Global Journal of HUMAN SOCIAL SCIENCE

Linguistics & Education

Volume 12 Issue 9 Version 1.0 June 2012
Type: Double Blind Peer Reviewed International Research Journal
Publisher: Global Journals Inc. (USA)
Online ISSN: 2249-460x & Print ISSN: 0975-587X

Misconceptions on Ism Al-‘Adad Wa Al-Ma’dud Among

Students of Arabic Language in Malaysia
By Nurul Hudaa Hassan , Nik Mohd Rahimi Nik Yusof & Ashraf Ismail
Universiti Kebangsaan Malaysia

Abstract - This paper discusses ism al-‘adad wa al-ma’dud in the teaching and learning of
grammar knowledge. The core of discussion revolves around Arabic language educators of
various levels in institutions implementing the teaching of grammar knowledge for the topic ism
al-‘adad wa al-ma’dud. A unique and interesting topic, it is frequently mentioned in verses of the
Quran and Hadith. The target audience for ism al-‘adad wa al-ma’dud is students of all levels of
education, be it in institutions of higher learning or schools. Educators and students of Arabic
language in Malaysia are not native speakers of the language or ghair al-natiq bi al-‘arabiyyah.
On that basis, misconceptions and confusion regarding ism al-‘adad wa al-ma’dud are bound to
occur, especially among students and involving the issue of gender - muannath (feminine) and
muzakkar (masculine). This paper attempts to uncover the concepts and operations of ism al-
‘adad wa al-ma’dud and the common misconceptions among students.

Misconceptions on Ism Al-Adad Wa Al-Madud Among Students of Arabic Language in Malaysia

Strictly as per the compliance and regulations of:

© 2012. Dr. Nurul Hudaa Hassan , Nik Mohd Rahimi Nik Yusof & Ashraf Ismail. This is a research/review paper, distributed
under the terms of the Creative Commons Attribution-Noncommercial 3.0 Unported License
http://creativecommons.org/licenses/by-nc/3.0/), permitting all non-commercial use, distribution, and reproduction in any
medium, provided the original work is properly cited.
 Misconceptions on Ism Al-‘Adad Wa Al-Ma’dud
Among Students of Arabic Language in
Malaysia
Nurul Hudaa Hassan α , Nik Mohd Rahimi Nik Yusof σ & Ashraf Ismail ρ

Abstract - This paper discusses ism al-‘adad wa al-ma’dud in Wataa’la for mankind. The Quran, which was revealed
the teaching and learning of grammar knowledge. The core of by Allah Subhanahu Wataa’la through Jibril ‘Alaihi al-

June 2012
discussion revolves around Arabic language educators of Salam to Prophet Muhammad Sallallahu ‘Alaihi
various levels in institutions implementing the teaching of
Wasallam, contains a diversity of knowledge involving all
grammar knowledge for the topic ism al-‘adad wa al-ma’dud.
aspects of living, including grammar knowledge. It
A unique and interesting topic, it is frequently mentioned in
verses of the Quran and Hadith. The target audience for ism discusses the numerous methods available to be
cognizant of the laws that have to be established at the 1
al-‘adad wa al-ma’dud is students of all levels of education, be
it in institutions of higher learning or schools. Educators and end of every Arabic word, in terms of order which

E ) Volume XII Issue IX Version I

students of Arabic language in Malaysia are not native comprise i'rab and bina'. The scope of discussion
speakers of the language or ghair al-natiq bi al-‘arabiyyah. On regarding grammar knowledge is related to the phrases
that basis, misconceptions and confusion regarding ism al- or words in Arabic language in order to avoid errors in
‘adad wa al-ma’dud are bound to occur, especially among speech and writing (Mustafa 2005). However,
students and involving the issue of gender - muannath
grammatical errors in speech and writing tasks are
(feminine) and muzakkar (masculine). This paper attempts to
common among students who are nonnative speakers
uncover the concepts and operations of ism al-‘adad wa al-
ma’dud and the common misconceptions among students. of the language. Many studies have revealed that
grammatical errors are made by students of all levels in
I. Introduction Malaysia.

