The effect of using the integrated approach in teaching grammar

Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.22, 2014
141
The Effect of using the integrated approach in teaching grammar
in providing the secondary school students with the special
products from the perspectives of their teachers
Dr. Mohammed Abdul Kareem Al- Tarawneh
King Hussein Bin Talal University ,P.O.BOX:(20) , Jordan - Ma'an
E-mail:emt.lady@yahoo.com
Abstract
This research aims to measure the effects of the style of the integrative approach in teaching grammar for
secondary level students', so that they can achieve their outcomes from their teachers' point of view. To answer
the questions of the study, the population on which the study will be applied, with 90 male and female teachers
who take part in correcting the exams of the general secondary certificate. A 16- item questionnaire where most
of them were prepared by Ministry of Education but with some amendments based on the opinion of the
arbitrators until it became stable (appendix 1). After examining teachers' responses on the questionnaire, it was
statistically treated. The results showed not effect for the integrative approach in teaching grammar for the
secondary level on getting those specific outcomes, as indicated by their teachers (F = -30,952) at (0,00), means
(1) which is less than the benchmark. The results showed no effect for gender on the second question (F = 0,349
at 0,728 level), which is more than (a = 0.05). Based on the results, the researcher proposed a set of
recommendations.
Keywords: (Actual own, Grammar, Arabic teachers, Integration, Method).
1.Background
Arabic language either spoken or written symbols and both of them were improved and polished by man to
express his ideas and emotions. In addition, it is a mean of communication among the peoples. However,
language is the ambition and hope of any nation. Through language, people keep their heritage for longer times.
In this context, many nations effaced as they did not have the aspects of live language. It is the means for the
development of nations if used and cared appropriately by individuals and community. On the other hand,
Arabic gained its power and richness since it is the language of our Holly Quran "We have given An Arab Quran
so that you may think about it" (Yousif 2). God Almight guaranteed to keep this Holly Quran (We have provided
the Qoran and we are the keepers thereof" (Al- HijerSora, 90).
Consequently, Arabic is a mean for knowledge, sciences and creed, which was spread outside the Arab
Peninsula, reached to Persia, India, Turkey and other Islamic countries. In international events, Arab scholars
have been demanding to equal it with English. It is one of the most prestigious Siam languages in terms of
construction, meaning, derivation and construction; Arabs rely on it in their conversations, writings and
literature. On the other side, the language of the Holly Quran preserved its features in terms of vocabularies,
structures, semantics, letters since it is a large container that contains various rich terms, structures and
vocabularies.
In addition, it is a sea filled with jewels and valuables, where it is difficult to discover its secrets except for
those who sail and master diving in its sea. On the other side, one only can express by using syntax and
semantics, since they are the controls of language and with them, a meaning becomes clear and accurate,
whereas any increase or decrease will affect the meaning and structure.
Within this context, there are so many calls to facilitate syntax and semantics difficulties, which became a
source for boring by our students, resulted in hatred towards language, a kind of neglect and even avoiding the
use of Arab language (Aashour,2003).
In order to treat this weakness in syntax and semantics, there were many attempts to facilitate thereof, with many
books and attempts by scholars such as Taha Hussein, Ali Al – Jarim, Ibrahim Mustafa and others to decrease
the negative effects and the clear weakness of which our students suffer. Other scholars attributed this weakness
to the methods and strategies used in teaching language, mostly the induction and deduction, activity and
investigation and other methods. However, there is no use of these methods since we are still facing the
weakness and as if our language has become strange for us. Other educators attribute weakness to the teacher
who concentrates on the school curriculum without and kind of creativity or renewal, and limiting the curriculum
on abstract rules and laws, with examples that should be memorized by students without relating to other
branches of language.

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Sine our curriculum are build in the separate materials, this does not mean that teacher should stand without
doing any action, but they should vary, renew, create and initiate by themselves and through their information
and their educational and scientific experience in developing themselves and information through following the
updates in their specialties based on the scientific and technology development (Isma'il,1999).
In the other hand, anyone how specialized in teaching and education shall be aware of the objectives that have
to be achieved so as to plan appropriately but not randomly.
Arabic language varies in terms of its branches, where syntax and semantics are considered non dividable part,
as they are the main aspect for the correct speaking and writing.
Accordingly, an educator shall understand the nature of the stage he / she teaches, the characteristics of
students, and any method and approach that help to achieve those objectives, to facilitate conveying information
to the student who is considers the theme of learning and teaching.
In fact, the general products are deemed as the keystone for education, but it can not be achieved once, and
therefore, they are divided into each branch of language, mainly syntax and semantics, where every lesson shall
have its own products; language is a complete component with the aim to serve written and oral expression.
