Hubungan antara sikap pelajar UITM terhadap pemahaman pembelajaran tatabahasa Arab bagi kata kerja transitif-intransitif
The relationship between UITM students’ attitudes and their understanding of Arabic grammar learning for transitive and intransitive verbs
DOI:
https://doi.org/10.53840/attarbawiy.v9i2.343Keywords:
Tatabahasa Arab, kata kerja transitif dan intransitif, sikap pelajar, pemahaman tatabahasa, pembelajaran bahasa keduaAbstract
Abstrak
Kajian ini meneliti hubungan antara sikap pelajar terhadap pembelajaran tatabahasa Arab dengan tahap pemahaman mereka mengenai kata kerja transitif dan intransitif, satu aspek linguistik yang jarang dikaji secara empirikal. Reka bentuk kuantitatif deskriptif korelasi digunakan melibatkan keseluruhan populasi seramai 83 pelajar tahun akhir kursus bahasa Arab di UiTM melalui kaedah pensampelan konsensus. Instrumen soal selidik berstruktur disemak pakar merangkumi empat bahagian: demografi, sikap pelajar, tahap pemahaman tatabahasa, dan tahap penggunaan kata kerja transitif dan intransitif. Analisis statistik deskriptif menunjukkan bahawa tahap sikap pelajar adalah sederhana hingga tinggi (M = 4.22, SP = 0.67), manakala tahap pemahaman tatabahasa berada pada tahap sederhana (M = 3.81, SP = 0.81). Analisis korelasi Pearson pula menunjukkan hubungan signifikan sederhana-kuat antara sikap dan pemahaman tatabahasa (r = 0.66, p < 0.001). Dapatan ini mengukuhkan pandangan bahawa sikap pelajar merupakan faktor afektif kritikal yang mempengaruhi penguasaan struktur linguistik kompleks, selaras dengan Model Sosioedukasi Gardner serta penyelidikan global terdahulu. Sikap positif bukan sahaja meningkatkan motivasi, tetapi turut menyokong proses pemahaman tatabahasa secara lebih mendalam. Kajian ini memberikan asas empirikal untuk memahami peranan faktor psikologi dalam pembelajaran tatabahasa Arab dan menunjukkan keperluan strategi pedagogi yang memupuk sikap positif seperti modul interaktif dan pendekatan berasaskan projek. Implikasi kajian turut membuka ruang kepada penyelidikan lanjutan melibatkan model ramalan dan penggunaan teknologi pintar dalam pengajaran tatabahasa Arab
Abstract
This study examines the relationship between students’ attitudes toward learning Arabic grammar and their level of understanding of transitive and intransitive verbs, a linguistic aspect that is rarely explored empirically. A descriptive correlational quantitative design was employed, involving the entire population of 83 final-year Arabic language students at UiTM, selected through a consensus sampling technique. The structured questionnaire, reviewed by experts in Arabic language pedagogy, comprised four sections: demographic information, students’ attitudes, grammar comprehension, and the use of transitive and intransitive verbs. Descriptive statistical analysis indicated that students’ attitudes were at a moderate to high level (M = 4.22, SD = 0.67), while grammar comprehension was at a moderate level (M = 3.81, SD = 0.81). Pearson correlation analysis revealed a moderately strong and significant relationship between attitudes and grammar comprehension (r = 0.66, p < 0.001). These findings reinforce the view that students’ attitudes are a critical affective factor influencing the mastery of complex linguistic structures, consistent with Gardner’s Socio-Educational Model and global research. Positive attitudes not only enhance motivation but also support deeper processing of grammatical concepts. This study provides an empirical basis for understanding the role of psychological factors in Arabic grammar learning and highlights the need for pedagogical strategies that foster positive attitudes, such as interactive modules and project-based learning. The implications further suggest opportunities for extended research involving predictive modelling and the integration of intelligent technologies in the teaching of Arabic grammar.
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