103 
 
 
  CHAPTER 4
DATA ANALYSIS OF PHASE I : NEED ANALYSIS PHASE 
 
4.1 Introduction 
This study conducted by employing the design and development research 
(DDR) and the data analysis will be described systematically in three phases. In this 
chapter, researcher will presents in detail regarding to the data analysis and result from 
the findings for phase I which is the analysis phase. In phase I: the need analysis 
phase, researcher had analyzed the rquirements to develop a Tarannum mobile app for 
KKQ classes.  
In this phase, researcher has come out with two research objectives which are 
to identify the issues and problems in Tarannum field and to analyse the needs in 
developing a model of KKQ meaning-based Tarannum mobile app in line with two 
research questions. For the first research question, there are two sub-research 
questions constructed and for the second research question, there are four sub- 
research questions constructed. In this section, researcher had answered the research 
questions based on research objective one and two. Table 4.1 below is the table 
detailed for phase 1: the analysis phase. The method used in this phase is document 
analysis and survey by using the interview method. 
104 
 
 
Table ‎4.1: Research Objective and Research Questions for Phase I : Analysis Phase 
RESEARCH OBJECTIVES RESEARCH QUESTIONS 
 
1) To identify the issues and 
problems in Tarannum field. 
 
 
 
 
1) What are the issues and problems in 
Tarannum field?  
1.1 What are the general issues and problems 
in Tarannum field? 
1.2 What are the issues and problems in KKQ 
Tarannum education? 
2) To analyse the needs in 
developing a model of KKQ 
meaning-based Tarannum 
mobile app. 
2) What are the needs in developing KKQ 
meaning-based Tarannum mobile app 
model? 
2.1 How was the approach in teaching 
Tarannum recitation? 
2.2 What are the materials used in teaching 
and learning KKQ Tarannum? 
2.3 How was the technique in reciting the 
Qur’ān with Tarannum? 
2.4 If there is a Tarannum mobile app 
available for KKQ, will it help for teaching 
and learning process? 
4.2 Research Question 1: What are the issues and problems in Tarannum field? 
In the first phase which is the analysis phase, researcher had conducted a need 
analysis research by using a document analysis with interview method in order to 
identify the issues in Tarannum field and to analyse the needs in developing KKQ 
Tarannum mobile app. In research question 1, two sub-research questions were 
answered in detailed throughout this chapter and for research question 2, four sub-
research questions were answered in detailed.  
 
 
 
 
105 
 
 
Table ‎4.2: Research Question with Method Used and Respondent Involved 
Research Questions Method Respondent 
1) What are the issues and problems in 
Tarannum field?  
1.1 What are the general issues and 
problems in Tarannum field? 
1.2 What are the issues and problems in 
KKQ Tarannum education? 
 
 
 
 Document Analysis 
 
 Document Analysis 
 Interview  
 
 
 
- 
 
- 
Interview 5 teachers 
and 2 qāri’/ah 
2) What are the needs in developing 
KKQ meaning-based Tarannum 
mobile app model? 
2.1 How was the approach in teaching 
Tarannum recitation? 
2.2 What are the materials used in 
teaching and learning KKQ 
Tarannum? 
2.3 How was the technique in reciting 
the Qur’ān with Tarannum? 
2.4 If there is a Tarannum mobile app 
available for KKQ, will it help in 
teaching and learning process? 
 
 
 
 
 Interview 
 
 Interview 
 
 Interview 
 
 Interview 
 
 
 
 
 
Interview 5 teachers  
 
Interview 5 teachers 
 
Interview 5 teachers 
and 2 qāri’ /ah 
Interview 5 teachers 
and 4 students 
 
 
The table 4.2 above described the research questions, the method used based 
on each of the sub-research questions and the participating respondents involved 
through this conducted research. Table 4.3 below defines the demographic 
information of the respondents. 
Table ‎4.3: Respondent Demographic Information for Interview Data 
Participants Gender Entitle 
G1 Male KKQ Teacher 
G2 Male KKQ Teacher 
G3 Male KKQ Teacher 
G4 Female KKQ Teacher 
G5 Male KKQ Teacher 
Q1 Male Qāri’ 
Q2 Female Qāri’ah 
M1 Female KKQ Students 
M2 Female KKQ Students 
M3 Female KKQ Students 
M4 Female KKQ Students 
106 
 
 
In the interview sessions the participants involved in this study were five KKQ 
teachers which represent the code G1, G2, G3, G4 and G5; two qāri’s which represent 
the code Q1 and Q2 and four students which represent the code M1, M2, M3, and M4. 
Four male and one female KKQ teachers, while two qāri’s, 1 male and 1 female; and 
five female KKQ students were take part in the interview sessions. 
4.2.1 The General Issues and Problems in Tarannum Field 
1.1 What are the general issues and problems in Tarannum field? 
In order to answer sub-research question 1.1, researcher had used a document 
analysis methods and the analysis had been analyzed in thematic analysis. The 
detailed analysis from this method is elaborated below.  
Document Analysis  
 The first objective of the analysis phase is to analyse the needs in developing a 
model of KKQ meaning-based Tarannum mobile app. The first sub-research question 
is used to identify the general issues and problems regarding to Tarannum field, a 
document analysis conducted to figure out the answers. Documents such as the 
journals, proceedings, theses, and general articles regarding to Tarannum were 
reviewed in identifying the general issues and problems regards to the Tarannum 
field. All the relevant documents are included into Mendeley desktop and exported to 
Atlas.ti software. Each of the documents was assigned with the relevant codes in order 
107 
 
 
to find the answers for the research questions and the answers for this research 
question will be in the thematic.  
  Based on the result from document analysis conducted, the general issues and 
problems regards to Tarannum field are: a) the laws in reciting Tarannum al-Qur’ān 
(Muhammad Lukman et al., 2012; Noor Najihan, Mohd. Fathi, Sabri, Wan Hilmi, 
Mohd Arif, 2011) and b) the teachers’ challenges in teaching Tarannum al-Qur’ān 
(Maimun Aqsha et al., 2011). 
 