Due to the development of technology, knowledge is not anymore restricted to one field without the other;
causing to calls for the complementation and interrelation of knowledge and cultures, as it became difficult to
separate any kind of knowledge from the whole as well as the logical sequence of the material. In addition, the
scattered facts of the material can not stay long in the students' minds, not to forget that they can not be
remembered to be used in new situations, the student can not build logical relationships among various kinds of
science, and how about the branches of Arabic language which are originally considered as one full component
without any separation among them.
Consequently, educational decision makers and curriculum specialists who are assigned to put school
curriculum shall focus on this kind of curriculum to cope with the rapid development in life aspects, and shall
employ language in our daily lives to develop the students scientific attitudes and skill, which all require to teach
syntax and semantics within all language branches without separation, because if they are separated, they will
become independent and distant of language(Ibrahim,2002).
Reference to the literature relating to the integrated curriculum, schools presented various reasons to prove the
importance of instruction through this approach, namely:
• Putting obstacles between the study materials has become undesirable during an era where all culture
horizons have become interrelated.
• The learner shall define the interrelated relationships between language aspects.
• Prevents the repetition of the educational materials.
• Can make a more complete view and change the nature of knowledge.
• Employed by the learner to solve problems inside and outside school, which require more than one
branch that links knowledge together to treat any problem in the modern life.
• Motivates the teachers to improve their scientific and behavioral conduct if teacher are obliged to
develop themselves to avoid any embarrassing educational situations.
• Most of the Arabic and foreign research that concerned with the integrated approach have concentrated
on the need to build and develop integrated curriculum(Nashwan,1994)( Ibrahim,2000).
In the mid eighties, Jordan has recognized the need to review and reform all aspects of the educational system
through which it will be able to prepare generations that possess knowledge, skills and positive attitudes towards
job. As a result, the Ministry of Education has reviewed the teaching methods to cope with the development of
technology.
1.1 Definition of Terms:
Syntax in language: means the intention and method. Azhari says: Aba Al- Aswad proposed aspects of Arabic
language and told people: take his way, and thus called the (Nahawi) since he uses speech according to grammar
(Ibn Manthour,1968).
Syntax as an Idiom: the intention and road, meaning to make the word access to a specific intention or method,
with which we follow in order to understand its meaning through other forms of the word (Al- Khayyat,2000).
Ashour defines syntax as a science that deals with the structures, features and the relationships between words in
a sentence and sentences in the phrases(Aashour,2003).
Morphology in language: morphology in language has various meanings, including: to turn someone from a
direction to another one, and wind direction: changing its direction.
Morphology as an Idiom: a science that deals with the structure of the word.
The researcher defines syntax and morphology as the key bone to Arabic language, with them the meaning and
grammar are achieved; and they are the clear way that lightens darkness to people. In addition, syntax has

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similar importance as morphology in showing the meaning of the word through sentences and clarifies its
syntactic location whereas morphology deals with the derivations of the word (Al- Safasfeh,2004).
Products in language: means deducting the thing/ object. It is also said to deduct the verdict from its evidence,
and the product is the fruit of an object.
The result:is the fruit of something and required for the introductions of judgment and is used for the annual
calendar that is inducted from the results of aerospace calculations (Mustafa,1989).
as an Idiom: the objectives expected to be achieved through exposure to specific live experiences.
the researcher defines it as short and long- term products, and the objectives which we hope to achieve with
exposure to objective experiences, and this is what we seek to measure with the students of secondary schools
based on the perspective of their teachers.
The secondary stage
The final stage of education, where students usually sit for a Ministerial exam that decides his life or educational
track. This is called the twelfth grade.
Method in language: the road – it is said: I used X's method in so and so; meaning that I used his method and
style, the method of writing, art ..etc(Mustafa,1989).
As an Idiom:the method used by the teacher inside the classroom to achieve specific products for each
educational material. The successful teacher is the one who varies in his methods to consider individual
differences among the students, and life depends on the successful methods to achieve the planned objectives.
The researcher defines curriculum as the track one uses during his life, and life is full with methods; anyone who
does not master method, will not convey the message for the future, not to forget that methods vary from a
teacher to another, as the good artists varies in his methods to consider individual differences among the
students.
Integration
All parts that fit with each other within a complete framework. Accordingly, the integrated curriculum means
gathering knowledge and skill in various fields of knowledge in order to discover a field or an issue that is
suitable for education(Al-Ghabisi,2001).
Shehata defines integration as: an educational term used to describe the procedures that link and compliment
various studying materials in a specific theme to build a completed unit(Shehadeh,1994).
