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Synopsis Course Deparment Of Educational Foundations and Science Social

SPPP 1002 PHILOSOPHY OF EDUCATION


This course introduces students the foundation of education that serves as a guideline for teachers in their teaching and learning processes. By exposing students with the concepts and philosophy of education, it is hope that they would be able to carry out their responsibilities effectively. This course covers the concept of philosophy in general, the concept of philosophy of education in specific, the various philosophical schools of thought as well as the National Philosophy of Education. Students should be able to differentiate the ideas of western, national and Islamic philosophy of education as a basis of teaching and learning effectively.

References
1. Lecture notes in power point slides uploaded in e-learning.
2. Hassan Hushin. et. al. (2009). Falsafah Pendidikan. Skudai: UTM
3. Keow, C. L. (2008). Philosophy and Education in Malaysia. Kuala Lumpur : Kumpulan Budiman Sdn Bhd.
4. Jacobsen, D. A. (2003). Philosophy in Classroom Teaching: Bridging the Gap (2nd ed.). New Jersey: Prentice Hall
5. Dunn, S. G. (2005). Philosophical Foundations of Education: Connecting Philosophy to Theory and Practice. New Jersey: Pearson Education.
6. Gutek, G. L. (1997). Philosophical and Ideological Perspectives on Education. Boston: Allyn & Bacon.
7. Rosnani Hashim (2004). Dualism in Education. Boston: Allyn & Bacon.


SPPP 1012 EDUCATIONAL PSYCHOLOGY


This course introduces students to the definition of several areas of psychology as well as the importance of educational psychology in education. Discussion will be focused on development, learning and motivation. Topics discussed include individual differences, learner diversity, memory, motivating students to learn, thinking and creativity. This course equips students with the knowledge and competency to evaluate the practicability of various theories of learning and their applications in teaching and learning practices.

References

1. Moreno, R. (2010). Educational Psychology. USA: John Wiley & Sons
2. Eggen, P. & Kauchak, D. (2010). Educational Psychology: Windows on Classrooms. Eight edition. New Jersey: Mrrill.
3. Kalat, J. W. (2008).) Introduction to Psychology. Australia: Thomson Learning, Inc.
4. O'Donnell, R. & Smith, D. (2008). Educational Psychology: Reflection for Action. USA: John Wiley & Sons, Inc.
5. Ormrod, J. E. (2008). Educational Psychology. Sixth Edition. New Jersey: Pearson Education.
6. Plotnik, R., & Kouyoumdjian (2008). Introduction to Psychology (8th ed). Australia: Thomson Learning, Inc.
7. Santrock, J. W. (2009). Educational Psychology. Fourth Edition. New York: McGraw Hill.
8. Slavin, R. E. (2009). Educational Psychology: Theory and Practice. (9th ed.). Boston: Pearson Education Inc.
9. Woolfolk, A. E. (2007). Educational Psychology (9th ed.). Boston: Allyn & Bacon.

SPPP 2002 BASIC PEDAGOGY


This course introuduces students to the knowledge and basic skills in various teaching and learning aspects. Discussion will be focussed on teaching models, strategies and teaching methods as well as aspects related to classroom management. In addition, students are required to understand and internalize the philosophy and implemention of KBSM. Other topics include knowledge and skills in evaluation, writing lesson plans and micro teaching. This course equip students with knowledge and skills to cooperate and solve problems, communicate effectively, think critically and creatively.

References:
1. Burden, P. R. & Byrd, D. M. (2010). Methods for Effective Teaching. Fifth Edition. Boston: Allyn & Bacon.
2. Borich, G. D. (2004). Effective Teaching Methods. 5th Edition. New Jersey: Pearson Prentice Hall.
3. Burden, P. R. & Byrd, D. M. (2010). Methods for Effective Teaching. Fifth Edition. Boston: Allyn & Bacon.
4. Brown, G. (1975). Microteaching. USA: Allyn & Bacon.
5. Cohen, L. (1996). A guide to Teaching Practice. London: Routledge
6. Freiberg, H.J. & Driscoll, A. (2005). Universal Teaching Strategies. 4th Edition. Boston: Pearson Education, Inc.
7. Jacobsen, D. A., Eggen, P. & Kauchak, D. (2006). Teaching Methods, 7th Edition. New Jersey: Pearson Prentice Hall. Joyce, B. & Weil, M. (1996). Models of Teaching. Boston: Allyn and Bacon.
8. Jeane, O. & Lipton, M. (2007). Teaching to Change The World. Boston: McGraw-Hill.
9. Lever-Duffy, J., McDonald, J. B. & Mizell, Al. P. (2005). Teaching and Learning with Technology. Second Edition. Boston: Pearson education.
10. Moore, K.D. (2009). Effective Instructional Strategies: From Theory to Practice. London: Sage.
11. Moore, K. D. (2007). Classroom Teaching Skills. Sixth Edition. Boston: McGraw-Hill.
12. Orlich, Harder, Callahan, Trevisan & Brown (2010). Teaching Strategies. Ninth Edition. Australia: Wadsworth.
13. Parkay, F. W. & Stanford, B. H. (2007). Becoming a Teacher. Boston: Pearson Education, Inc.
14. Pugach, M.C. (2006). Because Teaching Matters. USA: John Wiley & Sons, Inc
15. Slavin, R.E. (2009). Educational Psychology: Theory and Practice. (9th ed.). Boston: Pearson Education Inc.


SPPP 2032 EDUCATIONAL MEASUREMENT AND EVALUATION


The course discusses the principles of measurement, testing and assessment in instructional process and formal educational activities. It outlines procedures for designing or selecting, administering and interpreting a variety of assessment measures typically used in classrooms and schools. Topics covered include concepts and types of tests, types of evaluation, principles of test construction, test scores and items analysis, and interpretation and reporting of test information.

The course is designed to facilitate student teachers acquiring knowledge and understanding on concepts, principles and techniques of educational measurement and classroom assessment. Student teachers will also acquire competence in the planning and development of classroom assessment and analysing test scores, to enable them to use test results appropriately and effectively. In addition, student teachers will learn skills on how to construct well-designed tests that yield valid and reliable measures of how well they teach and how well the students learnt.

References
1. Earl, L. M. (2003). Assessment as Learning: Using Classroom Assessment for Student Learning. Thousand Oaks: Sage
2. Linn, R.L. (1995). Measurement and Assessment in Teaching. Upper Saddle River: Prentice Hall
3. Stiggins, R. J., Arter, J. A., Chappius, J., & Chappius, S. (2004). Classroom Assessment for Student Learning: Doing It Right, Using It Well. Portland, OR: Assessment Training Institute.
4. Wiggins, G. (1998). Educative Assessment: Designing Assessments to Inform and Improve Student Performance. San Fransisco, CA.: Jossey-Bass.
5. Wilson, L. K. (2005). What Every Teachers Needs To Know About Assessment (2nd ed.). Larchmont, NY; Eye on Education.

SPPP 3042 RESEARCH METHODOLOGY IN EDUCATION


The course exposes students to various methods of conducting research. The main topics discussed are concepts and criteria of scientific research in education, procedures in conducting research activities including selecting topic, defining research background, formulating problem statements, research objectives, research questions and hypotheses. Topics related to procedures such as literature search, constructing research methodology, sampling, conducting pilot study, and data processing are also discussed. Students should be able to work in groups to construct a research proposal relevant to their respective field of study.

References
1. Cohen, L., Manion, L., & Morrison, K. (2003). Research Methods In Education. London: Routledge/Falmer.
2. Cresswell, J. W. (2003). Research Design: Qualitative, Quantitative, And Mixed Methods Approaches. Thousand Oaks: Sage Publications.
3. Denscombe, M. (2004). The Good Research Guide: For Small-Scale Social Research Projects. London: Open University Press.
4. Goodwin, C.J. (2008). Research In Psychology: Methods And Design. Hoboken, NJ: John Wiley & Sons.
5. Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activity. Educational and Psychological Measurement, 30, 607-610.
6. Kvale, S. (1996). Inter Views: An Introduction To Qualitative Research Interviewing. Thousand Oaks, CA: Sage.
7. Lodico, M. G., Spaulding, D. T., and Voegtle, K. H. (2006). Methods In Educational Research: From Theory To Practice. San Francisco: Jossey - Bass.
8. McMillan, J. H. (2008). Educational Research: Fundamentals For The Consumer. Boston: Pearson, Allyn and Bacon.
9. Mohd Majid Konting. (1994). Kaedah Penyelidikan Pendidikan. Kuala Lumpur: Dewan Bahasa dan Pustaka.
10. Mohd Najib Ghafar. (1999). Penyelidikan Pendidikan. Skudai: Penerbit UTM.


SPPP 2043 TEACHER DEVELOPMENT


This course consists of 10 modules in developing teachers as human capitals. The main elements in this course include training skill on resume writing and interview skills as well as various indoor and outdoor activities to promote studentsprofessional skills. The course enhances students affective, cognitive, and psychomotor self-development, and nurtures their softskills. Students should be able to prepare a good resume and delegate tasks to group members fairly.

References
1. Ahmad Marzuki Ismail (2007). Penyediaan Diri Kearah Pembentukan Modal Insan. Kuala Lumpur: Karisma Publication.
2. Burke, R. J. Cooper, C. L. (2005). Reinventing Human Resource Management: Challenges and New Directions. Park Square, NY: Routledge Press
3. Dato' Seri Abdullah Ahmad Badawi (2006). Pembangunan Modal Insan: Koleksi Ucapan Dato' Seri Abdullah Ahmad Badawi. Kuala Lumpur: INTAN.
4. Curtis, R. and Simmons, W. (2004). The resume.com Guide to Writing Unbeatable Resume. New York, NY: McGraw-Hill.
5. Jay, R. (2008). Brilliant Interview: What Employers Want to Hear and How to Say It (2nd ed.). Harlow: Pearson/Prentice Hall.
6. Williams, L. (2005). The Ultimate Interview Book: Make a Great Impression and Get the Job Done. London: Kogan Page.


SPPP 4052 SOCIOLOGY AND PROFESSIONALISM IN EDUCATION


This course is designed to expose students to sociology and professionalism in education. It emphasizes the definitions of sociology and sociology in education. It also discusses education through the perspective of sociology, basic concepts of sociology related to social structure, social pattern and socialization process in society.

The students will also be exposed to the socialization agents in Malaysia, social stratification, social institution, family and school as social institutions, function of school, school culture, school organization, school bureaucracy, school relationship and society, education and social changes and social mobility through education. Other topics include issues in professionalism in education. Students are expected to synthesize the knowledge in relation to professionalism in education based on various references.

References
1. Ballantine, J. H., & Spade, J. Z. (2007). Schools and Society. Belmont: Wadsworth.
2. Amir Hasan Dawi (2002). Penteorian Sosiologi dan Pendidikan. Tanjung Malim: Quantum Books.
3. Esah Sulaiman (2003). Amalan Profesionalisme Perguruan. Skudai: UTM.
4. Mohd Salleh Lebar (2007). Pengenalan Ringkas: Sosiologi Sekolah dan Pendidikan. Kuala Lumpur: Thinkers Library
5. Cress, M., Christine, M., Collier, P. J., Reitenaur, V. L. And Associates. (2005). Learning Through Serving: A Student Guidebook for Service Learning Across the Disciplines. Virginia: Stylus.
6. Parkay, F. W. (2006). Social Foundations for Becoming a Teacher. New York, NY: Pearson Education.


SPPP 4502 GUIDANCE AND COUNSELLING


This course will expose students to the history, background, definitions, concepts, goals and the different between guidance and counselling service. Students will learn the techniques, and appropriate approach to address problems in schools and community settings. They will also be exposed to individual and group counseling. Some basic counselling theories will be described including the difference counselling of Western and Islamic counselling.


References
1. Amla Mohd Salleh, Zuria Mahmud & Salleh Amat. (2009). Bimbingan dan Kaunseling Sekolah. Bangi : Penerbit UKM.
2. Claring, Norman. (2010). What is Counselling and Pschotheraphy?. Exter : Learning Matters.
3. Gibson, RL and Mitchell, MH. (1981). Introduction to Guidance. New York : Mac Millan Publishing Co.
4. Mohamed Sharif Mustaffa, Roslee Ahmad & Hamdan Abdul Kadir. (2006). Teori dan Praktis Kaunseling Kelompok Kotemporari. (2005). Penerbit UTM, Skudai, Johor.
5. Seligman, Linda. (2006). Theories of Counseling and Pschotheraphy?: Systems, Strategies, and Skills 2nd Ed. Upper Saddle River, New Jersey : Pearson/Merrill Prentice Hall Publisher.

 

SPPR 1822 - MOTOR LEARNING

The course includes two sub-disciplines: Motor Development and Motor Learning. In the Motor Development, students analyze the physical growth and motor development according to physical development phase from infants, children, adolescents, adults and elderly. Students also will be exposed to the factors that influence individual differences in motor development phase. In Motor Learning, students analyze the involvement of human nervous system in the learning and application of the basic motor skills in the sport skills. Students will be exposed to the concepts, principles and learning theories in motor skills and movement in sports. Students explain the skills classification and other factors such as psychological, individual differences, knowledge and transfer of learning that influence individual motor learning process and motor development. At the end of the course, students can analyze the movement phase and sport skills from the perspectives of Motor Development and Motor Learning.

References

1. Magill, R. A. (2006). Motor Learning and Control Concepts and Applications. McGraw Hill Publishers.
2. Payne, V. G., Isaacs, L. D. (2007) Human Motor Development: A Lifespan Approach. McGraw Hill Publishers.
3. Schmidt R. A. & Lee T. D. (2011). Motor Control and Learning. Human Kinetics.
4. Schmidt, R. A., Wrisberg, C. A. (2008). Motor Learning and Performance: A Situation-Based Learning Approach. Human Kinetics
5. Schmidt, R. A., Lee, T. D. (2005) Motor Control and Learning: A Behavioral Emphasis. Human Kinetics
6. Williams, A. M., Hodges, N. J. (2004). Skill Acquisition in Sport: Research, Theory and Practice. Human Kinetics
7. McMorris, T. (2004). Acquisition and Performance of Sports Skills. Human Kinetics



SPPR 1832 - OUTDOOR EDUCATION


The course is to introduce students to the outdoor education activities. Students involve in outdoor education activities like camping, hiking, and kayaking and survivor skills in order to train themselves to adapt to different life situations as well as their personality and self-esteem. This course also can develop and enhance students skills technically in managing the activities, equipment and safety. Students are also exposed to the various styles of teaching and learning skills related to outdoor education, individually or in group. In addition, students are encouraged to participate in Recreation Coaching Level 1 course and outdoor expeditions.

References
1. Gilbertson, K, Bates, T, McLaughlin, T., Ewert, A. (2006) Outdoor Education: Methods and Strategies, Champaign, IL: Human Kinetics.
2. Tawrell, G (2008), Wilderness Camping and Hiking, Florid: Falcon Distribution
3. McGivney, A. (2003) Leave No Trace: A Practical Guide to the New Wilderness Etiquette, 2nd ed. Seattle, Mountaineers Books,
4. Bunting, C.J. (2005), Interdisciplinary Teaching Through Outdoor Education, Champaign, IL: Human Kinetics.
5. Froude C. & Polley S. (2011). Outdoor Education: Foundations for Tertiary and Secondary Education .Impact Publishing.

