International Journal of Civil Engineering and Technology (IJCIET)
Volume 10, Issue 04, April 2019, pp. 1171-1181, Article ID: IJCIET_10_04_123
Available online at http://www.iaeme.com/ijciet/issues.asp?JType=IJCIET&VType=10&IType=04
ISSN Print: 0976-6308 and ISSN Online: 0976-6316
© IAEME Publication
Scopus Indexed
WORSHIP LEARNING ISSUE AMONG THE
DEAF PEOPLE IN MALAYSIA
Nurul Asiah Fasehah Muhamad
Universiti Sains Islam Malaysia
Siti Ramna Binti Khamaruddin
Universiti Sains Islam Malaysia
ABSTRACT
Learning how to worship is a must for every Muslim including the Deaf. They have
to be given the oppurtunity to learn about worship in order to practice it.
However,communication barrier makes them feel very difficult to understand and learn
about worship. Thus, this reasearch aims to explore issues that they faced in learning
how to worship especially in Malaysian sign languange context. This research apply
qualitative approach with case study design. There are ten deaf Muslims involved in
this research. The results show that, the issues that they faced in Malaysian sign
language in order to learn about worship are lack of worship sign language in
Malaysian sign language, Teacher’s lack of skills in sign languange, no subtitle or
interpreter in Islamic program, no exposure from family members about worship and
worship terminologies are difficult to understand. It is hoped that this research will
open the eye of the policy maker in Education Ministry, Teachers for Special needs
pupils, Malaysian Sign Languange researchers to helps the Deaf increase their
undertanding of Islam and practice by knowing their problems and issues especially
issues related to their languange. It is because this is the only way they can undertand
and practice their worship.
Keywords: Learning religion issues, worship, Malaysian Sign Language, Deaf
community
Cite this Article: Nurul Asiah Fasehah Muhamad and Siti Ramna Binti
Khamaruddin, Worship Learning Issue among the Deaf People in Malaysia.
International Journal of Civil Engineering and Technology, 10(04), 2019, pp. 11711181
http://www.iaeme.com/IJCIET/issues.asp?JType=IJCIET&VType=10&IType=04
1. INTRODUCTION
Every human being on this earth is not created without purpose and direction. Human-beings
cannot freely do things according to their own desires without boundaries and sense of
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Nurul Asiah Fasehah Muhamad and Siti Ramna Binti Khamaruddin
responsibility. In fact, every human creation is based on the purpose and responsibility
according to what has been determined by ALLAH, the One and only God who created human
being (Islamic Encyclopedia, 2006). All the trusts and responsibilities have been outlined by
Allah swt in the Quran so that human worship Him and become the khalifah who prosper the
earth and manage it according to the Islamic reference that ALLAH has determined (Al-An'am
6: 165; Al-Dzariyat 51:56). ALLAH has also provided guidelines for human to live in harmony
and peace. As proof of ALLAH's love and affection for His servant, ALLAH has sent HIS
apostles to guide the mankind to live happily on this world and the hereafter. Therefore, there
is no excuse for human not to worship Allah (Islamic Encyclopedia, 2006).
Through the concept of worship, it is clear that human creation is to worship ALLAH.
Worship must be performed by every mukallaf Muslim and in this regard no exception is given
to the Deaf Muslim (Zaydan, 2009). They also need to be given space and opportunity to learn
to worship ALLAH. Their hearing problem is not a barrier to convey knowledge to them.
Communication medium through sign language becomes the bridge between them and the
typical society. To provide opportunities for the Deaf community to enjoy the pleasure of
worship, the basic understanding in terms of the meaning of the Worship terminology itself
must first be clearly defined. Hence, this study analyzes the need for the development of
Malaysian Sign Language in relation to the worship terminology.
