Professional Documents
Culture Documents
CHAPTER I
INTRODUCTION
1.0. Overview
This is an introductory chapter which paves the way for the rest
of the thesis. Here the researcher will present the statement of
the problem, the theoretical framework or model of the research,
questions of the study, aims and objectives of the research,
significance/contributions of the research, general background
information about Malaysia, status of the Arabic language in
Malaysia, as well as the site of the present research: National
Religious Secondary School in Kuala Lumpur (henceforth
NRSSKL). It will also outline the limitations of the research and
give a definition of certain terms used in the research. Finally,
there is a summary with a tentative plan of the research.
N.B. if the reference is written in both Arabic and English, it means that
the reference is in the Arabic language.
2
ِ ’anti taktub.
أنت تكتب
They use a Masculine verb form with a feminine pronoun.
The Arabic verbs also inflect for case or mood. There are
three moods in Arabic: the nominative, accusative, jussive.
For example,
8
A: Teaching;
B: Learning of Arabic verb phrase; and
C: Syllabus.
Map 1 Malaysia
1.6.2 History
1.6.3 Society
1.6.4 Language
Moreover, there are still some people who do not believe in any
religion, such people have been categorized as free thinkers,
pagans and orang aslis (jungle men). The latter live in the
jungles. The government tries hard to educate them and convert
them to Islam.
courses are conducted: (i) The two-year course and (ii) The one-
year course.
Pupils are admited at the lower secondary level. They sit for
similar assessment examinations as the academic secondary
schools, that is, the PMR and SPM.
The love of Malays to Islam resulted in the fact that Arabic has a
strong influence on BM, its script and its vocabulary. In BM
there are thousands of words which are borrowed from Arabic (
Beg 1983: 78; زبم الوهما بمن اجماي كِّماCbdul Wahāb Bin Al-Hāj Kayā
1993:133). The Arabic vocabulary are used in BM more than any
other language. As Al-Jundī (1982) puts it, "very often when a
Malay speaks a sentence he uses some Arabic words" ( اجلنم يAl-
jundī 1982:85).
The mosques hold Arabic classes every now and then. Almost
every mosque has a school for teaching students Arabic and
Islamic subjects together ( زبم الوهما بمن اجماي كِّماCbdul Wahāb Bin
Al-Hāj Kayā 1993:89-90).
1.7.1 Location
14) 1 Library;
15) 1 Meeting Room;
16) Science Laboratories;
(SMAKL 1996:12).
1.7.2. History
1.7.3. Philosophy
The school has its mission, goals and objectives, all of which
make up its philosophy (SMAKL 1996: 5-6).
1.7.4 Insignia
As the school sets itself high ideals and objectives, it sets itself
off by having its own insignia (SMAKL 1996:2), which include
its own badge and own song. The badge of NRSSKL is formed
by a crescent and a book on top with the word 'Iqra' which
means 'read'. The words 'Berilmu, Beramal, Berbacti' in 'jawi'
(the traditional Malay writing which originated from the Arabic
letters) are written across. A piece of nib is placed under the
29
In 1997, the total number of students was: 689. They are divided
into:
1.7.7 Curricula
1.7.7.1 Academic
The forms 4-5 split into two streams: a science stream and an
Islamic stream. The science stream contains 10 subjects and as
follows.
In the Upper and Lower Form Six, there are six subjects, which
are as follows.
As to the Arabic VP; the study will cover the following areas: (i)
subject-verb agreement in which the verb agrees with its subject
in person, gender and number, (ii) tense, (iii) mood, and (iv)
voice.
These are the limitations of the study, but the results of the study
it maybe applicable to all form four students in the Islamic stream
who study in the national religious secondary schools in the
country due to similarity in background of L1, educational level,
social status, age etc (see 4.2.3.5 below).
1.10 Summary
Islam in Malaysia, and the school from which the data has been
obtained.
CHAPTER II
REVIEW OF LITERATURE
2.0 Introduction
"techniques which can provide the teacher with insights into the
learning process" (Bell 1981:182). Willmott ( 1990) remarks that
the two "offer important and constructive techniques to help
learning and teaching". James concluded that:
In spite of the fact that two sentences are not well-formed, the
reader can understand what the learner means with a bit of
difficulty.
We could quite rightly interpret this as: I am waiting for the bus
for thirty minutes.
Here is an example of a covertly erroneous sentence from a
German learner of English who said:
47
Data Collection
Error Identification
Error Classification
Error Description
Error Explanation
Pedogogical
Application
Sample size used for EA research also differs from case to case.
The previous studies used between 20 or less ( Noss 1979; Arani
1985; Sougaris 1996; Alicio 1996; Sasaki 1997) and 4835
subjects Mukattash ( 1981).
All linguists (Corder 1974; Bell 1981; Taylor 1986) agree that
identification of errors it is not an easy task. For instance, Taylor
( 1986:151) emphasized "the fact that 'errors' are not primitive
absolutes whose identification is unproblematic". The
identification of error stage requires a researcher to have an
understanding of the language system which he is going to
analyze. To explain it more, let us take the following example:
The classifying errors should be flexible and one should let the
error determine the category ( Teh Geok Choon 1993:54; Choi
Kim Yok 1996: 92-4). In general, errors can be classified into
different categories, or sub-categories, such as semantic or
lexical errors (wrong word, wrong form, poor choice of word,
slang or colloquialism), syntactic errors (e.g. tense, preposition,
article, spelling, word order, subject-verb agreement), discourse
errors, pronunciation errors, etc. Errors can also be classified as
global errors or local errors.
Error analysis not only has a theoretical (see 2.2.3 above) but
also a pedagogical goal, which has been mentioned by its
founding father, Corder ( 1981:45), who stated that
1- the areas in which the pupils are weak, and need help, either
by way of remedial teaching or by introducing new teaching
material;
2- the lexical or grammatical items, for example, infinitives and
gerunds which are difficult for the pupils to use at a certain stage
and need to be taught later;
3- the complete absence of certain grammatical items in their
work and the pupils' recourse to alternative constructions;
4- which areas of the syllabus are important for communication
and which are considered not so important at a certain stage;
5- teaching items which have not been included in the syllabus,
but are necessary at that stage;
6- inadequacies in the official syllabus, for example, lack of
organization and gradation or omission of important items which
the teacher has to take note; and
7- weaknesses or errors which may be entirely new to the teacher
or of which he may be only dimly aware.
This refers to the teacher (s). There are two kinds of teachers
who can contribute to students' errors. First, the language
teacher. Arabic language teachers are sometimes not good
enough in the way they speak, write and teach the language.
Wilkins asserts the crucial role played by the teacher thus:
His skill and his personality are instrumental in creating the
conditions of learning. His skill is dependent on two factors, his
own proficiency in the language teaching ... . What the teachers
are able to achieve will be limited to what their own command of
62
Tench ( 1983) has used this term to refer to the student's undue
reliance on either the spoken or the written form of a word when
the other medium is being used. If a learner pronounces the word
corps according to its spelling: that is, with / ko:rps / instead of /
ko:(r) / (singular) or / ko:rz / (plural), then medium transfer has
taken place.
2.2.8.12 Indeterminacy
2.2.8.14.1 Avoidance
65
This means the usage of the native langauge when the student
simply "gives up" or fails to express himself in the TL. For
instance,
The authority here can be the native speaker, the teacher or the
dictionary to which the learner resorts when he faces a problem.
Brown ( 1987:185) provides an amusing example of this,
involving the dictionary. A foreign learner of English introduced
himself to the classmates, "Allow me to introduce myself and
tell you some of the ..." When he was stuck, he consulted his
bilingual dictionary and said: "headlights of my past". What he
intended to say is highlights instead of "headlights".
2.2.8.14.6 Circumlocution
وسم الصممحااا واما يماا و ممجا ’ األرض المal-ard al-latī fi waşaţ al-
şahrā’ wa bihā mā’ wa shajar/ the land which is in the heart of the
desert, where there are water and trees (example from Abdalla
1996: 141).
2.2.8.14.7 Approximation
2.2.8.15.1 Overgeneralization
2.2.8.15.2 Simplification
69
2.2.8.15.3 Transfer
1- Problems of sampling,
2- Subjectivity of "acceptability" and "error",
3- Isolation of errors from context,
4- Unreliability of precise statistics,
5- Doubt concerning how representative is a particular analysis,
6- Mechanical nature of the process,
7- Confusion of error description with error explanation,
8- Lack of precision in definition of error categories,
9- Simplistic categorization of causes,
10- Learners may avoid problem areas of structure when
expressing themselves freely.
The learner has used the glottal stop Hamza neither above nor
under the alif ()ا. This error was due to either the students'
carelessness or the lack of knowledge of the hamza orthographic
rules. Abūkhudaīrī ( أبو خضمريي1992:34; 1994:57-9) suggests that
the error could be because of ignorance of orthographic rules or
interference from BM (Jawi) which does not place the hamza in
the beginning of word.
If the error analyst does not have a background of BM, what will
he do with the words ( Pengawas Hutan )? It comes from BM
which means forester.
2.3 Interlanguage
2.3.1 Introduction
Interlanguage
2.3.2 Systematicity
2.3.3 Fossilization
Affective Feedback
2.3.5. Variability
2.3.5.1 Introduction
was followed by many others the world over (see Jassem 1993a:
ch. 4; 1994 for a survey).
In his New York city study, Labov ( 1966, 1972a) showed the
influence of the society on language. For example, social class,
sex, and age were all reflected in and correlated with language
use. Upper classes and women used the standard more often than
the working classes and men. Labov also distinguished five
speech styles, which were gathered during the interview session.
These five speech styles can be grouped into two categories as
follows:
(i) Informal (conversational) styles which include:
a) Casual Style
b) Careful Speech
job interviews and public addresses and is thus noted for its
movement away from the vernacular towards the standard.
These five style are arranged along a continuum from the least
formal to the most formal. In other words, the standard occurs
most frequently in minimal pairs and least so in casual style. The
other styles are ranged in between these two extremes. The
reason is due to the amount of attention paid to speech, where it
is minimal in casual speech and maximal in minimal pairs. So
when people pay maximum attention to their speech, they use the
correct forms more often and vice versa.
83
This study has revealed that the subjects' scores on the three
different tasks were indeed significantly different. Style shifting
occurred between narration and interview as well as between
speaking and writing. Further this variability has been related to
the sort of task used to elicit learners' production.
Her findings suggest that students' errors are not only due to
native language interference, but also to interference between the
forms of the second language to be learned.
Dulay & Burt claimed that the presence of such errors in the
production of second language learners of English was evidence
of developmental errors. They further noted that children
learning English natively made such developmental errors such as
omission of function words and determiners, missing possessive
markers, and not marking tense.
the term. The results of the syntactic error analysis showed that
verbs, prepositions, articles, and relative clauses were the areas
where the majority of errors occurred both at the beginning and
end of the term. Prepositions, for example, had similar
frequencies at both times, while verbs had different patterns in
the written and oral samples. The most frequent verb errors
occurred in the use of auxiliary and the copula; auxiliary verb
errors included redundant use, omission, and substitution which
involved errors of number and tense. The most frequent error in
the use of the copula was its omission or substitution by another
verb. The third person singular verb marker "-s" was often
deleted. The majority of tense errors were in tense sequence.
The study reveals that the learners' errors amount to 2233. The
rank order of types of errors is as follows: the definite article
(26.5 %), prepositions (23.5 %), declension ( 19 %), tense (18.1
%) and gender (12.9 %).
(i) " يما ت حمن فِّمل العموام ل كسماMā Talhanu fihi al-cawām 'Errors
of the Populace'. This was the first book on speech errors which
was written by Al-Kisā'ī (d.189/805). Thus it was the opening for
this kind of researches. He collected the speech errors of
ordinary people.
(ii) " جمن العايمة ل مبِّم يlahn al-cāmmah" 'Errors of the Populace'
by al-Zubaīdī (d.379/989),
100
(iii)" ال سمما وت قمِّح اجلنمما البمن يكم الصممق تثقِّمTathqīf al-Lisān wa
Talqiīh al-Janān" 'Sharpening the Tongue and Enriching
the Mind' by Ibn Makkī (d.501/1107),
(iv) " تقمو ال سما البممن اجلموزيTaqwīm al-Lisān ' Correcting the
Tongue' by Ibn al-Jawzī (d.598/1201),
(v) " الفصِّح لثع بAl-Fasīh 'The Eloquent' by Thaclab (d.291/904 ),
(vi) "ىلص م ح اسن ممن البممن السممكِّت ’islāh al-Manţiq 'Correcting
Speech' by Ibn As-Sikkīt (d.244/858), and others.
(i) hearing and reading by the writer where the author directly
heard the error from a certain person or read it in a particular
work.
(ii) reporting by the others where somebody might have told him
about it.
This was the style in which errors were described. They were
listed vis-a-vis their correct forms, which was the standard
technique followed in all such books. All errors were listed
according to their type: phonetic, morphological, grammatical
and lexical.
2.5.1.4.4 Explanation
After the location of the error has been identified in the word,
scholars explained why it is wrong on the basis of evidence from
the Qur'an, Hadith and Classical Poetry.
