INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

Page 5211

www.rsisinternational.org

Motivation and Attitudes of Al-Qur’an Readers among Malay Adult

Readers

Zaharom bin Ridzwan

, Ahmad Adnin Husin

, Issraq bin Ramli

1,3

Pusat Kajian Bahasa dan Linguistik, Fakulti Sains Sosial dan Kemanusiaan, Universiti Kebangsaan

Malaysia, 43600 Bangi, Selangor, Malaysia.

Fakulti Pengajian Islam, Universiti Malaysia Sabah, 88400 Kota Kinabalu, Sabah, Malaysia

DOI: https://doi.org/10.47772/IJRISS.2025.91100413

Received: 28 November 2025; Accepted: 04 December 2025; Published: 13 December 2025

ABSTRACT

The activity of reading the Quran among the Malay Muslim community in this country is a practice that has been

happening since Islam came to Malaya. The spirit of the Muslim community today to practice reading the Quran

correctly in their daily lives is something very positive. However, there are still some Muslim communities who

are still unable to pronounce the letters of the Quran according to Arabic pronunciation well, which is likely

influenced by various factors such as lineage, race, dialect, culture, age, educational background and so on. The

letters of the Quran in particular and Arabic letters in general have their own characteristics and makhraj which

are certainly different from the characteristics of letters in the Malay language. Therefore, the focus of this study

is to find out the Motivations and attitudes of adult Malay Quran readers in the development of civil society. The

data for this study were obtained from 40 respondents consisting of members of the Mutiara Putrajaya Welfare

Agency (BKMP) using a questionnaire method. As a registered and recognized charity, BKMP strongly

encourages its members to gain added value in generating religious knowledge in general and Quranic knowledge

in particular. The results of the questionnaire distributed online using the Googleform application found that

exposure to the makhraj and properties of Arabic and Quranic letters as well as the correct way of reading should

be applied more effectively among BKMP members and at the same time can foster social well-being in line with

the narrative of a progressive and active Madani society. The variety of factors that constrain readers from

pronouncing Arabic letters well need to be addressed with various methods and initiatives that can help Quran

readers.

Keywords: motivation, attitudes, Al-Qur’an, Malay readers, adult

INTRODUCTION

Attitudes towards language learning consist of attitudes towards the language, attitudes of language learners and

attitudes towards teachers who teach the language. In general, learning attitudes are divided into three basic

components, namely cognitive, affective and conative. The cognitive aspect is related to a person's beliefs about

the language, affective involves emotional reactions to beliefs and conative when it involves their behavior

towards those beliefs. (Ghazali Yusri 2010)

The Fourth Edition of the Dewan Dictionary (2005) defines attitude as an act or view made based on an opinion.

Through this definition, it can be understood that attitude can be observed either through external actions or views

given by a person although both are produced through the same source, namely from within the person who is

acting on the attitude.

In addition, attitude is also defined as an individual's behavior towards a matter. Attitude is a person's tendency

to respond positively or negatively to an idea. Attitude is a situation when a person is easily influenced to respond

positively or negatively to others in a situation or idea. Attitude involves beliefs, feelings and thoughts that

influence individuals in giving value to something they are interested in or otherwise. (Fong Peng 2021). In

posing questions about attitudes that provide yes/no answers, it can be divided into four aspects: (1) Usage, (2)

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

Page 5212

www.rsisinternational.org

Encouragement, (3) Understanding and 4) Motivation. For example, the usage aspect is marked by the word use,

the encouragement aspect is shown by the word encourage, the understanding aspect through the word

understand, and the Motivation aspect with pleasure, pride and not shame. (Mohammad Fadzeli, 2012)

While 'Motivation' is defined as a picture or shadow in the heart or mind about something. The view through the

senses is also one of the definitions presented. In addition, Motivation can also be explained as an impression.

This definition was found to coincide with the scope of Motivation examined in the study conducted (KD. 2005)

and vice versa. According to a psychological perspective, Motivation means how we respond to all the

information we receive. This means that Motivation is a process of receiving information from various sources

for the purpose of interacting with the environment. Each Motivation will provide understanding and awareness

to individuals to be used in their lives. Therefore, if the information received is wrong and there is no effort to

find the truth, then at any time they can be exposed to making a wrong Motivation. Apart from receiving wrong

information, errors in making Motivations can also occur because they are too focused on old information and

do not pay attention to the latest things.

