Hubungan antara sikap pelajar UITM terhadap pembelajaran tatabahasa arab dan pemahaman kata kerja transitif-intransitif
The relationship between UITM students’ attitudes towards learning arabic grammar and their understanding of transitive and intransitive verbs
DOI:
https://doi.org/10.53840/attarbawiy.v10i1.344Keywords:
Sikap pelajar, tatabahasa Arab, kata kerja transitif dan intransitif, pensampelan konsensus, pembelajaran bahasa keduaAbstract
Abstrak
Kajian ini bertujuan mengenal pasti hubungan antara sikap pelajar terhadap pembelajaran tatabahasa Arab dengan tahap pemahaman mereka terhadap kata kerja transitif dan intransitif, satu aspek linguistik yang jarang dikaji secara empirikal. Reka bentuk kuantitatif deskriptif korelasi digunakan dengan melibatkan keseluruhan populasi seramai 83 orang pelajar tahun akhir kursus bahasa Arab di UiTM yang dipilih melalui kaedah pensampelan konsensus, memandangkan saiz populasi yang kecil dan mudah dikenal pasti. Instrumen kajian berbentuk soal selidik berstruktur merangkumi empat bahagian: maklumat demografi, tahap penggunaan kata kerja, tahap pemahaman tatabahasa, dan sikap terhadap pembelajaran tatabahasa Arab. Nilai Cronbach’s Alpha keseluruhan (0.89) menunjukkan tahap kebolehpercayaan instrumen yang tinggi. Analisis statistik deskriptif menunjukkan tahap sikap pelajar adalah tinggi (M = 4.22, SP = 0.67) dan tahap pemahaman tatabahasa juga tinggi (M = 3.81, SP = 0.81). Analisis korelasi Pearson mendapati hubungan signifikan sederhana-kuat antara sikap dan pemahaman tatabahasa (r = 0.66, p < 0.001). Kajian ini menonjol dari segi novelty kerana ia memfokuskan hubungan psikologi pelajar dengan pencapaian tatabahasa Arab secara spesifik, selain mengaplikasikan pendekatan kuantitatif yang jarang digunakan dalam konteks Melayu-Islam. Implikasi kajian mencadangkan strategi pedagogi yang lebih interaktif dan berbantukan teknologi bagi meningkatkan sikap positif pelajar terhadap tatabahasa. Penyelidikan masa depan disaran menilai faktor peramal lain seperti kebimbangan bahasa, strategi pembelajaran, dan pengaruh teknologi terhadap pencapaian tatabahasa Arab.
Abstract
This study aims to identify the relationship between students’ attitudes towards learning Arabic grammar and their level of understanding of transitive and intransitive verbs, a linguistic aspect rarely investigated empirically. A descriptive correlational quantitative design was employed, involving the entire population of 83 final-year Arabic language students at UiTM, selected through consensus sampling due to the small and easily identifiable population size. The structured questionnaire instrument comprised four sections: demographic information, verb usage level, grammar comprehension, and attitudes towards learning Arabic grammar. The overall Cronbach’s Alpha value (0.89) indicated a high level of instrument reliability. Descriptive statistical analysis showed that students’ attitudes were high (M = 4.22, SD = 0.67), and grammar comprehension was also high (M = 3.81, SD = 0.81). Pearson’s correlation analysis revealed a moderately strong significant relationship between attitudes and grammar comprehension (r = 0.66, p < 0.001). The study highlights its novelty by focusing on the psychological dimension of students in relation to Arabic grammar achievement, while applying a quantitative approach rarely employed in the Malay-Muslim context. The implications suggest more interactive and technology-assisted pedagogical strategies to enhance students’ positive attitudes towards grammar. Future research is recommended to examine other predictive factors such as language anxiety, learning strategies, and the impact of technology on Arabic grammar achievement.
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