Ibrahim defines integration as the complete knowledge represent the scientific efforts to organize scientific
experiences, while the provision of knowledge in separation and spontaneously will not unify them consistently,
and each of those two kinds are importance in defining the interaction and completion of the educational
knowledge. As a result, it is necessary to provide care for those to systems (horizontal and vertical) so that the
learner will not fail in recognizing the organized experiences of those two fields (Ibrahim,2002).
In addition, Shirbini and Tantawi defined integration as the knowledge of a functional pattern on the shape of
linked concepts that cover various subjects without a division or separation of knowledge (Al- Shirbini and Al-
Tantawi,2001).
From the above, we conclude that there is a curriculum organization that aims at removing the separation
among language branches and to create relationships among them in an integrated and organized way, resulting
in speeding learning and fixation of information for longer periods.
Teachers:
Any teacher (male/ female) who teach the secondary grade, and those who corrected the examinations of the
general secondary school, who hold a bachelor degree as a minimum.
1.2 Significance of the study
The importance of the study stems from the fact that it achieves more efficiency for learning by increasing the
accumulated influence of the educational experiences that can not be achieved separately, as shown in the
curriculum of Arabic language, where every topic (including syntax and morphology) are taught independently.
Educators and decision makers have recognized the disability of the current methods in achieving long-term
products, and touched on the risk of diving experiences on the educational process, with more efforts, attempts
and changes in the curriculum of various educational stages, as the last was the integrated method in teaching
syntax and morphology for the secondary stage.
In addition, the importance of this study comes since it call to change the traditional teaching methods to
modern to cope with the requirements of the new era, with the need to cope with the educational developments
in the teaching and learning process.
Consequently, this kind of methodology will provide the students with a cognitive wealth that did not exist in the
separated materials, and teachers who will use this integrated knowledge shall possess a high degree of culture to
complete gaining the necessary knowledge.

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Moreover, this study will show that the integrated method in teaching will motivate the students to gain
knowledge, and encourage them to interact and participate in class situations. Furthermore, it will encourage
cooperative work among the students.
This study gains its significance since it attempts to examine the possessing the products of the secondary
school students from the perspectives of those who implement the curriculum and correct the exam papers,
which provides it with importance, credibility and real status.
1.3 Objectives of the study
The reader of the long- term educational products of which the special products for the secondary stage would
be happy with its strength since it has achieves a qualitative step with the secondary school graduates, as these
products achieve the long-term products that are achieved during twelve years of study starting from the first
primary grade until the end of the secondary stage.
However, the one who deals with the educational status and follows up the graduates of the secondary school
would be shocked due to the weakness of those graduates as they do not master the (A,B, C's) of syntax and
semantics, and escape from the Arabic language to learn English, French or the informal language, to express
their ideas, feelings and emotions.
Among the objectives that caused to conduct this study is the contradiction in the methods of teaching this
material as it is taught in the primary classes by the horizontal method and in the middle and high grades by the
induction method. In addition, through the texts in some classes and at the end of the secondary stage it is taught
by the integrated curriculum.
Moreover, this variation in the methods from one grade to another confuses the students and makes them
believe that syntax and semantics are not related to Arabic, which will be reflected on their achievement. This
has been proved by the study conducted by Karak Educational Directorate on the results of its students during
the academic years 2007-2013 as the percentage of success for the above said years did not exceed 36%, while
some schools got (Zero) results (Karak Educational Directorate) (ministry of Education, 2007-2013).
Based on the above results, Arabic language was not better than other materials since it is the main aspect in
total marks in the General Secondary School Exam/ the Literary Stream.
Among the objectives that motivated to conduct this study the lack of scientific and technical preparation for
our teachers in order to apply the curriculum appropriately. From this study, the researcher intended to inform
the decision makers about the need to equip teachers with science, knowledge and culture to do their jobs on the
best ways.
Moreover, the researcher sought to adopt this study in order to show the significance of the integrated method
and its effect in achieving the special results from the perspectives of the teachers, since they teach those
students and correct the paper exams of the Arabic language in the General Secondary School Exams, as they
know the clear truth. Based on the results of the study, the researcher will propose a set of recommendations
hoping that they will decrease the difficulty facing the students in syntax and semantics, and to follow one
teaching methodology, so that our students will not be confused.
Specifically, the study will attempt to answer the following two questions:
Q 1: What is the effect of teaching by using the integrated method in providing the secondary school students
with the special products of syntax and semantics from the perspective of their teachers?
Q 2: Does possessing the special products of syntax and semantics vary due gender?
1.4 Limitations of the study
The study is limited with the following:
Time: the application of the study lasted for more than one academic year after correcting the papers of the
General Secondary School Certificate/ Arabic language (syntax and semantics) "the academic year 2013/2014"
Place: the researcher applied his study on the teachers of Arabic language who teach syntax and semantics in the
Educational Directorate of KArak governorate (Qasaba, Southern Mazar, Al Qasr county, Faqou' county and the
western Ghor).