SPPR 1852 - HUMAN ANATOMY

The course aims is to introduce the students about the structure and anatomy of human body and how the systems produce movement. This includes skeletal system, skeletal muscle, cardiovascular, nervous system, endocrine, urinary, respiratory and digestive system. Students also learn the term used in anatomy during daily activities as well as analyzing the body systems especially in sports and physical fitness.

References
1. Shier, D., Butler, J. & Lewis, R. (2006), Hole's Essentials of Human Anatomy and Physiology, McGraw Hill, New York.
2. Hole, (1995), Essentials of Human Anatomy & Physiology, W.M. C. Brown Publishers, Dubuque.
3. Rizzo, D.C. (2001), Delmar's Fundamentals of Anatomy & Physiology, Thomson Learning, Stamford.
4. Sealey, R.R., Stephens, T.D., & Tate, P. (2006). Anatomy & Physiology, McGraw Hill, New York
5. McKinley M. & O, Loughlin V. (2011) Human Anatomy. McGraw Hill Company Inc.

SPPR 2803 - TEACHING METHODS IN PHYSICAL EDUCATION AND SPORTS SCIENCE

The course introduces various method and approaches of teaching in Physical Education and Sports Science at the school. Students will be exposed to both theoretical and practical in teaching application, writing objectives, teaching preparation and the latest information on teaching practical programs organized by Faculty of Education.

References
1. Bunker, D.(1986). Rethinking Games Teaching. UK: Loughborough University of Technology.
2. Kauchak, D.(1998). Learning & Learning : Research Based Methods. Singapore: Allyn & Bacon.
3. Mood, Musker & Rink. (1995). Sports and Recreational Activities. Bostan: WCB Mc Graw-Hall.
4. Seaton, D. (1995). Physical Education Handbook. N.Jersey : Prentice Hall.
5. Troster, C.(1996). Physical Education for School Students. New York: AAHPERD.
6. National Association for Sport and Physical Education, an association of the American Alliance for Health, (2005) Physical Education, Recreation and Dance Moving Into The Future: National Standards for Physical Education. McGraw Hill
7. Griffey, D. C., Housner, L. (2007). Designing Effective Instructional Tasks for Physical Education and Sports. Illinios: Human Kinetics
8. Veal M. L. & Anderson W. G. (2010). Analysis of Teaching and Learning in Physical Education. Jones & Bartlett Learning.

SPPR 2813 - EXERCISE PHYSIOLOGY

This course introduces in detail about human body system responses to the physical stimuli and environment. This course will emphasize on the principles of movement, bioenergetics, cardiovascular, respiratory, digestive, productive and endocrine system. Students also will be exposed to the function and connection between joints, muscles, bones, ligament, tendons, blood circulation and hormones during physical activities based on certain environmental conditions.

References

1. Gunstream, Benson & Talaro (1997). Anatomy and Physiology. New York: WCB Mc Graw Hill.
2. Guyton, A.C.(1995). Human Physiology Mechanisms of Disease. Philadelphia: W.B. Saunders.
3. Margaria, R.(1992). The Source of Muscular Energy. New York: Scientific American.

SPPR 2832 - SPORTS COACHING

The course provides opportunity to the students to explore and enhance various aspects in sports coaching including the coaching ethics. Students are also exposed to the duties and roles of the coaches and the characteristics of the successful coach. Students will also learn the appropriate coaching style practiced in order to form an athlete or to develop a strong team. In addition, students are also exposed other approaches that can influence the coaching successful achievement such as nutrition, psychology, injuries and treatments, communications and team management.

References
1. Nakamura, M. R. (1996).The Power of Positive Coaching. Massachusetts: Jones and Bartlett Publishers.
2. Robyn L. Jones, Mike Hughes, and Kieran Kingston (2007). An Introduction to Sports Coaching: From Science and Theory to Practice. UK: Routledge
3. Dan A Gordon . (2009) Coaching Science (Active Learning in Sport). UK: Learning Matters Ltd
4. Kidman L. & Hanrahan S. J. (2011). The Coaching Process: A Practical Guide to Becoming an Effective Sports Coach. Taylor & Francis.



SPPR 2872 - ADAPTED SPORTS EDUCATION


In this course, students are required to analyze the needs and capabilities of the individual with special needs and modified the physical activities and sports to adapt with the specific needs of each individual. Many individuals with special needs involved with physical activities and sports achieved many goals that maybe seem impossible. Special planned programs according to the special needs of each individual very important to achieve each and every desired objective. Therefore, the characteristics of individual with special needs should be identified and understood so that the special program planned is consistent with individuals capabilities. Current issues and the relationship with sports performance of individual with special needs also discussed.

References
1. Winnick, J. P. (2010). Adapted Physical Education and Sport (5th Ed) IL: Human kinetics.
2. Sherill, C. (2004). Adapted Physical Activity, Recreation, And Sport: Cross Disciplinary And Lifespan (6th Ed.). Boston: McGraw-Hill.
3. Gallahue, D. L., Ozmun, J. C. (2002). Understanding Motor Development (5th Ed.) Dubuque, IA: McGraw Hill
4. Horvat, M. & Kalakian, L. (1996). Assesment in Adapted Physical Education and Therapeutic Recreation. Sydney : Brown & Benchmark Publisher.
5. Shazryl, E. & Hanks, J. (1994). Sports and Stress Theraphy. Oklahama : Eskay Inc.

SPPR 3802 - SPORTS INJURY

The course focused on basic principles of prevention and treatment of injury of the athletes. Students are exposed to the important information when dealing with injured athletes. This includes types of injury, factors contribute to the injuries and the steps to be taken if the injury situation occurs. This course also will expose the students practical aspects of basic treatment and rehabilitation of sports injury. Students will apply the knowledge using the therapy and rehabilitation equipment during laboratory activities. This are also encouraged students to think critically and creatively while practice the knowledge as a preparation to deal with sport injury situations in the future.

References
1. Prentice, W.E and Arnheim, D.D. (2005) Essential of Athletic Injury Management 6th edition, New York: Mc-Graw Hill.
2. Anderson, M.K., Hall, S.J., Martin, M. (2000) Sports Injury Management 2nd edition, Philadelphia: Lippincott Williams & Wilkins
3. Bahr, R. M., Bolic, S.T., (2004) Clinical Guide to Sports Injuries, Champaign, IL: Human Kinetics.4. Delforge, G. (2002) Musculoskeletal Trauma: Implication for Sports Injury Management, Champaign, IL: Human Kinetics.
5. Flegel, M.J. (2004) Sport First Aid 3rd edition, Champaign, IL: Human Kinetics.
6. Howe, P.D. (2004) Sport, Professionalism and Pain: ethnographies of injury and risk, London: Routledge.
7. Karantanas A. H. (2011). Sports Injuries in Children and Adolescents. Springer.
8. Massey, P. (2004) Sports Pilates: How to Prevent and Overcome Sports Injuries, London: Cico.

SPPR 3813 - BIOMECHANICS IN SPORTS


The course introduces students to the application of the principles of mechanics and human biology in sports. Based on the Newtonian mechanics, this course explain the concepts and components in movement (motion) in sports. The practical and laboratory practices gives experiece to the students to solve problems in sports from the biomechanics aspects. Students are also manage to complete the projects that analyze the movement in sports using Silicon Coach software to fullfill the required objectives.

References
1. Blazevich A. J. (2010). Sports Biomechanics: The Basics: Optimizing Human Performance. A&C Black.
2. Hay, J.G. (1993) The Biomechanics of Sports Techniques. New Jersey: Prentice Hall
3. Susan, J.H. (1991) Basic Biomechanics. St. Louis: Mosby Year Book
4. Kreighbaum, E and Barthels ((1996). Biomechanics:A Qualitative Approach For Studying Human Movement. 4th Ed. Pearson Education
5. David Winter's (2009). Biomechanics and Motor Control of Human Movement. UK: John Wiley and Sons
6. William C. Whiting, Ronald F. Zernicke. (2008).Biomechanics Of Musculoskeletal Injury. Illinois: Human Kinetics


SPPR 3822
- MEASUREMENT AND EVALUATION IN SPORTS

This course is an introduction to the measurement and evaluation in sports related to the concepts, theories, testing principles, measurements and evaluation. Students will be exposed to the history and purpose of measurement and evaluation in Sports Science and discuss the importance of implementing measurement and evaluation procedures and related issues. Students analyse the rationale for item/tests selection, practicality of the items, scores and norms and develop testing instruments, reliability, validity, objectivity, and learn basic statistics related to sports.. In addition, students will conducting test to measure the performance of motor skills, fitness and health, sport skills, body mechanics, nutrition, somatotyping and knowlegde. At the end of the course, student able to organize a testing procedure and analyse the score.

References
1. Nieman, David C (1999). Exercise Testing and Prescription: A Health-related Approach. 4th ed. Mountain View, Ca, Mayfield Pub.
2. Johnson, B. R., & Nelson, J. K. (1986). Practical measurements for evaluation in Physical Education. New York: Macmillan Publishing Company.
3. Morrow J. R. & Jackson & Disch & Mood, (2010). Measurement And Evaluation In Human Performance (4th Ed). Illinios: Human Kinetics


SPPR 4832 - SPORTS PSYCHOLOGY

This course discusses the scope, concepts and development of sports psychology to determine the achievement of the athlete and coach. It includes two main aspects; psychological factors and other factors that influence the involvement and performance in sports. As future teacher as well as an athlete and coach, students will learn various aspects of sports psychology such as motivation, personality, aggressiveness, violence, leadership, dynamic group, anxiety, teamwork, team spirits and so on. All this aspects will be discussed so that students can be prepared for the future.

References
1. Gould, D. & Weinberg, R. S. (2000) Foundation of Sport and Exercise Psychology. Champaign, IL: Human Kinetics
2. Martens, R. (1987) Coaches Guide to Sport Psychology. Champaign, IL: Human Kinetics
3. Mohd. Sofian Omar Fauzi (2002), Psikologi Sukan: Konsep dalam Latihan dan Pengajaran Sukan. Kuala Lumpur: Utusan Publications & Distributors Sdn Bhd.
4. Weinberg, R., Weinberg, R. S. & Gould, D. (2010). Foundation of Sport amd Exercise Psychology. United States: Human Kinetics.
5. Williams, J. M (1993) Applied Sports Psychology: Personal Growth to Peak Performance. California: Mayfield Publishing Company
6. Hockey, R.V. (1993), Sports Psychology : The Pathways Healthful Sports Approach 7th Edition, Missouri : Mosby-Year Book Inc.


SPPR 4842 - TRAINING METHODS

The course exposes the students to apply Sports Science disciplinary such as physiology, biomechanics, psychomotor and pedagogy in sports training sessions. This course emphasizes in the aspects of season training schemes, macro and micro, managing training session systematically and scientifically based on sports science approaches including annual training or long-term training program for certain skills. At the end of this course, students are able to design a well-planned and systematic training program that can achieve desired objectives and goals.

References
1. Bompa, T. O. (1996). Theory and Methodology of Training, the Key to Athlete Performance. Iowa : Kendall/Hunt Publishing Company
2. Clark, R. (2010). Evidence-Based Training Methods. United States of America: American Society for Training and Development.
3. Bompa, T. O. (1983). Theory and Methodology of Training. Iowa : Kendall/Hunt Publishing Company
4. Bompa, T. O. (1994). Periodization of Strength, the New Wave in Strength Training, Toronto : Veritas Publishing Company
5. Vasco, D. E. (1994). Supercomposition in Training, Iowa : Prentice Hall
6. Tudor O Bompa, G Gregory Haff (2009) Periodization: Theory and Methodology of Training. Illinois:Human Kinetics
7. Vladimir M. Zatsiorsky and William J. Kraemer (2009). Science and Practice of Strength Training. Illinois: Human Kinetics


SPPR 4882 - NUTRITION IN SPORTS


The course introduces students to the basic theory and applications in sports nutrition and the effects on the athlete’s performance. Knowledge gained from this course can also give clearer view of implementation method of sports nutrition to the athlete according to the diverse sporting events.

References
1. Dunford, M., & Doyle, A. (2011). Nutrition for Sport and Exercises. USA: Cengage Learning.
2. Seeley, R.R., Stephens, T.D. & Tate, P. (2006). Anatomy and Physiology (7th ed.). McGraw-Hill Companies.
3. Reilly, T. & Waterhouse, J. (2000). Sport, Exercise and Environmental Physiology. Elsevier Ltd.
4. Astrand, P., Rodahl, K., Dahl, H.A. & Stromme, S.B. (2003). Textbook of Work Physiology: Physiological Bases of Exercise (4th ed.). Human Kinetics Publishers, Inc.
5. Powers, S.K., Howlet, E.T. (2001). Exercise Physiology: Theory and Application to Fitness and Performance (4th ed.). McGraw-Hill Companies.
6. Battineli, T. (2000). Physique, Fitness and Performance. CRC Press
7. McArdle, W.D., Katch, F.I., & Katch, V.L. (2007). Exercise Physiology: Energy, Nutrition and Human Performance (6th Ed.). Lippincott Williams & Wilkins


SPPR 1922 - ATHLETICS

The course will be in theoretical and practical where the students are exposed to the general knowledge of athletic including the training method and organizing the athletic competition. Besides learning the athletics basic skills, sports science knowledge are also applied to some specific sports events. Students also attend the basic course of Athletic Coaching to enhance the understanding of sport events in athletic and also to apply good training method for the athlete.

References
1. Ahlawat, R. P. (2009). Skills & Rules, Athletics. New Delhi: Khelsahitya Kendra.
2. IAAF (1992). Basic Coaching Manual. International Amateur Athletic Federation.
3. IAAF (1990). Techniques of Athletics and Teaching Progressions
4. Hoffman, J. (2002). Physiological Aspects of Sport Training and Performance. Human Kinetics Publishers, Inc.
5. Gore, C.J. (2000). Physiological Tests for Elite Athletes. Human Kinetics Publishers, Inc.


SPPR 1942 - SWIMMING

The aims of this course is to exposed the students to the basic skills of swimming including the water activities and water rescue. Student will learn the techniques of self-confidence in the water during swimming and prioritize the self-safety and others and also cooperate with others to enhance the skills. At the end of this course, several swimming styles such as Freestyle, Breast stroke, Back stroke and Butterfly stroke and also techniques of water-rescue will be learned by the students.

References
1. Baker, A. (1995). Fitness for Swimming. London. London : Phoenix Sports Books.
2. Bory, E. (1991). Teach Your Child to Swim. Boston : Paul Hamlyn.
3. Juba, A. (1988). The Techniques of Swimming Strokes. Norwich : Jarrold and Sons.
4. Keegan, N. (2010). Swimming. Random House Publishers India Pvt. Ltd.
5. Mood, Musker and Rink, (1995). Sports and Recreational Activities. Dubuque : WCB & McGraw Hill.
6. Ruben J. Guzman (2007). The Swimming Drill Book, IL: Human Kinetics
7. Skip Kenny, Dick Hannula (2003). Coaching Swimming Successfully. IL: Human Kinetics
8. David G. Thomas (2005). Swimming: Steps to Success. IL: Human Kinetics


SPPR 2932 - BASKETBALL AND HANDBALL


This course expected the student to be able acquire in the basic skills of Basketball and Handball such as the rules, tactical, techniques and the movement in the court. For basketball, it will be emphasized in teaching and learning which includes movements according to the position of the players such as guards, forwards and centre. Other skills that the students will learn such as passing, shooting, pivot and dribbling techniques. For handball, students will learn passing and receiving the ball, dribbling, shooting, Piston movement, checking, shielding and other tactical techniques during game. At the end of this course, students expected to be playing the basic game in basketball and handball using knowledge learned.

