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Issues in Language Studies (Vol. 3 No. 1- 2014)
Volume 3 Number 1 (2014)
Centre for Language Studies
Universiti Malaysia Sarawak
94300 Kota Samarahan, Sarawak.
www.cls.unimas.my
Issues in Language Studies (Vol. 3 No. 1- 2014)
Editorial Committee
Chief Editor
Associate Professor Dr Su-Hie Ting
Associate Editors
Jayapragas Gnaniah
Wan Robiah bt Meor Osman
Dr Roslan b Ali
Editorial Board
Members
Florence G Kayad
Dilah b Tuah
Nur Ardini Jian Abdullah @ Elmie
Kuan Wei Ling
Najwa Hanani bt Kopli
Mohd Azhar b Ali
Yahya b Bakeri
Production Associate
Editors
Associate Professor Dr Soubakeavathi Rethinasamy
Kee-Man Chuah
Reviewers for This Issue
Associate Professor Dr Shamsul Jamili bin Yeob
Universiti Islam Antarabangsa, Malaysia
Dr Maryam Farnia
Payame Noor University, Iran
Dr Helen Tan
Universiti Putra Malaysia, Malaysia
Dr Muhammad Shahbaz
University of Gujrat, India
Dr Reginald Botshabeng Monyai
Tshwane University of Technology, South Africa
Dr Yong Mei Fung
Universiti Putra Malaysia, Malaysia.
Issues in Language Studies (Vol. 3 No. 1- 2014)
ISSUES IN LANGUAGE STUDIES
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Issues in Language Studies
Centre for Language Studies
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Issues in Language Studies (Vol. 3 No. 1- 2014)
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Issues in Language Studies (Vol. 3 No. 1- 2014)
Contents
Advertising language: A pragmatic approach to cigarette
advertisements in Indonesia
Ahmad Muammar Qadafi and Ribut Wahyudi
1
Challenges of teaching oral English in Nigerian high schools
Joshua Usman and Lynda Jummai Mustafa
15
Malaysian L2 learners’ English learning motivation: A study of
goals, attitudes and self
K.S.N. Prasangani
24
Kemahiran menulis dalam bahasa arab menerusi aktiviti ‘Jawlah
Lughawiyyah’
Arabic writing skills through ‘Jawlah Lughawiyyah’ activity
Mohd Firdaus Yahaya, Mohd Shahrizal Nasir, Wan Abdul Hayyi Wan
Omar, Zulazhan Ab. Halim and Essmat Nasr Sweedan
36
Issues in Language Studies (Vol. 3 No. 1- 2014)
ADVERTISING LANGUAGE: A
PRAGMATIC APPROACH TO
CIGARETTE ADVERTISEMENTS IN
INDONESIA
Ahmad Muammar Qadafi1
Ribut Wahyudi2
Faculty of Humanities, Maulana Malik Ibrahim State Islamic University,
Malang, Indonesia
daf_fi@yahoo.com1
r.wahyudi.vuw.nz@gmail.com2
Abstract
In Indonesia, it has been a public knowledge that cigarette is dangerous to consume.
However, the involvement of advertisement and its huge economic benefit has
driven the government to freely let cigarette be widely promoted; nevertheless the
image of the cigarette would not be shown on the screen as per agreement with
advertisers. These series of complexities in the cigarette advertisements have
attracted the authors to investigate the way cigarettes are promoted without
explicitly exposing them. Using inferential pragmatic approach (Sperber & Wilson,
2002), this research reveals that the language of advertisements operate subtly at
the level of cognition and comprehension to persuade smokers.
Keywords: Cigarette, advertising language, pragmatics, Indonesia advertisement,
Indonesia
Introduction
In Indonesia, advertisements have become a major agent to influence society
recently. As a major controller in the society, they can softly command and shape
the society as they want (Tanaka, 1994). The recent advertisements have shown
how effective they are to influence society through the many ways of advertising
their product (Chang, 2013), which in this case is cigarette.
The government has legalised the cigarette advertisements with restrictions.
Some words such as Slim, Premium, Special, Full Flavour, Light, Ultra-Light, Mild,
Extra Mild, or other words that indicate the image or feeling of safety, quality,
superiority, personality, and many other similar meanings are prohibited
(Indonesian Republic Government Rule, 2003). This rule also includes the prohibition
to display and illustrate children, teenagers, or pregnant women in the form of
Advertising language: A pragmatic approach to cigarette advertisements in Indonesia
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Issues in Language Studies (Vol. 3 No. 1- 2014)
picture and wording and not to mention the squirrelling sentences (Indonesian
Republic Government Rule, 2012). Despite these restrictions and controls, the
cigarette advertisements are still blooming.
This research discusses how the advertisements have a high possibility to
persuade society indirectly, since they are not actually “selling” the cigarette to
people, due to the reasons mentioned previously. As advertisements vary according
to media (e.g., television commercials, newspaper advertisements) and devices
(smart phones, televisions, e-Readers, laptops) which carry along the makings of the
advertisements (Rodgers and Thorson, 2012), the researchers had decided to limit
this research to television based cigarette advertisements only (Brierley, 1995), and
investigate the visual media displayed on news and television, in which the society in
general can easily understand (Forceville, 1996).
Greece and Roman Empire were the first to come out with some kind of
announcements (Dyer, 1982), and was regarded as the first ever recorded
advertisement ever known in this modern world’s history. Years after, it came during
the time of newspapers, before the upcoming era of television as the first main
media of moving pictures, before advertisements finally became an effective way to
persuade and convince people to buy products offered. Up to now, there are major
interests from numerous experts on how advertisements can bring a new world or
way of lifestyle to every person in this world. Advertising has become a popular
subject of study, approached from a wide range of disciplines, such as anthropology,
sociology, linguistics, literary criticism, and media studies (Tanaka, 1994).
Advertisement comes from the Latin verb advertere, meaning “to turn
towards” (Berger, 2011; Goddard, 1998), and it is undoubtedly true that adverts are
texts that do their best to get our attention, to make us turn towards the product
being sold. In its simplest sense the word “advertising” means “drawing attention to
something”, or in other words it may be interpreted as “notifying or informing
somebody of something” (Berger, 2011; Dyer, 1982). In relation to this study, the
Indonesian Government Law (Article 19, 2003) states that cigarette advertisement is
an activity to introduce, publish and or promote the cigarette with or without the
return of money to the society with the purpose to influence consumers to use the
cigarette advertised; and in this case is in the Indonesian society. Advertisements
are pervasive in the Indonesian television’s daily program because it shows up
almost every time we turn the television on (Goddard, 1998). They can actually
persuade, convince, or even manipulate society about almost every single thing in
this world (Tanaka, 1994).
Advertising is acknowledged as the engine that drives consumer purchase
and, therefore, advertising “keeps the wheels of the economy turning” (Rodgers &
Thorson, 2012). The primary function of advertising is to introduce a wide range of
consumer goods to the public and thus to support the free market economy (Dyer,
1982). On a global scale, the conduct of and relations between nations,
organisations and individuals have been revised according to market models of
promotion and competition (Crichton, 2010), in which on further implication will
likely lead into the modern society inside the world of advertisements.
This argument came up due to the fact that the privatisation of diverse
public services in areas such as energy, water, transport, prisons, social services,
Advertising language: A pragmatic approach to cigarette advertisements in Indonesia
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Issues in Language Studies (Vol. 3 No. 1- 2014)
education, health and child care has been widespread, and commercial models of
management have become the norm in such organisations (Crichton, 2010). In short,
we can see clearly how this matter is highly supported by the development of
advertisement under the background of particular country discussed in this paper.
Previous Studies on Cigarette Advertising
Research on cigarette advertising in culture and society studies (MacRury, 2009) and
social discourse (Crichton, 2010; Cook, 1992) have shown how cigarette
advertisements affect or impact the society. Studies indicate that a majority of the
society tends to choose advertisements which are more likely to be in line with their
own heritage and local culture, because heritage and local culture are inherited, and
become the identity of almost everyone in this country. This is where the
advertisements play a very crucial part to persuade the people.
Bruthiaux (2000) investigates the communicative mechanism brought by
advertisements. This research is an exemplary result of how the advertisement can
actually manipulate the audience through their wonderful display of image. The
aspect of identity is also expounded deeply on this extent, based on the
classification of both advertisement and type of audience.
There is a similar outcome when it involves communication of its intention
to influence the audience (Crook, 2003). The language may be hidden, but the
message can still be caught by the audience, depending on how the advertisements
are displayed, regardless of the complicated word-play inside it. Belch and Belch
(2003) reported an interesting study conducted to present how far a cigarette
advertisement tries to commercialise the product in any way possible to attract
consumers. It was found that when consumers start liking one product, they are
unlikely to change to other cigarette brands.
Furthermore, another study about cigarette advertisements focussed on
cultural economy and semiotics aspects (McFall, 2004). This study reveals that the
habitual actions of how people do their daily economical-life can actually be
influenced by advertisements. However, the authors were unable to draw
conclusions about how advertisement directly causes people to adapt to what the
advertisers want generally.
Velasco-Sacristan and Fuertes -Olivera (2005) initiated an interesting
research on rhetorical language used in advertisements. The research resulted in a
unique outcome where they could unmask the advertiser’s rhetorical intentions to
manifest certain non-neutral assumptions without making public its intentions to
the target audience. In other words, advertisements can even drive the society to
either choose or behave as what the advertisers would like them to, as long as the
impact brought by the advertisements are strong enough to persuade them.
DiRocco and Shadell (2007) examined whether gender has any relation to
the level of relaxation caused by cigarette advertisements and if it has any
relationship with the intentions of non-smoking adolescents wanting to smoke. The
result indicates that high relaxations increased intentions to smoke among female
adults only. Further investigation is needed to identify the features of cigarette
Advertising language: A pragmatic approach to cigarette advertisements in Indonesia
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Issues in Language Studies (Vol. 3 No. 1- 2014)
advertisements which have the most influential role among different groups of
adolescents.
In the following year, Devra (2008) discusses the dilemma that government
and industry face with regard to the fact that cigarette is toxic but indeed lucrative.
He mentions that UK and US governments have helped industries with millions of
dollars to produce safer cigarettes. This according to him is something called as,
“modern hazard” that have social and economic realities with the society.
Viewing from different aspects, Freeman, Brucks, Wallendorf and Boland
(2009) studied the youths’ understanding about cigarette advertisements. Results
show that youths are aware of the type of product an advertisement is promoting
but they have low levels of awareness on brand understanding. It also shows that
understanding cigarette advertisements is positively related to “susceptibility to
smoking”. These findings suggest a sort of psychological mechanism that permeates
the link between cigarette advertising exposure and youth smoking.
The metaphor aspects of advertisements have indeed been found (Crichton,
2010). However, it is a mere explanation about the metaphor inside the mere
pictures, but not inside the language as this research does (Forceville, 1996). Both of
the writers can finally give sufficient information about metaphorical language, that
both forms of language and picture can attract the audience to watch and or read
the advertisements. It was also found that people tend to be attracted by how the
advertisements display the play and they even liked it when advertisers used wordplay and so on.
Pelsmacker and Faseur (2010) examined the play of emotion in television
advertisements to persuade people to purchase the products. This research also
specifies the product classifications in which each of them had its own advertising
style to persuade the audience, and cause them to engage with their emotions
before buying the product; which is also quite effective based on the outcome. The
study concluded that the consumers think that the products possess attitudes and
their own nature, or in other words they see the product as something alive.
Additionally, Vizcaino (2011) while investigating how the advertising
language can drive home its message even more and not directly sticking to the
product, has found that this kind of language is used in the context for their
symbolic and visual value rather than their content or informational components.
The foreign language is used for symbolism rather than content. It is not conveyed at
the referential level, but rather at the visual level of language (Forceville, 1996).
Pragmatics theory of advertisement on television has been written on how
advertisements depict various meanings (Martinez-Camino & Perez-Saiz, 2011). It
contains the classification of advertisement, and also the main strategy of how the
advertisers should commercialise something; an outcome drawn when one of the
strategies is basically more effective than the others, and about how the consumers
can actually choose the product based on the language used only. However, the
absence of product classification for cigarette is missing from the research.
Considering the important sequence of how the advertisement world is working, this
classification is badly needed in research on advertising. This point of missing
product was also researched to prove the referential and textual imagination
produced by the audience (Gardner & Luchtenberg, 1999). On this point, the
Advertising language: A pragmatic approach to cigarette advertisements in Indonesia
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Issues in Language Studies (Vol. 3 No. 1- 2014)
research focuses on the mechanism of how people refer to and react toward the
advertisements, including the relation between the advertisements and the product.
They also described the how those waypoints (image, wordings and reference) are
influenced by the culture in the society.
Paek, Reid, Jeong, Hoojon and Krugman (2012) examined frequencies and
types of promotion techniques featured in five decades of cigarette advertising
relative to five different major smoking eras. In general, the proportion of
promotion in the advertisements rose constantly. This, they argue, require more
attention from the experts of tobacco control and government regulators. In the
subsequent year, Kostova and Blecher (2013) researched the cigarette
advertisements and its estimated impacts. They found a positive correlation
between smoking and advertising exposure as a result of the disproportionately
higher tendency of smokers to observe advertising more properly than a direct
causal effect of advertising on smoking. The complexity of language found in
cigarette advertisements in Indonesia has been unexplored.
Research Questions
1. How can the language of cigarette advertisements be exploited to unconsciously
attract smokers?
2. Are there any similar messages from language used in cigarette advertisement?
Methodology
The corpus will be taken from advertisements precluding the main show inside the
television, in which the duration varies on every single advertisement. However, we
have taken range of the time randomly with the variations of them as the same way.
Since this research takes on pragmatic approach, the data are only in the form of
phrase or sentence in the advertisements (Conrad, 2002). We take the exact
methodology as Tanaka (1994) did in his book. Data were collected from the
internet. We took exactly four examples of cigarette advertisements, and considered
them as purposive sampling (Tashakkori and Cresswell, 2007 as cited in Litosseliti,
2010). Since the language analysed is from an electronic source, then they will be
called as a corpus (Conrad, 2002).
In analysing the data, we employ Sperber and Wilson’s (1996; 2002)
inferential theory of pragmatics to make sense of the advertising language (Tanaka,
1994). Inferential theory of pragmatics originates from the theory of Gricean
cooperative principle and maxims of (quality, quantity, relevance and manner)
(Grice, 1975) which focuses only on relevance aspect (Sperber & Wilson, 2002, p.