According to Abdullah and Ainon, Motivation is the interpretation of what the eyes see, or in other words,

Motivation is the meaning given to what the eyes see”. Motivation and belief factors can influence students'

conative or response to the learning process. For example, if students' Motivation of a subject is low, then they

will not give a high focus on that subject. Therefore, attitude and Motivation are two elements that are

interconnected with each other and should be studied together.

Problem Statement

The ability to read the Quran can be divided into two, namely the level of mastery and skill. For example, Ahmad

Rozaini Ali Hasan, Shadli Sabarudin & Che Bakar Che Mat (2010) studied the level of mastery of reading the

Quran among students at UiTM, Sarawak. A total of 128 students were selected to undergo a test of reading

aspects and knowledge of tajweed. As a result, 72% were in the moderate reading category and 36.91% were

weak in tajweed. The respondents were found to be unable to pronounce the letters of the Quran well. Sapie,

Baribah, Suhana & Mohamad (2018) also studied the level of mastery of reading the Quran among year 5 students

based on the khatam al-Quran and Tasmik j-Qof models. The study subjects consisted of 200 students. The results

of the study found that 70.6% mastered reading the Quran, while 19.9% were at a moderate level, and 9.5% were

at a weak level. This shows the effectiveness of the implementation of inputs and products to reach the standard

level. Another study was conducted by Abi Syafiq, Mohd Ikram, Uqbah & Ahmad Ibrahim (2019). The subjects

of the study were 50 pure science students based on the Quran learning method at the Cyberjaya Medical Sciences

University College. The results of the study showed that the level of mastery of the Quran among the respondents

was good. Norwardatun, Siti & Maisarah (2021) also studied the Quran reading skills among daily secondary

school students. This study used the method of collecting documentation from previous studies on Quran reading

skills. The results of the study found that despite having studied tajwid for 7 years, there were still many students

who had not mastered the Quran reading with tajwid. A further study was conducted by Norita Abd Aziz et al

(2021) on the mastery of the Quran with tahsin among 13 students at the Polytechnic. Based on the observation

method and the Quran reading checklist, the results of the study found that the respondents' mastery of the Quran

was increasing, especially in terms of makhraj, tajwid and songs.

Mohamed et al. (2012) in "Quran Mastery Class Towards the Development of the Quran Generation in Malaysia"

(Quran Mastery Class Towards the Development of the Quran Generation in Malaysia) identified several

influences including religious beliefs, educational background. , family support and resources. availability. These

factors all contribute to an individual's motivation and ability to engage with the Quran regularly. Shalihah (2020)

in "Program Pelekasan Mbaca dan Menulis Al-Quran di Madrasah Aliyah Negeri 1 Hulu Sungai Tengah"

(Pelekasan Program Pelekasan Mbaca dan Menulis Al-Quran di Madrasah Aliyah Negeri 1 Hulu Sungai Tengah)

focuses on a specific Quran. Quran reading program in religious schools. Their research highlights the importance

of a positive learning environment and effective teaching methods in enhancing the reading experience. By

comparing these studies, we gain a broader perspective. Mohamed et al. (2012) offer a basic understanding of the

motivating factors behind reading the Quran, while Shalihah (2020) shows how the structure of the program can

influence this experience. This combination of analyses paves the way for further research on promoting Quranic

reading in Malaysia.

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

Page 5213

www.rsisinternational.org

However, most previous studies have only focused on students at the school and university levels, i.e. formal

students. There is no study that focuses on the Motivations and attitudes of Quranic readers among adults who

voluntarily study and read the Quran as a personal need. This study is an initial survey of the views of adults

about the Quran, from various social backgrounds, such as occupation, dialect, lineage and environment,

consisting of members of the Mutiara Putrajaya Welfare Agency (BKMP).

