EXPLORING THE EFFECTIVENESS OF EVALUATION OF TEACHING ARABIC CURRICULUM FOR NON-ARABIC SPEAKERS IN ARABIC SECONDARY SCHOOLS OF BRUNEI DARUSSALAM: GRADE ELEVEN AS A CASE STUDY

ABSTRACT: This research work aims to identify the extent of the effectiveness in the Evaluative System ofthe curriculum of Teaching Arabic Language in the class eleventh of Brunei Arabic Secondary Schools. Thisresearch is an Evaluative Quantitative Research as the researchers distributed questionnaires to all the teacherswho teach Arabic Language grade eleven of the Arabic Schools of Brunei. They were four in number. Aftergetting the data required by the research, the researchers analyzed the data using evaluative quantitativeanalytical method in order to get the required outcomes. The result of the research shows that the evaluativesystem of the curriculum available for the Arabic Education in grade eleven of Arabic Secondary Schools inBrunei comprises of both positive and negative aspects. The positive aspects are apparently and mostlymanifested in the presence of evaluation [examination] on some specific Arabic Language Skills. Although it isstill imperfect, it is a positive side, instead of lack of evaluation, because the teaching procedure will not be soperfect until there is a specific Evaluative System. Likewise, the evaluative system in Grade Eleven in thosespecific schools has been mostly perfected ceaselessly; that is a result of the regularity of the accuratecurriculum through which those schools can identify the extent of the developmental promotion of the studentsafter passing through certain academic term, in addition to the fact that the evaluative system in it is appropriatewith the objectives of the curriculum. This is a positive aspect as good evaluative system relies on realization ofobjectives of the curriculum. At this juncture, the researchers observed that all the teachers who teach ArabicLanguage Courses in the Grade Eleven of those particular schools have agreed that the adopted system ofevaluation is appropriate with the objectives of the curriculum. Also, the positive sides manifest in the findingthat the evaluative system is credibly veridical and stable. Surely, this is a positive side for those schools as wellas it is a general condition that accurate evaluative system of curriculum must be veridical and stable.