Deaf community must be given religious education. They are human being with healthy
minds and are obliged to accept da'wah and study religion (Hamdi Ishak, Deaf and Mute
According to Islamic Perspective, 2010). However, communication problems are the major
issue for these privileged people to gain their rights. (Abdullah, 2014). Hearing problems that
they experience makes them rely on visual language which is the sign language compared to
speech language (Krammer, 2013). Limited language ability makes it hard for them to
understand the sentences in other languages and high-level sentences (Syar Meeze, Norlidah,
& Zawawi, 2017). In terms of relationships with the family, they are not getting enough support
from family members in the field of religious education because family members are not
proficient in sign language. (Nafiseh Alaghehband, Nazean, Norlidah, Syar Meeze, & Mohd
Yakub Zulkifli, 2013). Similar situations is happening in special education schools, where
teachers especially who teach subjects in Islamic Educations are not proficient in sign language
(Mustafa, Nik Hassan, Abdullah, & Abdul Hakim, 2015). Some of the issues identified from
previous studies have shown that there is an issue preventing the deaf community to learn
religion, especially about worship. Hence, this study aims to analyze the issues that cause these
obstacles by conducting interviews with ten Muslim deaf people.
1.1. OBJECTIVE
To analyze the issues faced by the deaf community in Malaysia in learning to worship.
2. RESEARCH METHODOLOGY
The study uses a case study design towards ten deaf Muslim through qualitative approach. Case
study design is used to understand the actual Sign Language issues faced by the deaf in learning
to worship. In accordance with the Meriam (2001) view, where through this exploration the
real solution can be given. The participants in this research were given nicknamed based on the
term "pseudonym" (Bloomberg & Volpe 2008) to maintain confidentiality. Researchers used
semi structured interviews to obtain data from research participants. The question posed was:
"What are the issues faced in Malaysian Sign Language in learning to worship?" Researchers
interviewed participants in the study using sign language, assisted by other researchers to make
video recording using Samsung Galaxy Tab A 8.0. The results of the recorded interviews were
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Worship Learning Issue among the Deaf People in Malaysia
then retransferred into Microsoft Word. Then all the data was analyzed using thematic analysis
by extracting the themes that emerged from the data obtained. Then all these findings were
assessed by 2 experts to determine the legitimacy of the acquired theme.
3. RESEARCH FINDINGS
3.1. BACKGROUND OF STUDY PARTICIANTS
A total of ten people were selected as participants in this study. Selection of the participants is
based on three basic criteria ie; (i) Hearing Disabled (ii) Muslim (iii) using the Malaysian sign
language or in short BIM. The study was conducted around Kuala Lumpur, Selangor and
Negeri Sembilan. All the participants have agreed to participate in this study without any
hesitation. Table 1 below summarizes the background of the participants.
Table 1. Background of Study Participants
Study Participant
Level of Education
Occupation
Age
Mashitah Chai
Diploma
Religiuos Department Staff
45 years
Lukman
Degree
Sabirah
Degree
Azmin
Umair Wong
Special Education Teacher
(Hearing)
President of Deaf people
Association
Sijil Pendidikan
Malaysia
Sijil Pendidikan
Malaysia
27 years
48 years
Production Operator
35 years
Restaurant staff
37 years
Asmah
Diploma
Housewife
45 years
Natasha
Diploma
Sijil Pendidikan
Malaysia
Graphic Designer
24 years
Graphic Designer
27 years
Fatimah
Siti
Diploma
Zuhaili
Diploma
President of Deaf people
Association
Secretary of Deaf people
Association
44 years
27 years
3.2. PROBLEMS FACED BY THE MUSLIM DEAF COMMUNITY IN
MALAYSIAN SIGN LANGUAGE IN LEARNING TO WORSHIP
There are five (5) themes acquired through the interviews. The first theme is the lack of
Malaysia sign language (BIM) related to worship. This theme means the lack of sign language
related to the terminology of Worship in Malaysian Sign Language (BIM) book which is the
main reference to the deaf in Malaysia.
The second theme is teachers are not proficient in using sign language. This theme provides
information about the current situation of Islamic Education teachers (Special Education) who
are not proficient in using sign language. This situation impacts their teaching in the classroom
and the learning of pupils especially for worship subjects.
Next is the third theme, which is the absence of subtitles and sign language interpreter in
religious programs in the mass media. The absence of sign language interpreter in religious
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Nurul Asiah Fasehah Muhamad and Siti Ramna Binti Khamaruddin
programs in mass media including worship makes it difficult for the deaf to learn worship due
to the lack grammatical mastery even-though subtitles are provided.
The next theme is that parents do not teach worship because they are not familiar or skilful
with sign language. This theme shows the implication that the deaf community should accept
when space and opportunity to learn how to worship cannot be provided due to the lack of
proficiency in sign language.
