| Interview | Description |
| “It’s important the ‘feel’ or ‘isim’… I feel it all important” “Words normally asked in the examination” “I will ask my students to produce new words or phrases which they don’t know or difficult ” “Vocabulary which they students are not familiar with (rarely see)” “I will list down new words based on themes I select” “I will choose based on the topic I teach that day” “Teaching vocabulary outside the textbook because I think those words are used by students in their daily lives” | The criterion priority: Important words: nouns and verbs i) Examination words ii) New words iii) Difficult words iv) Not familiar v) Words based on themes vi) Words based on topics vii) Vocabulary based on verbal communication in or outside school |
| “ Words which students normally encounter” “My selection of vocabulary is the one that is used very often or seen often by the students when learning Arabic from the textbook” “Words that are normally repeated” “He once encountered the word while reading a magazine or book or when he was in a primary school” “Words normally asked in the examination” | The criterion frequency: The type of frequency identified may relate to it being repeated often: i) In the life of a student ii) In learning texts iii) Repeated words iv) Based on students’ experiences learning such vocabulary v) In the examination |
| “Words which the students always encounter” “Why did I choose this...because I think it’s close to the students” “For my form one students, I will start with words related to themselves” “Words which are normally repeated” | The criterion familiarity. Among the criteria are words which are: i) Familiar or close to the students ii) Often encountered iii) Related to topics familiar to students iv) Often repeated in daily life |
| “I first introduce ‘lughatulfasl’ (common daily phases in classroom or at school) used by the students” “Teach words outside the textbook” | The criterion all-encompassing. Such vocabulary portrays: i) varieties based on topics or outside the topics such as the usage of “lughatulfasli” for communication with the teacher in school and inside the class. |
| “If we’re in class, there are many examples of ‘visible objects like babun (door), tolibun (student), muallimun (teacher)… then things which students can see… yes…’maujud’ objects” “Give them words or phrases which they understand” “Visible objects which the students can see, touch, feel around them” “I will choose the word… it; s not difficult” “The new words I will select based on suitability with my form one students” “I ensure in my teaching and learning, students can master ten new words” | The criterion easy to learn. Such vocabulary may: i) Refer to concrete meanings ii) Have meanings easy to be explained iii) Contain obvious meanings iv) Be made up of easy words v) Be appropriate with the students’ level vi) Be limited in number |