250). This theory comprises “two principles of relevance: cognitive principle and
communicative principle” (p. 249). The first principle of relevance is “geared to the
maximisation relevance” and the latter principle states that “utterances create
expectation of optimal relevance”. These cognitive and communicative principles
are then narrowed down into sub-aspects. With regard to the analysis, we used only
(1) relevance and cognition, (2) relevance and comprehension, (3) relevant and
communications, and (4) relevant and mental architecture apply to two interactions
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Issues in Language Studies (Vol. 3 No. 1- 2014)
in daily life communication where two or more speakers are engaged in
conversation (see Sperber & Wilson, 2002, pp. 249-290 for details).
Relevant and cognition is broken down into the following rules:
(1) Relevance of an input to an individual: (a) other things being equal, the
greater the positive effects achieved by processing an input, the greater
the relevance of the input to the individual at that time; and (b) Other
things being equal, the greater the processing effort expended, the
lower the relevance of the individual at the time; and
(2) Cognitive principle of relevance: human cognition tends to be geared to
the maximisation of relevance. (Sperber & Wilson, 2002, pp. 252-255)
Relevance and comprehension is subdivided into the following rules:
(a) Constructing an appropriate hypothesis about explicit content
(explicatures) via decoding, disambiguation, reference resolution, and
other pragmatic enrichment process;
(b) Constructing an appropriate hypothesis about the intended contextual
assumptions (implicated premises); and
(c) Constructing an appropriate hypothesis about the intended contextual
implications (implicated conclusions). (Sperber & Wilson, 2002, p. 262)
Only certain words, which become the keywords or the key point of the
sentence, were translated by using Cambridge (Digital) Learner’s Dictionary 3rd
Edition (2008). There are four types of data collected from different cigarette
companies to find how Indonesian audiences process an advertisement in general
and cigarette advertisements in particular. These data act essentially as
observational data (Silverman, 1994).
The analysis of the cigarette advertisements produced patterns on the
effectiveness of the advertisement to promote the cigarette and the relation
between the language of advertising and the nature of cigarette smoking. Needless
to say, the utterances from the original advertisements are typed in bold and
indicated with double quotation marks (“...”) to emphasise that it is the actual
sentence taken from the advertisements (Miles & Huberman, 1994). The brand of
the product is typed both in bold and capitalised. As the data are in Indonesian
language, a translation is provided underneath the actual data in bold.
Results and Discussion
In this discussion, the researchers intentionally chose certain advertisements
as evidences of complexities in the pragmatic approach itself.
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Advertisement 1
Source: “GG MILD, Break the Limit” http://vimeo.com/64474299
Table 1
Analysis of Advertisement 1
Term
Break
Possible Meaning
1. To (cause something to) separate suddenly or violently into
two or more pieces, or to (cause something to) stop working
by being damaged.
2. To destroy or end something, or to come to an end.
3. Fail to keep a law, rule or promise.
4. To (cause something to) divide into two or more parts or
groups.
5. To interrupt or to stop something for a short period.
6. To go somewhere or do something by force.
7. To lose your self-control, confidence, determination, etc., or
to make someone do this.
8. To come or bring to notice; to (cause to) be known.
9. To reach and move over the beach, hit a cliff or wall, etc.
10. When dawn or day breaks, the sun starts to appear in the sky
early in the morning.
11. If someone's voice breaks, it changes from one state to
another.
12. In tennis to win a game in which another player is serving (=
hitting the ball first).
Limit
1. The greatest amount, number or level of something that is
either possible or allowed.
2. INFORMAL the amount of something that is enough and not
too much.
3. OLD-FASHIONED INFORMAL something that is very annoying or
not convenient.
4. To control something so that it is not greater than a
particular amount, number or level.
Source: Cambridge (Digital) Learner’s Dictionary 3rd Edition (2008)
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There are many meaning inputs as shown in Table 1. In relevance theory,
we should “’pick out’ an input that is of more relevance than any alternative input
available to us” (Sperber & Wilson, 2002, p. 252), then consequently we need an
input which has “greater positive effect … and greater relevance” (p. 252). From this
first evidence, it can be seen that when the term “break” is combined with limit, the
most suitable meaning which has greater positive effect and greater relevant is the
intention to show and provoke people to go over the top of their maximal efforts, or
break their own limit. This may lead to the message on how the work ethics of every
individual should always be upheld on every way of condition, including about how
the term closely relate with the power of men inside the boundary of identity and
language (Abe, 2010).
Moreover, we can see that this also depicts an impression as a maximum
effort of something, and also a power of men. This expression can also mean
breaking the satisfaction limit, since one of the reasons why people smoke is to find
satisfaction. On another guess, it can also mean that smokers can maximise their
skill so that they can have enough power to achieve what they dreamed of. The
above interpretations for us are more relevant compared to other potential
meaning input as a cigarette product wants to align its image with smoker’s
maximum efforts in daily life.
In terms of relevance and comprehension, the company through its
cigarette product explicates that breaking the limits means doing the maximum for
one’s effort. The implicated premise that the company projects draw is breaking the
limit for human being can be inspired by consuming a cigarette product and the
implicated conclusion is GG MILD is the right choice for people who want to break
the limit, doing the maximum effort in their life.
Advertisement 2
Source: DJARUM BLACK MILD, Innovative Double Filter
http://www.blackxperience.com/index.php?page=events-detail&aeid=2414)
Table 2
Analysis of Advertisement 2
Term
Innovative
Filter
Possible Meaning
1. Using new methods or ideas.
1. Any of several types of equipment or devices for removing solids
from liquids or gases, or for removing particular types of light.
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Issues in Language Studies (Vol. 3 No. 1- 2014)
2. UK a green arrow-shaped light which is part of a set of traffic
lights and which tells drivers when they can turn left or right.
3. To appear or happen gradually or to a limited degree.
4. To remove solids from liquids or gases, or to remove particular
types of light, using special equipment.
Source: Cambridge (Digital) Learner’s Dictionary 3rd Edition (2008)
For relevance and cognition (Sperber & Wilson, 2002), the most relevant
which has greater cognitive effect for innovation is “new and fresh”. This because
innovation posits something new which is always updated. “Double filter” mostly
indicates the process of how the cigarette is created. It may be processed with the
literal filtering. Other cigarettes may be filtered once, but this one is double-filtered.
In Table 2, the phrase “double filters” aligns with the meaning in number 4.
At the level of relevance and comprehension (Sperber & Wilson, 2002),
“innovation double filter” explicates that a cigarette should go through a mandatory
process for meeting the needs of “a healthy cigarette”. This further implicates that
innovation should be done to do “double filtering process”. Then this finally arrives
at the intended contextual implication (implication conclusion) that in order to have
a cigarette which is innovative and has gone through double filter, DJARUM BLACK
MILD is the right choice for smokers.
Advertisement 3
Source: “Fine Cut for Fine Taste, DUNHILL MILD” http://vimeo.com/63308242
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Table 3
Analysis of Advertisement 3
Term
Possible Meaning
Fine
1. Good or good enough; healthy and well (satisfactory).
2. Excellent or much better than average.
3. Very thin or in very small pieces or drops.
4. Very exact and delicate, or needing to be done, treated or
considered very carefully.
5. Sunny and dry.
6. Bad or not convenient – informal.
7. Tax, bail, or debt.
Cut
1. Action of cutting (with knife, scissors, etc.) to break the surface of
something, or to divide or make something smaller, using a sharp
tool, especially a knife.
2. To make something shorter, lower, smaller, etc.
3. To remove something from something else.
4. To not go, especially to a place where you should be – informal
American.
5. To stop or interrupt something (especially in movie making).
6. To go through or across a place, especially in order to get
somewhere quickly.
7. On card games, to choose a playing card by dividing a pile of
cards into two parts.
8. To record music or speech on a record.
Taste
1. The flavour of something, or the ability of a person or animal to
recognise different flavours.
2. A person's approval of and liking for particular things.
3. A person's ability to judge and recognise what is good or suitable,
especially relating to such matters as art, style, beauty and
behaviour.
4. A short experience of something.
5. To put food or drink in your mouth to find out what flavour it has.
Source: Cambridge (Digital) Learner’s Dictionary 3rd Edition (2008)
For relevance and cognition (Sperber & Wilson, 2002), meaning which has
greater cognitive effect and greater relevance is the word “mild” is literally mild, or
light, not heavy, or we can see it as the cigarette is supposed to be smoked in a
relaxing condition and or a relaxing situation in a hectic workplace or a crowd, while
the word “cut” means to “interrupt something or to have a rest”. The word “taste” is
mostly associated with “flavour”. Thus for workers of any company, the cigarette
product can also be used as a way out to enhance their concentration and maintain
it. Without this product, they are unable to get the same amount of focus level.
Moreover, the fine cut taste explicates that a cigarette needs to have special
characteristics, which is fine cut taste. Its intended contextual assumption is that
fine cut taste a cigarette product is required for smokers especially in their working
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Issues in Language Studies (Vol. 3 No. 1- 2014)
hours in order to keep focus on their works. To this end, the smokers could best
smoke “DUNHILL FINE CUT MILD”, the implicated conclusion of the advertisements
(Sperber & Wilson, 2002)
Advertisement 4
Source: “Success is an Attainment, SURYA 16, an Exclusive Image”
http://www.youtube.com/watch?v=ZDKvKqHcB0E
Table 4
Analysis of Advertisement 4
Term
Success
Possible Meaning
1. The achieving of the results wanted or hoped for.
2. Something that achieves positive results
Attainment
1. When somebody achieve something.
2. The things that somebody has done and the skills they have
learned.
Exclusive
1. Limited to only one person or group of people.
2. Expensive and only for people who are rich or of a high social
class
Image
1. A picture in mind or an idea of how someone or something is.
2. The way that something or someone is thought of by other
people.
3. A mental picture or idea which forms in a reader's or listener's
mind from the words that they read or hear.
Source: Cambridge (Digital) Learner’s Dictionary 3rd Edition (2008)
In terms of relevance and cognition (Sperber & Wilson, 2002), the greater
effect and relevant of each word is in the following: the term “exclusive” means
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“limited people”, while “image” means a “picture of the mind”. Therefore, the
image built by this advertisement is whether the person can feel the exclusiveness
inside his own self-image to build self-confidence, aligning with exclusiveness of the
cigarette. “Exclusive” has a close relation with the feel of having a high social class,
which not everyone possesses. The word “success” means “a positive result” and
the word “attainment” means “the thing that somebody has done”. The words
“success” and “attainment” are good colocation in that success is an attainment.
Strung together, the advertiser wants the audience to think that this product
can encourage someone to achieve success or an attainment, which means, it needs
hard work, and needs a process. It is not something to be taken for granted. And of
course SURYA 16 represents an exclusive image, directed linked to the identity of
those successful person. However, this explanation refers to the cigarette itself,
because in the end, this is a cigarette advertisement, where every single wording of
promotion should always be related to (Tungate, 2007).
In terms of relevance and comprehension (Sperber & Wilson, 2002), the
advertisements explicates that a cigarette should capture the characteristics of
being: exclusive image and attaining success. The advertisements also implicates
that SURYA 16 has all the features: being exclusive and success attainment.
Therefore, finally the advertisement contextually concludes that SURYA 16 is the
appropriate choice for smokers to show an exclusive image and for people who have
attained success in their career.
Conclusions
The cigarette company represented by the advertisement team uses abstract
languages to convince the smokers. These languages and expressions work well in
our subconscious mind. The theme upheld in the advertisements is closely related to
the expressions of limit, filter, fine taste and success, with the meaning
contextualisation that has been explained earlier.
In persuading smokers, the cigarette companies go through several
processes: choosing inputs which have greater relevance and greater cognitive
effects; then explicating the contents (messages); implicating assumptions; and
finally contextually concluding the messages as discussed by Sperber and Wilson
(2002). Furthermore, the advertisers also have a strong intention to make the
audiences find their identities in the advertisements. Word choices (e.g., in
Advertisements 2 and 3) have a strong emotive power to influence the people to
believe or in other words, at least reflect or connect themselves to the wordings and
the language used in the advertisements (Kemp, Kennet-Hensel, & Kees, 2013).
When the advertisers can successfully obtain this part as a central attention of the
people, the next stage will be on how the audiences accept and appreciate the
existence of that certain advertisements on television, until it stays memorable in
their mind (Cappo, 2003).
There is also similarity between the messages in the language of cigarette
Advertisements 1 (GG Mild break the limit) and 4 (Success is an attainment SURYA
16 Exclusive Image). These products envisage that by consuming these products, the
smokers will feel as if they can break the limit and can achieve a great success
Advertising language: A pragmatic approach to cigarette advertisements in Indonesia
12
Issues in Language Studies (Vol. 3 No. 1- 2014)
(success is an attainment). However, in Advertisements 2 (Innovative double filter
Djarum Black nild) and 3 (Dunhill fine cut mild, fine for fine taste) are in the same
domain - the good cigarette making process (double filter) and the taste (fine taste).
We can say that they are in the same domain because the products can be
processed or filtered more than once to create a good taste.
In the final stage, the audience will most likely assume that the product
advertised is in line with their identities, which therefore prompts them to buy the
product aligning with their own personalities and characters (Sperber & Wilson,
1996). This might be the reasons why advertisers project particular identities on
their product so that the people or the majority of the society would choose them.
However, we believe that the patterns or the generalisations of the explanations
and evidences above can still be drawn out and all the interpretations given here
remain subjective.
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Advertising language: A pragmatic approach to cigarette advertisements in Indonesia
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Issues in Language Studies (Vol. 3 No. 1- 2014)
CHALLENGES OF TEACHING ORAL
ENGLISH IN NIGERIAN HIGH
SCHOOLS
Joshua Usman1
Lynda Jummai Mustafa2
English Department, IBB University, P.M.B. 11, Lapai, Niger, Nigeria
¹ usmanauta@yahoo.com
² mustafalinda994@gmail.com
Abstract
This study advocates for greater emphasis on the acquisition of oracy skills whereby
this component of English is totally neglected in our higher schools. It identifies and
examines some of the major challenges that the teaching of oral English could face;
thereby proffering some possible solutions that could improve the teaching of oral
English in our secondary schools. Questionnaires were used to seek teachers’ and
students’ opinions concerning the problem. The research participants consisted of
the teachers of English Language and students, particularly, Senior Secondary
Schools Students (SSSI-SSS III) within four selected schools. The results have shown
that interference of mother tongue, unqualified teachers and dearth of relevant
teaching materials are the major challenges. The study suggested that (i) a high
degree of motivation in both students and teachers, and (ii) the teachers’
competence in the subject and their mastery of the techniques of imparting
knowledge in it are the basic the solutions. Teachers and Language instructors
should identify these problems, face the challenges through practical classes and
improvisation and also insist on standards.
