The Effectiveness of the Peer-Learning Strategy in Teaching and Learning Arabic among Students in the Religious Secondary School of the Government of Johore

The Effectiveness of the Peer-Learning Strategy in Teaching and Learning Arabic among Students in the Religious Secondary School of the Government of Johore

Almamari Ahmed Talib, Siti Haniza Imran, Elsayed Makki Elbishr Ali Hassan^*

Sultan Idris Education University, Malaysia

*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0348

Received: 19 June 2025; Accepted: 23 June 2025; Published: 25 July 2025

ABSTRACT

The method of learning is one of the factors that affects student achievement in the Arabic language subject.  This research aims to know the necessity of learning the Arabic language with peers, to analyze the level of effectiveness when learning the Arabic language with peers, and to discover the difference in the achievement level of students who use the method of peer study or not. The site chosen to conduct this research is the Johor Government Religious High School.  The researcher used the sampling method by taking 52 respondents, who are students from the region, and using the questionnaire as a tool to conduct this research. Based on the research conducted, the researcher found that the majority of students agreed that learning Arabic with their peers is also necessary after learning Arabic during teaching and learning in the classroom with the teacher. In addition, students also agree that this strategy increases their enthusiasm for learning Arabic. Hence, most students agree that the level of achievement of students who use this strategy is higher than that of students who study alone. It is clear that this strategy of peer learning is one that students can practice to learn Arabic.

INTRODUCTION

The topic in this research is the effectiveness of the peer learning strategy in teaching and learning Arabic among students in the religious secondary school of the Government of Johor. Based on this topic, we can see that the researcher wants to study the use of the peer learning strategy method in teaching and learning, especially Arabic subjects. The peer learning strategy method is one of the methods commonly used by students and teachers in schools.   This method requires several students in one group with the fewest students in one group. If there is only one student in the group, it is not called a peer study method.

This method adopts a culture of cooperation and mutual assistance with each other.  This is because students will help their friends who do not understand a topic. For example, a student who masters the subject will re-explain the objects or information they are teaching to a friend who does not understand.  They can also do questions and answers, have a discussion about their lesson and also do exercises together.  This can indirectly increase the student’s enthusiasm for learning because they have friends to study together and at the same time also can pass the test together because the topics that he felt were difficult earlier, were successfully understood after getting an explanation from that friend.

However, each of these things should have its pros and cons. The same goes for the peer study method.  Do  all  students like to use this method?  Also, what are students’ opinions about the effectiveness of the peer learning strategy in their lessons? Are their exam results improving or worsening? Therefore, based on these questions, the researcher chose to conduct a study of this problem in order to find answers to those questions.

LITERATURE REVIEW

Noor Anida Awang, Rahimah Embong, Azhar Yaacob, Zaiton Mustafa.  (2014).  Peer

Learning Strategies Improve Arabic speaking skills non-speaking speakers at UNISZA.

This study aims to review the practice of peer learning strategies to improve Arabic speaking skills among non-native speakers at the Faculty of Contemporary Islamic Studies (FKI) at Sultan Zain Al Abidin University (UniSZA). This study is qualitative in nature and data is collected using direct observation techniques, discussions and structured interviews. This study included 30 students, and only 5 of them were randomly selected to interview them. Based on the researcher’s reading of this study, there are several differences obtained and the first is the type of respondent and the place where the study was conducted. Researchers use respondents in schools and specialize only from two students. In addition, the researchers’ research did not specialize in just one skill as in this reference. Therefore, the researchers’ study is of a general nature not devoted to any skill. However, the researchers chose this reference because the issues discussed are the same with regard to peer learning.

Ghazali  Yusri, Nik  Mohd  Rahimi,  Parilah  M  Shah,  Wan  Haslina  Wah,  Ahmed  Thalal Hassan.  (2012).  The use of peer learning strategies among students of the Arabic language course at Mara University of Technology (UiTM)

This study aims to look at the use of peer learning strategies among students in the context of oral skills of Arabic in UiTM. Then, it takes the form of a mixed quantitative and qualitative study as well   as   using   self-questionnaire   tools (self-regulated   learning) modified   from   the   MSLQ’s Motivational Strategies Scale and interviews. The study found that students generally used this strategy at a high level.  Based on the researcher’s reading of this study, there are several differences obtained and the first is the type of respondent and the place where the study was conducted.  Researchers use respondents in schools and specialize only from two students.  In addition, the researchers’ research did not specialize in just one skill as in this reference. Therefore, the researchers’ study is of a general nature not devoted to any skill. However, the researchers chose this reference because the issues discussed are the same with regard to peer learning.