T
he teaching and learning of Arabic grammar II. Studies on Grammatical Errors
knowledge is highly distinctive compared to other Among Arabic Language
subjects. The obvious difference is that it involves
Nonnative Speaking Students in

Global Journal of Human Social Science ( D

an extensive array of grammatical methods and
comprehensive skills. The comprehensiveness of skills Malaysia
in Arabic grammar knowledge comprises eloquent
According to Jassem Ali (2000), Malay students
mastery of Arabic Language, profound understanding,
learning Arabic Language as a Foreign Language or
strength of memory as well as high creativity. Arabic
Second Language face difficulties when learning the
grammar knowledge also requires vast and deep
four essential skills (maharat al-‘arba’), namely listening,
understanding of a concept in an accurate and holistic
speaking, reading and writing. Among the four skills,
manner. All Arabic language teachers must be
writing is alleged to be the most difficult and most
responsible in maintaining competency in the
susceptible to grammatical errors. Errors in grammar
implementation of the Arabic grammar knowledge
usage largely occur among students. This is based on
teaching and learning process by taking into account
studies involving grammar application error analyses
the requirements and level of attainment of the students.
from various aspects carried out in secondary schools
As such, any grammar knowledge learning problems
and institutions of higher learning (Muhammad Bakhit
raised by students should be accepted and handled
1998; Jassem Ali 2000; Hanizam 2005; Norasmazura
positively to preserve the beauty and fluency of the
2005). The most frequently made grammatical errors are
Arabic language. Arabic language is the most beautiful
those referring to gender and quantity, whether
and noble language created by Allah Subhanahu
pertaining to the icrab marks for gender and quantity, or
the formation of phrases and sentences related to the
similarities or differences in gender and quantity (Sohair
Author α : Faculty of Education, Universiti Kebangsaan Malaysia,
43600 Bangi Selangor Darul Ehsan Malaysia. 1990; Bakhit 1998; Jassem 2000). A study carried out
E-mail : [email protected] by Ashinida (1998) on grammatical errors committed in
Author σ : Faculty of Education,Universiti Kebangsaan Malaysia , religious secondary schools found that students usually
43600 Bangi Selangor Darul Ehsan Malaysia. make mistakes in constructing sentences, especially
E-mail : [email protected]
Author ρ : Faculty of Islamic Study, Universiti Kebangsaan Malaysia,
those involving al-idafat and al-na’at. Mohd Bakhit
43600 Bangi Selangor Darul Ehsan Malaysia. (1998), in his analysis on grammatical errors in
E-mail : [email protected] examinations among Malay students in local institutions

© 2012 Global Journals Inc. (US)

 Misconceptions on Ism Al-‘Adad Wa Al-Ma’dud Among Students of Arabic Language in Malaysia

of higher learning found that the mistake often repeated and cadad tartibi such as ‫ﺍﻷﻭﻝ ﺍﻟﺜﺎﻧﻲ ﺍﻟﺜﺎﻟﺚ ﺍﻟﺮﺍﺑﻊ ﺍﻟﺨﺎﻣﺲ‬
in examinations involving essay writing is ism al-‘adad and so forth. cAdad is also divided into several parts,
wa al-ma’dud besides other grammatical errors. namely cadad idafah, cadad murokkab, cadad cataf
The grammar topic which Arabic language mactuf and cadad cuqud as follows:
teachers find the hardest to impart to their students is i. In mufrad form with the position of macdud mancut
‫ ﺍﻟﻌﺪﺩ ﻭﺍﻟﻤﻌﺪﻭﺩ‬, that is numeral (‫ )ﻋﺪﺩ‬and its subject (‫) ﻣﻌﺪﻭﺩ‬. and isim cadad as nacat. This isim cadad is for
This is because the method to determine the gender of quantities 1 and 2 (cadad al-mufrad). For example:
‫ ﻋﺪﺩ‬is very dependent on the gender of ‫ﻣﻌﺪﻭﺩ‬. Sometimes
the genders are the same and sometimes they oppose ‫ﻓﻲ ﺍﻟﻐﺮﻓﺔ ﻁﻔﻞ ﻭﺍﺣﺪ ﻭﻁﻔﻠﺔ ﻭﺍﺣﺪﺓ ﻭ ﺧﺎﺭﺝ ﺍﻟﻐﺮﻓﺔ ﻁﻔﻼﻥ ﺍﺛﻨﺎﻥ ﻭﻁﻔﻠﺘﺎﻥ ﺍﺛﻨﺘﺎﻥ‬
each other (Noorhayati 2009). As such, Arabic grammar ii. In the form of idafah arrangement with the position
teachers are unable to make accurate comparisons of macdud as mudaf ilaih and isim cadad as its
between numeral classifiers in Malay language grammar mudaf. This isim cadad is for quantities 3 until 10
June 2012

and al-cadad wa al-macdud in Arabic grammar as there (cadad al-mufrad). For example:
is no similarity between them. A teacher teaching this
ٍ ‫ﻗﺼﺺ ﻭﺃﺭﺑﻌﺔ ﻛﺘ‬
‫ﺐ‬ ٍ ‫ﻗﺮﺃﺕ ﺛﻼﺕ‬
topic has to master and understand it well because
many students find the muzakkar and muannath or iii. In the form of mudaf and mudaf ilaih arrangement
2 otherwise known as the masculine and feminine aspects with the position of macdud as tamyiz. This isim
confusing and cannot be likened to numeral classifiers
c
adad is for quantities 11 until 19 (cadad al-
in Malay language (Zabiyyah 2002). murakkab).
Global Journal of Human Social Science ( ED ) Volume XII Issue IWX Version I