Figure ‎4.1: General Issues and Problems in Tarannum Field  
 
a) The laws (hukūm) in reciting Tarannum al-Qur’ān 
 The illustration above show the result from research question 1.1 What are the 
general issues and problems in Tarannum field? The first issue and problem in 
Tarannum field is the laws in reciting al-Qur’ān with Tarannum as discussed by 
Muhammad Lukman et al., 2012; Noor Najihan et al., 2011). A study done by 
108 
 
 
Muhammad Lukman et al., (2012), had reviewed on several hadith of Tarannum law. 
The study indicated with two opinions from the scholars regarding to the law in 
reciting the Qur’ān with Tarannum whereby the first opinion did not agree in reciting 
Al-Qur’ān with Tarannum based on the dalīl (evidence) and the other opinion would 
agree in reciting the Qur’ān with Tarannum based on the dalīl (evidence) provided. As 
a conclusion, the author had concluded that 1. The laws to recite the Qur’ān with 
Tarannum are permissible (sunat) if the purpose of recitation is to beautify the al-
Qur’ān recitation and follow the rules of tajwid correctly. 2. Haram or not permissible 
to recite the Qur’ān with Tarannum if the recitation affect or spoil the rules of tajwid, 
hiding some of the pronunciations (makhraj), shorten the madd and etc. Meanwhile, 
the article from Noor Najihan et al., (2011) entitle Hukum Tarannum Al-Qur’ān : Satu 
Analisis were analyzed the hadith on scholars’ opinion relates to hukūm (laws) of 
reciting the Qur’ān with Tarannum. This article found that Tarannum al-Qur’ān is 
permissible in Islām, however, from the maqāsid al-sharīah’s perspective, the hukūm 
might be changeable to makrūh, harām, hārūs, sunat and fardu kifāyah based on the 
purpose of recitation and its implications.  
b) The teachers’ challenges in teaching Tarannum al-Qur’ān  
 The second general issue and problem in Tarannum field is the teachers’ 
challenges in teaching Tarannum as stated by Maimun Aqsha et al., (2011). In their 
study, the research is conducted at two Islamic schools in the city of Padang, West 
Sumatra Indonesia involved 100 teachers as their research participant. The study had 
indicated that there are seven problems faced by the teachers in Padang, West Sumatra 
Indonesia in teaching Qur’ānic Tarannum.  
109 
 
 
 The problems are from : 1) the administrative and management issue which the 
authors concluded that the school administrators and governmental authorities have 
little to none interest in the Qur’ānic Tarannum as a subject area. In line with the 
issue, there is insufficient training to enhance teachers’ performance and capability in 
teaching Arabic language. It as proofed that teachers are lacked in understanding the 
Arabic languages. 2) The teachers’ problems in Tarannum knowledge. It is found that 
teachers were lacking of knowledge in Qur’ānic Tarannum which was influenced the 
quality of teaching. 3) Tarannum competency among teachers in teaching Tarannum 
is low. It also influenced the quality of teaching. 4) Teachers’ lack of understanding of 
pedagogy. It showed that the teachers are not able to adopt a correct approach or 
method in teaching. 5) Teachers’ incapability to physically practice Tarannum. 6) 
Teachers’ lack of training in teaching Tarannum. 7) Teachers’ attitude in teaching 
Tarannum. This study found that the unwillingness of teachers to accept changes in 
teaching methods and teachers’ propensity in using conventional method. 
 To be conclude, there are two general issues and problems regarding to 
Tarannum field which are the issues discussed on laws in reciting Qur’ān with 
Tarannum (Muhammad Lukman et al., 2012; Noor Najihan et al., 2011) and the issues 
on teachers problems in teaching Tarannum al-Qur’ān (Maimun Aqsha et al., 2011). 
These two issues have been discovered by the scholars and were discussed 
comprehensively in the article. 
110 
 
 
4.2.2 The Issues and Problems in KKQ Tarannum Education 
1.2 What are the issues and problems in KKQ Tarannum education? 
In this section, researcher will answer the sub-research question 1.2 as stated in the 
above matter. The document analysis and interview method were used to answer this 
sub-research question. The analysis of documents and interviews’ trancripts were 
analyzed in a thematic analysis by using Atlas.ti 8 software. First step, researcher had 
assigned the codes relevant to the research question and information given by the 
respondents. Next the codes then grouped into categories and the final step the 
categories then grouped with the suitable themes.  
1) Document Analysis 
 The analyses of documents are from journals, seminars and forum. All of these 
documents are collected from several databases such as Mendeley literature search, 
Proquest, Scopus, and Google scholar. As mentioned in chapter 2, the same steps were 
used in order to compile all of these documents. All documents were put together in 
Mendeley library. After selected the documents that are related to Tarannum field, the 
selected documents were then exported into Atlas.ti 8 software in order to do the 
analysis. For the analysis steps, researcher had assigned the unique code in order to 
find the issues and problems in KKQ Tarannum education. After assigned the unique 
code, the researcher then grouped it into category as a theme for the issues and 
problems in KKQ Tarannum education. The themes were grouped as ‘ISSUE_KKQ 
111 
 
 
Tarannum’ in Atlas.ti 8 in recognizing the themes for KKQ Tarannum education 
issues and problems.  
 From the result, there are ten issues and problems regarding to KKQ 
Tarannum education. The issues and problems are 1) Unsuitable class time and 
session (evening) (Farah Ihyani & Mohd Aderi, 2011; Mohd Faisal, Wan Hasmah, & 
Mohd Yakub Zulkifli, 2012) 2) Lack of qualified, skillful and experienced Tarannum 
teachers (Noor Najihan, Mohd. Fathi, Sabri, & Wan Hilmi, 2011) 3) Teachers' 
questionable proficiency in Tarannum (Farah Ihyani & Mohd Aderi, 2011; Mohd 
Faisal et al., 2012; Muhamad Nasir et al., 2017) 4) Lack of tajwid and Tarannum 
knowledge among students (Muhamad Nasir et al., 2017) 5) Students are not provided 
Tarannum CD ROM by KPM (Noor Najihan et al., 2011) 6) unsatisfactory 
result/grades (Muhamad Nasir et al., 2017) 7) students' low proficiency in Tarannum 
(Muhamad Nasir et al., 2017) 8) Perception, attitude and students' problem in grasping 
Tarannum skills (Muhamad Nasir et al., 2017) 9) Inadequacy and inefficiency of 
student learning method (Azmil et al., 2014) 10) Conventional teaching approach 
(Farah Ihyani & Mohd Aderi, 2011; Mohd Faisal et al., 2012; Noor Najihan et al., 
2011). All of these ten issues are depicted in the Figure 4.2 below. 
112 
 
