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The spread of Islam in the Malay Archipelago (henceforth Nusantara) contributed to the activity of al -Quran translation in Malay civilisation. The society started to learn about Islam and the syariah that encouraged them to be close to al-Quran and translate it into the local language. Al-Quran was translated into Malay language in many ways. This study is a study of text aimed at identifying the translated works of al-Quran in Malay language beginning from the 17th century to the 20th century and to investigate its design and chronology. This qualitative study takes a descriptive approach and inculcates the historical method involving heuristics, critique of sources, interpretation and historiography in data collection and data analysis. The research findings show that 21 al-Quran translations into Malay language have been produced since the 17th century in Nusantara. Most of the al-Quran translated works were approached by interpretive translation rather than literal translation. The design of al-Quran translation into Malay language had developed in line with the times, beginning with classical Malay language using the jawi (Arabic) script, until the modern Malay language using romanised script. The concise translation style was seen to dominate the layout of al-Quran translations into Malay language. The al-Quran translation activity was not without controversy, until it led to several works being banned from publication. The rapid translation activity shows the enthusiastic efforts by society in Nusantara in transferring religious knowledge into guidance for daily life.

Text books are essential in foreign language learning. Students depend mainly on text books as the source of information, enrichment activities, and reinforcement exercises in learning. Hence, preparation of text books of quality is important to ensure students receive the correct language information and are motivated in learning. Teacher teaching activities will also be facilitated with help from quality text books. This study aims at investigating errors in Arabic language text books for the fourth form used in the KSSM curriculum in Malaysia and recommending the appropriate corrections required. In conducting analysis, the error analysis approach recommended by al-Rājiḥī (1995) and Ṭu‘aimah (2004) were used. This combined approach introduced by these two scholars recommends four steps in language error analysis, namely, identifying, describing, interpreting, and implementing correction and treatment of errors. Findings of the study show that 70 language errors were detected in the unit studied. The errors were categorised as: 32 (46%) grammar errors, 16 (23%) spelling errors, 14 (20%) morphology errors, and eight (11%) lexical errors. This high number of errors demands that educators be more aware of language aspects in preparing text books, especially text books aimed at language learning.

Kajian ini bertujuan untuk membina sebuah modul yang berkesan bagi mengatasi masalah miskonsepsi dalam pembelajaran ‘adad dan ma‘dūd. Kajian terdahulu menunjukkan pelajar sering terdedah kepada miskonsepsi dalam menguasai ‘adad dan ma‘dūd Arab. Hal ini kerana sistem pembahagian, konsep dan jenis ‘adad serta ma‘dūd dalam tatabahasa Arab yang berbeza dengan konsep yang digunapakai dalam bahasa asal pelajar. Hasil dapatan kajian terdahulu mendapati al-Quran mempunyai sumber yang mencukupi bagi membina sebuah modul pembelajaran berkaitan tajuk ini. Manakala pendekatan ADDEI didapati sangat membantu dalam membina sebuah modul pembelajaran. Melalui fasa-fasa yang dicadangkan, maka modul ini dibina dengan membahagikan ‘adad kepada tiga kelompok sahaja berdasarkan kepada persamaan ciri dalam setiap kelompok berkenaan iaitu ‘adad sama, ‘adad berlawanan dan ‘adad neutral. Pembahagian ini dilakukan untuk mengurangkan masalah kekeliruan dalam kalangan golongan sasaran seterusnya menangani permasalahan miskonsepsi yang diketengahkan. Melalui pendekatan ini diharap masalah miskonsepsi berkaitan tajuk ini dapat diatasi.