تكتمب بسم اهلل ىلذا افتتحمت اما كتابماو أو ابتم أا اما ك يماو بغمري ألم أل ما
فحة ة ة ف األل م م اس م ممت فافاو" فة ة ة ا... ه م م جم اج م ممال ز م م األلس م ممنة كثم مماا
( توسط ك ياو أَثْةبَ ألفاو فِّها حنو أب أ بةسم وأخت بةسم اهلل وومال اهلل تعما
. ... اواأ بةسم ربك...
A- Omission:
107
B- Addition:
C- Substitution
D- Misplacement
They also say that the word "public" is derived from 'blindness'.
It is not true. It is derived from "generality". If it were derived
from blindness, it should be then said al-camīah with light ya'.
"يكتممب أكثمما اااصممة( وممال اب ة زممما ووممال ابة القاسم ووممال ابة وهممب
.و ايتازوا ب لك زن العاية وياو أ.وأ باجم ذلك بغير ألف
.والص ةةوا ال أك ت "ة ة إابة ة إ ك ب ةةة لف ىلال ىلذا ووممف ب ممني اا ممني ز م ممني
ف نممل... كقولممك( زب م اهلل بممن زممما زب م الاين بممن القاس م وزب م اهلل بممن وهممب
p.103 "... يكتب بغري أل
The right way is to write "Ibn" with (alif ) ا, unless it occurs
between two proper names, as in Abdullah bin Omar,... etc.,
which is written without alif ( )ا... .
ِ وِّمل لنب م
Another pronunciation error is this example: (مل ابتعمت هم جم
"( األتما ومال(" أركبهما وتَةلَة ُ يsomeone said to a Nabtiy man: why
did you buy this female donkey? He said:” I ride her and she
begets to me”). He mispronounced ُ تَةلَةtaladu (beget), instead of
ُ تَلرtalidu, (p.74).
(ii) Grammatical error: This phenomenon occurs when speakers
say feminine nouns and pronouns in masculine forms. He did not
provide any examples here.
112
2.6 Summary
113
The next chapter deals with the structure and function of the
Arabic verb phrase in standard Arabic.
115
CHAPTER III
3.0 Introduction
This chapter deals with the structure and function of the Arabic
verb phrase in standard Arabic as explained by Arabic
grammarians. It consists of five sections: (i) an introduction to
the verb in general, (ii) subject-verb agreement in which the verb
agrees with its subject in person, gender and number, (iii) tense,
(iv) mood, (v) voice, (vi) action of the verb, and (vii) summary.
A phrase means one or more words that express one thing. The
verb phrase always starts with the verb first. It may consist of: (i)
one verb such as جمااjā'a 'came', kataba 'wrote' or (ii) two verbs
such as ' كا يكتبwas writing'.
The first is called the sound verb ( ) الفعمل الصمحِّح, which has no
long vowels in it (i.e., ) ا و ي. It has three types which are:
The second is the weak verb ( ) اسعتمل. A weak verb has a long
vowel (i.e., ) ا و يas one of its elements. It has five types as
follows:
بمماا يمماةام يممازال يمما بمماح يمما أيس م كمما صممار ل مِّس أصممبح أضممح
. فتئ يا انفك ال
But some of these verbs can be complete, e.g. كما. ( For further
detail see Ibn YaCīsh; Ibn Al-Hājib).
The latter means that the end of the verb assumes one eternal
form. It can apply to the past اساض, present اسضمارعand imperative
األيماtenses ). The first is marked by a fatha [ ْ ]as in,
'كتمبwrote'; the second is marked by sukun [ ْْ ]as in, ' يكتمنthey
(fem.) write'; and the third is marked by sukun [ ْْ ]as in, مبْ اكت
'write'.
3.2 Agreement
3.2.1 Person
There are three persons in Arabic: first, second and third person.
The verb should agree with its subject in person. Here are some
examples:
There are fourteen pronouns in Arabic with which the verb has to
agree. These pronouns are:
It has to be noted that the verb forms differ if used in the present
or the past tense. Thus there are 28 different verb forms the
students have to master ( see tables 3.1, 3.2 below). In the
present tense forms, the agreement is indicated as a prefix
whereas in the past as a suffix. For example, ‘ أكتمبAktubu 'I
write'; كتبتKatabtu 'I wrote'.
3.2.2 Number
3.2.3 Gender
The following two tables summarize all the inflections of the verb
for person, number and gender: The first table in the past tense
and the second in the present tense form.
121
3.3 Tense
3.3.1 Time
3.3.2 Tense
3.3.2.1 Introduction
2- Negative Particle
i) “la” ال
La ( الi.e. (do (not): It negates or indicates the negative in the
present tense. However, the verb after it may have a present or
past tense form. E.g. la taktub “ التكتمبyou do not write”; la
nama wa la ’akala ‘ النام وال أكلhe neither slept or ate’..
To sum up, as can be seen from the above desription, “li’an, kai,
likai and li” have the same function (i.e., causality) in Arabic
grammar. Together with ‘lan’ and ‘lam’, the following verb must
have a present tense form. For ‘an, both present and past tense
verb forms are admissible after it.
darsa) “I will write the lesson”; ( سمو أكتمب الم رsawfa ‘Aktubu
al-darasa) “ I will write the lesson”.
The past tense may be formed in different ways. The basic form,
however, is the pattern or 'wazn' faCala ' فع ةdid' or its
equivalents: for example, sajada 'bowed down', kataba 'wrote',
jalasa 'sat'.
(For a fuller picture, see ابن اجاجبIbn Al-Hājib2: 223 ff.; ابن يعمِّش
Ibn YaCīsh, : 4-6)
The past tense verb form does not necessarily always refer to the
past time. Context plays an important role in determining the
time to which the past tense form refers. بم ريBadrī (1404: 114-
118) summarized the following functions of the past tense as far
as time is concerned:-
129
(( Allah well pleased with them, and they with Allah )), (Al-
Quran, 5:119, as translated by Ali 1991).
The present tense may not correspond to the present time. It may
indicate other functions, which depend on the context in which it
occurs. ب ريBadrī (1404: 199-202) summed them up as follows:
(( But the bounty of thy Lord rehearse and proclaim! )), (Al-
Quran, 93:11 as translated by Ali 1991).
(( But when the forbidden mouths are past, then fight and slay
the pagans )), (Al-Quran, 9:5 as translated by Ali 1991).
(( We said: O Adam! dwell thou and thy wife in the garden )),
(Al-Quran, 2:35 as translated by Ali 1991).
The future may have present or past tense verb forms as has been
seen above when function and context are taken into account.
However, there are two particles (Ibn YaCīsh, vol. 7)- ( سم سو
) - which are always associated with the future tense. ( س مsa)
indicates the near future as in ' سمتكتبshe will write', while سمو
(sawfa) indicates the far future as in تكتب ' سوshe will write'.
The grammatical endings of the last letter of the future verb form
are the same as those for the present tense verb (see 3.3.2.2.2
above). This is because the present and the future tense forms are
the same. The only difference is that the prefixes (sa / saufa)
indicate futurity exclusively.
The particles "sa" and "saufa" always indicate future time. For
example, sa-t’’Aktubu u , saufa t’’Aktubu u "you will write".
134
The five-form verbs are a special set of verbs which have present
tense verb forms. They are so called because they have 5
different forms according to the pronouns attached to them ( ابمن
هشمامIbn Hishām 1992a:62). These are summarized in the table
below:
There are three moods for Arabic verbs: i.e., the nominative,
accusative and jussive. ( ابن يعِّشIbn YaCīsh, vol. 7: 15 ff.; ابن هشمام
135
Ibn Hishām 1992a: 65; حسمنHassan 1974: 277, 421). All affect
the present tense only which have certain characteristic
inflections.
.السببِّة حىت أ لن ك ىلذ الم التع ِّل الم اجلحوة أو العاطفة واو اسعِّة
(ii) by omission of last 'nun' if the verb is one of the five verbs
(see 3.3.2.2.5 above); for example, ' لن يكتبواthey will not write'.
(i) by a sukun if certain jussive particles such as: مل سما الم األيما ال
الناهِّةprecede it. For example, يكتب
ْ 'ملhe did not write'.
(ii) by deleting the nun in case of the five verbs such as ' لمن تكتبموا
you will not write'.
(iii) by omission of the final vowel in the case of weak verbs (see
3.1.1 above). E.g. ' مل نبكwe did not weep'.
3.5 Voice
There are two voices in Arabic: active and passive. The active
voice has the structure Verb-Subject-Object (or sometimes)
Subject-Verb-Object as in kataba Zaydun ad-darsa ( Zaydun
kataba addarsa ) 'Zayd wrote the lesson'.
The past verb form for the passive voice can be obtained as
follows:
3.6 Summary
CHAPTER IV
4.0 Introduction
This is a case study (Goode & Hatt 1952; Grosof & Sardy 1985)
which is a useful technique for gathering data from the students
and focuses on a subject which may be either very representative
or extremely atypical. All studies on EA used this type of
research (Abdalla 1996; Alicio 1996; Abukhudairi 1992; Haja
Mohideen 1991; Oyedepo 1987; Abdul Latif 1986; Arani 1985;
Mattar 1978; El-Hibir 1976). Therefore, this type of research is
suitable for this study to answer the research questions.
The data for this study is limited to written production tasks (Nunan
1992). Therefore, there is no spoken data which is more suitable to
pronunciation errors (Altaha 1995). Emphasis on written tasks was
chosen in this research for a number of reasons as follows:
139
Also Abdel-Latif (1986:308) prefers written data because " they save
time and there is less chance of performance errors" and Oyedepo
(1987:204) prefers also written materials “for it was felt that such
essays would reflect the learner's normal performance”.
There are three studies conducted in this research: two are pilot
and one is final. All these studies will be presented below.
141
During the pilot study, the researcher received help from two
research assistants s who were teaching in the school for five
weeks April 1 - May 5, during their teaching practice (Sasaki
1997; Wolfson 1976; زبم اسع مCabdul-MuCţī 1990; زمماCumar
1983). They helped identify the students, observed the students
with the researcher in the class and collected works from their
students.
(i) The students did not have to write a long essay, which shows
how they use the language productively and creatively;
(ii) The questions were controlled and guided in the sense that
the students were required to make few changes in the structure
of the sentences; and
(iii) Unable to elicit the common errors.
The students were told that these topic are compulsory for all of
them in both groups. The duration during given to the students
was from 10 - 15 April 1997. The length of each essay is two
pages.
On the due date, some students did submit some of their works,
while others did submit after three days. The reason for them to
write the composition at home is to write freely and quiet. All in
all, 54 papers were collected: i.e., 27 from each class.
The data was collected for the final study from the above
mentioned school on 20 -21 October 1997.
The data was obtained from the fourth level (i.e., fourth year)
students who were studying in the Islamic stream. The total
number of students in level four were 54 in 1997.
There are obviously certain reasons that led the author to choose
these subjects of fourth year students for this research. These can
be summarized as follows:
4.2.3.5 Characteristics
The students were between the age 15-17 years old. 30 of them
were males and 24 females. All were Malays. They come from
the different states of Malaysia: 38 are from Kuala Lumpur, 3
from Perak, 3 from Negeri Sembilan, 2 from Johor, 2 from
Kelanatan, 1 from Pahang, 2 from Selangor. There was 1 student
who gave no information as to locality. Table 4.1 below sums up
all this information.
147
Total 54
__________________________________________________
The students were asked to write two pages on this topic. The
time given to each group was 70 minutes.
The aim of this topic was to isolate the present tense as the
students were supposed to use the present tense here. Also the
topic is familiar to the students so that there would be no
problem in obtaining enough data.
The total number of papers collected were 54. The students were
never told about the aim of this study. They wrote these
compositions in the class as a language activity.
4.2.3.7 The Questionnaire
The procedures of the data analysis in this study will use both
qualitative and quantitative methods (Creswell 1994; Hussin
1995; Abdalla 1996; Sasaki 1997).
150
the present tense, and so on. These categories will form the basis
of the analysis, results and discussion later.
The researcher ignored the following cases, all of which were not
counted as errors. In other words, they were considered correct
152
sign of hamza is shown on 'alif like أصم. Also not placing hamzat waşl
( )مهممة وصمل () اwhich is not shown on the 'alif like ان من. As these cases
are not confusing, they were not counted as errors.
for these words also. Thus, the present researcher deduced the intended
meaning from the context of the verb.
However, in the use of the passive voice only, such cases were
considered errors because they are essential to meaning on the one hand
and Arabic speakers usually place them here, on the other hand.
--------------------------------------------------------------------------
Discoursal errors. These relate to the larger organization of text. For
ِ أنا اال خبري عرف صwhere the student used the verb in the
example: محتك
past tense instead of the present tense. The sentence should be: أنما ان
ِ خبمري وأريم أ اطممأ ز م ص. These have been ignored because they fall
محتك
beyond the scope of this work and because the main concentration of
this work is on the use of the verb, especially tense.