METHODOLOGY

The study area is at Badan Kebajikan Mutiara Putrajaya (BKMP) which is a charitable organization operating

around the Putrajaya and Selangor regions. BKMP is registered at Address No. 5, Jalan P14B 1/2, Precinct 14

62050 Putrajaya, Federal Territory of Putrajaya. To date, BKMP has 230 registered members consisting of

Putrajaya residents, the majority of whom are women. Membership is open to the public and most of the registered

members are among residents who are no longer working or on pensions. BKMP's financial resources are from

contributions from members and certain individuals and these are funds used to carry out all internal and external

programs and activities. In particular, the main goal of BKMP was established to carry out charitable and welfare

activities including sports and recreation. These activities usually involve registered members and local residents

and those in need including those outside the Putrajaya area.

As a result of understanding, cooperation and strong relationships among BKMP members, various activities

have been implemented formally and informally. In addition to social activities, BKMP also targets religious

programs such as tafaqquh classes and celebrations of Islamic holidays by carrying out activities with local

residents centered in mosques or suraus. Therefore, this study was conducted involving BKMP members with

the aim of providing added value, especially in learning and reciting the Qur'an. The advantages and

disadvantages obtained from this study will be able to help members improve the quality of their recitation of the

Qur'an.

The sample of this study is based on several social variables, namely gender, age and education. The selection of

gender is based on the number of members who registered as members of BKMP. A total of 40 people were

selected as study respondents and involved men and women. The age categorization will also be divided into

two, namely adults (30-59 years old) and veterans (60 years old and above). The education category will be

divided into two categories, namely graduates and non-graduates. In addition, demographic aspects also take into

account race, ancestry, state of origin and dialect.

The questionnaire that was constructed consisted of two parts, namely demographics and questions related to

attitudes and Motivations with yes/no options. The demographic section included background information on the

study respondents such as gender, age, status, occupation, method of learning the Qur'an and frequency of

completing the Qur'an. While the optional questions focused on two aspects, namely Motivation and attitude to

learning the Qur'an. Questions related to Motivation aimed to elicit respondents' views on learning the Qur'an,

for example whether the Qur'an was easy or difficult to master, feelings of shyness or insecurity in reading the

Qur'an and the importance of makhraj, methods and Arabic. Attitude questions were related to the level of

diligence, interest and memorization of respondents in the process of learning the Qur'an.

The questionnaire was distributed to respondents in a meeting with respondents who were members of the

Mutiara Putrajaya Welfare Agency (BKMP). The purpose of the meeting was to provide some explanation and

information related to the study being conducted and to provide some guidance in answering the questionnaire.

The questionnaire was distributed via the Google Form application,

STUDY RESULTS

Motivations of the Qur’an

This section will discuss the results of the study that has been conducted so far, which is through the distribution

of questionnaires to respondents. Based on the questionnaire that has been distributed online via the Google Form

application as linked above, the following is a table and discussion details regarding the Motivations of

respondents regarding this study.

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

Page 5214

www.rsisinternational.org

Table 1: Respondents’ Motivations of the Qur’an

Based on the table above, there are a total of 16 questions about Motivation. Of these, there are four Motivation

answers that received 100% feedback, namely the question ‘I feel embarrassed to learn the Quran’, ‘Is the Quran

learning place suitable’, ‘I am willing to be reprimanded when reading the Quran’, and ‘Quran teachers need to

use methods that are easy to understand’.

A total of 80.6% of the respondents agreed with the first Motivation that was questioned, namely ‘the Quran is

easy to learn’. The remaining 19.4% of the respondents did not have the same Motivation that for them the Quran

is something difficult to learn. In addition, more than half of the respondents thought that mastering the letter

pronunciation was not difficult for them. This shows that 44.4% of the respondents agreed with the Motivation

that the letter pronunciation in the Quran is difficult or difficult to master compared to 55.6% who disagreed.

Almost all respondents, 97.2% of the total respondents, agreed with the next Motivation, which is that mastering

the Arabic language is important to understand the Quran. While only 2.8% of the respondents did not think that

it was important for someone who wanted to understand the Quran to master the Arabic language first. In this

regard, 91.7% of the total respondents also thought that mastering the Arabic language was very helpful in their

efforts to read the Quran well. They agreed with the question ‘Mastering the Arabic language really helps me

read the Quran well’. There were only 8.3% of the total respondents who did not agree with the question.

