International Journal of Mechanical Engineering and Technology (IJMET)
Volume 10, Issue 04, April 2019, pp. 777–785, Article ID: IJMET_10_04_077
Available online at http://www.iaeme.com/ijmet/issues.asp?JType=IJMET&VType=10&IType=4
ISSN Print: 0976-6340 and ISSN Online: 0976-6359
© IAEME Publication
Scopus Indexed
READABILITY LEVEL OF ARABIC TEXTS FOR
UPPER PRIMARY PUPILS AT AL-AMIN
ISLAMIC PRIMARY SCHOOL (SRI)
Nur Hidayah Hussain
Al-Amin Islamic School, Nilai, 71800 Negeri Sembilan, Malaysia
Maharam Mamat
Pusat Citra Universiti, Universiti Kebangsaan Malaysia,
43600 UKM Bangi, Selangor, Malaysia
ABSTRACT
Textbook has become one of the primary materials in the teaching of Arabic
language in Malaysia. Studies among scholars shown that the proficiency of Arabic
language among non-native students is still at a low level due to many factors
including the ineffectiveness of textbooks’ contents. Evaluation of a reading material
takes into consideration of many aspects including the readability level, which is the
difficulty level of a reading material. A quality textbook is a reading material that is
easy to understand. This study discusses the readability of Arabic texts among the
upper primary pupils in Al-Amin Islamic Primary School (SRI), Nilai, Negeri
Sembilan. This study of readability has a role for documentation to facilitates the
Ministry of Education, teachers, policymakers, textbook writers, and the related
people in other fields.
Key words: Readability Level; Arabic Texts; Islamic Primary School; Al-Amin Nilai;
Malaysia Islamic School
Cite this Article: Nur Hidayah Hussain and Maharam Mamat, Readability Level of
Arabic Texts for Upper Primary Pupils at Al-Amin Islamic Primary School (SRI),
International Journal of Mechanical Engineering and Technology 10(4), 2019, pp.
777–785.
http://www.iaeme.com/IJMET/issues.asp?JType=IJMET&VType=10&IType=4
1. INTRODUCTION
The proficiency level of Arabic language among pupils in Malaysia is still at an average level
(Linamalini Mat Nafi & Kamarul Shukri Mat Teh 2014; Nik Mohd Rahimi, Sarizan Sulong &
Siti Nurhajariah 2016; Aisyah Sjahrony et.al 2017) and has yet to achieve the satisfactory
level (Zamri Ahmad & Ibtisam Abdullah 2014). Many pupils were not able to read Arabic
texts fluently even though the texts are easy, simple and provided with diacritical marks
(Mohd Zahimie & Hakim Zainal 2014). However, study by Awatif, Hairun Najuwah & Ku
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Readability Level of Arabic Texts for Upper Primary Pupils at Al-Amin Islamic Primary School (SRI)
Fatahiyah (2014) from the Islamic University College Selangor (KUIS) has shown that the
proficiency level of reading in Arabic language among students are at a high level.
Proficiency in Arabic language is influenced by how the process of teaching and learning
(teaching-learning) of the language is planned and executed. It should be compatible and has
flexibility for the teacher to apply and assist the pupil‟s achievement (Mohd Ismail Mustari,
et. al 2012). This requires the work force of an expert, taken optional in Arabic language
study, or educated in teaching, at least a practical teaching in school. The lesson delivery
should be eighty percent in Arabic (Nazri Atoh, Saipolbarin & Mohd Zawawi 2014).
According to Zunita et. al (2016) and Ahmad Fuad (2015) the learning of Arabic language
begins with the proficiency in Arabic vocabulary that requires the optional teacher‟s expertise.
Traditionally, the learning of Arabic vocabulary happens in the classroom using textbooks
that become a foundation to the language proficiency level (Awatif, Hairun Najuwah & Ku
Fatahiyah 2014; Zunita et. al 2016).
2. PROBLEM STATEMENT
Textbook for learning Arabic is very important for the process of teaching-learning in school
as it contains facts, information and various topics that elaborate and classify the subject‟s
syllabus in the curriculum (Leslie 2005). The readability of text will determine the
compatibility of the textbook to the capability and ability of the pupil‟s comprehension
(Aisyah Sjahrony, Maimun Aqasha & Nik Mohd Rahimi 2017). The readability of reading
text is needed to acquire the reflection and positive involvement in the process of teachinglearning (Kamarulzaman Abdul Ghani, Ahmad Sabri Noh & Nik Mohd Rahimi Nik 2017).