However, this error may be explained in another way in which the verb
has been omitted from the sentence: i.e., حنمن ن"نةةول الف مور اس عم. The
examiner gave more weight to the use of the noun for the verb. This is
because what the student intended to say was: ( حنمن نِطةر اس عمwe
'have breakfast' in the restaurant). Here is another example: حنن صةتتنة
( العشمااwe our prayer al-Cisha' ). The student is speaking about a past
action: i.e., ( we prayed Cisha' ).
---------------------------------------------------------------------------
In certain cases, the researcher made some guesses about the meaning
of certain sentences which were not clear in students' writing. For
example:
a) اجملمف الفصل بحث أصة ال رو يف الص يق-
What the learner means to write is:
. أتناوش يف ص يق زن ال رو ال ةرسناها/أحبث
b) حنن ريض اس عب-
154
The student wants to say: اس عممب حنمن ن"ة ر نلع ن"ةةريhere the
learner used the noun as a verb.
---------------------------------------------------------------------------
Giving more weightage to using the right verb tense forms; for
example, ( أنا ذهبت ا اجمام لغس ي بسthe correct form is: أنا ذهبت ا
)اجممام غس ي بمس. Here the student uses the past tense form instead of
the present. Which is an error. This case may be right, however, when
it is considered as a phrase (shibh jumlah ) مبل ل مة. It was considered
an error, nevertheless, because the student wants to use the present
tense.
--------------------------------------------------------------------------
The researcher treated the verb in the following case ' مث أرتبة سمايايthen
I arranged my bed' in two ways: one is error and one is right. Here the
error is in the addition of ta, at the end of the verb. However, It is right
in S.V.A.
Certain cases were either not written clearly and legibly or were
unintelligible; they did not make sense and could not be
understood by the researcher. Such cases were dismissed and so
not included in the analysis as no satisfactory explanation could
be given to them.
There are three methods used for scoring the errors. One method
calculates the percentage of errors relative to the total number of
the words of the text. As Norrish puts it;
This method has the advantage of ranking the errors. That is, it
shows in which of the areas studied the students committed the
most mistakes. In the above table, it can be seen that more errors
occurred in NP than in VP and so on. However, it does not show
the percentage of error and non-error in each case. For example,
there is no way as to know how much the percentage of error in
the use of preposition, tense, etc. is.
4.4 Summary
This chapter has dealt with the research methodology applied for
this study. It has shown how the language data has been
collected and analyzed. The next chapter deals with the
presentation and discussion of the errors.
159
CHAPTER V
5.0 Introduction
_________________________________________
No. of Errors Total Percentage
2- اس عم ( بعم صم ة زشمأ حنمن ماbaCda şalāt Cisha’ nahnu shariba
fī al-māţCam) “after ‘isha’ prayer we drank at the restaurant”.
S1M, T1.
161
The student used the past tense instead of the nominative present
tense. Therefore, he should write: اس عم ( حنممن نشمماnahnu
nasharabu fī al-maţCam) “we drink at the restaurant”.
The student used the past tense verb instead of the noun
wrongly. He should write: ( تووفمت زمن ال راسمةtawaqaftu Can al-
dirāsh) “I gave up the study”.
The student here used the past tense verb instead of the noun
wrongly. He should write: ( بم أا ال راسمة الثاينمةbada’tu al-
dirāsah fī al-thāminah) “I started study at eight”.
The student used the noun as a verb in the past tense wrongly.
The correct form is: …( … نامnama ) “ … he slept”.
163
2- ذهبممت ىل الم يوا االكممل لتنممول الف ممور (dhahbtu ’ilā aldīwān al’akl
litanawul al-fuţūr) “I went to the dining hall to have breakfast”.
S36F, T1.
The student used the noun as a verb in the past tense wrongly.
The correct form is: ( تناولت الف ورtanawaltu) “I had breakfast”.
Errors in the use of the past tense fall into three categories:
omission, addition and misplacement. Here are a few example on
each case.
164
i) Omission:
1- بممة لِّتأهممب ا اس رسممة ’ ( انمما ىلا بِّمت الana ’ilā bayt alţullābah
liyata’ahhab ’ilā almadrasah) “I to hostel to be ready to the
school”. S6M.T1.
The student here omitted the verb from the sentence which
should be: ( رجعتrajiCtu ) “ I went back”.
The student omitted the verb, which should be: حصمل ز م ةرجمة
( ثانِّةhasala Calā darajaten thāniyah) “he obtained second class”.
ii) Addition:
1- ’( أنا وج أساةana wajada ’usrah) “I have family”. S6F, T2.
iii) Misplacement:
There are two types of misplacement or substitution: one is
grammatical, which involves replacing the past tense by some
other tense, as it has been described above (i.e., tense choice).
165
The following table presents all the results for all these three
categories.
The above table shows that the vast majority of errors (1074 or
41.07) are in misplacement especially grammtical misplacement.
166
a) Omission:
1- ( ةخ نما ا الفصمل بعم ىلةق اجلماdakhalnā ’ilā alfasli baCda daqqa
al-jaras ) “we entered into the class after the bell rang”. S7M,T1.
The student here omitted the infinitivizer ‘an from the sentence,
which should read as: …( … بعم أ ةق اجلماbaCda ‘an daqqa al-
jaras ) “…after the bell rang”.
b) Addition:
1- ( مث از مت الوضموا أل صم ت الصم ة الصمبحthumma ’cţat alwudu’ li’an
şallat alşalāt alşubh) “ then she gave ablution to prayed morning
prayer”. S19F, T1.
c) Misplacement:
Means substitute particle for particle, or placing particle with
wrong tense.
The student used the particle li‘an with the past tense form
wrongly, the right form should be: ( ألصli’uşallī )” to pray”.
The student used the li‘an with the wrong past tense form, which
should be in the present tense form: i.e., ( نكملli’akula ) “to
eat”.
3- ىل الم نِّا ( بم و ام مل وجم النماbidūn ’um lam wajad alnās ’ilā
aldunyā) “without mother he did not found people to the life”.
S12F, T2.
168
4- ( مل ةر زمن الم نِّاlam darasa Can aldunyā) “he did not studied
about the world”. S9M, T2.
The student misplaced the jussive “lam” here. He used it with the
past tense instead of the present tense verb, it should be: مل يم ر
“ زن ال يناhe did not study about the world”.
TABLE 5.5 Tense particle errors in the use of the past tense.
___________________________________________________
1- ’An Al-Masdariyah (Infinitivizer
’an)
169
The above table shows that only three particles were used with
the past tense. The particle ‘an al-masdariyyah is the most
commonly used particle; it occurred 124 times out of 227 cases
or just over 50 %: it was omitted in 10 out of 124 cases; added
in 8 out of 124 and misplaced in 4 out of 124 cases.
The two other particles were equal in their frequency in the data.
Errors in their usage are few and are all in the category of
misplacement. Causative lam was misplaced with the wrong
tense form in 2 out of 227 cases whereas jussive lam was used
with the past instead of the present in 6 out of 227 cases.
i) Omission:
1- ’ ( أنمت لعمت وماة الايشمةanta laCta qurat alrīshah ) “you played
badminton”. S47M,T1.
The student here omitted the letter from the past tense verb.
The correct form should be : ( بعم أ لعبنما أنما وأنمتbaCda ’an
laCibnā ’ana wa ’anta) “after we played; I and you”.
ii) Addition:
1- ’ ( أنت لعبتاanta laCibtā )"you played”. S47M,T1.
The student here made an error in the addition of the final letter
“ ”اto the past tense verb. It should be dropped: ’ ( أنمت لعبمتanta
laCibta ) “you played”.
The student here added the letter عto the past tense verb. It
should be: ( واأا الكتاqara’t al-kitāb) “she read the book”.
iii) Substitution:
1- ( زكماا الم روzakart al-durūs ) “I remembered the lessons”.
S24F,T1.
The student here substituted the letter زfor ذin the past tense
verb. The correct form is: ( ذكماا الم روdhakart al-durūs ) “I
remembered the lessons”.
The above table shows the students made 111 errors or 4.24 %
in spelling, which is small. Of these most occur in omission,
followed by addition and least in substitution.
5.1.1.6 Summary
There are three cases for the present tense verb: nominative,
accusative and jussive. These are described below.
The student here used the nominative present tense instead of the
past tense. It should be: …( وبعم فم ي فاحمتwa baCd fa’inī farihtu)
“and then, I was happy…”.
The student used the nominative present tense instead of the past
tense. The correct form is:… ( فاحتfarihtu …) “I was happy…”.
The above table shows the students made 101 errors or 1.94 %
in the use of the nominative present tense instead of the past
tense.
5.1.2.1.2 Lexical Category Errors
175
The student used the verb instead of the noun. The correct form
is: الفصمل ِّ’ ( أزموة وأواصمل التع مaCūd wa ‘uwasilu al-taCleem fī al-
fasl) “ I go back and continue my studying in class”.
2- يوم أةر ( fī yawm adrusu ) “on the day I study”. S41M, T1.
The student here wrongly used the verb instead of the noun. The
correct form is ( يموم ال راسمةfī yawm al-dirāsah) “on the day of
study”.
The above table shows that the students made 245 errors or 4.71
% in the data which has 5196 cases. Of these 3 quarters or 181
or 3.48 % errors involved using the noun instead of the
177
Errors in the use of the nominative present tense fall into three
categories: omission, addition and misplacement. Here are a few
examples on each case.
i) Omission
1- ’ ( أنا ^ اطعامana itCām ) “I food”. S38M,T1.
The student here omitted the verb from the sentence, which
should be added: i.e., ’( أنما آكمل ال عمامana akulu al-taCām) “I am
eating the food”.
The student omitted the verb from the sentence. The correct
form should be ’( ىل اس عم نكمل ال عمامilā al-maţCam li akula al-
ţaCām) “to the restaurant to eat food”.
ii) Addition
1- ( ابل وايل ازتىن يعتمي انما دِّم اabahu wa ummahu iCtanā yaCtanī ’ana
bijayyedan) “his father and mother took care take care of I with
good”. S47M,T1.
The student added the verb ازتمىنto the sentence which should be
dropped. The correct form should be ابممل وايممل يعتنِّمما انمما دِّ م ا
(yaCtaniyān ) “… they took care ...”.
178
The student added the verb to the sentence. The correct form
should be ( اتوضأatawada’u ) “I have ablution”.
iii) Misplacement
The student used the wrong verb in the sentence. The correct
form should be ’ ( اواصلuwāşilu ) “I continue my study”.
The student misplaced the verb, whose correct form should be انما
’ ( اتووفana atawaqqaCu) “I expect”.
The above table shows 184 errors were recorded in the data or
3.54 %. The majority of these errors (170 errors or 3.27 % ) are
in misplacement, especially the grammatical one. While omission
(9 errors), and addition (5 errors) are negligible.
i) Omission
1- ( حنمن نم الوضمواnahnu nakhudh al-wudu’ ) “we have ablution”.
S5M,T1.
The student here omitted the letter “hamza” from the verb. It
should be:… …( … نأخna’khudhu …) “… we have…”.
180
The student omitted the letter “waw ” وfrom the verb. It should
be:…( أوومaqūm …) “I wake up…”.
ii) Addition
1- ( نشمتجمف يِّم اnashtajmiC fī mīdān) “we meet at the field”.
S6M,T1.
The student added the letter “sheen ”شto the verb. It should
be:…( جنتمفnajtamiCu…) “ we meet…”.
The student added the letter “ta” اto the verb. It should be:
’ ( أتناول الف ورatanāwalu alfuţūr) “I have breakfast.
iii) Substitution
1- ’ ( اسمتِّق يمن النمومastaiqidhu min alnawm) “I wake up from
sleep”. S8M,T1.
The student substituted the letter “thal “ ذfor ” "ظin the verb,
which should be:… ( استِّقastaiqiz… ) “I wake up…”.
The student substituted the letter “thal “ ذfor “dal ” ةin the verb,
which should be:… ’ ( أةرadrus …) “I study…”.
iv) Misplacement
1- ( واتوضمؤ لصم ة العشمأwa ’atawadda’u lişalāt al-Cisha’) “and I
have ablution to prayer Cisha’ ”. S9M,T1.
The student misplaced the letter “ta’ ” in the verb. It should be:
… ( جنتمفnajtamiCu …) “we meet…”.
The above table shows that there are 145 or 2.79 %. errors in a
total of 5196 cases over half of the errors occur in addition (78
or 1.50 %), followed by omission (32 or 0.61 %), substitution
(24 or 0.46 %) and least misplacement (11 or 0.21 %).
5.1.2.1.5 Summary
The table shows that most errors occur in lexical category. Then
in category of errors, spelling and tense choice.
92 373 24.66
________________________________
1- انما فماح و ماور بعم أ. انا اباة ا ا كا ا انت ال رس ت الاسالة ا انا واسماا
’ ( حتصمل الاسمالةana abrad ’an ashkur ’ilā ’anta li’an rasalta alrisālah
’ilā ’ana wa’usratī. ’ana farah washurūr baCda ’an tahşala al-
risālah) “I want to thank to you because you sent letter to I and
my family. I happy and pleasure after you have the letter”.
S41M,T1.