 
  
Figure ‎4.2: A Document Analysis Result of Issues and Problems in KKQ Tarannum 
Education 
2) Interview with Teachers 
1.2: What are the issues and problems in KKQ Tarannum education? 
  The researcher had conducted interview sessions with five teachers who teach 
KKQ subject and four KKQ students. The same steps applied in document analysis for 
interview method. First of all, the personal interview session conducted were recorded 
by the researcher before the audio of the interview sessions were transcribed into text. 
Then, the text interviews were added into Atlas.ti software and were assigned with 
113 
 
 
unique codes prefix with “T.ISS_” in order to find the answer. For this sub-research 
question 1.2, whereby researcher want to figure out the issues and problems in KKQ 
Tarannum education, researcher had interviewed five KKQ teachers and four KKQ 
students. In addition, researcher has segregated the analyses from different 
perspectives; the issues and problems of KKQ Tarannum from the teachers’ 
perspectives and the issues and problems of KKQ Tarannum from the students’ 
perspectives. In this section, researcher discussed the analysis from the teachers’ 
perspectives.  
 From the interview session conducted, researcher had found out the issues and 
problems regarding to KKQ Tarannum subject from teachers’ perspectives. There are 
plentiful of issues and problems expressed by teachers with regards to KKQ 
Tarannum subject. The issues and problems are : 
1) Students’ proficiency in Tarannum subject. 
 Majority of the students’ proficiency and skills in reciting al-Qur’ān with 
Tarannum were at moderate level. Only one or two students have the skills and could 
recite the Qur’ān with Tarannum. These students, who mostly are talented students, 
already have some experiences joining the Tilāwah al-Qur’ān competition. 
2) Teachers’ proficiency in Tarannum subject. 
  From the interview conducted, three out of five teachers were inadequate in 
reciting al-Qur’ān with Tarannum. They claimed that they are not in the field of 
Tarannum al-Qur’ān or Qur’ānic Studies.  
114 
 
 
3) Students’ interest in Tarannum subject. 
 Teachers claim that most of the students are not interested in learning 
Tarannum al-Qur’ān, only a few students show their interest in learning Tarannum al-
Qur’ān but they are not talented enough to recite al-Qur’ān with Tarannum. The 
teachers also mentioned that students, who were not interested in learning Tarannum 
al-Qur’ān initially, were able to recite it once they have been trained. 
4) Issues with KKQ class. 
 The issues with KKQ class include time constraint to conduct the session. 
Whereby due to the classes being conducted in the evening which is after school 
session, the students usually have other activity such as program under club, co-
curriculum and etc. Consequently, the students were unable to participate to the KKQ 
classes. The class will be overlapped with other school activities forcing that KKQ 
teachers have to tolerate with this situations. Otherwise, the class will be canceled. 
5) Issues with KKQ subjects and syllabus. 
 The syllabus for KKQ were numerous as students have to learn some other 
subject with its own respective syllabus. The subjects for KKQ class were too heavy 
such as as Qiraat, Tajwid, Hafazan (memorization of Qur’ān), Ulum al-Qur’ān and 
Tarannum and it is not suitable for the level of secondary students. 
 
 
115 
 
 
6) Issues with teaching and learning aids. 
 Regarding the issue with teaching and learning aids for KKQ Tarannum 
subject, the students were not given materials or references for this KKQ class. Only 
the teachers are provided KKQ handbook by the Ministry. For some school, it is 
teachers’ initiative to give the copy of KKQ handbook to students. Some of the 
schools were given Tarannum audio CD by the ministry, but most of the school; they 
have not been provided the audio CD of Tarannum and it is teachers’ initiative to buy 
the CD. The teachers have expressed their desire for the teaching and learning aids so 
that the students can read while reciting Tarannum or students can listen to the 
Tarannum recitation with the audio CD. That will give greater impact to the teaching 
and learning process. 
 One of the teachers who could recite the Qur’ān with Tarannum, used to 
record his own voice, then put it into power point; students can click, listen and read 
along with the Tarannum recitation. The teacher then shared the power point through 
students email so that they can revise it at home and also as for their reference. This is 
another initiative from the teachers to create the teaching and learning aids for the 
students. So, based on this issue, there is lack of teaching and learning materials and 
aids that can assist the teachers and student in learning Tarannum al-Qur’ān. 
 Above all are the issues and problems with KKQ Tarannum that were raised 
by the teachers during the personal interview session conducted. Figure 4.3 depicted 
below are the issues and problems with KKQ Tarannum from the teachers’ 
perspectives.  
116 
 
 
 
Figure ‎4.3: Teachers’ Perspectives in KKQ Tarannum Issues and Problems 
 
3) Interview with Students. 
1.2: What are the issues and problems in KKQ Tarannum education? 
 In this section, researcher discussed the analysis from the students’ 
perspectives on the KKQ Tarannum issues and problems. The researcher had 
conducted the interview with four students from KKQ classes Form One (1) to Form 
Three (3). The same steps applied as interview method for the teachers. The personal 
interview session conducted were recorded by the researcher then the audio of the 
interview sessions were transcribed into text. Then, the text interviews were added 
into Atlas.ti software and were assigned with unique codes prefix with “S.ISS_” in 
order to find the answer. 
 From the interview session conducted, researcher had found out the issues and 
problems regarding to KKQ Tarannum subject from the students’ perspectives. There 
are four issues and problems surfaced from the students on the issues and problems 
117 
 
 
with KKQ Tarannum subject. From the students’ perspectives, the issues and 
problems regarding to Tarannum subject are : 
a) Shortness  of breath 
 The student claimed that she is having a problem with Tarannum subject. She 
could not properly carry recitation of al-Qur’ān with Tarannum songs as she has 
difficulties with shortness of breath. It would be easy to others who are having deeper 
breathing to recite the Qur’ān with Tarannum compared to her who just had a problem 
with short breath (Respondent M3, Personal Interview). 
b) No gadget 
 Students who were stayed in the hostel were having problem with the use of 
gadget. According to the students, sometimes their teacher will give Tarannum 
recording or Tarannum audio into ‘whatsApp’ class group. So, it would be difficult to 
those who were stayed in hostel to get access with the learning. Student claimed that’ 
 “Kalau macam kami, kami duduk asrama jadi gadget tu tidak di benarkan bawa.. 
Jadi susah sikit untuk kita orang training Tarannum bila ustazah bagi recording tu 
dalam group susah nk training.” (Respondent M2, Personal Interview) 
 
c) They feel difficult to follow Tarannum melodies  
 The students claimed that it would be a problem to her in order to follow exactly 
the Tarannum recited by her teacher because Tarannum has different tune, and she 
cannot follow it well (Respondent M3, Personal Interview).  
 
