3rd ILANNS Paper Format for the Proceedings Shah Alam, Selangor, Malaysia 18-19 February 2014 STUDENTS’ PERCEPTION TOWARDS TASK-BASED LANGUAGE TEACHING (TBLT) APPROACH IN LEARNING ARABIC LANGUAGE: CFS, IIUM EXPERIENCE Marzidah Hashim 1 Quranic Language Department, Centre for Foundation Studies, International Islamic University Malaysia, Jalan Universiti, 46350 Petaling Jaya, Selangor. mazzida_arab@iium.edu.my Nita Fauzee Selamat 2 English Language Department, Centre for Foundation Studies, International Islamic University Malaysia, Jalan Universiti, 46350 Petaling Jaya, Selangor. nita@iium.edu.my Raja Munirah Raja Sulaiman 3 Quranic Language Department, Centre for Foundation Studies, International Islamic University Malaysia, Jalan Universiti, 46350 Petaling Jaya, Selangor. r_munirah@iium.edu.my Abstract Task-Based Language Teaching (TBLT) is a new approach in teaching second language particularly in Arabic language. The approach, which employs student-centred approach, is viewed as more effective than the traditional way. This approach is slowly gaining its popularity among Arabic language educators and learners all around the world. In Malaysia, the Centre for Foundation Studies, International Islamic University Malaysia (CFSIIUM) is one of the first institutions of education to implement this new way in teaching Arabic language. As such, this study was conducted in order to find out the students’ perception towards the implementation of task-based language teaching (TBLT) in this learning institution. 313 respondents were randomly selected from the students in Arabic elementary level studying at CFSIIUM. The instrument used in the survey was survey questionnaires. The quantitative results were used to examine students’ perception towards the implementation of task-based language teaching (TBLT) in Arabic language. The findings indicated that the respondents were positive in learning Arabic language using this approach and they were motivated to learn this language. Keywords: Students’ perceptions, Task-based language teaching (TBLT), Arabic as a second language 1 INTRODUCTION This study focuses on students’ perceptions of Task-based language teaching (TBLT) in learning Arabic language as a second language. The topic was chosen because it is related to the implementation of the new approach in the Centre for Languages & Pre-University Academic Development (CELPAD), IIUM. CELPAD, IIUM is the centre responsible for offering language courses which is also a graduation requirement for all students in IIUM. Among the language courses offered are Arabic proficiency courses. In 2012, CELPAD started to use TBLT approach in Arabic language teaching. The introduction of the new