The student here used the particle ’an with the accusative present
tense ……“… أ حتصملyou have…” instead of the past tense
……“ …أ حص تyou had…”.
184
The table below sets out all the frequency and percentage of all
such errors.
The above table shows that only one error occurred in all the
data.
1- (مث ارج ممف ا الغ مماف ألس ممتع ألذه ممب ىل اس رس ممةthuma ’arjiCu ’ilā
alghurfatī li’astaCidda li’adhhaba ’ilā almadrasah) “then I go back
to my room to be ready to go to the school”. S26M,T1.
The student used the accusative present verb: ألذهمب “to go”
instead of using the noun … “ … ل م هاgoing to “; the correct
form is: ىل اس رسمة“ مث ارجمف ىللغغماف وأسمتع ل م هاthen I go back to my
room to be ready for going to the school”.
185
The student used the noun …“ ل هماةto cleaning” instead of using
the accusative present verb… “ ألطهاto clean”.
___________________________________________________
The above table shows that eight (2.14 % errors) occurred in the
whole data: only one error in the use of accusative present tense
verb instead of noun and seven errors in the use of noun instead
of accusative present tense verb.
Errors in the use of the accusative present tense verb fall into
two categories: omission and misplacement. Here are a few
examples:
i) Omission
1- ’( أرجممو ىلانممت خبممريarju ’anta bikhayr) “ I hope you good”.
S8M,T1.
The student omitted the accusative present tense verb from the
sentence, which should be added: i.e., … …“ … أ تكموto
be…” .
The student omitted the accusative present tense verb from the
sentence, which should be added: i.e., … …“ … أ تتمتمفto
enjoy…”.
ii) Misplacement
There are two types of misplacement or substitution: one is
grammatical, which involves replacing the accusative present
tense by some other tense, as it has been described above (i.e.,
tense choice of 5.1.4.1). The second is lexical, which involves
187
The most frequently used particle was the infinitivizer ’an (’an
al-madariyah) particle which goes with the verb. The students
made errors in its omission, addition and substitution.
i) Omission
1- ( بع ^ يغيbaCda yughanī ) “after he sings” S6M,T1.
The student omitted the particle ’an أfrom the sentence, which
should be added: i.e., “ بع أ يغيafter he sings”.
The student omitted the particle ’an أfrom the sentence, which
should be added: i.e., … “ أري أ أكتبI want to write …”.
ii) Addition
1- ( هممو ماطا ا يممتك ال غمة العابِّممةhuwa shāţir ‘an yatakallama al-
lughah al-Cararabiyyah) “he is clever to speak the Arabic
language”. S9M,T2.
iii) Substitution
1- ’( استع ا ا اذهب لصم ة الصمبحistaCadtu ’an ’adhaba ’ilā şalāt al-
şubhi ) “ I prepared to go to prayer Subuh”. S7M,T1.
The student substituted the particle ’an أin the sentence for Kay
( كمor li’an )أل, which should be: … “ اسمتع ُّ كم أذهمبI get
ready to go …”.
The student added the particle li’an أto the sentence, which
should be replaced by: i.e., “li” … “ ألستعto be ready …”.
The above table shows that the total number of particles in the
data is 171, of 50 errors occurred in the data, with a percentage
of 29.23 %. Over half these errors were in omission, followed by
addition and least in substitution.
i) Omission
1- ( المنli’anam ) “ to sleep”. S37M, T1.
The student omitted the letter a اfrom the verb, which should be
added: i.e., “ ألنامto sleep”.
Here the student omitted the letter r رfrom the verb, which
should be added: i.e., … … “ …أريI want…”.
ii) Addition
1- ِّ ( أللقول كli’alqul kayfa ) “ to say how”. S54F, T1).
The student here added the letter l لto the verb, which should be
deleted: i.e., … “ ألوولto say…”.
191
The student here added the letter w وto the verb, which should
be deleted: i.e., … … “ …نصلto arrive…”.
iii) Substitution
1- ( ألزموةي صم ة العشمااli’aCudī şalāt al-Cisha’) “to pray Isha’
prayer”. S 26M, T1.
The student here substituted the letter ‘ عin the verb for hamza
ا: i.e., …“ ألؤةيto perform …”.
The student substituted the letter k كin the verb for kha خ:
… “ ألخربكto tell you …”.
The table shows that only 12 errors occurred in the all data with
a percentage of 3.21%. Most of these errors were in substitution
and addition ( 5 each) while there were only 2 in omission.
5.1.2.2.6 Summary
Total 92 100
__________________________________________
The table shows over half the errors are in tense particle.
Category of errors is the next major area, which is followed
by spelling errors and lexical category.
9 25 36
_________________________________
i) Misplacement
1- هم ت ممبخ. ايم ةتهم. البِّمت. هم مل تعمممل. زمما ايم ةِّسمة والعشمماو
.( الف ممورCumur ’ummī khamisah wal Cishrūn. hiya lam
taCmal. fīlbayt. ’ummī mujtahid. hiya taţbukh alfuţur.) “ my
mother’s age is 25. she did not work. at home. My mother
clever. she makes breakfast”. S31F, T2.
The student used the jussive particle lam “ ملdid not” instead
of la “ الdo not”, because the verb has a present, not past,
194
2- ’ ( ايم تكمو ربمة البِّمت ومل تعمملummī takūn rabbat albayt wa lam
taCmal ) “ my mother is house wife and did not work”. S31F,
T2.
The student here misplaced the jussive particle lam “ ملdid
not” instead of using la “ الdo not”, which should be: أيم ربمة
“بِّت وال تعملmy mother is a house wife and does not work”.
3- الفصل مل اسع ( fīl fasli lam almuCallim ) “ in the class did not
the teacher”. S8M, T1.
The student used the particle “lam ملdid not” with a noun instead
of a verb: i.e., الفصمل مل يمأا اسع م “ in to the class did not come
the teacher”.
Misplacement 5 6 83.33
_________________________________________________
The above table shows the students made 5 (or 83.33 %)errors in
a total of 6.
195
Here the students made two kinds of errors in the use of the
jussive verb: i.e., omission and addition of letters.
i) Omission:
1- مل تسمِّحي بم لك ( ولكمن الظماوwa lakinna al-zurūfa lam tasīhunī
bidhalik ) “ and but conditions did not allow me that”. S25F, T1.
The student here omitted the letter m مfrom the verb, which
should be added: i.e., … …“ … مل تسمحdid not allow…” .
ii) Addition
1- مل تسمِّحي بم لك ( ولكمن الظماوwa lakinna al- zurūfa lam tasīhunī
bidhalik ) “ but conditions did not allow me that”. S25F, T1.
The student here added the letters n & y يto the verb, which
should be deleted: i.e., … …“ … مل تسمحdid not allow…”.
The student here added the letter k كto the verb, which should
be deleted: i.e., … “ مل أرسلI did not send …” .
196
Omission 1 25 4
Addition 3 25 12
All 4 25 16
_____________________________________________
5.1.2.3.3 Summary
The students made two kinds of errors in the use of the jussive
present tense verb: one in tense particles and one in spelling. The
table below show their hierarchy.
Total 9 100
197
_________________________________________
The table shows that errors in tense particle and spelling are
about equall in number.
The table shows that errors are not evenly distributed across the
types. Most errors occur in lexical category, then in category of
errors, spelling, tense choice, and least in tense particle.
The future tense is a rare tense; there were 112 cases in the
whole data, 28 of which were errors as the table below shows.
28 112 25
198
________________________________
The student used the past tense … “ ساسمرحتI will got a break”
instead of the present future tense … “ سأسمريحI will have a break
…”.
The above table shows that there is only 1 error in 112 cases as
to the use of the past tense instead of the present future tense.
_________________________________________________
The table shows that there occurred only 2 errors in the data as
a whole.
5.1.3.3 Tense or Verb Particle Errors
The student used the future particle sa س مwith the past tense …
“ستحصم تyou will I got …” instead of the present future tense
… “ ستحصلyou will have … ” .
The student used the future particle س مsa with the noun … سمأرحية
“it will a break…” instead of the present future tense … سنسمريح
“ we will take a break…”.
C- Substitution
All 8 42 19.04
_________________________________________________
i) Omission
1- ( سمأرجف الم روsa’arjac aldurūs ) “ I will return the lessons”.
S32F, T1.
The student has omitted the letter a اfrom the present future
tense, which should be added: i.e., … “ سممأراجفI will
review…”.
ii) Addition
1- ( سمنأواأ اسمأثوراا اسسمجsana’aqra’ al-ma’thūrāt fīl masjid) “
we will read the traditions at the mosque”. S13M, T1.
The student here added the letter hamza ‘ أto the present
future tense, which should be deleted: i.e., …“ سمنقاأwe will
read …”.
2- سنسمممف التم كاة يممن اسع منمما. ( بعم وماأ القمماآ الكمماbaCda qar’a al-
Qur’ān Al-Karīm sanasmaCu altadhkirah min al-muCaliminā )
“ after he read the Holy Qur’an, we will hear the memo from
our teacher”. S13M, T1.
204
The table below shows the frequency and percentage of all such
spelling errors.
5.1.3.5 Summary
There are four kinds of errors in the usage of the present future
tense, which were tense choice, lexical category, tense particle
and spelling. The table below summarizes the whole picture of
such errors.
205
Total 28 100
___________________________________________
11 60 18.33
__________________________________
The students made three types of errors here. On the one hand,
they used the five-form verb instead of the past tense. On the
other hand, they used the past tense as a five-form verb instead
of the present tense. Here are a few examples on each case.
1- ’( أذهممب أ حجمماة القماأ لاجمموع أةرو ال م ت رسممو يممن يم رadhhab ’ala
hujrat alqara’ lirijuC adrūs allatī tadrusūn min mudarris ) “ I go
back to study room to revision study which you study from
teacher”. S45F, T1.
The student here used the nominative present tense form of the
five-form verb … …“… ت رسموyou study…” instead of the past
tense: ةرسممناها …“ أذهممب ىل حجمماة ال راسممة وأراجممف وأةر ال م رو ال مwe
studied”.
2-زِّم الف ما ’( أريم أ مكالك أل تممرين ا ينمميurīdu ’ashkur laki li’an
tazrīn ’ilā manzilī fī Cīd alfiţir) “I want thank you because you to
visit to my house in eidi alfitri”. S45F, T1.
The student used the five- form verb “ تممرينyou visit” instead of
the past tense; i.e., . العِّم أريم أ أ ممكاك ألنممك زرا ينمممي “…you
visited …”.
1- . كمواال سفمور. انما واخمة ذهبتمني اس رسمة الثانويمة جماا.( يمن السمازة السمبعةmin
alsaCah alsabCah. ’ana wa ’ukht dhahabtīn fīl madrasah
althanawīah Cheras. Kuala Lumpur) “ from 7 o’clock. I and
sister two going in the secondary school Cheras. Kuala Lumpur”.
S51F, T1.
All 4 60 6.66
___________________________________________________
The table shows that the students made four errors altogether: 3
in using the five-form verb as a past tense verb and 1 in using the
past tense as a five-form verb. The overall percentage of error is
very small here.
The students made one sort of error here: i.e., addition. That is,
maintaining, fixing or non-deleting nun of the five-form verb in
the accusative case.
Here the student has fixed the letter n to the verb… … ينجحمو
“they pass”, which should be deleted: i.e., … …“ حمىت ينجحمواthey
pass…”.
The students made two errors in the whole data of fixing nun in
the accusative present form of the five-form verb. Very negligible
indeed.
A- Omission
1- ( أل تمىلرينli’an tazrīn ) “ because you visit”. S45F, T1.
The student omitted the letter w وfrom the verb, which should
be added: i.e., …“ … تمورينvisit”.
B- Addition
1- القماي ( يعاو مموyaCrishūn fī al-qaryatī) “they live in the
village”. S20M, T2.
The student here added the letter w وto the verb “ يعاو موthey
live”, which should be deleted: i.e., “ يعا وthey live”.
Here the student has added the letter n to the verb… …ينجحمو
“they pass”, which should be deleted: i.e., … …“ …ينجحمواthey
pass…”.
C- Substitution
210
Omission 1 60 1.66
Addition 3 60 5
Substitution 1 60 1.66
All 5 60 8.33
_______________________________________________
5.1.4.4 Summary
The five-form verbs errors are as shown in the table that follows:
______________________________________________
Type No. of Errors Percentage
Total 11 100
______________________________________________
13 42 30.95
_________________________________
Here the students used the imperative verb instead of the past
tense and the present tenses.
All 8 42 19.04
___________________________________________________
The above table shows that the students made eight (19.04 %)
errors in tense choice of the imperative verb: two errors in the
use of the imperative verb instead of the past tense; and 6 in its
use instead of the accusative present tense. Thus, almost all of
these errors concern its substitution for the present tense: i.e., 6
errors.
214
The only error that occurred here was using the imperative verb
instead of the noun. The following example illustrates this.
The above table shows that only one error occurred in the data.
Addition:
1- ( سمأجب ذلمك السمو لsa’ajib dhalika alsaw’al) “ I will answer that
question”. S30F, T1.