Keywords: Oral English, Spoken English, Challenges, oracy skills
Introduction
The provision of adequate instruction in oral English is regarded as a sine qua non to
the acquisition of the basic skills of the language. Oral English was introduced in
1977 as part of English language paper in the teachers’ grade II certification
examination in Nigeria. Presently this component of English language constitutes a
sub-section in English language paper in NECO, TCII and WAEC examinations and
also receives prominence in English language syllabuses especially in our secondary
schools. Consequently, it is obvious that learners of English language as a second
language are mostly faced with the problem of oral proficiency in terms of
appropriate pronunciation of English sounds (phonemes) either by virtue of being a
Challenges of teaching oral English in Nigerian high schools
15
Issues in Language Studies (Vol. 3 No. 1- 2014)
new language or mother tongue or first language interference. However, there has
been emphasis on the quest for Standard English, hence; an English language learner
must aim at proficiency to a degree of the standard form (Standard English or
Received Pronunciation). This enables the learner to acquire adequate competence
for practical purpose of everyday communication. It is on this note, that much
emphasis and efforts should be placed on the teaching of oral English because it will
help the learner to develop his or her pronunciation sufficiently to permit effective
communication with both native speakers and non-native users. Similarly, it is
obvious that common mistakes identified among the learners of English as a second
language today include improper pronunciation, mispronunciation, poor intonation,
as well as misrepresentation of phonetic sounds. For instance, most students
misplace the qualities and length of vowels. It is in view of these problems that
recent development in language teaching and learning has made the teaching and
learning of oral English not only a necessity but also a pre-requisite for assessing the
learner’s competence in language use and acquisition. Therefore, since emphasis
has shifted to studying varied rules aimed at the identification, interpretation and
reproduction of English sounds (phonemes), there is every cause to emphasise and
to review the teaching of oral English especially in post-primary schools.
Furthermore, speech is regarded as persona which represents an individual’s ability
to articulate phonemes according to some established norms. It also entails the
ability of an individual to identify and understand the representation and meaning of
English sounds. It is quite unfortunate that most of our secondary school learners do
not exhibit the knowledge of oral English when using the language which could be
associated with the aforementioned factors. In a nutshell, there is the need for
concern. Thus, it is necessary to emphasise and encourage the study and
understanding of oral English by learners. Oral proficiency should be made inherent
in both teachers and learners (students). Jowitt (1991) confirms that the emphasis
on proficiency in spoken English was introduced in the New National Curriculum in
English language for Nigerian Secondary Schools in the 1980s. It was previously
neglected in the teaching of English in Nigeria as oral English was made optional for
the West African School Certificate students (though a compulsory course for
teacher grade II examinations). Roach (2000) confirms that pronunciation teaching
has not always been popular with teachers and language theorists and in the 1970s
and 1980s. It was fashionable to treat it as a rather outdated activity. It was claimed
that it makes learners try to sound like native speakers of Received Pronunciation,
which became difficult and led to repetitive exercises, and it also failed to give
importance to communication.
Jowitt (1991) comments about the negligence of oral English teaching on
teachers. He stated that pupils unconsciously relied on mother tongue models when
deprived of consistently reliable guidance from teachers, as indeed many of teachers
did: assuming that there was a perfect correspondence between sound and spelling.
They use orthography as their guide to pronunciation. Anthony (2001) and Uche
(1998) emphasise the difficulties of acquiring oracy skills. According to Williams
(1990), the factors to be enumerated could be categorised under one factor – the
interference of mother tongue. It is worth noting that for the non-native speakers,
the mother tongue always affects the acquisition of the second language. This has
Challenges of teaching oral English in Nigerian high schools
16
Issues in Language Studies (Vol. 3 No. 1- 2014)
always, been a major problem in oral English or pronunciation teaching especially in
Nigerian schools. Unoh (1986) also examines the situation of oral English in Nigerian
secondary schools. He asserts that teaching of English pronunciation in Nigeria
suffers from peculiar handicaps unknown to the teaching of English language or any
other school subject (for that matter). For any subject to be effectively taught, there
are at least two very important conditions that must be met: (i) a high degree of
motivation on the part of both student and teacher; and (ii) the teachers’
competence in the subject, and his or her mastery of the techniques of imparting
knowledge in it. While the aforementioned conditions are rarely achieved in the
teaching of English Language, they are also hardly met in the case of the teaching
and learning of English pronunciation. Okoli (2000) comments on the need to be
proficient in the sound system of a new language and explains that English should be
pronounced in the accent normally chosen as the standard form especially the
model most often recommended for foreign learners studying standard British
English and also Received Pronunciation.
The teaching of oral English in Nigerian secondary schools has previously
been overlooked. However, recent development in the teaching of English Language
requires greater emphasis on this aspect of English language. Oral English
complements the understanding and the use of English language so as to improve
the standard of spoken English. According to Idris (2001), not much has been
achieved since the introduction of oral English in our West African School Certificate
and National Examination Council due to the problems associated with the teaching
and learning of oral English. There are existing publications on phonology written by
Linguists such as A.C. Gimson, Daniel Jones, David Jowitt, Peter Roach, among others.
Recently, there is the emergence of new publications particularly on Oral English by
other language teachers, researchers and scholars such as Mannell, Cox, and
Harrington (2009), Akperero (2000), Enyeazu (2001), and Idris (2001). This
development has gone a long way in bringing oral English into focus. Its recent
inclusion in the English Language Examination Paper (Test of Orals) has drawn the
attention of many teachers and students.
Consequently, the teaching of oral English is rather weighed down by
various factors which have contributed to the slow pace and ineffectiveness in
teaching the course. These factors include poor background, interference of mother
tongue, unqualified teachers, poor teaching methodology, lack of constant practice,
lack of orientation and facilities, and shortage and limited accessibility to relevant
books. Most of the students in our secondary schools are faced with either one of
the problems or the other. Some are deficient due to more than one problem
especially students from rural and poor backgrounds. This study examines some of
the major challenges that the teaching of oral English could be faced with in Nigerian
secondary schools.
Methodology
The research was carried out using questionnaires to seek teachers’ and students’
opinions concerning the issue under investigation. The research participants
Challenges of teaching oral English in Nigerian high schools
17
Issues in Language Studies (Vol. 3 No. 1- 2014)
consisted of teachers of English language and students, particularly; senior
secondary schools students (SSSI-SSS III) within the four selected schools in Minna
municipal namely Government day Secondary School, Minna; Government day
Secondary School, Maitumbi; Ahmadu Bahago Secondary School, Minna and
Government Secondary School, Minna.
In this investigation, 200 questionnaires were distributed to English
Language teachers and students in the selected schools. However, only 182 were
completed and returned, of which 101 were from students and 81 were from English
Language teachers. Therefore, these 182 completed questionnaires are the ones
from which the percentages were computed.
Table 1 shows the selected schools used and the number of questionnaires
distributed to each of the schools. The number of questionnaires distributed to the
schools varied according to the population capacity of both students and the subject
teachers in each school.
Table 1
Distribution of questionnaires to teachers and students in four schools
Name of School
Government Day Secondary School,
Minna
Ahmadu Bahago Secondary School,
Minna
Government Secondary School,
Minna
Zarumai Model School, Minna
Total:
No. of
questionnaires
distributed to
teachers
30
No. of
Qquestionnaires
distributed to
students
30
20
30
30
15
20
100
25
100
Results and Discussion
Table 2 shows the enumerated factors and the number of responses against each
factor by respondents as well as their percentages. However, it should be noted that
the factors enumerated are directly or indirectly reflected in the questionnaires
distributed. The degree to which each of the factors affects the teaching of Oral
English is shown in numbers and percentages.
Challenges of teaching oral English in Nigerian high schools
18
Issues in Language Studies (Vol. 3 No. 1- 2014)
Table 2
Summary of enumerated factors affecting teaching of Oral English
Factors
Teachers
Students
(n=81)
(n=101)
No. of
Percentage
No. of
Percentage
Responses
Responses
Yes
No
Yes
No
Yes
No
Yes
No
1. Interference
of mother
tongue
2. Ineffective
teaching
methodology
3. Shortage of
relevant
textbooks
4. Lack of
orientation
5. Lack of
constant
practice.
6. Lack of
language
laboratories.
7. Dearth of
necessary
facilities
66
15
81%
19%
90
11
89%
11%
55
26
68%
32%
63
38
62%
38%
70
11
86%
14%
73
28
72%
28%
68
13
84%
16%
64
37
63%
37%
71
10
88%
12%
82
19
81%
19%
44
37
54%
46%
55
46
54%
46%
62
19
77%
23%
88
13
87%
13%
On the interference of mother tongue on the teaching of Oral English in our
secondary schools, the results confirm the hypothesis. The percentages of teachers
and students with the opinion that mother tongue strongly affects the teaching of
Oral English are 81% and 89% respectively.
The assumption that ineffective teaching method affects the teaching of
Oral English was tested and the percentage of responses indicates that it also affects
the teaching of Oral English. In the data collected, 68% of the teachers and 62% of
the students think that effective teaching methods affects the teaching of Oral
English.
The results show that shortage of textbooks also constitutes a problem to
the teaching of Oral English in Nigerian secondary schools. Table 2 reveals that 86%
of the teachers and 72% of the students felt that shortage of relevant textbooks
affects the teaching of Oral English.
The lack of orientation on the significance of Oral English in ensuring
competence in language use also affects the teaching of the course, as shown by
84% of teachers and 63% of students who reported that they were unaware of the
significance of Oral English teaching in the acquisition of Oracy skills. This shows that
Challenges of teaching oral English in Nigerian high schools
19
Issues in Language Studies (Vol. 3 No. 1- 2014)
there is the need for orientation for students and teachers on the significance of
Oral English.
Practice is a physical activity. It also requires a confirmation on its relevance
to effective teaching of this component of English Language. The responses received
from the respondents show that lack of constant practice is seen as a problem
hampering the effective teaching and learning of Oral English by 88% of teachers
and 81% of students.
The essence of language laboratory in language teaching is to assist the
learning (students) and to facilitate their understanding of the phonetics of a
language. This problem states that lack of language laboratories affects the teaching
of Oral English. However, in the data analysis, only 54% of teachers and 54% of
students reported that lack of language laboratories also affects the teaching of Oral
English. Language laboratories aid comprehension in Oral English teaching but it is
not as important as other factors.
This problem affirms that the teaching of Oral English requires the use of
other necessary relevant facilities, that is, teaching aids such as radio, tape recorder,
television set, flash cards and resource persons that could also facilitate easier
teaching, learning and understanding of the component. The results shows that 77%
of teachers and 87% of students identify the dearth of necessary faciltiies as strongly
affecting the teaching of Oral English.
From the analysis, the data collected through the responses from the
questionnaires confirm that all the factors identified and enumerated as major
challenges affecting the teaching of Oral English are valid. However, there are other
challenges that are also affecting the teaching of this course, such as the
misconception of the course by teachers, learners and users, the attitude of
teachers to English Language teaching, lack of interest by many teachers and
students; lack of emphasis from the onset, the existence of English varieties, lack of
workshops or seminars for English Language teachers, lack of interest by many
teachers and students, and lack of emphasis from the onset. On the other hand,
students identified the existence of varieties of English, lack of workshops or
seminars for English Language teachers and probably truancy on the part of the
students.
The implications of the findings can thus be summarised in the following
ways: Semantically, there is a shift from Standard English and this constitutes a
departure from the target norms. It (may) constitute errors. It (may) bring about
substandard forms which are neither acceptable nor intelligible to both native
speakers as well as educated Nigerian users of Standard English.
Summary of Findings
The findings of the study as reflected in the questionnaires can be summarised as
follows:
i.
Interference of mother tongue - Nigeria is a multi-lingual nation and English
language is mostly the second language of virtually every learner of English.
Challenges of teaching oral English in Nigerian high schools
20
Issues in Language Studies (Vol. 3 No. 1- 2014)
Therefore, the phonetic sound system of the mother tongue affects the
mastery of the target language. This leads to non- standard English.
ii.
Ineffective teaching methodology - Statistics has shown that most of the
teachers teaching in Nigerian secondary schools do not pass through teachers
colleges. Therefore, they lack the professional skills needed to carry out their
teaching assignments. This affects the teachers’ ability to impact knowledge
effectively.
iii.
Shortage of relevant textbooks - Textbooks are very necessary in the teaching
and learning process. They enhance the learners’ understanding of what has
been taught. The libraries in most public schools are not fully equipped to
meet the needs of the learners. This also affects their proficiency especially in
spoken English.
iv.
Lack of orientation - Students need to be made aware on the need to be good
in spoken English as this will enhance international intelligibility.
v.
Lack of constant practice - Oral English is an aspect of language that is
concerned with our ability to speak good English. Regular usage of standard
pronunciation can lead to perfection. This is not the case with many students
as they revert to the mother tongue immediately after the normal lesson or
class hours.
vi.
Lack of language laboratories - Language laboratories are very useful in
carrying out practical phonology in our post primary schools. They allow the
learner to carry out individualised instruction. These facilities are very scarce
which affects the teaching of oral English.
vii.
Lack of necessary facilities - This is not far from the ones mentioned above,
but they are not the only facilities required for the teaching of oral English
such as radio, television and improvised materials are not available for use.
This affects the learners’ competence in oral English.
Conclusion
In conclusion, it should be noted that our major concern in this research is the
challenges facing the teaching of Oral English. The study shows that the major
challenges facing the teaching of Oral English in our secondary schools are
interference of mother tongue, effective teaching methodology, shortage of
relevant textbooks, lack of orientation, lack of constant practice, and lack of
necessary facilities but lack of language laboratories is not as crucial as the other six
factors. It is pertinent to reiterate that oral proficiency in language use is invaluable
and, as a matter of fact, a necessity to all learners of English as a second language. It
manifests one’s competence in language acquisition and use. Therefore, this study
Challenges of teaching oral English in Nigerian high schools
21
Issues in Language Studies (Vol. 3 No. 1- 2014)
has focused on the teaching and learning situation of the course, particularly the
challenges that are connected to its effective teaching in our secondary schools.
The study also attempts to offer possible solution (suggestions) that could
improve the status of the course. The following are some recommendations based
on this study:
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All learners of English Language should identify their problems in practical
speech. Such identification will help to improve one’s proficiency in oracy. It will
also help the individual to avert the problem. The mother tongue or first
language interferes a great deal with the second language to be learnt. Different
Nigerian Languages have their own different ways of interfering with practical
English.
It is said that “practice leads to perfection.” Learners of English as a second
language should endeavour to learn, understand and practice the correct
pronunciation of English phonemes or words in order to attain oral proficiency.
The use of an English Dictionary could also be of great assistance.
Effort should be made by individuals (students/teachers) in various schools to
avoid the constant use of Pidgin English or vernacular languages as excessive use
of these varieties could affects one’s oral proficiency.
There is the need to give orientation to teachers and students on the
significance of the course. Teachers should be encouraged to attend workshops,
seminars, refresher courses and the like in order to update their knowledge and
improve on their teaching methodology.
