This study was aimed at identifying activities and teachers' role in inculcating Higher Order Thinking Skills (HOTS). A total of 30 teachers among main trainers of the Arabic language (j-Qaf) in primary schools in Malacca were selected as the respondents for the study. Data was collected via a questionnaire developed based on the checklist for teaching creativity and critical thinking (Teacher Checklist for Creative and Critical Thinking Instruction-TC-C2TI) and analysed for frequency, percentage, and mean. Findings have shown that the teachers provide support for exploration activities and conduct experiments among their students. Support is often given by providing opportunities for the students to think, learn, and study.

Arabic Language is a compulsory subject for students in National Religious Secondary School (SMKA) in Malaysia. Therefore, students need to increase Arabic vocabulary to master their language skills. This study aims to identify the level of Arabic Vocabulary Learning Strategies applied by students and to identify the level of the Arabic Vocabulary Mastery by students of National Religious Secondary School (SMKA). The study used questionnaire and a written test as an instrument of data collection. The sample of study consisted of 157 Form Four students randomly chosen from Secondary School in Malaysia. The results showed that the level of Arabic Vocabulary Learning Strategies applied by students and the level of the Arabic Vocabulary Mastery by students at Secondary School in Malaysia were at moderate level. Pedagogical implications of this study is that effective Vocabulary Learning Strategies should be exposed to the students in the learning process, so that students can use various Vocabulary Learning Strategies to enhance their Arabic Vocabulary Mastery.

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Vocabulary is an important component in acquisition of a language. The use of teaching aids can improve students' mastery of vocabulary learning. This study aims to identify the use of teaching aids in the teaching and learning of Arabic Language Vocabulary at National Religious Secondary Schools and Government-aided Religious Schools from the perspective of teachers and students. This study uses a survey based on a set of questionnaire as instrument of data collection method which involves 31 teachers and 324 Form Four students who are randomly selected from secondary schools in Malaysia. The results show that the usage of teaching aids in teaching and learning of Arabic vocabulary is at a moderate level. Pedagogical implications of study show that teachers need to constantly improve the use of textbooks and dictionaries as the main teaching aids and try to enhance students' mastery of vocabulary learning by diversifying the other types of teaching aids.

Writing skill is a conspicuous language-related skill but many regard it as the most difficult skill to be practiced due to the involvement of complex and complicated thought processes. The success or failure of a student to write is often associated with a number of factors. This study has been conducted to evaluate the level of writing skill among students of Islamic Secondary Schools, to measure the difference of writing skills between SMKA and SMAN, to identify the most dominant factor that determine the mastery of writing, and to evaluate such factors' interaction with student achievement. 184 form-three students were chosen to participate for the purpose of this study. This study used writing efficiency level test and Attitude Questionnaire instruments that contained 25 perception items to represent the five factors studied. Application of mean scale and t-test showed that there was no significant difference in the efficiency of writing between students from both types of school. Other than that, there was no link found between the studied factors except for the teacher factor. This study found that teacher factor is the most dominant one in determining the level of students' efficiency in writing Arabic.