Teaching Technique Of Islamic Studies In Higher Learning .
Universal Journal of Educational Research 4(4): 755-760, 2016DOI: ing Technique of Islamic Studies in Higher LearningInstitutions for Non-Arabic Speakers: Experience ofFaculty of Quranic and Sunnah Studies and TamhidiCentre, Universiti Sains Islam MalaysiaAzniwati Abdul Aziz*, Mohamed Akhiruddin Ibrahim, Mohammad Hikmat Shaker, Azlina Mohamed NorTamhidi Centre, Islamic Science University of Malaysia, MalaysiaCopyright 2016 by authors, all rights reserved. Authors agree that this article remains permanently open access under theterms of the Creative Commons Attribution License 4.0 International LicenseAbstract Globalization causes educational institutions toencounter various challenges and demand, in which theyneed to play their roles in improving competitiveness andworld-class quality education. Universiti Sains IslamMalaysia (USIM) as a university that integrates Naqli andAqli knowledge has taken the globalization challenge byrequiring the adoption of English and Arabic language as ateaching and learning medium with adaptability ofknowledge discipline even though majority of the lecturerand students are non-speakers of those languages. ForIslamic Studies field, the required medium is Arabiclanguage since it is a discipline of al-Naqli knowledge whichis based on knowledge in Arabic language where all the basicsources of Islamic studies namely al-Quran, Hadis andThurath books are in Arabic language. The objective of thisarticle is to study the teaching techniques applied by thenon-Arabic speaking lecturers when they carry out teachingand learning process of Islamic studies to non-Arabicspeaking students. This research was conducted based onexperience of the lecturers of Islamic studies at Faculty ofQuranic & Sunnah Studies and Tamhidi Centre, USIM.From the research, it was found that each teaching methodsuch as lecture session, tutorial and e-learning wasconducted with different teaching techniques. Varioustechniques have been applied accordingly such asbrainstorming, discussion, presentation, story-telling, roleplay, Q&A, quiz, forum, and exercises. Result shows that theteaching techniques applied in teaching Islamic studies fornon-Arabic speakers are suitable with the ability and basicknowledge of students. Result also found that the techniquesused are significance in teaching process for non-Arabicspeaking students in higher education level. Since thestudents of Faculty of Quranic & Sunnah Studies andTamhidi Centre have basic knowledge in Arabic languageand Islamic studies while they were in high school, researchsuggests on pursuing these teaching techniques andenhancing them from time to time.Keywords Teaching Method, IslamicNon-Arabic Speaker, Higher EducationStudies,1. IntroductionDelivery of quality teaching emphasizes on coherentpresentation, sequential materials, adequate opportunitiesfor student involvement in integrated training, the use ofregular and periodic measurements and constructivefeedback to students (Muhamad Suhaimi Taat et al., 2012,p.B4). The use of effective methods and techniques shouldbe used during the process of teaching and learning. Bothmust be consistent with the strategy and approach adopted.Although there are differences of purpose and functionamong strategy, approach, method and technique, there is aninterrelated relationship among them, as described in thefollowing figure (Teacher Education Institute, 2011, p.11):Figure 1. Relationship among strategy, approach, method and technique.1.1. StrategyStrategy is a concept that involves process of planning so
756Teaching Technique of Islamic Studies in Higher Learning Institutions for Non-Arabic Speakers: Experienceof Faculty of Quranic and Sunnah Studies and Tamhidi Centre, Universiti Sains Islam Malaysiaas to determine actions that should be taken in achieving theintended goals. In teaching and learning context, strategymeans ways or steps or actions that must be implemented inorder to achieve the objectives of teaching and learning.Strategy therefore, focuses on achievement or learningoutcomes (Teacher Education Institute, 2011, p.11).1.2. ApproachThere are various types of approaches which are InductiveApproach, Deductive Approach, Eclectic Approach,Communicative Approach, Interactional Approach andIntegrated Approach (Teacher Education Institute, 2011,p.13). According to Parera (1986), approach is thebackground of philosophy or opinion about main idea to bedebated and is an axiom that is generally accepted statementform the basis of a description (Chang Lee Hoon, p.17).Approach is also a way to deal with a subject, namely how asubject can be taught based on its objectives, and hence, itbecomes a systematic set of theory (Mok Soon Sang, 1992).1.3. MethodMethod is a systematic series of actions to achieve theobjectives of the learning outcomes in short term. Teachingmethod is a way to accomplish a learning objective throughorganized presentation delivery (Mok Soon Sang, 1992). Italso means moving towards a