Effectiveness of ‘Adad And Ma‘dūd Learning Module Based on al-Quran Verses in Enhancing Student Achievement

Misconceptions in using ‘adad and ma‘dūd often occur among students of Arabic language. This happens because of the differences in concept between Arabic and Malay grammar. The system of categorisation, concept as well as type of ‘adad and ma‘dūd in Arabic grammar differs from the concepts used by the native language of the learner. This study aimed at testing the effectiveness of a learning module on ‘adad and ma‘dūd based on al-Quran verses for overcoming problems of misconceptions in learning the topic. Previous studies have shown that al-Quran has enough resources for constructing a module related to the topic. Meanwhile the ADDIE approach was found very helpful in helping to construct a learning module on ‘adad and ma‘dūd. Through the suggested phases the module was built by categorising ‘adad into three groups based on similar characteristics in each group namely same ‘adad, opposite ‘adad and neutral‘adad. The findings show that application of the module using al-Quran verses in learning was effective in raising student achievement in ‘adad and ma‘dūd. In all sections it was found that enhanced achievement was encouraging. Students made fewer mistakes in matching ‘adad, in determining matching ma‘dūd, in translating sentences containing ‘adad and ma‘dūd as well as better determining the i‘rāb rules for application. The findings indicate that using a special module is able to overcome the problems in conceptual application among students of second language, especially in topics likely to cause confusion in students.


INTRODUCTION
Misconception often occurs in learning Arabic grammar among non-native Arabic speakers. Aspect of error often happening among students is error from the gender aspect and number, whether related to inflection indicator for gender and number or opposite aspect of gender and difference in number (Noorhayati, 2009). Misconception also often occurs in the usage of 'adad and ma'dūd among learners of Arabic language, even among native Arabic speakers (al-Rājihiy, 1998). This occurs because various approaches are used for many different types of 'adad and ma'dūd in Arabic grammar. Each type of 'adad has its own special approach different from other types of 'adad. This factor demands that the speaker be aware I J A Z A R A B I J o u r n a l o f A r a b i c L e a r n i n g D O I : 1 0 . 1 8 8 6 0 / i j a z a r a b i . v 4 i 1 . 1 0 7 8 5 I S S N ( p r i n t ) : 2 6 2 0 -5 9 1 2 | I S S N ( o n l i n e ) : 2 6 2 0 -5 9 4 7 ejo u r n a l . u i n -m a l a n g . a c . i d / i n d e x . p h p / i j a z a r a b i / i n d e x | 27 Vol. 4 No. 1 / Februari 2021 IJAZ ARABI homepage: http://ejournal.uin-malang.ac.id/index.php/ijazarabi of every type of 'adad and how to use it to prevent making a grammar error. Confusion is among the causes for student exposure to error when using 'adad and ma'dūd (Mohamad, 2010). Students are confused in determining the matching 'adad, confused when deciding the matching for ma'dūd, unsure about the change in final pronunciation or sign of i'rāb, and confused with usage of matching ma'dūd whether it is singular or plural. Besides that students are confused regarding the grammatical function of ma'dūd whether it is as a na'at, or muḍāf ilayhi or tamyīz.
Native Malay speakers who apply usage of Arabic 'adad and ma'dūd they have learned are prone to using characteristics of Malay language when using Arabic 'adad and ma'dūd. They use sentences such as ‫َاب‬ ‫ت‬ ِ ‫ك‬ ‫د‬ ِ ‫اح‬ َ ‫و‬ (sebuah buku), ِ ‫َان‬ ‫اثن‬ ‫َاب‬ ‫ت‬ ِ ‫ك‬ (dua buah buku) and ‫َة‬ ‫ر‬ ْ ‫َش‬ ‫ع‬ ‫َى‬ ‫د‬ ‫إحْ‬ ُ ‫َة‬ ‫َّاع‬ ‫الس‬ (pukul sebelas) in writing and speaking (Mohamad, 2010). This occurs because of the influence or interference of their mother tongue that is totally different from Arabic grammar. Cultural and linguistic behaviour related to number and collective noun (kata bilangan) existing in the student always influences the process of learning this topic in a second language (Hussin & Marosadee, 2019).
