Arabic learning among religious-oriented students is a must and should be studied as it is included in
public examination such as PT3, SPM and STPM. To learn it effectively, students need to have high
level of motivational beliefs because Arabic language is a rather difficult and challenging subject for
students who are non-speakers. Previous studies recorded a low level of motivation for Arabic
language because it was difficult to master it. Hence, this study will explain the possibility of teachers'
teaching influence students’ motivational beliefs in Arabic language. A quantitative approach used in
this research and conducted using the Student's Evaluation of Teaching Effectiveness Rating Scale
(SETERS) and Motivated Strategies for Learning Questionnaire (MSLQ) questionnaire as an
instrument that was responded to by 542 form 4 religious-oriented students. The data was processed through Pearson correlation analysis. The findings show that the moderate, but significant and positive
relationship between teacher’s teaching and motivational beliefs of religious-oriented students in
learning Arabic language. In this regard, teachers need to diversify their teaching strategies in terms of
delivery learning materials, interaction and the provision of conducive learning environment. This
effort will increase the student's motivational beliefs to Arabic language while developing more
effective and comprehensive Arabic language mastery potential.
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.