mastery of quranic reading through j-qaf
TRANSCRIPT
MASTERY OF QURANIC READING THROUGH j-QAF
PROGRAMME AMONG PRIMARY SCHOOL PUPILS: A CASE
STUDY AT SEK. KEB. DATO’ DEMANG HUSSIN, MALACCA
Nurfadilah Binti Haji Mohamad
(Matric No. 3090127)
Thesis submitted in fulfillment for the degree of
MASTER
QURANIC AND SUNNAH STUDIES
Faculty of Quranic and Sunnah Studies
UNIVERSITI SAINS ISLAM MALAYSIA
NILAI
August 2013
i
AUTHOR DECLARATION
I hereby declare that the work in this thesis is my own except for quotations and
summaries which have been duly acknowledged
Date: 7 August 2013 Signature:
Name: Nurfadilah binti Haji Mohamad
Matric No: 3090127
Address: No 2, Jalan Bertam Indah 7,
Taman Bertam Indah, 76450 Bertam Ulu,
Melaka
ii
BIODATA OF AUTHOR
Nurfadilah binti Haji Mohamad was born on 5 November 1986 at Hospital Tunku
Aminah, Johor Bahru. She is currently residing at No. 2, Jalan Bertam Indah 7, Taman
Bertam Indah, 76450 Melaka. She studied at Maahad Pontian and then Sek. Men. Agama
Kerajaan Johor, Kluang, and lastly at Maahad Johor and took the STAM (Sijil Tinggi
Arab Malaysia) examination. She also obtained a Bachelor degree in Education (with
Honours) from the Faculty of Education, Universiti Kebangsaan Malaysia (UKM). She
works as an Islamic Education teacher in a Methodist Girl’s Secondary School (MGSS)
in Malacca about 3 years. Currently, she works as Quranic Education teacher who teach
Quran Skill Classes (KKQ) at secondary school in Alor Gajah, Malacca.
iii
ACKNOWLEDGEMENTS
In the name of Allah, Most Gracious, Most Merciful. I am grateful to Allah SWT that due
to His permission, this research has been successfully completed to fulfill the requirement
for obtaining the Master in Quranic and Sunnah Studies.
My special thanks and appreciation is for Prof Madya Dr Muhammad Mustaqim bin
Mohd Zarif, my supervisor for this research project whose serious commitments,
guidance, teaching, criticism and continuous support enabled me to complete my research
successfully. My thanks are also due to my co-supervisor Ustazah Noor Najihan binti
Jaafar for her advice. I also extended my appreciation to the Dean, Faculty of Quranic and
Sunnah Studies, as well as the lecturers and staff who have assisted me in my studies at
USIM.
My appreciation is also due to everyone involved in this research: Ustaz Che Mat Che
Leh from JPM, Malacca, Pn Hjh Noraisah binti Muhammad, Headmistress at Sek. Keb.
Dato’ Demang Hussin, Malacca for her permission to conduct this research at her school,
all j-QAF teachers especially Pn Mutiar Rabihah Mustapha and all students who
participated in this research. Without their full cooperation and constructive feedbacks,
the research would not have been as successful as it is.
Next, I cherish the prayers and encouragements from my beloved family, my father, Haji
Mohamad bin Mat Dom and my mother, Puan Hjh Faridah binti Hj Md Amin as my
inspirational source to achieve all my goals. My thanks are also due to my younger sister
and brother, as well as my friends for their help and support. Finally, I wish to thank
everyone who has given co-operation and help me directly and indirectly for the success
of this research. Thank you very much. May Allah bless all of you.
iv
ABSTRAK
Program j-QAF merupakan salah satu inisiatif pihak Kementerian Pelajaran Malaysia
untuk memperkasakan penguasaan kemahiran asas-asas Islam kepada pelajar di peringkat
sekolah rendah. Program yang diperkenalkan sejak dari tahun 2004 ini merangkumi aspek
pembelajaran tulisan jawi, bacaan al-Quran, asas bahasa Arab dan kemahiran fardu ain.