In Malay grammar, 'adad is called kata bilangan and it functions to clarify the number of a noun phrase. The kata bilangan occurs before the noun phrase in all situations (Nik Safiah Karim et al., 2011). Meanwhile in Arabic grammar, 'adad mufrad one / ‫د‬ ِ ‫اح‬ َ ‫/و‬ and two / ِ ‫َان‬ ‫ثن‬ ِ ‫,/ا‬ for example, do not need to be stated in a sentence. The 'adad mufrad in this category occurs after the noun phrase with the same gender and number as the ma'dūd such as ‫واحد‬ ‫كتاب‬ (one book), and it functions as adjective. Meanwhile 'adad mufrad between three / ‫ة‬ َ ‫ث‬ َ ‫َل‬ َ ‫/ث‬ till nine / ‫َة‬ ‫ْع‬ ‫س‬ ِ ‫/ت‬ occurs before the noun, is opposite to the ma'dūd in gender and ma'dūd is used as a plural as in ‫َات‬ ‫َع‬ ‫رَك‬ َ ‫َع‬ ‫ب‬ ‫أرْ‬ (al-Rājiḥiy, 1998). This very significant difference between the two languages rooted in two different language systems contributes to errors when students use 'adad and ma'dūd in daily life. As one move to overcome this problem a module based on the concept of application of Quranic verses was constructed. The verses containing 'adad and ma'dūd were used as the focus and the students undergoing the learning were assured of remembering the core verses and using these verses when applying usage of 'adad and ma'dūd. Using this approach, the problem was expected to be resolved and the misconceptions occurring will be handled.
Previous studies have found that the level of overall mastery in Malay students who learn Arabic whether in writing, or reading or speaking is still at moderate or weak level (Ab Halim Mohamad 2002;AlMuslim Mustapa et al., 2012;Mohd Saiful Fahmi, 2017;Muhamad et al., 2014;Nadwah Daud & Nadhilah Abdul Pisal, 2014;Nik Mahfuzah Nik Mat, 2013;Sumaiyah Sulaiman et al., 2018;Zainol Abidin Ahmad, 2002). Among the problems identified were: the problem of mastering reading and grammar (Muhamad, 2014), limited mastery of vocabulary, weak mastery of the structure of language, and low self confidence stemming from the stated problems (Nadwah Daud & Nadhilah Abdul Pisal, 2014). Weakness in writing in Arabic was identified as resulting from orthography and spelling I J A Z A R A B I J o u r n a l o f A r a b i c L e a r n i n g D O I : 1 0 . 1 8 8 6 0 / i j a z a r a b i . v 4 i 1 . 1 0 7 8 5 I S S N ( p r i n t ) : 2 6 2 0 -5 9 1 2 | I S S N ( o n l i n e ) : 2 6 2 0 -5 9 4 7 ejo u r n a l . u i n -m a l a n g . a c . i d / i n d e x . p h p / i j a z a r a b i / i n d e x | 28 Vol. 4 No. 1 / Februari 2021 IJAZ ARABI homepage: http://ejournal.uin-malang.ac.id/index.php/ijazarabi problems, syntax and morphology, sentence construction, vocabulary and strategy (Sumaiyah Sulaiman et al. 2018). What more when the topic under discussion such as 'adad and its complement ma'dūd are difficult topics. Every type of 'adad has a certain method different from other types (Ḍayf, 1986). Hence, this topic is regarded as a difficult topic in Arabic grammar to be presented by teachers because of the various approaches available (Norhayati, 2009), even though this topic is important and must be mastered because it is a section very frequently used by a speaker in daily life (al-Dīkiy 2007).
Hence one effective approach must be forwarded to handle the misconceptions related with this topic (Nurul Hudaa Hassan et al., 2012). Educators must be more creative and innovative so that they can explain the misconceptions among students by thinking about strategies to overcome such misconceptions (Nuha, 2005). Previous studies have shown that the approach of applying Quranic verses is one of the alternatives in teaching Arabic grammar (Nurul Hudaa et al., 2012). Through this approach, Quranic verses are used as the main medium in teaching and learning Arabic grammar (Zambri Rajab et al., 2011). This approach first received attention when al-Anṣāriy (1405H) produced his book titled Naẓariyyah al-Naḥwi al-Qur'āniy Nash'atuha wa Taṭawwuruha that emphasised the need to make al-Quran as the foundation in teaching Arabic grammar.
The study by Suhaila Zailani @ Haji Ahmad et al. (2012) found that the approach to teach Arabic language through modules based on al-Quran verses was the preferred choice by respondents whereby 83.3% of respondents suggested that grammar instruction employ this approach. Meanwhile Zambri Rajab et al. (2016) supported the Arabic grammar approach. They emphasised that taking examples from al-Quran is the preferred approach in the students' Arabic learning because al-Quran is close to their daily life. Mohd Zulkifli Muda (2015) stated that al-Quran is the best source for increasing mastery of Arabic language. This is because the student can remember the related verses and use them again when practising Arabic language. Furthermore, all types of 'adad and their complements discussed in Arabic grammar texts are found in al-Quran (Hussin & Othman, 2018). The relevant verses may be used as the basis for constructing the teaching module on topics that are likely to raise misconceptions.