118 
 
 
d) The problem with Tajwīd 
 Student claimed that she had a problem with Tajwīd which it means that it would 
be difficult for her to recite the Qur’ān with Tarannum as she have not mastered in 
Tajwīd al-Qur’ān (Respondent M4, Personal Interview). 
 
Figure ‎4.4: Students’ Perspectives on Tarannum Al-Qur’ān Issues 
4.3 Research Question 2: What are the needs in developing KKQ Meaning-Based 
Tarannum mAobile App Model? 
In research question 2, researcher wants to find out the needs to develop a 
meaning-based Tarannum mobile app model for KKQ classes. There are four sub-
research questions formulated in order to answer the main research question. In 
answering the sub-research question, researcher had conducted the interview sessions 
with five KKQ teachers and four KKQ students. The findings from the interview 
session are elaborated in the sub-heading below. 
119 
 
 
4.3.1 The approach in Teaching Tarannum recitation 
2.1 How was the approach in teaching Tarannum recitation?  
In answering the needs to develop a model of KKQ meaning-based Tarannum 
mobile app, it is necessary for the researcher to first figure out the approach used by 
the teachers in teaching Tarannum subject. Based on the interviews conducted, there 
are few approaches used by the teachers in order to teach Tarannum subject to the 
students. One of the respondents has stated that his approach in teaching Tarannum 
subject was;  
“Yang pertama, Tarannum ni kita perkenalkan dia dari segi sejarah dulu lah. 
Sejarah, kemudian kita kaitkan pula dengan pencapaian qāri’ and qāri’ah di 
Malaysia di peringkat antarabangsa, sebagai memotivasikan pelajar. Kita tanya, 
“nak pergi tak tempat-tempat macam ni?” kan… Mereka memang ramai yang 
berminat lah, seronok dan nak pergi juga ke situ. Lepas itu, langkah yang kedua, 
setelah ada minat tu, kita tarik mereka untuk mengikuti alunan. Kita tidak beritahu 
dulu ini alunan Tarannum apa apa apa kan… Cuma mereka bersama-sama dengan 
kita Contohnya dari segi tausyikh la. Tausyikh ni macam nasyid. Mereka ikuti irama 
sehingga mereka pandai tau dengan tausyikh tu, lepas itu baru kita katakan…”Ok, 
tausyikh ni, ni Tarannum dia”, “tausyikh ni, ni Tarannum dia”. Jadi lebih mudah. 
Tausyikh ni dia macam asas kan. Asas. Ataupun kalau kita kata dalam segi matematik 
tu formula, sifir dia. Macam tu.” (Respondent G5, Personal Interview) 
 
Firstly, the teacher introduced the history of Tarannum. Next, he relates it with 
the achievement of Qāri’ and Qāri’ah in Malaysia as well as in the International al-
Qur’ān Recital Competition (Tilawah al-Qur’ān Antarabangsa) in order to motivate 
the students and also to cultivate interest in reciting the Qur’ān with Tarannum 
recitation. Next step, he will asked student to follow the Tarannum melodies based on 
the tausyikh which means the Islamic poetry, as a basis in reciting Tarannum al-
120 
 
 
Qur’ān without teaching the students of the Tarannum types or melodies they recited. 
Once the students comprehend the rhythm, then the teacher will introduce the students 
on the style of Tarannum itself. 
Another teaching approach used by the teacher in teaching Tarannum al-
Qur’ān was quoted as follows: 
“Macam saya ambil ayat-ayat yang pendek lah. Biasanya surah Ad-Duha. Saya ajar 
direct gitu lah. Kadang-kadang pelajar ni surah-surah yang panjang dia tak berapa 
sangat. Tak hafal dia nak buat tu susah. Dia kene surah yang pendek-pendek yang dia 
biasa supaya dia senang nak kuasai lagu tu. Bila surah yang sendiri pun tak berapa 
nak ingat, nak baca tu pun dah tak berapa betul. Tapi bila surah pendek ni dia dah 
kuasai surah tu, nak buat lagu pun senang. Jadi surah yang pendek-pendek tu lagi 
senang la untuk taranum.” (Respondent G4, Personal Interview) 
Through this respond, the teacher had revealed that his approach in teaching 
Tarannum subject is by teaching with short surah (chapters from al-Qur’ān) for the 
Tarannum recitation. He believed that the short chapters which are commonly heard 
and chapters that have already been memorized by the students would be easier for 
them to apply the Tarannum recitation. 
Besides that, another respond from the teacher which teaches Tarannum by 
using the CD as her learning aids explain her approach in teaching Tarannum al-
Qur’ān. She explained that; 
“Guna CD lah. Saya pasang kemudian pelajar ikutlah. Harakat 1, bayyati..ok ikutlah 
sampai dia orang (murid) dapat. Sebab nak lagu tu. Sebab sebenarnya Tarannum ni 
dia nampak macam susahkan, tapi sebenarnya dia markah dia lebih tinggi kepada 
tajwid. So, suara markah dia baru 10. Kita, di tingkatan 3 dan 5 sahaja ada ujian 
syafawi. Untuk dapat sijil. Jadi, soalan tu dia ada markah dia, jadinya setiap harakat 
tu dia ada empat markah. Jadi, kalau pelajar boleh ikut betul-betul lagu tu, ikut 
harakat tu dia akan dapat empat markah. Jadi kita tahu… ustazah tidak boleh nak 
tunjuk pada dia (murid) kan… tapi kita tahu lagu tu dia dapat ke tidak. Kita bukan 
reti menyanyi sangat (ketawa). Tapi kita tahu lagu tu kena atau tidak. Dia dapat tak 
121 
 