Secara khasnya, kajian ini merupakan kajian kes yang membincangkan tentang tahap
penguasaan bacaan al-Quran di kalangan pelajar Tahun Enam generasi pertama pelajar
yang mengikuti proses pengajaran dan pembelajaran program j-QAF di Sekolah
Kebangsaan Dato’ Demang Hussin, Melaka. Alat ukuran yang digunakan dalam kajian
ini ialah ujian bacaan al-Quran yang dijalankan terhadap 136 orang pelajar dan temubual
terhadap 30 orang pelajar. Keseluruhan responden dipilih secara rawak mudah dimana
sampel yang dipilih merangkumi setiap kelas dan tahap pencapaian pelajar Tahun Enam
yang terdapat di sekolah ini. Data-data yang dikumpulkan dianalisis menerusi metode
statistik deskriptif yang terdiri daripada frekuensi, peratusan, min dan sisihan piawai.
Secara amnya, dapatan kajian ini menunjukkan tahap sebenar penguasaan dan hubung
kait kemahiran bacaan al-Quran para responden dari aspek fasahah, hukum tajwid,
makhraj huruf dan tanda bacaan. Selain itu, kajian turut mengutarakan saranan mengenai
usaha dan peranan yang perlu dimainkan oleh pihak-pihak yang berkenaan untuk
memastikan modul al-Quran dalam program j-QAF ini berjaya mencapai hasrat dan
matlamatnya.
v
ABSTRACT
The j-QAF programme is an initiative introduced by the Ministry of Education (MOE) to
strengthen the mastery of the basics of Islam to the pupils at the primary level. The
programme which was introduced since 2004 includes aspects of learning Jawi script,
reading the Quran, Arabic and basic skills of Fard ‘Ayn. In particular, this study is a case
study on the level of Quranic reading mastery among pupils in Standard Six of first
generation pupils who followed the teaching and learning in the j-QAF programme at
Sek. Keb. Dato’ Demang Hussin, Malacca. The instruments used in this study were
Quranic reading test which was conducted with 136 pupils and pupil interview. The data
is analyzed through descriptive statistical methods including frequency, percentage, mean
and standard deviation. In general, the findings indicate the level of proficiency and
mastery of Quranic reading skills among respondents from the aspects of fluency, the
rules of tajwid, pronunciation and punctuation marks. In addition, the study also proposed
some recommendations to ensure successful implementation of the Quranic modules in
the j-QAF programme in achieving its objectives.
vi
J-QAF
4002
63130
vii
CONTENT
CONTENTS Page
AUTHOR DECLARATION i
BIODATA OF AUTHOR ii
ACKNOWLEDGEMENTS iii
ABSTRAK iv
ABSTRACT v
MULAKHKHAS AL-BAHTH vi
CONTENT vii
LIST OF TABLES xiii
LIST OF FIGURES xvii
LIST OF APPENDICES xix
TRANSLITERATION xx
ABBREVIATION xxii
CHAPTER I: INTRODUCTION 1
1.1 Research Problems 5
1.2 Research Questions 6
1.3 Research Objectives 7
1.4 Significance of the Study 7
1.5 Conceptual Framework of Research 8
1.6 Procedure of Research 10
1.7 Limitation of Research 10
1.8 Literature Review 11
1.9 Organization of Research 16
viii
CHAPTER II: LITERATURE REVIEW 17
2.1 The History of Teaching and Learning the Quran 17
2.1.1 Teaching and Learning the Quran in the Beginning of Islam 17
2.1.2 Teaching and Learning the Quran in Malaysia 20
2.2 The History of the j-QAF Programme and Its Implementation in
Malaysia 25
2.2.1 The Concept of the j-QAF Programme 26
2.2.2 The Objectives of the j-QAF Programme 26
2.2.3 The Implementation of j-QAF Programme 27
2.2.4 Recognition 28
2.2.5 Materials and Facilities 29
2.2.6 The Models of the j-QAF Programme 29
2.3 Background of Sek. Keb. Dato’ Demang Hussin (SKDDH) 29
2.3.1 History of SKDDH 29
2.3.2 The Vision and Mission of SKDDH 31