Hence, this study underscores the approach of inculcating learning of the topic 'adad and ma'dūd by using a module based on related Quranic verses as the principles based on needs analysis. Through this study the selected respondents will undergo the pre-test, be exposed to the constructed module, and tested with the post-test. The difference in mean between the pre-test and post-test will be the measuring stick in determining effectiveness of the constructed module in overcoming the misconceptions associated with the research topic.

METHOD
This qualitative study uses a questionnaire survey method. The study aims at exploring the effectiveness of a learning module on 'adad and ma'dūd based on I J A Z A R A B I J o u r n a l o f A r a b i c L e a r n i n g D O I : 1 0 . 1 8 8 6 0 / i j a z a r a b i . v 4 i 1 . 1 0 7 8 5 I S S N ( p r i n t ) : 2 6 2 0 -5 9 1 2 | I S S N ( o n l i n e ) : 2 6 2 0 -5 9 4 7 ejo u r n a l . u i n -m a l a n g . a c . i d / i n d e x . p h p / i j a z a r a b i / i n d e x | 29 Vol. 4 No. 1 / Februari 2021 IJAZ ARABI homepage: http://ejournal.uin-malang.ac.id/index.php/ijazarabi Quranic verses in overcoming misconceptions in learning the stated topic. The sample consisted of 20 first year students from the Bachelor in Arabic Language and Linguistics (SMBAL) at the University of Malaya. Sample selection was based on location and suitability. This aligns with the opinion of Mohd Majid (2005), who stated that sample selection must take into account some aspects such as lowering cost, energy and time.
A questionnaire was used as the research instrument for obtaining the required data. The research instrument consists of two sets of tests, namely the pretest dan post-test. Pre-test is used to identify the level of mastery of 'adad and ma'dūd among respondents before exposure to the module. Meanwhile, the posttest is used to test the effectiveness of the 'adad dan ma''dūd module based on al-Quran verses introduced. The questions for the pre-test and post-test are suited to the research objectives and arise from the needs analysis carried out.
To ensure the content validity of findings, we constructed the items in the instrument for this study guided by jadual penentu ujian (JPU) according to Bloom's taxonomy. To improve the content validity we have validated it by experts experienced in Arabic teaching and learning. Based on the expert recommendations we have revised several unsuitable items.
Pre-test was carried out on all students simultaneously before their exposure to the module to see how much they had mastered the topic 'adad and ma'dūd. Post-test was then given after the intervention using all units of the constructed module. Student achievement was evaluated and the researcher compared their pretest and post-test performance. The mean achievement of each student for each section was calculated and combined for calculating the overall mean.
The questionnaire used to measure the level of mastery of 'adad and ma'dūd among the students contained six sets in all. Each set consists of informative notes, followed by formative tests focused on 3 elements namely determining matching 'adad, determining matching ma'dūd as well as translation of 'adad and ma'dūd from Malay to Arabic. The questionnaire given consists of multiple-choice questions and questions on writing ability according to suitability with aspect of evaluation. Subsequently number and percentage were used to evaluate the mastery level of respondents. Descriptive analysis of frequency and percentage was used to describe the findings, while inferential statistical analysis was used to analyse differences in performance between pre-test and post-test.

RESULTS AND DISCUSSION 'Adad and Ma'dūd Learning Module Based on al-Quran Verses
In constructing the module for the study, all phases of the ADDIE model were applied. The phases were: (1) Analysis, (2) Design, (3) Development, (4) Implementation and (5) Evaluation (Branch, 2009). The analysis phase showed that confusion arising was the highest frequency experienced by respondents. They were confused in determining alignment of 'adad with the proper ma'dūd, confused about the change in final or i'rāb sign, confused regarding usage of correct ma'dūd, I J A Z A R A B I J o u r n a l o f A r a b i c L e a r n i n g D O I : 1 0 . 1 8 8 6 0 / i j a z a r a b i . v 4 i 1 . 1 0 7 8 5 I S S N ( p r i n t ) : 2 6 2 0 -5 9 1 2 | I S S N ( o n l i n e ) : 2 6 2 0 -5 9 4 7 ejo u r n a l . u i n -m a l a n g . a c . i d / i n d e x . p h p / i j a z a r a b i / i n d e x | 30 Vol. 4 No. 1 / Februari 2021 IJAZ ARABI homepage: http://ejournal.uin-malang.ac.id/index.php/ijazarabi confused about the grammatical function of ma'dūd whether it is na'at or muḍāf ilayhi or tamyīz, confused regarding the types of 'adad and also confused in determining usage of either 'adad aṣliy or 'adad tartībiy.