The government, private organisation or individuals should assist in providing
necessary facilities as teaching aids such as television sets, radios, tape recorder,
flash cards and other related facilities that will help in facilitating easier
understanding of the course.
The provision and availability of language laboratories in various schools will also
encourage teachers and students to appreciate and put more effort in
embracing the component.
Teachers should provide a model in all aspects relating to English Language
particularly Oral English. This can be on cassettes or discs.
It is also advisable for learners of English as a second language to make time to
listen to the British Broadcasting Corporation (BBC), Federal Radio Corporation
of Nigeria (FRCN) and other Television networks. This will improve the learners
listening and speaking skills.
Emphasis on oracy skills should begin from the cradle (primary school) through
all levels. This will make fluency in language use inherent among learners.
Provision of relevant textbooks on the course should be made available to
learners either by the government or through individuals’ efforts.
Application of penalty in terms of communication failure or laziness and how it
should be done. Donough (1981) encouraged that in teaching second language
in schools. This will also compel learners to adapt to learning conditions.
Oral work should also take prominence in language teaching in the classroom.
For instance, impromptu speech, news reading, news translation, speech acts,
the use of dialogue, and conversations.
Challenges of teaching oral English in Nigerian high schools
22
Issues in Language Studies (Vol. 3 No. 1- 2014)
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School management should ensure that only those who specialise in English
Language should be allowed to teach the course or subject in both primary and
post primary schools.
Enough lesson periods should be allocated to the course in the lesson timetable
in various schools. A minimum of three lessons for Oral English per week is
hereby suggested.
Curriculum planners should put into consideration the factors enumerated as
affecting the teaching and learning of Oral English when planning the curriculum.
It is recommended that this component of English Language is invaluable and
indispensable in the teaching and learning process and language use in general.
Consequently, much emphasis and concentration should be given to the course
at all levels of learning. The quest for knowledge in Oral language is significant as
English is considered as a global language.
It is also recommended that similar research be carried out in other areas
whether within or outside the state, so that the findings will also help to remedy
the problems connected to the teaching of course in various secondary schools
in Nigeria.
References
Anthony, E. C. (2001). Simplified approach to Oral English. Ibadan: Amora
Publication.
Idris, U. (2001). Oral English. Lagos: Longman Nigeria.
Jones, D. (1917). English Pronouncing Dictionary. Hongkong: Wingkingtong Company
Ltd.
Jowitt, D. (1991). Nigerian English usage. Lagos: Longman Nigeria.
Okoli, F.C. (2000). Communication in English. Onitsha: Thonik Prints Production Ltd.
Roach, P. (2000). Phonetics and phonology (3rd ed.). United Kingdom; Cambridge
University Press.
Unoh, S. O. (1986). Use of English in communication. Ibadan: Spectrum Books
Limited.
Williams, D. (1990). English language teaching. Ibadan: Spectrum Books Limited.
Challenges of teaching oral English in Nigerian high schools
23
Issues in Language Studies (Vol. 3 No. 1- 2014)
MALAYSIAN L2 LEARNERS’ ENGLISH
LEARNING MOTIVATION: A STUDY OF
GOALS, ATTITUDES AND SELF
K.S.N. Prasangani
Centre for Language Studies, Universiti Malaysia Sarawak
nilushikap@yahoo.com
Abstract
This paper investigates factors motivating Malaysian students to learn English
through Dornyei’s (2009) construct of the L2 Motivational Self System. The purpose
of the study is to examine the validity of self- concept (Ideal L2 and Ought to L2) in
the L2 Motivational Self System and examine effect of learner social goals.
Furthermore, the study aims to determine the relationship among L2 attitudes,
social goals and motivated learning behaviour. Data were collected through a
questionnaire survey conducted among 76 Malaysian undergraduates. The results of
the study revealed a strong correlation between social goals and selves as well as
social goals and motivated learning behaviour. There was a correlation between the
L2 self and motivated learning, suggesting social interference to be an important
factor for forming attitude.
Keywords: goals, selves, attitudes, L2 Motivation
Introduction
The research direction of language learning motivation has changed considerably
over the past decades due to the spread of globalisation. Gardner’s pioneering
motivation theories rooted in principles of integrativeness have been subjected to
huge criticisms. As posited by van Rooy (2006), the untenable integrativeness has
been questioned due to the expansion of new inner circles of concentric model
where local L2 varieties are becoming more established in the L2 world, making
previous factors redundant or less important. In fact, the concept of integrativeness
has been questioned further in terms of whether all learners really want to be a
member of imagined global English speaking community to achieve their goals.
What is obvious is that learners have now developed their bicultural identity with
reference to local culture and global culture (Arnett, 2002) and prefer to view
themselves as closer to their local English speaking communities. In reality,
globalisation has affected the learner’s psychological attachment to the native
language community and the need to integrate with the L2 culture is outdated.
Malaysian L2 learners’ English learning motivation: A study of goals, attitudes and self
24
Issues in Language Studies (Vol. 3 No. 1- 2014)
The controversy about integrativeness has been countered by the L2
Motivational Self-System (LMSS) which was prioritised as the learner’s self-concept.
In addition, the learners’ ideal future image was accounted as a strong predictor of
motivation (Dornyei, 2009).
The current research seeks to investigate the relationship of learner goals,
selves, attitudes, and motivation by exploiting Dornyei’s LMSS as grounded theory.
Literature Review
Motivation theory
Over the past decade motivation theory has transformed from integrativeness to
LMSS. Gardner’s pioneering studies on integrativeness as the key factor to language
learning motivation and his socio-educational model is increasingly being seen as
less significant. In Gardner’s theory, integrativeness was referred to as the learner’s
desire to learn the language to become close to the L2 community and its culture
(Gardner, 2001). However, globalisation has brought about new views over the past
decade forcing researchers to heighten the need to re-conceptualise the factors
contributing to language learning motivation. Rapid changes in the identity of
English language in terms of “world English” and its dominance as the
communication mode of globalisation has renewed the interest of going beyond
the traditional integrativeness principles (Coetzee-van Rooy, 2006; Lamb, 2004).
Nevertheless the questions raised concerning the integrativeness principle were
solved through the implementation of Dornyei’s LMSS (Dornyei & Csizer, 2005). In
brief, Dornyei’s LMMS has three main components. The first one is Ideal L2 self
which denotes the L2 specific facet of one’s ideal self and which acts as the
motivator of language learning. The second is Ought to L2 Self which concerns the
attributes one ought to achieve to overcome the possible negative outcomes. Third
being the L2 Learning Experience which concerns the situated motives related to the
immediate learning environment such as the impact of the teacher, curriculum, and
peers (Dornyei, 2010). Presently, recent developments in motivation theories have
led to renewed interest in learner self along with the LMSS. A number of
researchers worldwide have confirmed the validity of LMSS by focusing on different
learner groups (Csizer & Kormos, 2009; Islam, Lamb, & Chambers, 2013; Kormos,
Kiddle, & Csizer, 2011; Lamb, 2012; Papi, 2010; Taguchi, Magid, & Papi, 2009). In fact,
the learner self was identified as the predominant factor for language learning
motivation. New components were added into the LMSS to identify and define
learner self. The Ideal L2 self and learning experiences were found to be factors for
reducing the anxiety and Ought to L2 self as the factor of increasing the anxiety (Papi,
2010). International posture was found to be a causative factor of Ideal L2 self
(Csizer & Kormos, 2009; Kormos et al., 2011). More recently parental
encouragement has been added to the LMSS and there has been found a significant
correlation with the Ought to L2 self (Csizer & Kormos, 2009; Kormos et al., 2011).
International posture (desire to connect with the international community) was
added into the LMSS as an additional goal. As a result, a new interactive model
including goals, attitudes and selves was implemented for assessing learner
Malaysian L2 learners’ English learning motivation: A study of goals, attitudes and self
25
Issues in Language Studies (Vol. 3 No. 1- 2014)
motivation over time. Presently, international posture has proven to be a significant
factor for increasing the ideal L2 self (Kormos et al., 2011). With learner goals’
becoming important predictors of the self-concept, they are also being viewed as
the energy of motivation and source of sustaining the effort and achievement
(Mercer, Ryan, & Williams, 2012). However there has been little attention on the
whole concept of learner goals including their academic goals and social goals.
Recently, most motivation studies have been carried out in urban or metropolitan
areas with little attention being paid to South East Asian language learners. This
issue has been highlighted in a recent Indonesian study but the study was not able
to explore the strong ideal L2 self-due to the relatively young age of the respondents
(Lamb, 2012). Similarly, the concept of national identity in Asia appears to have
emerged due to the spread of globalisation and a recent study in Pakistan found
national interest to be a significant factor for improving Ideal L2 self (Islam et al.,
2013). However, far too little attention has been paid to the national identities of
the learners.
Goals
Goals are identified as the cognitive representation of what an individual is trying to
achieve in a given situation. As such paying attention to the content of learner goals
will enable researchers to understand how multiple goals like social and academic
needs can affect learners’ academic success (Wentzel, 2000). Often, learner goals
vary within and between the cultures according to the cultural context as often
indicated by a number of researchers (Lin, Siegler, & Sullivan, 2010). As such,
motivational theorists have divided academic goals or achievement goals into two
basic categories. Mastery goals often denote the development of the learner ability
and performance goals denote the demonstrating ability or avoiding demonstrating
lack of ability (Midgley, Kaplan, & Middleton, 2001). Mastery goals are identified as
related to the learning and thinking process in achievement situations and are linked
with the adaptive orientation toward life. This includes encouraging appropriate
social behaviour, positive feeling about self and others, and an overall sense of
wellbeing. Presently, performance goals have been found to be problematic,
because these goals highly consider the achievement as valuable. In many cases
when students believe that they lack the competence to perform effectively and
they are concerned with failure, performance goals are seen as harmful (Kaplan &
Maehr, 2006). Both performance goals and mastery goals can be identified as
individualistic goals, because they neglect the social reasons that motivate to
achieve academic success (King & Watkins, 2011). Given the context that Asian
students’ academic achievement are closely related to socially oriented goals, there
is a need to determine if Asian students’ L2 goals may be different. In this matter,
parent orientation and teacher orientation have been identified as socially oriented
motivations of Filipino university students and personal performance and personal
goal choice as individual motivation orientations (Bernardo, 2008). These findings
may be applicable to other parts of Asia as well but there is a need to establish this
setting for other parts of Asia as well. Presently, there has been little discussion
about learner goals and the L2 self in relation to English language learning
Malaysian L2 learners’ English learning motivation: A study of goals, attitudes and self
26
Issues in Language Studies (Vol. 3 No. 1- 2014)
motivation. Kormos et al (2011) looked at a number of factors, did not take into
account the learners’ social goals, though the study was able to proof the impact of
international posture to be a goal to the Ideal L2 in Chile (Kormos et al., 2011) .
This paper is therefore an attempt to illustrate the relationship between
learner social goals and selves and, on the other hand, relationship between the
social goals, L2 attitude, and motivation in the South East Asia context where
national identities, parental guidance and teacher orientation act as a predominant
factor in directing learner achievements. To determine the strength of relationships,
three research questions were formulated as follows:
1. How social goals affect to LMSS in Malaysian context?
a. What is the relationship between learner social goals and selves?
b.What is the relationship between learner social goals and motivated learning?
2. How LMSS applicable to Malaysian context?
a. What is the relationship between ideal L2 self and motivated learning?
b. What is the relationship between Ought to L2 self and motivated learning?
3. How L2 attitude affects to English learning?
a. What is the relationship between L2 attitude and social goals?
b. What is the relationship between L2 attitude and motivated learning?
Method
This study involved 76 undergraduates aged between 22 and 25 from a university in
Malaysia. Participation was voluntary. The participants were from various faculties
in the university and regions of Malaysia. Tables 1, 2, and 3 show the distribution of
the subjects by state. Most students came from the states of Kelantan and Sarawak,
and they had a limited level of English. In terms of first language, 68 percent of the
students indicated Malay as their mother tongue or L1.
Data were gathered through a questionnaire. Questionnaires were filled
leisurely at the university hostels. The Malaysian Entrance Test (MUET) band level
was taken as the indicator for learners’ perceived intellect at the point of study. All
participants took the required English courses at the time of the study.
A questionnaire on motivation and goals was developed to gather views of
learners. Previously developed motivation questionnaires of Taguchi et. al (2009),
Islam et.al (2013), Dowson & McInerney (2004), Dornyei and et. al (1994), and Lamb
(2012) were adapted to design the questionnaire. Firstly, the questionnaire was
piloted among the 31 undergraduates in a university in Malaysia. The final version of
the questionnaire consisted of 36 five-point Likert scale items and took an average
of 10 minutes to complete. The scales are as follows.
Malaysian L2 learners’ English learning motivation: A study of goals, attitudes and self
27
Issues in Language Studies (Vol. 3 No. 1- 2014)
Table 1
Distribution of participants by state in Malaysia
State
Percentage
(N=76)
Sarawak
27
Kelantan
16
Johor
9
Pahang
8
Perak
8
Sabah
6
Selangor
6
Terengganu
6
Kuala Lumpur
4
Melaka
3
Perlis
3
Penang
2
Negeri Sembilan
1
Kedah
1
Total
100
Table 2
Distribution of participants by academic discipline
Academic discipline
Percentage
(N=76)
Applied & creative arts
38
Social sciences
20
Cognitive science & human development
11
Economics and business
17
Computer science & information technology
8
Resource science & technology
4
Engineering
2
Total
100
Table 3
Distribution of mother tongues of participants
Mother tongue Percentage (N=76)
Malay
68
Chinese
16
Iban
12
Tamil
4
Total
100
Malaysian L2 learners’ English learning motivation: A study of goals, attitudes and self
28
Issues in Language Studies (Vol. 3 No. 1- 2014)
1. Motivated learning: This scale measures extent of motivated learning of learners
2. Ideal L2 self: The items are designed to measure imagined personality of
learners they wish to achieve through learning English
3. Ought to L2 self: The obligations and responsibilities they wish to accomplish to
avoid negative future outcomes are measured through this scale
4. Social goals: Socially constructed aspirations of the learners included into this
scale
5.
L2 attitude: Learners’ attitudes towards travel in English speaking countries
and meet English speaking people included into this scale
Data were first subjected to SPSS 21.0 for the Pearson Correlation test. Then
reliability analysis was run to check Cronbach’s Alpha internal consistency reliability
coefficients of the items. Correlation analysis used as the basic statistical analysis
method to examine correlation between the independent variables and dependent
variable.
Results and Discussion
The various items were tested for their reliability and the scores are presented in
Table 4. The scores were in accordance with the Cronbah’s Alpha requirement which
is above 0.7 (Pallant, 2007) and this makes the test items for the various groupings
reliable.
