Hubungan Kemahiran Komunikasi Dengan Kemenjadian Pelajar Bahasa Arab Di Universiti Awam Pantai Timur
DOI:
https://doi.org/10.37134/Keywords:
Kemahiran komunikasi, bahasa Arab, Kemenjadian pelajar, Kebolehpasaran graduan, Universiti awam Pantai Timur, Pembelajaran autentikAbstract
Abstrak
Kajian ini meneliti tahap kemahiran komunikasi bahasa Arab dan tahap kemenjadian pelajar bahasa Arab, serta hubungan antara kedua-dua konstruk tersebut dalam kalangan pelajar universiti awam Pantai Timur. Kajian menggunakan pendekatan kuantitatif melalui reka bentuk tinjauan melibatkan 293 orang pelajar daripada Universiti Malaysia Kelantan (UMK) dan Universiti Sultan Zainal Abidin (UniSZA) yang dipilih menggunakan persampelan rawak berstrata. Instrumen kajian ialah soal selidik berstruktur merangkumi maklumat demografi, kemahiran komunikasi bahasa Arab dan kemenjadian pelajar. Kesahan kandungan disahkan melalui panel pakar, manakala kebolehpercayaan instrumen menunjukkan nilai alpha Cronbach melebihi 0.80. Data dianalisis menggunakan statistik deskriptif dan inferensi melalui IBM SPSS. Dapatan deskriptif menunjukkan tahap kemahiran komunikasi bahasa Arab dan kemenjadian pelajar berada pada tahap tinggi. Analisis korelasi Pearson pula menunjukkan wujud hubungan positif sederhana yang signifikan antara kemahiran komunikasi bahasa Arab dan kemenjadian pelajar (r = 0.52, p < 0.001). Analisis regresi mengesahkan kemahiran komunikasi merupakan peramal signifikan kepada kemenjadian pelajar dengan pekali penentuan R² = 0.303 dan kecerunan β = 0.615. Dapatan ini membuktikan bahawa pengukuhan komunikasi bahasa Arab berpotensi meningkatkan kemenjadian pelajar secara holistik, sejajar dengan agenda pembangunan graduan holistik dan kebolehpasaran. Kajian mencadangkan pengajaran bahasa Arab diperkukuh melalui latihan komunikasi autentik, bi’ah lughawiyyah, penilaian berasaskan prestasi dan integrasi kemahiran insaniah dalam kurikulum.
Kata Kunci: Kemahiran komunikasi bahasa Arab; Kemenjadian pelajar; Kebolehpasaran graduan; Universiti awam Pantai Timur; Pembelajaran autentik
Abstract
This study examines the relationship between Arabic communication skills and student holistic development) among Arabic-language students at public universities on Malaysia’s East Coast. A quantitative survey design was employed involving 293 students from Universiti Malaysia Kelantan (UMK) and Universiti Sultan Zainal Abidin (UniSZA) selected through stratified random sampling. A structured questionnaire was used to measure students’ Arabic communication skills (receptive and productive abilities, functional use, and academic communication) and their holistic development, including academic confidence, soft skills, professional readiness, problem-solving, and career-oriented aspirations. Data were analysed using descriptive statistics and inferential tests in SPSS. Findings indicate that students reported generally high levels of Arabic communication skills and holistic development. Correlation analysis revealed a moderate, positive, and statistically significant relationship between Arabic communication skills and holistic development (r = 0.52, p < 0.001). Regression results further showed that Arabic communication skills significantly predicted holistic development, explaining 30.3% of the variance (R² = 0.303) with a positive regression coefficient (β = 0.615). These results suggest that strengthening Arabic communication competence can meaningfully contribute to students’ holistic growth, particularly in confidence, engagement, and career preparedness. The study recommends more systematic integration of authentic communication tasks, industry-relevant activities, and supportive language environments to enhance students’ holistic outcomes.
Keywords: Arabic communication skills; student holistic development; graduate employability; East Coast Malaysian public universities; authentic learning
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