ISSN: 2222-6990
Open access
Learning through the gamification method can bring the students directly closer to real experience. Students have the opportunity to improve their ability to remember, increase sensitivity to interaction process and possess the capability to objectively analyse a situation. The purpose of this article is to introduce a type of gamification to strengthen Sarf (morphology), in addition to tracking improvement in Sarf competency after implementing the gamification method at Miri National Religious Secondary School (SMKAMi) in the 2017 Malaysian Certificate of Examination (SPM). This research uses a qualitative method and data was taken mainly from the Arabic Morphology Diagnostic Test (UDMA) and through the instrument of interview using WhatsApp application (voice message or voice recording). Two teachers were involved in the interview session: Head of Arabic Language Committee and an Arabic language teacher who teaches Form 5. The data obtained were transcribed in writing and descriptively analysed. Research findings show an improved achievement in Arabic language subject of the 2017 SPM by 1.09 with Average Grade of Subjects (GPMP) of 3.64 compared to 4.73 of the previous year. Research results show that the gamification method can resolve student weakness in Sarf, especially in remembering the verb and noun patterns and their derivatives, besides increasing student engagement, creating fun and fostering a positive attitude through game activity. The implications of this research will open the space for research on gamification designs appropriate for strengthening Nahu and Sarf with a high prospect for their application in the context of Arabic language education.
Ahmad, S., Zailani, S. & Zainal, H. (2016). Dawr al-mu‘allimin fi ta‘ziz al-lughah al-Arabiyyah li tulab Qism al-Dirasat al-‘Arabiyyah wa al-Hadarah al-Islamiyyah. Prosiding Seminar Antarabangsa Pengajaran Bahasa dan Sastera Arab kepada Penutur Bukan Arab (ICONTALL 2016), pp. 409-414.
al-Barri, Qasim. (2011). Athar istikhdam al-al‘ab al-lughawiyah fi minhaj al-lughah al-‘Arabiyyah fi tanmiyyat al-anmat al-lughawiyah lada talabat al-marhalah al-asasiyyah. Majallat al-Urduniyah fi al-‘Ulum al-Tarbawiyyah, 7, 23-34.
al-Khulufi, Fatimah. (2015). Athar al-wa‘y al-sarfi fi ta‘allum al-qira’ah. al-Tadris: Majallat Kulliyyat ‘Ulum al-Tarbiyyah, 7, 39-45.
Cahyani, A.D. (2016). Gamification approach to enhance students engagement in studying language course. MATEC Web of Conferences, 58, 03006.
Fattah, S.F.E.S.A. (2015). The effectiveness of using whatsapp messenger as one of mobile learning techniques to develop students’ writing skills. Journal of Education and Practice, 6(32), 115-127.
Flores, J.F.F. (2015). Using gamification to enhance second language learning. Digital Education Review, 27-June, 32-54.
Furdu, I., Tomozei, C. & Kose, U. (2017). Pros and cons of gamification and gaming in classroom. BRAIN Broad Research in Artificial Intelligence and Neuroscience, 8(2), 56-62.
Godwin-Jones, R. (2014). Games in language learning: Opportunities and challenges. Language Learning & Technology, 18(182), 9-19.
Hamari, J., Koivisto, J. & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. Proceedings of the Annual Hawaii International Conference on System Sciences, pp. 3025-3034.
Hamizul, M. & Rahimi, N.M. (2015). Design and development of Arabic online games: A conceptual paper. Procedia Social and Behavioral Sciences, 174, 1428-1433.
Herzig, P., Jugel, K., Momm, C., Ameling, M. & Schill, A. (2013). GaML - A modeling language for gamification. Proceedings 2013 IEEE/ACM 6th International Conference on Utility and Cloud Computing, UCC 2013, pp. 494-499.
Ibrahim, F. & The, K.S.M. (2015). Pengaruh permainan bahasa terhadap motivasi murid sekolah rendah dalam pembelajaran perbendaharaan kata bahasa Arab [The influence of language games on motivation of primary school pupils in learning Arabic vocabulary]. Tinta Artikulasi Membina Ummah, 1(2), 41-50.
Jasni, S.R., Zailani, S. & Zainal, H. (2018). Pendekatan gamifikasi dalam pembelajaran bahasa Arab. Paper presented Seminar Fatwa, Pengajian Pendidikan dan Inovasi Islam Antarabangsa. Organised by Institut Pengurusan dan Penyelidikan Fatwa Sedunia (INFAD), Universiti Sains Islam Malaysia. Bandar Baru Nilai, Negeri Sembilan, 28-29 August.
Juzeleniene, S., Mikelioniene, J., Escudeiro, P. & Carvalho, C.V. de. (2014). GABALL project: Serious games based language learning. Procedia Social and Behavioral Sciences, 136, 350-354.
Khaleel, F.L., Sahari @ Ashaari, N., Tengku Wook, T.S.M. & Ismail, A. (2016). Gamification elements for learning applications. International Journal on Advanced Science, Engineering and Information Technology, 6(6), 868-874.
Lee, J. & Hammer, J. (2011). Gamification in education: What, how, why bother?. Academic Exchange Quarterly, 15(2), 1-5.
Mahmoud, A.A.A. & Tanni, Z.A. (2014). Using games to promote students’ motivation towards learning English. Al-Quds Open University Journal for Educational & Psychological Research Studies, 2(5), 11-33.
Mezah, C.R. & Mohammad, N. (2011). Pengajaran & Pembelajaran Kosa Kata Arab. Serdang: Penerbit Universiti Putra Malaysia.
Mezah, C.R. (2006). Kesilapan Leksikal dalam Pembelajaran Bahasa Arab [Lexical Mistakes in Learning of Arabic Language]. Serdang: Universiti Putra Malaysia Press.
Mostowfi, S., Mamaghani, N.K. & Khorramar, M. (2016). Designing playful learning by using educational board game for children in the age range of 7-12 (A case study: Recycling and waste separation education board game). International Journal of Environmental
In-Text Citation: (Zailani et al., 2019)
To Cite this Article: Zailani, S., Bakar, K. A., Mustapha, N. F., Zainal, H., Nawawi, Z., & Jamsari, E. A. (2019). Improvement in Sarf (Morphology) Competency through Gamification at Miri National Religious Secondary School (SMKAMi). International Journal of Academic Research in Business and Social Sciences, 9(1), 684–697.
Copyright: © 2018 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode