Hubungan Tahap Motivasi Dengan Strategi Pembelajaran Bahasa Arab Dalam Kalangan Pelajar Sekolah Menengah Agama Terengganu

2012 ◽  
Author(s):  
Kamarul Shukri Mat Teh ◽  
Mohamed Amin Embi ◽  
Nik Mohd Rahimi Nik Yusoff ◽  
Zamri Mahamod
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Learning Strategy ◽  
Arabic Language ◽  
Study Data ◽  
Learning Motivation ◽  
Language Learning Motivation ◽  
Language Learning Strategy ◽  
Level Of Motivation

Beberapa kajian menunjukkan penggunaan Strategi Pembelajaran Bahasa (SPB) dipengaruhi oleh Motivasi Pembelajaran Bahasa (Oxford dan Nyikos, 1989; Prokop, 1989; Okada et al. 1999). Kertas ini memerihalkan dapatan kajian mengenai penggunaan SPB oleh pelajar bahasa Arab berdasarkan tahap motivasi pembelajaran bahasa. Subjek kajian yang dipilih secara rawak terdiri daripada 457 orang pelajar di 13 buah sekolah menengah agama di Terengganu. Data dikumpulkan dengan menggunakan soal selidik yang diubah suai daripada SILL (Oxford, 1990) dan bahagian soal selidik motivasi daripada Affective Survey (Ehrman & Oxford, 1991). Hasil kajian menunjukkan bahawa tahap motivasi pelajar adalah sederhana dan pelajar bermotivasi tinggi lebih kerap menggunakan SPB berbanding pelajar bermotivasi rendah. Kata kunci: Strategi pembelajaran bahasa; motivasi pembelajaran bahasa; bahasa Arab; sekolah menengah agama A few studies have indicated that use of Language Learning Strategy (LLS) was influenced by language learning motivation (Oxford dan Nyikos, 1989; Prokop, 1989; Okada et al. 1999). This paper reports on one study that sets out to investigate the employment of LLS by students of Arabic language based on level of language learning motivation. A total of 457 students from thirteen Religious Secondary Schools in Terengganu participated in this study. Data was collected by using a questionnaire adapted and modified from SILL (Oxford, 1990) and Language Learning Motivation part of the Affective Survey (Ehrman & Oxford, 1991). The results indicate that students were moderately motivated and language learners with higher level of motivation use LLS more frequently than less motivated language learners. Key words: Language learning strategies, language learning motivation; Arabic language, religious secondary school

scholarly journals The effects of drama-based activities as a language learning tool on learners’ motivation in Non-Malay-medium national schools in Malaysia

2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Chang Fui Man ◽  
Sabariah Sharif ◽  
Andrea Lee Jen May ◽  
Rosy Talin ◽  
Soon Singh Bikar Singh
Keyword(s):  
Language Learning ◽  
Primary Schools ◽  
Learning Strategy ◽  
Learning Motivation ◽  
Post Intervention ◽  
Affective Filter ◽  
Self Confidence ◽  
Language Learning Motivation ◽  
Language Learning Strategy ◽  
The Trinity

Transitioning from Non-Malay-medium national primary schools to Malay-medium or English-medium secondary schools proved to be a struggle for many students due to the lack of emphasis on audio-lingual skills of the second language (L2) throughout their six-years of primary education. This study aims to explore the effects of drama-based activities as a language learning strategy on L2 learning motivation among students aged between 12 to 13 years old from Non-Malay-Medium National Schools. Six students were recruited through purposive sampling to participate in this qualitative experimental research. Over a period of 14 weeks, pre-intervention interviews (on the first week), intervention (over the span of 2 hours per week for 12 weeks), and post-intervention interviews (on the fourteenth week) were carried out. The content of the intervention was adapted from the Trinity College London’s Grade 4 Communication Skills syllabus. The instruments used for data collection include:(1) pre-determined pre-and post-intervention interview protocols and (2) classroom observation rubric. Two themes emerged in the analysis of this study: (a) language learning motivation and (b) affective filter. Findings revealed that participants were motivated and possessed self-confidence in the language learning process. The current study provides instructional implications for instructors and learners besides contributing to the novelty in the area of the research setting and sampling for future studies.

scholarly journals Language Learning Strategies of Non-Muslim Students Applied to Arabic Language Course Inside and Outside the Classroom