Table 4
Reliability of the variables
Variables
No of items
Motivated Learning Behavior
10
Ideal L2 self
8
Ought to L2 self
4
Social Goals
8
L2 Attitude
6
Α
.890
.935
.816
.901
.873
Correlation between Social Goals and Selves
The mean and standard deviation for Ideal L2 self and social goals was established to
be at x=31.8421 (SD=5.41369) and x=32.8289 (SD=5.00237) respectively, and the
correlation effect was significant as indicated in Table 5.
Table 5
Correlation between Ideal L2 Self & Social Goals
Independent
Dependent
Pearson
Sig. (2 –
Variables
Variable
Correlation
tailed)
Social Goals
Ideal L2 self
.600**
.000
** Correlation is significant at 0.01 confidence level (2-tailed)
Malaysian L2 learners’ English learning motivation: A study of goals, attitudes and self
N
76
29
Issues in Language Studies (Vol. 3 No. 1- 2014)
As Table 5 shows, there is a strong correlation between learner social goals
and the Ideal L2 self. The findings of the current study added an additional
explanation for Kormos et. al (2011) study, which indicated international posture as
a causative factor of Ideal L2 self. Furthermore, the findings of the current study
highlight the Asian L2 learners’ strong attachment of ideal L2 self with the society.
This result may be due to the Asian students’ dependency on co-participants in the
society (parents, friends, siblings, teachers) (Markus et al., 1991). This finding has
important implications for developing L2 Motivational Self system of Asian learners.
Correlation between Ought to L2 Self and Social Goals
The mean value for the Ought to L2 self and social goals was 15.3158 (SD =3.11645)
and 32.8289 (SD=5.00237) respectively. Table 6 indicates a significant relationship
between the Ought to L2 self and the social goals.
Table 6
Correlation between Ought to L2 self & Social Goals
Independent
Dependent
Pearson
Sig. (2 –tailed)
Variables
Variable
Correlation
Social Goals
Ought to L2 self
.579**
.000
** Correlation is significant at 0.01 confidence level (2-tailed)
N
76
The strongest correlation between social goals and Ought to L2 self is
highlighted in Table 6. Interestingly this correlation is related to the Dornyei's LMSS
(2005) who found a strong correlation between instrumentality and milieu. This
finding further highlights the learners’ close bond with the society. They expect to
focus their goals to satisfy the needs of the society. In that scenario, parental
pressures seem to be a pertinent factor of Asian learner motivation. Moreover, this
finding further proves the learners’ positive feeling about self, others and sense of
wellbeing (Kaplan & Maehr, 2006), because they do have necessary duties to
accomplish by learning English.
Correlation between Motivated learning and social goals
The mean value and standard deviation for the motivated learning and the social
goals was found to be at x= 39.6053 (SD=6.13858) and x= 32.8289 (SD=5.00237).
respectively Table 7 indicates the significant correlation between motivated learning
and social goals.
Table 7
Correlation between Motivated Learning & Social Goals
Independent Dependent
Pearson
Sig. (2
Variables
Variable
Correlation
tailed)
Social Goals Motivated
.623**
.000
Learning
**Correlation is significant at 0.01 confidence level (2-tailed)
– N
76
Malaysian L2 learners’ English learning motivation: A study of goals, attitudes and self
30
Issues in Language Studies (Vol. 3 No. 1- 2014)
In accordance with Table 7 learners’ social goals have a significant
correlation with the motivated learning. This result provides further support for the
hypothesis that goals have a dominant role in learner motivation. In this study, social
goals have a significantly strong relationship to motivated learning. This finding,
while preliminary, suggests the increasing demand for English in the Asian social
context due to the spread of globalisation. This also accords with Ushioda (2013),
who suggested the expansion of English language identity and the loss of its
boundaries of culture, values and standards due to the globalisation. Due to the
huge social demand for English in the Asian context, learners are motivated to learn
English to achieve their social goals of acquiring social respect, to serve and
represent the country.
Correlation between Selves and Motivated Learning
The mean and standard deviation for motivated learning and ideal L2 self and ought
to L2 self were found to be at x= 39.6053 (SD=6.13858); x=31.8421 (SD=5.41369)
and x= 15.3158 (SD=3.11645) respectively. Table 12 indicates the correlations of
motivated learning, Ideal L2 self and Ought to L2 self.
Table 8
Correlation between Selves & Motivated Learning
Independent Dependent
Pearson
Sig. (2 –
Variables
Variable
Correlation
tailed)
Ideal L2 Self Motivated
.713**
.000
Learning
Ought to L2 Motivated
.470**
.000
Self
Learning
**Correlation is significant at 0.01 confidence level (2-tailed)
N
76
76
With reference to the Table 8, Ideal L2 self has the strongest correlation
with motivated learning. The reason for this is that university students as adults are
highly motivated in terms of learning English because English is the key for many of
them to achieve their academic success and future professional success. This finding
further confirms earlier findings in motivation studies (Csizer & Kormos, 2009; Islam
et. al, 2013; Kormos et. al, 2011). However, this result differs from some published
studies (Papi, 2010; Taguchi et. al, 2009), which found the highest correlation of
learning experiences and attitudes with the criterion measure. In contrast to earlier
findings of Kormos et. al (2011); Papi (2010); Taguchi et. al (2009) and Csizer and
Kormos (2009), this study found a strong correlation between ought to L2 self and
motivated learning. This result is due to the strength of responsibilities and
obligations of Asian learners in the L2 context. Nevertheless, this needs to be
interpreted with caution because the findings are based on a specific L2 context
where students come from different academic disciplines.
Malaysian L2 learners’ English learning motivation: A study of goals, attitudes and self
31
Issues in Language Studies (Vol. 3 No. 1- 2014)
Correlation between L2 attitudes and social goals
The mean and standard deviation for social goals and L2 attitude was found to be at
x=32.8289 (SD=5.00237) and x=23.9342 (SD=3.70346) respectively. As indicated in
Table 9, it was evident that L2 attitude is a stronger pull factor to social goals. There
is clear evidence that the L2 learners’ strong desire to be connected with the L2
community is important to accomplish their social goals.
Table 9
Correlation between L2 Attitude and Social Goals
Independent Dependent
Pearson
Sig. (2 –
Variables
Variable
Correlation
tailed)
L2 Attitude
Social Goals
.444**
.000
**Correlation is significant at 0.01 confidence level (2-tailed)
N
76
The current study is parallel with the findings of Kormos et. al (2011)
because they found a significant contribution of parental encouragement to the L2
learning attitude. Moreover, according to the findings, it can be predicted that
Malaysian learners L2 attitude is influenced by their social goals. This further
denotes the significance of social attachment in English learning context.
Correlation between L2 attitudes and motivated learning
The mean and standard deviation of L2 attitudes and motivated learning was found
to be at x=23.9342(SD=3.70346) and x=39.6053(SD=6.13858) respectively. Table 10
emphasises the correlation between L2 attitudes and motivated learning.
Table 10
Correlation between L2 Attitudes and Motivated Learning
Independent Dependent
Pearson
Sig. (2 –
Variables
Variable
Correlation
tailed)
L2 Attitude
Motivated
.686**
.000
Learning
**Correlation is significant at 0.01 confidence level (2-tailed)
N
76
It can be seen from the Table 10 that L2 attitude and motivated learning
are strongly correlated. This signifies the significance of L2 attitudes related to the
communication and travel in English speaking countries of learners in motivated
learning. Moreover, findings of the current study are consistent with the study of
Yashima (2004) because like Japanese Foreign Language Malaysian learners are
motivated to learn English for travelling and communication purposes. It can be
noted that learners are motivated to learn English due to social requirements and
the international purposes especially in Asian countries.
Malaysian L2 learners’ English learning motivation: A study of goals, attitudes and self
32
Issues in Language Studies (Vol. 3 No. 1- 2014)
Conclusion
This paper has given an account of goals, selves and English learning motivation of
Malaysian students. This investigation was aimed at examining the relationship
between social goals and selves, social goals and motivated learning, selves and
motivated learning, social goals and L2 attitude, and L2 attitude and motivated
learning. The applicability of Ideal L2 self and Ought to L2 self in Asian context is
further validated by the findings. It has also shown a strong correlation between
Ideal L2 self and motivated learning. The most obvious finding to emerge from this
study is the significant correlation of social goals to the learner self and motivated
learning. Generally, this study has found that learner social goal as an important
indicator of learner self-concept and motivation. Taken together, these results
suggest that L2 learners in Asia have a strong link with the society, and their goals,
selves, attitudes and motivation are derived from the values and norms of the
society. The empirical findings in this study provide new understanding of self and
motivation of Asian L2 learners.
This research has opened up a number of questions that are in need of
further investigation. Additional work needs to be done to establish the social goals
in the L2 motivational self -system. Further research might be required to better
explore the learner self and goals in different Asian social settings and specific
disciplines. More information on social goals would help us to establish a clearer
picture of the social goals of L2 learner’s motivational self–system.
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KEMAHIRAN MENULIS DALAM
BAHASA ARAB MENERUSI AKTIVITI
‘JAWLAH LUGHAWIYYAH’
Mohd Firdaus Yahaya1
Mohd Shahrizal Nasir2
Wan Abdul Hayyi Wan Omar3
Zulazhan Ab. Halim4
Essmat Nasr Sweedan5
Fakulti Bahasa Dan Komunikasi, Universiti Sultan Zainal Abidin
1mohdfirdaus@unisza.edu.my
2mohdshahrizal@unisza.edu.my
3wahayyi@unisza.edu.my
4zulazhan@unisza.edu.my
5essweedan@unisza.edu.my
Abstrak
Kemahiran menulis merupakan salah satu daripada empat kemahiran berbahasa
yang perlu dikuasai dalam proses pembelajaran bahasa. Selain aktiviti P&P di dalam
kelas, aktiviti bahasa di luar kelas yang dijalankan secara berstruktur mampu
memberi motivasi kepada pelajar dalam proses pembelajaran bahasa. Pembentukan
suasana belajar yang melibatkan penggunaan panca indera insan dalam situasi
tertentu di luar ruang kelas memberi banyak manfaat kepada pelajar terutama
dalam proses pemerolehan perbendaharaan kata. Dengan perbendaharaan kata
yang mencukupi, ia dapat membantu pelajar dalam meningkatkan tahap
penguasaan kemahiran berbahasa terutama kemahiran menulis. Artikel ini
bertujuan memperkenalkan satu medium alternatif yang melibatkan aktiviti
pembelajaran di luar kelas yang diberi nama “Jawlah Lughawiyyah”. Bagi mengenal
pasti tahap kemahiran menulis pelajar melalui aktiviti ini, satu kajian telah dijalankan
melibatkan 15 pelajar tingkatan empat di Sekolah Menengah Agama Khairiah, Kuala
Terengganu. Proses pengumpulan data melalui ujian pra dan ujian pasca telah
dijalankan terhadap sampel yang terlibat. Dapatan kajian menunjukkan terdapat
peningkatan pada tahap penguasaan pelajar terhadap kemahiran menulis. Justeru,
kajian ini mencadangkan agar aktiviti Jawlah Lughawiyyah dipraktikkan dalam proses
P&P bahasa Arab khususnya melibatkan pelajar daripada kalangan bukan penutur
jati.
Kata Kunci: Jawlah Lughawiyyah, kemahiran menulis, pendidikan bahasa Arab,
pengajaran bahasa asing, aktiviti bahasa
Kemahiran menulis dalam bahasa arab menerusi aktiviti ‘Jawlah Lughawiyyah’
36
Issues in Language Studies (Vol. 3 No. 1- 2014)
ARABIC WRITING SKILLS THROUGH “JAWLAH LUGHAWIYYAH” ACTIVITY
Abstract
Writing is one of four major skills in language acquisition, which is acquired when
learning a language. Besides teaching and learning in the classroom, well-organised
language activities outside the classroom will motivate the learner in the process of
language learning. Establishing a learning atmosphere which involves the senses in
certain situations outside the classroom will benefit the language learner, especially
in acquiring language vocabulary. Sufficient vocabulary will then help the language
learner to develop competency in language, primarily in their writing skills. The main
purpose of this article is to introduce an outside classroom activity named as “Jawlah
Lughawiyyah”. A study has been carried out to investigate the writing skill
competency of language learners through this activity. The samples were among 15
secondary school students in Form Four at Khairiah Religious Secondary School,
Kuala Terengganu. The collection of data was made at the pre-test and post-test
level. The results showed that the learners in this study had improved their writing
skills. Therefore, this article suggests that Jawlah Lughawiyyah should be
implemented in teaching and learning the Arabic language, specifically to non-native
speakers.
Keywords: Jawlah Lughawiyyah, writing skill, Arabic language, foreign language
teaching, language activity
Pendahuluan
Kepelbagaian bahasa di dunia yang digunakan oleh manusia untuk berkomunikasi
merupakan antara bukti kebesaran Allah SWT. Firman Allah SWT di dalam al-Quran
yang bermaksud, “Dan di antara tanda-tanda yang membuktikan kekuasaan-Nya dan
kebijaksanaan-Nya ialah kejadian langit dan bumi, dan perbezaan bahasa kamu dan
warna kulit kamu. Sesungguhnya yang demikian itu mengandungi keteranganketerangan bagi orang-orang yang berpengetahuan” (Surah al-Rum, 30, m.s. 22).
Penguasaan seseorang individu terhadap bahasa asing memberi nilai
tambah dalam dirinya. Justeru, pelbagai pihak berusaha menawarkan pembelajaran
bahasa asing sama ada di peringkat sekolah, institusi pengajian tinggi mahupun
pertubuhan atau persatuan yang mempunyai kaitan dengan bidang bahasa. Sebagai
contoh, pengenalan program j-QAF (Jawi, Quran, Bahasa Arab dan Fardu Ain)
kepada para pelajar sekolah rendah di Malaysia merupakan antara contoh usaha
memberi nilai tambah kepada pelajar melibatkan penguasaan bahasa Arab. Menurut
Jasmi Amin (2002), bahasa Arab sebagai salah satu model program j-QAF merupakan
bahasa asing di Malaysia. Justeru, pelaksanaan pengajaran dan pembelajaran bahasa
Arab di sekolah rendah merupakan salah satu usaha besar bagi meningkatkan mutu
pendidikan negara dan melahirkan insan yang memiliki nilai tambah dalam diri
melibatkan penguasaan bahasa asing selain daripada penguasaan terhadap bahasa
ibunda.