learning objective which hasbeen planned and organized (Sharifah Alwiah, 1986).Method is also a means to achieve a goal; therefore,whatever ways that teachers do to make the studentsunderstand so as to achieve the teaching objectives, then it isa method (Hasan Langgulung, 1981). Definition of methodis also described as a teaching activity that consists oforganized steps, and in each step, there is a planned skill andpractice. Teaching method is not the main purpose ofteaching, but it is a wasilah, that is a way to achieve teachingobjective (Abu Saleh, 1988).This therefore means that teaching method is a plan orprocedure adopted to implement teaching in an orderly,organized and systematic manner. Method is an organized,continuous teaching step that is structured and should beimplemented in order to accomplish a teaching objective.Among the methods proposed for use in teaching andlearning are natural method, grammar translation method,direct method, Hafaz method, linguistic method,code-cognitive method, oral-aural method, natural method,soldier method, psychological method and specific method(Teacher Education Institute, 2011, p.12).1.4. TechniqueAccording to Edward M. Anthony, technique is a trick orstrategy or tactics used by teachers to achieve maximumresults immediately in teaching a specific part of a language.In general, technique is what is seen in the classroom(Azman Wan Chik, 1987) that is teacher’s skills in themanagement and implementation of teaching methods inteaching and learning activities. If a teacher teacheslanguage using advanced communication tools in a languagelaboratory, then it's a technique (Muhammad Azhar et al.,2012, p.894). If an Islamic Education teacher teaches astudent to memorize al-Quran by listening to the recitation incassette, then it is a technique. In conclusion, technique is acontrol of an organization that really happens in classroomswhere it is used to achieve an objective. There are varioustypes of technique namely role-play, games, drill,storytelling, discussion, debate, quizzes, brainstorming,question and answer, simulation, drama and inquirytechniques (Abdul Rasidet al., 2013, pp.47-49).Based on the definitions described above, it can begenerally understood that strategies the planning of dmaterial-centered. Approach is a way to deal with a subjectthat is how a subject is taught according to its objectives. Inaddition, method is a systematic series of actions to achievethe learning objectives in a short term. Teaching method is away to approach a learning objective through structureddelivery. Technique, on the other hand, is a teacher’s skill inmanaging and implementing a teaching and learning activity(Muhamad Suhaimi Taat et al., 2012, p.B4).2. Background of Studies in the Facultyof Quranic and Sunnah Studies (Fpqs)and in Tamhidi Centre, IslamicScience University of Malaysia (Usim)2.1. Faculty of Quranic and Sunnah Studies (FPQS)The objective of the establishment of FPQS is to upholdthe Quran and Sunnah studies in mainstream education byemphasizing the use of information technology in itsteaching and research. In addition, it also seeks to expandIslamic beliefs by providing more opportunities forresearchers and educators to study, research and disseminateknowledge and wisdom contained in the holy book of Quranand Sunnah to the society and country (Academic Division,2005, p.18).In order to ensure that these goals are accomplished,FPQS has established three programs, namely Bachelor ofQuranic and Sunnah Studies with Honours, Bachelor ofQuranic Studies with Multimedia with Honors and Bachelorof Sunnah Studies with Information Management withHonours (Kandil et.al., 2007, p.78).2.2. Tamhidi Centre, Islamic Science University ofMalaysia (USIM)USIM Tamhidi Programme is a programme for SPMleavers that prepare them for their First Degree. Tamhidi isan Arabic word which means 'Setup' which is similar to theterms 'Matriculation' in the Ministry of Education and the
Universal Journal of Educational Research 4(4): 755-760, 2016International Islamic University Malaysia, 'Foundation' atthe University of Malaya, 'Foundation Year' at UniversitiTeknologi Malaysia or similar to the pre-universityprogramme (STPM , HSC or A 'Level). Therefore TamhidiProgramme is equivalent to 'foundation' or fundamentalprograms conducted by the above-said universities. Thereare 5 Tamhidi programmes offered, namely Tamhidi ofMedicine, Tamhidi of Science and Technology, Tamhidi ofSyariah and Law, Tamhidi of Accounting and Muamalat andTamhidi of Dentistry (http://tamhidi.usim.edu.my/).An essential prerequisite for entrance into any academiccenter or faculty in USIM is passed Arabic subjects in SPM(Tamhdi Centre, 2005, p. 9). Students who do not have anybasics in Arabic language are not eligible to apply since theteaching and learning system in USIM is using English andArabic only as a medium of instruction. Arabic languagecourses are compulsory university courses that must belearned by all students from all fields of specialization.2.3. Position