The study was limited in the (syntax and semantics) book which is taught for the second secondary grade
(literary stream) to examine the level of students' posses for the special products of (syntax and semantics) after
completing the material of Arabic language (syntax and semantics) "appendix 1" (Al- Qassam,2008).
The researcher concentrated on the teachers (males and females) who participate in correcting the exam of
Arabic language, provided that any teacher who teaches the second secondary grade is assigned to correct to
exam papers.
2. Previous studies
The researcher made a comprehensive survey for the studies conducted about teaching that use the integrated
methods in Arabic language specifically. The studies were too limited, and there were no single study in this

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field that is conducted in the southern of Jordan in Arabic language. As a result, the researcher conducted this
study to answer its questions to provide decision makers with its results hoping to decrease the difficulties of
(syntax and semantics) facing the students.
Among the most important studies that used the integrated curriculum, a study conducted by (Al – Sayyid),
which aimed at knowing the effect of using the integrated curriculum in teaching Arabic on the development of
some language communication skills (listening, speaking, reading and writing) of the fifth grade students.
The researcher used an experimental and control groups of Tahta elementary school in Tahta city (72 students,
males & females). The study concluded with significant statistical differences at (a = 0,01) between the means of
the experimental group that learned with the integrated method, and the grades of the control group who learned
with the traditional method in the test of language communication skills, but for the benefit of the experimental
group(Al- Sayyid,2006).
Among the other studies that used the integrated method in teaching Arabic language is the one conducted on
the students of (King Faisal National Schools). This study considered Arabic language as a whole instead of
being as a one branch that is taught as separate subjects. Afterwards, a book to teach Arabic using the integrated
method for the fourth grade students. The book consisted of units that included activities and exercises, with the
focus on developing the students' thinking skills, abilities to understand and master speaking and relationships,
with the use of vocabularies.
The sample of the study consisted of two forth grade students, with an experiemental group (17 students) and a
control group (18), with one teacher assigned to teach them.
The study concluded with the following:
The results of the experiment showed that the students applied the objectives of the study, which
encouraged the General Educational Directorate and schools to continue from one class to another, and
apply this method on the fifth grade students. Among the positive issues, the interaction of the students with
the educational situations, with the correction of the remarks first by first as well as flexibility and creative
thinking(King Faisal Schools,1999).
Al- Shiyab implemented a study on the Arabic language curriculum for the tenth grade, to examine the effect
of the integrated approach in teaching Arabic on the achievement of the tenth grade students based on the
integrated approach, relying on clear and specific criteria. The study attempted to answer the following two
questions:
• Does the achievement of students who learn with the integrated approach vary from the achievement of
their counterparts who learn with the traditional method?
• Which effect is more lasting for language learning, the ordinary or the integrated approach?
The study was applied on eight classes with a sample of 199 (male and female students) in BaniKinana district/
Irbid governorate. Four classes represented the experimental group and four as a control. The researcher
prepared pre and post achievement tests. The results showed that the experimental group surpassed the control
one for the benefit of females(Al-Shiyyad,1996).
Murad conducted a study that examined an integrated approach in Arabic for the sixth grade students to know
the available educational theories that examined the idea of integration in teaching Arabic through a curriculum
that is based on the integrated perspective, as well as in building a proposed model for an education unit/
module. The curriculum consisted of four main aspects that are integrated and linked strongly together, namely,
the objectives, contents, teaching aids and activities, and methods and means of evaluation.
The objectives came in three levels namely: (general objectives, special objectives, language capacities) in
order to be achieved by the students of the primary stage. As for the content, this curriculum presents it on two
levels:
First: the general cultural: consisting of six fields (medical, social, mental, emotional, spiritual, scientific and
technological).
Second: the linguistic content: consisting of some terms, concepts and issues relating to the grammar of
Arabic, building its words and styles that fit with the level of the fifth grade students.
In addition, this curriculum includes habits and attitudes that may be achieved through the above said fields.
The study concluded with the following results:
• Deriving standards for the linguistic aspects that are built on the integrated perspective in teaching
Arabic language.
• Building a model for a module in Arabic, derived from the previous curriculum.
The researcher recommended considering the criteria and principles that should be a starting point to become a
part of the curriculum, with the need to review the curriculum of the primary education and provide the subject
of Arabic language more interest to be the theme of all types of curriculum (Murad,1990).

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Al- Molla conducted a study that examined the effect of using an integrated program in the grammar of Arabic
language, specifically the functional rules and reading and their effect on the linguistic performance of the third
grade female students in the State of Qatar.