According to Baharuddin Abdullah (2003), the ً‫ﺭﻛﺐ ﺍﻟﻄﺎﺋﺮﺓ ﺃﺣﺪ ﻋﺸﺮ ﺳﺎﺋﺤًﺎ ﻭﺍﺛﻨﺘﺎ ﻋﺸﺮﺓ ﺳﺎﺋﺤﺔ‬
Arabic grammar syntax system is very complex due to ً‫ﺍﺷﺘﺮﻙ ﻓﻲ ﺍﻟﺮﺣﻠﺔ ﺍﺛﻨﺎ ﻋﺸﺮ ﻁﺎﻟﺒًﺎ ﻭﺇﺣﺪﻯ ﻋﺸﺮﺓ ﻁﺎﻟﺒﺔ‬
changes at the end of a word involving changes to the ‫ﻓﻲ ﺍﻟﻔﺼﻞ ﺛﻼﺙ ﻋﺸﺮﺓ ﻁﺎﻟﺒﺔً ﻭﺃﺭﺑﻌﺔ ﻋﺸﺮ ﻁﺎﻟﺒًﺎ‬
end vowel or additions. Besides that, there are words iv. In the form of mulhaq jamac muzakkar salim with the
which are positioned earlier and later in Quranic verses position of macdud as tamyiz. This isim cadad is for
and reasons for the repetition of certain words. Changes quantities 20 until 90 (cadad al-cuqud).
which take place at the end of a word in Arabic
language is known as i’rab or case. There are various ً‫ﺟﺎء ﻋﺸﺮﻭﻥ ﻁﺎﻟﺒًﺎ ﻭﺛﻼﺛﻮﻥ ﻁﺎﻟﺒﺔ‬
cases, in the form of nominative (marfuc), accusative ً‫ﻗﺮﺃﺕ ﺧﻤﺴﻴﻦ ﻛﺘﺒﺎ ً ﻭﺳﺒﻌﻴﻦ ﻣﺠﻠﺔ‬
(mansub) or genitive (majrur). This also applies to ism v. In the form of cataf and mactuf arrangement with the
al-‘adad wa al-ma’dud which involves various cases, position of macdud still as tamyiz. This isim cadad is
depending on the position of ism al-‘adad wa al-ma’dud for quantities 21 until 99 (cadad al-mactuf). For
in a sentence. example:
There are studies stating that ism al-‘adad wa
‫ﻓﻲ ﺍﻟﺤﻘﻴﺒﺔ ﻭﺍﺣﺪ ﻭﻋﺸﺮﻭﻥ ﻛﺘﺎﺑﺎ ﻭﺇﺣﺪﻯ ﻭﻋﺸﺮﻭﻥ ﻣﺠﻠﺔ‬
al-ma’dud is among the most difficult topics in Arabic ‫ﻋﻠﻰ ﺍﻟﻤﻜﺘﺐ ﺗﺴﻊ ﻭﺛﻤﺎﻧﻮﻥ ﻗﺼﺔ ﻭﺧﻤﺴﺔ ﻭﺧﻤﺴﻮﻥ ﻛﺘﺎﺑﺎ‬
grammar. Nevertheless, it is undeniably very important.
Some researchers have expressed their amazement vi. In idafat arrangement with the position of macdud as
over the topic as it involves a law that contradicts the mudaf ilaih or possibly a combination of mudaf and
norm; feminine is coupled with masculine and vice versa mudaf ilaih. This isim cadad is for quantities 100 and
(Mahmud Ramadhan 2007). In addition, there are also above such as:
cases of feminine and masculine being coupled with ‫ﻭﻣﺌﺘﺎﻥ ﺍﻣﺮﺃﺓ ﺟﺎء ﻣﺎﺋﺔ ﺭﺟﻞ‬
their respective gender. As such, Arabic language ‫ﺟﺎء ﻋﺸﺮﻭﻥ ﺃﻟﻒ ﺭﺟﻞ ﻭﺧﻤﺴﻮﻥ ﺃﻟﻒ ﺍﻣﺮﺃﺓ‬
teachers need to master and possess vast and In understanding ism al-cadad wa al-macdud,
profound knowledge regarding the concept and there are several concepts which students generally find
operations of ism al-‘adad wa al-ma’dud to ensure it is confusing, especially those involving the functions of the
effectively conveyed to the students. various types of cadad and macdud (Muhammad Fahmi
III. the Concept and Operations of Ism 2003). Not all quantities are determined by just one
regulation, but in general it can be assumed as tasrif
al-‘Adad Wa Al-Ma’dud
noun because its harakat or end vowel changes
Adad is something that shows quantity, such
c
according to its ‘ikrab (cAbdullah cAbbas 1995) as
as one, two, three and so forth. Macdud, on the other shown in the following Table:
hand, is a countable item (Dayf 1986). Ahmad (2001) in
“al-Wajiz fi al-nahw wa al-sarf” defines al-cadad as
something that shows the quantity of a countable item.
In correlation with this, Dayf (1986) states that cadad is
any noun or adjective showing the quantity of an item or
portraying a specific sequence. cAdad consists of two
sections, namely cadad asli, that is ‫ﻭﺍﺣﺪ ﺍﺛﻨﺎﻥ ﺛﻼﺙ ﺃﺭﺑﻊ ﺧﻤﺲ‬