 
lagu, bunga lagu harakat satu tu, bayyati tu. Bila dia dapat, Contohnya dapat, sikit je, 
belakang je..hmm mungkin die dapat tiga,mungkin dia dapat dua, tapi tajwid dia 
besar. Tajwid markah yang besarnya. 30 markah.” (Respondent G2, Personal 
Interview) 
Due to her low proficiency in Tarannum recitation, she made used of the CD 
in order to teach. According to her, she will switch on the CD of Tarannum recitation 
and the students will follow the recitation harakat by harakat untill they proficient 
with the recitation for each of the Tarannum melodies. 
Based on the interview session conducted with the KKQ teachers, it can be 
concluded that each of the teachers possess their own approach in teaching Tarannum 
al-Qur’ān. Some used the tausyikh approach, some used short chapters to make the 
students master the Tarannum melodies and some used CD to teach the students while 
they teaches harakat by harakat untill students able to apply the melodies. It was also 
reveal here that the teachers skilled in the Tarannum recitation will use their own 
vocal to teach the Tarannum and the one who are not proficient in Tarannum 
recitation will use other sources to teach Tarannum.   
4.3.2 The Materials Used in KKQ Tarannum Learning 
2.2 What are the materials used in teaching and learning KKQ Tarannum? 
Teaching aids are believed to be helpful in improving the teaching and learning 
process and enhancing the students’ understanding of the lesson content that are being 
delivered (Azmil, 2015). As agreed by Mohd. Yakub @ Zulkifli, Noor Jamaliah, and 
122 
 
 
Zaidi, (2008), teaching aids can assist the teaching and learning process, attract the 
students’ interest and it also can increase the students’ motivation.  
In conveying the Tarannum learning, there are several kinds of teaching aids 
that were applied by the KKQ teachers. As depicted in Figure 4.5, that is based on the 
interview conducted with the KKQ teachers, the teaching aids they were used in 
teaching Tarannum such as the KKQ handbook by KPM (Kementerian Pendidikan 
Malaysia), the CD, the KKQ exercise book, Youtube, Power Point, Whatsapp group, 
email, audio recording, laptop and speakers. The main teaching aids that were 
provided by KPM in KKQ Tarannum education are the KKQ handbook and the CD 
for learnings, while the rest from the teaching aids mention were the teachers’ 
initiative to teach students on Tarannum subject. 
 
Figure ‎4.5: Applied Teaching Aids by the KKQ Teachers from the Interview Session 
Conducted 
 
123 
 
 
The teaching aids that were provided by KPM are only the handbook and the 
CD. But, according to the teachers in the interview session conducted by the 
researcher, some of the schools were not given any teaching aids. Thus, the teachers 
must use their own initiative to teach Tarannum recitation, such as what is depicted in 
the Figure 4.5. The KKQ handbook is the main teaching aids that were provided by 
the KPM. But, according to respondent, the KKQ handbook from KPM is provided 
only for teachers. For students, there is no learning material for their reference. Some 
of the teachers used to photocopy the KKQ handbook and give to the students as their 
textbook. It is one of the teachers’ initiatives for the sake of students’ reference. As 
what had been told by the respondent (G5); 
“…..Buku panduan KKQ tu untuk guru. Untuk student tidak dibekalkan. Dia kena 
beli. Maknanya dia beli…kita sebagai…sebab memang tidak ada di kedai buku ni. 
Kita beli, kita pesan dengan pengedar peringkat negeri ni, Contohnya kalau di sini 
biasanya dengan Ustaz Jalaluddin lah, dulu dia SMKAB…..Memang Kementerian 
tidak membekalkan buku teks kan. Sebabnya dalam KKQ, dia ada Tajwid, ada 
hafazan, ada Qiraat, Ulum al-Qur’ān dan Tarannum ni, ada hak yang murid-murid 
perlu baca. Kalau tidak ada buku, dia orang ni nak rujuk berdasarkan nota apa yang 
kita beri sewaktu kita bercakap... Kalau dulu memang tidak ada langsung di bekalkan, 
untuk budak beli pun tidak ada. Jadi, yang ada tu saya kena photostat.”( Respondent 
G5, Personal Interview) 
Tarannum CD is one of the teaching aids that were provided by KPM. But 
regarding to the respondents from the interview session, some of the schools are not 
been provided with this teaching aid.  
“…Sebab bahagian Tarannum ni tak ada CD.” (Respondent G5, Personal Interview) 
Other respondent told that they have not use of the provided CD, but they used 
other CD that were purshased on their own initiative such as the Tarannum CD from 
Ustaz Nik Azizan.   
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“Kalau dah bosan dengan buku kan, saya buka contoh-contoh taranum daripada 
qāri’-qāri’. Lepas tu yang Ustaz Nik yang kat TV 9 tu. Dia pun, dalam Youtube 
banyak juga. Dia ada jual CD juga.Kadang-kadang saya beli CD dia.” (Respondent 
G4, Personal Interview) 
Most of the teachers are used to teach their students by using YouTube 
platform assisted by the laptop and speaker for better sound system. They often 
utilized YouTube as teaching material since it would be easier for them to make use of 
this for Tarannum learning. They can search the Tarannum recitation from famous 
qāri’ accessible worldwidely. 
“..Saya lebih suka buka Youtube bagi dia dengar. Saya pun lebih senang.” 
(Respondent G4, Personal Interview) 
“….kemudian kita ambil daripada YouTube lagu2 drpd syeikh2. Haaa Kita ambil kat 
situlah kebanyakan, sbb kita ada link2 dgn YouTube.” (Respondent G1, Personal 
Interview) 
Some make full use YouTube with whatsapp group. The teacher choose the 
Tarannum video from YouTube platform, then she posted the link to the KKQ class’ 
whatsapp group. The students then can practice the Tarannum recitation style that 
were shared by the teacher on their own at home. 
“..Memang pasang laptop, pastu kita ada kemudahan ni (YouTube). So, macam kita 
pilih satu surahkan, kemudian dia ada group (group whatsapp kelas KKQ), send la 
kat dia (pelajar) akan boleh berlatih dekat rumah. Jadi benda tu jadi mudah la. Kat 
sekolah kita pasang dia, dia cepat dapat la.” (Respondent G4, Personal Interview) 
Based on respondent G5, he used the laptop to record the audio of Tarannum 
recitation then put the audio recording into PowerPoint program, so that the students 
can click on the audio rcitation repeatly and they can continously practice the 
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Tarannum recitation on their own. The teacher then shared the PowerPoint that 
contained audio recording of Tarannum recitation with the students through email. 
“…Rujukan dia dari segi kemahiran berTarannum ni, dia tidak boleh ditulis. Sebab 
dia suara kan. Jadi, alat bantu kita gunakan komputer tu, makna kita buat rakaman, 
audio tu kita buat. Kemudian, waktu mengajar tu kita boleh gunakan audio tadi 
sebagai bantuan dia. Kemudian kita sendiri lah kan, kita sendiri alunkan dan 
diaorang ingat. Kadang masa sampai satu jam, dua jam satu sesi. Makna kalau kita 
nak berTarannum sendiri kan…kering tekak tu kan. Jadi, kita perlukan alat bantuan 
lah….Makna saya rakam, kemudian masuk dalam power point ke ayat kemudian dia 
boleh klik untuk keluar suara, dia boleh ikut kat situ. Kemudian saya share dalam, 
makna saya ambil email dia orang, saya share dalam email, kemudian dia orang 
boleh buat rujukan di rumah lah kalau waktu cuti..balik…macam tu.” (Respondent 
G5, Personal Interview) 
 
