Browsing by Author "Asmah binti Mas'ud"

This research aims to assess the effectiveness of the song technique in teaching and learning Arabic skills, especially with regard to reading and writing skills for nonnative speakers in government secondary schools in Malaysia. It is a descriptive and evaluation study that centres primarily on experimental fieldwork study. The theoretical foundation of the study is based on two theories: the Cognitive Theory on learning through multi-media: Dual Coding and Processing Theory (Pavio, ١٩٨٦ and Beddeley, ١٩٩٢) and Limited Capacity Theory (Chandler and Sweller, ١٩٩١). A sample of ٧٠ Form Two students were divided into experimental and control groups to learn ١٢٥ Arabic words. The experimental group had to memorize the words through songs, whereas the control group had to memorize them with any preferred technique. Then they were tested individually. For data collection, the researcher used students’ grades in comprehensive reading and writing skills scored in assessments set by the researcher as well as interviews with Arabic language teachers and observation of the processes of teaching and learning the language via songs in the classroom. The results of the study indicated that the song technique contributed positively in reading and writing skills development. Students in the experimental group scored higher than their counterparts. The study thus indicated that there are statistically significant differences between both groups. These findings confirm the results of previous studies which show that beginners are able to achieve excellent performance in learning language skills via songs better than the traditional technique. At the end of the study, the researcher distributed questionnaires to the students in the experiment group to understand their viewpoints. The students in this study employed memory strategies more in their process of acquiring the language. The outcome of the students’ motivation analysis proposed the use of the song technique as a tool for enhancing their Arabic language skills.