Teacher is an important factor swaying students' achievement. The success of an educational entity reflects the quality of the teachers engaged. Teacher factor is identified as one of the main obstacles to the Arabic education. Assessment process of the teachers' quality would help those concerned identify the weakness before preventive and remedial actions being taken. This study intends to identify the features of quality for Arabic teachers agreed by students and teachers as the first step in a continuous assessment of the teachers' quality. The respondents of the qualitative approach are 9 excellent Arabic teachers and 90 students from SMKA throughout Malaysia. The qualitative data are analyzed through descriptive and comparative methods using the Atlas.ti. installer. The finding of this study regarding the experiences of excellent Arabic teachers shows that there are 17 GBA quality characteristics that are seen in 4 categories, i.e. 1) Personality, 2) Assessment and Feedback, 3) Class and Student Management, and 4) Teaching and Learning (T&L). The outcome also uncovers types of similarity and difference in determining the teachers' quality based on teacher and student perspective. The teachers are found as leaning to more comprehensive assessment compared to the students who prioritize the quality of a good teacher-student relationship.

There have been efforts to empower the Arabic language as a subject with the potential to strengthen the Early Integrated Curriculum (KBD) in Malaysia. The importance of mastering this subject is also emphasized in the Malaysian Education Development Plan (2013-2025). Thus, the need to examine language learning strategies with students’ text readability is relevant. However, studies related to the readability of Arabic texts have been found to be limited and there are still weaknesses of students in using language learning strategies. Thus, this study aims to identify the relationship between language learning strategies and the readability of form four KBD Arabic textbooks among Government Aided Religious Schools (SABK) students. The Schema theory and the Interactive Reading Model by Rumelhart (1977) were used as the basis of this study. Meanwhile, quantitative design by survey was implemented on 694 students in five zones of SABK using the proportional strata random sampling technique. Data were analyzed descriptively and inferentially covering frequency, percentage, mean, standard deviation, Pearson correlation tests, and Kuder Richardson 20. The results of the study showed that the language learning strategies were at a moderate level. On the other hand, the level of readability of the Arabic textbooks of the students was disappointing. There was a weak significant positive relationship between language learning strategies and readability of form four KBD Arabic textbooks among SABK students. The implications of the study contributed to the applicability of the theories and models underpinned in the context of this study. The results of the study can also be used by teachers to help students improve their language learning strategies as well as to increase the readability achievement.

Background and Purpose: Efforts to improve the teaching of the Arabic language as a subject have the potential to strengthen the Integrated Dini Curriculum (KBD) in Malaysia. Thus, it is appropriate and necessary to examine the relevance of textbook technical presentation in terms of text readability. Therefore, this study aims to identify the relationship between the technical presentation of the Arabic textbook (al-Lughah al-‘Arabiyyah al-Mu’asirah) in the Form Four Integrated Dini Curriculum in Government-Aided Religious Schools (SABK) and the readability of textbooks.   Methodology: This study was designed as survey research. 694 respondents Form Four SABK were recruited in this study, selected using a proportionate stratified random sampling method. The questionnaire items were administrated to the respondents after they were tested for validity and reliability. Data were analyzed descriptively and inferentially. This included frequency, percentages, mean, standard deviation, and Pearson correlation tests.   Findings: Results showed that the technical presentation of KBD Form Four Arabic textbooks is of a high level. However, the readability of the textbook overall was unsatisfactory. It was also shown that there was a weak significant positive relationship between the textbook technical presentation and the readability of Arabic textbooks for SABK students.   Contributions: The findings of this study have implications on textbook writers to improve textbook readability, especially for language learners. The findings also may contribute to the Ministry of education, course designers, as well school administrators to be vigilant before making any decisions on textbooks used for educational purposes.   Keywords: al-Lughah al-‘Arabiyyah al-Mu’asirah, government-aided religious school students, Integrated Dini Curriculum, readability, textbook technical presentation.   Cite as: Ismail, M. F., & Nik Yusoff, N. M. R. (2022). Textbook technical presentation vs. Readability: An analysis of KBD form four Arabic textbooks in Malaysia. Journal of Nusantara Studies, 7(2), 270-290. http://dx.doi.org/10.24200/jonus.vol7iss2pp270-290

Information on quality teacher character is important and plays a role in the construction of training modules and teacher preparation. However, because few exploratory studies exist on the characteristics of quality teachers in the field of language education, this study aims to identify relevant past studies from various virtual sources through a hybrid literature review method, and to provide a comprehensive review in this field. The study sets out a research question and follows five systematic processes based on it. The results show a long list of language teacher characteristics that include (1) relationships, (2) knowledge and credibility, and (3) delivery. The analysis proves that the language of this list is still raw because it includes the universal characteristics of the teacher and a small number of characteristics that are influenced by external factors. A guide to identifying the true characteristics of a language teacher is essential. Further study should consider the aspects of identifying and differentiating the special characteristics of language teachers and universal characteristics.