Error Analysis of Form Four KSSM Arabic Language Text Book in Malaysia

Abstract

Text books are essential in foreign language learning. Students depend mainly on text books as the source of information, enrichment activities, and reinforcement exercises in learning. Hence, preparation of text books of quality is important to ensure students receive the correct language information and are motivated in learning. Teacher teaching activities will also be facilitated with help from quality text books. This study aims at investigating errors in Arabic language text books for the fourth form used in the KSSM curriculum in Malaysia and recommending the appropriate corrections required. In conducting analysis, the error analysis approach recommended by al-Rājiḥī (1995) and Ṭu‘aimah (2004) were used. This combined approach introduced by these two scholars recommends four steps in language error analysis, namely, identifying, describing, interpreting, and implementing correction and treatment of errors. Findings of the study show that 70 language errors were detected in the unit studied. The errors were categorised as: 32 (46%) grammar errors, 16 (23%) spelling errors, 14 (20%) morphology errors, and eight (11%) lexical errors. This high number of errors demands that educators be more aware of language aspects in preparing text books, especially text books aimed at language learning.

Research trend of Arabic language teaching in the world: Systematic literature review based on Scopus database

“…He published 15 articles in Scopus indexed journals on the topic of Arabic language learning. There are five articles published by Z. Ismail over the last five years with the team (Hussin et al, 2023;Othman et al, 2020;Razman et al, 2022).…”