Kemahiran menulis dalam bahasa arab menerusi aktiviti ‘Jawlah Lughawiyyah’
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Issues in Language Studies (Vol. 3 No. 1- 2014)
Tanpa melihat tahap pengajaran dan pembelajaran bahasa Arab iaitu sama
ada pada peringkat rendah mahupun peringkat tinggi, proses pembelajaran bahasa
Arab oleh pelajar daripada kalangan bukan penutur jati seperti pelajar Melayu di
Malaysia yang melibatkan aktiviti di luar bilik darjah mampu memberi kesan positif
dalam peningkatan pemerolehan bahasa. Aktiviti bahasa di luar bilik darjah yang
dijalankan secara berstruktur dengan mementingkan aspek pemerolehan kemahiran
berbahasa mampu memberi motivasi kepada pelajar dalam proses pembelajaran
bahasa. Pembentukan suasana belajar yang melibatkan penggunaan panca indera
insan dalam situasi tertentu di luar ruang bilik darjah memberi banyak manfaat
kepada pelajar terutama dalam proses pemerolehan perbendaharaan kata. Dengan
perbendaharaan kata yang mencukupi, ia dapat membantu pelajar dalam
meningkatkan tahap penguasaan kemahiran berbahasa terutama kemahiran
menulis.
Oleh itu, satu medium alternatif yang melibatkan aktiviti pembelajaran di
luar bilik darjah perlu diketengahkan dalam proses pengajaran dan pembelajaran.
“Jawlah Lughawiyyah” merupakan salah satu medium alternatif yang boleh
dilaksanakan kepada para pelajar sebagai salah satu aktiviti cadangan bagi
pembelajaran di luar bilik darjah. Aktiviti ini lebih memberi fokus kepada para
pelajar yang terdiri daripada kalangan bukan penutur jati bahasa Arab.
Kertas kerja ini dihasilkan melibatkan penyelidikan berkenaan program
Jawlah Lughawiyyah. Kajian ini dijalankan dengan objektif sepertimana berikut:
1) Memperkenalkan program Jawlah Lughawiyyah kepada para pelajar yang
mempelajari bahasa Arab pada peringkat menengah.
2) Mengenal pasti tahap kemahiran menulis para pelajar yang mengikuti
program Jawlah Lughawiyyah.
Sorotan Literatur
Kemahiran berbahasa secara umumnya terbahagi kepada empat bahagian iaitu;
kemahiran mendengar, kemahiran bertutur, kemahiran membaca dan kemahiran
menulis. Kemahiran-kemahiran ini dipelajari secara beransur-ansur dari yang paling
asas dan mudah kepada yang kemahiran yang kompleks. Kemahiran mendengar
adalah merupakan kemahiran asas pertama yang dipelajari oleh kanak-kanak pada
peringkat awal (Ali Al-Madkur, 1991), malah ia menjadi kemahiran yang utama
sebelum menguasai kemahiran-kemahiran yang lain (Hyslop & Tone, 1988).
Namun begitu, kemahiran lain seperti kemahiran menulis juga merupakan
antara kemahiran yang perlu diberi penekanan yang serius dalam proses
pembelajaran bahasa. Malah, salah satu cara komunikasi adalah melalui penulisan.
Seseorang individu mampu mengungkap dan menzahirkan buah fikirannya,
menceritakan peristiwa serta meluahkan perasaan melalui penulisan.
Menulis merupakan proses penghasilan simbol-simbol grafik yang disusun
berdasarkan pertuturan yang membentuk perkataan-perkataan dan seterusnya
menjadi ayat (Ismail Muhamad, Wan Maizatul Akmar Wan Ahmad & Azman Che Mat,
2013). Ayat-ayat yang disusun itu adakalanya panjang dan adakalanya pendek
berdasarkan beberapa urutan yang bermakna yang membentuk teks, nota, draf dan
Kemahiran menulis dalam bahasa arab menerusi aktiviti ‘Jawlah Lughawiyyah’
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Issues in Language Studies (Vol. 3 No. 1- 2014)
bahan-bahan bercetak (Kamarudin Hj. Husin & Siti Hajar Hj. Abdul Aziz, 1997). Hal ini
bermakna proses pengajaran dan pembelajaran kemahiran menulis amat mencabar
kerana ia melibatkan beberapa kemahiran lain seperti kemahiran membaca.
Pemerolehan kosa kata yang mencukupi turut mempengaruhi proses penguasaan
kemahiran menulis.
Selain itu, pengajaran melibatkan kemahiran menulis juga hendaklah
melibatkan kemampuan mengungkap iaitu memilih perkataan yang betul dan
menyusun mengikut susunan yang betul bagi menggambarkan makna yang
diungkapkan (Hassan Shahatah, 1993). Oleh itu, Yah Awang Nik, Badariah Sani,
Muhamad Noor Wan Chik, Kamaruzaman Jusoff dan Hasif Rafidee Hasbollah (2010)
dalam kajian mereka mendapati bahawa pendedahan yang mencukupi amat
membantu bagi meningkatkan kemahiran menulis pelajar kepada tahap yang
memuaskan. Pendedahan yang berterusan perlu diberikan kepada pelajar kerana
kemahiran menulis merupakan satu proses yang kompleks dan ia perlu dilaksanakan
dengan menjalani proses dan tahap secara sistematik (Roselan Baki, 2003).
Dalam usaha meningkatkan tahap kemahiran berbahasa dalam kalangan
pelajar bukan penutur jati, beberapa langkah penambahbaikan perlu diperkenalkan
dalam sistem pengajaran dan pembelajaran bahasa. Lebih-lebih lagi dalam konteks
penguasaan kemahiran menulis yang seperti sedia dimaklumi bahawa ia merupakan
satu proses yang kompleks. Tambahan pula, sikap pelajar selalunya terbentuk
daripada persepsi mereka terhadap sesuatu perkara. Menurut Ghazali Yusri, Nik
Mohd Rahimi dan Parilah M. Shah (2010), terhadap bahasa merujuk kepada sikap
satu kelompok masyarakat atau sesuatu komuniti terhadap sesuatu bahasa seperti
menarik, sedap didengar, mudah dipelajari dan sebagainya. Sebenarnya terdapat
banyak faktor yang boleh dijadikan rujukan tentang sikap seseorang terhadap
pembelajaran bahasa antaranya seperti minat, kesungguhan, pencapaian dan
dorongan (Ismail Muhamad, Wan Maizatul Akmar Wan Ahmad, & Azman Che Mat,
2013).
Kajian Hisham Khuddaj (2007) menyatakan bahawa pembelajaran yang
melibatkan aktiviti di luar bilik darjah mampu memberi kesan positif dalam
peningkatan pemerolehan bahasa. Aktiviti bahasa di luar bilik darjah yang dijalankan
secara santai, namun mementingkan aspek pemerolehan kemahiran berbahasa
mampu memberi motivasi kepada pelajar dalam proses pembelajaran bahasa. Hasil
kajian membuktikan bahawa aktiviti bahasa yang dijalankan di luar ruang bilik darjah
memberi banyak manfaat kepada pelajar terutama dalam pemerolehan kemahiran
menulis. Hal ini kerana pelajar dikehendaki untuk membuat laporan pada akhir sesi
pembelajaran sebagai hasil daripada aktiviti luar bilik darjah yang telah dijalankan.
Kajian ini menjadi asas kepada pengaplikasian program Jawlah Lughawiyyah
terhadap peningkatan tahap kemahiran bahasa Arab bagi para pelajar bukan
penutur jati. Elemen yang dimanfaatkan dalam program ini telah menjadi kajian
beberapa pihak dalam usaha meningkatkan tahap penguasaan bahasa Arab di
Malaysia. Menurut Ashinida Aladdin (2012), situasi pembelajaran bahasa Arab di
Malaysia hanya tertumpu kepada aktiviti di dalam bilik darjah, dan amat jarang
sekali aktiviti luar bilik darjah dijalankan kepada para pelajar. Keadaan ini
membuatkan para pelajar tidak dapat mempraktikkan apa yang telah mereka
Kemahiran menulis dalam bahasa arab menerusi aktiviti ‘Jawlah Lughawiyyah’
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Issues in Language Studies (Vol. 3 No. 1- 2014)
pelajari di dalam kelas dalam aktiviti harian mereka di luar kelas selepas sesi
pembelajaran.
Kajian yang dilakukan oleh Azani Ismail @ Yaakub, Azman Che Mat dan Mat
Taib Pa (2012) yang menyatakan bahawa aktiviti pembelajaran yang berpusatkan
pelajar memberi ruang yang luas kepada mereka untuk meneroka kemahiran bahasa.
Mohd Feham Ghalib dan Mohd Firdaus Yahaya (2011) mencadangkan supaya cara
pengajaran tradisional yang berpusatkan guru semata-mata perlu diberi nafas baru.
Pendekatan yang dicadangkan dan perlu diterapkan pada masa kini adalah
pendekatan yang lebih memfokuskan kepada pelajar. Peranan pelajar perlu diubah
daripada hanya menjadi penerima maklumat kepada menjadi peneroka dalam
pelbagai bidang maklumat. Dalam masa yang sama, para guru berperanan sebagai
pemudah cara atau fasilitator dalam pengendalian sesi pengajaran dan
pembelajaran seperti yang diterangkan dalam rajah 1. Perkara ini turut disokong
oleh Esah Sulaiman (2003) dalam Che Zanariah Che Hassan dan Fadzillah Abd.
Rahman (2011) yang mencadangkan pendekatan pengajaran yang sama.
Maklumat
Maklumat
Maklumat
Maklumat
Maklumat
Maklumat
Maklumat
Maklumat
Maklumat
Maklumat
Maklumat
Maklumat
Guru/Fasilitator
Guru
Berubah kepada
Pelajar
Pelajar
Rajah 1. Perubahan peranan guru
Selain itu, penggabungan beberapa teknik dan strategi dilihat turut
membawa impak positif dalam proses pengajaran dan pembelajaran. Hal ini dapat
membina kefahaman pelajar terhadap pelajaran serta dapat memastikan aktiviti
pengajaran dan pembelajaran berjalan lancar, sistematik, menarik dan
menyeronokkan pelajar, seterusnya memudahkan pelajar memahami kandungan
pelajaran. Perkara ini dijelaskan dalam kajian Zawawi Ismail, Ab Halim Tamuri, Nik
Mohd Rahimi Nik Yusoff dan Mohd Ala-Uddin Othman (2011) yang menyatakan
bahawa penggabungan beberapa teknik dalam pengajaran dapat memberi kesan
positif dalam pengajaran bahasa Arab.
Berdasarkan sorotan beberapa kajian lepas berkenaan kemahiran menulis
dan aktiviti luar kelas yang berpusatkan pelajar, dapat dirumuskan bahawa
pemanfaatan program pembelajaran yang berasaskan penggabungan beberapa
kaedah dan teknik pembelajaran perlu dilaksanakan bagi meningkatkan tahap
kemahiran bahasa Arab sebagai bahasa asing terutamanya kemahiran menulis.
Program Jawlah Lughawiyyah yang menerapkan gabungan beberapa teknik
Kemahiran menulis dalam bahasa arab menerusi aktiviti ‘Jawlah Lughawiyyah’
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Issues in Language Studies (Vol. 3 No. 1- 2014)
pembelajaran bahasa perlu diuji bagi menentukan keberkesanannya dalam
meningkatkan tahap penguasaan bahasa Arab dalam kalangan pelajar khususnya
melibatkan kemahiran menulis.
Metodologi Kajian
Kajian yang dilaksanakan berbentuk kajian lapangan dengan menggunakan
pendekatan kuantitatif. Kajian ini telah dijalankan di Sekolah Menengah Agama
Khairiah, Kuala Terengganu melibatkan seramai 15 orang pelajar daripada tingkatan
empat. Kesemua sampel merupakan pelajar perempuan kerana sekolah tersebut
merupakan sekolah beraliran agama khusus untuk gender perempuan. Pelajar dipilih
secara rawak melibatkan dua aliran iaitu sains dan sastera ikhtisas.
Bagi mendapatkan data, kajian ini menggunakan ujian pra dan ujian pasca
program Jawlah Lughawiyyah. Rajah 2 berikut menjelaskan kerangka prosedur
kajian.
PEMILIHAN PELAJAR
UJIAN PRA
PROGRAM “JAWLAH
LUGHAWIYYAH”
UJIAN PASCA
ANALISIS DATA
Rajah 2. Kerangka prosedur kajian
Selepas melakukan pemilihan sampel secara rawak, kesemua sampel akan
menduduki pra ujian iaitu selama satu jam untuk menilai tahap pencapaian awal
penulisan karangan mereka. Tajuk karangan adalah berkenaan dengan lawatan
sambil belajar atau rihlah ilmiyyah.
Selepas melaksanakan ujian pra, sampel akan mengikuti lawatan sambil
belajar ke Muzium Negeri Terengganu. Tempoh masa antara ujian pra dan lawatan
sambil belajar adalah selama seminggu. Semua langkah yang bermula selepas
pemilihan pelajar sehingga sebelum pelaksanaan ujian pasca termasuk dalam
program Jawlah Lughawiyyah. Program Jawlah Lughawiyyah mengandungi tujuh
langkah berstruktur dan ia perlu dilalui oleh semua sampel yang terlibat dengan
kajian ini. Penjelasan secara terperinci mengenai program Jawlah Lughawiyyah akan
dijelaskan pada bahagian seterusnya dalam kertas kerja ini.
Kemahiran menulis dalam bahasa arab menerusi aktiviti ‘Jawlah Lughawiyyah’
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Issues in Language Studies (Vol. 3 No. 1- 2014)
Setelah melalui semua langkah dalam program Jawlah Lughawiyyah, sampel
kajian akan menjalani ujian pasca selama satu jam. Soalan ujian pasca menghendaki
sampel untuk menulis karangan sepertimana yang telah dilakukan semasa ujian pra.
Ujian-ujian disemak dan diteliti berdasarkan markah yang dicapai oleh setiap sampel
kajian bagi mengenal pasti tahap kemahiran menulis para sampel kajian yang
mengikuti program Jawlah Lughawiyyah. Rubrik pemarkahan bagi ujian ini
diadaptasi daripada rubrik pemarkahan Wikispaces (Social Writing for Education).
Jadual 1 berikut menyatakan rubrik pemarkahan untuk ujian pra dan ujian pasca.
Jadual 1
Rubrik pemarkahan ujian pra dan ujian pasca
Tahap
5
Cemerlang
4
Sangat Baik
3
Baik
2
Sederhana
1
Lemah
Penerangan
Menyelesaikan tugasan dengan sempurna, dengan kesemua
isi disertakan.
Susunan idea sangat baik dan teratur.
Penggunaan kata hubung yang sangat baik.
Kaya dengan penggunaan kosa kata.
Penggunaan bahasa yang sangat baik.
Kesalahan adalah sangat minimum.
Mengikut format penulisan.
Semua isi diutarakan dalam perenggan.
