The phytochemical and biological activity of the leaves and stem barks of Garcinia griffithii have been investigated. Extraction and chromatographic purification of the leaves and stem barks extracts have successfully afforded five biflavonoids namely amento-4''-methylether (1), 3,8''-binaringenin (2), morelloflavone (3), 3,8''-binaringenin-7''-O-glucoside (4) and morelloflavone-7''-Oglucoside (5), together with squalene (6), canophyllol (7), friedelin (8) and β-amyrin (9) which were characterized spectroscopically.All extracts and phytochemicals were tested for antioxidant, antityrosinase and antibacterial activities. The antioxidant assay on DPPH radical scavenging showed that the n-hexane extract of the stem barks had the highest radical scavenging activity with IC 50 value of 96.4 μg/mL, while compound (3) was found to be the strongest antioxidant compound with IC 50 value of 57.6 μg/mL. The methanol extract of the leaves showed the highest total phenolic content with 444.1 mg/g of gallic acid equivalent (GAE/L) and 423.1 mg/g of cathechin equivalent (CE/L). The extracts and all compounds were found to have weak antityrosinase activity. The antimicrobial assays of all the extracts were carried out by minimum inhibition concentration (MIC) and minimum bactericidal concentration (MBC). The methanol extract of the leaves showed the most significant antimicrobial activity towards E. faecalis and K. pneumoniae with MIC and MBC value ranged between 225-450 μg/mL compared to the other extracts.

Multicompetence helps teachers achieve excellence in the classroom. Teachers keep teaching effective especially when they arouse students' interest by using different teaching methods to acquire skills. This article aims to explore the role of foreign languages as one of the factors that contribute to effective teaching among teachers with excellent Islamic teaching in secondary schools. This case study research uses a qualitative approach to collect data from eight secondary schools in Malaysia. Teachers and students were interviewed and the data was analysed thematically using N'Vivo version 12.0. The result shows that the three languages mastered by teachers are Arabic, English and Urdu. The study also found that mastery of foreign languages improves the quality of teaching, attracts students' attention, increases motivation to learn and makes students enthusiastic about learning during teaching and learning sessions in Islamic Education classes. This study has produced a model that can guide teachers of Islamic education and shed light on the importance of foreign language proficiency and its role in improving the quality of their teaching to students.