In Arabic, readability is defined as Maqru‟iyyah or Inqira‟iyyah (Tu‟aymah & al-Thu‟aybi
2006). It is a concept refers to the level or degree of difficulty for a reading material
(Muhammad Haron Husaini, et.al 2014; Kamarulzaman Abdul Ghani, Ahmad Sabri Noh &
Nik Mohd Rahimi Nik 2017). According to Chall (1974), the concept of readability contains
three aspects that are related to each other which are interest, easy to read, and easy to
understand. Dale and Chall (1948) explained readability as the extent to which the readers
understand it, read it at an optimal speed, and find it interesting. Many researchers including
English (1958) use the concept of a text “that makes it easy for any of a given class of persons
to understand its meaning”. In Malaysia, this concept is used by many researchers including
Toeimah (1985), Khadijah Rohani (1987) and Marohaini (1999).
According to Kamarulzaman Abdul Ghani, Ahmad Sabri Noh & Nik Mohd Rahimi
(2017), readability is an interactive process that takes place between the reader‟s
characteristics and the reading text‟s characteristics. According to Tay (2005), readability is
different from the reading ability. Readability focused on reading materials while reading
ability focused on the individual that reads. Marohaini (1999) classifies readability levels into
three: first is Free Reading which utilizes an easy-to-read or easy-to-understand text
characterized by excellent comprehension, excellent in identifying words, fluent reading rate
and has only a few mistakes in all aspects. Second is Lesson Reading which utilizes a text that
is comfortable to the pupil characterized by good comprehension, good in identifying words,
average reading rate, and requires word analysis for some words. Third is Futile Reading,
which is a reading level that is too difficult characterized by weak comprehension, not smooth
and stuttered, and requires complete word analysis caused by by difficulty.
Most of the students are having difficulty to understand Arabic text because of the lacking
proficiency in grammar and limited vocabulary (Harun Baharudin, Zawawi Ismail & Nik
Mohd Rahimi 2017). There is a need to refer to dictionary to know the meaning of the words
that they do not understand (Awatif, Hairun Najuwah & Ku Fatahiyah 2014; Ahmad Fuad
2015). Study by Zunita et al (2016) and Khatijah Md Khatib & Hakim Zainal (2018) found
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that the proficiency in Arabic is influenced by perfect vocabulary in terms of spelling,
meaning, and the correct usage of the word.
Process of teaching-learning of Arabic requires skills in stages, which are listening,
reading, speaking, and writing. (Awatif, Hairun Najuwah & Ku Fatahiyah 2014; Zamri
Ahmad & Ibtisam Abdullah 2015). According to Rosni Samah et.al (2015) and Nor Mazidah
Mahmood (2012), using materials in Arabic and doing language activities are the most
effective method in learning secondary language. Learning Arabic requires memorizing
grammatical rules and words, communicating and interacting such as dialogues, listening to
teacher‟s reading without looking at text, acting out and activities for writing skills in Arabic
(Ahmad Ismail, et.al 2016). The proper selection of strategy in teaching-learning will affect
the achievement of Arabic language among students. Linamalini Mat Nafi & Kamarul Shukri
Mat Teh (2014) adopt a strategy that is related to the religious obligations such as
understanding and appreciate the meaning of prayer recitation in daily prayers, supplications,
Quranic verses or Hadith, and correcting and improving the pronunciation of Arabic through
Quranic recitation.
In the process of teaching-learning, textbook has become one of the crucial learning
materials. Good textbooks should contain things that would attract and motivate pupils to
learn. (Muhammad Izuan Abd Gani & Radziah Ismail 2015). Appropriate readability level is
necessary to attract interest and motivate pupils to continue using it (Salasiah Hanin Hamjah
et al. 2011) and increases the reading skill of students in the process of learning foreign
language (Kamarulzaman Abdul Ghani 2011).
Purpose and Limitations of Study
The purpose of this article is to measure the readability level of At-Taisir Arabic Language
textbook, which is being used in the Islamic Primary School (SRI) Al-Amin, Nilai, Negeri
Sembilan. This school is a primary school under the network of IKRAM-Musleh Education
which combine the national curriculum under Ministry of Education Malaysia and curriculum
of IKRAM-Musleh. At-Taisir Arabic Language is used by upper primary pupils and drafted
specially by a panel of authors in Education Division of IKRAM-Musleh and is used in every
primary school in IKRAM-Musleh‟s network.