The study concluded to a list of functional semantics, through the analysis of their oral language, some of their
writings and readings. The researcher prepared an integrated program based on three modules based on the list of
functional semantics and syntax. Then the researcher prepared an achievement test for the syntax material, a text
for written composition and a test for the oral reading.
These tools were applied on a group of the last three primary grades. The study concluded that the effect of the
program that is based on integration between the functional rules and reading has a good effect in improving the
performance of the experimental group in gaining the skills of oral reading and written composition (Al-
Mulla,1990).
In addition, Abu Arayis conducted a study that examined the effect of using an integrated program in Arabic
on the achievement and attitudes of the Azhari primary stage students.
The sample consisted of 280 (male and female) students, among them (160 males and female students) of the
7th
grade and 120 of the eight primary Azhari grades.
To achieve the objectives of the study, the researcher build an integrated program in Arabic, that consisted of
nine books taught to the students of the Azhari primary stage. The program contained three integrated modules
that contain all branches of Arabic in one mould for the seventh and eighth Azhari grades. An achievement test
was prepared for each module, and the researcher built a tool to measure the students' attitudes towards Arabic
language. The experiment was implemented on four teachers of Arabic language, who are educationally
qualified after they received training to use the strategies of the proposed approach, so that each of them will
teach the control and experimental groups.
The study concluded with significant statistical differences at (a = 0.01) among the members of the control and
experimental groups regarding the achievement in Arabic language, for the benefit of the experimental group.
In addition, the results showed that using the integrated approach in teaching Arabic helps to understand and
apply this subject instead of memorizing and retrieval, and helps to analyze, conclude and devise some of the
concepts and language grammar through reading or the literary text, not to forget making balance between the
branches of the material, linguistic balance among students, problem solving and is concerned with the mental,
emotional and psychological states of the students (Abu Arayis,1987).
Al- Khayyat and his colleague conducted a study to evaluate the current status of the content of social studies
curriculum for the middle stage (the first grade) and to know the extent of achieving horizontal integration
between it and the curriculum of Arabic language, Islamic education, English language, science and
mathematics. The researcher studied these books to examine integration among them and the use of content
analysis as a tool to examine whether integration has been achieved in these books.
The study concluded with the following:
There large accumulation of the concepts in these books, without balance which represent a burden on the
teacher while using this method in teaching. At the end of the study, the researcher recommended to use the
balanced integrated approach to avoid the big burden on teachers and students while implementing class
situations; the need to consider integration among the human subjects with the scientific ones, to serve the
educational process and integration of the subject materials (Al- Khayyat,2003).
Al- Hussien conducted a study that examined the effect of a proposed program to train teachers of social
studies in the elementary stage in light of the integrated curriculum. The study attempted to answer the following
questions:
• What are the weakness and strength points with the teachers of social studies in the elementary stage in
terms of applying the integrated method in teaching?
• What is the efficiency of the proposed program through applying it on a sample of teachers?
The researcher used the descriptive survey integrated method and the semi- experimental. After the analysis of
data, the study showed the following results:
• Lack of empowering for the elementary teachers in Riyadh city in applying the integrated approach
while teaching.
• Teachers of social studies lack the skills in planning and preparation for this approach, which was
reflected on the weakness of applying this method while teaching.
From the above studies, the researcher concluded with the following:
• Most of the studies were conducted in previous years, with varied results from one study to another.
• Most of the studies were conducted on the students of the elementary stage only, but were not applied
on the secondary stage, which is the purpose of this study.

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• Although there is not effect found for the integrated approach, but this does not minimize its
importance.
• This study is distinguished from other studies, where syntax and semantics are taught through methods
which vary from one class to another, which confuses the student as he/she studies the materials of the
primary stage using the integrated method, whereas in the higher primary stage a student learned it through
inductive method. This affects the performance of the student in the final exam of the stage. However, this
was the conclusion of the study, since this method has no effect on the students having the special products
of syntax and semantics.
• This study was conducted after the General Secondary School Exam/ correcting the papers of Arabic
language, by those who implement the class situation and participate in correcting the papers of their
students (the teachers), which provide this study more credibility.
• This study is distinguished from other studies as it comes during a period were loud voices call for the
application of the integrated knowledge, as curriculum are not taught in separation from other materials.
• It comes as a response for the calls of those who are responsible for the educational development, with
the need to conduct more studies relating to the teaching methodologies in order to raise the teaching-
learning process, which is reflected on the theme of teaching and education (the student).
• Most of the studies were conducted in the north of the kingdom, but no study was conducted in the
southern area of Jordan on Arabic language, grammar and syntax in particular(Al-Hussien,2007).
3. Method and procedures
To achieve the objectives of the study, the researcher made the following:
• Deciding the population and sample of the study.
• Deciding the tools of the study.