© 2012 Global Journals Inc. (US)

 Misconceptions on Ism Al-‘Adad Wa Al-Ma’dud Among Students of Arabic Language in Malaysia

‫ﻣﺠﺮﻭﺭ‬ ‫ﻣﻨﺼﻮﺏ‬ ‫ﻣﺮﻓﻮﻉ‬ ‫ﺍﻟﻌﺪﺩ‬

‫ﻣﺮﺭﺕ ﺃﻣﺎﻡ ﻭﻟ ٍﺪ‬ • ً‫ﺭﺃﻳﺖ ﻭﻟﺪﺍً ﻭﺍﺣﺪﺍ‬ • ‫ﺟﺎء ﻭﻟ ٌﺪ ﻭﺍﺣ ٌﺪ‬ •

‫ﻭﺍﺣ ٍﺪ‬ ً‫ﺭﺃﻳﺖ ﺑﻨﺘﺎ َ ﻭﺍﺣﺪﺓ‬ • ٌ‫ﺑﻨﺖ ﻭﺍﺣﺪﺓ‬
ٌ ‫ﺟﺎءﺕ‬ • ‫ﻋﺪﺩ ﻣﻔﺮﺩ ﻣﻦ‬
‫ﺖ‬
ٍ ‫ﻣﺮﺭﺕ ﺃﻣﺎﻡ ﺑﻨ‬ • ‫ﺭﺃﻳﺖ ﻭﻟﺪﻳﻦ ﺍﺛﻨﻴﻦ‬ • ‫ﺟﺎء ﻭﻟﺪﺍﻥ ﺍﺛﻨﺎﻥ‬ • 2 -1
‫ﻭﺍﺣﺪ ٍﺓ‬ ‫ﺭﺃﻳﺖ ﺑﻨﺘﻴﻦ ﺍﺛﻨﺘﻴﻦ‬ • ‫ﺟﺎءﺕ ﺑﻨﺘﺎﻥ ﺍﺛﻨﺘﺎﻥ‬ •
‫ﻣﺮﺭﺕ ﺃﻣﺎﻡ ﻭﻟﺪﻳﻦ‬ •
‫ﺍﺛﻨﻴﻦ‬
‫ﻣﺮﺭﺕ ﺃﻣﺎﻡ ﺑﻨﺘﻴﻦ‬ •
‫ﺍﺛﻨﺘﻴﻦ‬

June 2012
‫ﻣﺮﺭﺕ ﺃﻣﺎﻡ ﺃﺣﺪ‬ • ‫ﺭﺃﻳﺖ ﺃﺣﺪ ﻋﺸﺮ‬ • ‫ﺟﺎء ﺃﺣﺪ ﻋﺸﺮ ﻭﻟﺪﺍ‬ • - 11 ‫ﻋﺪﺩ ﻣﺮﻛﺐ ﻣﻦ‬
‫ﻋﺸﺮ ﻭﻟﺪﺍ‬ ‫ﻭﻟﺪﺍ‬ ‫ﺟﺎءﺕ ﺇﺣﺪﻯ ﻋﺸﺮﺓ ﺑﻨﺘﺎ‬ • 12
‫ﻣﺮﺭﺕ ﺃﻣﺎﻡ ﺇﺣﺪﻯ‬ • ‫ﺭﺃﻳﺖ ﺇﺣﺪﻯ ﻋﺸﺮﺓ‬ • ‫ﺟﺎء ﺍﺛﻨﺎ ﻋﺸﺮ ﻭﻟﺪﺍ‬ •
‫ﻋﺸﺮﺓ ﺑﻨﺘﺎ‬ ‫ﺑﻨﺘﺎ‬ ‫ﺟﺎءﺕ ﺍﺛﻨﺘﺎ ﻋﺸﺮﺓ ﺑﻨﺘﺎ‬ • 3
‫ﻣﺮﺭﺕ ﺃﻣﺎﻡ ﺍﺛﻨﻲ‬ • ‫ﺭﺃﻳﺖ ﺍﺛﻨﻲ ﻋﺸﺮ‬ •
‫ﻋﺸﺮ ﻭﻟﺪﺍ‬ ‫ﻭﻟﺪﺍ‬