The last theme that can be seen through this study is the difficulty to understand the
terminology of worship. This theme shows the difficulties faced by the deaf community when
the terminology of worship is difficult to understand. This is related to the lack of language
proficiency and grammar especially when the terminology is mostly in Arabic.
3.3. THEME ONE (1): WEAKNESS IN MALAYSIAN SIGN LANGUAGE
REGARDING WORSHIP
Based on the findings of the study, five out of ten participants emphasized the lack of
terminology of worship in Malaysian sign language as the main obstacle for them to learn how
to worship. The followings are their expressions about this issue:
"... the sign language of worship is still lacking and needs to be studied .." (Mashitah Chai,
2018)
"... there are only a few sign language related to worship, and there are also signs which we
do not really understand ..." (Sabirah, 2018)
"... for example qunut, still there is no sign language about the term, and need research for
new development ..." (Natasha, 2018)
"... the sign language in terms of worship is still lacking." (Siti,2018)
"... the sign language for worship is very limited and is not widely used, and most of it is
just spelling using fingers." (Zuhaili, 2018)
This issue is causing difficulties to deaf community to learn about worship. This is because
BIM is their main language to communicate and is a medium in teaching and learning sessions.
The findings of this study are summarized in the table below.
Table 2: Issue about the lacking of Sign Language regarding Ibadah
No
Participant
1
2
3
4
5
6
7
8
9
10
Mashitah Chai
Lukman
Sabirah
Azmin
Umair Wong
Asmah
Natasha
Fatimah
Siti
Zuhaili
Lacking of Sign Language Regarding
worship
/
/
/
/
/
3.4. THEME TWO (2): TEACHERS ARE NOT PROFICIENT IN USING SIGN
LANGUAGE DURING TEACHING ABOUT WORSHIP IN CLASS
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Among other issues expressed by the participants are teachers who are not proficient in using
sign language while teaching about worship as a problem to them in terms of understanding
the terminology of worship and to practice it. This was stated by the following subject of study
3:
"... pratical worship as in school is taught, but teachers are not proficient in using sign
language. Makes it difficult for us to understand things related to worship ... "(Sabirah, 2018).
This is also an important issue and should be given proper attention to find ways to rectify
as teachers are the primary source of teaching and learning within the school context.
3.5. THEME THREE (3): ABSENCE OF SUBTITLES AND SIGN LANGUAGE
INTERPRETR IN RELIGIOUS PROGRAM IN THE MASS MEDIA
Apart from that, Sabirah also mentioned the issue about the absence of subtitles and sign
language interpreters in religious programs in the mass media as a problem for the deaf to
understand the terminology of worship. She said:
"... if we watch religious tazkirah on tv, most do not have subtitles or sign language
interpreter services. This is a great loss to the deaf like us to learn about religion... "(Sabirah,
2018)
Through the participant of the study, it is understandable that issue regarding the absence
of subtitles and sign language interpreter in religious programs in the mass media is also a
problem that causes difficulty for the deaf community to study about worship. The summary
of the theme in terms of religious learning issues expressed by Sabirah is as follows:
Table 3: Issue of Ibadah leraning among deaf community by Sabirah
SP
Sabirah
Teacher not
proficient in
sign language
/
Absence of subtitles and sign language
interpreter in religious program in the
mass media
/
3.6. THEME FOUR (4): PARENTS DO NOT TEACH ABOUT WORSHIP
BECAUSE THEY ARE NOT PROFICIENT IN SIGN LANGUAGE
In addition to the earlier discussion, issue about children did not get proper religious education
about worship from their parents during childhood was also pointed out by the participants.
Two participants mentioned about this issue. The followings are their concerns:
"... when I was a child, my parents did not give me the exposure about religion because
they did not have any knowledge about sign language to enable them to give proper
descriptions about religion. What I did was just follow, but after I became an adult, I look for
basic Fadhu ain clases to learn the basics of worship. "(Asmah, 2018)
"... back then, when I was a little girl, education about worship like prayers, fasting were
not very much explained by my parents because they were not proficient in sign language .."
