Kolej Universiti Islam Antarabangsa Selangor, Malaysia
Issues of Arabic proficiency as a foreign language in Malaysia are never-ending and have always been the concern of policy makers and interested groups. This study aims to investigate students’, teachers’ and parents’ (STP) towards effective technique of teaching and learning Arabic Language in the classroom at SMKA. The study employs a qualitatitave method. The informants of the study were three students, three teachers and three parents from three identified SMKAs in Selangor. The participants were chosen by purposive sampling procedures. The study revealed that the effective technique of teaching and learning Arabic Language namely contents, the material, strategy of teaching, the teacher behavior, structure of teaching, learning climate, the students, and time allocated of lessons. As shown in the findings, there was lack of teaching methods which was the main factor of failure in teaching and learning Arabic Language. At the same time, the study revealed that applying a good strategy in teaching and smart learning was the key to success in acquiring Arabic Language. A suggested model, namely effective technique for the success of Arabic Language (ETESAL) is recommended for the success teaching and learning in Malaysia through the case study of STP in SMKA.
STP, SMKA, ETESAL