E ) Volume XII Issue IX Version I

‫ﻣﺮﺭﺕ ﺃﻣﺎﻡ ﺍﺛﻨﺘﻲ‬ • ‫ﺭﺃﻳﺖ ﺍﺛﻨﺘﻲ ﻋﺸﺮﺓ‬ •
‫ﻋﺸﺮﺓ ﺑﻨﺘﺎ‬ ‫ﺑﻨﺘﺎ‬
‫ﻣﺮﺭﺕ ﺃﻣﺎﻡ ﻭﺍﺣ ٍﺪ‬ • ‫ﺟﺎء ﻭﺍﺣﺪ ﻭﻋﺸﺮﻭﻥ ﻭﻟﺪﺍ‬ • ‫ﻋﺪﺩ ﻣﻌﻄﻮﻑ ﻣﻦ‬
‫ﻭﻋﺸﺮﻳﻦ ﻭﻟﺪﺍ‬ ‫ﺟﺎءﺕ ﻭﺍﺣﺪﺓ ﻭﻋﺸﺮﻭﻥ‬ • 22 -21
‫ﻣﺮﺭﺕ ﺃﻣﺎﻡ ﻭﺍﺣﺪ ٍﺓ‬ • ‫ﺑﻨﺘﺎ‬ 32- 31
‫ﻭﻋﺸﺮﻳﻦ ﺑﻨﺘﺎ‬ ‫ﺟﺎء ﺍﺛﻨﺎﻥ ﻭﻋﺸﺮﻭﻥ ﻭﻟﺪﺍ‬ • 92- 91 ‫ﺣﺘﻰ‬
‫ﻣﺮﺭﺕ ﺃﻣﺎﻡ ﺍﺛﻨﻴﻦ‬ • ‫ﺟﺎءﺕ ﺍﺛﻨﺘﺎﻥ ﻭﻋﺸﺮﻭﻥ‬ •
‫ﻭﻋﺸﺮﻳﻦ ﻭﻟﺪﺍ‬ ‫ﺑﻨﺘﺎ‬
‫ﻣﺮﺭﺕ ﺃﻣﺎﻡ ﺍﺛﻨﺘﻴﻦ‬ • ‫ﺟﺎء ﻭﺍﺣﺪ ﻭﺛﻼﺛﻮﻥ ﻭﻟﺪﺍ‬ •
‫ﻭﻋﺸﺮﻳﻦ ﺑﻨﺘﺎ‬ ‫ﺟﺎءﺕ ﻭﺍﺣﺪﺓ ﻭﺛﻼﺛﻮﻥ‬ •

Global Journal of Human Social Science ( D

‫ﻣﺮﺭﺕ ﺃﻣﺎﻡ ﻭﺍﺣﺪ‬ • ‫ﺑﻨﺘﺎ‬
‫ﻭﺛﻼﺛﻴﻦ ﻭﻟﺪﺍ‬

Based on the examples above, the numerals for IV. Analysis on the Misconceptions of
one and two should be the same as the subject in terms
Students Regarding Ism Al-‘Adad Wa
of gender and quantity. If the cadad is muzakkar, then
the macdud has to be muzakkar too. On the same note, Al-Ma’dud
if the cadad is muannath, then the macdud has to be Wise Arabic language educators are able to
muannath too (Hamdi, 1998). Fuad Nicmah (1973), in identify several forms and causes for errors made by
his book Al-Mulakhas fi Al-Qawacid Al-Nahwiyah also students in ism ‘adad wa al-ma’dud. A misconception
explained that the numerals for one and two should that usually occurs in the learning of ism ‘adad wa al
always be the same as the subject in terms of gender ma’dud is the concept of ‘adad murakkab (Mahmud
and quantity, whether both numerals are in the form of Ramadhan 2007). Students are often confused when
single words (mufrad), phrases (murakkab) or ‘adad murakkab is involved in the process of
combined phrases (mactuf). constructing relevant jumlah or sentences. This is due to
A vast content knowledge of the al-‘adad wa al- them not fully understanding or mastering the concept
ma’dud concept, combined with established of ‘adad murakkab. In the teaching and learning
paedagogical knowledge, enables an Arabic language process, students will be enlightened that ‘adad
educator to realise the Arabic language curriculum in murakkab is ‘adad 1 to 9 which is incorporated with
order to successfully achieve the aims and objectives quantities ‫ ﻋﺸﺮ‬or ‫ ﻋﺸﺮﺓ‬to produce numbers in teens
outlined. Arabic language educators who possess such as 11, 12, 13 until 19. ‘Adad murakkab also
paedagogical content knowledge of the al-‘adad wa al- consists of two parts or ‫ ﺍﻟﺠﺰءﺍﻥ‬which are opposing in
ma’dud concept are capable of handling any terms of muzakkar and muannath, except for 11 and 12
misconceptions among students regarding ism ‘adad whereby both parts are the same from the aspects of
wa al-ma’dud. muzakkar and muannath as given below:

© 2012 Global Journals Inc. (US)

 Misconceptions on Ism Al-‘Adad Wa Al-Ma’dud Among Students of Arabic Language in Malaysia

‫ ﻋﺸﺮ‬+ ‫ ﺍﺛﻨﺎﻥ‬/ ‫ ﻋﺸﺮﺓ = ﺇﺣﺪﻯ ﻋﺸﺮﺓ‬+ ‫ ﻭﺍﺣﺪﺓ‬/ ‫ ﻋﺸﺮ = ﺃﺣﺪ ﻋﺸﺮ‬+ ‫ﻭﺍﺣﺪ‬ creative and innovative in dispelling misconceptions
/‫ ﻋﺸﺮﺓ = ﺛﻼﺙ ﻋﺸﺮﺓ‬+ ‫ ﺛﻼﺙ‬/ ‫ ﻋﺸﺮﺓ = ﺍﺛﻨﺘﺎ ﻋﺸﺮﺓ‬+ ‫ ﺍﺛﻨﺘﺎﻥ‬/ ‫= ﺍﺛﻨﻰ ﻋﺸﺮ‬ among students and coming up with practical strategies
+ ‫ ﺗﺴﻌﺔ‬/‫ ﻋﺸﺮﺓ = ﺗﺴﻊ ﻋﺸﺮﺓ‬+ ‫ ﺗﺴﻊ‬until ‫ ﻋﺸﺮ = ﺛﻼﺛﺔ ﻋﺸﺮ‬+ ‫ﺛﻼﺛﺔ‬ to overcome them (Nuha 2005). Many researches
. ‫ﻋﺸﺮ = ﺗﺴﻌﺔ ﻋﺸﺮ‬ propose diverse teaching and learning strategies which
may cultivate the interest among students to learn
Nevertheless, misconceptions are common
grammar knowledge and simultaneously trigger
among students, especially in the combination of the
second part ( ‫ ) ﺍﻟﺠﺰء ﺍﻟﺜﺎﻧﻲ‬in ‘adad murakkab. For enjoyment in learning a difficult grammar topic (Jassem
instance, students often place ‫ ﺛﻼﺙ ﻋﺸﺮﺓ‬as ‫ ﺛﻼﺙ ﻋﺸﺮ‬and ‘Ali, 2000). The following are several suggestions and
vice versa especially when constructing sentences. recommendations from Arabic language researchers
Errors involving ma’dud are also prevalent whereby the which can be adopted in the teaching of ism al-‘adad
ma’dud is often wrongly combined with ‘adad in terms wa al-ma’dud:
i. Create simple analogies using elements from the
June 2012

of muzakkar and muannath such as ‫ﺭﺃﻳﺖ ﺛﻼﺙ ﻋﺸﺮ ﻭﻟﺪﺍ‬

whereas it should be ‫ ﺭﺃﻳﺖ ﺛﻼﺙ ﻋﺸﺮﺓ ﻭﻟﺪﺍ‬. Sometimes students’ environment and provide many examples
students are inclined to place the ma’dud as jama’ other than those given in modules or textbooks,
whereas if the quantity is 11 and above, then the preferably using ICT (Abu Latifah 2005).
ma’dud must be mufrad and the case should be ii. Carry out appropriate demonstrations for students
42
mansub. The following is an example of ma’dud mufrad by utilising resources available in the classroom
mansub present in Surah Yusuf, verse 4: (Amir Fakhruddin 2000).
Global Journal of Human Social Science ( ED ) Volume XII Issue IWX Version I