To overcome this problem the module was constructed using Quranic verses as the basis of the module. This step was taken because previous studies have shown that the grammar of al-Quran is an alternative in teaching Arabic language (Mohd Zulkifli Muda 2015; Suhaila Zailani @ Haji Ahmad et al. 2012; Zambri Rajab et al. 2016). The module constructed categorised Arabic 'adad into just three groups: similar 'adad and ma'dūd, opposite 'adad and ma'dūd and neutral 'adad and ma'dūd. The categorisation was made based on similar characteristics in the relevant 'adad groups. The categorisation made can be summarised as in the following Figure  Similar 'adad and ma'dūd occur when 'adad ends with number 1 and 2 such as 1, 2, 11, 12, 21, 22, 31, 32, 41, 42, 51, 52, 61, 62, 71, 72, 81, 82, 91 and 92. Based on Arabic grammar rules, 'adad ending in number 1 and 2 will be the same gender as the ma'dūd. Please observe the following examples: and ma'dūd in the phrase are the same, namely mu'annath.
Ending in 3 -9 23 -29, 33 -39, 43 -49, 53 -59, 63 -69, 73 -79, 83 -89, 93 -99 I J A Z A R A B I J o u r n a l o f A r a b i c L e a r n i n g D O I : 1 0 . 1 8 8 6 0 / i j a z a r a b i . v 4 i 1 . 1 0 7 8 5 I S S N ( p r i n t ) : 2 6 2 0 -5 9 1 2 | I S S N ( o n l i n e ) : 2 6 2 0 -5 9 4 7 ejo u r n a l . u i n -m a l a n g . a c . i d / i n d e x . p h p / i j a z a r a b i / i n d e x | 31 Based on Figure 3, it can be seen that similarity of gender is seen in 'adad and The same situation operates when other 'adad ends with 1 and 2 such أ‬ For tens that end in 1 dan 2, only the numbers 1 and 2 are the same as the ma'dūd. The number in tenth place remains Opposing 'adad and ma'dūd involves every number ending with number 3 till 9. According to Arabic grammar rules, all numbers ending with number 3 till 9 are used with opposing ma'dūd from the gender perspective. Number 10 also falls into this category. Observe the following examples: Figure 3: 'Adad and ma'dūd are opposites from the gender aspect. Figure 4: 'Adad and ma'dūd may be neutral from the gender perspective From the diagram it can be seen that difference in gender exists between 'adad and ma'dūd.
I J A Z A R A B I J o u r n a l o f A r a b i c L e a r n i n g D O I : 1 0 . 1 8 8 6 0 / i j a z a r a b i . v 4 i 1 . 1 0 7 8 5 I S S N ( p r i n t ) : 2 6 2 0 -5 9 1 2 | I S S N ( o n l i n e ) : 2 6 2 0 -5 9 4 7 ejo u r n a l . u i n -m a l a n g . a c . i d / i n d e x . p h p / i j a z a r a b i / i n d e x | 32 Vol. 4 No. 1 / Februari 2021 IJAZ ARABI homepage: http://ejournal.uin-malang.ac.id/index.php/ijazarabi and the opposite holds true; if the ma'dūd is mudhakkar ( ‫اب‬ َ ‫ْو‬ ‫ب‬ َ ‫,)أ‬ then the 'adad is mu'annath ( ُ ‫َة‬ ‫ْع‬ ‫َب‬ ‫.)س‬ Similar also with any tens ending in number 3 till 9; these numbers will fall into the category of opposite 'adad and ma'dūd. Hence the number stated needs to be used with opposing ma'dūd from the gender perspective. As shown in Figure 5, the number in tenth place remains neutral and is not affected by gender. Hence, only the number in single place (3 -9) will be influenced by ma'dūd. Please observe the following Figure: 25 houses 38 schools neutral mu'annath mu'annath neutral mudhakkar Figure 5: 'Adad and ma'dūd are opposite from the gender perspective While neutral'adad and ma'dūd operates for numbers ending in zero. Two types of 'adad belong to this category: a) rounded tens b) hundreds, thousands and so forth It is observed that all numbers ending with zero such as 20, 30, 40, 100, 200, 1000 and so forth follow a certain rule. For this category, the gender element is neutral, so these numbers maintain and do not change whether matched with ma'dūd mudhakkar or ma'dūd mu'annath as in the two following examples: . Because the i'rāb ma'dūd is also identified as a topic given to confusion based on the survey carried out, one set of explanation is specially prepared to tackle I J A Z A R A B I J o u r n a l o f A r a b i c L e a r n i n g D O I : 1 0 . 1 8 8 6 0 / i j a z a r a b i . v 4 i 1 . 1 0 7 8 5 I S S N ( p r i n t ) : 2 6 2 0 -5 9 1 2 | I S S N ( o n l i n e ) : 2 6 2 0 -5 9 4 7 ejo u r n a l . u i n -m a l a n g . a c . i d / i n d e x . p h p / i j a z a r a b i / i n d e x | 33 Vol. 4 No. 1 / Februari 2021 IJAZ ARABI homepage: http://ejournal.uin-malang.ac.id/index.php/ijazarabi this problem. Clarification on the rules of i'rāb ma'dūd can be summarised in the following graphic: In short, three rules of i'rāb for ma'dūd namely na'at, muḍāf ilayhi and tamyīz can be summarised as the following: -i'rāb ma'dūd for 'adad 1 and 2 is na'at.