2.3.3 The Goals of SKDDH 32
2.3.4 The Philosophy of SKDDH 32
2.3.5 The Objectives of SKDDH 32
2.3.6 The Quality Policy of SKDDH 33
2.3.7 Management Focus of SKDDH 33
2.3.8 The Client’s Charter of the School 34
2.4 Implementation of the Tasmi’ Model in Malaysia 35
2.4.1 Follow the Reading of Teacher (BIG) 36
2.4.2 Quran Literacy Camp (KLAQ) 39
ix
2.5 Implementation of Six-Month Completion of the Quranic Recitation
Model 41
2.6 The Implementation of Teaching and Learning the Quran in the j-QAF
Programme at SKDDH in 2010 45
2.6.1 The Models of j-QAF programme at SKDDH 45
2.6.2 The Number of Pupils in 2010 47
2.6.3 The Position of j-QAF Programme in School’s Organization
in 2010 48
2.6.4 Annual Lesson Plans of the Six-Month Completion of the
Quranic Reading Model and Tasmi’ Model 49
2.7 Overall Report of Islamic Education Activities at SKDDH in 2010 56
2.7.1 Activities Participated 56
2.7.2 Islamic Educational Activities in 2010 58
2.7.3 j-QAF Activities in 2010 59
2.8 Analysis of Pupils’ Achievement Report in j-QAF Programme at
SKDDH in 2010 60
2.9 Summary 61
CHAPTER III: RESEARCH METHODOLOGY 63
3.1 Data Collection Methods 63
3.2 Data Analysis Methods 66
3.3 Pilot Test 68
3.4 Population of Research 69
3.5 Limitation of Research 70
CHAPTER IV: QURANIC READING TEST: ANALYSIS OF RESULTS 71
4.1 Reading Mastery Test of the Quran in its Various Aspects 72
x
4.1.1 Quranic Reading Mastery from the Aspect of Fluency 72
4.1.2 Quranic Reading Mastery from the Aspect of the Rules of
Tajwid 76
4.1.3 Quranic Reading Mastery from the Aspect of Punctuation
(Reading Signs) 80
4.1.4 Quranic Reading Mastery from the Aspect of Pronunciation
(Makhraj al-Huruf) 82
4.2 Overall Achievement of Reading Mastery Test of the Quran 95
4.2.1 Overall Scores of the Quranic Reading Test 95
4.3 The Relationship between the Aspect of Fluency and Other Aspects of
Quranic Reading Mastery 100
4.3.1 Relationship between the Aspects of Fluency and the Rules of
Tajwid 100
4.3.2 Relationship between the Aspects of Fluency and Punctuation 101
4.3.3 Relationship between the Aspects of Fluency and Pronunciation 101
4.3.4 The Differences between the Gender of Pupils on Every Aspects 102
4.4 Summary 103
CHAPTER V: PUPILS’ INTERVIEW: ANALYSIS OF RESULTS 104
5.1 Section A: The Profile of Respondents 104
5.2 Section B: The Level of Respondents’ Basic Knowledge in Quranic
Reading 105
5.3 Section C: Level of Achievement in Reading the Quran through the
j-QAF Programme 107
5.3.1 Pupils’ Problems in Reading the Quran 107
xi
5.3.2 The Achievement Level of Quranic Reading in the Aspect of
Fluency 108
5.3.3 The Factors Influencing Pupils to Read the Quran
Fluently 110
5.3.4 Pupils’ Problems in Reading the Quran in the Aspect of the
Rules of Tajwid 113
5.3.5 Pupils’ Problems in the Aspect of Punctuation 114
5.3.6 Pupils’ Problems in the Aspect of Pronunciation 115
5.4 The Number of Pupils who Completed Reading the Quran 118
5.4.1 The Number of Pupils who have Completed Reading the
Quran 118
5.4.2 The Number of Pupils who have Completed Iqra’ book 6 121
5.5 The Factors of Mastery and Weaknesses in Reading the Quran 123
5.5.1 The Factors Influencing the Mastery and Weaknesses Pupils’ in
Reading the Quran 123
5.5.2 Pupils’ Interest in Learning the Quran 129
5.6 Summary 133
CHAPTER VI: DISCUSSION, CONCLUSION AND RECOMMENDATION 135
6.1 Discussion of Research Findings 135
6.1.1 Pupils’ Achievement Level in Reading the Quran 136
6.1.2 Pupis’ Achievement Level from the Aspect of Fluency 136
6.1.3 Pupils’ Achievement Level from the Aspect of the Rules
of Tajwid 137