of Islamic Studies at the Faculty of Quranand Sunnah (FPQS) and in Tamhidi CentreThe vision of FPQS is to uphold al-Quran and Sunnah inproducing man that is based on Islamic education and recenttechnology that is able to contribute to the society, nation andthe whole world (Academic Division, 2005, p.19). Therefore,the courses of Islamic studies are the basic or main coursesfor all programmes offered.Unlike FPQS, only one of the five programmes offered byTamhidi Centre requires Islamic studies course as the maincourse namely Tamhidi of Syariah and Law programme.However, to realize the objectives of the university that iscommitted to producing Muslim professional graduates whonot only have expertise in the field of Medical Sciences,Science, Technology, Engineering, Economics, Accounting,and Muamalat Syariah and Law, but also possess good ethicsand proper understanding about Islam without neglectingother programmes (Academic Division, 2005, p.13).Tamhidi Centre has provided Islamic studies courses ascompulsory courses that are relevant and significant to thefive programs offered. Similar to the practice in FPQS, theteaching and learning, learning modules and reference booksfor all courses of Islamic studies courses are in Arabic.Since the establishment of USIM until now, all thelecturers and students of Islamic studies courses in TamhidiCentre are non-Arabic speakers. However, just like thescenario in FPQS, the lecturers are able to speak in Arabic asthey used to further their education in countries like Jordan,Egypt, and Morocco. On the other hand, the students havethe basic skills to understand and speak in Arabic as theylearnt Arabic in secondary school that makes it as acompulsory subject.3. Methods and Techniques of TeachingIslamic Studies757According to Zahiah Haris (2011), in order to ensure theteaching and learning process can be implementedeffectively and meet the objectives set, these are the rulesrecommended by the Division of Teacher Education for eachfield in Islamic Education, namely: First, Field of Al-QuranRecitation and Memorization. The proposed methods forthis field are talaqqi musyafahah, tikrar, hafazan, and tasmi’.Second, Field of Aqidah. Under this particular field, storming, reflection, and teaching with computer. Third,Field of Ibadah. For this field, the proposed methods ollaboration, and co-operative learning. Fourth, Field ofAkhlak and Morality. The suggested teaching techniquesunder this field are lectures, discussions, simulations, forum,future studies, contextual teaching, reflection, and groupactivities.According to a study done by Ab. Halim Tamuri morization, drills and lectures are techniques commonlyused by teachers when teaching. In addition, based on a studyconducted by Kamarul Azmi Jasmi (2011), generally themajority of outstanding teachers of Islamic education areusing questionnaires, group discussions, student-teacherdiscussions, reciting verses from the Quran, demonstrations,motivation, memorizing individually, memorizing in groupsand practice in their teaching. However, storytelling andbrainstorming techniques are used more frequently byexcellent Islamic Education teachers in urban areas.Generally, the course delivery methods in highereducation are in the forms of lectures, tutorials, ande-learning as well as individual or group assignments,discussions and presentations (Course Outline, TamhidiCentre, 2013). It is very apparent that educators will applyand implement various teaching techniques during lectureor tutorial in order to ensure the teaching objectives are met.Hence, the primary challenge for Islamic studies courses inUSIM is when the lecturers need to deal with students whoare not native speakers of Arabic and in general do not havethe experience of studying with full Arabic languagemedium in schools. Students' ability to understand thecontent of lessons in Arabic during lecture is the mainobjective of each lesson, but the lecturer cannot and shouldnot simply translate the content into Bahasa Malaysia orEnglish. This definitely violates teaching ethics in USIM.3.1. Question-answer TechniqueLecturing is a common method frequently used bymajority of lecturers in which one-way teaching takes place.In order to reinforce this technique, lecturer should giveabout ten to twenty minutes for the students to ask questionsafter the lecture has ended (Zahiah Haris@Harith &Mustapha Kamal Ahmad Kassim, 2011, p. 286).This technique is also implemented through the lecturerasking questions relating to the subject matter and studentsneed to respond accordingly. Questions are raised after the