‫» ﺇﺫ ﻗﺎﻝ ﻳﻭﺳﻑ ﻷﺑﻳﻪ ﻳﺎ ﺃﺑﺕ ﺇﻧﻰ ﺭﺃﻳﺕ ﺃﺣﺩ ﻋﺷﺭ ﻛﻭﻛﺑﺎ ﻭﺍﻟﺷﻣﺱ ﻭﺍﻟﻘﻣﺭ‬ iii. Excerpt verses from the Quran and Hadith which
« ‫ﺭﺃﻳﺗﻬﻡ ﻟﻲ ﺳﺎﺟﺩﻳﻥ‬ contain ism al-‘adad wa al-ma’dud besides taking
i’ktibar from the Quran and Hadith (Baseem
Which means: (Remember the event) when Hawamedah 2009)
Prophet Yusuf said to his father: “O father! I saw in my
dream eleven stars as well as the sun and the moon; I iv. Initiate conversations between Arabic language
saw them prostrating themselves before me”. educators and students on the topic of al-‘adad wa
‘Adad present in the verse is ‫ﺃﺣﺩ ﻋﺷﺭ‬ and the al-ma’dud (Zabiyyah 2002).
ma’dud is ‫ ﻛﻭﻛﺑﺎ‬whereby the ma’dud is mufrad and v. Summary
mansuf and the word ‫ ﻛﻭﻛﺏ‬is not turned into jama’ to
‫ ﻛﻭﺍﻛﺏ‬although this occurs frequently due to the Arabic language educators imparting
confusion with ‘adad mufrad, that is quantities 3 until 10. knowledge on ism ‘adad wa al-ma’dud should possess
Besides misconceptions in understanding the vast content knowledge and topped with paedagogical
concept of ‘adad murakkab, students also tend to make knowledge. When combined, it is known as
errors in ‘adad mufrad involving quantities 3 until 10. The paedagogical content knowledge (PCK). Arabic
misconception is when ‘adad contravenes the ma’dud language educators who have profound paedagogical
from the aspects of muzakkar and muannath (Nuha knowledge are capable of attracting the interest of
2005). If the ma’dud is muzakkar then the ‘adad must be students in learning ism al-‘adad wa al-ma’dud.
muannath, for instance 3 boys and 3 girls ‫ﺛﻼﺛﺔ ﺃﻭﻻﺩ ﻭ ﺛﻼﺙ‬ Teaching strategies which combine various approaches,
‫ﺑﻨﺎﺕ‬. The word ‫ ﺃﻭﻻﺩ‬is jama’ for the word ‫ ﻭﻟﺪ‬which is a methods and techniques, together with creative
muzakkar singular noun and the word ‫ ﺑﻨﺎﺕ‬is jama’ for analogies and adaptation of textbook content according
the word ‫ ﺑﻨﺖ‬which, on the other hand, is a muannath to the environment of the students will pave the way
singular noun. Meanwhile, the ‘adad is ‫ ﺛﻼﺛﺔ‬in which it is towards the best and most effective teaching
a muannath incorporated with a muzakkar ma’dud, that methodology.
is ‫ﺃﻭﻻﺩ‬. ‘Adad ‫ ﺛﻼﺙ‬is muzakkar but it is incorporated with
a muannath ma’dud, that is ‫ ﺑﻨﺎﺕ‬. The error frequently References Références Referencias
committed by students is that when they wish to 1. Al-Quran dan Terjemahannya. 1418H/1997. Saudi
construct a sentence in the context of ‘adad mufrad, Arabia: Mujamma’ al-Malik Fahd li al-Tiba’ah al-
they will first look at the ‘adad to see whether it is Mashaf al-Syarif.
muzakkar or muannath. What they should do when 2. cAbd al-Qawi al-Zubaydi wa cAli Kazim. 2006.
constructing sentences in the form of tahwil is to Khasois mucallim al-mustaqbal muqtarih li al-
observe the ma’dud and ascertain whether the ma’dud khasois Al-Syahsiah wa al-mihniyyah. Majallah
is muzakkar or muannath. If the ma’dud is muzakkar, Jamicah Dimasyqa li al-culum al-Tarbiyyah. Al-
the ‘adad should be muannath and vice versa. Only Mujallad 22, al-‘adad al-awwal. Dimasyqa Suria.
then can the ma’dud be turned into jama’. 3. Abu Latifah Al-Raid. 2005. Muqaranah ma’rifah al-
Various misconceptions arise among students muhtawa al-bidaghujiyyah lada al-mu’allimi al-
when learning ism ‘adad wa al-ma’dud. As such, Arabic Tarbiyyah al-Islamiyyah al-jayyidin waghair al-
language educators who are involved in the teaching jayyidin fi marhalah al-asasiyyah al-‘ulya. Risalah
and learning process of this topic should be more dukturah ghair mansyurah. Amman Al-Urdun : Al-

© 2012 Global Journals Inc. (US)

 Misconceptions on Ism Al-‘Adad Wa Al-Ma’dud Among Students of Arabic Language in Malaysia