6.1.4 Pupils’ Achievement Level from the Aspect of Punctuation 137
6.1.5 Pupils’ Achievement Level from the Aspect of Pronunciation 138
xii
6.1.6 The Number of Pupils who Completed Reading the Quran 139
6.1.7 Factors of Mastery and Weaknesses in Reading the Quran 139
6.2 Conclusion 144
6.3 Recommendations to Improve the Mastery of Quranic Reading through the
j-QAF Programme 145
6.3.1 Recommendations for Further Studies 147
BIBLIOGRAPHY 148
APPENDICES 164
xiii
LIST OF TABLES
Page
Table 2.1: Implementation of j-QAF Programme in Primary Schools 27
Table 2.2: Estimated number of j-QAF Teachers in primary schools 28
Table 2.3: Teaching and Learning Example of Follow the Reading of
Teacher (BIG) Method
37
Table 2.4: The Distribution of Six- Month Completion of Quranic
Reading Model
43
Table 2.5: The percentage of pupils who have followed the model of
j-QAF and completed the Quran
44
Table 2.6: Participants of the j-QAF programme in 2010 47
Table 2.7: Distribution of Iqra’ reading lessons 50
Table 2.8: The Annual Lesson Plans for Year Six Pupils 52
Table 2.9: The Schedule of Tasmi’ Classes at Sek. Keb. Dato’
Demang Hussin (SKDDH)
55
Table 2.10: j-QAF Related Activities in SKDDH 2005-2010 57
Table 2.11: j-QAF activities for Year 6 pupils in 2010 58
Table 2.12: Islamic Educational Activities at SKDDH 58
Table 2.13: j-QAF Activities at SKDDH 59
Table 2.14: Analysis of Pupils’ Achievement in 2010 60
Table 2.15: Quranic Module Achievement for Year 6 pupils in 2010 61
Table 4.1: Distribution of the Quranic Reading Marks from the
Aspect of Fluency (Fasahah)
72
Table 4.2: Marks and Grades of Achievements 75
xiv
Table 4.3: The Level of Reading the Quran from the Aspect of
Fluency (Fasahah)
75
Table 4.4: Distribution of the Quranic Reading Marks from the
Aspect of the Rules of Tajwid
76
Table 4.5: The Level of Quranic reading mastery from the Aspects of
the Rules of Tajwid
79
Table 4.6: Distribution of the Quranic Reading Marks from the
Aspect of Punctuation
80
Table 4.7: The Level of the Quranic Reading Mastery from the
Aspect of Punctuation (Reading Signs)
81
Table 4.8: Distribution of the Quranic Reading Marks from the
Aspect of Pronunciation
83
Table 4.9: The Level of the Quranic Reading Mastery from the
Aspect of Pronunciation
84
Table 4.10: Overall Mean Level on Specific Pronunciation Aspect 86
Table 4.11: Grades and Mean scores 87
Table 4.12: The Distribution of Level Mean Scores of the Quranic
Reading
87
Table 4.13: The Characteristics of Each Grade in the Aspect of
Pronunciation
88
Table 4.14: The Distribution of the Reading Mastery Level in Terms
of the Pronunciation (First Group)
89
Table 4.15: Distribution of Reading Mastery Level In Terms of the
Pronunciation (Second Group)
90
Table 4.16: Distribution of Reading Mastery Level In Terms of the
Pronunciation (The Third Group)
91
Table 4.17: The Distribution of Reading Mastery Level in Terms of
the Pronunciation (Fourth Group)
93
xv
Table 4.18: The Distribution of Reading Mastery Level In Terms of
the Pronunciation (Fifth Group)
94
Table 4.19: Distribution of Overall Scores of the Quranic Reading
Test
95
Table 4.20: Overall Percentage Level of Quranic Reading Mastery 97
Table 4.21: Grades and Description of the Quranic Reading Mastery 98
Table 4.22: Distribution of Mean of the Level of the Quranic Reading
Mastery
99
Table 4.23: Relationship between the Aspect of Fluency and the
Rules of Tajwid
100
Table 4.24: Relationship between the Aspect of Fluency and
Punctuation
101
Table 4.25: Relationship between the Aspect of Fluency and
Pronunciation