758Teaching Technique of Islamic Studies in Higher Learning Institutions for Non-Arabic Speakers: Experienceof Faculty of Quranic and Sunnah Studies and Tamhidi Centre, Universiti Sains Islam Malaysiacompletion of briefing sessions for each sub-topic. Thistechnique is intended to detect the level of understanding ofstudents, encourage students to explain information clearlyas well as to assess the ability to speak in Arabic. Thistechnique will be more effective when planned and qualityquestions are asked as it can help sharpen students’ thinkingskills while creating a more dynamic and efficient learningenvironment.3.2. Role-play TechniqueThis technique is usually used spontaneously by thelecturers. When majority of students cannot understand thesituation explained, the lecturer will ask some of the studentswho are able to understand it well to dramatize it. Thistechnique is a form of drama that does not require scriptsmemorization and the lecturer will only act as a facilitatorbefore the play starts. Students who act in this technique willtry to explain a situation to other students through actingand language styles that can be understood easily amongthem.Simulation method is a controlled learning situation anddeliberately created in which it simulates the real situationwith the aim of training to solve a problem. There are twotypes of methods, namely sociodrama and role-play.Sociodrama is acting activities based upon a story. On theother hand, role-play is acting spontaneously involving agroup of students (Zahiah Haris @ Harith & MustaphaKamal Ahmad Kassim, 2011, p. 286), Not only is thistechnique able to turn a very positive learning environment,but also it can build positive qualities in students. Habit ofhelping others to understand the lesson content can befostered indirectly by using this technique.3.3. Story-telling TechniqueOne purpose of this technique is to give simple examplesof the subject content which can be understood easily andremembered well by the students. Most lecturers useappropriate personal experiences and present it in a simple,easy and effortless language style. Good intonation and bodylanguage help students to better understand the story and itsrelationship with the teaching content.A study conducted by Maimun Aqsa Lubis (2005) showedtechniques of storytelling and acting are among effectivetechniques for students to think in an Islamic way, which canencourage their interest to learn Islamic knowledge, helpthem practice Islamic teachings, improve their moral andattitude, assist them in assessing and improving theircharacter, building their sense of responsibility towardsthemselves, their families and communities as well as helpthem to be good. An appropriate story that is told in aninteresting style makes it a technique that can attractstudents’ attention and concentration in teaching andlearning process. (Ee Ah Meng, 1993).3.4. Drilling TechniqueLecturers apply drilling technique when they have torepeat the facts learned repetitively. It aims to achieve a skillsuch as pronunciation skills, or to make the studentsremember and memorize important facts. Through thistechnique, students need to be alert as they need to listen, seeand think about the meaning of the words according tocontext.According to the Division of Teacher Education, it isknown as tikrar technique that is suggested for the Quranicrecitation and memorization, whereby the lecturers ask thestudents to read the Quran repetitively so that it can beremembered easily (Zahiah Haris @ Harith & MustaphaKamal Ahmad Kassim, 2011, p. 284). It is also suitable to beapplied by the author as most Arabic words have more thanone meaning.3.5. Discussion TechniqueThis technique is usually made in tutorial classes. Thepurpose is to train students to express themselves excellently.The lecturer divides the students into groups; assigns eachgroup to discuss among themselves while being monitoredso that the discussion is focused. After the discussion periodends, the lecturer will ask for a report from each group. Thelecturer will encourage the students to present in a form ofspeech, not through reading out loud. Indirectly, this canenhance the students’ ability to speak in Arabic with thecorrect use of language. Some lecturers use e-learning tocreate forums with topics related to their subject matter.Lecturers will participate in that online forum to monitorany negative element in the discussion. In addition, they canalso monitor the progress of students in writing Arabiclanguage.This is a very significant technique because it involves allstudents in the class and they play an active role in thediscussion sessions. It aims to train students to express theirthoughtful, logical and mature views within a defined timeperiod, encourage students to collaborate and share ideas,create an interest to read as it is necessary for them to makereferences (Mak Soon Sang, 1993). Discussion technique isstrongly encouraged by Imam As-Syafie since a problemcould be discussed without any restrictions of giving anopinion as long as it does not contradict with the
the courses of Islamic studies are the basic or main courses for brainstorming techniques are used more frequently by all programmes offered. Unlike FPQS, only one of the five programmes offere d by Tamhidi Centre requires Islamic studies course as the main course namely Tamhidi of Syariah and Law programme.
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