Difficulty Level of Topics in Senior School Arabic Language Curriculum in Oke-Ogun, Oyo State, Nigeria (Tahap Kesukaran Tajuk dalam Kurikulum Bahasa Arab Sekolah Tinggi di Oke-Ogun, Oyo State, Nigeria)

Abstract

This study examined teachers’ perception of the difficulty levels of topics in senior school Arabic curriculum. A total of 30 Arabic Language teachers from 30 senior schools constituted the study sample. The variables considered were teacher’s qualifications and years of teaching experience. A checklist containing all topics (82) of senior school Arabic Language curriculum was used for data collection. The study was anchored to four research questions. The content and face validity of the instrument were done by giving the checklist to two teachers of Arabic Language in senior secondary schools and specialists in Arabic education at the University of Ilorin. Test-retest was used to determine the reliability of the instrument. The data were analysed using frequency counts and percentages. The score of the first and the second times of administration of the checklist were correlated using Pearson r. The correlation coefficient value was 0.96. The findings revealed that seven topics were perceived to be very difficult; 18 topics were perceived to be difficult; while 57 topics were perceived to be not difficult by the respondent. Conclusion were drawn on the basis of these findings.

Keywords: Arabic language, senior school, education, difficulty level, language

Kajian ini bertujuan untuk mengkaji persepsi guru terhadap tahap kesukaran topik kurikulum bahasa Arab di sebuah sekolah tinggi (senior). Seramai 30guru bahasa Arab dari 30 buah sekolah tinggi dijadikan sampel kajian. Pemboleh ubah kajian ialah  kelayakan dan tahun pengalaman mengajar guru. Senarai semak yang mengandungi semua topik (82) kurikulum Bahasa Arab sekolah tinggi   telah digunakan untuk pengumpulan data.  Sebanyak empat soalan menjadi fokus kajian.  Kesahan kandungan dan kesahan muka instrumen yang mengandungi senarai semak telah dibuat oleh dua orang guru Bahasa Arab di sekolah-sekolah menengah tinggi dan pakar dalam pendidikan Bahasa Arab di Universiti Ilorin. Ujian dan ujian semula telah digunakan untuk menentukan kebolehpercayaan instrumen. Data dianalisis menggunakan kekerapan dan peratusan. Senarai semak kali pertama dan kedua digunakan untuk mencari korelasi Pearson r.  Nilai pekali korelasi adalah 0.96. Dapatan kajian menunjukkan bahawa tujuh tajuk telah dilihat sebagai sangat sukar, 18 tajuk telah dilihat sebagai sukar, manakala 57 tajuk telah dilihat sebagai tidak sukar. Kesimpulannya, dapatan kajian adalah berdasarkan dapatan yang ditemui.

Keywords: Bahasa Arab, sekolah tinggi, pendidikan, tahap kesukaran, bahasa