i'rāb ma'dūd for 'adad in multiples of 100 is also in muḍāf ilayh and is in mufrad form.
The i'rāb rule is applied here to all numbers because determination of gender and i'rāb ma'dūd depends on the last two digits of 'adad only. For example, the number 1999 books. The last two digits are 99. Hence, 'adad involved falls into the group of opposite 'adad and its ma'dūd is tamyīz mufrad. Hence this number is Each set of groups stated before will be accompanied by a formative test at the end of each set. The formative test is divided into three types: matching of 'adad, matching of ma'dūd, and translation of sentence. For set five related to 'irāb ma'dūd the training on i'rab ma'dūd is emphasised.
Something clear is that the categorisation suggested here in this phase is entirely different from the traditional Arabic approach of categorising 'adad and ma'dūd. Usually grammar books on Arabic will divide 'adad and ma'dūd into 'adad mufrad, 'adad murakkab, 'adad ma'ṭūf, 'adad 'ushur, and 'adad tartībiy besides debating on i'rāb ma'dūd. In this study 'adad is categorised into a few categories such as single 'adad mufrad ‫)واحد(‬ and two ‫,)اثنان(‬ 'adad mufrad three ‫)ثَلثة(‬ till nine ‫)تسعة(‬ and 'adad mufrad one hundred ‫)مائة(‬ and its multiples. Hence, to tackle a misconception, the approach was to categorise the types of 'adad using a novel approach introduced in the module so that it is easier to understand and decreases confusion in students. On the whole, the mean value shows the marked difference between pre-test and post-test score for every section. The encouraging increase was seen in student achievement between pre-test and post-test. The analysis will be detailed according to respondent achievement pre-test and post-test in the following sub-topics-test:

Difference In Mean For Determining Matching 'Adad
To test the level of Arabic 'adad acquisition, the respondents were given five questions. They were asked to complete the blanks by changing the 'adad stated as a numeral to the 'adad in the form of words. Respondents were required to determine the correct 'adad for each numeral stated.
In the first question, respondents were required to determine the matching 'adad ) ‫خمسة‬ / ‫(خمس‬ [lima]) based on the ma'dūd ‫َّات‬ ‫ر‬ َ ‫م‬ after it. Because ma'dūd is a plural noun mu'annath, the correct 'adad is ‫ْسَ‬ ‫َم‬ ‫خ‬ masculine because 'adad between ‫ة‬ َ ‫َلث‬ َ ‫ث‬ [three] till ‫َرَة‬ ‫َش‬ ‫ع‬ [ten] is always opposite to the ma'dūd from the gender aspect. In the second question, the 'adad is the same as in the category ‫د‬ ِ ‫اح‬ َ ‫و‬ [satu/one] dan ِ ‫َان‬ ‫اثن‬ [dua/two] that is placed after ma'dūd as the na'at for the noun before it. As the na'at, 'adad will follow all situations of the noun before it from the gender and number aspects. Because the noun before it was muthanna mu'annath, hence the appropriate na'at for completing the phrase is ِ ‫َان‬ ‫َت‬ ‫,اثن‬ or the noun mu'annath as na'at.
Meanwhile, from the aspect of matching 'adad with ma'dūd the third and fourth question is similar to the first question. In the last question, the respondent is tested with the opposing 'adad ‫ُونَ‬ ‫شر‬ ِ ‫ع‬ َ ‫و‬ ‫َبع‬ ‫س‬ [dua puluh tujuh/twenty-seven] which is true for any number ending in number 3 till number 9. As the opposite form of 'adad, the 'adad is always opposite to ma'dūd from the gender aspect, while the tenth stays neutral. Hence, the correct match for this phrase is ‫درجة‬ which is ma'dūd mudhakkar because the last number in the phrase of 'adad which is ‫سبع‬ [tujuh/seven] is 'adad mudhakkar. The following Table 1 displays the percentage achievement for all respondents for the questions in this section.