3.1 Population of the study
The population of the study consisted of all teachers (males and females) who teach Arabic in the secondary
stage in all public schools affiliated to Kerak governorate ((Qasaba, Southern Mazar, Al Qasr county, Faqou'
county and the western Ghor) during the academic year (2013/ 2014) (N= 85 teachers/ males and females), 45
teachers and 40 teachers respectively.
3.2 Sample of the study
The sample of the study consisted of all teachers who teach Arabic for the second secondary grade/ the end of
the secondary stage in all public schools in Kerak governorate, who correct the papers of the syntax and
semantics in the exam that is conducted by the Ministry of Education at the end of each academic year (85
teachers/ males and females), who are the same population of the study. This kind of choice was made due to the
small size of the population, but the private schools were excluded since they are few and as teaching therein is
private.
3.3 Instruments of the study
The researcher reviewed literature to limit the products which the Ministry of Education seeks to achieve with
the students at the end of the secondary stage. Consequently, the researcher referred to the Ministry of Education
since it is the best party who is concerned about the products of the students, which they should posses at the end
of the secondary stage, and in all school subjects, including syntax and semantics.
Through reviewing the curriculum of syntax and semantics, students are to posses a set of products during this
stage. The researcher considered all of them and presented them to a group of referees from the Ministry of
Education and some professors at the Jordanian universities such as Al- Hussein University, Mu'ta University
and Yarmouk. There were some comments that were considered on preparing the questionnaire until it became
stable on the final form (appendix 1).
3.4 Procedures of the study
The researcher made the following procedures:
• Obtained the consent of Kerak Educational Directorate to conduct the study.
• Developed a list of the products of syntax and semantics that should be possessed by the secondary
stage students.
• Chose the population of the study as a sample, since the population was small (N = 85 teachers/ males
and females).
• Applied the questionnaire on the sample.
• Noted the achieved data from the teacher responses on the questionnaire.
• Made the statistical treatments to answer the questions of the study, results and comments thereof.

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4. Results and discussion
After applying the study, the researcher made the statistical operation to answer the two questions. The results
were as follows:
Q 1: What is the effect of teaching by using the integrated method in providing the secondary school students
with the special products of syntax and semantics from the perspective of their teachers?
The questionnaire were organized according to the agreement of teachers on the items of the questionnaire large
(3) medium (2), weak (1) "appendix 1).
The benchmark based on which T – test was (2) since it represents the mean. On the other hand, the researcher
calculated the means and standard deviations (table No. 1).
Table No. (1)
Means and standard deviation
Number of participants Means Standard deviation
85 1,6178 0.14507
After calculating the mean as shown in the table, T-test was used to examine whether there is an effect for the
integrated approach in providing the students with the special products for this subject. The result is shown in
table (2).
Table (2)
T- value, significance level and degree of freedom
T- Value Degree of freedom Significance level
- 30.952 84 0,000
Through this table, it becomes clear that there is no effect for using the integrated method in teaching syntax
and semantics on providing the secondary stage students with the special products, from the perspective of their
teachers (appendix 1), as the means (1,6178) is less than the benchmark (2). In discussing the results, we will
discuss the reasons for this issue.
Answering the second question:
Q 2: Does possessing the special products of syntax and semantics vary due gender?
To answer the second question, the researcher calculated the mean and standard deviation for the population of
the study according to gender. The results are shown in table No. (3)
Table No. (3)
Means and standard deviation of the population according to gender
Gender Number Means Standard deviation
Males 45 1,6136 .13376
Females 40 1.6222 .15707
The above table shows the means for males was (1,6136) and standard deviation (0,1337) (45 male teachers)
and the female teachers (40), with a means of response (1,6222) and standard deviation (0,15707). To examine
these differences, T-test was used for the independent sample. Table No. (4) shows the statistical operations that
were used to examine whether there are differences in possessing the special products due to gender, from the
perspective of the students' teachers.
Table No. (4)
T- value, Freedom degree and significance level
T- value Freedom degree Significance level
- 0,349 83 0.728
Through studying this table, it become clear that there is no effect for teaching by using the integrated approach
of syntax and semantics in achieving the special products, which are attributed to gender (t- value: 0,349),
freedom value (83); significance level (0,728). This value is larger than (a = 0.05). The researcher will show the
justifications of this result when discussing the results.
Discussion of the results4.1
Through our study to the statistical operations to answer the questions, it was clear that there was no effect for
using the integrated approach in teaching syntax and semantics on the students' possessing the special products,
from the perspectives of their teachers, as the means was (1,6178) which is less than the benchmark (2) that
represents a medium degree of effect.