102
Table 4.26: Distribution of Mean Based on the Gender on Every
Aspect
102
Table 5.1: Distribution of Pupils According to Gender 105
Table 5.2: Distribution of the Frequency of Basic Knowledge in
Reading the Quran
105
Table 5.3: Distribution on Pupils’ Problem in Reading the Quran 107
Table 5.4: Distribution of the Level of Achievement of Quran-
Reading
109
Table 5.5: Factors that Influenced Pupils to Read the Quran Fluently 110
Table 5.6: Factors for Pupils’ Lack of Fluency when Reading the
Quran
111
Table 5.7: Factors for Pupils’ Inability to Read the Quran 112
Table 5.8: Quranic Reading Problem in the Aspect of the Rules of 113
xvi
Tajwid
Table 5.9: Problems of Reading the Quran in the Aspect of
Punctuation
114
Table 5.10: Problems of Reading the Quran in the Aspect of
Pronunciation
116
Table 5.11: The Number of Pupils who have Completed Reading the
Quran
118
Table 5.12: Reasons for Pupils not able to Complete Reading the
Quran
119
Table 5.13: Number of Pupils who Have Completed Iqra’ books 6 121
Table 5.14: Time Spent in completing Iqra’ books 122
Table 5.15: Factors of Pupils’ Mastery and Weaknesses in Reading
the Quran
123
Table 5.16: Influential Persons in Teaching the Quran 125
Table 5.17: Influence of the Institutions in Quranic Reading
Achievement
126
Table 5.18: Pupils’ Dependency on School for their Quranic Reading
Achievement
127
Table 5.19: Factors of Pupils’ Dependency on School for their
Quranic Reading Achievement
128
Table 5.20: Pupils’ Interest in Learning the Quran 129
Table 5.21: Factors of Pupils’ Interest in learning the Quran 130
Table 5.22: The Factors that Caused Pupils to be less Interested in
Learning the Quran
132
Table 5.23: Factors of Pupils’ Total Lack of Interest in Learning the
Quran
133
xvii
LIST OF FIGURES
Page
Figure 1.1: Conceptual Framework of Research 10
Figure 2.1: Implementation process of the Quran Literacy Camp 40
Figure 4.1: Quranic Reading Marks from the Aspect of Fluency
(Fasahah)
74
Figure 4.2: The Level of Quranic Reading Mastery from the Aspect
of Fluency (Fasahah)
76
Figure 4.3: Quranic Reading Marks from the Aspect of the Rules of
Tajwid
78
Figure 4.4: The Level of Quranic Reading Mastery from the Aspect
of the Rules of Tajwid
79
Figure 4.5: Quranic Reading Marks from the Aspect of Punctuation
(Reading Signs)
81
Figure 4.6: The Level of Quranic Reading Mastery from the Aspect
of Punctuation
82
Figure 4.7: Quranic Reading Marks from the Aspect of
Pronunciation
84
Figure 4.8: The Level of Quranic Reading Mastery from the Aspect
of Pronunciation
85
Figure 4.9: The Pronunciation Marks on the First Group 90
Figure 4.10: The Pronunciation Marks on the Second Group 91
Figure 4.11: The Pronunciation Marks on the Third Group 92
Figure 4.12: The Pronunciation Marks on the Fourth Group 93
xviii
Figure 4.13: The Pronunciation Marks on the Fifth Group 95
Figure 4.14: The Level of Quranic Reading Mastery 98
xix
LIST OF APPENDICES
Pages
Appendix A: Research Instrument
- Questionnaire
- Interview
164
165
172
Appendix B: Official Letters
- Permission Letter from EPRD, Ministry of Education
- Permission Letter from Education Department of Malacca
(JPM)
- Permission Letter from Sek. Keb. Dato’ Demang Hussin,
Malacca
176
177
178
179
Appendix C: Quranic Recitation Model and Forms
- Action Plan Model of Six-Month Completion of the Quranic
Recitation Model
- Performance Form of Six-Month Completion of Quranic
Recitation Model
- Report of Quran Literacy Camp (KLAQ) Implementation
180
181
182
183
Appendix D: Reports of Islamic Education Activities at Sek. Keb.