Susunan idea baik dan teratur.
Penggunaan kata hubung yang sesuai.
Penggunaan kosa kata yang baik.
Penggunaan bahasa yang baik.
Mempunyai kesalahan ayat yang sedikit.
Mengikut format penulisan yang sesuai.
Semua isi diutarakan dalam perenggan.
Kesemua idea disusun dengan baik.
Penggunaan kata hubung yang mudah.
Penggunaan kosa kata yang memuaskan.
Penggunaan bahasa yang baik.
Terdapat sedikit kesalahan pada ayat.
Mengikut format penulisan yang boleh diterima.
Isi dan mesej tidak begitu jelas.
Memberi kesan yang negatif kepada pembaca.
Tidak sertakan beberapa isi yang diperlukan.
Terdapat perkara yang kurang sesuai.
Penggunaan kosa kata yang terbatas.
Terdapat kesalahan dalam ayat yang mengganggu pembaca.
Format penulisan yang tidak konsisten.
Isi dan mesej tidak jelas.
Memberi kesan yang sangat negatif kepada pembaca.
Penggunaan kata penghubung yang sangat lemah.
Penggunaan kosa kata yang sangat terbatas.
Terdapat kesalahan yang berulang dan sukar difahami.
Tidak mempunyai format penulisan.
Kemahiran menulis dalam bahasa arab menerusi aktiviti ‘Jawlah Lughawiyyah’
Markah (%)
81-100
61-80
41-60
21-40
0-20
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Issues in Language Studies (Vol. 3 No. 1- 2014)
Pengenalan Program Jawlah Lughawiyyah
Program Jawlah Lughawiyyah merupakan satu program yang menggabungkan
beberapa kaedah pembelajaran bahasa Arab bagi bukan penutur jati dalam usaha
meningkatkan tahap kemahiran bahasa Arab. Kaedah seperti perbincangan dalam
kumpulan, aktiviti luar bilik darjah, latih tubi secara konsisten, dan pembentangan
hasil kerja merupakan antara kaedah pembelajaran yang ditekankan dalam program
ini. Program Jawlah Lughawiyyah bagi tujuan meningkatkan tahap kemahiran
bahasa Arab ini memberi fokus kepada proses peningkatan penguasaan kemahiran
berbahasa, khususnya yang melibatkan kemahiran bertutur dan menulis.
Jawlah Lughawiyyah merupakan salah satu aktiviti luar bilik darjah
berstruktur. Program ini diatur mengikut kepentingan dan keperluan pengajaran
dengan mempraktikkan pembelajaran berterusan dalam pemerolehan kemahiran
berbahasa dan perbendaharaan kata. Ini bermaksud sistem pembelajaran masa kini
tidak hanya tertumpu kepada bentuk pembelajaran secara bersemuka di dalam
kelas. Sebaliknya pelbagai alternatif baru boleh dimanfaatkan dalam usaha
memperbaiki proses pengajaran dan pembelajaran selari dengan peredaran zaman.
Penyusunan program dibuat dengan mengambil kira pandangan dan
pendekatan yang diketengahkan oleh Bloom, Engelhart, Furst, Hill, dan Krathwohl
(1956) pada tahun 1956. Menerusi Taksonomi Bloom dalam mencapai tahap
kemahiran dan outcome yang selari dengan objektif. Taksonomi bloom merangkumi
tiga domain iaitu kognitif, afektif dan motor-psiko. Domain kognitif digunakan untuk
menilai kemahiran intelektual menerusi dapatan maklumat, analisis dan menilai
maklumat.
Manakala domain afektif digunakan untuk mengukur kemahiran generik,
penghayatan dan penggunaan panca indera yang diterapkan melalui penglibatan
pelajar dalam aktiviti dan perbincangan secara berkumpulan seperti pengalaman
lawatan, perasaan ketika menyentuh, melihat artifak sejarah dan sebagainya.
Seterusnya domain motor-psiko pula bertujuan untuk mengukuhkan kemahiran
praktikal dan teknikal dalam penerapan dapatan ilmu menerusi proses latihan
komunikasi, pembentangan, pembinaan kertas kerja, pengajaran dan perkongsian
dapatan secara audio dan visual (Aqilah B. Huddin, W. M. Diyana W. Zaki, Aini
Hussain Hafizah Husain & Nor Fadzilah Abdullah, 2005).
Program ini juga menggabungkan pendekatan Pembelajaran Kendiri
(Student Centred Learning), Pembelajaran Aktif (Active Learning) dan Pembelajaran
Berkumpulan (Study Group) yang digerakkan secara bersama dalam menjalankan
program Jawlah Lughawiyyah.
Rajah 3 berikut menunjukkan cadangan tujuh langkah bagaimana untuk
melaksanakan program Jawlah Lughawiyyah dalam aktiviti pengajaran dan
pembelajaran bahasa Arab dengan fokus diberikan untuk meningkatkan dua
kemahiran berbahasa para pelajar iaitu kemahiran bertutur (maharat al-kalam) dan
kemahiran menulis (maharat al-kitabah).
Kemahiran menulis dalam bahasa arab menerusi aktiviti ‘Jawlah Lughawiyyah’
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LANGKAH 1
Penetapan tahap penguasaan bahasa para pelajar
LANGKAH 2
Sesi ta’aruf dan penerangan mengenai tugasan dalam
Jawlah Lughawiyyah
LANGKAH 3
Pengumpulan maklumat berkaitan tugasan dalam
Jawlah Lughawiyyah (secara berkumpulan)
LANGKAH 4
Perkongsian maklumat yang diperoleh daripada
tugasan (secara berkumpulan)
LANGKAH 5
Bengkel diskusi maklumat yang terkumpul daripada
tugasan (secara individu)
LANGKAH 6
Penulisan karangan berkaitan maklumat yang
terkumpul (secara berkumpulan)
LANGKAH 7
Seminar Bahasa yang melibatkan pembentangan
keseluruhan aktiviti Jawlah Lughawiyyah
Rajah 3. Tujuh langkah dalam program Jawlah Lughawiyyah
Langkah 1: Penetapan tahap penguasaan bahasa
Pada peringkat awal, pengajar dicadangkan untuk mengadakan satu penilaian awal
(ujian pra) sebelum melaksanakan program ini bagi mengukur tahap penguasaan
bahasa dalam kalangan pelajar. Tujuan penilaian awal ini dijalankan adalah bagi
membantu para pengajar dalam proses pembahagian kumpulan. Pembahagian
kumpulan hendaklah seimbang antara pelajar yang pencapaiannya berada pada
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Issues in Language Studies (Vol. 3 No. 1- 2014)
tahap tinggi, sederhana dan rendah. Seterusnya penilaian awal juga boleh digunakan
untuk melihat peningkatan tahap penguasaan bahasa sebelum dan selepas
menyertai program ini. Kemahiran yang diuji dalam program ini adalah kemahiran
bertutur dan menulis sahaja. Sebenarnya, Langkah 1 ini turut memberi ruang kepada
pengajar untuk mengenali tahap penguasaan setiap pelajar. Pengetahuan sedia ada
berkenaan bahasa Arab yang dimiliki oleh para pelajar tidak boleh diabaikan,
sebaliknya ia perlu dimanfaatkan agar proses pembelajaran dalam diri setiap pelajar
mengalami peningkatan dari semasa ke semasa. Set soalan bagi pra ujian ini perlu
memasukkan komponen kandungan pelajaran yang telah dipelajari oleh pelajar
sebelum mengikuti kelas semasa. Bagi kumpulan pelajar yang baru pertama kali
mengikuti pembelajaran bahasa Arab, soalan berkaitan bacaan al-Quran dan tulisan
menggunakan huruf hija’iyyah atau jawi adalah relevan untuk dimasukkan dalam set
soalan ujian pra.
Langkah 2: Ta’aruf dan penerangan mengenai tugasan
Pada langkah ini, pengajar dicadangkan untuk mengadakan sesi ta’aruf (suai kenal)
antara ahli kumpulan serta penerangan mengenai tugasan yang akan mereka
jalankan. Hal ini bagi membantu pelajar untuk membiasakan diri bersama para ahli
kumpulan mereka yang lain. Sesi ta’aruf akan dijalankan dengan menggunakan
bahasa Arab. Hal ini dapat mengelakkan para pelajar daripada masalah-masalah
yang kerap berlaku dalam komunikasi seperti gementar, tiada semangat untuk
mencuba, tiada persediaan yang mencukupi, tidak yakin pada diri sendiri, khuatir
diketawakan oleh rakan sendiri serta takut untuk berkomunikasi dalam bahasa Arab.
Dengan cara ini, ia memberi ruang yang selesa serta motivasi kepada para pelajar
agar menggunakan bahasa Arab sebagai medium untuk berkomunikasi sesama
rakan mereka.
Disebabkan langkah ini merupakan antara langkah permulaan dalam
program Jawlah Lughawiyyah, pengajar boleh memberi sedikit kelonggaran kepada
pelajar yang lemah untuk berkomunikasi dalam bahasa Arab dan bahasa Melayu.
Apa yang lebih penting, setiap pelajar berusaha pada tahap yang maksimum untuk
berkomunikasi dalam bahasa Arab. Mereka tidak berasa rendah diri ketika
berkomunikasi dalam bahasa Arab, malah lebih bersemangat untuk bercakap dalam
bahasa Arab dengan perbendaharaan kata yang telah sediakala dimiliki. Selain itu,
pengajar boleh menyampaikan maklumat-maklumat tambahan yang berkaitan
dengan program Jawlah Lughawiyyah kepada para pelajar. Sebagai contoh, galakan
membawa kamus sepanjang program ini dijalankan perlu diberikan kepada para
pelajar. Kamus yang boleh digunakan meliputi kamus bahasa Arab penuh atau dalam
bentuk dwi bahasa iaitu bahasa Arab dan bahasa Melayu.
Langkah 3: Pengumpulan maklumat berkaitan tugasan (aktiviti berkumpulan)
Pada langkah ini, pelajar akan menjalankan aktiviti luar bilik darjah. Contoh aktiviti
yang dijalankan adalah seperti aktiviti lawatan ke muzium, tempat bersejarah,
perpustakaan, pusat sains, taman haiwan dan seumpamanya. Pemilihan tempat
perlu bersesuaian dengan kandungan sukatan bagi mata pelajaran bahasa Arab.
Pemilihan tempat yang tepat akan mendorong para pelajar untuk lebih memahami
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Issues in Language Studies (Vol. 3 No. 1- 2014)
seterusnya menghayati perkataan-perkataan yang mereka peroleh dalam situasi
sebenar. Tempat-tempat seperti ini menjadi pilihan untuk program Jawlah
Lughawiyyah kerana terdapat banyak perbendaharaan kata yang boleh diperoleh
oleh pelajar sama ada dalam bentuk kata nama (ism) atau kata kerja (fi’l).
Sepertimana yang telah dijelaskan sebelum ini, pembentukan suasana belajar yang
melibatkan penggunaan panca indera dalam situasi tertentu di luar ruang bilik
darjah memberi banyak manfaat kepada pelajar terutama dalam proses
pemerolehan perbendaharaan kata. Dengan perbendaharaan kata yang mencukupi,
ia akan dapat membantu pelajar dalam meningkatkan tahap penguasaan kemahiran
berbahasa terutama kemahiran bertutur dan menulis.
Perbendaharaan kata yang diperoleh oleh pelajar terbahagi kepada dua
kategori: 1) perbendaharaan kata umum, 2) perbendaharaan kata khusus.
Perbendaharaan kata umum merujuk kepada perkataan-perkataan yang boleh
digunakan pada pelbagai tempat dan situasi. Contohnya perkataan (dzahaba) yang
membawa maksud “telah pergi”. Perkataan ini boleh diperoleh dan digunakan tanpa
batasan tempat tertentu. Manakala perbendaharaan kata khusus pula merujuk
kepada perkataan yang biasanya terdapat pada tempat tertentu sahaja. Contohnya
perkataan (athar tarikhiyyah) yang membawa maksud “kesan-kesan sejarah”.
Perkataan ini hanya boleh diperoleh dan digunakan pada tempat-tempat tertentu
sahaja seperti muzium. Bagi memperoleh perbendaharaan kata khusus inilah,
peranan guru amat penting dalam memilih tempat yang menepati kandungan
sukatan mata pelajaran. Pengajar dicadangkan membahagikan tugasan dalam
bentuk kumpulan dengan tidak meletakkan pelajar dari tahap yang sama. Aktiviti
seperti ini dicadangkan agar pelajar lemah boleh belajar daripada pelajar yang
cemerlang di samping memperkukuhkan kemahiran pelajar cemerlang melalui
perkongsian ilmu sesama rakan. Pelajar dikehendaki mengumpul maklumat yang
boleh didapati daripada pemerhatian, pembacaan, penghayatan, sentuhan,
pendengaran dan lain-lain ketika aktiviti ini dijalankan di tempat-tempat yang telah
ditetapkan. Setiap kumpulan akan ditempatkan di bahagian-bahagian tertentu
dalam tempat yang dipilih bagi menjalankan program Jawlah Lughawiyyah. Setiap
dapatan yang dikumpulkan perlu dicatatkan dalam bahasa Arab. Pada ketika ini
penggunaan kamus sangat membantu para pelajar. Seterusnya, semua perkataan
yang diperoleh akan dikongsikan dalam kumpulan masing-masing. Dalam aktiviti ini,
pelajar disarankan untuk membawa bersama mereka kamus dan buku catatan bagi
melancarkan perjalanan program pada langkah ini.
Langkah 4: Perkongsian maklumat yang diperoleh daripada tugasan (aktiviti
kumpulan)
Proses yang dicadangkan pada langkah ini berfokus kepada perkongsian maklumat
yang diperoleh melalui Langkah 3 dengan rakan-rakan daripada kumpulan lain yang
dibentuk dalam program Jawlah Lughawiyyah. Dengan kata lain, pada langkah ini,
aktiviti yang dijalankan bermula dengan penggabungan ahli setiap kumpulan dalam
kumpulan baru. Ini bermakna setiap kumpulan baru yang dibentuk mempunyai wakil
daripada setiap kumpulan asal iaitu kumpulan semasa melakukan Langkah 3
sebelum ini. Selanjutnya, setiap wakil dalam kumpulan baru tersebut dikehendaki
Kemahiran menulis dalam bahasa arab menerusi aktiviti ‘Jawlah Lughawiyyah’
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Issues in Language Studies (Vol. 3 No. 1- 2014)
berkongsi maklumat terkumpul daripada kumpulan masing-masing. Perkongsian
maklumat ini dijalankan dengan menggunakan bahasa Arab. Sepertimana yang sedia
dimaklumi, maklumat yang dimaksudkan adalah merujuk kepada perbendaharaan
kata atau mufradat yang diperoleh semasa melakukan Langkah 3. Rajah 4
menunjukkan proses pembentukan kumpulan baru yang terdiri daripada wakil
setiap kumpulan asal.
