Multimodal Based Arabic Language Learning through Prayer Recitations: A Qualitative Case Study at Sekolah Rendah Islam II, Perlis, Malaysia
Keywords:
Islamic Religious EducationAbstract
This study examines the implementation of multimodal based Arabic language learning through prayer recitations at Sekolah Rendah Islam II, Perlis, Malaysia. It aims to explore how different modes of representation are integrated into classroom activities, how they facilitate students’ understanding of Arabic prayer recitation meanings, and the challenges encountered during implementation. This research employed a qualitative case study design. Data were collected through semi structured interviews with the Arabic language teacher, students, the headmaster, and the vice principal for curriculum, as well as documentation of relevant learning materials and classroom activities. The data were analyzed thematically by identifying patterns related to instructional objectives, learning procedures, multimodal resources, students’ understanding, institutional support, and implementation challenges. The findings indicate that multimodal learning integrates four complementary modes: written verbal, auditory, visual, and gestural kinesthetic. Arabic texts, supported by Jawi or transliteration and Malay translations, provide linguistic and semantic references. Teacher recitation and repetition support pronunciation, while pictures and videos help students associate Arabic expressions with prayer situations. Demonstrations and prayer movements further connect linguistic expressions with their practical religious contexts. The study identifies the distinctive contribution of this approach in integrating Arabic linguistic forms, pronunciation, meaning, and embodied religious practices within a contextual learning experience. However, challenges remain, including differences in students’ Arabic proficiency, difficulties understanding unfamiliar vocabulary, limited instructional time, and the availability of appropriate learning resources. This study highlights the pedagogical potential of multimodal learning for connecting Arabic language instruction with students’ everyday religious experiences.
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