Text of At-Taisir Arabic Language
At-Taisir textbook has become a specialized reference for Arabic texts which is used in SRI
Al-Amin School, Nilai, but the readability test to identify the compatibility of the text has
never been done. The question related to the readability of pupils with this text emerged when
the pupils‟ achievement of Arabic language is at a very disappointing level; the exam grades
that are very low and the inarticulate in reading Arabic text. Besides that, this study wants to
identify the compatibility of the text to the capability level of the pupil based on the
comprehension towards the text because a book that has been read will become a beneficial
educational material if it is understood correctly (Coleman 1962). A good text should be
suitable, compelling, and motivating to the reader (Dubay, 2002; Aisyah Sjahrony et. al
2017).
Since its establishment in 2013, Al-Amin Islamic Primary School Nilai adopt the national
curriculum under the Ministry of Education Malaysia, which is the Standardized Curriculum
for Primary School. This curriculum is called diniyyah curriculum which comprises subjects
such as Islamic Creed („aqidah), Islamic Jurisprudence (fiqh), Prophet‟s Biography and
Islamic History (sirah), Arabic Language, al-Qur‟an (Memorization and Recitation), tajwid
(elocution), and Jawi script. Islamization of knowledge are applied on every subject,
philosophy, concept, objective, and contents. Process of Teaching-learning in this school still
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Readability Level of Arabic Texts for Upper Primary Pupils at Al-Amin Islamic Primary School (SRI)
fulfil the National Education Philosophy and National Education Policy that emphasized
twenty-first century learning process. Year Six students in SRI Al-Amin Nilai will attend the
Primary School Evaluation Test (UPSR) which enables them to attend Islamic National
Secondary School (SMKA), High Performance School (SBT), MARA Junior Science College
(MRSM), Fully Residential School (SBP), and National Secondary School, and they will be
given priority to study in Islamic Secondary School Al-Amin of IKRAM-Musleh with the
highest result of UPSR. Year Six students must attend IKRAM Musleh Student Assessment
System (SPPIM) examination in July, with assessment only for Arabic Language subject,
diniyyah and KRS.
Applied in SRI Al-Amin Nilai, IKRAM Musleh Student Assessment System (SPPIM)
also conducting a test called Endurance Test through observation of twelve constructs that
being held throughout the year, during weekly meeting, indoor and outdoor camping. The said
evaluation consists of 1A for written test, 1A for practical, 11A for competency construct and
1A for endurance. This assessment is drafted specially to achieve ten traits of an exceptional
Muslim such as true and straight belief, authentic worships, strong practice of virtues,
morality, and manners, independent, knowledgeable, strong and healthy physique, resistant to
temptation, organized in every matter, good time management, and generous and beneficial to
others. (IKRAM Organization Malaysia 2017)
IKRAM Musleh Education Curriculum was drafted according to the syllabus, Arabic
Language textbook and diniyyah. It‟s been used in every branch of Al-Amin Islamic Primary
School, including SRI Al-Amin Nilai. According to Zairani A.Hamid et.al (2016), At-Taisir
Arabic Language is used from year one to year six. For pupil of year one until year three, AtTaisir Arabic Language is including with extra activity book (based on the textbook syllabus).
Textbooks for year four, five, and six do not include activity books because the revision
questions in the textbooks are enough to encompass every topic. The contents in At-Taisir
Arabic Language textbook and activity book are different from the curriculum and syllabus of
Arabic established for Ministry of Education‟s primary schools. At-Taisir Arabic Language
textbook or At-Taisir fil 'Arabiyyah is a six years Arabic Language program, designed for
non-native speaker primary school students. It contains fundamental knowledge of Arabic to
understand Arabic and Islamic culture, and Arabic for non-Arab (Shamsudin Mohamed Dom
2013). The contents are arranged thematically appealing according to ages such as:
1.
Year 1 and 2: World of Self and Surrounding
2.
Year 3 and 4: World of Information; Nature and Human
3.
Year 5 and 6: World of Arabic and Islamic Culture
3. RESEARCH METHODOLOGY
Measurement for readability level of Arabic text has two methods, which is qualitative and
quantitative (Klare 1969; Gilliland 1972; Chall 1974; Harris & Sipay 1980). It covers
literature survey and analysis of past studies that are obtained through journals, conference
paper, books, research papers and thesis that will become supporting materials in the
discussion. Besides that, this research also utilizes questionnaire method and conducting
measurements for readability level of upper primary pupils based on the examination‟s results
throughout the school year.