This may be attributed to the fact the students are not used to the new method, they do not possess its simplest
requirements and requires a student with high degree of culture, to link language with its components, and it is
possible that the questions were higher than the students' level since they are put by specialists who did not study

Vol.5, No.22, 2014
149
and examine this stage, as the Ministry gets the help of university professors or educational specialists to put
those questions.
On the other hand, among the justifications for this result that the teachers who taught this class did not have
the scientific and cultural abilities to apply this approach; this results opposes the results of other studies (e.g.:
Abu Arayis, 1980, Al- Mulla, 1990, Al- Murad, 1990 and Al – Sayyid, 2003), as most of them show the effect of
the integrated approach on the variables of their studies. However, most of those studies were applied on the
primary stage, whereas our study was applied on the secondary school students, which makes is different from
other studies.
Moreover, this results does not minimize the importance of our study, but it described the status as is and by
those who study this stage and participate in correcting the exam papers of Arabic language.
Furthermore, the results of this study are consistent with the repeated calls about the weakness of the
graduates, as they do not possess the main principles of syntax and semantics, weakness in reading and writing,
and this is the fact which caused the Minister of Education to review the formulation of the final secondary
exam/ the first semester (2014/2015) and establish a team to develop the curriculum of the primary stage in
order to handle the defects first by first, so that this stage will be a foundation phase.
The statistical results of the second questions showed no effect of gender (T= 0,349), (freedom = 83),
(significance= 0,728) which is larger than (0.05) and not statistically significant.
This is a new method for the male and female students, as the cultural level of the students is close, where the
method was applied on all students, while they do not have the principles and foundation in terms of culture and
capacities. In addition, they studied syntax and semantics for eleven years with other methods that separate
syntax and semantics from other branches of language, and suddenly, they were removed to instruction by the
integrated method, which is considered strange for them.
This result is consistent with the newsletters issued by Kerak Educational Directorate during the analysis of
secondary stage results, where the percentages of the results for the years 2007-2013 less than 50% for males
and females, which confirm that most students do not have the special products for syntax and semantics,
regardless of gender. Consequently, this affects the non-integration of language, and is consistent with the
results of the studies conducted by (Al- Hussein, 2007 and Al-Khayyat, 2003).
The results concluded by the study and from the statistical analysis show that it is consistent with most of the
results of other studies. Since those studies where conducted on various environments, while Karak governorate
has features that distinguish it from other environments; it is an region that dismisses the scientific and qualified
people who are able to teach the students. Other studies examined subjects and study programs to show the
importance of integration in teaching various subjects.
Based on the results of the study, it is necessary that decision makers shall make a comprehensive review for
the educational status, to graduate generations equipped with science and knowledge based on plans and
programs that include all educational sectors.
5. Recommendations
• Review the teaching methods from the beginning of the primary stage until the end of the
secondary stage, so as to be consistent with the growth and capacities of the students, expanding step-
by-step while the student moves forward in gaining knowledge, but not to teach students with various
methods such as induction and other methods, then to surprise the student with the integrated method
at the secondary stage, which confuses him when receiving pieces of information.
• To focus on educating students but not through the curriculum of we want to teach him by the
integrated approach.
• Provide more training courses with the focus on knowledge, methods, aids and extra-curricular
activities, but not on the expense of teaching and students.
• Review the policies of admission at the universities so that the ones who got higher averages
will be accepted in the teacher qualification programs.
• Conducting exams under the supervision of the Ministry of Education at the end of the
primary, middle and secondary stages, as we are surprised at the end of the secondary stage that
students who sit for the exams are confuses, because they are not used with such kind of exams that
decide his faith.
• Provide the schools with the resources that help to convey information to the students (e.g.
electrical devices, technology) specially knowing that the world has become a small village.

Vol.5, No.22, 2014
150
References
1- Aashour, RatibQasim.(2003).”methods of teaching Arabic: theory and practice”, Vol. 1.
2- Abu Arayis, Shawqi Hussein.( 1987). “building in integrated program in Arabic language and its effect
on student achievement in the Azhari preparatory stage and their attitudes”. unpublished PhD, Faculty
of Education, Azhar University, Egypt.
3- Al-Ghabisi, Mohammed Isma'il.(2001). “teaching social studies, implementation and evaluating its
educational revenue”, Al-Falah Library for Publication and Distribution, Cairo
4- Al- Khayyat, Abdulkarim Abdulla.(2000).” an analyitical study for the content of social studies for the
middle stage”, Ministry of Education, Kuwait.
5- Al- Khayyat, Abdulkarim; Al-Holy, Ali Isma'il,.(2003).” an analytical study for integration between the
concepts of social studies and the content of the first middle stage in the State of Kuwait, Journal of
Faculty of Education”, UAE University, Vol. 12, No. 200
6- Al-Hussien, Ahmed Bin Mohammed (2007),” the effect of a proposed program to train the teachers of
social sciences of the elementary stage in light of the integrated method”, unpublished PhD, Imam
Mohammed Bin Saud University, Riyadh.