Nabihah  Yusof,  Harun  Baharudin,  Maimun  Aqsha  Lubis,  Muhammad  Luqman  Ibnul Hakim.  (2018).  Students’ perceptions of using peer mentoring (B.R.S) methods in learning Arabic vocabulary

The purpose of writing this article is to discuss students’ perceptions of the use of peer mentoring in learning Arabic vocabulary. The research tool was a quantitative questionnaire to obtain the data. The results of the study found that the students’ perceptions about the use of peer guidance methods in learning Arabic vocabulary gave a positive response.  Based on the researcher’s reading of this study, there are several differences obtained and the first is the type of respondent and the place where the study was conducted.  Researchers use respondents in schools and specialize only from two students. In addition, the researchers’ research did not specialize in just one skill as in this reference. Therefore, the researchers’ study is of a general nature not devoted to any skill. However, the researchers chose this reference because the issues discussed are the same with regard to peer learning.

METHODOLOGY

This survey research is designed using quantitative  methods.  In this research, the  researcher conducted a survey or questionnaire on the sample to find out the necessity of learning the Arabic language with peers, the level of effectiveness when learning the Arabic language with peers, and discovering the difference in the achievement level of students who use the method of peer study or not. The researcher used purposive samples where the students were second year students and they  were  the researcher’s  students  when  the  researcher was  doing teaching  training in  the Religious Secondary School of the Government of Johor. The total number of students is 52, of whom  25  are  male  and  27  are  female.  The  research  tools  are  the  questionnaire,  data  analysis procedures and the use of the Statistical Program for Social Sciences (SPSS). The content of this questionnaire  is  very  brief  and  does  not  burden  students  with  answering  it.  Moreover,  this questionnaire  contains  four  sections,  which  are  the  first  section,  the  second  section,  the  third section, and the fourth section, where the questionnaire contains in the questionnaire form the students’  background,  the  need  to  learn  Arabic  with  peers,  their  level  of  effectiveness,  and students’ perceptions of peer study.

FINDINGS AND DISCUSSION

The researcher explains the data or information obtained from the respondents, starting from the background section of the respondents, then the need to learn Arabic with peers, then the level of effectiveness when learning Arabic with peers, and then the difference in the level of achievement for students who use the method of peer learning strategy or not use it.

Knowing the need to learn Arabic with peers

Table 1:  Knowing the need to learn Arabic with peers

As a result of this research findings, it can be shown that all students agree that they heard and know the meaning of learning strategies with their peers and used this method in learning Arabic. This  situation  shows  that  the  students  are  aware  of  the  types  of  learning  methods  they  can practice. In addition, the majority of students also agree that learning Arabic with their peers is also  necessary  after  learning  Arabic  during  teaching  and  learning  in  the  classroom  with  the teacher. This is because the way teachers and their peers teach is different. There are students who understand more easily when the teacher is teaching in class, and there are also students who understand more easily when studying with peers.

The level of effectiveness when learning Arabic with peers

Table 2: The level of effectiveness when learning Arabic with peers

As  a  result  of  this  research  findings,  it  can  be  shown  that  the  majority  of  students  agree  that learning using learning strategies with their peers can have a positive impact on their subject in Arabic  and  can  further  improve  their  understanding  of  the  subject.  This  is  because  the  peer learning strategy practices a discussion method where each of them can give an opinion or an explanation. It is not specified that only one person is allowed to speak. In addition, all students also  agreed  that  using  learning  strategies  with  their  peers  can  boost  morale  and  avoid  the embarrassment of asking questions when learning Arabic. The feeling of studying with friends is different than studying with a teacher. It is possible that the students feel afraid and ashamed to ask the teacher because the teacher is fierce and not someone close to the student. In general, it can be seen that the level of effectiveness of this strategy is high.

The  difference  in  the  achievement  level  of  students  who  use  the  method  of  peer learning strategy or not

Table 3: The difference in the achievement level of students who use the method of peer learning strategy or not Questions  

As a result of this research results, it can be shown that the majority of students agree that there is a difference in the level of achievement of students who use the method of peer learning strategy or not. In addition, most students agree that the level of achievement of students who use this method is excellent than students who study alone. This is because when studying with friends, they can remember each other and advise each other if they make any mistakes. However, all students disagreed with the fifth question, which is that the level of achievement of students who use  the  strategy  of  studying  with  their  peers  and  studying  alone  is  not  equally  excellent.  This situation shows that the students value each other’s efforts in the struggle to learn Arabic. Not all students have the same way of learning.

CONCLUSION

Using the correct method of learning is crucial in improving students’ understanding of Arabic subjects. Based on the research conducted by the researcher at Johor Government Religious High School, it can be seen that most of the students agree and feel comfortable using peer learning strategies as a method of learning. In addition, through this research, the researcher is able to know students’ perceptions of peer strategies and the effects when they are adopted. Students can improve their understanding and concentration in this Arabic language  course.  Subsequently, many students also noted that a peer learning strategy can lead to excellent test results. From this research, many students agree that the peer learning strategy can have a positive impact on students’ Arabic language course. Therefore, the researcher hopes that this research can enlighten the general public about peer learning strategy. In addition, based on this research, the researcher hopes that teachers will encourage their students to practice the learning strategy with their peers because this strategy provides many benefits for students especially.

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