Questionnaire
In this study, questionnaire is used as related information to the existing knowledge,
motivation and level of Arabic Language achievement among the pupils based on the studied
text. It identifies self-factors of pupils and their relations to readability of At-Taisir Arabic
Language. These questionnaires are distributed to all upper primary pupils in the IKRAMhttp://www.iaeme.com/IJMET/index.asp
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Nur Hidayah Hussain and Maharam Mamat
Musleh schools (Middle Zone – Negeri Sembilan, Selangor, Kuala Lumpur) to observe the
similarities or differences related to the readability among pupils.
Questionnaire used is of predetermined responses which is also known as structured
questionnaire or close ended questionnaire (Mohd Majid Konting, 2005). Respondents select
the preferred agreement level to show their impressions toward those statements (using Likert
scale of five). This questionnaire is divided into a few sections. Information regarding pupil‟s
motivation toward the Arabic Language reading text are divided into three categories, which
are: (a) intrinsic aspect of the reader which comprises of 7 items (a1 to a17); (b) extrinsic
aspect of the reader which comprises of 8 items (b8 to b15); and (c) the important of reading,
which amount to six items (c16 to c21).
4. LITERATURE STUDY
Muslich (2010) states that textbook is a book that is referred by students at a specific level as
instructional medium related to a specific learning field. Book is a primary source of
information in teaching-learning in Malaysia at every stage. Process of producing book as a
text for learning is still at the assumptions of the author and publisher without studying the
readability level of pupil ((Muhammad Haron Husaini 2012; Mohd Fadzli & Mohd Sukki
2012; Kamarulzaman Abdul Ghani, Ahmad Sabri Noh & Nik Mohd Rahimi Nik 2017).
However, selection of a textbook that is incorrect and incompatibile with the comprehension
level of the pupil can cause failure to the process of teaching-learning (Aisyah Sjahrony,
Maimun Aqsha Lubis & Nik Mohd Rahimi Nik Yusoff 2017).
Textbook has become a primary reference even though the contemporary education
system already undergone great transformation and competition by various teaching aids
devices that are more appealing such as computer, television, internet, and other multimedia
materials (Affandi 2006; Mohd Nazri et al 2013). Studies conducted by Sanusi (2016) and
Try Viananda, Rina Alfah & Ibrahim (2018) have shown that learning the Arabic Language
through online using E-Learning method can increase the children‟s interest to learn.
Textbook is used for communicative and grammar activities that are arranged in
interesting way to facilitate the learning of Arabic Language. Every chapter is provided with
the modern teaching approach and employed the suitable sentences. According to Zamri
Arifin et al. (2013), teaching and learning in Arabic language in Malaysia have yet to achieve
the real aim and objective due to the emerging problems during the process of teachinglearning. This has been affecting the achievement of Arabic language among pupils in the
primary school of IKRAM-Musleh. At-Taisir Arabic Language textbook is one of the primary
materials and has become a reference for lower-level that is recognized by IKRAM-Musleh
Curriculum and Ministry of Education.
At-Taisir Arabic Language that has become a primary reference in SRI Al-Amin Nilai is
divided into two levels. Level 1 comprises of various subtopics such as Vocabulary Building
(Binaa al-Mufradat), Story Time (Waqt al-Qissoh), Conversation Game (Lu'bah Hiwariyyah)
and Exercise (Tatbiiqaat). Every subtopic is repeated two times, including different contents
related to the learned topic. Level 2 contains wider topics such as Prophets‟ Stories, Historical
Places, Games, Jobs, and Animal Story. The textbook emphasizes towards the various aspects
of grammar, morphology, and vocabulary. Revision and exercise questions in the Arabic
Language Level 2 is more on the short essay answers based on the text. Besides that, the
questions that require pupil to use Higher Order Thinking Skills (HOTS). At-Taisir Arabic
Language Level 2 also contains elements such as;
1.
Guided Reading (Al-Qira'ah Al-Muwajjahah): Comprehension questions that are
prepared before the reading as reading guidance for the pupils.
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Readability Level of Arabic Texts for Upper Primary Pupils at Al-Amin Islamic Primary School (SRI)
2.
Dictionary Usage (Al-Qaamuus): Pupils are exposed to dictionary. Included in the
text, there are words in red on the column of this dictionary.
3.
Brief Guide (Dalil Mukhtasar): A brief explanation is prepared for parents and
teachers in every page.
4.
Synonyms and Antonyms (Al-Bahsu 'An Ad-Daddi): Pupils are introduced to
synonyms and antonyms that are taken from a few words that are identified from the story in
the text.
5.
Mind map (Itoor Al-Afkaar): To organize the understanding of pupils about the story
in the text by putting forward the main ideas of the story.
