LINUS is a program implemented by the Ministryof Education Malaysia (MOE) in Primary schools through out Malaysia. LINUS is an acronym for Literacy and Numeracy Screening which aims to increase the level of basic literacy and numeracy Among Level One (Year 1) pupils. The purpose of this studyi stoe xamine the teacher's teaching practices of LINUS-Literacy in Bahasa Malaysia. Based on the Theory of Behaviorism and Theory of Jean Piaget, LINUS teachers need tobe Innovative by utilizing techniques that match the LINUS pupils' ability in order to help The low ability pupils in mastering basic literacy skills. Data collection in this study Includes questionnaire, document analysis and observation; this researchuses Qualitative approach. The results of this study are expected to provide in put to Teachers who are teaching LINUS-Literacy in Bahasa Malaysia.
Arabic language is an elective subject that is compulsory for religious-oriented students. One way to
master the language by practicing self-regulated learning that can prevent passive behavior among
students. However, it may be difficult to practice it if the school has less suitable facilities, equipment
and environment. In Malaysia, there are several types of schools that require Arabic language. In this
study, self-regulated learning will be compared based on three types of secondary schools namely
National Secondary School (SMK), National Religious Secondary School (SMKA) and State Religious
Secondary School (SMAN). The quantitative approach was used and the Motivated Strategies for
Learning Questionnaire (MSLQ) as an instrument of this study. The data were collected from 542 form
four religious-oriented students in the three types of schools and processed through ANOVA analysis.
Overall, there was no significant difference in students’ self regulated learning and also one of it dimensions; self-regulation according to the type of school, however, the cognitive strategies use
dimension are significantly different. Therefore, stakeholders should pay attention to the provision of
facilities, equipment and environment that can stimulate self-regulated learning among students to
improve Arabic language performance.