Next, a large portion of the respondents believed that ‘Quran teachers must have certification’, which was 83.3%

of the total respondents compared to the remaining percentage of 16.7% who did not support the importance of

certification for Quran teachers. The findings also showed that the respondents were able to have self-confidence

during the recitation or reading session of the Quran. A total of 16.7% of respondents agreed with the Motivation

‘I am not confident in reciting the Quran in front of a Quran teacher’, while a total of 83.3% of respondents gave

feedback that they did not agree with the statement. For the question ‘I am afraid of making pronunciation

mistakes when reciting the Quran’, this Motivation received an almost balanced response, with 51.3% of

respondents agreeing and 48.7% disagreeing with the question.

The findings also showed that many respondents had no problem reprimanding their friends for their mistakes

during the recitation session. It was found that 94.4% of the total respondents agreed with the Motivation ‘I am

willing to reprimand while reciting the Quran’ compared to the remaining number who disagreed, which was

only 5.6%. In addition, almost all respondents were found to have a determination or Motivation to memorize the

Quran based on the agreement of 97.2% of the total respondents to the question ‘I want to memorize the Quran’.

While only 2.8% of them disagreed with the Motivation that only emphasized reading over memorization.

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

Page 5215

www.rsisinternational.org

Next, almost all respondents or 97.2% of them also agreed with the next Motivation, namely 'The time of the Al-

Quran class is appropriate'. While 2.8% of them did not have the same opinion, possibly conflicting with other

tasks or lack of time. In addition, the number of respondents who agreed with the Motivation 'It is difficult to find

a good Al-Quran teacher' was comparable to the number of respondents who disagreed with this Motivation,

which was 50% for both. This is likely because the Motivation of a 'good teacher' differs based on the skills and

abilities of each individual. Many of the respondents were found to have experience learning Arabic based on the

number of 86.1% who agreed with the Motivation 'I have learned Arabic'. While 13.9% of the respondents stated

that they did not agree with this statement.

Examining the Motivations and attitudes of Al-Quran readers in Indonesia requires a diverse approach, as proven

by these two studies. Sumarlan et al. (2021) in "Patterns of Quranic Communication and Efforts to Build Positive

Communication" analyze the communication styles in the Quran itself. They argue that the communication

methods inherent in the Quran can foster a positive and accepting attitude among readers. Nuruddaroini &

Zubaidillah (2023) in "The Memorizer of the Quran: A Cognitive Perspective" take a different approach. Their

study explores the cognitive aspects of Quran memorization, highlighting the dedication and cognitive benefits

associated with memorizing the text. This study can influence the reader's Motivation and relationship with the

Quran. By examining both the communication style of the Quran and the cognitive effects of memorization, we

gain a richer understanding of the nature of the various aspects of the reader’s experience with the Quran. Future

research could delve deeper into the emotional, spiritual, and social factors that shape how people perceive and

engage with the Quran.

The responses received from respondents indicate that their answers are strongly influenced by their background

in Quranic education, whether formal or informal, and their current or past jobs. As a Motivation, it is directly

related to the individual’s background.

Attitude towards the Quran

This section is a description of the respondents' attitudes towards the Quran. The following is a table and

discussion details regarding the respondents' attitudes towards the Quran based on the questionnaire that was

distributed.

Table 2: Respondents' attitudes towards the Quran

Table 2 above shows further findings with a total of 17 questions about attitudes showing that there were two

questions that received 100% positive feedback from respondents. All respondents, 40 people, agreed with the

question ‘I am interested in understanding the interpretation of the Quran’ and ‘I am interested in learning the

characteristics and makhraj of letters’. Next, there were three attitude questions that received feedback from the

majority of respondents. One of them was a negative feedback. Almost all respondents, 97.2% of them, did not

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

Page 5216

www.rsisinternational.org

agree with the question ‘I have never completed the Quran’. Only 2.8% of respondents agreed with the question.

This shows that the majority of respondents have completed reading all the components of the Quran throughout

their lives. In the meantime, the majority of respondents gave positive feedback to the questions ‘I like to study

the Quran face to face’ and ‘I like to study the knowledge of tajwid formally’. Both questions received 97.2%

agreement from all respondents, while 2.8% disagreed.