7- Al- Mulla, BadriaSa'eed Ibrahim.(1990). “ the effect of an integrated program to improve the
functional rules and reading on language performance for the last three grades of the primary stage
in the State of Qatar, PhD thesis”,Ain Shams University, Egypt
8- Al- Qassam, Isma'il.(2008). “syntax and semantics for the secondary stage”, Ministry of Education,
school curriculum division, Amman, Jordan.
9- Al- Safasfeh, Abdulrahman.(2004).” methods of teaching Arabic”, Yazid Publication Center, Kerak,
Vol.3.
10- Al- Sayyid Ahmed Ahmed.(2006). “the effect of using the integrated curriculum in teaching Arabic on
developing some language communication skills for the fifth grade students”, unpublished M.A. thesis,
Al-Mania University, Egypt.
11- Al- Shirbini and Al-Tantawi, Fawzi.(2001). “International stages in developing educational curriculum
in light of the challenges of the 21st
century”, Anglo-Egyptian Library, Cairo.
12- Al-Shiyyad, Ahmed Saleh.(1996). “the integrated method in teaching Arabic to the 10th
grade students
in Jordan, unpublished PhD, Faculty of Education”, Um Durman Islamic University, Sudan
13- Ibn Manthour, Jamaleddin.( 1968) .”Lisan Al-Arab (Arab Toungue)”, Dar Al-Kutob Al- Ilmiay, Beirut,
Lebanon, Vol.9.
. 14- Ibrahim, Fawzi and Kalzeh, Rajab Ahmed,.(2000). “Current curriculum”.Munsha'at Al-Maarif,
Alexandria”.
15- Ibrahim, Majdi Aziz.(2002).“Literature of the educational curriculum”, Dar Nahdat Al- Sharq, Cairo.
16-Isma'il, Zakaria. (1999). “methods of teaching Arabic, Dar Al-Ma'rifa Al-Jami'ya”, Egypt.
17- Mustafa,.(1989).et al. ",Dar Al-Da'wa”, Egypt, Vol. 1.
18-Shehadeh, Hasan.(1994).“school activities, functions, fields and applications”, Lebanese Egyptian Dar,
Cairo.
19- Murad, Sa'eed Mohammed.(1990).” aproposed integrated curriculum in Arabic for the 6th
grade
students”.Unpublished M.A. thesis, Yarmouk University, Jordan.
20- Nashwan, Abdul Majid.(1994).” Educational Psychology”, Dar Al-Furqan, Amman
21- ministry of Education, Karak Educational Directorate.(2007-2013). “an analytical review for the results of
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In the Name of God the Compassionate the Merciful
Dear colleagues,
Greeting,
Your are kindly requested to fill the attached questionnaire by putting (x) beside the grade which represent
having the special products of syntax and semantics by the secondary grade students. This comes to make use of
your experiences, since you teach this subject to the second secondary grade/ the end of the secondary stage, and
as you participate in correcting the exam papers for Arabic language (syntax and semantics).
Provided that your answers will be treated with confidentiality and shall only be used for scientific research
purposes.

Vol.5, No.22, 2014
151
Personal information
School name:
Gender:
Type of school: ( ) scientific ( ) Literary
Teaching experience:
- less than 5 years; ( )- more than five years; ( ) - more than 10 years; ( )
Other information which you think important and serve the research:
.....................................................................................................................................................................................
.....................................................................................
Appreciating your kind support.
The researcher
Appendix (1)
(shows the extent of having the special products by the secondary stage students relating to the syntax and
semantics book)
The products for which the students of secondary stage are
expected to posses
Large 3 Medium 2 Weak 1
1- Distinguishes between the syntactic methods
2- Distinguishesthe syntactic structures, methods and functions.
3- Shows the language structures and their syntactic relations.
4- Clarifies the syntactic and semantic rules he learned with
justifications.
5- formulates syntactic structures in accordance with the
language procedures.
6- Analyzes the syntactic structures to their main aspects.
7- Controls the syntactic structures appropriately.
8- Analyzes the syntactic structures based on the learned rules.
9- corrects the syntactic and semantics mistakes with
justifications.
10- Issues his judge on the linguistic structures with evidence
11- Builds syntactic structures in accordance with the rules
learned.
12- Extracts from the structure texts that represent the learned
syntactic and semantic rules.
13- Shows the learned syntactic and semantic rules from his
memory.
14- Uses syntactic and semantics in composition.
15- Employs the learned syntactic and semantic rules in
controlling his speech.
16- Appreciates the importance of language syntax and
semantics.

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