Teaching methodology and learning Arabic grammar are synonymous to the conventional method which involves learning that uses textbooks and are often teacher-orientated. In line with the present technological development, every academician ought to be receptive at transforming himself when considering the method to deliver information to students. The method of infographic teaching and learning is a revolutionary method in delivering information to students via graphics, which is direct, easy and student-orientated. This study identifies the need for infographics in the learning of Arabic grammar among students of ISM Arabic Language Studies at UniSZA. A questionnaire on learning needs particularly on aspects of knowledge, usage and content of infographic module in the teaching of Arabic grammar was distributed among students who are undergoing the subject The Study of Ibn 'Aqil Syntactical Texts. Results from the analytical findings led to the need of building infographic module as a supporting material and enriches students' learning method. This module will be produced into a form that shall attract students into learning Arabic grammar independently, which fulfills the characteristics of the 21 st century learning.

It is generally accepted that the efficiency of written Arabic counts on the grammatical accuracy. This research investigates the sentence fragment as one of the foremost errors encountered by Malay undergraduate students in their Arabic written composition. It intended to discover fragment, its frequency and the causes of the fragments. The research employed a mixed method approach. The subjects of the research comprised 30 students selected from the final year students of the Universiti Sultan Zainal Abidin Terengannu, Malaysia. Achievement Test and Questionnaire were the instruments used to collect the data. Markin software version 4.2.4.1 and Statistical Package for Social Science (SPSS) version 23.0 is used to analyse the data. The result of the study revealed that the students produced a total number of 91 fragments with the frequency in decreasing order as follows, misuse of articles 31(34.0%) instances, omission of verb 19(21.0%) instances, omission of subject 17(19.0%), spelling errors 15(16.0%) instances, omission of object 6(7.0%) omission of both subject and verb 3(3.0%). The main causes of fragments were attributed to intralingual sources and other factors explored are related to teachers and students attitudes towards correction and other issues related to written Arabic.

This research states the importance of love; that word with tender shadows and the one beloved by the human soul, and Islam reflects a special understanding for this word as it is a religion that acknowledges love as one of the most vital and effective human impulses and motives in the individual and collective behavior. It is also one of the paths to recognize Allah and approach him. There is no doubt that affection is a positive virtue because it is, in essence, a means to approve the bonds of love and intimacy and reviving them even if it represents an emotional and sentimental denotation, though it is originally a positive and practical tendency. Love is the polar of worship as loving the religion and its details is a sign of the faith perfection; loving Allah entails obeying his messenger peace be upon him and his tradition. There is a semantic difference between the two words: love and affection as love is what settled in the heart and affection is what was translated by the behavior and not every loving person is friendly and the human can love and this love does not show in his behavior and every friendly person has affection in his heart and its basis is the love feeling inside his heart, therefore the affection is the love which is not reflected. The current research relied on references that deal with the semantic differences as a partnership study conducted by Mosul University in Iraq and Universiti Sultan Zainal Abidin in Malaysia.