References
1. John P. McCarthy, Jr (2006). Coaching Youth Basketball. Betterway Books
2. American Sports Education Program (1996) Coaching Youth Basketball 2nd Edition Champaign: Human Kinetics
3. Gibney, S. & Gibney, E. (2011). Handball!. Dufour Editions.
4. Reita E. Clanton dan Mary Phyl Dwight (1997). Team Handball: Steps to Success. Human Kinetics Publishers, Inc
5. Simmons, B. (2009). The Book of Basketball: The NBA According to The Sports Guy. New York: ESPN Inc.
11. Slade, S. (2010). Basketball: How It Works. Capstone PR.
12. Phillips, B. E. (2007) Fundamental Handball. Whitefish, MT: Kessinger Publishing


SPPR 2912 - SOCCER AND SEPAK TAKRAW


The course introduces the students to the basic skills of teaching and learning in Soccer and Sepak Takraw game. Besides technical aspects of the game, students also will learn basic tactical skills and application of sports science related to the game. At the end of this course, students are able to perform basic skills in Soccer and Sepak Takraw using correct techniques based on the rules of the game.

References

1. Ahmad Wafi Mohamad (1991). Sepak Takraw. Shah Alam. Fajar Bakti Sdn. Bhd.
2. Aziz Mohamad (1993). Sepak Takraw. Amiza Publisher.
3. Bazemore, S. (2010). Soccer: How It Works. Capstone PR.
4. Hanlon, T. (2005). Absolute beginners guide to coaching youth soccer. Indianapolis.
5. Schmidt, C.E. (1997). Advanced soccer drills. Champaign, III, Human Kinetics
6. Prestigiacomo, L. (2004). Coaching soccer: match strategy and tactics. Panama: Redswain.
7. Engel, R. F. (2003). Takraw 101 - The Complete Instructional/ Coaching Manual for Sepak Takraw. Regina Canada: Asian Sport, Education & Culture (ASEC) International
8. Koger, R. (2005). 101 Great Youth Soccer Drills: Skills and Drills for Better Fundamental Play. McGraw-Hill Contemporary.


SPPR 3922 - HOCKEY AND TENNIS

The course introduces the students to the teaching and learning basic skills in Hockey and Tennis. Besides the technical aspects of the game, students also learn the basic aspects of tactical and application of sports science that related to the game. At the end of this course, students will be able to perform basic skills in Hockey and Tennis with the accurate and correct techniques.

References
1. Biskup, A. (2010) Hockey: How It Works. Capstone PR.
2. USTA, Rules of Tennis (2004). USTA Rules Committee c/o Officials Department, White Plains, New York, USA
3. Claxton, David (1999). Tennis. McGraw-Hill Companies, Inc., USA.
4. Braden & Arthur (1982). The Science of Tennis. Winter Publishing Co., Inc., Tucson, USA.
5. Flichbeil, R. (2006). Go Tennis. Dorling Kindersley Limited.
6. Gifford, C. (2010). Tennis. Evans Brothers.
7. Matsuzaki, C. (2004). Tennis Fundamentals. Human Kinetics Publishers, Inc.
8. Mitchell-Taverner, C. (2005). Field Hockey Techniques & Tactics. Human Kinetics Publishers, Inc.
9. Driver, B., Wharton, C. (2005). The Baffled Parent's Guide To Coaching Youth Hockey, Camden, Me : Ragged Mountain Press

SPPR 4912 - GYMNASTICS & VOLLEYBALL

This course aims to enhance students knowledge in both gymnastic and volleyball. For gymnastic, students will learn various movement in artistic gymnastic. Gymnastic is a sport that involve coordination of movement that requires the ability of all the fitness component and motor skills especially physical strength, flexibility, kinestetic awareness and spaces. Safety aspect during training will emphasize and also the creativity while performing the movement. For volleyball game, students are exposed to the basic skills and game situation. Students are expected to acquire the skills and apply it to the real game situation. This course will focus on teaching and learning the skills, rules and how to train and teach others; students as a player, coach, teacher and referee. Students are also exposed to the training program.

References
1. Goeller, K.M (2004) Gymnastics Drills and Conditioning Exercises, U.S: Booklocker Inc
2. Gifford, C. (2010). Gymnastics. Evans Brothers.
3. Miller, B (2005) The Volleyball Handbook (Paperback), Human Kinetics Publishers
4. Lo, Joo Sim (1995). Gimrama, Shah Alam: Fajar Bakti.
5. Mitchell, D (2002). Teaching Fundamental Gymnastic Skill, Champaign: Human Kinetics
6. Palmer, H.C (2003). Teaching Rhythmic Gymnastics: A Developmentally Appropriate Approach, Champaign: Human Kinetics.
7. Schlegel, E., Dunn, C. R. (2001). The Gymnastics Book: The Young Performer's Guide to Gymnastics, Firefly Books Ltd.
8. Dearing, J (2003) Volleyball Fundamentals (Sports Fundamentals Series). Human Kinetics Publishers


SPPR 4922 - RUGBY AND NETBALL


The course is designed to give opportunity to the students to learn and apply scientific knowledge and practical that is required in a game of Rugby and Netball. Students have the chance to work as a team or individually in acquiring important skills in both Rugby and Netball sports. Students are also having the opportunity to apply and evaluate their game skills in Rugby and Netball according to their own capabilities. Playing in real game situation and small game can expose the students to the rules and regulations of the game. Students will be able to apply the referee and umpire skills while organizing the Rugby and Netball game among themselves.

References
1. Persatuan Bola Jaring Malaysia (1997). Undang-undang Rasmi Persekutuan Persatuan Bola Jaring Antarabangsa. Persatuan Bola Jaring Malaysia: Kuala Lumpur
2. Official IRB 2008 Laws of the Game, Rugby Union
3. Shakespear, W. (1997). Netball Steps to Success. Human Kinetics: Illiniois
4. Aminah Mohd Salleh (1989). Bola Jaring. Penerbit Fajar Bakti Sdn. Bhd: Petaling Jaya
5. Derek Robinson (2006) Rugby A Player's Guide to the Laws, HarperCollinsWillow
6. Anita Navin (2008). Netball: Skills, Techniques, Tactics. The Crowood Press Ltd
7. Way, E. (2011). Netball. Hodder Childrens Divison.


SPPR 2862 - CO-CURRICULUM MANAGEMENT

The course expose the students to the roles of teacher, manager and coach in managing the co-curiculum activities at all level - school, state and national. Students will encompass the skills in sports and games, uniform units and clubs at the school by participate in the planned activities throughout the course. In addition, students are also involve in planning and organizing co-curicular activities based on the assignment given. Through this assignment, students are able to communicate effectively, responsibility and apply the appropriate management skills that needed in managing the program and co-curicular activities in the aspect of public relationship, liability and security, facilities, finance, purchasing and manintaining the equipments, evaluation and program management and also office and staff management. At the end of this course, students able to conduct a succesful sports activities that has high quality in all aspects either in or outside the campus. Students are also expected to work well in group especially during organizing the program.

References

1. Temtime, M. C. (2010). Secretes of Extracurricular Activities. VDM Verlag.
2. Ismail Zamzam (1993) Organisasi dan Kepimpinan Untuk Persatuan dan Kelab Sekolah. Selangor: Fajar Bakti
3. Rubin, R.S., Bommer, W.H. & Baldwin, T.T. (2002) Using extracurricular activity as an indicator of interpersonal skill: prudent evaluation or recruiting malpractice, Human Resource Management. Volume 41, Issue 4 , Pages 441 - 454
4. Kaufman, J., Gabler, J. (2004) Cultural capital and the extracurricular activities of girls and boys in the college attainment process, Poetics 32 145-168
5. Fredricks, J. A., Eccles, J. S. (2006) Extracurricular Involvement and Adolescent Adjustment: Impact of Duration, Number of Activities, and Breadth of Participation. Applied Developmental Science, Vol. 10, No. 3, Pages 132-146
6. Alva, S. , Elmore, A. , Nord, C. W. and Zill, N. (2004) High School Participation in Extracurricular Activities: Implications for Positive Outcomes Later in Life? Paper presented at the annual meeting of the American Sociological Association, Hilton San Francisco & Renaissance Parc 55 Hotel, San Francisco, CA, http://www.allacademic.com/meta/p110208_index.html
7. Fredricks, J. A., Eccles, J. S. (2005). Developmental Benefits of Extracurricular Involvement: Do Peer Characteristics Mediate the Link Between Activities and Youth Outcomes? Journal of Youth and Adolescence Volume 34, Number 6


SPPA 3113 - INDUSTRIAL TRAINING

The course gives the opportunities for the student to undergo practical training in institutions or industries related to the sports science field. Students are able to practice their knowledge in the real situations and also gain new knowledge, skills and technology from the industry. At the end of the course, beside preparing the daily report during practical training, students will also have to provide the report and reflection of the practical training that has been implemented at the industry.

References
1. Field, S. (2009). Career Opportunities in the Sports Industry. Infobase Publishing.
2. Poon Wai Chiang (2004)."The Development of Malaysia Economy". Prentice Hall
3. Mohd Rosli Mohamad & Mohamed Aslam Gulam Hassan, Penyunting (2000). "Pembangunan Ekonomi Malaysia Era Globalisasi". Penerbit Universiti Malaya
4. Mohd Khairuddin Hashim & Syed Azizi Wafa (2002). "Small and Medium Sized Entreprises in Malaysia; Development Issues". Prentice Hall
5. Duane Brown (2003)."Career information, Career Counseling, and Career Development (8th ed)". Boston, Pearson Education, Inc
6. David C. Watt (2003) Sports management and administration: Routledge

SLAE 1012 - FUNDAMENTALS OF GRAMMAR

The course aims to introduce to students the elements of grammar of the English language. It also aims to consolidate students’ knowledge and understanding of the various grammatical features of the English Language through review and analysis of sentences and short texts from various sources. Practice in accurate use of grammatical items to enhance students grammatical accuracy and proficiency also forms an essential component of this course.

References
1. Chalker, S. (1984). Current English Grammar. London: Macmillan Publishers Ltd
2. Collins Cobuild. (2000). English Grammar. Glasgow: Harper Collins Publishers
3. Eastwood, J. (1994). Oxford Guide to English Grammar. Oxford: Oxford University Press
4. Evelyn P. Altenberg, Robert M. Vago. (2010), English Grammar: Understanding the Basics. New York: Cambridge University Press.
5. Greenbaum, S. (1991). An Introduction to English Grammar. Essex, England: Longman
6. Huddleston, R and Pullum, G.K. (2002). The Cambridge Grammar of the English Language. Esex, England: Longman
7. Leech, G. and Svartvik, J. (1975). A Communicative Grammar of English. Essex, England: Longman
8. Quirk, R. and Greenbaum, S. (1973). A University Grammar of English. London: Longman.
9. Sanford, S. V. (2011). English Grammar. BiblioLife


SLAE 1023 - STRUCTURES OF ENGLISH


The course is designed to introduce and familiarize students with the structure of English word, phrases, clauses and sentences. The course aims to provide exposure to different approaches and analyses of the structure of the English language at the various levels. The course also provides students with the opportunity to explore and investigate structural patterns of the language with a view of more practical ways of teaching the language in the classroom. Among the topics included are brief description of the English language and language learning, elements that make up language and grammar, analyses of the structure of language at different levels: word, phrase, clause, sentence, some rules of sentence formation based on transformational grammar, and basic functional description and analyses of sentences. At the end of the course, students should be able to discuss the different structures of English(at the different levels of analysis), analyse different structures, apply the analyses to other structures and present analyses of different structures.

References
1. Downing, A. and Locke, P. (1992). A University Course in English Grammar. London: Prentice Hall International.
2. Eastwood, J. (1994). Oxford Guide to English Grammar. Oxford: Oxford University Press.
3. Fabb, N. (1997). Sentence Structure. London: Routledge.
4. Fromkin, V. and Rodman, R. (1988). An Introduction to Language. New York: Holt, Rinehart and Winston, Inc.
5. Huddleston, R.D. (1976). An Introduction to English Transformational Sysntax. London: Longman.
6. Jespersen O. (2010). Growth and Structure of the English Language. Nabu Press
7. Laurel J. Brinton, Donna Brinton. (2010). The Linguistic Structure of Modern English. John Benjamins Publishing Company
8. Radford, A. D. (1981). Transformational Syntax. London: Arnold.
9. Tailerman, M. (1998). Understanding Syntax. London: Arnold.
10. Thomas, A.J. and Martinet, A.V. (1986). A Practical English Grammar. Oxford: Oxford University Press.


SLAE 1112 - INTRODUCTION TO LITERATURE

This course is offered to first year students majoring in TESL. Students who register for this course should already have some knowledge about the various elements and types of literary works. In this course, a variety of literary texts, written by various writers of different backgrounds, will be analyzed for their structure, style, approaches and also underlying values, moral and truths. Exposure to the different approaches to the study of literary criticisms and styles of writing by different writers will enhance students appreciation and views of well known literary works.

References
1. Barnet, Sylvan. (1985). A Short Guide to Writing about Literature (5th ed.). Toronto: Little, Brown And Company.
2. Booth A. & Mays K. J. (2010). The Norton Introduction to Literature. W. W. Norton & Company, Incorporated
3. Bronte, C. (1994). Jane Eyre. England: Penguin Popular Classics.
4. Bronte, E. (1994). Wuthering Heights. England: Penguin Popular Classics.
5. Meyer M. (2010). Bedford Introduction to Literature: Reading, Thinking, Writing. Bedford/St. Martin's
6. Tan, A. (1988). The Joy Luck Club. United States: GP Putnam and Sons.


SLAE 1122 - LITERARY APPRECIATION

This course will expose the students to a number of well-known literary texts of authors of different backgrounds. Discussions will be based on the different forms and styles of these authors. Exposure to several approaches of literary criticism will enhance and expand students appreciation and views of literary works.

References

1. Boardman, R. & J. McRae (1984) Reading Between the Lines. Cambridge: CUP
2. Gower, R. & M. Pearson (1986) Reading Literature. London: Longman
3. Johnson, C. D. (1994) Understanding to Kill a Mockingbird: A Student Casebook to Issues, Sources, and Historic Documents. New York: Greenwood Press
4. Lee, H. (1989) To Kill a Mockingbird. Arrow (Publisher)
5. Rogers, P. (ed) (2001) The Oxford Illustrated History of English Literature. Oxford: OUP
6. Spurr, B. (2006) Studying Poetry. Melbourne: Macmillan


SLAE 2013 - LINGUISTICS I

This course provides a useful introduction to the field of linguistics as intended for beginning students with no previous knowledge or training in the subject. Specifically, the course is designed to introduce basic concepts in linguistics to students who are preparing for a career in the teaching of English as a second language. The course explores the universal nature of language and its aims, and general methods and principles of linguistic theory. We will survey the fundamental linguistic concepts in phonetics, phonology, morphology, syntax and semantics. After having exposed to the basic principles in these core linguistic sub-fields, students will, hopefully have a sharper ear for language, a deeper understanding of its nature, and a healthier interest in all its manifestations.