The KKQ exercise book is another alternative that the teacher used as their 
teaching aids in teaching Tarannum subject. As claimed by G3 respondent, the 
teachers bought the KKQ excersice book whereby it only have for form one and Form 
two (2) as an additional book for KKQ students. But, for Tarannum subject, the 
exercise book were only in written form. 
“…Tambah buku sendiri. Ada buku sendiri. Kan saya ada beli, ada tingkatan 1 dan 2 
je. Tingkatan 3 tiada. Buku tambahan (buku latihan KKQ). Buku tu saya Photostat lah 
bagi.” (Respondent G3, Personal Interview) 
In conclusion, there are mainly two teaching aids that were provided by KPM 
in Tarannum learning. One is the KKQ handbook that contain all the KKQ subject 
which are Ulum al-Qur’ān, Tajwid al-Qur’ān, Hafazan, Qiraat, and Tarannum.  The 
other is the Tarannum CD. The KKQ exercise book, Youtube, PowerPoint, Whatsapp 
group, email, audio recording, laptop and speakers are the initiative that were used by 
the teachers in teaching Tarannum subject. 
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4.3.3 The Technique in Reciting the Qur’ān with Tarannum 
2.3 How was the technique in reciting the Qur’ān with Tarannum? 
In answering the sub-research question 2.3, researcher had done the interview 
method with the teachers and qāri’s. In this section, analyses from the interview 
sessions were elaborated on how was the technique of Qur’ān recital with Tarannum 
whereby researcher’s intention to understand the recitation technique used by the 
teachers and the qāri’ and qāri’ah in reciting the Qur’ān with Tarannum. Was the 
recitation emphasised or correlate the melodies with the suitable meaning? The 
analysis from the interview session was elaborated below. 
1) Interview with Teachers. 
 In Tarannum al-Qur’ān, there are seven melodies that have been recited 
practically by Tarannum practitioners. Each melody which is Bayyati, Hijaz, Soba, 
Rast, Jiharkah, Sikah and Nahawand has their own characteristic. As such, in this sub-
research question, researcher wants to know the techniques used by the teachers and 
qāri’ and qāri’ah in order to recite the Tarannum al-Qur’ān whether they co-related to 
the meaning of the verses or vice versa. 
 Based on respondent G1, the KKQ teacher; he stated that he did not 
emphasised the meaning to students in reciting the Qur’ān with Tarannum. He is more 
towards making student recognize each of the Tarannum melody.  
 Based on respondent G2, the KKQ teacher; she stated that she is not from 
Tarannum background and she is not proficient in reciting Qur’ān with Tarannum. So, 
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in teaching students to recite the Qur’ān with Tarannum, she did not emphasised the 
aspect of understand the meaning in Tarannum recitation teaching. 
“….memang Tarannum bukan bidang kan. So, memang ambil masa lama kemudian 
nak faham tu sampai sekarang pun kadang-kadang kita pun sendiri pun memang 
bergantung pada kaset (sumber lain download di Youtube) lah. Kalau dengar 
memang kita tidak mahir lah. Memang akui memang tidak mahir lah sebab bukan 
bidang kan. Sebab mengajar pun baru empat tahun. Tapi bila dengar kaset tu, ok, dia 
bgtahu kan. Yang ni, haaa kita tahu la kan. Ok, untuk jiharkah, untuk doa macam 
mana smua kan. Yang tu kena belajar lagi lah. Buat masa sekarang memang tidak 
mahir lah, dan Tidak menekankan aspek maksud lah dalam pengajaran.” 
(Respondent G2, Personal Interview) 
 Based on respondent G3, the KKQ teacher; he admitted that he was not fully 
proficient in reciting Tarannum al-Qur’ān. His technique in teaching student to recite 
Tarannum al-Qur’ān is to introduce theoritically the types of Tarannum, its 
characteristic and Tarannum role. 
“Yang pertamanya, kena perkenalkan lah jenis-jenis Tarannum tu, sifat dia, peranan 
Tarannum. Biar dia kenal lagu dulu. Tapi itulah, budak-budak ni Tarannum ni dia 
kurang minat. Dan saya sendiri pun tidak menguasai sepenuhnya.” (Respondent G3, 
Personal Interview) 
 Based on respondent G4, the KKQ teacher; he stated that he explained 
theoretically the Tarannum characteristics, and he will choose the surah and match it 
with the suitable Tarannum. But, according to him; some of the Tarannum example in 
the handbook by Kementerian Pendidikan Malaysia (KPM) are not related with the 
meaning of the Qur’ān. In addition, according to him also, the important part for him 
as KKQ teacher is the students can recognize the Tarannum melody. 
“Kalau ikutkan sebenar memang sepatutnya kita tengok makna ayat kan. Bagitahu la 
budak. Okey, contoh jiharkah, jiharkah ni dia lebih kepada lagu sedih mendayu-dayu 
kan. Nahwand, semangat sikit. Jadi, kene tengok ayatlah. Memang bagitahu kat 
pelajar sifat dia macam ni, tapi budak-budak faham je lah, takkan dia nak tengok, nak 
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check ayat. Jadi, secara teorinya kita terangkan sifat-sifatnya, lepas tu kita ambil 
surah-surah tertentu, kita kenakan dengan lagu-lagu yang bersesuaian. Tapi kalau 
tengok contoh yang KPM bagi sendiri kadang tak kena pun sifat-sifat dengan maksud 
dia tu. Tapi yang penting, yang paling utama pelajar kenal lagu tu dulu, pun dah 
susah” (Respondent G4, Personal Interview) 
 Based on respondent G5, the KKQ teacher stated that in the first place, he will 
use tausyikh (arabic poem) to introduce the students with seven Tarannum styles and 
melodies. Then, he will teach the students the history of Tarannum and each of  its 
characteristics and its role. After their students recognize the Tarannum melody, then 
he will emphasise the suitability of verses or surah with the Tarannum melody. 
“Tapi peringkat awal, saya perkenalkan macam tadi saya kata saya perkenalkan 
tausyikh dia dulu, macam sifir dia…kemudian sebab kita dah ajar budak tu sejarah 
Tarannum, setiap Tarannum tu dia ada sifat dia…sifat Tarannum, kemudian ada 
peranan dia kan..maknanya contoh kalau ayat-ayat yang menunjukkan kepada 
perintah, ayat-ayat yang menunjukkan kepada gembira, kepada sedih apa semua tu, 
ikut kesesuaian ayat selepas pada itu. Setelah pelajar dapat Tarannum baru kita 
tekankan, “yang ni awak tak sesuai untuk lagu ni dialunkan..” misalnya. Ok, boleh 
dialunkan tapi kena ubah suai pula alunan tu kan. Nanti orang dengar ayat 
berkenaan dengan azab Contohnya kan. Tapi alunannya bagi orang yang tidak 
tahu…”Uih, sedapnya”. Haaa, kan….takkan azab sedap.” (Respondent 5, Personal 
Interview) 
 
