Teacher Trainee Strategies for Dealing with Students Who are Disinterested in the Arabic Language Subject in the State of Perak

Abstract

Student disengagement in Arabic language classes is a growing concern in Malaysian secondary schools, particularly in the state of Perak. Factors such as a non-conducive environment, limited relevance to daily life, unbalanced curricula and traditional teaching methods contribute to this issue. This study aims to examine the strategies employed by Arabic language teacher trainees during practicum to address student disinterest and evaluate their impact on learning outcomes and engagement. A qualitative research design was employed. Structured interviews were conducted with six teacher trainees in Perak who had completed their practicum. Thematic analysis was used to extract core themes and patterns from the transcribed responses. The findings identified seven key strategies: strengthening the DSKP, creative interactivity, authentic contextualization, gamification, audiovisual tools, collaborative learning and cooperative pedagogy. These approaches led to noticeable improvements in student motivation, confidence and classroom participation. Effective strategies included natural acquisition, positive interaction and melodic learning. Trainee teachers, supported by institutions like PuLaMI at UPSI, demonstrate that adaptive, student-centered approaches can significantly enhance Arabic language education. Embedding such strategies in teacher training curricula is vital to revitalizing Arabic learning and addressing student apathy in 21st-century classrooms.