6.
Understand and Answer (Ifham Wa Ajib): Preparing higher-order questions with twochoice answers. On this column, there are two subjective questions that must be answered
orally.
7.
Casual Method (Al-Qawaaid Al-Muyassaroh): Introducing the method in casual way
through correct sentences and data structures. This section also prepares for sentence
construction exercise.
8.
Guided Speech 1 (At-Ta'bir Al-Muwajjah ١): Trained pupils to construct sentence
guided by the prepared words and sentences.
9.
Guided Speech 2 (At-Ta'bir Al-Muwajjah ٢): Preparing activities that encourage
pupils to speak.
10.
Reading Garden (Roudah Al-Qisosi): preparing additional reading materials in the
form of a story to encourage pupils to read. This element is provided with summary and
meaning of difficult words.
11.
Index (Al-Fihras): Providing index that contains three forms of verb (Fi'il) and are
arranged alphabetically.
SRI Al-Amin Nilai has applied the Memorization and Recitation of the Qur‟an
Curriculum based on pupils‟ level, beginning from year one to year six as follows:
Table 1 List of surah for Memorization and Recitation of the Qur‟an according to pupils‟ level.
AL-QURAN
NO.
YEAR
MEMORIZATION
Surah Al-Faatihah – Surah Al-'Aadiyaat
Surah Al-Bayyinah – Surah Adh-Dhuha
Surah Asy-Syams – Surah At-Tooriq
Surah Al-Insyiqaq – Surah At-Taqwir
Surah 'Abasa – Surah An-Naazi'aat
Surah Yaasiin, Surah As-Sajdah
dan Surah Al-Insaan
(Source: IKRAM Organization Malaysia, 2017)
1
2
3
4
5
6
One
Two
Three
Four
Five
Six
RECITATION
Iqra' 1 – Iqra' 6
Juz' 29 – Juz' 30
Juz' 1 – Juz' 5
Juz' 6 – Juz' 13
Juz' 14 – Juz' 20
Juz' 21 – Juz' 28
Syllabus for diniyyah subjects such as al-Qur‟an (Memorization & Recitation), Tajwid
(Elocution, exeption for year one and two), Aqidah (Creed), Feqah (Worship Matters), Sirah
(Prophet‟s Biography and History), Akhlaq (Moral and Ethics), and Jawi script (for lower
primary and exception for upper primary) is specially drafted. The contents and topics in
those subjects are different from the syllabus of Al-Qur‟an and Fardhu Ain Classes of
Selangor Islamic Affairs Department (KAFA, JAIS), Negeri Sembilan Islam Affairs Council
(MAINS) or any other Islamic Affairs department (Norma Binti Mohamad 2018).
There has been no study done on the readability level of At-Taisir Arabic Language
textbook in the primary schools of IKRAM-Musleh network although this kind of study is
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Nur Hidayah Hussain and Maharam Mamat
very crucial in order to obtain information related to the proficiency of Arabic language
among pupils. Therefore, study on the readability level of this text will give us the difficulty
level of At-Taisir Arabic Language textbook that being used by this school. Based on this
result, steps to improve the contents of the text or teaching and learning can be done
concurrent to the level of pupils‟ proficiency of Arabic language.
5. CONCLUSIONS
There has been no study on the readability of At-Taisir Arabic Language in IKRAM-Musleh
network of primary schools in Malaysia. Study on the readability for At-Taisir Arabic
Textbook is very important to evaluate, improve, and strengthen the textbooks that being used
in IKRAM-Musleh schools by taking into consideration of pupils‟ abilities. Even though this
study limits the scope of Arabic language text only for upper primary pupils in SRI Al-Amin,
Nilai, similar study has the potential to broaden its application to every primary schools of
IKRAM-Musleh in Malaysia in various field scope that is more comprehensive in order to
strengthen the syllabus used concurrent to the Malaysia education system of today.
The results of this study are very important, especially to SRI Al-Amin, Nilai, and become
a standard to every primary schools of IKRAM-Musleh network in Malaysia. It is very useful
for the evaluation and improvement, and then will be drafted into the new syllabus alongside
the contemporary needs. The results can be as a guidance for pupils, teachers that are involved
in the teaching of Arabic Language, either in IKRAM-Musleh network of primary schools or
Arabic Language stream in government schools, parents, textbook authors, policy and
curriculum makers, and Ministry of Education of Malaysia. The weaknesses from the Arabic
language textbook, unsuitable teaching and learning or inaccurate evaluation can be mended
and improved to increase the quality of national education in the future.
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