The results also showed that 94.4% of all respondents agreed with the first attitude that was questioned, which

was ‘I diligently follow the Al-Quran class’. The remaining 5.6% of the respondents did not agree with this

attitude. In addition, many respondents did revision when they were outside the class. A total of 75% of the total

agreed with the question ‘I often revise the reading method and tajwid rules at home’ while a total of 25% did

not agree.

In addition, two attitude questions received almost equal positive and negative responses, namely for the question

‘I learn the Al-Quran through social media’ and ‘Characteristics of letters are difficult to learn’. Both questions

received a lower number of agreements, which was 44.4% of the total, while the number of denials was higher,

which was 55.6% of the total.

The findings also showed that respondents preferred the situation of reading and learning the Al-Quran in groups

rather than individually. This is shown by the question ‘I read the Quran in groups (tadarus)’ which received

88.9% of the respondents’ agreement and 11.1% did not agree. In relation to that, the question ‘I like to learn

tajwid without others’ received only 30.6% of the total respondents’ agreement. The percentage of those who

disagreed was higher, namely 69.4% of the total respondents. The questions ‘I like to finish the Quran quickly’

and ‘I find it difficult to understand the science of tajwid’ also received a higher number of ‘no’ answers, namely

61.1% of the respondents for both compared to the ‘yes’ answer of 38.9% for both questions.

Next, the majority of the respondents agreed with the question ‘I tend to understand the translation of the Quran’,

namely 91.7% of the total while only 8.3% of them disagreed. More respondents were found to be interested in

learning the science of tarannum in reading. The question ‘I like to learn tarannum (Quranic songs)’ was agreed

upon by 61.1% of the total respondents compared to 38.9% who disagreed.

In addition, a large number of respondents also agreed with the attitude question I learn the Quran face-to-face

based on 94.4% who agreed compared to only 5.6% of the total. The question ‘I have difficulty remembering the

terms of tajwid’ was a question that received higher positive responses, namely 66.7% of the total respondents

compared to those who answered ‘no’, which was 33.3%.

Aziz et al (2017) in "Inspirasi Al-Quran dan Kearifan Lokal Untuk Membuatan Profesionalitas Tenaga Kerja"

(Inspiration from the Quran and Local Wisdom to Improve the Professionalism of the Workforce) delved into the

practical application of the teachings of the Quran. This study examined how the values of the Quran, combined

with local knowledge, can guide individuals towards ethical and professional behavior in the workplace. This

perspective emphasizes the relevance of the Quran in shaping positive attitudes and behaviors that go beyond

religious practices and permeate various aspects of daily life.

Handayana (2016) in "Difabel daal AlQuran" (People with Disabilities in the Quran) offers a complementary

perspective by focusing on the Quran's message of inclusiveness. Their research analyzes the Quran's portrayal

of individuals with disabilities and its implications for their social acceptance and inclusion. By examining

relevant verses and teachings, Handayana explains the Quran's message of equality and compassion that extends

to all individuals, regardless of their abilities.

Examining sources -these sources together allow for a richer understanding of how the Quran shapes readers’

Motivations and attitudes. Aziz et al (2017) highlight the Quran’s potential to guide individuals towards ethical

behavior in professional settings, demonstrating its relevance in contemporary society. Handayana (2016)

complements this by emphasizing the Quran’s message of inclusivity and compassion for individuals with

disabilities, emphasizing its progressive and egalitarian values. This combined analysis underscores the

multifaceted nature of the Quran and its ability to address a range of issues relevant to contemporary Indonesian

readers.

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

Page 5217

www.rsisinternational.org

CONCLUSION

Based on the results of the questionnaire obtained from respondents so far, from the perspective of Motivation,

there are high percentages of positive responses from respondents, especially questions related to learning, the

importance of Arabic, students' willingness to be reprimanded, the desire to memorize and the right time.

Meanwhile, questions related to makhraj, fear of making mistakes and difficulty finding a good teacher received

responses that were quite similar on average. The highest negative response was related to the question of

respondents' lack of confidence in reading in front of a teacher. From the perspective of attitude, questions related

to diligence, group reading, interest in understanding the translation and face-to-face learning received high

positive responses. While questions related to learning tajwid one to one also received high negative responses.