References
1. Fromkin, V, R. Rodman and N. Hymes. (2007). An Introduction To Language. 8th edition. Boston: Thompson Wadsworth.
2. Finegan, E. (2011). Language: Its Structure And Use. International edition. Cengage Heinl
3. Frommer, P.R. and E. Finegan. (2003). Looking At Languages: A Workbook In Elementary Linguistics. 3rd edition. Heinle.
4. Hudson, G. (2000). Essential Introductory Linguistics. Oxford: Blackwell.
5. Justice, P.W. (2004). Relevant Linguistics. Stanford: CSLI.
6. Finch, G. (1998). How To Study Linguistics. London: Mcmillan.
7. Pinker, S. (1994). The Language Instinct: How The Mind Creates Language. New York: Harper Collins.


SLAE 2042 - LINGUISTICS II

The course is a continuation of topics discussed in Linguistics I. having been introduced to theoretical fundamentals of core linguistics areas, students will now explore the applied areas of language variations, language change/decay, language and the society, language and power, and language planning. At the end of the course, students will be able to write short analytical paper consisting of their own observation of a linguistic phenomenon and discuss its relations with the relevant linguistic reasoning/theory that lies behind it.

References
1. Fromlin, V., R. Rodman and N.Hyams. (2007). An Introduction To Language. 8th Edition. Boston: Thomas Heinle.
2. Finegan, E. (2011). Language: Its Structure And Use. International edition. Cengage Heinl
3. Hudson, G. (2000). Essential Introductory Linguistics. Oxford: Blackwell.
4. Pinker, S. (1994). The Language Instinct; How The Mind Creates Language. New York: Harper Collins
5. Wardhaugh, R. (1998). An introduction to Sociolinguistics. 3rd Edition. Oxford: Blackwell.

 

SLAE 2032 - METHODOLOGY IN TESL I

This course encourages learners to examine how theories and beliefs of language teaching/ learning are put into practice. Learners will be introduced to major trends and developments in second/ foreign language teaching/ learning. Each trend will be discussed and analysed so that learners will be better informed about its nature, strengths and weaknesses. Having gained insights into the theoretical and practical aspects of second/ foreign language teaching and learning, learners should thus be able to make informed choices when entering the teaching profession.

References

1. Bateman B. & Lago B. (2011). Methods of Language Teaching. Routledge
2. Brown, H. Douglas. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy. Prentice Hall.
3. Chitravelu, N., Sithamparam, S. and Choon, T.S. (1995). ELT Methodology: Principles and Practice. Shah Alam: Penerbit Fajar Bakti Sdn Bhd.
4. Krashen, Stephen D. (1981). Principles And Practice In Second Language Acquisition. English Language Teaching series. London: Prentice-Hall International (UK) Ltd.
5. Larsen-Freeman, Dianne. (1986). Techniques and Principles in Language Teaching. New York: Oxford University Press.
6. Nunan, David. (1991). Language Teaching Methodology: A Textbook for Teachers. Prentice Hall.
7. Prator, Clifford H. & Celce-Murcia, Marianne. (1979). "An outline of language teaching approaches." In Celce-Murcia, Marianne & McIntosh, Lois (Ed.), Teaching English as a Second or Foreign Language. Newbury House.
8. Richards, Jack & Rodgers, Theodore. (1986). Approaches and Methods in Language Teaching. New York: Cambridge University Press.


SLAE 2022 - LANGUAGE LEARNING THEORIES


The course introduces students to some major views and theories in the area of language learning with emphasis on second language acquisition. It will examine some key issues in second language acquisition with special focus on the role of input and interaction in promoting learning or acquisition. The course will also provide practice in carrying out a small-scale project to investigate the nature of interaction in the classroom and their possible effects on second language development

References
1. Brown, H.D. (2007). Principles of Language Learning and Teaching (4th Edition). Pearson Longman.
2. Ellis, R. (1985). Understanding Second Language Acquisition. Oxford: Oxford University Press.
3. Ellis, R. (1997). Second Language Acquisition. Oxford: Oxford University Press.
4. Gass, S.M. and Selinker, L. (1994). Second Language Acquisition: An Introductory Course. Hillsdale, NJ: Erlbaum.
5. Lightbown, P.M. and Spada, N. (1999). How Language are Learned. Oxford: Oxford University Press.
6. McLaughlin, B. (1987). Theories of Second Language Acquisition. London: Edward Arnorl.


SLAE 2052 - METHODOLOGY IN TESL II


This course introduces students to some major trends in methods, approaches, assumptions and issues on the nature of language and how languages can be acquired and taught. It examines the notion of Communicative Language Teaching (CLT) of which the emphasis is on the teaching of integrated skills: listening, reading, speaking and writing. The course also provides opportunities for students to plan and practice an effective second language lesson based on the various theories, principles and methods of ELT methodology. The ELT issues discussed in this course include student-centred versus teacher-centred, learner autonomy, authenticity, process versus product, fluency versus accuracy and form versus meaning.

References
1. Bateman B. & Lago B. (2011). Methods of Language Teaching. Routledge
2. Celce-Murcia, M. (2001). Teaching English as a Second or Foreign Language (3RD Edition). USA: Heinle&Heinle Publishers.
3. Chitravelu, N. S. Sithampara and S.C, Teh. (1995). ELT Methodology - Principles and Practice. Kuala Lumpur: Penerbit Fajar Bakti.
4. Coleman J.A. and J. Klapper (eds.). (2005). Effective Learning and Teaching in Modern Languages. London: Routledge.
5. Johnson, K. (1982). Communicative Syllabus Design and Methodology. Oxford: Pergamon Press
6. Mc Donough, J. and C. Shaw. (2003). Materials and Methods in ELT (2nd Edition). UK: Blackwell.
7. Nunan, D (editor). (2003). Practical English Language Teaching. New York: McGraw Hill.
8. Richards, J.S. and T.S. Rodgers. (2001). Approaches and Methods in Language Teaching. Cambridge: CUP.



SLAE 2132 - ACADEMIC SKILLS FOR TEACHERS OF ESL


This course is designed to further enhance and consolidate students language learning skills. It adopts the project-based approach where students are expected to incorporate the four language skills and academic skills towards the completion of their project. Input/data for the project are derived from both primary and secondary sources. The output of the project will be presented on a seminar presentation both in oral and written forms.

References
1. Westbrook, J. and Clarke, S. (2009). The Complete Guide To Becoming An English Teacher. London: SAGE Publication Ltd.
2. Evans, C., Midgley, A., Rigby, P., Warham, L., and P. Woolnough. (2009). Teaching English. London: SAGE Publication Ltd.
3. Elizabeth, M. E. S. (2010). Methods Of Teaching English. New Delhi: Discovery Publishing House.
4. Doff, A. (1998). Teach English: A Training Course for Teacher. Cambridge University Press.
5. Dulay, H. and Krashen, S. (1982). Language Two. New York: Oxford University Press.
6. Nunan, D. (1992). Methods in Language Learning. USA: Cambridge University Press.


SLAE 2062 - CLASSROOM OBSERVATION

The course introduces students to some basics of the language teaching profession which includes approaches to teaching practice, classroom management and teaching strategies. In addition, it will also provide students with knowledge on approaches to classroom observation and research. This will equip them with the skills of investigating a language-learning classroom. Amongst the research methods and techniques that will be introduced are the use of case studies, questionnaires, observation schedules, diaries, interviews and think-aloud in classroom investigation. This will provide students with the knowledge and skills to work through, either individually or collaboratively, the various steps involved in planning, conducting, evaluating and reporting a research project.

References
1. Dunn, Rita. (1998). The Complete Guide to the Learning Styles In-service System. Allyn & Bacon.
2. Emmer, Edmund T. (1999). (5th. Edition) Classroom Management for secondary teachers. Allyn & Bacon.
3. Eyster, R H., and Martin, C. (2010). Successful Classroom Management: Real-World, Time-Tested Techniques for the Most Important Skill Set Every Teacher Needs. Illinois: Sourcebook, Inc.
4. Greenlaw, Jim. (2000). English Language Arts and Reading on the Internet: a Resource for K-12 Teachers. Prentice-Hall.
5. Gower, R. & Walters, S. (1985). Teaching Practice Handbook: A Reference Book For EFL Teachers In Training. Heinemann Educational Books.
6. Ming-Tak, H., Wai-Shing, L. (2008). Classroom Management: Creating a Positive Learning Environment. Hong Kong: Hong Kong University Press.
7. Nunan, D. (1989). Understanding Language Classrooms; A Guide For Teacher-Initiated Action. Prentice Hall
8. Popham, W. James. (1998). (2nd. Edition) Classroom Assessment: What Teachers Need To Know. Allyn & Bacon.
9. Savage, T. V., and Savage, M. K. (2009). Successful Classroom Management And Discipline: Teaching Self-Control And Responsibility. California: SAGE Publications Inc.
10. Walker, B.J. (1999). Diagnostic Teaching of Reading: Techniques for Instruction and Assessment. Prentice-Hall.

SLAE 3112 - SOCIOLINGUISTICS

The course will examine theories, research, and topics discussed in various readings in sociolinguistics. It central focus is on language learning and teaching in relation to social and cultural contexts. Some topics which will be looked into include language and society, language and variations, and sociolinguistics in language teaching. For each topic there is an overview of central issues in sociolinguistics and a discussion of implications for the language classroom. As an introductory course in a teacher training programme, it addresses the curricular and pedagogical implications of current theories and research in sociolinguistics. This will equip the teacher-trainees with the necessary knowledge to effectively teach culturally diverse classrooms and optimize their students’ learning.

References
1. Abdullah Hassan (1994). Language Planning in Southeast Asia. Kuala Lumpur: DBP.
2. Awang Sariyan. (2000). Warna dan Suasana: Perancangan Bahasa Melayu di Malaysia. Kuala Lumpur: DBP.
3. Holmes, J. (2000). An Introduction to Sociolinguistic. New York: Longman.
4. Hornberger, N. H. (2010). Sociolinguistics And Language Education. UK: Multilingual Matters.
5. McKay, S. & N. Hornberger (eds.) (1996). Sociolinguistics and Language Teaching. Cambridge: Cambridge University Press.
6. Spolsky, B. (1998). Sociolinguistics. Oxford: Oxford University Press.
7. Wardhaugh, R. (2009). An Introduction To Sociolinguistics. United Kingdom: John Wiley and Sons.
8. Wolfson, N. (1989). Perspectives: Sociolinguistics and TESOL. Philadelphia: Newbury House.


SLAE 3022 - CURRICULUM STUDIES IN TESL


The course introduces participants to issues in curriculum studies with special focus on TESL and the national English language curriculum. At macro level analysis, several broader philosophical and theoretical considerations in language-in-education planning, curriculum planning and curriculum decision making will be discussed. The micro level analysis will include planning processes and classroom implementation. Participants will be required to make critical analysis of selected readings or issues through classroom discussion and writing assignments to show their understanding of key issues.

References
1. Burke, J. (2003). The English Teacher's Companion: Guide to Classroom, Curriculum and the Profession. Heinemann.
2. Henson, K.T. (2000). Curriculum Planning: Integrating Multiculturalism, Constructivism, and Education Reform. McGraw-Hill Higher Education.
3. Gutek, G. (1988). Philosophical and Ideological Perspectives on Education. Boston: Allyn & Bacon.
4. Johnson, R. (Ed.) (1989). The Second Language Curriculum. Cambridge: Cambridge University Press.
5. Kamaruddin Hj. Husin. (1994). KBSM dan Strategi Pengajaran Bahasa. Kuala Lumpur: Season.
6. Kelly, A.V. (1989). The Curriculum: Theory and Practice. London: Paul Chapman.
7. Melles G. (2009). Negotiating Curriculum Work in ESL. Lambert Academic Publishing
8. Nation I. S. P. & Macalister J. (2009). Languge Curriculum Design. Taylor & Francis.
9. Richards, J.C. (2001). Curriculum Development In Language Teaching. Cambridge:Cambridge University Press.


SLAE 3122 - LITERATURE IN ELT


The course is designed to expose students to various teaching approaches suitable for the teaching of English through literature. It will emphasize on preparing students to generate own materials for their literature lessons based on the approaches introduced. Initially, students will go through some hands-on activities after lectures on the approaches. These activities will be based on different types of literary texts such as short stories, novels and poems. After the activities are conducted, discussions will be held to get students’ responses on the activities conducted and to discuss issues and concerns related to the use of literature in the ESL classroom. At the end of the course, students should be able to develop materials and activities using literary texts for the teaching of the English language.

References
1. Carter, R. and Long, M. (1991). Teaching Literature. London: Longman.
2. Collie, J. & Slater, S. (2005). Literature in the Language Classroom. Cambridge: Cambridge University Press
3. Chitravelu, N. et. al. (2002). ELT Methodology: Principles and Practice. Selangor: Penerbit Fajar Bakti Sdn. Bhd.
4. Frey O. (2010). Teaching Literature: Charlie and the Chocolate Factory. GRIN Verlag.
5. Lazar, G. (1999). Literature and Language Teaching: A Guide for Teachers and Trainers. Cambridge:Cambridge University Press
6. Sell, R.D. & Brumfit, C. (Ed.) (1995). Literature Throughout Foreign Language Education: The Implications of Pragmatics. Southhampton: Phoenix ELT
7. Subramaniam, G. & Vethamani, M.E. (2003). Teaching of Literature in ESL/EFL Contexts. Petaling Jaya: Sasbadi Sdn. Bhd.
8. Talif, R. (1995). Teaching Literature in ESL: The Malaysian Context. Kuala Lumpur: Penerbit Universiti Pertanian Malaysia
9. Thaler E. (2008). Teaching English Literature. UTB
10. Yancey, K.B. (2004). Teaching Literature as Reflective Practice. Urbana, IL:National Council of Teachers of English


SLAE3012 - COMPUTER ASSISTED LANGUAGE LEARNING I


This course introduces students to Computer Assisted Language Learning (CALL) with specific focus on the early CALL and its relevance to a language learning classroom in Malaysia. Students will be introduced to the different definitions of CALL, the interdisciplinary perspective and theoretical background of CALL, the roles of the computer and teachers in a language classroom, and language learning software and its relevance in language teaching and learning. Part of the training involves giving students the opportunity to explore and evaluate different types of language learning and teaching software currently in the market. Also, students will be exposed to the different tools available on MSWord to enhance language teaching and learning. At the end of the course, students should be able to review and evaluate language learning software, prepare lesson plans and relevant teaching aids using tools available on MSWord so that classroom teaching and learning will be more effective.

References
1. Kenning, M. M. and Kenning, M.M. (1990). Computers In Language Classroom. Essex: Longman Group, UK Limited.
2. Levy, M. (1997). Computer Assisted Language Learning: Context and Conceptualization. New York: Oxford University Press.
3. Phil H. (2009). Computer Assisted Language Learning. Routledge
4. Saad Al Kahtani. (2009). Computer Assisted Language Learning. VDM Verlag
5. Sperling, D. (1997). The Internet Guide to English Language Teachers. New Jersey: Prentice Hall Inc.
6. Uschi, F. (1998). Virtual Language Learning: Finding the gems among the pebbles. Melbourne, Australia.
7. Warschauer, M. (1995). (ed.) The Virtual Connections: On-line Activities and Projects for Networking Language Learners. Honolulu: Hawaii, Univ. of Hawaii Press.


SLAE 4032 - DISCOURSE ANALYSIS

This course will introduce students to the basic principles of analysing a unit beyond the sentence which is discourse. The course will first focus on the meaning of discourse analysis and survey theories of discourse. Students will then be given practice in examining both spoken and written forms of language as used in particular socio cultural contexts in which they function and analyse the meaning they construe. In addition, practical applications of discourse analysis in second language teaching and learning will be explored. Students will also be guided to investigate and analyse both spoken and written texts of their choice from any conversational context or written genre.