Dato’ Demang Hussin (SKDDH)
- Performance Analysis of j-QAF Programme at Sek. Keb.
Dato’ Demang Hussin, Malacca
- Islamic Education Activities at 2010
- The j-QAF Activities at 2010
185
186
187
188
Appendix E: Selected Pictures of Research Conducted 191
xx
TRANSLITERATION
Arabic Latin Example Transliteration
fa’r فؤ ’ ء
burd برد b ب
Tall تل t ت
Thawb ثوب th ث
Jidar جدار j ج
halib حليب h ح
Khadim خادم kh خ
Dik ديك d د
dhahab ذهب dh ذ
Rafiq زفيق r ر
Zamil زميل z ز
Salam سالم s س
sha‘b شعب sh ش
Sakhr صخو s ص
Dayq ضيق d ض
Talib طلب t ط
Zalim ظالم z ظ
aql‘ عقل ‘ ع
Ghulam غالم gh غ
Fil فيل f ف
Qalb قلب q ق
Kalam كالم k ك
xxi
lubb لب l ل
mal مال m م
najm نجم n ن
hawl هول h ه
waraq ورق w و
yamm يم y ي
2. Short Vowel
Arabic Latin Example Transliteration
a كتب kataba
i علم ‘alima
u غلب ghuliba
3. Long Vowel
Arabic Latin Example Transliteration
, ا ي a م , فتى alim , fata‘ عال
يم , داعي i ي ل alim , da‘i‘ ع
لوم , أدعو u و ulum , ad‘u‘ ع
4. Diphthong
Arabic Latin Example Transliteration
nawn نوم aw و
layl ليل ay ي
shafi‘yy (ending) شافغي iyy ي
uluww (ending)‘ علو uww و
xxii
ABBREVIATIONS
AS ‘alayh al-salam
BIG Bacaan Ikut Guru (Follow the Teacher’s Reading)
BPI Bahagian Pendidikan Islam (Division of Islamic Education)
EPRD Education Planning and Research Division
JAKIM Jabatan Kemajuan Islam Malaysia (Department of Malaysian Islamic
Development)
JAPIM Jabatan Pendidikan Islam & Moral (Department of Islamic and
Moral Education)
JPM Jabatan Pelajaran Melaka (Malacca Education Department)
j-QAF jawi, Quran, Arabic Language, Fard ‘Ayn
KAFA Kelas Asas Fardhu Ain
MOE/ KPM Ministry of Education/ Kementerian Pelajaran Malaysia
n.a. no author
n.d. no date/ no year
n.pl. no place
n.pb. no publisher
PIBG Persatuan Ibu Bapa Guru (Parent-Teacher Association)
PPD Pejabat Pelajaran Daerah (District Education Office)
SAR Sekolah Agama Rakyat
SAW salla Allah ‘alayhi wa as-salam
SKDDH Sek. Keb. Dato’ Demang Hussin
SWT subhanahu wa ta‘ala
UPSR Ujian Penilaian Sekolah Rendah (Primary School Assessment Test)
xxiii
1
CHAPTER ONE
INTRODUCTION
The Quran represents Allah’s universal message to humanity. It serves as the constitution
for man’s life, individual as well as society. It saves him from groping in the dark and
leads him to light. It guides him to the right path. It takes care of all his needs. It counsels
him whenever he faces a difficult situation. It reminds him of what he forgets. It helps
him recognize what is right and what is wrong, and consoles him in times of frustration
and depression. It introduces him to Allah, the Almighty and brings him close to his
Creator. It maintains his dignity as an intellectual being. If he pushes it aside heeding not
its advices, he will be charged with gross negligence of the Book on the Day of Judgment.
