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Makale Özeti:
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Attitude is the most important element in determining one’s achievements in learning the
Arabic language either as a full or part-time student. This study is based on the Gardner's
socio-educational model, and focuses on two types of motivational orientation, which are
integrative and instrumental, and attitudes toward the learning conditions.
The main purpose of this study is to identify the level of integrative orientation, attitudes
toward the learning conditions and instrumental orientation among students in a Distance
Learning (DL) program at the Faculty of Islamic Studies (FPI), Universiti Kebangsaan
Malaysia (UKM, The National University of Malaysia).
This study used a quantitative research design. Data were collected through
questionnaires and analyzed descriptively. A total of 170 distance learning students were
selected using the simple random sampling technique. Findings show that the students
possessed a high level of integrative orientation and their attitudes toward learning
environment were positive. The level of instrumental orientation, on the other hand, was
very high with the instrumental orientation obtaining the highest mean score. One of the
implications that can be drawn from this study is that teachers and students need to take
into account and emphasize integrative orientation, attitudes toward learning conditions
and instrumental orientation in order to develop a positive attitude in students who aim to
master the Arabic language. Other than that, educational institutions should provide
support and carry out other related activities and programs in order to ensure that
students consistently have positive attitudes whilst achieving excellent results in learning
the Arabic language.
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