215
Addition 4 42 9.52
_____________________________________________
5.1.5.4 Summary
__________________________________________
Type No. of Errors Percentage
Total 13 100
__________________________________________
There are two types of passive voice: the past passive voice
and the present passive voice. In the data, the passive voice
was very infrequent, with only 33 cases recorded. The number
of errors in the passive voice amounted to 22, giving an
overall percentage of error of 66.66 %, as summarized in the
table below.
22 33 66.66
________________________________
The number of the past passive voice cases were 27, of which
16 (or 59.25 %) were errors, as the following table shows all
errors in the past passive voice.
16 27 59.25
__________________________________
These errors were all in the use of the noun as a past passive
voice.
The student used the noun as a past passive voice verb wrongly.
The correct form is ا ِ
ْ ( ولwulidat ) “she was born”.
The student used the noun as a past passive voice verb wrongly.
The correct form is ِ ( ولwulida ) “he was born”.
The following table sets out the frequency and percentage of the
errors.
The above table shows that over half the data is used in error
where the noun is used as a past passive verb.
The present passive voice was far less infrequent than the past
passive voice. In the whole data only 6 cases occurred, all of
which were used in error. The table below shows all the
results.
6 6 100
_________________________________
Here the students used the present passive voice instead of (i) the
nominative present tense verb and (ii) the past passive voice.
The student used the present passive voice “ تباعhas been sold…”
instead of the nominative present tense: …“ تبِّفsells…”.
The student here used the present passive voice … “ تممارshe has
been visited” instead of the nominative present tense: …“ تممور
visits”.
The student used the Present Passive Voice tense instead of the
past passive voice. The correct form is … ( ولمِ اwulidat…) “she
was born...”.
The student used the Present Passive Voice instead of the past
passive voice. The correct form is … ( …ولمِ اwulidat) “she was
born...”.
220
All 4 6 66.66
_________________________________________________
The above table shows the students made 2 errors each in using
the present passive voice instead of the nominative present tense
verb and the past passive voice.
The student substituted the letter a اfor y ي in the verb تبماع
“she has been sold”, which should be: “ تبِّفshe sells…”.
Substitution 2 6 33.33
____________________________________________
5.1.6.2.3 Summary
________________________________________
Type No. of Errors Percentage
Total 6 100
__________________________________________
To sum up, the passive voice errors were as shown in the table
below:
Total 22 100
_______________________________________________
5.1.7 Conclusion
The table shows that 2173 errors were obtained in the data. The
majority of the errors are in the past tense (60%), which is
followed by the present tense (35%). All other categories are
both infrequent and negligible.
The table shows that over half the errors are in tense choice. The
next three important errors are lexical category, spelling and
category of errors. Tense particle errors are minimal.
224
5.2.1. Preview
That is, the past tense, present tense (including its nominative,
accusative and jussive cases), future tense, five-form verbs,
imperative verb, and the passive voice (including its past and
present forms). Finally there is a summary to this section.
The students committed 468 errors in the use of S.V.A with the
past tense as is shown in the following table.
i) Person Errors:
1- .سبمل كاايمة كمواال سبمور ’( أنما واسما سمكنواanā wa ’usratī sakanū fī
Lembah Karāmat Kuala Lumpur) “ I and my family they lived in
Lembah Karamat Kuala Lumpur”. S1M, T2.
The verb does not agree with its subject in person. The student
used the verb with the 3rd person plural masculine suffixed
pronoun: … …“ … سمكنواthey lived…” instead of 1st person
plural suffixed pronoun: i.e., … … “… سكنّاwe lived…”.
The verb does not agree with its subject in gender. The student
has used the verb with the 3rd person singular masculine pronoun:
226
The verb does not agree with its subject in gender. The student
here used the verb with the 3rd person singular masculine
pronoun: … “ ةخملhe entered” instead of 3rd person singular
feminine pronoun: i.e., “ ةخ تshe entered…”
The verb does not agree with its subject in number. The student
used the verb with the 3rd person plural masculine suffixed
pronoun: … “ نق مواthey (plural) moved…” instead of the 3rd
227
The total number of S.V.A errors in the present tense was 374
(or 6.68 %) errors out of 5594 cases in the data as a whole, as
can be seen in the following table.
228
The verb does not agree with its subject in person. The student
used the verb with the 2nd person singular masculine prefixed
pronoun: … … “… تقضمyou spend … “ instead of 1st person
singular masculine prefixed pronoun: i.e., … …“ … أوضمI
spend …“.
The verb does not agree with its subject in person. The student
used the verb with the 3rd person singular masculine prefixed
229
ii) Gender
1- ( بع رجعت وتستأذ األيمbaCda rajaCtu wa tasta’dhin al’ummī) “
after I came back and she takes permission from my mother”.
S15F, T2.
Here the student used the verb with the 3rd person singular
feminine prefixed pronoun: … “ تستأذshe takes permission … “
instead of 1st person singular masculine prefixed pronoun: i.e., “
… أستأذI take permission …“.
iii) Number
1- ’ ( ايم يمف ايب يسمكن جاسمنيummī maCa abī yaskun fī Jāsin) “my
mother and father he lives in Jasin”. S46M, T2.
____________________________________
Type No. of Errors Percentage
The table shows that most errors (i.e., 323 or 86.36 %) occurred
in the nominative present tense. Moreover, errors in person
occur the most, followed by gender and number.
i) Person
1- ’( ا ازممل حِّاتمك البِّمتan aCmala hayatika fī al bayt) “ to I do
your life at home”. S7M, T1.
The student here used the verb with the 3rd person singular
masculine prefixed pronoun: … ” … لِّغسمملto he washes
…“instead of 1st person singular masculine prefixed pronoun:
i.e., … “ ألغسلto I wash …“.
The student used the verb with the 3rd person singular masculine
prefixed pronoun: … ” لِّمؤةيso that he performs…“ instead of
1st person singular masculine prefixed pronoun: i.e., “ …ألؤةيso
that I perform …“.
ii) Gender
1- ( ه م يتعمماو أ يممت اسسمما ل ابنا همماhiya yataCāwan ’an yutimma
almasā’il abna’ihā) “she he cooperates to he completes matters
their sons”. S34M,T2.
The student here used the verb with the 3rd person singular
masculine prefixed pronoun: … ” يمتhe completes …“ instead
of 3rd person singular feminine prefixed pronoun: i.e., … تمت
“she completes …“.
iii) Number
1- ’( اي م م يسم مماز نا لِّعمم ممل م ممغل ال م م ي اس رسم ممو از م م ي رس م مummī
yusaCidanā liyaCmal shughul alladhi almudarrisūn ’Cţa fī
madrasatī) “my mother help us to he does work that the teachers
he gave at my school”. S23F, T2.
232
The student used the verb with the 3rd person singular masculine
prefixed pronoun: … ” لِّعمملhe does…“ instead of 1st person
plural prefixed pronoun: i.e., … لنعمل “to (we) do…“.
Person 22 46.81
Number 15 31.91
Gender 10 21.28
All 47 100
___________________________________
1- ’( اسمتاذ حسمي كتمب اسم ال البماا همو مل حتضماustāz Husnī kataba ’ism
alţālibāt huwa lam tahdur) “ Teacher Husni wrot name of girl
students he did not she attend”. S13M, T1.
The student used the verb with the 2nd person singular
masculine/feminine prefixed pronoun ( … “ … حتضما3rd /2nd ) you
come” instead of 3rd person plural feminine prefixed-cum-
suffixed pronoun: i.e., “ همن مل حيضماthey (plural, feminine) did
not come”.
Person 2 50
Number 1 25
Gender 1 25
All 4 100
_____________________________________
The table shows only 4 errors occurred in the data which consists
of 25 cases altogether. Again half of these errors are in person.
5.2.4.4 Summary
The above table shows that most S.V.A errors in the present
tense were in the nominative case. In the accusative and the
jussive cases’ errors are not many, especially in the latter case.
As to type, the majority of errors are in person, followed by
gender and the number.
The students made some errors in the use of S.V.A in the future
tense, which can be divided by person and gender.
i) Person
1- ( الم ي سمت ر اسع مalladhī satadrus almuCalim) “which you will
study teacher” .S34F, T1.
235
The student used the verb with the 2nd person singular masculine
prefixed pronoun… … “ … ست رyou will study…” instead of
3rd person singular masculine prefixed pronoun: i.e., … … يم ر
“ he teaches … “.
The student used the verb with the 3rd person singular masculine
prefixed pronoun …“ … سِّنصمحناhe will advise us” instead of 3rd
person singular feminine prefixed pronoun: i.e., “… ستنصمحناshe
will advise us”.
ii) Gender
1- ‘( أيم سمِّكummī sayukallim) “my mother will he talk”. S44F,
T2.
The student has used the verb with the 3rd person singular
masculine prefixed pronoun … “ … سِّكhe will speak” instead
of 3rd person singular feminine prefixed pronoun: i.e., “ … سمتك
… she will speak”.
Person 2 50
Gender 2 50
All 4 100
___________________________________
i) Person
1- ( همو حتمافظني حنمنhuwa tuhāfizīn nahnu) “he she protects we”.
S21M, T2.
The student has used the verb with the 2nd person singular
feminine prefixed-cum-suffixed pronoun … … “ … حتمافظنيyou
protect … ” instead of 3rd person singular feminine prefixed
pronoun: i.e., … … “ … ه حتافshe protects”.
2- حنممن نم هب ا الاح ممة اخممري اسممبوع ايم وايب حتمم (fī ’akhīr ’usbuC
’ummī wa abī tahmilān nahnu nadhhab ’ilā alrihlah) “in the final
week my mother and father you carry we go to journey”. S31F,
T2.
237
The student has used the verb with the 2nd person dual masculine
prefixed-cum-suffixed pronoun … “ … حتممyou carry”
instead of 3rd person dual masculine pronoun: i.e., … “ … حيمم
they carry”.
3- ’( انما وانمت تغسم وanā wa ’anta taghsilūn) “ I and you wash”.
S47M, T1.
The student here used the verb with the 2nd person plural
masculine prefixed-cum-suffixed pronoun … “ … تغسم وyou
wash” instead of 1st person plural masculine prefixed pronoun:
i.e., … " … نغسلwe wash".
ii) Gender
1- ( هم ي عبممني كماة السم ة غممري ذلمكhiya yalCabīn kurat alsallah ghayr
dhalik) “she he she plays basketball other that”. S21M, T2.
The student used the verb with both the 3rd/2nd person singular
masculine prefixed-cum-suffixed pronoun … ي عبممني “he/you
plays … ” instead of 3rd person singular feminine prefixed
pronoun: i.e., … … “ … ت عبshe plays … “.
iii) Number
1- واحم ة مِّس هم يعافمو.‘( ايم تعما االيبummī taCrif al abī. Hum
yaCrifūn fī wahid majlīs) “my mother knows my father. they
know at one gathering”. S43F, T2.
238
The student used the verb with the 3rd person plural masculine
prefixed-cum-suffixed pronoun … … “ … يعافموthey know…”
instead of 3rd person dual masculine prefixed-cum-suffixed
pronoun: i.e., … “ … تعافاthey got to know each other…”.
The student used the verb with the 3rd person plural masculine
prefixed-cum-suffixed pronoun … “ … يعاو مموthey live”
instead of 3rd person dual masculine prefixed-cum-suffixed
pronoun: i.e., … “ … يعا اthey live”.
The student used the verb with the 3rd person plural masculine
prefixed-cum-suffixed pronoun … … “ حيصم وthey get” instead
of 3rd person dual masculine prefixed-cum-suffixed pronoun: i.e.,
… “ … حيصthey get”.
Person 21 58.33
Number 11 30.56
Gender 04 11.11
239
All 36 100
__________________________________
i) Person
1- مث ىلسمتع لصم ة اسغما.’( أكمل وبمل ا اغتسملakala qabla ’an ’aghtasil.
thuma ’istaCid lişalāt almaghrib) “he ate before I wash then be
ready for maghrib prayer”. S48M, T1.
The student here used the verb with the 2nd person singular
masculine pronoun … … ” …ىلسمتعyou get ready … ” instead
of 1st person singular masculine prefixed pronoun: i.e., …” أسمتع
… I get ready … ”.
2- السمازة ااايسمة ( ومم يمن النمومqummī min alnawn fīl saCah al-
khāmisah) “wake up from sleeping at five o’clock”. S4F, T1.
The student has used the verb with the 9nd person singular
feminine pronoun … “ وممyou wake up … ” instead of 1st
240
ii) Gender
1- ( بعم ا اذهمب ا اجممام غسمل االسمنا اسمتحم باسمااbaCda ’an adhhaba
’ilā alhammām ghasala alasnān istahimmī bilmā’) “after I go to
the bathroom he washed the teeth you have shower”. S9M, T1.
The student has used the verb with the 2nd person singular
feminine suffixed pronoun … “ استحمhave shower… ” instead
of 1st person singular masculine prefixed pronoun: i.e., … أسمتح
“I have shower … ”.