These results prove that there are factors that influence respondents' Motivations and attitudes in reading the

Qur'an. In achieving a dynamic and harmonious Madani society, a deep understanding of religion and an inclusive

attitude are key. By improving understanding of reading the Qur'an and encouraging attitudes of tolerance and

justice, we can form a better and more prosperous society.

REFERENCES

1. Abi Syafiq al-Hakiem Ab Jabar, Mohd Ikram Mohd Nawi, Uqbah Amer & Ahmad Ibrahim Ismail. 2019.

Penguasaan Bacaan Al-Qur’an: Satu Kajian terhadap Pelajar Kolej Universiti Sains Perubatan Cyberjaya.

5th International Seminar on Islamiyyat Studies. 5-6hb. Nov. 2019. Hotel Tenera, Bangi, Selangor.

2. Ahmad Rozaini Ali Hasan, Shadli Sabarudin & Che Bakar Che Mat 2010. Tahap penguasaan bacaan Al-

Qur’an di kalangan pelajar di UiTM, Sarawak.

3. Norita Abd Aziz et al. 2021. Penguasaan bacaan Al-Qur’an menerusi tahsin Al-Qur’an. Journal of

Sciences and Technical Education Special Issue. 2 (1). 2021, 51-58.

4. Norwardatun Mohamed Razali, Siti Rosilawati Ramlan & Maisarah Saidin. 2021. Kemahiran bacaan Al-

Qur’an secara bertajwid di kalangan pelajar sekolah menengah harian: satu tinjauan awal. Proceedings

of the 7th International Conference on Quran as Foundation of Civilization (SWAT 2021) FPQS,

Universiti Sains Islam Malaysia, 6-7 October 2021.

5. Sapie Sabilan, Baribah Ibrahim, Suhana Mohamed Lip & Mohamad Fuad. 2018. Analisis tahap

penguasaan bacaan Al-Qur’an Murid tahun 5 Sekolah Kebangsaan Sungai Karang berdasarkan Model

Khatam Al-Qur’an dan Model Tasmik J-Qaf. International Conference on Islamic Education & Research,

Langkawi.1-19

6. Shalihah, Auladina. "Implementasi Program Baca Tulis Alquran di Madrasah Aliyah Negeri 1 Hulu

Sungai Tengah." (2020).

7. Sumarlan, Iman, Rizki Firmansyah, and Hendra Darmawan. "Alquran communication patterns and efforts

to build positive communication." Journal of Social Studies (JSS) 17.2 (2021): 255-270.

8. Nur Juliana Masingan Abdullah, Chew Fong Peng.. Pengetahuan, Sikap dan Kesediaan Pelajar Terhadap

Kemahiran Berfikir Aras Tinggi dalam Kemahiran Menulis. PENDETA Journal of Malay Language,

Education and Literature Jilid 12 No.2, 2021.

9. Mohammad Fadzeli Jaafar, Norsimah Mat Awal, Idris Aman. Sikap Dan Kefahaman Pelajar Terhadap

Dialek Negeri Sembilan: Kajian Sosiolinguistik. GEMA Online™ Journal of Language Studies 1193

Volume 12(4), November 2012

10. Mohamed, Mohd Faisal, Wan Hasmah Wan Mamat, and Moh Yakup Zulkifli Mohd Yusoff. "Kelas

Kemahiran Al-Quran Ke Arah Pembangunan Generasi Al-Quran Di Malaysia." Edukasia Islamika 10.1

(2012): 69494.

11. Ghazali Yusri, Nik Mohd Rahimi, Parilah M. Shah. Sikap Pelajar Terhadap Pembelajaran Kemahiran

Lisan Bahasa Arab Di Universiti Teknologi MARA (UiTM). GEMA Online™ Journal of Language

Studies 15 Volume 10(3) 2010.

12. Fairuz bin Mohamad, Haji Mohammad bin Seman, Mohd Sollah b. Mohamed. Persepsi Pelajar Terhadap

Modul Cerita Nahu (Mcn). Asia Pacific Online Journal of Arabic Studies, Volume 3 (1) December 2019.