Overall mean 12.4 17.6 I J A Z A R A B I J o u r n a l o f A r a b i c L e a r n i n g D O I : 1 0 . 1 8 8 6 0 / i j a z a r a b i . v 4 i 1 . 1 0 7 8 5 I S S N ( p r i n t ) : 2 6 2 0 -5 9 1 2 | I S S N ( o n l i n e ) : 2 6 2 0 -5 9 4 7 ejo u r n a l . u i n -m a l a n g . a c . i d / i n d e x . p h p / i j a z a r a b i / i n d e x | 35 Vol. Based on the pre-test results, it was found that respondent performance was at satisfactory level before module introduction. Questions two and three received a percentage correct answer at high level where 18 respondents or 90% were able to determine the matching 'adad correctly. Meanwhile the other questions recorded a percentage lower than stated. The fourth question showed very weak mastery with only 1% who could match the 'adad, although the 'adad being questioned in question four was in the same category as the 'adad in question three that recorded a high percentage correctness. This finding shows the situation where respondents did not master the section well. The mean score was 12.4 indicating that on the whole, only 12 respondents mastered this section.
The question that received the second lowest percentage correct answer (only 55%) was the last question. From the distribution of answers forwarded by respondents, it was clear that they failed to associate the grammatical function of 'adad and also ma'dūd well. It is possible that the respondents did not realise the function of the particle jarr at the beginning of 'adad that makes the 'adad in particular be used in the genitive. They also failed to recognise the indicator from the tamyīz at the end of the sentence that gives guidance on the most appropriate 'adad to be used in this situation.
Results of post-test show that marked improvement has happened in all sections. All sections have shown increase with the overall mean of 17.6. This shows that on the whole 17 respondents successfully matched the correct term with the 'adad of different category being given.

Difference In Mean For Determining Match For Ma'Dūd
Five questions were prepared for testing mastery of respondents in determining the matching ma'dūd in a sentence. For this purpose, five questions were given in the pre-test and post-test. The following Table 2 displays the overall percentage performance of students in the two tests: I J A Z A R A B I J o u r n a l o f A r a b i c L e a r n i n g D O I : 1 0 . 1 8 8 6 0 / i j a z a r a b i . v 4 i 1 . 1 0 7 8 5 I S S N ( p r i n t ) : 2 6 2 0 -5 9 1 2 | I S S N ( o n l i n e ) : 2 6 2 0 -5 9 4 7 ejo u r n a l . u i n -m a l a n g . a c . i d / i n d e x . p h p / i j a z a r a b i / i n d e x | 36 Vol. 4 No. 1 / Februari 2021 IJAZ ARABI homepage: http://ejournal.uin-malang.ac.id/index.php/ijazarabi Based on Table 2, a marked difference in mastery was found among students between the pre-test and post-test in this section. Overall mean for the pretest was 63% implying that, overall, some 12.6% of candidates were able to determine the matching ma'dūd correctly. But the overall post-test mean showed that 86% of candidates or 17 out of 20 students could answer correctly the matching for ma'dūd being forwarded. From the increase aspect, it was found that achievement between the two tests shows an increase of 23%. The most obvious increase is for the question requiring students to give the match for ma'dūd for the 'adad ‫مائة‬ which is combined with 'adad ‫وأربعون‬ ‫.ثَلثة‬ In the pre-test only three students were able to match the correct items for this question. But after application of the module and the post-test, the percentage increase shows a marked change. Up to 75% of students or 15 candidates succeeded in determining the correct match for the relevant ma'dūd. The source of confusion among students in the pre-test resulted from this 'adad being a combination of numerals. So the student finds it hard to determine the appropriate matching ma'dūd. In Arabic grammar, what must be referenced to determine the matching ma'dūd are the last two digits of 'adad. Hence, in this part it should be that 'adad ‫وأربعون‬ ‫ثَلثة‬ only should be considered by the student in determining the matching ma'dūd, while 'adad ‫ة‬ ً ‫ائ‬ َ ‫م‬ occurring in the beginning'adad does not influence determination of ma'dūd type. This is because the last two digits are ‫وأربعون‬ ‫ثَلثة‬ [43], then the pertinent 'adad falls into the group or category of opposing 'adad and its ma'dūd is the tamyīz mufrad of opposite gender to the'adad. Hence the matching ma'dūd appropriate for this 'adad is ‫ًا‬ ‫َاب‬ ‫ت‬ ِ ‫.ك‬

Mean Of Mastery Of Translation Of 'Adad And Ma'Dūd From Malay To Arabic