Such a significant Book deserves to be paid full attention to. Man can in no way
afford to ignore it. He stands in great and perennial need of knowledge and wisdom to
help him get his problems solved. Allah alone is the source of perfect knowledge and
wisdom. In order to have access to that source, one has to read and understand the Quran.
When the Quran is able to be unraveled, it is a living event. The people in whose midst it
came down first faced least problem in grasping the message of revealed words because
its language was their own, its backdrop was their own and its issues were directly related
to their day-to-day lives. Time elapses and getting to the original import of Allah’s
commands turns somewhat difficult. The more the gap of time between the revelation
period of the Quran and later periods, the more difficult the understanding of the Book
becomes. Muslim scholars have always risen to the occasion. They have endeavored to
bridge the gap so as to enable man to know the will of his Lord. Tafsir works represent
their efforts.
74
Figure 4.1 shows that the highest percentage obtained is for 5 marks. Meanwhile,
the lowest percentages are 15, 22, 24, 25, 27 and 31 out of 40 marks. The definition of
fluency in this study is as prescribed in the regulations of the “Quranic Reading Council”
(MTQ) by the Department of Islamic and Moral Education (IMED), Ministry of
Education, which includes memorizing every word carefully in the Quran, reciting the
letters of the Quran fluently, taking care of the word composition and the verses of the
Quran, complying with the waqaf and ibtida' punctuation, sukun and tasydid, smoothly
reading the verses and demonstrating consistency in the rhythm of reading the Quran.
Based on the regulation outlined above, this section is analyzed based on the
mistakes made by pupils during the reading. One mark is deducted if one mistake is made
and the overall marks for the aspect of fluency are presented in the form of percentage.
The results of the reading mastery test of the Quran from the aspect of fluency are
divided, based on the marks obtained by the pupils into three levels; good (A), average
(B) and weak (C). The researcher has classified the achievements of the pupils to certain
Figure 4.1: Quranic Reading Marks from
the Aspect of Fluency (Fasahah)
20.6
7.4
0.7 2.2
0.7 0.7 0.7 2.2
0.7
5.9
1.5
5.9
0.7
8.8
1.5
3.7 5.1
6.6 6.6
12.5
4.4
0.7
.0
5.0
10.0
15.0
20.0
25.0
5 10 15 20 22 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
Marks
Percentage
148
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Rahim, & Khadijah abdul Razak. 2004. Keberkesanan kaedah pengajaran dan
pembelajaran Pendidikan Islam ke atas pembangunan diri pelajar. (Research
Report of Education Faculty). Bangi: Universiti Kebangsaan Malaysia (UKM)
Ab. Halim Tamuri. 2005. Isu-isu dalam Amalan Pengajaran Guru-guru Pendidikan Islam
di Sekolah Rendah dan Menengah. (Prosiding Wacana Pendidikan Islam
Peringkat Kebangsaan Siri ke-4). Education Faculty. Bangi: Universiti
Kebangsaan Malaysia.
Ab. Halim Tamuri. 2006. Modul pengajaran dan Pembelajaran Tahfiz al-Quran:
Pendekatan Masa Kini. (Konvensyen Pensyarah Tahfiz Peringkat
Kebangsaan). Bangi: Universiti Kebangsaan Malaysia.
Ab. Razak Othman. 1988. Sistem Pendidikan Islam Sekolah-sekolah Rendah di Malaysia
Kini: Matlamat dan Kejayaan. (Projek Akademik of Fakulti Usuluddin
Akademik Islam). Kuala Lumpur: Universiti Malaya.
Abd Alim & Syed Idrus. 1995. Tamadun Islam. Shah Alam: Penerbit Fajar Bakti Sdn.
Bhd.
Abd Aziz Ismail. 2001. Kajian Gaya Pembelajaran Pelajar dengan Pencapaian Subjek
Geografi di Sekolah-sekolah Menegah. (Master Thesis). Bangi: Universiti
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