References
1. Celce-Murcia, M and Olshtain, E. (2000). Discourse And Context In Language Teaching. Cambridge.
2. Gee J. P. (2010). An Introduction to Discourse Analysis: Theory and Method. Taylor & Francis
3. Goffman, E. (1981). Forms of Talk. Oxford: Blackwell.
4. Hutchby, I & Wooffitt, R. (1998). Conversation Analysis. Principles, Practices And Applications. Cambridge: Polity Press/ Blackwells.
5. Jaworski, A. And Coupland, N. (eds) (1999). The Discourse Reader. London: Routledge.
6. Levinson, S. (1979). Activity Types And Language. Linguistics 17, 365-399.
7. McCarthy, M. (1991). Discourse Analysis for Language Teachers. Cambridge: CUP
8. Swales, J. (1990). Genre Analysis: English In Academic And Research Settings. Cambridge: CUP
9. Van Leeuwen, T. (2005). Introducing Social Semiotics. London: Routledge.
10. Yan X. (2010). Discourse Analysis. Lap Lambert Academic Publishing.



SLAE 4012 - ENGLISH FOR SPECIFIC PURPOSES

The course introduces students to the theory and practice of teaching English in specific contexts. Students will be introduced to the nature of teaching English for Specific Purposes (ESP), with special focus on the practical aspects of conducting a target situation analysis, designing instructional materials and implementing the materials in an ESP class. Students are expected to draw from their knowledge especially of language learning theories, methodology, curriculum studies, materials adaptation and design and discourse analysis for this course. At the end of the course, students should be able to conduct a target needs analysis on a specific group of learners and prepare some sample instructional materials for the target group.

References
1. Basturkmen H. (2010). Developing Courses in English for Specific Purposes. Palgrave Macmillan.
2. Belcher D. D. (2009). English For Specific Purposes In Theory And Practice. University of Michigan Press.
3. Dudley-Evans, T. and St.John, M.J. (1998). Developments in English for Specific Purposes: A MultiDisciplinary Approach. Cambridge: Cambridge University Press.
4. Hutchinson, T. and Waters, A. (1987). English for Specific Purposes: A learning-Centred Approach. Cambridge: Cambridge University Press.
5. Khairi Izwan Abdullah, Louis, A.F., Abdul Halim Abdul Raof and Masputeriah Hamzah. (1995). Towards a Framework for Curriculum Design in ESP. ESP Malaysia, 3/1:13-26.
6. Martin, I. (1992). An Invitation To ESP. Singapore: SEAMEO Regional Language Centre.
7. Richterich, R. and Chancerel, J-L. (1987). Identifying the Needs of Adults Learning a Foreign Language. Eagelwood Cliffs. N.J.: Prentice-Hall International.
8. Robinson, P.C. (1991). ESP Today: A Practitioner's Guide. New York: Prentice Hall.
9. Strevens, P. (1988). ESP After Twenty Years: A Re-Appraisal. In M.M. Tickoo (ed.), ESP: State of the Art. Anthology Series 21. Singapore: SEAMEO Regional Language Centre. Pp. 1-13.


SLAE 4022 - MATERIALS ADAPTATION AND DESIGN

The course incorporates four major areas of language learning materials development; i.e. materials selection, evaluation, adaptation, and design. The course will cover the roles of language learning materials and language teachers, the criteria of good teaching and learning materials, and the principles and theories relating to selecting, evaluating, adapting and designing materials.

References
1. Cunningworth, A. (1995). Choosing Your Coursebook. Oxford: Heinemann English Language Teaching.
2. Harmer, 1. (2001). The Practise of English Language Teaching. Essex: Pearson Education Limited.
3. Tomlinson, B. (2011). Materials Development in Language Teaching. Cambridge: Cambridge University Press.
4. Tomlinson, B. & Masuhara, H. (2004). Developing Language Course Materials. Singapore: SEAMEO Regional Language Centre.
5. Ur, P. (2002). A Course In Language Teaching. Cambridge: Cambridge University Press.

SLAE 4112 - TEACHING MACRO SKILLS IN TESL

This course is designed to expose the students to the detail principles and practise of teaching reading, writing, speaking and listening skills introduced in Methodology in TESL II. It will emphasise on a wide range of techniques and activities in teaching the four skills and explores ways of integrating the skills in ESL. At the end of the course, students should be able to apply the techniques and activities in form-focused instruction.

References
1. Aslam M. (2006). Teaching of English. Foundation Book
2. Langer, J. & Filhan, S. (2004). Writing And Reading Relationships: Constructive Tasks. http://cela.albany.edu/publication/article/writeread.htm
3. Kennedy, B. L. (1994). The role of topic and the reading/writing connection. TESL-EJ Teaching English as a Second or Foreign Language, 1 (1), 1-16. http://www-writing.berkeley.edu/TESL-EJ/ej01/a.3.html
4. Rose Tunku Ismail. (1999). A Guide To Listening For Specific Purposes. Utusan Publications & Distributors Sdn. Bhd.
5. Freeman, Diane-Larsen. (2000). Techniques And Principles In Language Teaching. Oxford: Oxford University Press.


SLAE 4043 - LANGUAGE TESTING AND EVALUATION

The course is a comprehensive introduction to language testing and evaluation for language practitioners. It discusses theoretical issues and testing problems, particularly those related to the question of how, when and what to test. Topics covered include definitions of concepts of testing, functions and types of tests, item building and analysis, and construction of tests to meet the needs of language practitioners. To this end, there will be hands-on experience on test construction and test result analysis.

References
1. Alderson, J.C., Clapham, C. & Wall, D. (1999). Language Test Construction and Evaluation. Cambridge: Cambridge University Press
2. Bachman, L.F. (1990). Fundamental Considerations in Language Testing. Oxford: Oxford University Press.
3. Bachman, L.F. & Palmer, A. S. (1996). Language Testing in Practice: Designing and Developing Useful Language Tests. Oxford: Oxford University Press.
4. Heaton, J.B. (1990). Classroom Testing. Harlow: Longman.
5. Henning, G. (1987). A Guide to Language Testing. Rowley: Newbury House Publishers.
6. Hornberger N. H & Shohamy E. (2008). Language Testing and Assessment. Springer
7. Hughes, A. (1989). Testing for Language Teachers. Cambridge: Cambridge University Press.
8. Weir, C.J. (1993). Understanding and Developing Language Tests. Prentice Hall International.
9. Röver, C. (2005). Testing ESL Pragmatics. Development and Validation of a Web-Based Assessment Battery. New York


SLAE 4122 - TEACHING ENGLISH FOR SCIENCE AND TECHNOLOGY


This course is designed to expose the students to the theoretical and practical aspects of teaching English for Science and Technology (EST). It will emphasise on the nature of scientific and technical English in comparison with general English and the role of the English teacher in teaching EST. At the end of the course, students should be able to examine ways of applying general TESL methodologies in the teaching of EST and explore techniques in integrating the teaching of English into the students mainstream science and technical subjects.

References
1. Erben T., Ban R., Castenada M. E. (2008). Teaching English Language Learners Through Technology. Taylor & Francis
2. Hudson, T. (1991). A Content Comprehension Approach To Reading English For Science And Technology. TESOL Quarterly, 25, 1, pp. 77-100.
3. Dudley-Evans, T & St John, M.J. (1998). Developments In English For Specific Purposes: A Multi-Disciplinary Approach. Cambridge: Cambridge University Press.
4. Hutchinson, T. & Waters, A. (1987). English For Specific Purposes: A Learner-Centred Approach. Cambridge: Cambridge University Press.
6. Snow, M. A. & Brinton, D. M. (1997). The Content-Based Classroom: Perspectives On Integrating Language And Content. New York: Longman.
7. McNamara, T. (2000). Language Testing. Oxford: Oxford University Press.
8. Rank T, Warren C & Milium T. (2011). Teaching English Using ICT: A Practical Guide for Secondary School Teachers. Continuum International Publishing Group


SLAE 4052 - COMPUTER ASSISTED LANGUAGE LEARNING II

This course introduces students to the roles that computers, specifically, the Internet, play in a language teaching and learning classroom. Students will be introduced to the tools available on the Internet that can be used in the classroom to enhance language teaching and learning. As such students will be required to use electronic communication, on-line resources and materials on the web. To maximize the effectiveness of using the Internet in the classroom, students will be exposed to the skills of reviewing and evaluating language learning websites, using communication tools in creating and maintaining specific interest group and developing relevant language teaching and learning materials for classroom use. Students are expected to draw from their knowledge of language learning theories, methodology, AuthorWare development, web page design, materials adaptation and design for this course. At the end of the course students should be able to review, evaluate and adapt the content of a language learning/ teaching web page relevant to the KBSM syllabus and design a simple language teaching/ learning web page to be incorporated in their language teaching classroom.

References
1. Kenning, M. M. and Kenning, M.M. (19900. Computers In Language Classroom. Essex: Longman Group, UK Limited.
2. Levy, M. (1997). Computer Assisted Language Learning: Context and Conceptualization. New York: Oxford University Press.
3. Phil H. (2009). Computer Assisted Language Learning. Routledge
4. Saad Al Kahtani. (2009). Computer Assisted Language Learning. VDM Verlag
5. Sperling, D. (1997). The Internet Guide to English Language Teachers. New Jersey: Prentice Hall Inc.
6. Uschi, F. (1998). Virtual Language Learning: Finding The Gems Among The Pebbles. Melbourne, Australia.
7. Warschauer, M. (1995). (ed.) The Virtual Connections: On-line Activities and Projects for Networking Language Learners. Honolulu: Hawaii, Univ. of Hawaii Press.


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SYNOPSIS ISLAMIC STUDIES

SICI 1013 - AL-QUR'AN WA HIFZUH

Menghafaz dan membaca dengan qira'ah serta mengaplikasikan hukum tajwid ayat dari surah-surah berikut: al-Fatihah, al-Sajadah, Yasin, al-Waqi'ah dan al-Jumu'ah. Kaedah membaca dan menghafal al-Qur'an, asas hukum Tajwid; makhraj dan sifat huruf, hukum Nun Sakinah, Tanwin, Mim Sakinah, bahagian-bahagian Idgham, bahagian-bahagian Idzhar bahagian-bahagian Mad, Waqaf dan Ibtida'. Pengenalan kepada Rasm Uthmani dan Imlai', Pengenalan kepada Qira'ah al-Sab'ah dan ilmu Qira'at al-Quran

Rujukan
1. Al-Qur'an al-Karim, Mashaf al-Qira'at wa al-Tajwid bi al-Rasm al-'Uthmani (1981) Beirut: Mu'assasat al-Iman.
2. Abdul Hafiz bin Haji Abdullah & Hasimah bt. Haji Muda (2004) Tajwid al-Qur'an, Skudai: PPIPS, UTM.
3. Abu al-Farh, Sayyid Lashin. Al-Hafiz, Khalid Muhammad (1992) Taqrib al-Ma'ani fi Sharh Hizru al-Amani fi al-Qira'at al-Sab', Madinah: Maktabat Dar al-Zaman li al-Nashr wa al-Tauzi'.
4. Al-Azhari, Abdul Qadir Leong (2001) Tajwid al-Qur'an Rasm Uthmani, Kuala Lumpur: Pustaka Salam.
5. Al-'Aqrabawi, Zaidan Mahmud Salamah (1992) al-Murshid fi 'Ilm al-Tajwid. Misr: Dar al-Furqan.
6. Al-Diba','Ali Muhammad (t.t) Sharh al-Shatibiyyah al-Musamma Irshad al-Murid ila Maqsud al-Qasid, Qaherah: Maktabat wa Matba'at Muhammad 'Ali Sabih wa Auladuhu.
7. cAbd al-cAlim, Muhammad Mahmud (1986) Ahkam al-Tajwid wa Fada'il al-Qur'an, Qaherah: Maktabat al-Mujallad al-cArabiyyah.
8. cUthman, Husni Sheikh (1994) Haq al-Tilawah, Jeddah: Dar al-Manarah li al-Nashr wa al-Tauzic.
9. Mahmud, cAbd al-Ghafur (1994) al-Madkhal ila Fan al-Ada'. Misr: Dar al-Tibacah al-Muhammadiyyah.
10. Mohd Ali bin Abu Bakar (1997) Seni Lagu al-Qur'an di Malaysia. Kuala Lumpur: Darulfikir.
11. Mohd Rahim Jusoh (2001) Pengenalan Ilmu Qira'at, Selangor: Mahsuri Timur Sdn. Bhd.
12. Nik Ja'afar bin Nik Ismail (1995) Panduan Tartil al-Qur'an 1-2, Kuala Lumpur: Dar al-Fikr.


SICI 1022 - AKIDAH ISLAMIYAH I
Kursus ini membincangkan rukun akidah menurut Quran dan Sunnah. Tauhid Uluhiyyah, Rububiyyah dan Asma' wa sifat. Maratib Tauhid. Nubuwwah dan Sam'iyyah. Syirik. Bid'ah. Khurafat dan Ajaran Sesat. Perkara-perkara yang membatalkan syahadah. Perbezaan antara akidah, falsafah dan ilmu kalam. Cara Quran dalam menanamkan akidah. Keistimewaan akidah Islam. Ciri-ciri masyarakat berakidah. Konsep wala' dan barra' dalam akidah. Ahli Kiblat; Pengertian dan Sikap Mukmin Terhadap Ahli Kiblat.

Rujukan
1. Abu Hanifah, al-Nu'man (1979). Fiqh al-Akbar. Beirut: Dar al-kutub al-Ilmiyyah.
2. al-Hadi, Ja'far (1984). Ma'alim al-Tauhid fi al-Quran al-Karim. Beirut. Dar al-Adwa'.
3. Ibn Abi al-'Izz. (t.th.) Syarh al-Aqidah al-Tahawiyyah fi al-Aqidah al-Salafiyyah. Sunt. Abd.al-Rahman Umairah. 2 Juz. Riyadh. Maktabah al-Ma'arif.
4. al-Qahtani, Muhammad ibn Sa'id, (1409 H). Al-Wala' wa al-Barra' fi al-Islam. Mekah: t.p.
5. al-Tusi, Muhammad ibn al-Hasan. (1984). Al-Iqtisad fi ma Yata'allaq bi al-I'tiqad. Beirut: Dar al-Adwa'.

SICI 1202 - QAWAID LUGHAH ARABIYYAH I

Kursus ini membincangkan pembahagian kalimah: ism, fi'l, dan harf, pembahagian ism dan fi'l: al-Mu'rabah, al-Mabniyyah dan alamat al-I'rab.Marfu'at al-Asma': al-Mubtada', al-Khabar, Ism Kana wa Akhawatuha, Khabar Inna wa Akhawatuha, al-Fa'il, Na'ib al-Fa'il dan al-Tawabi'. Kalimah mengikut al-Mizan al-Sarfiyy: al-Ism al-Sahih wa ghair al-Sahih al-Akhir, al-Nakirah wa al-Ma'rifah, al-Jamid wa al-Mutasarrif, Mufrad, Muthanna dan Jama'.