2) Interview Qāri’/Qāri’ah. 
 Based on respondent Q1, qāri’ah from Johor, as part of her teaching Tarannum 
al-Qur’ān, stated that she will introduce her student with the seven Tarannum 
melodies by using bismllah verses. She will teach the characteristic of each Tarannum 
melodies. To ensure that her student will grasp the idea in reciting the different 
Tarannum melody. 
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“Ok, pengenalan awal untuk kelas Tarannum, kita akan bagitahu ada 7 jenis lagu dan 
ada beratus-ratus jenis anak lagu. Ok, very basic sbb dia org ni anak-anak, dia orang 
tak suka benda-benda yang mcm dengar, ngantuk. So kita kena banyak buat macam 
games, so apa yang buat dgn dia org, sy akan bgtahu. Ok contoh, lagu rast lagu yang 
cergas, contoh ayat perintah jadi dia orang dah tahu. Dari situ dia orang dah dapat 
idea. Sbb sy akn ajar basic bismillah dgn 7 jenis Tarannum. Antara awal-awal. Jadi 
saya cakap dengan dia orang macam mana awak nak ingat lagu soba, lagu soba 
macam mana? Lagu soba sedih. Haa, lagu soba sedih, jadi macam mana kalau kita 
sedih? (melagukan nada soba). Mendayu, lembut. Ok, lagu rast, lagu rast cergas, jadi 
bacaaan kena cergas. (melagukan irama rast_bismillah). So, kita bagitahu jugak dgn 
student supaya dia dapat idea untuk air lagu. Kita panggil air lagu.” (Respondent Q1, 
Personal Interview) 
 
 Based on respondent Q2 ; the qāri’, stated that in Malaysia Tarannum recitation 
does not matched with the meaning of the verse due to the lack of understanding of 
Arabic language. He recite the Qur’ān with Tarannum based on the meaning just in 
certain verses only. 
 
“Sebenarnya di Malaysia ni tak ikut makna. Sebab kita bukan orang Arab. Tapi kalau 
saya nak ikut makna, sebenarnya makna tu bukan penuh. Pada tempat-tempat tertentu 
je. Bukan semua ayat tu kita mesti ikut makna. Tapi memang saya suka ikut makna 
lah. Sebab apa, zauk dipanggil zauk. Feeling. Sebab dia bila kita faham makna, kita 
baca dengan jiwa. Lepas tu, nada tu pun dia akan ikut pada makna. Tapi masalah 
saya ni tak faham makna.” (Respondent Q2, Personal Interview) 
 
 As a summary, from five teachers and two qāri’/qāri’ah; four out of seven 
Tarannum practitioners are reciting the Tarannum al-Qur’ān without matching with 
the verses to its suitable melody. For example if the verses narrates about Heaven, but 
the Tarannum melody being used is Tarannum Hijaz in which it’s suited for the verses 
that indicates command, prohibits, and anger; it does not complement with each other. 
Only three out of seven Tarannum practitioners relate the meaning with the Tarannum 
melodies.  
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4.3.4 The Needs in Developing KKQ Tarannum Mobile App 
2.4 If there is a Tarannum mobile app available for KKQ, will it help in teaching 
and learning process? 
In answering the sub-research question 2.4, researcher had done the interview 
method with the teachers and students. In this section, the analysis of the interview 
sessions was elaborated towards the needs in developing Tarannum mobile app 
model. 
 Interview with Teachers 1)
 Based on the interview with KKQ teachers, five out of five teachers agreed that 
the Tarannum mobile app for KKQ classes will be very helpful in assisting teachers 
throughout the process of teaching and learning Tarannum subject. 
Respondent G1 claimed; 
“Memang pun sekarang ni sebab pelajar pun dia dah didedahkan dengan LCD. 
Daripada tape, daripada CD tadi. Audio tu kita putar purat putar putar macam tu. 
Dia kalau dah ada pendekatan ini (aplikasi mudah alih), ia satu usaha yg baiklah. 
Memang tidak ada masalah, saya rasa kepelbagaian cara pendektan PNP tu, ABM tu 
bagus, tak ada masalah. Membantu.” (Respondent G1, Personal Interview) 
Respondent G2 claimed; 
“Mudah lah. Sangat-sangat membantu. Sebab majoriti semua pelajar ada handset 
kan, jadi diaorang boleh buat sendiri lah. Kalau tak belajar sendiri pun boleh buat di 
sekolah kan…walaupun tak boleh bawa handphone ke sekolah, kita carila masa untuk 
kita buat kan. Boleh bagitahu kepada pentadbir kan. “ok, boleh bawak handphone 
tapi ustazah pegang”. Lepas nak habis sekolah bagi balik buat balik. Benda tu boleh 
kan. Sebab untuk PDP tak ada masalah, sekolah boleh bagi kan.” (Respondent G2, 
Personal Interview) 
 
