THE NEED FOR AN ARABIC-LEARNING ENVIRONMENT MODEL AT THE PRIMARY, SECONDARY AND HIGHER EDUCATION LEVELS

Arabic, as the language of the Qur’an, holds a special status in the Islamic education system in Malaysia. Its mastery is not only essential for worship and religious appreciation, but also extends to academic needs, communication, and the development of a strong Muslim identity. However, the level of proficiency in spoken Arabic among students at the primary, secondary, and tertiary levels remains alarming. This weakness stems from various factors, including teaching approaches that focus primarily on memorization and grammar, limited exposure to environments that encourage direct language use, and the absence of a comprehensive and systematic environmental model that can foster speaking skills in authentic contexts. This study aims to identify the need for a suitable and effective model of an Arabic-speaking environment that can be applied across primary, secondary, and tertiary levels. The research employs a qualitative design through an analytical review of previous studies related to the topic. Findings indicate a significant gap between the objectives of Arabic language teaching and its actual implementation both inside and outside the classroom. At the primary level, limited time allocation, lack of trained teachers, and the absence of supporting activities such as language clubs or language games hinder the development of oral communication skills among pupils. At the secondary level, students are more exposed to examination-oriented practices focusing on writing and memorization, which often neglects speaking proficiency. At the tertiary level, although reinforcement programs such as language weeks, Arabic-speaking study circles, and communication classes are offered, their application remains limited and inconsistent. Therefore, a holistic environmental model is needed, encompassing three key elements: (i) policy and administrative support, (ii) student-centered teaching approaches and co-curricular activities, and (iii) the development of a comprehensive language community within schools and campuses. This study carries significant implications for policymakers, school and university administrators, teachers, and students in strengthening Arabic language mastery through the creation of environments that stimulate authentic learning.