Rujukan
1. Abduh al-Rajihi, (1988). Al-Tatbiq al-Nahwiyy. Beirut: Dar al-Nahdah al-Arabiyyah.
2. ____________________ . Al-Tatbiq al-Sorf . Beirut: Dar al-Nahdah al- 'Arabiyyah.
3. Ali al-Jarim, & Mustafa Amin. (1956). Al-Nahw al-Wadih fi Qawa'id al-Lughah al- 'Arabiyyah. (3 juzuk). Mesir: Dar al-Ma'arif.
4. Fuad Ni'mah. (t.t). Mulakhas Qawa 'id al-Lughah al- 'Arabiyyah, Dimasq: Mansyurat Dar al-Hikmah.
5. Mustafa al-Ghalayini (1989). Jami' al-Durus al-Arabiyyah. Beirut: al-Maktabah al-Asriyyah.


SICI 1302 FIQH IBADAH I

Kursus ini membincangkan konsep dan falsafah ibadah dalam Islam serta dua topik fiqh ibadah iaitu toharah dan solat; berdasarkan fiqh Mazhab Syafii. Bab toharah membincangkan konsep toharah; najis; air; wudhuk; istinjak; mandi; darah wanita; menyapu khuf; tayammum. Manakala bab solat pula membincangkan konsep solat; menutup aurat; mengadap kiblat; rukun solat; perkara wajib dalam solat; perkara sunat dalam solat; perkara makruh dalam solat; perkara yang membatalkan solat; azan dan iqamah; solat sunat; solat Jumaat; imam dan makmum

Rujukan
1. al-Khatib, Muhammad al-Syarbini (2000). Mughni al-Muhtaj. Misr: Matbaah Mustafa al-Babi al-Halabi.
2. Al-Khin, Mustafa, Mustafa al-Bugha dan Ali asy-Syarbaji (2005) al-Fiqh al-manhaji. Kuala Lumpur: Pustaka Salam.
3. Musa, Kamil (1998). Ahkam al-Ibadat. Beirut: Muassasah al-Risalah.
4. al-Zuhaili, Wahbah (1989). Al-Fiqh al-Islami Wa Adillatuhu. Damsyik: Dar al-Fikri.

SICI 1322 USUL FIQH I

Kursus ini akan memperkenalkan pelajar kepada bab-bab awal dalam perbahasan Usul Fiqh. Ia akan membincangkan tentang pengenalan kepada Usul Fiqh: pendahuluan, pengertian, kemunculan, sejarah penyusunan; Hukum Syarak: pengertian, pembahagian: taklifi dan wad'iy, al-Hakim, al-mahkum fihi, al-mahkum 'alayhi, al-ahliyah; Dalil dalil Syarak: Kehujahan al-Quran: Qat'iyah al-thubut al-wurud, dilalah nusus al-Quran, qat'iyah dan zanniyah; Hadis: kehujahan, pembahagian daripada sudut sanad dan wurud, qat'iyah dan zanniyah, fungsi hadis terhadap al-Quran; Ijma': pengertian dan penghujahannya; Qiyas: penghujahannya; serta mengenai dalil-dalil yang tidak disepakati.

Rujukan
1. Al-Bugha, Mustafa Dib. 1999. Athar al-adillah al-mukhtalaf fiha fi al-fiqh al Islami. Dimashq: Dar al-Qalam.
2. Khallaf, Abd al-Wahhab. 1978. Ilm usul al-fiqh. Kuwait: Dar al-Qalam.
3. Al-Khin, Mustafa Sa'id. 1982. Athar al-ikhtilaf fi al-qawa'id al-usuliyah fi ikhtilaf al-fuqaha'. Beirut: Mu'assasah al-Risalah.
4. Zaidan, Abd al-Karim. 1993. Al-Wajiz fi usul al-fiqh. Qaherah: Dar al-Tauzi' wa an-Nashr al-Islami.
5. Zuhaili, Wahbah. 1986. Usul al-Fiqh al-Islami. Dimashq: Dar al-Fikr.

SICI 1542 - DIRASAH NUSUS FI AL-TAUHID

Kursus ini memberi pendedahan kepada pelajar untuk mempelajari kitab-kitab turath yang muktabar: Kitab Sharh al-Tahawiyyah oleh Ibn Abi al-`Izz, al-Shamil fi Usul al-Din oleh al-Juwaini, aI-Risalah al-Tadmuriyyah oleh Ibn Taimiyyah, Sharh al-Usul al-Khamsah oleh al-Qadi Abd al-Jabbar, al-Milal wa al-Nihal oleh al-Shahrastani, Ihya Ulum al-Din oleh al-Ghazali. Manahij al-Adillah oleh Ibn Rushd, al-Ruh oleh Ibn al-Qayyim. Tamhid al-Awa'il wa Talkhis al-Dala'il oleh al-Baqillani, al-Farq bain al-Firaq oleh al-Baghdadi. Asas Taqdis fi Ilm al-Kalam oleh Fakhr al-Razi.

Rujukan
1. Ibn Abi al-`Izz (1396H). Sharh al-Tahawiyyah. Riyadh: Matba'ah al-Jami'ah.
2. al-Juwaini (t.th.). al-Shamil fi Usul al-Din. al-Iskandariyah: al-Ma'arif.
3. al-Shahrastani (t.th.). al-Milal wa al-Nihal, Lubnan: Dar al-Ma'rifah.
4. al-Taftazani (1974). Syarh al-Aqidah al-Nasafiyah. Damsyiq, Mansyurat Wizarat al-Saqafah wa al-Irsyad al-Qaumi.
5. al-Bazdawi (1963). Usul al-Din. Sunt. Hans Peter Lens. Al-Qahirah: t.p.

SICI 1572 - DIRASAH NUSUS FIQHIYYAH

Kursus ini memberi tumpuan kepada kajian teks kitab-kitab fiqh yang utama dan klasik sebagai panduan kepada kaedah penulisan fiqh dan perbincangan masalahnya. Tajuk-tajuk yang dibincangkan meliputi sejarah penulisan kitab-kitab fiqh hingga kemunculan empat mazhab fiqh yang utama,.pengenalan kepada nama kitab-kitab turath yang muktabar dalam bidang fiqh dan pengkelasannya kepada kepada matan, syarh, mazhab tertentu, pelbagai mazhab dan risalah fiqhiyyah. Pengenalan kepada istilah-istilah yang sering diguna dalam penulisan bidang fiqh. Kajian terhadap teks fiqh dan perbandingan mazhab menerusi beberapa bab iaitu Bab al-Bai' (Jualbeli), Bab al-Salam (Tempahan), Bab al-Rahn (Gadaian), Bab al-Nikah, Bab al-Khulu' (Tebus Cerai), Bab al-Talaq, Bab al-Raj'ah (Rujuk Nikah) dan Bab al-Nafaqat (Nafkah).

Rujukan
1. al-Dimashqi, Abu Abd Allah Muhammad bin Abd al-Rahman al-Dimashqi al-Uthmani al-Shafi'i, Rahmat al-Ummah fi Ikhtilaf al-A'immah, Beirut: Dar al-Kutub al-Ilmiyyah, 1416/1995.
2. al-Sharbini, Shams al-Din Muhammad bin Muhammad al-Khatib, Mughni al-Muhtaj ila Ma'rifat Ma'ani Alfaz al-Minhaj, Beirut: Dar al-Kutub al-Ilmiyyah, 1415/1994.
3. Zaydan, Abd al-Karim, al-Madkhal li Dirasat al-Shari'at al-Islamiyyah, ed. 12, Beirut: Mu'assasat al-Risalah, 1995.
4. Ibn Rushd, Muhammad bin Ahmad bin Muhammad bin Rushd, Bidayat al-Mujtahid wa Nihayat al-Muqtasid. Kaherah: Maktabat Ibn Taymiyyah, 1415
5. al-Kasani, 'Ala' al-Din Abu Bakr bin Su'ud al-Kasani al-Hanafi, Beirut: Dar Ihya'
6. al-Turath al-'Arabi, 1997.al-Khattab, Abu 'Abd Allah Muhammad bin Abd al-Rahman al-Maghribi, Mawahib al-Jalil li Sharh Mukhtasar al-Khalil, Beirut: Dar al-Kutub al-'Ilmiyyah, 1995.
7. Mahmood Zuhdi Abdul Majid, Sejarah Pembinaan Hukum Islam, ed. 2, Kuala Lumpur: Jabatan Penerbitan Universiti Malaya, 1992.
8. Musa Fathullah Harun, Pengantar Syariat Islamiyah, t.tp: Syarikat Meza, 1996.
9. al-Nawawi, Muhyi al-Din Abu Zakariya Yahya bin Sharaf, Minhaj al-Talibin, Beirut: Dar al-Ma'rifah,1994.
10. Qal'aji, Muhammad Rawwas & Qunaybi, Hamid Sadiq, Mu'jam Lughat al-Fuqaha', Beirut: Dar al-Nafa'is, 1985.

SICI 3032 - AKIDAH ISLAMIYAH II

Kursus ini membahaskan secara terperinci dan komparatif tentang pegangan dan pemikiran akidah para ulama Ahli Sunnah wal Jamaah dari aspek ketuhanan, af'al al-ibad dan keakhiratan seperti Abu al-Hasan al-Asy'ari, Al-Baqillani, Abu Mansur al-Maturidi, Al-Bazdawi, Al-Juwaini, Al-Ghazali, Ibn Taimiyyah, Muhammad ibn Abdul Wahhab dan Muhammad Abduh. Isu-isu Ayat-ayat Mutasyabihat. Takwil dan Tasybih

Rujukan
1. Al-Ghazali, Muhammad (t.th.). Aqidah al-Muslim. Kaherah: Matba'ah Dar at Kitab al Arabi.
2. Ibn Abi al-'Izz (t.th.). Syarh al-Aqidah Al-Tahawiyyah fi al-Aqidah al-Salafiyyah. Sunt. Abd.al-Rahman Umairah. 2 Juz. Riyadh: Maktabah al-Ma’arif.
3. Ibn Qudamah al-Maqdisi (1975). Luma'at I'tiqadi al-Hadi ila Sabil al-Rasyad. Syarh oleh Muhammad Salih al-Asimin. Riyadh: Maktabah al-Tabariyyah.
4. 'Irfan, Abd al-Hamid (t.th.). Dirasat fi al-'Aqaid wal Firaq. Baghdad.
5. Al-Nasyar, Ali Sami (1947). Manahij al-Bahs inda Mufakkiri al-Islam. Dar al-Fan al-'Arabi.
6. Al-Nasyar, Ali Sami (1953). Nasy'ah al-Tafkir al-Falsafi fi al-Islam. al-Qahirah: t.p.
7. Al-Tusi, Muhammad ibn al-Hasan (1984). Al-Iqtisad fi ma Yata'allq bi al-I'tiqad. Beirut: Dar al-Adwa.

SICI 2102 - AKHLAK DAN TASAWUF

Kursus ini membincangkan konsep akhlak menurut perspektif ilmu dan amalan tasawwuf. Tasawwuf sebagai satu disiplin ilmu. Sejarah, perkembangan dan kedudukan tasawwuf dalam Islam. Prinsip ilmu tasawwuf. Pembentukan akhlak melalui peningkatan rohani. Mujahadah, muraqabah, dan musyahadah. Konsep Ahwal dan Maqamat untuk mencapai akhlak mulia. Ahwal: Bast, Qabd, dan Wajd. Maqamat: Tawbat, Zuhud, Sabar, Syukur, Khawf wa Raja' , Reda dan Tawakal, dan maqam Mahabbah.

Rujukan
1. Abd Halim Mahmud (1982). Qadiyyat al-Munqidh min al-Dalal. Kaherah: Dar al-Ma'arif.
2. al-Tusi (1960). al-Luma'. Mesir: Dar al-Kutub al-Hadith.
3. H. Aboebakar Atjeh (1980). Pengantar Ilmu Tarekat dan Tasawuf. Kota Bahru: Pustaka Aman Press Sdn. Bhd.
4. Othman bin Napiah (2001). Pengantar Ilmu Tasawuf. Skudai: Universiti Teknologi Malaysia.
5. ________________ (2001), Ahwal dan Maqamat Dalam Ilmu Tasawuf , Skudai: Universiti Teknologi Malaysia.

SICI 2112 - MANHAJ TAFSIR

Kursus ini membincangkan konsep manhaj al-tafsir, sejarah manhaj al-tafsir , aspek manhaj al-tafsir, pendekatan kaedah hermeneutik, pendekatan kaedah tekstual dan kontekstual, pendekatan kaedah interdisiplin dan multidisiplin, pendekatan kaedah positivistik dan rasionalistik dan pendekatan kaedah fenominologik realisme metafisik

Rujukan
1. Al-Farmawiy, Abd al-Hayy (1977). Al-Bidayah fi al-Tafsir al-Maudu'iy. Misr: Matba'ah al-Hadarah al-Garbiyyah, Cet. Ke-2.
2. Rahman, Fazlur (1980). Major Themes of the Qur'an. Chicago: Biblioleca Islamica.
3. Runes, D. Dagobert (1976). Dictionary of Philosophy. New Jersey: Littlefield, Adams & Co.
4. Muhammad Quraish Shihab (1989). Posisi Sentral al-Quran dalam Studi Islam. Taufik Abdullah (ed.) Metodologi Penelitian Agama, Yogyakarta: Tiarawacana.
5. Yahaya Jusoh (2004). Konsep Al-Quran Mengenai Harta, Sains dan Pemikiran. Pusat Pengajian Islam & Pembangunan Sosial

SICI 2112 - QAWAID LUGHAH ARABIYYAH II

Kursus ini akan mendedahkan pelajar kepada hubungan antara kata dalam frasa, klausa dan ayat; bentuk kata serta golongan kata bahasa Arab secara teori dan amali. Perbincangan merangkumi Mansubat al-Asma': Khabar Kana wa Akhawatuha, Ism Inna wa Akhawatuha, al-Maf'ul bih, al-Maf'ul al-Mutlaq, al-Maf'ul li Ajlih, al-Maf'ul Fih, al-Maf'ul Ma'ah, al-Hal dan al-Mustathna'. Kursus ini juga membincangkan al-Fi'l: al-Sahih wa al-Mu'tall, al-Fi'l al-Lazim wa al-Fi'l al-Muta'addi, al-Ism al-Mujarrad wa al-Mazid, al-Fi'l al-Madi, al-Mudari' dan al-Amr, al-Fi'l al-Mabni li al-Ma'lum wa al-Mabni li al-Majhul, al-Hamzah; dan al-I'lal wa al-Ibdal

Rujukan.
1. 'Amir, Muhammad Marsi et al. Taysir al-Sarf. (2 juzuk). Kaherah: al-Hay'ah al-'mmah li Shu'un al-Mat'bi' al-Amiriyyah.
2. Fu'ad Ni'mah, Mulakhkhas Qawa'id al-Lughah al-'Arabiyyah. t.th. Kaherah: al-Maktabah al-'Ilmiyy.
3. al-Ghal'yini, al-Shaykh Mustaf'. (1989). J'mi' al-Durus al-'Arabiyyah. Beirut: al-Maktabah al-'Asriyyah.
4. al-J'rim, 'Ali & Mustaf- Amin. (1956). Al-Nahw al-W'dih fi Qaw'id al-Lughah al-'Arabiyyah. (3 juzuk). Mesir: D'r al-Ma'rif.
5. al-R'jihi, 'Abduh. (1988). Al-Tatbiq al-Nahwi. Beirut: D'r al-Nahdah al-'Arabiyyah.