2- ’( ايم حافظنما دم وأز نما ز م الربِّمةummī hāfaznā bijid wa ’aCtinā
Cilm altarbiyah) “my mother took good care of us care and you
give us the knowledge of education”. S44F, T2.
The student has used the verb with the 2nd person singular
masculine unaffixed pronoun … … “ … أز نماyou give us … ”
instead of 3rd person singular feminine suffixed pronoun: i.e.,
… … “ … أز تناshe gave us… ”.
iii) Number
1) السمازة وزشماو اسمرح ( وبعم ذلمك ال مwa baCda dhalika alţţullab
’istarih fī al saCah waCishrūn) “and after that the students you
take rest at o’clock and twenty”. S27F, T1.
The student used the verb with the 2nd person singular masculine
unaffixed pronoun … … “ … اسمرحyou take rest … ” instead
241
Person 25 75.76
Number 5 15.15
Gender 3 9.09
All 33 100
___________________________________
The above table shows that 33 (or 78.57 %) errors occurred in
42 cases in the data, which is a very large amount. The vast
majority of the errors are in person while number and gender
errors are few.
No S.V.A errors were obtained for the use of the passive voice,
whether past or present, as can be seen in the table below.
Past 0 27 0
Present 0 6 0
All 0 33 0
__________________________________________
5.2.9 Conclusion
242
The table shows that the 915 S.V.A. errors rank as follows. Most
of these errors (51.14 %) occurred in the past tense, followed by
the present tense (40.87 %). As to the five-form verbs, the
imperative, the future, these are negligible whereas the passive
voice has no error.
As to type, the table shows that over half S.V.A errors occur in
person whereas gender errors amount to just over a quarter of
the data and number under 20 %.
CHAPTER VI
6.0 Overview
The students of this study use two languages: (i) Malay which is
the students’ first language, as well as the official and native
language of the majority of Malaysians, and (ii) Arabic, which is
a foreign language, taught as a subject in the classroom. These
two languages are used for different functions. Malay is used in
almost all every day functions whereas Arabic is the language of
instruction in Islamic and Arabic subjects.
Extract 1
مث ذه ممب ا ةرة اسِّ مماجم.الصممباح يب مماكااو السممازة الساةس ممة اي مما اس متِّق ي ممن الن مموم
بعم صم ة.لغسل مث لبس اس بس ص ة ذهب ا اسسج الةا ص ة الصبح باجلمازمة
رجمف ا البِّمت ال البمة ولمبس.واا القاا الكا حىت السازة الساةسة والنص صباحاو
.( S12M,T1) . مث ذهب ا اس ع الكل الف ور يف زي.اس بس اس رسة
Extract 2
246
Without going into detail, the above two extracts are called,
according to Selinker (1969, 1972, 1989, 1992), interlanguage.
Or Arabic-Malay interlanguage. That is, the actual output of a
learner’s language is his/her interlanguage.
Malay Arabic
248
Malay-Arabic Interlanguage
Context means using the verb in a place that fits its meaning or
using the right verb form in the right context. This can be called
using the VP both formally correctly and contextually or
semantically correctly. In other words, using a past form in a past
tense context and a present tense form in a present context.
Still there were other cases of wrong form and context. Among
such examples one can mention:
The student used the imperative verb instead of the present tense.
The sentence should be: مث أستع لص ة اسغا...
6.1.3 Fossilization
higher and higher, certainly their errors will decrease further and
further. At some point in the future, most errors committed by
them will disappear. Two things help in this eradication of errors.
First, Arabic is their speciality subject which they must master
fully in order to make a living and progress in their careers or
studies. Secondaly, Arabic is part of their culture because of its
association with Islam and the Quran. So there is a need to
perfect this language in most learners of this type.
The following discussion will attempt to find out the most likely
and plausible causes of error in tense-including tense choice,
252
However, this does not mean that Malay lacks tense altogether.
Rather Malay indicates tense through context and uses tense-
indicators as time reference (Raja Mukhtaruddin Dain 1971; Nik
Safiah Karim 1978; Dodds 1977:22; Tunku Mohani BteTunku
Mohtar 1983). In the words of Dodds (1977:22),
“akan
hendak mahu . . with intension implied
nanti . . . mere futurity with no implication of intension
kelak (written) . at the end of the sentence”.
Thus when Malay students employ the past tense incorrectly or,
more precisely, when they replace one tense by another as
described in chapter 5 (see 5.1.1.1 above), this could be due to
negative transfer or the influence of their mother tongue on
learning Arabic. There are countless researches like Grauberg
(1971) Goerge (1972), El-Hibir (1976), Matter (1978), Noss
(1979), Lott (1983), سمِّبويلSībawaīh (1983), Tunku Mohani Bte
Tunku Mohtar (1983), اجلاحAl-Jāhiz (1985), Hamdallah (1988),
Haja Mohideen (1991), Abukhudairi (1992), Zarrouq (1994),
Abdalla (1996) and Sasaki (1997) which have all stressed the
role of L1 in learning the L2.
Such variations are not only very difficult for Malay learners to
master especially in the early and intermediate stages of learning
but also are very confusing. These different verb conjugations
and forms lead students to replace one tense by another or use a
past form when a present form is needed and vice-versa. Other
studies such as Haja Mohideen (1991), Palmer (1994), Scott and
Tucker (1974), French (1949) and زهمااZahrān (no date)
emphasized that learning L2 tenses or grammar is difficult. This
study gives them further support in this respect.
Further, the dictionary may be the reason why students often use
the 3rd person singular masculine form of the verb with all
subjects or pronouns. For example,
258
اس رسممة ( أيم ةرS20M, T2) ’ummī darasa fīl madrasah “my
mother he studied at the school”.
’aghsilu al-jism “I wash the body”… labisa malā bis “he wore
clothes”… kharaja ’ilā albayt “ he went home”.
The underlined verbs are root verbs which are listed in the
dictionary that way. They should be ’ ألمبسalbis ‘I wear’, and أخماي
’akhruj ‘I go’.
The students will then wrongly imitate the teacher in every thing
he says or speaks, thus replacing one tense by another. Similar
findings have been reported in El-Hibir (1976) and زهمااZahrān
(no date) which stated that the teacher has contributed to the
errors of the students.
To this one can add the teaching method, which may explain why
the students use the past tense form with the 3rd person singular
too often. Not only Malaysian teachers but also Arab teachers
prefer to use the verb in its third person singular form as a
teaching practice. Examples such as
’ أْكمل الولم ا التم ّفاحمةakala al-waladu al-tuffāha “the boy ate the
apple” are widely used in Arabic schools.
The two underlined verbs are used wrongly. The first is in the
present form while the other is in the past form. The correct
261
forms should use the past form for both verbs because the action
took place in the past.
P.51 ."… " … مث الح اجلمل … ك مها زافا بفعل يبي ل مجهول
”…thumma lāhiz aljumal fī … kilāhumā Curifā bifiCl mabnī
lilmajhūl… “ … then notice the sentences in … both of them
were defined in the passive voice…
There are two kinds of lexical category errors here: Use of verb
instead of noun and use of noun instead of verb. The sources of
errors in the lexical category could be attributed to: influence of
262
البِّممت ( حنمن الف ممورS1M, T1) nahnu alfuţūr fīl bayt (we the
breakfast at home).
263
اسسمج يمف اجلمازمة ‘ أصم اسغماusallī al-Maghrib fīl Masjid maca al-
jamāCah. Saya berşalāt Maghrib jama’at di Masjid. I pray
Maghrib at the mosque with group.
( كمل ىللنسما مي مك والم ووالم جمS22Ft2) kullu ‘ilinsān yamluk wālid wa
wālidah. (every person owns father and mother).
اس رس ممة االبت ا ِّ ممة ( ممت ةرس ممتS17M, T2) tammat darasat fī
almadrasah al’ibtidā’iyyah. she completed she studied at primary
school.
اس رسة … يماةام زشما سمنة (يعS5M, T2) yuCalim fī almadrasah …
madāma Cashr sanah. he teaches at school … still 10 years.
The underlined words in the last two examples are used as nouns
instead of verbs. The verb forms حيمنlongs and أسمتحI have a
bath should be used.
a) omission.
The causes of omission of the verb from the sentence are varied.
They may be due to the influence of BM, incomplete application
of rules, and simplification.
( أرجمو أنمت خبمريS8M, T1) ’arjw ’anta bikhayr (I hope you with
good).
The cause of the error comes from BM where one says: saya
harap kamu baik.
ِ (أنما الاجماا انS29F, T1) ‘anā alrajā’ ‘anti şihat ( I hope you
مت صمحة
health).
‘ أرجمو أ تكموي بصمحةarju ‘an takūnī bişihah ( I hope that you are in
health).
The cause of the error comes from BM where one says: saya
harap kamu şihat.
268
The cause of the error comes from BM where one says: saya
harap kamu gembira dan sukacita dengan surat ini.
The cause of the error comes from BM where one says: saya
mahu kamu gembira dan şihat.
اس عم (حنمن ىل الف مورS1M, T1) nahnu alfuţūr fīl maţ Cam. ‘We the
breakfast at restaurant’
269
b) Addition.
There is one main source of errors in the addition of the verb into
the sentence, which may be due to ignorance of rule restrictions.
This ignorance of rule restrictions concerns the fact that the
students may know tense rules in Arabic in general but they may
not know their specific and precise limitations very well.
Therefore, they make errors. One such restriction is that Arabic
does not allow two verbs to follow each other for no obvious
reason. For example,
C) Misplacement.
( أنا افاي الت ِّم يسمِّوS47M,T1) ’anā afraju altelīf yesyūn ( I release
the Television). The verb افمايmeans release which should be
’ أتفايatafaraju ( I watch).
272
( جنممف ايمام الفصملS20F, T1) najmaCu ’amāma alfasli. The verb جنممف
means we collect which should be جنتمفwe meet.
يص مما اجلايع ممة األزه ممار ِّ(بعم م جم وص م م ت التع م مS34M, T2) baCdahu
waşalat altaClīm fīl jamiCah al-Azhār fī mişr. After it, she arrived
the studying in the University of Al-Azhar in Egypt.
All the above cases involve verbs which differ in one letter only
but with different meanings. The students think there is no
difference between such similar verbs. There are many other
cases of a similar nature.
( رسمل جم ي أيب ا اجلايعمة االسم يِّة العاسِّمة كمواال سبمورS9M, T2). rasala
jaddī ’abī ’ilā aljāmiCah al’islāmiyyah alCalāmiyyah fī Kuala
Lumpur.My grandfather sent my father to the IIU in Kuala
Lumpur.
In both and all other similar cases, the students know one verb or
which they generalize to other contexts which require another
slightly different verb form.
Another cause of misplacing verbs may be due to the fact that the
students lack or do not have sufficient vocabulary. This results in
using the wrong verb in the sentence. For example,
The student misplaced the causative lam (lam al-taclīl) here where
’ أan should be used instead.
(مل اسمت اع جم يS9M, T2) lam istātaCa jaddī. Datuk saya tidak
dapat.
The student misplaced the future particle sa with the past tense
instead of the present tense. The correct form is سأسريح.
The student omitted the particle ’an from the sentence because
BM has no such particle. It should be وبل أ ةخ ت.
279
The student has omitted the particle ’an from the sentence
because BM has no such particle. It should be بع أ خ صت الغ اا.
( ه حتب ىلت بخS40M, T2) hiya tuhib taţbukh. She likes cook.
The student added or used the particle li‘an with a past tense
verb. This particle must be followed by a present form: i.e., تص.
(مل اسمت اع جم يS9M, T2). lam ’istaţāCa jaddī. datuk saya tidak
dapat. My grandfather did not able.
The student misplaced the jussive lam particle with the past tense
form instead of the present tense, which should be:
jussive lam, and future sa. زهمااZahrān (no date) claimed that
students’ errors are due to the book which has no drills. Also in
this study the text book has been found to be contain errors (see
6.2.1.1 above).
The student misplaced the particle ’an wrongly with the past
tense. Instead the present form should be used.
(ايم تكمو ربمة البِّمت ومل تعمملS31F, T2). ’ummī takūnu rabbat albayt
wa lam taCmal. My mother is housewife and did not work.
’ ىلنشأ اهللinsha’a Allah (God willing) is the Jawi script for Arabic ىل
اا اهلل.
The student placed the hamza behind the alif as is the practice in
Jawi script. The correct form should be: أواأ.
(اكمل االرز والفاكحمةS25F,T1). ’akala al-’aruz wal fākiha (he ate the
rice and fruit).
The student wrote the verb ’akala without hamza due to the
influence of Jawi script in which it is not written; it should be:
أكل.
283
The student added the letter وwaw to the verb wrongly, which
should be ت ر.
(بعم أ احبمو ايمS37M, T2). baCda ’an ahabbū ’ummī. After I love
my mother.
The student added the letter وwaw to the verb wrongly, which
should be أحب.
word ومماkamar (moon) can be said … ومما غما كمما أيماSo, the
students may be negatively influenced by this from their teachers
especially when they spell وماas كماor والas خرب ; كالas كربetc.