In this section of the questionnaire, respondents were asked to translate five Malay phrases/sentences into Arabic language. Each phrase contained 'adad and ma'dūd only. The results of analysis of questionnaire responses are shown in the following Table 3: seribu langkah/one thousand steps 35% 85% Overall mean 11 16.8 In the pre-test, only 55% of respondents were able to match the correct translation for the first question, while the rest gave the answer ‫منزل‬ ‫واحد‬ for this particular question. Meanwhile, some 50% of respondents chose the translation ِ ‫َان‬ ‫َاب‬ ‫ت‬ ِ ‫ك‬ ‫اثنان‬ as compared with ‫اثنان‬ ‫كتابان‬ for the second question, indicating that they were affected I J A Z A R A B I J o u r n a l o f A r a b i c L e a r n i n g D O I : 1 0 . 1 8 8 6 0 / i j a z a r a b i . v 4 i 1 . 1 0 7 8 5 I S S N ( p r i n t ) : 2 6 2 0 -5 9 1 2 | I S S N ( o n l i n e ) : 2 6 2 0 -5 9 4 7 ejo u r n a l . u i n -m a l a n g . a c . i d / i n d e x . p h p / i j a z a r a b i / i n d e x | 37 Vol. 4 No. 1 / Februari 2021 IJAZ ARABI homepage: http://ejournal.uin-malang.ac.id/index.php/ijazarabi by interference from the mother tongue that mentioned the kata bilangan first followed by the penjodoh bilangan (collective noun). Meanwhile for the fifth question, respondents found it difficult to give a convincing answer in translating the matching item. Distribution of answers by respondents was spread among the four choices of answers with 6 people who answered ‫خطوات‬ ‫,ألف‬ 7 of them answered ‫خطوة‬ ‫,ألف‬ 2 answered ‫خطوة‬ ‫آَّلف‬ and 5 of them chose the answer ‫خطوات‬ ‫.آَّلف‬ For the overall mean for the pre-test achievement 55% or an average of 11 respondents gave the correct translation.
Achievement of respondents had increased significantly in the post-test. Each section showed improved performance and the mean score (16.8) showed the overall increase where 17 respondents were able to give the matching translation for the question.

Mean Of Mastery Of Translated 'Adad And Ma'Dūd From Arabic To Malay Between Pre-Test And Post-Test
A total of three questions containing 'adad and ma'dūd phrases were given to respondents. All questions contained combinations of varied 'adad. The post-test results are depicted in the following Table 4: Considering that Bahasa Melayu is the L1 of the students, no problems were faced by the students in both the pre-test and post-test. Both tests show good performance with a small increase in mean value for the post-test. Some 85% of respondents could give exact answers for the first question, 80% gave correct answers for the second question and 85% gave correct answers for the third question with a mean score of 16.7.
The post-test results showed improvement where almost all the respondents were able to match the correct translations. The mean score value 18.7 was achieved in this part and this was the highest mean score of all the parts. This is an indicator that respondents mastered the meaning of the sentence from the lexical aspect but found it hard to determine the matching adad and ma'dūd as well as the changes happening based on grammatical function. When asked to answer questions on translation from Arabic to Malay language, respondents could give the correct matches because they understood the lexical meaning and could transfer it to the original language that did not confuse them.
I J A Z A R A B I J o u r n a l o f A r a b i c L e a r n i n g D O I : 1 0 . 1 8 8 6 0 / i j a z a r a b i . v 4 i 1 . 1 0 7 8 5 I S S N ( p r i n t ) : 2 6 2 0 -5 9 1 2 | I S S N ( o n l i n e ) : 2 6 2 0 -5 9 4 7 ejo u r n a l . u i n -m a l a n g . a c . i d / i n d e x . p h p / i j a z a r a b i / i n d e x | 38 Vol. 4 No. 1 / Februari 2021 IJAZ ARABI homepage: http://ejournal.uin-malang.ac.id/index.php/ijazarabi

Mean For Mastery Of I'Rab 'Adad And Ma'Dūd
To test the understanding of respondents on i'rāb 'adad and ma'dūd, four relevant questions were given. Respondents were asked to choose the correct i'rāb for the underlined word, namely two questions requiring respondents to give i'rāb 'adad and two questions requiring respondents to give the i'rāb ma'dūd. The results are given in the following Table 5. 17.5 For the questions on i'rab in the pre-test the respondents showed weak mastery (mean = 9.25). Based on Table 5, it was found that the mastery level for i'rāb 'adad and ma'dūd among the respondents was at very weak level. The highest percentage of correct matching was for the first and second question with 55% and the lowest percentage was for question four with only 35% correct. Level of mastery of respondents for i'rāb in the pre-test overall was at weak level with the mean score for this section at only 9.25. But a marked improvement was seen in the post-test where the standard deviation in the post-test saw an increase from 2.06 to 2.65, but this must be seen together with the mean value. Hence, the standard deviation value of 2.65 with a mean of 17.5 is better than a low mean.