SICI 2242 - BALAGHAH

Kursus ini memperkenalkan al-Fasahah dan al-Balaghah serta kaitan antara keduanya. Pendedahan kepada ilmu al-Bayan: al-Tasybih, al-Haqiqat dan al-Majaz dan al-Kinayah. Ilmu al-Ma'ani: khabar, al-Insya`, al-Qasr, al-Ijaz wa al-Itnab wa al-Musawat, al-Fasl wa al-Wasl. Ilmu al-Badi': al-Muhsinat al-Lafziyyah dan al-Muhsinat al-Ma'anawiyyah

Rujukan.
1. Abdul Aziz 'Atiq (1985), Fi al-Balaghah al-'Arabiyyah: Ilmu Ma'ani, Beirut: Dar al-Nahhah al-'Arabiyyah
2. Abdul Aziz Abdul Mu 'ti 'Arafah (1984), Min Balaghat al-Nazmi al-'Arabiy, Juz 1&2, Beirut: 'Alam al-Kutub.
3. Ali Jarim & Mustapha Amin (1984), al-Balaghah al-Wadihah, Mesir: Dar al-Ma'arif.
4. Ali Muhammad Hasan (1994), Asrar al-Bayan, Kaherah : Al-Haiah al- 'Ammah Li Syu'un al-Matabi - al-Amiriyyah.
5. Sayyid Ahmad al-Hasyimi (t.t), Jawahir al-Balaghah, Beirut: Dar al-Nahdah al-'Arabiyyah.

SICI 2312 - FIQH IBADAH II

Kursus ini membincangkan asas-asas perundangan Islam berteraskan Ilmu Naqli dan Aqli. Hukum-hukum jenayah Hudud, Qisas, Ta'zir dan Diyat. Perbincangan berdasarkan kepada empat mazhab yang utama.

Rujukan
1. Mahfodz Mohamad (t.th.) Jinayah dalam Islam: Satu kajian ilmiah mengenai hukum-hukum hudud. Kuala Lumpur: Persatuan Ulama Malaysia.
2. al-Khin, Mustofa et.al. (2005) al-Fiqh al-manhaji: Kitab fekah mazhab Syafie. Kuala Lumpur: Pustaka Salam.
3. al-Zuhaili, Wahbah (1989). al-Fiqh al-Islami wa adillatuhu. Damsyik: Dar al-Fikr.

SICI 2342 - EKONOMI ISLAM

Kursus ini membincangkan pengenalan ilmu ekonomi dan kelahiran sistem ekonomi konvensional serta kritikan ke atasnya, Islam dan tuntutan berekonomi, prinsip-prinsip dan ciri-ciri sistem ekonomi Islam, kepentingan akhlak dalam ekonomi Islam, prinsip-prinsip perniagaan serta kelebihan sistem ekonomi Islam berbanding sistem konvensional, institusi-institusi ekonomi seperti bank, insurans dan pasaran saham.

Rujukan.
3. Runes, D. Dagobert (1976). Dictionary of Philosophy. New Jersey: Littlefield, Adams & Co.
4. Muhammad Quraish Shihab (1989). Posisi Sentral al-Quran dalam Studi Islam. Taufik Abdullah (ed.) Metodologi Penelitian Agama, Yogyakarta: Tiarawacana.
5. Yahaya Jusoh (2004). Konsep Al-Quran Mengenai Harta, Sains dan Pemikiran. Pusat Pengajian Islam & Pembangunan Sosial

SICI 2112 - QAWAID LUGHAH ARABIYYAH II

Kursus ini akan mendedahkan pelajar kepada hubungan antara kata dalam frasa, klausa dan ayat; bentuk kata serta golongan kata bahasa Arab secara teori dan amali. Perbincangan merangkumi Mansubat al-Asma': Khabar Kana wa Akhawatuha, Ism Inna wa Akhawatuha, al-Maf'ul bih, al-Maf'ul al-Mutlaq, al-Maf'ul li Ajlih, al-Maf'ul Fih, al-Maf'ul Ma'ah, al-Hal dan al-Mustathna'. Kursus ini juga membincangkan al-Fi'l: al-Sahih wa al-Mu'tall, al-Fi'l al-Lazim wa al-Fi'l al-Muta'addi, al-Ism al-Mujarrad wa al-Mazid, al-Fi'l al-Madi, al-Mudari' dan al-Amr, al-Fi'l al-Mabni li al-Ma'lum wa al-Mabni li al-Majhul, al-Hamzah; dan al-I'lal wa al-Ibdal

Rujukan.
1. 'Amir, Muhammad Marsi et al. Taysir al-Sarf. (2 juzuk). Kaherah: al-Hay'ah al-'mmah li Shu'un al-Mat'bi' al-Amiriyyah.
2. Fu'ad Ni'mah, Mulakhkhas Qawa'id al-Lughah al-'Arabiyyah. t.th. Kaherah: al-Maktabah al-'Ilmiyy.
3. al-Ghal'yini, al-Shaykh Mustaf'. (1989). J'mi' al-Durus al-'Arabiyyah. Beirut: al-Maktabah al-'Asriyyah.
4. al-J'rim, 'Ali & Mustaf- Amin. (1956). Al-Nahw al-W'dih fi Qaw'id al-Lughah al-'Arabiyyah. (3 juzuk). Mesir: D'r al-Ma'rif.
5. al-R'jihi, 'Abduh. (1988). Al-Tatbiq al-Nahwi. Beirut: D'r al-Nahdah al-'Arabiyyah.

SICI 2242 - BALAGHAH

Kursus ini memperkenalkan al-Fasahah dan al-Balaghah serta kaitan antara keduanya. Pendedahan kepada ilmu al-Bayan: al-Tasybih, al-Haqiqat dan al-Majaz dan al-Kinayah. Ilmu al-Ma'ani: khabar, al-Insya`, al-Qasr, al-Ijaz wa al-Itnab wa al-Musawat, al-Fasl wa al-Wasl. Ilmu al-Badi': al-Muhsinat al-Lafziyyah dan al-Muhsinat al-Ma'anawiyyah

Rujukan.
1. Abdul Aziz 'Atiq (1985), Fi al-Balaghah al-'Arabiyyah: Ilmu Ma'ani, Beirut: Dar al-Nahhah al-'Arabiyyah
2. Abdul Aziz Abdul Mu 'ti 'Arafah (1984), Min Balaghat al-Nazmi al-'Arabiy, Juz 1&2, Beirut: 'Alam al-Kutub.
3. Ali Jarim & Mustapha Amin (1984), al-Balaghah al-Wadihah, Mesir: Dar al-Ma'arif.
4. Ali Muhammad Hasan (1994), Asrar al-Bayan, Kaherah : Al-Haiah al- 'Ammah Li Syu'un al-Matabi - al-Amiriyyah.
5. Sayyid Ahmad al-Hasyimi (t.t), Jawahir al-Balaghah, Beirut: Dar al-Nahdah al-'Arabiyyah.

SICI 2312 - FIQH IBADAH II

Kursus ini membincangkan asas-asas perundangan Islam berteraskan Ilmu Naqli dan Aqli. Hukum-hukum jenayah Hudud, Qisas, Ta'zir dan Diyat. Perbincangan berdasarkan kepada empat mazhab yang utama.
Rujukan
1. Mahfodz Mohamad (t.th.) Jinayah dalam Islam: Satu kajian ilmiah mengenai hukum-hukum hudud. Kuala Lumpur: Persatuan Ulama Malaysia.
2. al-Khin, Mustofa et.al. (2005) al-Fiqh al-manhaji: Kitab fekah mazhab Syafie. Kuala Lumpur: Pustaka Salam.
3. al-Zuhaili, Wahbah (1989). al-Fiqh al-Islami wa adillatuhu. Damsyik: Dar al-Fikr.

SICI 2342 - EKONOMI ISLAM

Kursus ini membincangkan pengenalan ilmu ekonomi dan kelahiran sistem ekonomi konvensional serta kritikan ke atasnya, Islam dan tuntutan berekonomi, prinsip-prinsip dan ciri-ciri sistem ekonomi Islam, kepentingan akhlak dalam ekonomi Islam, prinsip-prinsip perniagaan serta kelebihan sistem ekonomi Islam berbanding sistem konvensional, institusi-institusi ekonomi seperti bank, insurans dan pasaran saham.

Rujukan
1. Qaradawy, Yusof (1988), Peranan Akhlak Dalam Ekonomi Islam . Kuala Lumpur: ABIM.
2. Mannan, M.A (1993), Ekonomi Islam: Teori dan Praktis . Kuala Lumpur: A.S. Nordeen.
3. Afzalur Rahman (1990), Doktrin Ekonomi Islam . Jld. 1-4. Kuala Lumpur: Dewan Bahasa dan Pustaka.
4. Umar Chapra (1992). Islam and The Economic Challenge. UK: Islamic Foundation.
5. Hussin Salamon (1998). Speculation in The Stock Market From The Islamic Perspective. Unpublished Ph.D Thesis. UK: Univ.of Wales.

SICI 2402 - ASAS PEDAGOGI BAHASA ARAB

Kursus ini membincangkan asas-asas pedagogi bahasa Arab dari segi definisi, bentuk dan cara-cara mengaplikasikan teori-teorinya dalam pengajaran. Kursus ini memberi pendedahan tentang kaedah dan metode pengajaran fonetik, struktur bahasa, perbendaharaan kata, pembacaan dan penulisan Arab. Kaedah-kaedah ini dibincangkan secara menyeluruh yang merangkumi teori, bentuk dan pelaksanaannya dalam proses pengajaran dan pembelajaran bahasa Arab.

Rujukan
1. Al-Bugha, Mustafa Dib. 1999. Athar al-adillah al-mukhtalaf fiha fi al-fiqh al Islami. Dimashq: Dar al-Qalam.
2. Khallaf, Abd al-Wahhab. 1978. Ilm usul al-fiqh. Kuwait: Dar al-Qalam.
3. Al-Khin, Mustafa Sa'id. 1982. Athar al-ikhtilaf fi al-qawa'id al-usuliyah fi ikhtilaf al-fuqaha'. Beirut: Mu'assasah al-Risalah.
4. Zaidan, Abd al-Karim. 1993. Al-Wajiz fi usul al-fiqh. Qaherah: Dar al-Tauzi' wa an-Nashr al-Islami.
5. Zuhaili, Wahbah. 1986. Usul al-Fiqh al-Islami. Dimashq: Dar al-Fikr.

SICI 2412 - KAEDAH MENGAJAR BAHASA ARAB

Kursus ini membincangkan tentang kepentingan Bahasa Arab, kesediaan dan kelebihan mempelajari Bahasa Arab, kelebihan dan kekurangan kaedah nahu dan terjemah, kaedah langsung, kaedah dengar dan tutur, kaedah elektik, Faktor-faktor berkesan dalam pengajaran, penggunaan buku teks dan makmal bahasa, Pembinaan Alat Bantu Mengajar dan penilaian bahasa. Pengajaran Mikro.
Rujukan
1. Al-Khuliey, Muhammad Ali (1982). Asalib al-Tadris. Riyadh: Dar al-Ulum.
2. Al-Khuliey, Muhammad Ali (1982). Dirasat Lughawiyyah. Riyadh: Dar al-Ulum.
3. Buku-buku lain berkaitan bahasa

SICI 24222 KAEDAH MENGAJAR PENDIDIKAN ISLAM I


Kursus ini akan memperkenalkan pelajar kepada Pengenalan Pendidikan Islam dari segi asas falsafah, matlamat dan bidang. Sejarah Perkembangan Pendidikan Islam, Pendekatan Pengajaran Rasulullah dan Para Sahabat, Perkembangan Pendidikan Islam di Malaysia, Pendidikan Islam Dalam Kurikulum Baru Sekolah Rendah (KBSR) dan Kurikulum Bersepadu Sekolah Menengah (KBSM), Pengenalan Program J-QAF, Penerapan nilai murni, merentas kurikulum dan gabung jalin. Pendekatan Penilaian Fardhu Ain (PAFA), Pengujian, Pengukuran dan Penilaian Pendidikan Islam.

Rujukan

1. Abdul Ghafar Md.Din. 2003. Prinsip dan Amalan Pengajaran. Kuala Lumpur: Utusan Publication & Distributors.
2. Abdul Ghani Samsuddin (1994). Falsafah Pendidikan Islam: Satu Perspektif Baru Dalam Pendidikan Islam. Kuala Lumpur: Persatuan Bekas Pelajar Timur Tengah
3. Abdullah Ishak (1989). Sejarah Perkembangan Pelajaran dan Pendidikan Islam. Kuala Lumpur: Al-Rahmaniah, Badan Dakwah dan Kebajikan Malaysia.
4. Ahmad Mohd Salleh (1997). Pendidikan Islam: Falsafah, Pedagogi dan Metodologi, Kuala Lumpur: Fajar Bakti Sdn. Bhd.
5. Ahmad Mohd. Salleh. 2008. Pengajian Agama Islam & J-Qaf; Metodologi dan Pedagogi Pendidikan. Selangor: Oxford Fajar Sdn. Bhd.6. Al-Khuliey, Muhammad Ali. 1982. Asalib al-tadris, Riyadh: Dar al-Ulum.
7. Al-Khuliey, Muhammad Ali. 1982. Dirasat Lughawiyyah, Riyadh: Dar al-Ulum.
8. Al-Shaibani, Omar Mohammad al-Toumy (1979), Falsafah Pendidikan Islam (terj.), Jakarta: Bulan Bintang.
9. Atan Long, Pedagogi Kaedah Am Mengajar, Amiza Publishing Sdn. Bhd. Kuala Lumpur.
10. Ee Ah Meng. 1988. Pedagogi Untuk Bakal Guru. Kuala Lumpur: Penerbit Fajar Bakti Sdn. Bhd.
11. Kamarul Azmi Jasni, Ab. Halim Tamuri. 2007.Pendidikan Islam; Kaedah Pengajaran dan Pembelajaran. Skudai: Universiti Teknologi Malaysia.
12. Mok Soon Sang. 2003. Pendidikan Di Malaysia: Kuala Lumpur: Kumpulan Budiman Sd. Bhd.
13. Sufean Hussin. 2000. Dasar Pendidikan Progresif; Perspektif MAKRO dan MIKRO. Kuala Lumpur: Utusan Publication & Distributors.

SICI 2432 - KAEDAH MENGAJAR PENDIDIKAN ISLAM II

Kursus ini akan memperkenalkan pelajar kepada Kaedah Pengajaran & Pembelajaran Pendidikan Islam, Strategi Pengajaran Tilawah Al-Qur'an ; Bacaan, Kefahaman dan Hafazan, Strategi Pengajaran Ulum Syariah; Akidah, Ibadah, Sirah dan Tamadun Islam dan Strategi Pengajaran Adab dan Akhlak Islamiyah. Kemahiran Asas Dalam Pengajaran dan Pembelajaran, Penulisan Persediaan Mengajar; Pengaplikasian Multimedia Sebagai Bahan Bantu Mengajar (BBM) dalam Pengajaran dan Pembelajaran Pendidikan Islam.