The textbook (3221(10 )ال غمة العابِّمة العالِّمة( ل سمنة الاابعمةHigh Arabic
Language: (Fourth Year) is one source of students’ errors. It has
many errors. Consider the following example:
"… … “ "… وم م لمل رسمالة تعِِّّنمل فاحبّمل اسم يا وأكايملqaddama lahu risālata
taCyīnihi farahabbahu al-mudīr wa’kramahu … “ (… he gave
him his appointment letter and the headmaster welcomed him and
honoured him … ).
288
The word فاحبملis wrongly spelt, which should have the pronoun
ha split from it: i.e., فاحب بل.
Where the student wrote the letter ه مha’ instead of حha’: i.e.,
أحب.
The student wrote the ta’ marbuta as ta’ maftuha, which should
be صحة.
The present research supports Duskova (1969) and زهمااZahrān
(no date) which reported that errors could be due to
hypercorrection.
To sum it all up, the likely causes of verb spelling errors are L1
interference or the influence of Jawi script, together with Jawi
writing practice and loan-words, inherent difficulty of Arabic
together with Arabic writing practice and variation among Arabic
dialects, ignorance of rule restrictions, the teacher, simplification,
false analogy, the text book and hypercorrection. These causes
have also been reported in several places above (see 6.2.1.1-4).
By Person
By Gender
By Number
اس عم (حنن ماS1M, T1) nahnu shariba fīl maţCam. We I-drank
at the canteen.
This example has a number error. Although the subject is a plural
pronoun ‘we’, the student used the verb with a 3rd person
masculine singular form; it should be نشاnashrabu.
This example has another number error. The student used the
verb with the 3rd person masculine plural instead of a dual
subject: i.e., سكناsakanā they (two) lived.
This example has a gender error. The student wrongly used the
verb with the 3rd person singular masculine form instead of 3rd
person singular feminine form which its subject ‘my mother’
requires. It should be ةرست.
292
(ومم يمن النمومS4F, T1) qumī min alnawm. You (fem. singular) rise
from bed.
This example has a person error. The student used the feminine
2nd person singular form instead of 1st person singular form: i.e.,
’ أوومaqūmo ‘I rise’.
(أنما وأنمت تغسم وS14M, T2) ’anā wa’anta taghsilūn. I and you are
washing.
This example has another person error. The student used the
verb in the 2nd person masculine plural form instead of 1st person
plural form: i.e., نغسلnaghsil we wash.
Most often these short vowels are left unmarked which makes it
doubly difficult for the L2 learner to read at first. Many studies (
Haja Mohideen 1991; Duskova 1969) have stated that the verbal
system is difficult to learn in general.
(ال أنما نسم لصم ة العصماS28M,T1) (lā ’anā nasya lişalāt alCaşr) no I
he-forgot to prayer Asr.
(اي وام يمن نويهماS19M, T2) ’ummī qāma min nawmihā. My mother
he-arose from her sleep.
The student used the verb qāma in the 3rd person masculine form
instead of the feminine form: i.e., وايمتqāmat. The dictionary lists
وامbut not وايتand that is maybe how the error first occurs.
The student used the verb sakana in the 3rd person masculine
form instead of feminine form: i.e., سمكنتsakanat. Again the
dictionary lists سكنbut not سكنت.
The student used the verb in the 3rd singular person masculine
instead of the plural form سكنوا. The verb سمكنis simpler to learn
and use than سمكنواbecause it is the form the dictionary lists and
defines.
جاسمني ’ ( ايم يمف ايب يسمكنummī maCa abī yaskun fī Jāsīn) “my
mother and father he-lives in Jasin” ( S46M, T2).
The student used the verb in the 3rd singular masculine form
instead of dual form يسمكنا. The former is simpler than the
latter.
The teacher may also indirectly help to cause and spread errors.
Some teachers cannot sometimes differentiate between the
masculine and feminine forms in both speaking and writing. s/he
297
simply mixes up the agreement between the subject and its verb
wrongly. Here are some examples which were said by a teacher
during her teaching in 1995.
’ أنةة طالمب تايم أ يم هب ىل اس عمanā ţālib turīdu 'an yadhaba ’ilā al-
maţCam ( I am a ‘male’ student who she-wants to he-goes to the
restaurant).
The students’ own textbook - ال غمة العابِّممة العالِّمة ل سممنة الاابعمة- also
contributes to students’ errors. It has many errors of agreement
between the verb and its subject. For example,
سماذا يقمموم بعمما الم ول بتح ِّممة اسِّمماجم limātha yaqūmu baCdu
alduwal bitahliyati almiyah? (why do some countries he-makes
sweetening water? Source 1993:126 ال غة العابِّة العالِّة( ل سنة الاابعة.
The error concerns the use of a verb with a masculine form
instead of a feminine form (i.e. تقومtaqūmu).
The question to ask now is: how can the errors of the Malay
learners of Arabic be classified in terms of Corder’s stages? This
is an important question whose answer shows the level of
progress and development the learners have achieved in
mastering Arabic in general or Vp in particular. The errors of the
students of this study, may be in the pre-systematic and
systematic stages. In the use of the future tense, five-form verbs
and future tense particles, their errors are pre-systematic.
In the present case, the students do not know the rules of Arabic
well in this respect. They are not aware of tense particles or how
to use the tenses correctly. As a result, the errors are random
errors. The following examples illustrate this.
اسمبف يماض ( افماح جم او يمف أنمتS47M, T1) ’afrah jidan maCa ’ant fī
’usbuC mād. I am very pleased with you in the last week.
The students here used the present tense instead of the past. The
context needs a past tense as the actions happened in the past.
C. Tense particles
6.4 Summary
303
CHAPTER VII
7.0. Overview
7.1. Conclusions
1) The students made a grand total of 3088 errors, which fall into
two categories: (i) tense and (ii) S.V.A.
Thus as can be seen from the above, the vast majority of errors
(70.36 %) occurred in tense whilst just under one third of the
errors occurred in SVA (i.e. 29.64 %).
2) The causes of errors in both tense and SVA were varied and
many. The major and most obvious causes were the following:
The pedagogical applications are the final aim of EA. That is,
how to use and correct the learners’ errors. In this research, a
large number of errors have occurred in the use of tense and
SVA. Teachers, students and scholars all feel there is a need to
correct such errors (Haja Mohideen Mohamed Ali 1993). Many
language researchers and teachers have suggested ways of error
correction (EC). Hendrickson (1978), for example, has
addressed five fundamental questions in EC, which are:
Correcting the learner’s errors is good for the learner and the
teacher. Regarding the student, it enables him to know whether
he is successful in producing a correct TL or not. Also it supplies
him with evaluation of his progress in learning the TL. As
Krashen & Seliger (1975) put it
311
Thus teachers should correct the most important errors and bear
the less frequent ones. According to Hendrickson (1978:390),
In this research, all the errors are of the local type. So how and
when can they be corrected? In this connection, Horner
(1988:218) noted that errors in the VP “tend to be badly
accepted by native speakers”. So, for this reason they should be
corrected.
a) بل بِّت ال وجهل اكتب ه جم الاس ة كا يقض كِّ اوض يوي كال ا
b) حمىت اامف يمن انمت غم او.’ ان هنما فقمتal’ ān hunā fiqt. Hattā ’asmaC
min ’anta ghadan (S16M, T1). Now here wake up. Until I hear
from you tomorrow.
c) باكمة اهلل كتبمت وم انتهِّمت ا مىن لمك خ صمت ىلذ khalaşt, ’idhan,
katabtu qad ’intahaytu ’atamannā laka fī barakati Allah (S18F,
T1). I finished, then, I wrote had finished I wish you in blessing
of Allah.
d) اس رسة ين الحتضا سحك.سنأخ الوضؤ وىلستع لقِّام الص ة العشاا يعا
315
The above errors are all global in the sense that they hinder
communication. So they should be given top priority and primary
concern.
for verb,
مfor agreement,
أfor particle,
همfor spelling etc.
After the learners get their note books back, they may be asked
to rewrite their composition with the correction. If they make
further grammatical errors, the corrector may inform them to go
back to the grammar book for correcting their errors.
i. projection,
ii. group compositions,
iii. exchanging compositions, and
iv. in-class editing.
319
(ii) The coding correction, where the teacher underlies each error
and puts above or beneath it a code, e.g. T for tense, P for
particle, SVA for concord, etc. The advantage of this method is
that the student has to find out the correct form by himself. It
also saves the teacher time and motivates the student to think
and find out the errors by himself. However, it has the
disadvantage where the learners might not know the correct form
or they do not take care of it.
There are two different schools for the teaching of grammar. One
is against the teaching of grammar to foreign students. Its
proponents such as Newmark & Reibel (1967) claim that
drawing classroom attention to the grammar is neither a
sufficient nor necessary condition for learning a foreign language
to take place (for further detail, see Abdalla, 1996:271).
That is, foreign adults are advised to learn the grammar in order
to be on a firm ground when they use the TL. They need to
discover its formulas or rules and to use them correctly. Of
course, this does not mean that learning grammar by foreigners
will prevent the errors made by them but it can give them the
competence and can also build up their self confidence when they
use the TL.
323
i. Communicative Approach;
ii. Gradation;
iii. The Most Frequent Item;
iv. The Grammar of Discourse;
v. Combination of Induction and Deduction
Approach; and
vi. Linear and Spiral Syllabus.
i. Communicative Approach
To teach the past tense, for example, in this approach, there are
several ways. Telling stories is a very interesting function and
exercise. The teacher can use a story or historical event which
happened in the past in which the tenses of the verb are in the
past as well. The students may be asked to give similar stories in
which the past tense is used. Another activity would be to use or
perform certain activities such as eating and drinking. The
teacher can bring food/drinks to the class and ask some
student(s) to eat/drink it. After finishing the food/drink, the
teacher may say certain sentences to describe the action, using
the past tense. For example, Mohammad ate the food/ drank the
drink. Here the students will know that the food has already been
eaten. Or the teacher can ask the following questions after the
students finished eating and drinking:
These questions and their answers should all be in the past tense.
There are many other techniques the teacher can use, which are
described in those books on the communicative approach (
Werner et al. 1997; Kirn & Jack 1996; Werner 1996; McGrath &
Prowse 1993).
ii. Gradation
In the case of tense, for example, the teacher can start with the
jussive and accusative tenses first because the students knew
these verbs already. Then he can move on to teach the present
nominative and imperative. Similarly, in the case of tense
particles, the teacher can start with the jussive and accusative
particles before proceeding to the future particle.
is the active verbs which are more frequent than passive ones,
with a ratio of 94 to 6 % respectively.
In this study, the most frequent items are the past and present
tenses and SVA in the singular form in that order. As to tense
particles, the most frequent items are the infinitivizer ’an,
causative lan, jussive lam and future sa in that order. Other items
like the passive form is not often used. So the syllabus designers
should take into consideration these items when producing the
materials for language teaching.
The role of the teacher here is to provide learners with the data
and rules and to offer explanations when necessary.
In the case of tense and SVA, the teacher can use either method
or both or vary them. Preference for either method should rest
with the students. He has to use the method that helps them to
learn better and faster.
(iv) Showing the rule and explaining it by giving extra drills on it.
The teacher also needs to explain what the terminology means
because knowing the meaning of terminology is important for the
learners to understand the TL grammar.
The teacher can also use language games which are very useful in
teaching grammar as it makes the learning of the TL lively and
enjoyable ( حاتةShahātta 1993).
The students here are passive and not participating in the class.
As Halnisah Binti Salleh (1988:30) puts it,
These are general suggestions which are given for the learner,
teacher and, syllabus designer.
iv. Including the most common Arabic structures and words and
Arabic loan-words in BM in the syllabus in order to facilitate the
learning and teaching of Arabic;
v. Using plenty of drills and exercises to illustrate the studied
items. In particular, giving more drills on verbs and their
inflections with the personal pronouns in order to master SVA.
Also special attention should be paid to punctuation as to how
and where to place the dots, geminations, vowelizations, the rule
of closed and open letter ta’, the long and short vowels (see
Jassem et al. 1995). Finally, drills should be given to improve
students’ hand-writing;
وهللا الموفق
337
REFERENCES
Badrī, Kamāl ’Ibrāhīm. 1404. Al-zaman fīl nahu Al-carabī. 1st Ed.
Al-Riyād: Dār ’Ummaiyyah lilnashr waltawzīc.
C
abdul Wahāb Bin Al-Hāj Kayā. 1993. Muslimū Malaysia bayn
al-mādī wal-hādir. ’Ishrāf Mohammad Muşţafā Al-Hāj. Ţarabulus
Libya: Kulliyyat Al-DaCwah Al-’Islamiyyah.
C
Antar, Cabd Al-Hamīd. 1409. Kitāb taşrīf al-’afCal wa
muqadimmat al-şarf. 2nd Ed. Al-Madīnah Al-Munawarah: Al-
JamiCah Al-’Islamiyyah.
Ibn Caqīl, Bahā’ Al-Dīn CAdullah. 1979. Sharh Ibn Caqīl Calā
’alfīyyat Ibn Mālik. Juz’4. 16th Ed. Tahqīq Muhidīn CAbd Al-
Hamīd. Dār Al-fīkir lilţibaCah wal-nashr waltawzīC.