(Siti, 2018)
From the above findings, we can conclude that the lack of encouragement and early
exposure to religious learning, especially regarding worship, also causes difficulties for the
deaf community to learn and practice worship. These findings are summarized in the table
below:
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Table 4: Issue of lack of encouragement and early exposure from parents
No
Study Participant
1
2
3
4
5
6
7
8
9
10
Mashitah Chai
Lukman
Sabirah
Azmin
Umair Wong
Asmah
Natasha
Fatimah
Siti
Zuhaili
Not getting early education from parents
to learn about worship
/
/
3.7. THEME FIVE (5): HARD TO UNDERSTAND RELIGIOUS
TERMINOLOGY
Asmah, Fatimah, Umair Wong and Zuhaili agreed that the difficulty in understanding the
terminology of worship is a problem for them. What they expressed are as follows:
"... most deaf people do not understand the terminology of worship .." (Asmah, 2018)
"... worship terminology is very difficult to understand because most are derived from
Arabic words .." (Fatimah &Umair Wong, 2018)
"... there are worship terminologies which caused misunderstanding and difficult for deaf
people and we need more suitable signs and clear description .." (Zuhaili, 2018)
Hence, the difficulty in understanding the terminology can also be difficult for the deaf to
learn about worship. Description about this issue is through the table below:
Table 5: Table on issue about difficulty to understand worship terminology
No
Study Participant
1
2
3
4
5
6
7
8
9
10
Mashitah Chai
Lukman
Sabirah
Azmin
Umair Wong
Asmah
Natasha
Fatimah
Siti
Zuhaili
Hard to understand Ibadah Terminology
/
/
/
/
Overall findings of this study are summarized in the following table:
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Table 6: Issue of learning about religion among the deaf community
No
Study
Participant
Issue of learning about religion among the deaf community
Lack of
Malaysian
sign
language
about
worship
1
2
3
4
5
6
7
8
9
10
Mashitah
Chai
Lukman
Sabirah
Azmin
Umair
Wong
Asmah
Natasha
Fatimah
Siti
Zuhaili
Teachers
are not
proficient in
sign
language
when about
worship
Absence of
subtitlesand
sign
language
interpreter
during
religious
program in
the mass
media
Not getting
early
education
from
parents to
learn
worship
Worship
Terminology is
hard to understand
/
/
/
/
/
/
/
/
/
/
/
/
/
4. DISCUSSION
Overall, the findings show that there are various issues faced by the deaf to learn about worship.
The issues highlighted have big implications in the lives of deaf people. The fact is, learning
about worship is something that is very important and must be given to the deaf people (Hamdi
Ishak, 2010). The main issues agreed by half of the participants were the lack of sign language
in terms of worship terminology. (Mashitah Chai, Sabirah, Natasha, Siti & Zuhaili, 2018).
This statement is also supported by Zakarna et al. (2013) study, which states that there is a lack
of sign language related to Islam. Syar Meeze (2017a, 2017b, 2015) and Siti Muhibbah Mohd
Noor (2010) also emphasize the lack of religious terminology in Malaysian Sign Language
(BIM), especially in the context of worship and making it difficult for the deaf to learn Basic
Articles of Fardhu Ain (PAFA) which is the basics of knowledge about worship.
This issue is not only felt by the deaf community but it is also a challenge to teachers and
parents responsible for teaching religion to the deaf community especially in the context of
worship (Mustafa, Nik Hassan, Abdullah & Abdul Hakim, 2015). This is because sign language
is the main language of communication for deaf people and is the medium used in their teaching
and learning (Sazali, 2004; Kincaid, 2012). Hence, negative implications towards religious
learning environment especially on worship for deaf people exist when religious sign language
itself has a huge vacuum which needs to be filled.
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These can be seen clearly through the issues highlighted by the next participant which is
the issue of weak sign language proficiency among Islamic Education Teachers (Sabirah,
2018). Among the issues which have caused it to happen is the options received by them when
they teach in school are different from their specialization when they attended teacher’s training
course (Mustafa, Nik Hassan, Abdullah & Abdul Hakim, 2015). For example, an Islamic
Education teacher who received university education training in the field of learning problem
is placed in the Special Education integration program (Hearing Problem). In addition, the
lacking of vocabulary in the Malaysian Sign Language (BIM) in terms of religious terminology
also makes it difficult for teachers to teach religion in the context of worship. Hence, the teacher
focuses only on transferring the information rather than giving understanding in the context of
the teaching about worship (Azlina, 2017). As the result, deaf people difficult to appreciate
their worship, they do not feel the importance of doing it and have less interest to learn about
religion (Huzairi Awang et al., 2010; Siti Muhibbah Mohd Nor, 2010; Zakarna et al, 2013).