Rujukan
1. Sufean Hussin. 2000. Dasar Pendidikan Progresif; Perspektif MAKRO dan MIKRO. Kuala Lumpur: Utusan Publication & Distributors.
2. Mok Soon Sang. 2003. Pendidikan Di Malaysia: Kuala Lumpur: Kumpulan Budiman Sd. Bhd.
3. Abdul Ghafar Md.Din. 2003. Prinsip dan Amalan Pengajaran. Kuala Lumpur: Utusan Publication & Distributors.
4. Ee Ah Meng. 1988. Pedagogi Untuk Bakal Guru. Kuala Lumpur: Penerbit Fajar Bakti Sdn. Bhd.
5. Kamarul Azmi Jasni, Ab. Halim Tamuri. 2007.Pendidikan Islam; Kaedah Pengajaran dan Pembelajaran. Skudai: Universiti TeknologiMalaysia.
6. Ahmad Mohd. Salleh. 2008. Pengajian Agama Islam & J-Qaf; Metodologi dan Pedagogi Pendidikan. Selangor: Oxford Fajar Sdn. Bhd.
7. Al-Khuliey, Muhammad Ali. 1982. Asalib al-tadris, Riyadh: Dar al-Ulum.
8. Al-Khuliey, Muhammad Ali. 1982. Dirasat Lughawiyyah, Riyadh: Dar al-Ulum.
9. Abdul Ghani Samsuddin (1994). Falsafah Pendidikan Islam: Satu Perspektif Baru Dalam Pendidikan Islam. Kuala Lumpur: Persatuan Bekas Pelajar Timur Tengah
10. Abdullah Ishak (1989). Sejarah Perkembangan Pelajaran dan Pendidikan Islam. Kuala Lumpur: Al-Rahmaniah, Badan Dakwah dan Kebajikan Malaysia.
11. Ahmad Mohd Salleh (1997). Pendidikan Islam: Falsafah, Pedagogi dan Metodologi, Kuala Lumpur: Fajar Bakti Sdn. Bhd.

SICI 3222 - QAWAID LUGHAH ARABIYYAH III

Kursus ini membincangkan beberapa Mansubat al-Asma': al-Munada, al-Tamyiz dan al-Tawabi'. Majrurat al-Asma': Harf Jar, al-Idafah dan al-Tawabi'. Jenis-jenis al-Asalib: Uslub al-Qasam, Uslub al-Madh wa al-Zamm, Uslub al-Ta'ajjub, Uslub al-Ikhtisas, Uslub al-Syart dan Uslub al-Istifham. Al-Tasghir dan al-Nasab.

Rujukan
1. Abduh al-Rajihi, (1988). Al-Tatbiq al-Nahwiyy. Beirut: Dar al-Nahdah al-Arabiyyah.
2. _____________. Al-Tatbiq al-Sorf . Beirut: Dar al-Nahdah al- 'Arabiyyah.Ali al-Jarim, & Mustafa Amin. (1956). Al-Nahw al-Wadih fi Qawa'id al-Lughah al- 'Arabiyyah. (3 juzuk). Mesir: Dar al-Ma'arif.
3. Fuad Ni'mah. (t.t). Mulakhas Qawa 'id al-Lughah al-'Arabiyyah, Dimasq: Mansyurat Dar al-Hikmah.
4. Mustafa al-Ghalayini (1989). Jami'al-Durus al-Arabiyyah. Beirut: al-Maktabah al-Asriyyah.


SICI 3332 - USUL FIQH II
Kursus ini merupakan lanjutan kepada Usul Fiqh I. Ia membahaskan tentang Maqasid al-Shari'ah, al-Ta'arudh wa al-Tarjih, al-Ijtihad, al-Taqlid, al-Talfiq dan al-Ifta`.

Rujukan
1. Abd. Latif Muda dan Rosmawati Ali. 2001. Perbahasan usul al-ahkam. Kuala Lumpur: Pustaka Salam.
2. Al-Amidi, Abu al-Hasan Ali bin Muhammad. 1404H. al-Ihkam. Beirut: Dar al-Kitab al-'Arabi.
3. Al-Bugha, Mustafa Dib. 1999. Athar al-adillah al-mukhtalaf fiha fi al-fiqh al-Islami. Dimashq: Dar al-Qalam.
4. Khallaf, Abd al-Wahhab. 1978. Ilm usul al-fiqh. Kuwait: Dar al-Qalam.
5. Al-Khin, Mustafa Sa'id. 1982. Athar al-ikhtilaf fi al-qawa'id al-usuliyah fi ikhtilaf al-fuqaha'. Beirut: Mu'assasah al-Risalah.
6. Al-Syaukani, Muhammad bin Ali bin Muhammad. 1992. Irsyad al-fuhul. Beirut: Dar al-Fikr.
7. Zaidan, Abd al-Karim. 1993. Al-Wajiz fi usul al-fiqh. Qaherah: Dar al-Tauzi' wa an-Nashr al-Islami.
8. Zuhaili, Wahbah. 1986. Usul al-Fiqh al-Islami. Jil. 2. Dimashq: Dar al-Fikr

SICI 3342 - QAWAID FIQHIYYAH

Kursus ini akan memperkenalkan pelajar kepada penggunaan kaedah-kaedah fiqhiyyah dalam mengeluarkan hukum-hukum fiqh. Ia membincangkan tentang pengenalan Qawa'id Fiqhiyyah: sejarah perkembangan Qawa'id Fiqhiyyah, peranannya, kedudukan serta kepentingannya; Perbezaan antara Usul Fiqh dengan Qawa'id Fiqhiyyah; Kemunculan tokoh-tokoh perundangan Islam; peranan Qawa'id Fiqhiyyah sebagai dalil istinbat hukum, kedudukannya dalam berfatwa dan memutuskan hukum di mahkamah dan pembahagian Qawa'id Fiqhiyyah ditinjau dari kaedah asasiah dan bukan asasiah

Rujukan
1. al-Duraini, Fathi (1975). al-Manahij al-usuliyyah fi ijtihadi bi al-ra`yi fi al-tasyri` al-Islam. Damsyiq: Dar al-Kitab al-Hadith.
2. al-Nadawi, Ali Ahmad (1994). al-Qawaid al-fiqhiyyah. Damssyiq: Dar al-Qalam.
3. al-Sayuti, Jalaluddin Abdul Rahman (1987). al-Ashbah wa al-naza'ir fi qawa`id wa furu` fiqh al-shafi`iyyah. Beirut: Dar al-Kitab.
4. Hassan Salleh (1975). al-Qawai`id al-fiqhiyyah (Prinsip-prinsip fiqh Islam). Kelantan: Pustaka Aman Press.

SICI 4042 - ULUM QURAN

Kursus ini membincangkan definisi ulum Quran, sejarah pengumpulan al-Quran di zaman Rasululllah s.a.w. dan para sahabat, pengertian ayat makkiyyah dan madaniyyah, ayat-ayat muhkamat dan mutashabihat serta perbincangan para ulama mengenainya,ayat-ayat aqsam dan amthal, i'jaz al-Qur'an, munasabat, asbab al-nuzul, ayat-ayat umum dan khusus serta ayat-ayat nasikh dan mansukh.

Rujukan
1. al-Qattan, Manna' (1992). Mabahith fi 'Ulum al-Qur'an. Riyadh: Maktabah al-Ma'arif.
2. al-Suyuti, Jalaluddin (1987). al-Itqan fi 'Ulum al-Qur'an. Kaherah: Maktabah al-Ma'had al-Husaini.
3. al-Salih, Subhi (1973). Mabahith fi 'Ulum al-Qur'an .Beirut: Dar al-`Ilm li al-Malayin.
4. Usmaini, Muhammad Taqi (2000), An Approach to the Quranic Sciences. Karachi: Darul Ishaat.
5. al-Zarqani, Muhammad Abd al-Azim (1988), Manahil al-'Irfan. Beirut: Dar al-Fikr.

SICI 4052 - ULUM HADIS


Kursus ini membincangkan pengenalan hadis: Pembahagian, Himpunan hadis, Peranan hadis terhadap al-Qur'an, Kedudukan hadis dalam Perundangan Islam, Cara Penerimaan dan Penyampaian hadis,Perbezaan al-Qur'an, hadis qudsi dan hadis nabawi, Ilmu jarh dan ta'dil, Sejarah penulisan hadis, Hadis maudhu' dan penciptaannya, serta kajian beberapa Hadis maudhu', faktor yang menjamin kesenambungan hadis, Kedudukan hadis: Sahih , hasan, dhaif, Kondisi hadis secara rasmi, keraguan orentalis, Sekitar pembukuan hadis sahih Bukhari dan Muslim.

Rujukan
1. Abdul Ghani Azmi bin Haji Idris, Kedudukan As Sunnah / Al Hadith dalam Syariat Islam. Terbitan Al- Ikhsan Enterprise.
2. Al- Khatib, Muhammad al- Ajjaj (1963). Al- Sunnah Qabl al- Tadwin. Mesir : Maktabab Wahbah3. Al- Khatib, Muhammad al- Ajjaj( 1971). Usul Hadis: Ulumuhu waMustalahu. Beirut: Dar al- Fikr.
4. Al Salih, Subhi( 1971). Ulum alHadis wa Mustalahu, Beirut: Dar al - Ilm li al- Malayin.
5. Dar Ibnu Zaidun, Al Hadis Qudsi, Beirut.
6. H. Zainal Abidin Ahmad, (1975), Imam Bukhari Pemuncak Ilmu Hadis , Bulan Bintang Jakarta.
7. Habsi Ash Shiddiqiey.(1956) Pokok Pihak Ilmu Dirrayah Hadis, Jakarta
8. Hashim Hj. Yahya 1975) Sejarah Penulisan Hadis, Pustaka Aman Press Kelantan.
9. Huda Mohsin ( 1995), Ulum al Hadis, Kuala Lumpur, DBP.
10. Ibrahim Ismail dan Abdul Ghani Shamsudin,( 1987) Kedudukan Hadis dalam Islam, Terbitan persatuan Ulama Malaysia.
11. K.H.M. Ali Usman. (1982), Pola Pembinaan Akhlak Muslim , Bandung.
12. M.Syuhudi Ismail Dr. (1987) Kaedah Kesahihan Sanad Hadis, Kuala Lumpur.Thinkers Library.
13. M. Ajaj al- Khatib (1999)Keutamaam Ilmu-ilmu Hadis, terbitan badan Cemerlang Johor.
14. Mustafa Assibai, Al Hadis sebagai Sumber Hukum, Changi Road Singapura.
15. Muhammad Musatafa Azmi,(1989), Kajian Metodologi hadis dan Penulisan, DBP, Kuala Lumpur.

SICI 4072 - SIRAH NABAWIYAH

Kursus ini akan mendedahkan pelajar tentang kepentingan pengetahuan tentang sirah nabawiyyah dalam memahami Islam. Ia membincangkan tentang suasana masyarakat Arab Jahiliyyah, Nabi Muhammad s.a.w. sebagai ikutan terbaik yang menjadi pembentuk akhlak, ketua keluarga, pemimpin negara, panglima perang, kaunselor, pakar psikologi, pengurus dan sebagainya. Perbincangan turut mencakupi kerasulan, dakwah, hijrah dan signifikannya dalam membentuk masyarakat serta isu-isu semasa daripada perspektif sirah nabawiyyah

Rujukan
1. M.A.Anees & A.N.Athar, Guide to sira and Hadith Literature. London: Mansell Pub. Ltd., 1986
2. Afzalur Rahman, Encyclopaedia of Seerah. London: Muslim School Trust, 1984
3. Ibn Ishaq, The Life of Muhammad. Translation of Sirat Rasul Allah (introduction by Ibn Hisham), London: Oxford Univ. Press, 1955
4. M.H Haykel, The Life of Muhammad. London: Shorouk International, 1983
5. Ibn Saad. Tabaqat al-Kabir. Karachi: Pakistan Historical Society, 1967
6. Akram Diya' al-Umari, Madinan Society at the Time of Prophet. 2 vol. Virginia: IIIT, 1991
7. Martin Lings, Muhammad his life based on earliest sources. Cambridge: Islamic Text Society, 1995
8. Shibli Nu'mani, Sirat al-Nabi. Karachi: Pakistan Historical Society, 1970
9. K.H.Munawwar Chalil, Kelengkapan Tarikh Nabi Muhammad saw. Jakarta: Bulan bintang, 1987
10. M.N. Ripin. - Muhammad as a manager', Unpublished M Phil. Thesis, Wales, 2000.

SICI 4082 - KAEDAH DAKWAH & PENGURUSAN

Kursus ini membincangkan tentang pengertian dan konsep dakwah, sejarah awal perkembangan dakwah, prinsip-prinsip asas dakwah, rukun-rukun dakwah, sasaran dakwah, kepentingan dakwah, sifat dan kualiti pendakwah, metodologi dakwah, konsep dan prinsip pengurusan, kepentingan pengurusan dakwah, konsep amal jama'i, ciri-ciri organisasi dakwah berencana, perkembangan dan sumbangan dakwah Islamiah di Malaysia.

Rujukan
1. Abu Zahrah, Muhammad (t.t). Al-Da'wah ila al-Islam. Mesir: Dar al-Fikr al-'Arabi.
2. al-Bayanuni, Muhammad Abu Al-Fath (1993). Al-Madkhal ila 'Ilm al-Da'wah. Beirut: Maktabah al-Risalah.
3. Zaidan, Abdul Karim (1976), Usul al-Da'wah. Beirut: Muassasah Al-Risalah.

SICI 4092 - PEMIKIRAN ISLAM

Kursus ini membincangkan sejarah awal pemikiran-pemikiran Islam, aliran-aliran pemikiran Qadariah, Jabariah, Murjiah, Mu'tazilah, Ahlu Sunnah, Salafiah, Syiah, Pemikiran falsafah dari tokoh-tokoh Islam, Pemikiran: Tasawuf dan tokoh Tasawuf Islam.

Rujukan
1. Abdulrahman Abdulkhaliq (1991). Prinsip-prinsip Dakwah Salafiyyah. [terj]. Kuala Lumpur: Angkatan Belia Islam Malaysia.
2. Abdulrahman Hj. Abdullah (1997). Pemikiran Islam Di Malaysia Sejarah dan Aliran. Jakarta: Gema Insani Press.
3. Husayn bin Muhsin bin Ali Jabir (1984). Al-Tariq ila Jamaah al-Muslimin. Kuwait: Dar al-Dakwah.
4. Mat Saad Abdulrahman & Mohd Akhir Yaacob (1985). Penentangan Islam Terhadap Aliran Pemikiran Perosak. Shah Alam: Penerbitan Hizbi.
5. Mohamad Kamil Hj. Ab. Majid (1990). Tokoh-tokoh Pemikir Dakwah. Kuala Lumpur: Angkatan Belia Islam Malaysia.
6. Ramli Awang (1997). Tasawwur Rabbani Menurut Al-Quran dan Al-Sunnah. Shah Alam: Penerbitan Hizbi Sdn.Bhd.
7. S.A.Mutahhari (1983). Menghidupkan Pemikiran dalam Islam, Kuala Lumpur: Islamic Media Communications.
8. Siba'i Mustaffa (1968). Al-Istisyraq wa al-Mustasyriqin ma lahum wa ma `alayhim. Kuwait: Maktabah Dar al-Bayan.
9. Taha Jabir al-Alwani (1995). Krisis Pemikiran Moden, Petaling Jaya: The International Institute & Islamic Thought.
10. Wahiduddin Khan (1985). Revolusi Pemikiran Islam, [terj]. Jakarta: Media Dakwah.
11. Wan Muhammad Ali (2000). Islam & Fitnah Modenisasi. Kuala Lumpur: Pustaka Syuhada.
12. Wan Jaffree Wan Sulaiman (1992). Mutiara yang hilang. Shah Alam: Ummah Media Sdn Bhd

 


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