MASTERY OF QURANIC READING THROUGH j-QAF

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


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


Aspect of Punctuation

80

Table 4.7: The Level of the Quranic Reading Mastery from the

Aspect of Punctuation (Reading Signs)

81


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


of the Rules of Tajwid

79

Figure 4.5: Quranic Reading Marks from the Aspect of Punctuation

(Reading Signs)

81


of Punctuation

82

Figure 4.7: Quranic Reading Marks from the Aspect of

Pronunciation

84


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


a كتب kataba

i علم ‘alima

u غلب ghuliba

3. Long Vowel


, 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


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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of Islamic Education Faculty). Bangi: Universiti Kebangsaan Malaysia (UKM)

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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)

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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

Kebangsaan Malaysia (UKM).

Abd Samat Musa, Hazleena Baharun & Abd Karim. 2004. Islamic Studies in World

Institutions of Higher Learning. n.pl: Islamic University College of Malaysia.

149

Abdul Qadir Leong. 1998. Tajwid al-Quran Rasm Uthmani. Kuala Lumpur: Pustaka

Salam.

Abdul Rahman Haji Bakar. 1990. Perbandingan Kesan-kesan Pengajaran Tatabahasa

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Zuraidah Othman. 2006. Amalan dan Kemahiran Membaca al-Quran di Kalangan

Pelajar: Institut Bahasa Melayu Malaysia. (Degree Project Report). Kuala

Lumpur: Universiti Malaya. p. 23.

Documents

MASTERY OF QURANIC READING THROUGH j-QAF