Ibn Cuşfūr Al-’Ishbīlī. 1987. Al-mumtiC fīl şarf. Juz’ 2.1st Ed.
Tahqīq Fakhr Al-Dīn Qabbawah. Bayrūt: Dār Al-MaCrifah.
Hassan, Cabas. 1974. Al-nahu al-wāfī. Juz’ 1&4. 3rd Ed. Mişr:
Dār Al-Mācarif.
349
Ibn Jinnī, ’Abū Al-Fath Cuthman Bin Jinnī. 1954. Al-munşif sharh
Kitāb al-taşrīf Lil- Māzinī. 1st Ed. Tahqīq ’Ibrāhīm Muşţafā wa
’akhrūn. Mişr: Sharikat Maktabat wa Maţbacat Muşţafā Al-Bābī
Al-Halabī wa ’Awlāduhu Bimişr.
Ibn Jinnī, ’Abū Al-Fath Cuthman Bin Jinnī. 1988. Al-lamC fīl
C
arabiyyah. Tahqīq Samih Abū Mughlī. Cammān: Dār Majdalwī
lilnashr.
Al-Jurjānī, cabd Al-Qāhir. 1987. Kitāb al-miftāh fīl şarf. 1st Ed.
Tahqīq cAlī Tawfīq Al-Hamad. Bayrūt: Mu’sasat Al-Risālah &
Dār Al-’Amal.
Ibn Makkī, ’Abū Hafş cumar Bin khalf Al-Şiqillī. 1966. Tathqīf
al-lisān wa talqīh al-janān. No Ed Tahqīq cabd Al-cazīz Maţţar.
Al-Qāhirah: Mu’sassat Dār Al-Tahrīr lil-Tibacah wa Al-Nashr.
Sībawaīh, ’Abū Bishr camru Bin cuthman Bin Qanbar. 1983. Al-
Kitāb. Juz’ 1&4. 3rd Ed. Tahqīq cabd Al-Salām Mohammad
Harūn. Cālam Al-kutub.
Appendix A
(السؤال الثالث
Question 3:
3
اإلضافة الضما ا االس-
Possessive / Genitive 1 2 Pronoun Noun
-9 -3 هو اجقِّبة
ه
أنا
حنن
.... أنت
Appendix B
Sample 1
35ابايل 3221
نور زوياي بن زاكوا 5ابو بكا
زِّ الف اي -كِّ حتتفل
األول محا الشماول كمل سمنة -حيتف مو زِّم احتفمل اسسم مو بعِّم الف ماي
ممها الايضمما .اسس م مو يصممويو الشممها الايضمما يممن الف مماي بع م ا يصممويو
األول ريض م مما ح م ممىت اخ م ممري ريض م مما مث حيتف م ممو اسس م م مو زِّم م م الف م مماي االول م ممها
الشاول .زِّ الف اي احتفل لت كا النجاح صوم ها ريضا ه ا يموم اسسم مو ال
زِّ الف اي كل ي رسة واألةارة اوفل الحاام الِّوم. يصويو .
وبل العِّ اسس مو اسمتع اة لِّحتفمل هم ا الِّموم .اسسم مو ينظفمو بِّمته .هم
يش ممريتو األل ممت ت ممين لبِّ ممته .ينظق ممو بِّ ممته ح ممىت ي مماي ل ِّ ممة .ةاا اسس م مو يعم ممو
ايق م لس ممتع اة لعِّ م الف مماي .وب ممل زِّ م الف مماي اس مما ايض مماا سممتع اة لتحتف ممل زِّ م
الف مماي .حن ممن ننظ م بِّتن مما .ايب ايض مماا يغس ممل س مرياتك .حن ممن ايض مماا ي م هب ا الم م كا
لشريت اس بس لتحتفل زِّم الف ماي .الم كا كثماجم اسسم مو يم هبو الِّهما لِّشمريتو
اس بممس .وبممل العِّم ايضمماا اسسم مو تممؤةي المكمماة يسممج .وبممل العِّم حنممن ناجممف ا
القايتنمما ب م و مماق .ىف ال مماريخ حن ممن نس مماه ين ممااا لِّ ممة يث ممل حق ممول االرز والنح ممار
والبحمما واجلبممل والقايممة وغممري ذلممك .السممازة ااايسممة يسمماا وص م نا القايتنمما وحيممتف
اج واج ة.
372
يموم العِّم انمما واسما اسمتِّق يمن النمموم صمبح يبكماا .حنمن نغتسممل سمنة زِّم
الف مماي .مث تممؤةي ص م ة العِّ م الف مماي يسممج .تممؤةي ص م ة العِّ م الف مماي يممف اب م
وج ي .ذهبت ا يسج بالسِّارة .ايضاا اسس مو احماام الوالم ين .انما واخم واخمىت
ايضاا احاام الوال ين بِّأس ين ه .
مث حنممن يم هب ا بِّممت اخم لميمااة ايب وايم يم هبا ا بِّممت الصم يقته .انمما
والمماز البِّممت اخ م حنممن نأكممل ال عممام يثممل اسق م ايضمماا اذهممب ا بِّممت الص م يق .
والفواكمل وغمري ذلمك زِّم الف ماي .حنممن يشما اسشماوباا يثمل كاكماو والسماي والقحموا
وغري ذلك .ىف بِّته ايضاا حنن نشماه الت ِّميمو .انما واخم ت عمب كماة القم م .ىف اسسماا
حنن ياجف اي ج بِّت .ذاا الِّوم حنن ناجف ا بِّت .
373
Sample 2
31ابايل 3221
هرييا بن مهمة 5ابو بكا
زِّ الف اي -كِّ حتتفل
األول محا الشماول كمل سمنة -حيتف مو زِّم احتفمل اسسم مو بعِّم الف ماي
ممها الايضمما .اسس م مو يصممويو الشممها الايضمما يممن الف مماي بع م ا يصممويو
األول ريض م مما ح م ممىت اخ م ممري ريض م مما مث حيتف م ممو اسس م م مو زِّم م م الف م مماي االول م ممها
الشاول .زِّ الف اي احتفل لت كا النجاح صوم ها ريضا ه ا يموم اسسم مو ال
يصويو .زِّ الف اي كل ي رسة واألةارة اوفل الحوام الِّوم.
وبل العِّ اسس مو اسمتع اة لِّحتفمل هم ا الِّموم .اسسم مو ينظفمو بِّمته .هم
يش ممريتو األل ممت ت ممين لبِّ ممته .ينظق ممو بِّ ممته ح ممىت ي مماي لِّ ممة .ةاا اسس م مو يعم ممو
ايق م لسممتع اة لعِّ م الف مماي .وبممل زِّ م الف مماي اسمما ايضمماا بسممتع اة لتحتفممل زِّ م
الف مماي .حن ممن نن م بِّتن مما .ابمما ايض مماا يغس ممل س مرياتك .حنممن ايض مماا ت م هب ا ال م كا
لشريت اس بس لتحتفل زِّم الف ماي .الم كا كثماجم اسسم مو يم هبو الِّهما لِّشمربتو
اس بممس .وبممل العِّم ايضمماا اسسم مو تممؤةي المكمماة يسممج .وبممل العِّم حنممن ناجممف ا
القايتنمما ب م و مماق .ىف ال مماريخ حن ممن نس مماه ين ممااا لِّ ممة يث ممل حق ممول االرز والنح ممار
والبحمما واجلبممل والقايممة وغممري ذلممك .السممازة ااايسممة يسمماا وص م نا القايتنمما وحيممتف
اج واج ة.
يوم العِّ انما واسما اسمتِّق يمن النموم اصمبح يبكماا .حنمن نغتسمل سمنة زِّم
يسممج .تممؤةي ص م ة العِّ م الف مماي يممف اب م الف مماي .مث تممؤةي ص م ة العِّ م الف مماي
374
ايضاا اسس مو احماام الوالم ين .انما واخم واخمىت وج ي .ذهبت ا يسج بالسِّارة.
ايضاا اجاام الوال ين بِّأس ين ه .
مث حنممن تم هب ا بِّممت اخم لميمااة ايب وايم يم هبا ا بِّممت الصم يقته .انمما
ايضمماا اذهممب ا بِّممت الص م يق .البِّممت اخ م حنممن نأكممل ال عممام يثممل اسق م والمماز
والفواكمل وغمري ذلمك زِّم الف ماي .حنممن يشما اسشماوباا يثمل كاكماو والسماي والقحموا
وغري ذلك .ىف بِّته ايضاا حنن نشماه الت ِّميمو .انما واخم ت عمب كماة القم م .ىف اسسماا
حنن ياجف اي ج بِّت.
375
Sample 3
زِّ الف اي -كِّ حتتفل
األول محا الشماول كمل سمنة -حيتف مو زِّم احتفمل اسسم مو بعِّم الف ماي
ممها الايضمما .اسس م مو يصممويو الشممها الايضمما يممن الف مماي بع م ا يصممويو
األول ريض م مما ح م ممىت اخ م ممري ريض م مما مث حيتف م ممو اسس م م مو زِّم م م الف م مماي االول م ممها
ه ا يموم اسسم مو ال الشاول .زِّ الف اي احتفل لت كا النجاح صوم ها ريضا
يصويو .زِّ الف اي كل ي رسة واألةارة اوفل الحاام الِّوم.
وبل العِّ اسس مو اسمتع اة لِّحتفمل هم ا الِّموم .اسسم مو ينظفمو بِّمته .هم
يش ممريو األل ممت تم ممين لبِّ ممته .ينظق ممو بِّ ممته ح ممىت ي مماي ل ِّ ممل .ةاا اسسم م مو يعم ممو
ايق م لس ممتع اة لعِّ م الف مماي .وب ممل زِّ م الف مماي اس مما ايض مماا سممتع اة لتحتف ممل زِّ م
الف مماي .حن ممن ننظ م م بِّتن مما .ايب ايض مماا يغس ممل س م مرياتل .حن ممن ايض مماا يم م هب ا ال م م كا
ال م كا كث ماجم اسس م مو ي م هبو الِّهمما لنشممرى لنشممري اس بممس لتحتفممل زِّ م الف مماي.
اس بمس .وبممل العِّم ايضمماا اسسم مو تممؤةي المكماة اسسممج .وبمل العِّم حنمن ناجممف ا
القايتن مما ب م و مماق .ىف ال مماريغ حن ممن نس مماه ين ممااا لِّ ممل يث ممل حق ممول االرز والنح ممار
والبحمما واجلبممل والقايممة وغممري ذلممك .السممازة اجايسممة يسمماا وص م نا القايتنمما وحيممتف
اح واح ة.
يوم العِّ انا واسما اسمتق يمن النموم صمباحا يبكماا .حنمن نغتسمل سمنة زِّم
الف مماي .مث ت ممؤةي ص م ة العِّ م الف مماي يس ممج .ت ممؤةي ص م ة العِّ م الف مماي ي ممف ا
وج م م ي .ن م م هب ا يس ممج بالس م مِّارة .ايض مماا اسس م م مو اح م ماام الوال م م ين .ان مما واخ م م
واخوات ايضاا احاام الوال ين بِّأس ينه .
376
مث حنممن ن م هب ا بِّممت اخ م لميمااة ايب واالم ي م هبا ا بِّممت الص م يقته .انمما
ايضمماا اذهممب ا بِّممت ص م يق .البِّممت اخ م حنممن نأكممل ال عممام يثممل اسق م والمماز
والفواكممل وغممري ذلممك زِّم الف مماي .حنممن نشمما اسشمماوباا يثممل كاكمماو والسمماي والقع موا
وغري ذلك .ىف بِّته ايضاا حنن نشاه الت فِّميو .انا واخ العمب كماة القم م .ىف اسسماا
حنن ناجف اي ج بِّت .ذاا الِّوم حنن ناجف ا بِّت .
377
Appendix C
Questionnaire
Instructions
15- Do you think that Arabic will help you in your future
study? yes [ ] no [ ].
16- What is the language you use out of the classroom with
your friends?
-تع مِّ اثاةث ممة العابِّممة ل ن مماطقني باالجن ِّميممة .3222 .ال بع ممة األو .
كواال سبور( ىلي .ىل .نورةين.
-تع مِّ اثاةث ممة العابِّ ممة اسعاص مماة لغ ممري الن مماطقني ا مما .3221 .ال بع ممة
األو .جمآ .كواال سبور( ىلي .ىل .نورةين.
-طاق تع ِّ ال غة العابِّة لألجانمب .3224 .ال بعمة األو .كمواال
سبور( ىلي.ىل .نورةين.
-ةراس ممة ز م م ال غ ممة االجتم مماز .3221 .ال بع ممة األو .ت م م وِّن
وحتايمما زي م ز م جاس م و جاس م ز م جاس م .ك مواال سبممور( بوسممتاك
أنتارا.
- Jassem, J. A., Jassem, Z. A., & Jassem, Z. A. 1995. Drills in Arabic
writing and pronunciation as a foreign/second language. Kuala
Lumpur: Golden Books Centre Sdn. Bhd.
380
The Author