Upin & Ipin is a Malay-language-based animated series produced by Les’ Copaque Production that is televised to educate children about the month of Ramadan. Given the immensely positive reaction from the viewers, this animated series has been expanded in production and translated into a number of different languages, including Arabic, through the use of subtitling or dubbing. The dialogue translation process of this animated series employs Malay ‘pantun’ which are particularly difficult to translate into other languages. Many studies related to ‘pantun’ have been conducted, but the majority of them emphasised on the meaning and values found in the ‘pantun’. Therefore, this study was carried out to investigate Malay ‘pantun’ in Upin & Ipin based on ‘pantun’ theories by Mat Piah (1989) and its translation into Arabic based on translation strategies by Vinay & Darbelnet (1958/1995) & Veisbergs (1997). The focus of this study is on the equivalence of Malay-Arabic ‘pantun’ translation, specifically in terms of translation strategies used, word selection, and ‘pantun’ rhyming. This is a descriptive study that takes a qualitative approach. The findings revealed that the majority of Malay ‘pantun’ in this animated series adhere to Mat Piah’s (1989) 'pantun' characteristics, and seven translation strategies were employed: literal translation, transposition, modulation, equivalence, adaptation, addition, and omission. The researchers suggested that more studies on the translation of Malay animation into Arabic should be done from several perspectives, such as songs, cultural aspects, linguistic decency and so on.

In tandem with the development of technology, the use of multimedia in language learning is one of the best alternatives to make Arabic language learning more productive, effective and communicative. The use of multimedia applications has the potential to help students improve their mastery of the Arabic language, especially listening and speaking skills. However, teaching and learning Arabic language at UiTM are mainly focusing on the conventional methods where lecturers are utilizing textbook as the primary teaching resource. Some educators refuse to take advantage of technology in teaching because of the lack of multimedia learning materials and resources. Furthermore, the multimedia-based teaching materials that are currently available are not designed based on an appropriate instructional design approach which makes these educational materials irrelevant to the real needs of students. Therefore, the aim of this paper is to identify the problems and the needs of third language Arabic students at UiTM towards the development of an integrated exercise module for basic Arabic language through mobile learning application. This study is a survey based on a quantitative approach that uses a set of questionnaires as a research instrument. This questionnaire was distributed to 79 students out of 280 students who took Arabic as a third language at UiTM Shah Alam. Descriptive statistics were used to analyze this quantitative data. The findings revealed that most students agreed that learning Arabic in UiTM is only focused on the use of Arabic textbooks and the exercises provided in the books are not enough for them to master what they had learned. As a result, the students expressed the necessity of utilizing the additional multimedia learning materials in the classroom, not only to improve their Arabic language proficiency but also to perform well in tests and assignments.