The belief in “hantu” is the result of animism and dynamism among Malays before the arrival of Hindu, Buddha and Islam. Hantuis portrayed as the incarnation of evil souls wishing to harm humans. This belief is related to the concept of soul existence or “semangat” (essence) in everything including the human body. This ancient belief is integrated into their new religions through adaptation process. After embracing Islam, the belief in hantuis not totally dispelled since its features are similar to that of jinnand shaitan, whose existence are acknowledged in Islam. The belief is also supported by the concept of human soul in the afterlife, where it is deemed as immortal. Hantuis portrayed as the soul of the dead, dwelling in certain places and harming the humans. Based on the analysis of the texts of the Quranand Sunnah, it is found that the soul of the dead could never becomehantu, as opposed to the Malays’ belief. It is because the soul of the dead is in barzakh, the impassible barrier between the world and the Hereafter. It is a place where the soul is either rewarded or punished for his or her deeds in the past life. The souls cannot act independently by themselves as they are under the control of Allah. Based on this, the belief in hantuis against the Islamic teachings. This belief is capable in affecting a Muslim’s faith as it indirectly leads to the denial of rewards and punishments in the afterlife.

The objective of USIM is to advocate and channel Islamic Education into the mainstream of National education. In order to implement Islamic values in teaching, USIM introduced Naqli (Revelation Knowledge) and ‘Aqli (Human Knowledge) elements as part of the syllabus. The subjects offered in USIM must be integrated with values of faith and righteousness. This descriptive case study with qualitative research design aims to explore the integration of the Naqli and ‘Aqli elements in an English language subject offered at the matriculation level in USIM. Qualitative data collection mainly documentation and observation were used to describe the application of the elements in learning English in such context. It contains the design of the lesson plan, how the integration of activities related to the Naqli and ‘Aqli context and the way the students were assessed for achievement and the students’ self-reflection from the activity. Results revealed that Naqli and ‘Aqli is possible to be embedded in English language classes in specifically planned instructional activities that can help instill values of Islam while learning English language.

Globalization causes educational institutions to encounter various challenges and demand, in which they need to play their roles in improving competitiveness and world-class quality education. Universiti Sains Islam Malaysia (USIM) as a university that integrates Naqli and Aqli knowledge has taken the globalization challenge by requiring the adoption of English and Arabic language as a teaching and learning medium with adaptability of knowledge discipline even though majority of the lecturer and students are non-speakers of those languages. For Islamic Studies field, the required medium is Arabic language since it is a discipline of al-Naqli knowledge which is based on knowledge in Arabic language where all the basic sources of Islamic studies namely al-Quran, Hadis and Thurath books are in Arabic language. The objective of this article is to study the teaching techniques applied by the non-Arabic speaking lecturers when they carry out teaching and learning process of Islamic studies to non-Arabic speaking students. This research was conducted based on experience of the lecturers of Islamic studies at Faculty of Quranic & Sunnah Studies and Tamhidi Centre, USIM. From the research, it was found that each teaching method such as lecture session, tutorial and e-learning was conducted with different teaching techniques. Various techniques have been applied accordingly such as brainstorming, discussion, presentation, story-telling, role play, Q&A, quiz, forum, and exercises. Result shows that the teaching techniques applied in teaching Islamic studies for non-Arabic speakers are suitable with the ability and basic knowledge of students. Result also found that the techniques used are significance in teaching process for non-Arabic speaking students in higher education level. Since the students of Faculty of Quranic & Sunnah Studies and Tamhidi Centre have basic knowledge in Arabic language and Islamic studies while they were in high school, research suggests on pursuing these teaching techniques and enhancing them from time to time. KEYWORDS Teaching Method, Islamic Studies, Non-Arabic Speaker, Higher Education