Penggunaan Strategi Pembelajaran Kosa Kata Bahasa Arab pada Kalangan Pelajar Cemerlang THE STRATEGIES USED BY EXCELLENT STUDENTS IN LEARNING NEW ARABIC AFFIXES
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Abstract
The purpose of this study is to explore the strategies used by excellent students in learning new Arabic affixes. It is a qualitative study which used think aloud protocols, observation and interviews as data collection instruments. The conceptual framework of this study was based on the theory of language learning strategies (LLS) and vocabulary learning strategies (VLS). A total of nine form six students from two schools were purposely selected as respondents of the study. They have been asked to learn 13 Arabic affixes. The data for 'think aloud' protocol and interviews were analysed, categorised and coded for recurrent themes. The result showed participants used a variety of vocabulary learning strategies when learning new Arabic affixes however, their level of strategy use is low. The learners' limited use of strategies and their superficial application of the strategies imply the need for Arabic teachers to teach students more effective vocabulary learning strategies. They must be taught and trained to select and use vocabulary learning strategies effectively.
Kajian ini merupakan kajian kualitatif yang menggunakan protokol berfikir lantang, pemerhatian dan temu bual sebagai instrumen pungutan data. Ia bertujuan untuk meneroka bentuk strategi yang digunakan oleh pelajar cemerlang ketika mempelajari kosa kata baharu berimbuhan bahasa Arab. Kerangka konseptual kajian ini dibina berasaskan teori strategi pembelajaran bahasa (SPB) dan strategi pembelajaran kosa kata (SPKK). Seramai sembilan pelajar tingkatan enam dari dua buah sekolah dipilih sebagai peserta kajian ini. Mereka diberi tugasan mempelajari 13 kosa kata berimbuhan bahasa Arab. Data protokol berfikir lantang, temu bual dan pemerhatian dianalisis secara manual untuk mencari tema dan diberi kod. Dapatan kajian menunjukkan peserta kajian menggunakan pelbagai strategi pembelajaran kosa kata ketika belajar kosa kata baharu berimbuhan bahasa Arab, namun tahap penggunaan strategi dalam kalangan peserta adalah rendah. Penggunaan strategi yang terhad dan dilaksanakan secara mendatar menuntut guru bahasa Arab untuk mengajarkan kepada para pelajar strategi pembelajaran kosa kata yang lebih efektif. Mereka mesti dibimbing dan dilatih untuk memilih dan menggunakan strategi pembelajaran kosa kata secara berkesan.
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