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Respondent G3 claimed; 
“Boleh digunakan. Sebab alat yang canggih hari ni boleh digunakan untuk menarik 
minat, tambah lagi kita boleh bagi semangat kepada cikgu sendiri la.” (Respondent 
G3, Personal Interview) 
Respondent G4 claimed; 
“Okay, untuk mobile apps, dia sebenarnya memang sangat membantu terutamanya 
bagi cikgu-cikgu yang kurang kemahiran. Macam saya sendiri nasib baik saya belajar 
dekat sekolah dulu taranum apa semua. Tapi kebanyakan kawan-kawan saya, contoh 
dalam 10 orang 2 orang je boleh bertaranum dan yang tahu. Kebanyakan 
daripadanya memang guna CD dan sebagainya. Memang sangat membantu lah. 
Memang perlu sebenarnya. Macam saya bolehlah sikit-sikit kan. Jadi, kadang-kadang 
tak guna alat ni saya, kadang saya malas nak buka, saya ajar straight gitu je. “Okay, 
ikut saya”. Ha, gitu je. Tapi bagi orang yang tak boleh langsung…?Tak boleh lah” 
(Respondent G4, Personal Interview) 
Respondent G5 claimed; 
“Boleh. Boleh. Dia sebagai membantu untuk pengayaan. Proses pengayaan kan. Tapi 
kalau untuk asas memang tak boleh la kan. Sebab asasnya kita kena…contoh 
Tarannum dalam harakat 1 contohnya kan, jadi kita akan… bila kita buat sekali, dua 
kali, baca satu harakat yang panjang, lepas tu kita akan buat potong, potong, potong 
qitah, qitah harakat tu. Itu memang kena buat. Satu harakat kan.” (Respondent G5, 
Personal Interview) 
 Interview with Students 2)
 In interviewing four KKQ students, all of them agreed that the mobile app for 
KKQ Tarannum is necessary for their learning and to practice by themselves anytime 
they want to. 
 
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Respondent M1 claimed; 
“Macam apps ni juga laa.. Makin mudah untuk kita belajar kalau di rumah ke, 
senang nak praktis supaya makin bagus Tarannum.” (Respondent M1, Personal 
Interview) 
Respondent M2 claimed; 
“Boleh. Sebab dia lebih mudah. Kalau belajar dengan ustazah kite tidak diberitahu 
markah yang kami dapat. Kalau gunakan apps ni boleh practice sendiri dan tahu 
tahap yang kite dah buat tu.” (Respondent M2, Personal Interview) 
Respondent M3 claimed; 
“Pada saya, itu akan jadi sangat sangat membantulah. Bagi saya, yang minat dan 
juga rakan-rakan saya yang minat sebab tu kami boleh berada di kelas ni. Satu apps 
yang boleh betul-betul apabila kita download kita boleh terus dapat contoh-contoh 
bacaan imam ke yang boleh membantu kami untuk jadi lebih baik dalam Tarannum 
itu akan sangat membantu sebab itu termasuk dalam pembelajaran kami.” 
(Respondent M3, Personal Interview) 
  Respondent M4 nodded and claim “Perlu.” This means that the mobile app is 
necessary in her learning of Tarannum subject. 
In conclusion, all teachers and students unanimously agreed that mobile 
application is particularly needed as one of the teaching and learning materials. From 
the teachers’ side, it will help those (teachers) who are unable to recite the Qur’ān 
with Tarannum by using this application as teaching aid and assisting teachers in the 
process of teaching and learning in class. Besides that, the students can use it as part 
of their alternative tools to practice the Tarannum recitation at home. On students’ 
behalf, the KKQ Tarannum mobile app can be beneficial to them in practicing 
Tarannum recitation with mobile app. It can be one of the self-learning for them to 
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improve their Tarannum proficiency and can cultivate the interest in learning 
Tarannum al-Qur’ān by using gadget. 
4.4 Summary of Research Findings Phase 1 
In this Chapter 4, researcher had presented the findings from phase 1 of the 
DDR approach which is the analysis phase. Detail analyses of phase 1 were 
discovered in this chapter whereby researcher discovered on research question 1 and 
research question 2. In research question 1, there are two sub-research questions and 
the two sub-research questions were answered in this chapter in detailed. As for 
research question 2, researcher had formulated four sub-research questions in order to 
answer the main research question 2. 
Based on the findings for this phase; the analysis phase, it is vital that the 
process must undergone in-depth studies prior to design and develop the model. It was 
discovered for this phase that the need analysis is a vital step to firmly know the issues 
and problems that encountered in the Tarannum subject for the KKQ classes and also 
the needs in developing a meaning-based Tarannum mobile app model for KKQ 
classes.  
According to the findings from document analysis and interview session 
conducted, it is observed that there are numerous issues and problems encountered in 
KKQ Tarannum subject. Among those issues and problems raised included but not 
limited to lack of Tajwīd and Tarannum knowledge among students (Muhamad Nasir 
et al., 2017), students and teachers proficiency in Tarannum teaching and learning 
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(Farah Ihyani & Mohd Aderi, 2011; Mohd Faisal et al., 2012; Muhamad Nasir et al., 
2017), inadequacy and inefficiency of student learning method (Azmil et al., 2014), 
low interest of students in Tarannum subject, issues with teaching and learning aids, 
and many others. These issues and problems had led the researcher to conduct study to 
overcome the issues of Tarannum in teaching and learning aids and through the 
interview session conducted with the KKQ teachers and students, it was revealed that 
there is a need to develop a model of KKQ Tarannum meaning-based mobile app.