Rajah 4. Pembahagian kumpulan baru
Langkah 5: Bengkel / diskusi maklumat dikumpul (aktiviti individu)
Selepas menjalani Langkah 4, semua pelajar dikehendaki kembali kepada kumpulan
asal masing-masing. Mereka kemudiannya dikehendaki untuk berkongsi maklumat
yang diperoleh semasa perkongsian dalam kumpulan baru. Ini bermakna setiap
pelajar akan memperoleh maklumat yang sama. Namun, pada tahap ini persamaan
dan perbezaan maklumat mungkin akan berlaku kerana masing-masing memperoleh
maklumat daripada sumber yang berbeza. Menjadi tugas para pengajar untuk
menjadi moderator dalam proses penyelarasan maklumat bagi setiap kumpulan. Di
sinilah letaknya peranan pengajar yang akan menjadi orang tengah dalam sebarang
percanggahan maklumat dalam kalangan pelajar dalam kumpulan masing-masing.
Pada Langkah 5 ini, dijangkakan proses perbincangan atau diskusi dalam kalangan
ahli kumpulan akan menjadi lebih aktif. Setiap pelajar akan mempersembahkan
input yang diperoleh semasa berada dalam kumpulan baru pada Langkah 4.
Sepanjang Langkah 5 ini berlangsung, pendapat dan perkongsian perlu dicatat oleh
setiap ahli dan dianalisis untuk memperoleh maklumat yang paling tepat dan juga
untuk tujuan penyelarasan maklumat. Rajah 5 menunjukkan proses penyatuan
semula para pelajar dalam kumpulan asal masing-masing.
Rajah 5. Penyatuan kumpulan asal
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Issues in Language Studies (Vol. 3 No. 1- 2014)
Langkah 6: Penulisan karangan berkaitan maklumat terkumpul (aktiviti individu)
Pada langkah ini, pengajar dikehendaki untuk memastikan setiap pelajar menulis
maklumat yang terkumpul sepanjang program Jawlah Lughawiyyah iaitu melibatkan
langkah-langkah sebelum ini. Pengumpulan maklumat ini dibuat dalam bentuk
karangan atau kertas kerja. Aktiviti ini dilaksanakan secara individu bagi
membolehkan pengukuran tahap peningkatan kemahiran pelajar secara individu.
Penulisan ini bertujuan untuk mengukur kefahaman pelajar terhadap dapatan
pemerhatian dan dianalisis secara kendiri (ujian pasca-menulis). Sebenarnya,
Langkah 6 memberi fokus kepada proses peningkatan kemahiran menulis. Setiap
pelajar dikehendaki menulis karangan atau kertas kerja dengan memanfaatkan
perbendaharaan kata yang diperoleh sepanjang program Jawlah Lughawiyyah ini
dijalankan. Para pelajar masih boleh menggunakan bantuan kamus semasa
menyelesaikan tugasan pada langkah ini. Dicadangkan kepada pengajar agar tidak
mengehadkan jumlah perkataan yang boleh digunakan oleh para pelajar dalam
menyelesaikan tugasan mereka pada langkah ini. Para pelajar bebas memanfaatkan
seberapa banyak perbendaharaan kata yang mereka telah peroleh sepanjang
program Jawlah Lughawiyyah ini.
Langkah 7: Seminar Bahasa yang melibatkan pembentangan keseluruhan aktiviti
Jawlah Lughawiyyah
Pada langkah akhir ini, akan diadakan seminar bahasa yang melibatkan
pembentangan hasil dapatan para pelajar sepanjang enam langkah yang mereka
ikuti sebelum ini. Sesi pembentangan dijalankan secara berkumpulan. Pelajar
diminta membentangkan hasil dapatan aktiviti mereka secara lisan dengan
menggunakan perbendaharaan kata yang diperoleh sepanjang program Jawlah
Lughawiyyah ini berlangsung. Para pelajar juga dikehendaki untuk menyediakan
bahan pembentangan yang mengandungi ayat atau karangan berkaitan topik
pembentangan. Dari sini, dua kemahiran berbahasa Arab iaitu kemahiran bertutur
dan menulis dapat dinilai bagi mengetahui tahap peningkatan dua kemahiran ini
dalam diri pelajar.
Demikian dijelaskan secara terperinci perjalanan setiap langkah dalam
program Jawlah Lughawiyyah. Sebenarnya, perincian berkenaan langkah-langkah ini
tidak bersifat rigid sebaliknya ia bersifat fleksibel. Para pengajar boleh melakukan
sebarang penambahbaikan yang wajar dan bersesuaian dengan tahap pelajar dan
kandungan sukatan mata pelajaran. Berkenaan dengan tempoh masa bagi
menjalankan setiap langkah-langkah tersebut, ia ditetapkan atas kesesuaian dan
tahap para pelajar yang mengikuti program Jawlah Lughawiyyah. Begitu juga dengan
sistem pemarkahan bagi menilai setiap hasil kerja para pelajar sama ada dalam
bentuk individu mahupun kumpulan, ia terletak kepada kesesuaian yang akan
ditentukan oleh para pengajar subjek bahasa Arab. Namun, tidak dapat dinafikan
bahawa dengan adanya pemberian markah atau proses penilaian tertentu bagi
setiap hasil kerja yang berjaya disiapkan oleh para pelajar akan memberi satu
motivasi tambahan kepada mereka, bukan sahaja untuk terus mengikuti program
Jawlah Lughawiyyah tetapi juga untuk mendalami bahasa Arab.
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Dapatan Kajian Dan Perbincangan
Seramai lima belas orang responden daripada pelajar tingkatan empat di Sekolah
Menengah Agama Khairiah, Kuala Terengganu telah mengikuti aktiviti Jawlah
Lughawiyyah. Jadual 2 menunjukkan maklumat demografi pelajar dalam kajian ini.
Kesemua sampel merupakan pelajar perempuan kerana sekolah tersebut
merupakan sekolah beraliran agama khusus untuk gender perempuan.
Jadual 2
Maklumat demografi responden kajian
Aliran
Sains
Sastera Ikhtisas
Jumlah
Bilangan Pelajar
7
8
15
Data dalam ujian pra dan ujian pasca dianalisis berdasarkan rubrik
pemarkahan seperti yang dinyatakan dalam Jadual 1. Antara komponen utama yang
diambil kira ketika proses pemarkahan ini adalah idea, perbendaharaan kata, gaya
bahasa, tatabahasa dan format penulisan. Data ujian pra menunjukkan bahawa tiada
seorang pelajar yang mendapat tahap “cemerlang” dan “sangat baik”. Data
menunjukkan hanya dua orang pelajar mencapai tahap “baik”, lapan orang pelajar
mendapat tahap “sederhana” dan baki lima orang pelajar mendapat tahap “lemah”.
Manakala bagi ujian pasca pula, data menunjukkan tiada seorang pelajar yang
mendapat tahap “cemerlang” dan “lemah”, tujuh orang pelajar memperoleh tahap
“sangat baik” dan “baik”, dan hanya seorang pelajar sahaja yang mendapat tahap
“sederhana”. Peningkatan prestasi pelajar bagi kemahiran menulis dapat dilihat
apabila tiada seorang pelajar yang mendapat tahap “lemah” dalam ujian pasca.
Jadual 3 menunjukkan bilangan pelajar serta tahap yang dicapai oleh mereka dalam
ujian pra dan ujian pasca.
Jadual 3
Bilangan pelajar ujian pra dan ujian pasca
Markah
81-100
61-80
41-60
21-40
0-20
Tahap
Cemerlang
Sangat Baik
Baik
Sederhana
Lemah
Jumlah
Bilangan Pelajar
Ujian Pra
Ujian Pasca
7
2
7
8
1
5
15
15
Analisis data ujian pra dan ujian pasca dalam kajian ini mendapati bahawa
terdapat peningkatan kepada semua pelajar yang telah mengikuti aktiviti Jawlah
Lughawiyyah. Jadual 4 menunjukkan peningkatan markah yang diperoleh oleh setiap
sampel kajian yang melibatkan keputusan ujian pra dan ujian pasca. Peratus
Kemahiran menulis dalam bahasa arab menerusi aktiviti ‘Jawlah Lughawiyyah’
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Issues in Language Studies (Vol. 3 No. 1- 2014)
peningkatan markah ini dikira berdasarkan jumlah perbezaan markah antara markah
ujian pasca dan ujian pra.
Jadual 4
Peningkatan markah antara ujian pra dan pasca
Markah
Bil. Pelajar
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Ujian Pra
Ujian Pasca
35
40
35
40
45
35
20
30
20
20
25
30
60
20
20
75
75
70
75
65
65
45
45
40
55
55
60
70
45
55
Peningkatan
Perbezaan Markah
Peratus (%)
(Pra-Pasca)
40
114.3
35
87.5
35
100
35
87.5
20
44.4
30
85.7
25
125
15
50
20
100
35
175
30
120
30
100
10
16.7
25
125
35
175
Berdasarkan Jadual 4, peningkatan markah yang paling ketara melibatkan
pelajar nombor 10 dan nombor 15, peningkatan markah mereka dari 20 markah ke
55 markah iaitu sebanyak 35 markah atau 175%. Manakala peningkatan markah
yang paling minimum adalah bagi pelajar nombor 13, peningkatan dari 60 markah ke
70 markah iaitu sebanyak 10 markah sahaja atau hanya 16.7%. Jika diperhatikan
pada pelajar nombor 9, peningkatan markah dari 20 markah ke 40 markah atau
100%. Walaupun peratus peningkatannya lebih tinggi berbanding pelajar nombor 13,
akan tetapi pelajar nombor 9 hanya memperoleh tahap “sederhana” berbanding
pelajar nombor 13 yang mendapat tahap “sangat baik” dalam ujian pasca. Majoriti
pelajar menunjukkan peningkatan melebihi 100% dalam ujian pasca.
Daripada Jadual 3 dan Jadual 4, disimpulkan bahawa program Jawlah
Lughawiyyah dapat meningkatkan pemerolehan perbendaharaan kata dalam bahasa
yang dipelajari. Terdapat beberapa faktor yang mempengaruhi peningkatan markah
ujian pasca dalam kajian ini. Antara faktor-faktor yang menyumbang kepada
peningkatan ini adalah pemanfaatan kepelbagaian aktiviti yang berpusat kepada
pelajar di dalam program Jawlah Lughawiyyah seperti perbincangan dalam
kumpulan, perkongsian maklumat sesama rakan dan diakhiri dengan pembentangan
hasil pemerhatian mereka sepanjang mengikuti program Jawlah Lughawiyyah.
Aktiviti-aktiviti ini memberi kesan terhadap pertambahan jumlah perbendaharaan
kata, seterusnya dapat membantu pelajar membina ayat-ayat dalam penulisan
karangan.
Manakala faktor yang menyebabkan tiada seorang daripada pelajar yang
mendapat tahap “cemerlang” dalam ujian pasca antaranya adalah faktor waktu
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pelaksanaan program Jawlah Lughawiyyah yang terhad. Keterbatasan waktu
program yang terhad memberi kesan terhadap proses pemerolehan
perbendaharaan kata dalam kalangan pelajar. Hal ini kerana mempelajari
perbendaharaan kata atau kosa kata memerlukan waktu yang mencukupi (Yang &
Dai, 2011). Di samping itu, proses pembelajaran perlu berterusan bagi meningkatkan
potensi pelajar ke arah kecemerlangan akademik (Rasidah Rashid, 2007). Justeru,
para guru disarankan untuk melaksanakan aktiviti luar bilik darjah secara konsisten
mengikut kesesuaian tempat dan kandungan pelajaran bagi membantu pelajar
meningkatkan jumlah perbendaharaan kata mereka. Aktiviti luar bilik darjah
sepertimana yang dicadangkan dalam program Jawlah Lughawiyyah ini tidak
semestinya dilaksanakan di luar kawasan sekolah. Pemanfaatan kawasan sekitar
sekolah juga dilihat sebagai satu usaha terbaik bagi menambah jumlah pemerolehan
perbendaharaan kata yang akan membantu pelajar dalam meningkatkan tahap
kemahiran berbahasa terutamanya kemahiran menulis.
Penutup
Program Jawlah Lughawiyyah merupakan satu medium alternatif kepada para
pendidik khususnya yang terlibat dalam pengajaran bahasa asing atau bahasa kedua.
Program ini dilihat mampu untuk meningkatkan tahap kemahiran menulis bahasa
Arab dalam kalangan pelajar bukan penutur jati. Pemerolehan kosa kata baru
sepanjang mengikuti program Jawlah Lughawiyyah telah dimanfaatkan sebaiknya
oleh pelajar dalam penulisan karangan mereka. Aktiviti yang terkandung dalam
program Jawlah Lughawiyyah seperti pemerhatian menggunakan panca indera,
perbincangan dalam kumpulan, perkongsian maklumat sesama rakan,
pembentangan hasil pemerhatian dan penulisan karangan merupakan komponen
yang saling melengkapi dalam pemerolehan perbendaharaan kata baru yang boleh
dimanfaatkan dalam meningkatkan tahap kemahiran menulis bagi para pelajar.
Sepertimana yang telah dijelaskan bahawa program Jawlah Lughawiyyah
bukan satu bentuk program pendidikan bahasa yang baru secara total, sebaliknya ia
merupakan satu program yang menggabungkan beberapa aktiviti berpusatkan
pelajar. Program ini disusun secara berstruktur agar dapat dijalankan dengan
sistematik dan dilakukan penilaian bagi mengenal pasti tahap kemahiran bahasa
yang menjadi tumpuan iaitu kemahiran bertutur dan menulis. Berdasarkan kajian ini,
diharapkan ia membuka ruang yang lebih luas untuk diterokai oleh para penyelidik
khususnya yang terlibat dalam pendidikan bahasa Arab dengan fokus utama
melibatkan usaha meningkatkan tahap kemahiran menulis dalam kalangan pelajar
bukan penutur jati.
Penghargaan
Kajian mengenai program Jawlah Lughawiyyah ini dijalankan dengan memanfaatkan
dana Geran Penyelidikan Universiti Sultan Zainal Abidin (UniSZA), kod geran:
UniSZA/12/GU (016). Para penyelidik merakamkan penghargaan kepada pihak
UniSZA khususnya Pusat Pengurusan Penyelidikan dan Inovasi (CRIM) di atas
kelulusan menjalankan kajian ini.
Kemahiran menulis dalam bahasa arab menerusi aktiviti ‘Jawlah Lughawiyyah’
51
Issues in Language Studies (Vol. 3 No. 1- 2014)
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