Abstract:
This research paper deals with the most important challenges and obstacles to teaching and learning Arabic in religious secondary schools in Malaysia, and means to overcome them, the most important of these obstacles: educational challenges and obstacles, including: teacher qualification, lack of books, and lack of means, and linguistic challenges and obstacles, including: the challenges of the phonetic system, alsarf system, and the alnahw system. and
social challenges and obstacles, including: lack of motivation, lack of resources and funding, in addition to the complications of the government in not granting licenses for programs for teaching and testing in Arabic. This research problem lies in the presence of many obstacles that stand in the way of teaching and learning the Arabic language in religious secondary schools. This research aims to find proposals and solutions to these obstacles, and the
research used the descriptive analytical method. This research consists of three chapters: Chapter One: Proposals to overcome educational challenges and obstacles. and it has two units, the first unit: Overcoming the educational challenges and obstacles related to teacher qualification. and the second unit: overcoming educational challenges and obstacles related to the lack of books, and the third unit: overcoming educational challenges and obstacles
related to the lack of tools, and the second chapter, and the third chapter: proposals to overcome social challenges and obstacles. It was one of the most important results: Instructors’ medium of instructions also contributes to the challenge in the teaching Arabic Language which is related to crisis of Malay identity both teacher and student in T&L Arabic
as a foreign language in class. They use Malay medium, traditional method in transferring knowledge... said that the teacher has to use first language (L1) to ensure the comprehensibility of the Arabic content’s teacher presents. Teacher attempts to make the learning process more comprehensible, more efficient and more effective and also can save
teacher’s time of explaining. When L1 is not used especially when teachers try to explain the unfamiliar words or concept, the level of anxiety among students will increase” Among the most important recommendations: Enhancing communication with Arabic-speaking communities in order to benefit from their experience in teaching and learning the Arabic language. Carrying out Arabic language camps to enhance communication in the Arabic language.