Jami’ah Amman Al-Arabiyyah li Al-Dirasat Al-‘Ulya. Noor dalam pengajaran dan pembelajaran nahu
4. Ahmad cAbd al- Hamid Jadullah .2001. al-Wajiz fi al- bahasa Arab. Tesis Doktor Falsafah Fakulti
nahw wa al-sarf .Misr: Dar al-Tauzic wa al-Nasyr. Pendidikan. Lembah Pantai: Universiti Malaya.
5. Amir Fakhruddin. 2000. Turuq al-tadris al-khassah bi 19. Nuha al- Sha’ar. 2005. Tadris al-‘adad. SOAS
al-lughah al-cArabiyah wa al-tarbiyah al-Islamiyah. Language Centre CETL: University of London.
Qaherah : c’lam al-Kutub. 20. Zabiyyah Saicd , Al-Saliti .2002. Tadris al-nahw al-
6. Ashinida Aladdin. 1998. Kekeliruan antara al-idhafat arabi fi daui al-ittijahat al-hadithah. Kaherah : Al-Dar
dan al-naat di kalangan pelajar Melayu. Tesis al-Masriyah al-Lubnaniyah
Sarjana Bahasa Arab Fakulti Bahasa dan Linguistik.
Lembah Pantai: Universiti Malaya.
7. Baharuddin Abdullah. 2003. Penggunaan huruf
taukid dalam surah Yasin: satu analisis nahuArab.

June 2012
Tesis Sarjana Fakulti Bahasa dan Linguistik.
Lembah Pantai: Universiti Malaya.
8. Baseem Hawamedah. 2009. Al-Macrifah al-
pedaghujiah lada mucallimi wa mucallimat al-lughah
al-Arabiyyah : Dirasah Halah Madaris Muhafazoh
5
Jarsh –Al-Urdun. Majallah cUlum insaniyyah. Al-
c
Adad 40 Al-Sanah Al-Sadisah Al-Urdun: Kulliyah al-

E ) Volume XII Issue IX Version I

c
Ulum Al-Tarbawiyyah. Al-Urdun: Jamicah Jarsh Al-
Khassah
9. Dayf Syauqi .1986. Tajdid al- nahw al-taclimi.
Qaherah : Dar al-Manar.
10. Fuad Nicmah 1973. Mulakhas Qawacid al-Lughah al-
c
Arabiyyah . Misr : Nahdhah Misr Li al-Tiba’ah wa al-
Nashr.
11. Hamdi Mahmood Abd al-Muttalib. 1998. Al-
Khulasah fi al-cilm al- Nahw. Al-Qaherah : Maktabah
Ibn Sina.
12. Hanizam Muhammad Ghazali.2005. Al-akhta’ al-
lughawiyyah al-kitabiyyah ladayal-tulab al-
Malayuwiyin fi istikhdam al-masdar: dirasah

Global Journal of Human Social Science ( D

tahliliyyah Thesis Master Of Human Science (
Arabic Luangage ) Kuliyyah of Islamic Revealed
knowledge & human science. Gombak: Universiti
Islam Antarabangsa Malaysia.
13. Jassem cAli Jassem. 2000. Study on second
language laearners of Arabic : An error analysis
approach. Kuala Lumpur: Percetakan Zafar Sdn.
Bhd.
14. Mahmood Ramadhan al-Diki. 2007. Murakkab al-
‘adad fi al-Arabiyyah: Dirasat tatbiqiyyah ‘ala akhta’
al-talabah al-natiqin bi ghair al-‘Arabiyyah fi dhau’
al-manhaj al-taqabuli. Al-Manar, al-Mujallad 13 al-
‘adada 4. Al-Urdun: Jami’ah alu Bayt.
15. Muhammad Bakhit Ali. 1998. Tahlil al-akhta’ al-
lughawiyyah laday tulab Jamicah Malaya li Maliziyya
dirasah wasfiyyah tahliliyyah. Tesis Master, Universiti
al-Qahirah: Fakulti Dar al-cUlum, Jabatan Ilmu
Bahasa dan Pengajian Tinggi dan Timur.
16. Muhammad Fahmi Ahmad.2003. Qawacid al-
Lughah al-cArabiyyah: Tatabahasa Arab. Edisi
Lengkap Jilid 2. Selangor: Pustaka Ilmi
17. Mustafa Ruslan .2005. Taclim al-lughah al-
c
Arabiyyah. Al-Qaherah: Dar al-thaqafah li al-nasyr
wa al-tauzic .
18. Noorhayati Hashim. 2009. Keberkesanan Kaedah

© 2012 Global Journals Inc. (US)

 Misconceptions on Ism Al-‘Adad Wa Al-Ma’dud Among Students of Arabic Language in Malaysia
June 2012

62
Global Journal of Human Social Science ( ED ) Volume XII Issue IWX Version I

This page is intentionally left blank

© 2012 Global Journals Inc. (US)