معرفة صيغ جمع التكسير لدى طلبة المرحلة الثانوية العالية الدينية بماليزيا (STAM) في مدرسة فوزي الثانوية الدينية، يان قدح

• Main Author: Nur Amalina Abd Rahim
• Format: Thesis
• Published: Universiti Sains Islam Malaysia 2016
• Subjects: Malaysia High Certificate of Religious Study (STAM) examinations.; Arabic broken plural forms.; Grammar, Comparative and general—Syntax; Grammar, Comparative and general—Morphology
• Online Access: http://ddms.usim.edu.my:80/jspui/handle/123456789/13180

Syntax and morphology is one of the compulsory subjects in the Malaysia High Certificate of Religious Study (STAM) examinations. It has an important role in terms of improving the language competency and the accentuation in grammar of the students since it is taught over a period of one year prior to the (STAM) examinations. This research conducted to identify student’s of Malaysia High Certificate of Religious Study (STAM), Sekolah Menengah Agama Fauzi, Yan Kedah understanding Arabic broken plural forms. A number of students was selected purposively as the samples for this research to answer the questionnaire of research consisting thirty (30) students. Besides, the researcher had conducted a personal interview with some students who were attained the highest level in their Religious Secondary Certificate (SMA) . The objectives of distributing the questionnaire and personal interview are to identify how far the students understanding in using Arabic broken plural forms overall. In conclusions, after collecting all data from the samples, it should be analyzed to make generalization of the research population by using computer program for statistical analysis of data known as a SPSS (STATISTICAL PACKAGE FOR SOCIAL SCIENCE 20). Based on this research, there are several results obtained by the researcher, including : 1. Students are didn’t know the meaning of Arabic broken plural forms )قُضْبان( and )أَسْلِحة( . 2. Students didn’t know that ( رُمْح( )غنَم( )ك لب ) are single words that combines more than one version of Arabic broken plural forms. 3. Students are not able to distinguish between broken plural forms in any sentences. 4. Students didn’t know the variety of Arabic plural forms and separation between implied and amplified plural.