respondents also listed the factor of learning in Arabic school
or the Islamic religious school (Maahad) and some aim to further their studies in the Middle East
such as Egypt apart from to score well in SMU. Many Maahad students chose to further their studies
in prominent universities in Mecca, Egypt (Mohd Roslan Mohd Nor et al., 2012), Morocco, Jordan
and Medina after finishing their studies in Islamic religious schools or Maahad to learn Arabic
language and literature in-depth.

Moving on to the analysis of Section B which comprised of 15 self-report items which were

assessed through the use of 5-point Likert-type scales consisting of 1 = strongly disagree, 2 =

disagree, 3 neither agree nor disagree, 4 = agree and 5 = strongly agree, the students were asked to

rate their level of agreement or disagreement based on the scale given. The items were divided into

two according to the self-scale dimensions constructed by Dornyei (2005, 2009) and taken from

Language Orientation Questionnaire (Dornyei & Chan, 2013). The data were analyzed in terms of

the mean for each item and were presented in the two tables below:

Table 2: Analysis of items constituting the Ideal Self-scales towards Malay, English and

Arabic languages

Analysis of the items constituting the Ideal Self-scales (mean scores)

Statement Malay English Arabic

I often imagine myself speaking these languages as if I 3.9000 3.5333 3.2000

was a native speaker of these languages.

When I think of the future, I can imagine myself using 3.9667 3.9667 3.5333

these languages in a variety of ways.

I can imagine myself being a very competent speaker of 4.1333 3.4333 3.1333

these languages.

I can imagine myself writing e-mails in these languages 4.2000 3.9667 3.3667

fluently.

I can imagine myself participating in a debate in these 3.9667 3.2333 3.1000

languages.

Table 2 shows the 5 items related with ideal self-scale and the results discovered the
students’ positive stances and thoughts about themselves in using Malay but not with English and
Arabic languages. Nevertheless, there was not much difference between the two even though they
just started to learn Arabic in Form One as compared to English starting from childhood. The
students seemed to have confidence in using Arabic in a variety of ways when they think of the
future because the statement can be considered as being general as compared to other statements
which specifically pointed out the competency and fluency of using the language.

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Table 3: Analysis of items constituting the Ought-to Self-scales towards Malay, English

and Arabic languages

Statement Malay English Arabic

I study these languages because close friends of mine 3.8333 3.5667 3.3333

think they are important.

I am prepared to expand a lot of effort in learning these 4.2333 4.1000 3.7333

languages.

I have to study these languages, because, otherwise, I 3.8276 3.6000 3.4000

think my parents will be disappointed with me.

When I am in my language class, I volunteer answers as 3.8000 3.0667 2.7333

much as possible.

People around me believe that I must study these 3.9333 4.1000 3.4667

languages to be an educated person.

I would like to spend lots of time studying these 4.1333 4.0667 3.4667

languages.

I would like to concentrate on studying these languages 4.1667 3.7333 3.1333

more than any other topics.

Studying these languages is important to me in order to 3.9000 3.5333 3.2333

gain the approval of my family.

I consider learning these languages important because the 4.3333 4.0000 3.5667

people I respect think that I should do it.

I would like to study these languages even if I were not 4.4000 4.1667 3.7333

required to do so.

10 items were presented by incorporating the social pressures from the surrounding in
motivating the learners to master the language (Table 3). This section revealed that parent, family,
close friend and people surrounding play a vital role in motivating the students to learn language.
By having the support and encouragement from the intimate family and friends, the students may
develop great passion to meet the expectations. Nonetheless, they also realized that own efforts are
significant as well in mastering any language. The students need to work hard and be prepared in
order to become proficient in any language especially additional languages that require high level
of comprehension skills thus practice is very important. The students showed high interest in Malay
given that they already know the language since they were born but as for English and Arabic
languages, they realized how the surroundings expect them to do well however they were not
confident enough to be fully immersed in learning the languages. However, looking at the last item
in the questionnaire about the will to learn the language even without any enforcement or
compulsion, the respondents were strongly agreed. It shows that the students are determined and
have resolutions to improve themselves in terms of learning the languages. Comparing the mean
scores of English and Arabic, more students agreed to learn English as compared to Arabic language
proving that most of the students chose English over Arabic language.

CONCLUSION

In a nutshell, this research has responded to the ‘English Language Dilemma’ raised by Airil Haimi
Mohd Adnan (2017) concerning the trend of neglecting English because of Malay and Arabic
languages thus the problems of students’ lacking in English are unsolved in Islamic religious schools
or Maahad. This study has pointed out the students’ perspectives in learning Malay, English and
Arabic languages in a multilingual education setting by taking into consideration the experiences
they had. The findings showed that they have a higher interest in English as compared to Arabic.
Thus, conforming to the issue of prioritization of one language above another (Valdiviezo & Nieto,
2015) particularly the language of the dominant social group in which this study has revealed in two

6th International Conference in Islamic Education: Rabbani Education 2018
4th – 5th November 2018 | Grand Riverview Hotel, Kota Bharu, Kelantan

circumstances; Prioritizing Malay over English and Arabic because of the factor of native language
and it is the language spoken at home as well as prioritizing English above Arabic because they
have a longer history of learning English as compared to Arabic. Nonetheless, Arabic language has
secured its special stance among Maahad students since they chose to learn the language even
though they have other choice of not learning the language in National-type school. In addition, due
to the Islamic values and principles instilled through the teaching and learning of Arabic language
and literature, more students and parents choose Maahad because they believe that their children
can become successful not only in this world but the hereafter as well. This study has revealed the
journey of Maahad students in a multilingual education setting and the reality about their
experiences in learning Malay, English and Arabic languages. Further studies can be expanded by
looking at the learning strategies used in learning multiple languages and find out whether there are
specific strategy that the students use for specific language or it is the same for any language. In
addition, future research can be conducted in a larger scale by engaging students from rural and
urban area from different state to participate in the study.

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