Qatar Foundation Annual Research Forum Volume 2013 Issue 1

Student Notes to Foster Teaching Enhancements in Learning the Qur'an: From the Lens of Non-Arabic Speakers Background Proper recitation of the Qur'an requires learning the correct ma-kha-rij (exit: the point of articulation of each letter) of the Arabic letters. For adult non-Arabic students, this requires methodologies that suit their various attitude and learning styles. In usual practice, lessons are prepared by the teachers. They are the ones identifying and preparing the objectives, subject, methodology, and exercises. Students are taught as expressed in the teacher's plan. In a detailed lesson plan, however, student's responses are even ideally assumed or expected to be responded in a certain way. But have they considered asking their students how to teach them instead? This study explores how the adult non-Arabic speaking students learn the Qur'an. Specifically, it seeks to investigate adult learning attitudes and learning methods of non-Arabic speakers using their class notes. Methodology This study uses qualitative method through interview and classroom observation designs. It utilizes a mixed of closed and open-ended questionnaire for the teachers and the students. These tools are validated. It uses descriptive statistics. Respondents are teachers and students of Norania Qaida class of 2012-2013. Results The innate nature to teach becomes natural as an adult learner. It further imbibes an attitude to greater motivation and eagerness to learn. This makes a student and a teacher different in their own ways. In exploring the students' notes, learning is now expressed in varied forms; the unique teaching methodology employed by the teacher and student's learning styles. This study also identifies the relationship between cognition of student's mother tongue and difficulty in learning a new language. While it is common to some that some Arabic Letters are difficult to some nationalities, it is not the same with others. For example, some Arabic letters such as letters “dhad”, “ssad” are difficult to all non-Arabic speakers, however, it is observed that letter “ha” is easier for Indonesians, letter “waw” are pronounced differently for Indians, “qaf” and “ka” are light for stiff (Tagalog) “ka” for Filipinos and so on. Teacher and students have long used the traditional method of repetition and constant practice, both attests to its benefits. Tags: Arabic Language, Qur'an, adult learning, student learning, methodology, non-Arabic speakers, student notes, teaching enhancement