In addition, the participants also stated that it is hard to learn about religion through the
mass media because there are no subtitles available or no sign language interpreter who could
interpret the contents of a religious program (Sabirah, 2018). This is big loss for them because
the technological advancement which we are enjoying could not be fully benefited by people
with disabilities, especially the deaf community. This is essentially a major disadvantage in the
technology world where knowledge can be casually obtained from various sources. The fact is,
this casually given knowledge will be more absorbed into the soul and provides a profound
benefit to religious life. Undoubtedly this also has to do with the lack of religious terminology
in sign language which indeed is a big vaccum that requires serious attention. It is emphasized
several times by the researchers of sign language (Sayrmeezee, 2017a, 2017b, 2015; Siti
Muhibbah, 2010; Hamdi Ishak, 2010; Huzairi, 2010).
Similarly, the issue of not getting early education from parents regarding worship; Deaf
people feel that this issue is an obstacle for them to learn about worship (Asmah &Siti, 2018).
The finding of this study is consistent with the findings of the study conducted by Nafiseh
Alaghehband et al., (2013) that deaf community lacked the support of family members in the
field of religious education because family members were not proficient in sign language.
Furthermore, a large vacuum exists in the Malaysian sign language (BIM) in relation to the
terminology of worship and Religion generally. This is a serious obstacle in the efforts to learn
about worship and religion and then to use it in the teaching about religion at home. This is one
of the reasons why exposure about religion could not be given to children during their
childhood.
The last issue posed by the participants was the worship terminologies which are hard to
understand (Asmah, Fatimah & Zuhaili, 2018). This is because some of the terminologies were
derived from the Arabic words and it needs appropriate signs and explanations to facilitate the
deaf to understand it. In addition, according to Azlina (2017) and Sariah (2017) most of the
religious sign language was adaptated from Arab country which clearly has cultural differences
with the deaf community in Malaysia. As a result, a lot of confusion and misunderstanding
exist in terms of worship terminology among the deaf community.
Therefore, through the discussion above, conclusion can be made that there are several
issues that need serious attention. These issues will have great impact on the understanding and
practice of Muslim deaf community in their worship. They should be given the proper space
and opportunity to learn religion to ensure that their worship is not just ritual that they perform
by following others but accompanied by deep understanding and appreciation in their religious
lives. It should begin with the development of the Malaysian Sign Language (BIM) for the
purpose of worship which is a major obstacle surrounding the matter in discussion. The
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development of this sign language should take into account the culture and understanding the
true terms of worship according to the Quran and the Sunnah. With the existence of this
complete sign language book, the problems such as the lacking in sign language,
misunderstanding of worship terms, confusions of hand codes can be resolved. Furthermore,
the development of Sign Language for the purpose of worship can also be used as reference by
teachers and parents to teach their deaf children more easily and then providing a worship
friendly environment for the Deaf community.
5. CONCLUSION
In conclusion, this study shows that there is a big issue among deaf people to learn about
worship that should be taken seriously. This issue covers five important points, namely the lack
of worship sign language in the Malaysian Sign Language(BIM), the inability to master the
sign language by Islamic Education teachers, the absence of subtitles or sign language
interpreter for religious programs on television, no early exposure about religion particularly
about how to worship to the deaf community and finally the worship terminology which is
difficult to understand. Researchers see that all these issues arise due to the lack of or huge
vacuum exists in the Malaysian sign language (BIM) which does not contain edequate religious
terminology and cannot accommodate the need for the deaf to worship. This study has the
implication on the Ministry of Education Malaysia (KPM), the Community Development
Department (JKM), the Teacher Education Institute, the Special Education Campus (IPG KIK),
the Non-Governmental Organization for the Deaf (NGO), the teachers for the deaf, the
researchers and the deaf community generally. The issues raised in this study are fundamental
issues that must be taken seriously to ensure religious learning continuity within Deaf
community.
ACKNOWLEDGEMENT
Appreciations is given to the research team from the Ibn Ummi Makhtum Research Unit
(UMMI), Usim and the Association of the Deaf of Negeri Sembilan (NESDA) under a research
grant titled: "Development of Malaysian Sign Language for Worshiping purpose for Muslim
Deaf" (Research Code: USIM / NESDA / MG / FPQS / 055012/70217).
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