Mean For Mastery Of 'Adad Tartībiy
To test respondents' mastery of 'adad tartībiyy, five questions related to time were given. Respondents were asked to match the appropriate times for every time given in Malay language. The pre-test and post-test results are shown in the following Table 6. I J A Z A R A B I J o u r n a l o f A r a b i c L e a r n i n g D O I : 1 0 . 1 8 8 6 0 / i j a z a r a b i . v 4 i 1 . 1 0 7 8 5 I S S N ( p r i n t ) : 2 6 2 0 -5 9 1 2 | I S S N ( o n l i n e ) : 2 6 2 0 -5 9 4 7 ejo u r n a l . u i n -m a l a n g . a c . i d / i n d e x . p h p / i j a z a r a b i / i n d e x | 39 Vol. Based on the collected data, it was found that the mastery of respondents in this aspect was at weak level. Nevertheless the percentage success in correct answering for question four (time 2.00) and five (time 10.00) is at satisfactory level at 95% and 85% respectively. Meanwhile question one (time 7.00) and two (time 8.00 am), recorded a very weak percentage correct score of 0%. The mean score for this part was 8.6.
However, a marked increase happened after the post-test was done. The mean value of 17.8 for the post-test was a marked rise compared with the mean value of 8.6 in the pre-test. Indirectly, this indicates the effectiveness of the introduced module.

Mean Of Achievement In Mastery Of Writing Phrases
To see the capability of respondents in writing phrases containing 'adad and ma'dūd, five questions were given. The questions in this section differ from that of the previous one because respondents were asked to give written responses by rewriting the phrases containing the kata bilangan and collective noun in Malay language to Arabic. Table 7 displays the results for this section:  Table 7, overall achievement of respondents in this section in the pre-test was weak, with a mean of 5.4. No respondent could give the match for the first question (1001 nights) in the Arabic. Various variations of answers were given for this question, among them ‫ليال‬ ‫وواحد‬ ‫ألف‬ (40%), ‫ليَل‬ ‫وواحد‬ ‫ألف‬ (15%), dan ‫وواحد‬ ‫ألف‬ ‫الليلة‬ (15%). In Arabic grammar, 'adad for multiples of 100 ending in 1 or 2, ma'dūd is put after 'adad hundreds as muḍāf ilayh and then followed by 'adad 1 or 2 in the form of na'at. Hence the phrase 1001 nights should be written as ( ‫َة‬ ‫د‬ ِ ‫اح‬ َ ‫و‬ ‫ة‬ َ ‫ْل‬ ‫ي‬ َ ‫ل‬ َ ‫و‬ ‫ة‬ َ ‫ْل‬ ‫ي‬ َ ‫ل‬ ‫فُ‬ ْ ‫ل‬ َ ‫.)أ‬ Similar rules apply for the other questions in this section. I J A Z A R A B I J o u r n a l o f A r a b i c L e a r n i n g D O I : 1 0 . 1 8 8 6 0 / i j a z a r a b i . v 4 i 1 . 1 0 7 8 5 I S S N ( p r i n t ) : 2 6 2 0 -5 9 1 2 | I S S N ( o n l i n e ) : 2 6 2 0 -5 9 4 7 ejo u r n a l . u i n -m a l a n g . a c . i d / i n d e x . p h p / i j a z a r a b i / i n d e x | 40 Vol. 4 No. 1 / Februari 2021 IJAZ ARABI homepage: http://ejournal.uin-malang.ac.id/index.php/ijazarabi Nevertheless, a marked increase occurred after the post-test was carried out. The mean value 11 in the post-test represented a marked improvement over the mean of 5.4 in the pre-test. Although the achievement was still low compared with the other sections, increase was observed in every question in the section.

Discussion
The comparison of overall mean in respondents' achievement in all sections of test between pre-test and post-test is presented in the following: In all categories increased scores were found between pre-test and post-test. High increases were observed in mastery of 'adad tartībiy where the overall mean 8.6 in the pre-test had increased to 17.8 in the post-test. Similarly, mastery of i'rāb 'adad and ma'dūd increased from the average mean of 9.25 in the pre-test to 17.5 in the post-test. Other categories also showed marked increases as seen in Figure 1.
It is clear that increased achievement was shown by all respondents in all parts of the questionnaire. This indicates that usage of the module influenced student mastery of the topic 'adad wa ma'dūd. Nevertheless this topic is still at a level needing serious attention and appropriate remedial interventions.
The study also shows that mastery of i'rāb is the weakest for the majority of students. To master i'rāb well, students also need to master the overall syntax structure in Arabic well. This is the obstacle among students in determining the correct i'rāb for a particular word. The students not only have to master the topic of 'adad but also must master topics related to it such as mubtadā' and khabar,