International Journal of Modern Languages and Applied Linguistics

Analisis Kontrastif Strategi Penterjemahan Harf al-Jar dalam Kisah Ibnu Yaqzan

Siti Zubaidah Zulkifli, Nurazan Mohmad Rouyan — Wed, 16 Jul 2025 00:00:00 +0200

Bidang penterjemahan bahasa Arab ke bahasa Melayu semakin mendapat tempat dalam kalangan para penterjemah dan penuntut bahasa Arab pada masa kini. Malah, kajian berkaitan bidang penterjemahan Arab-Melayu banyak dikaji dalam pelbagai cabang linguistik namun kajian berkaitan analisis kontrastif strategi penterjemahan Arab-Melayu masih belum dikaji oleh pengkaji lepas, lebih-lebih lagi kajian yang melibatkan penterjemahan harf al-jar. Masalah utama penterjemahan harf al-jar ke bahasa Melayu berpunca daripada ketidakmampuan penterjemah dan pelajar bahasa Arab dalam menghasilkan padanan harf al-jar yang tepat dan masih keliru makna harf al-jar yang manakah sesuai dalam terjemahan bahasa Melayu. Oleh yang demikian, makalah ini bertujuan untuk mengetengahkan aspek penterjemahan harf al-jar yang baik melalui padanan harf al-jar ke bahasa Melayu dalam terjemahan Arab-Melayu novel Ibnu Yaqzan. Selain itu, kajian ini turut mengenalpasti strategi penterjemahan yang digunakan dalam analisis kontrastif penterjemahan harf al-jar dengan kata sendi nama bahasa Melayu dalam novel tersebut. Kajian ini dijalankan menggunakan kaedah kualititatif melalui analisis kontrastif dan deskriptif strategi penterjemahan harf al- jar dalam kisah Ibnu Yaqzan. Dapatan kajian menyarankan bahawa harf al-jar yang ada dalam kisah Ibnu Yaqzan tidak boleh diterjemahkan secara literal, malah diterjemah mengikut makna berdasarkan kesesuaian ayat yang dimaksudkan oleh pengarang. Selain itu, penterjemahan makna harf al-jar dalam kisah ini menggunakan strategi penterjemahan seperti strategi komunikatif, strategi dinamik dan teori relevan. Sehubungan itu, makalah ini mencadangkan agar analisis kontrastif penterjemahan harf al-jar diberi perhatian dan diketengahkan kepada para penterjemah dan pelajar bahasa Arab agar mereka tidak keliru dalam menterjemahkan harf al-jar. Aspek penterjemahan harf al-jar yang dipersembahkan dalam kajian ini boleh dijadikan sebagai panduan dan rujukan kepada pelajar dan penterjemah Arab-Melayu.

Development of “Xiaohua Online” an Apps in Mandarin Language Classroom: A Pilot Study

Loh Siaw San, Jenny Yap Tze Kie, Ngien Ming Ming — Wed, 16 Jul 2025 00:00:00 +0200

Traditional methods of language learning have certain limitations. Through the development of game applications, learners' memory can be deepened, and their interest and motivation can be stimulated to improve their learning effi- ciency. The researcher applied a literature review, app review and questionnaire. The subjects of the research consist- ed of non-Chinese Mandarin learners. After review, learners wanted to have an app based on the course syllabus. Eve- ry currently available program is geared toward the practice approach. In addition, the language medium that is used in the apps is most commonly English, and the researchers have not come across any Chinese learning programs that include the Malay language as an attached component. Games applications based on stories can help to increase learn- ers’ interest in learning, and the process of progressing through levels can make learning both challenging and inter- esting. An application with additional Malay annotations can make the software more valuable and convenient for Mandarin learner who had mastered Malay. Thus, researchers came up with the concept of “Xiaohua Online” to ad- dress this issue. “Xiaohua Online”, is an online game for beginners in Mandarin. Using the search for a scattered map of Sarawak as the main thread of the game, it integrates the learning content from the UiTM Mandarin course. Based on a systematic and well-developed game curriculum, as well as targeted tests, it is hoped that it can breaks through the constraints of time and space, thus enhance learners' sense of achievement and motivation.

All Too Well Versus Uptown Funk: An Indirect Theory of Mind Replication Using Writerly and Readerly Song Lyrics in a Plurilingual Setting

Siti Auji Ashari — Wed, 16 Jul 2025 00:00:00 +0200

The theory of mind, at its core, concerns the emotional intelligence, our empathy, and the ability to read and interpret the mental states of others we interact with. In the early 2010s, Kidd and Castano (2013) carried out a seminal re- search to investigate the theory of mind effects of reading literary fiction versus reading popular genre fiction, nonfic- tion, and no reading. The researchers found that the former enhanced the performance in the theory of mind test, namely the Reading the Mind in the Eyes Test (RMET), more than the latter three did. Consequently, the original re- searchers encouraged the replications of their research, either directly or indirectly using other media. The present pa- per reports on one such replication, using song lyrics as the indirect medium. Conducted with 29 undergraduate medi- cal students at plurilingual UCSI University Terengganu Campus, the results show that the writerly All Too Well group performed the best in the RMET, whereas there was no significant difference in the RMET performance be- tween the readerly Uptown Funk group and the control group. For this study, therefore, the theory of mind effects were positive only for the writerly texts, but not for the readerly. Accordingly, this paper calls for more future replica- tions, especially indirectly using media other than book excerpts, on the theory of mind effects.

Challenges in CEFR Adoption: Teachers’ Understanding and Classroom Practice

Nurul Farehah Mohamad Uri — Wed, 16 Jul 2025 00:00:00 +0200

CEFR has been extensively adopted in many countries including Malaysia. Currently at the third phase of the imple- mentation, the concept of CEFR and the applicability is not new to most teachers. Over the years, numerous local studies have been conducted to discover the real situation faced by both teachers and students who are directly affect- ed by the government’s decision to replace the previous syllabus with the new CEFR aligned English syllabus. This study was conducted with the objectives of investigating the challenges encountered by English teachers on under- standing CEFR and the potential challenges faced by the teachers in CEFR classroom practice in the adoption process. A panel member of the English Language Standard and Quality Council (ELSQC) and 331 school teachers participat- ed in this study. Survey and in-depth interview were employed for data gathering. Computer software such as NVivo and SPSS were used for data analysis. Results show that most teachers lack understanding especially on the adoption of the framework. Moreover, classroom practice is a real challenge to the teachers because the imported CEFR- aligned textbooks are causing additional workload due to adapt them to the local context. Preparing and designing their own CEFR aligned teaching materials based on the new syllabus is another challenge of classroom practice for the teachers.