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Zamri Arifin ◽  
Nur Khadijah Abu Bakar ◽  
Zaharom Ridzwan ◽  
Ezad Azraai Jamsari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Arabic Language ◽  
Target Language ◽  
Muslim Students ◽  
Law Faculty ◽  
Language Learning Strategy ◽  
The Law

Students of foreign language require prior exposure to language learning strategy so that each of them positively perceives the target language. Thus, this research is conducted to identify the Arabic language learning strategy used by non-Muslim students in and outside the classroom. Research respondents comprise 37 non-Muslim students of the Law Faculty of Universiti Kebangsaan Malaysia (UKM). Arabic language course SKVA2552 Preparatory Arabic Course for the Law Faculty is compulsory for all non-Muslim students in the first semester of the Bachelor of Law program at the Law Faculty in UKM. This research uses a questionnaire instrument based on the model theory of language learning strategy by Embi (2000). Research shows that all non-Muslim students who take the course do not know the basics of Arabic language and comprise of diverse races and ethnicity. Non-Muslim students prefer to use the learning strategy while in the classroom learning process rather than outside the classroom, with the highest mean value and standard deviation (mean=3.24; p=0.863) for item B7 ‘I request my friends to re-explain if I don’t understand the teacher’s explanation on the Arabic language’. Therefore, this research basically evaluates the teaching and learning process (TL) of Arabic language among non-Muslim students to make it more approachable. The research implies that the basic Arabic language module can be purified to be simpler based on the target scope of non-Muslim students to improve Arabic language achievement for adjusting the course to be compulsory at the level of the entire university.

scholarly journals LANGUAGE LEARNING STRATEGY INSTRUCTION: CURRENT ISSUES AND RESEARCH

2005 ◽  
Vol 25 ◽  
pp. 112-130 ◽  
Author(s):  
Anna Uhl Chamot
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Learning Strategy ◽  
Strategy Instruction ◽  
Future Research ◽  
Language Learning Strategies ◽  
Apparent Loss ◽  
Language Learning Strategy ◽  
History Of

This chapter begins with definitions and an overview of methods used to identify learners' strategies, then summarizes what we have learned from the large number of descriptive studies of strategies reported by language learners. Research on language learning strategies has a history of only about thirty years, and much of this history has been sporadic. The 1980s and early 1990s were a period of substantial research on language learning strategies, much of it descriptive. This period was followed by an apparent loss of interest in language learning strategies, judging by limited reported research and few related conference presentations. Recently, however, a number of new investigations have reinvigorated the field. The focus of the chapter is on the evolution of research on language learning strategy intervention studies, the issues that have emerged from this research, and metacognitive models that can be useful in the language classroom. The discussion concludes by setting out directions for future research.

scholarly journals Language learning strategies: An holistic view

2015 ◽  
Vol 5 (3) ◽  
pp. 473-493 ◽  
Author(s):  
Carol Griffiths ◽  
Gökhan Cansiz
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Learning Strategy ◽  
Small Scale ◽  
Controversial Issues ◽  
Ongoing Research ◽  
Holistic View ◽  
Language Learning Strategy ◽  
Quantitative Results

The language learning strategy question has been debated on a number of levels, including definition, the strategy/success relationship and strategy coordination. In addition, awareness has been steadily growing of the importance of taking an holistic view of the strategy phenomenon and examining strategies not just in isolation but as part of an overall picture which includes learning situation, learning target and individual learner characteristics. This article will first of all review the literature and the previous research on these controversial issues, and suggest a workable definition. Then, in order to illustrate the importance of such an holistic view, the results of a small scale study which looks at the strategies used by 16 successful language learners who were all either teaching English or teaching in English at university level will be reported. The quantitative results indicated that these successful learners used many strategies, especially those that suited their goals and their situations; they also frequently used and carefully orchestrated strategy repertoires which suited their own individual needs. The responses of one highly successful respondent were also examined qualitatively. The implications of these findings and the importance of viewing learners holistically are discussed and suggestions are made for ongoing research.

scholarly journals Arabic language-learning strategy preferences among undergraduate students

2019 ◽  
Vol 9 (2) ◽  
pp. 351-377
Author(s):  
Hezi Y. Brosh
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Learning Strategy ◽  
Real Life ◽  
Theoretical Models ◽  
Arabic Language ◽  
Holistic View ◽  
Language Learning Strategy ◽  
Arabic Students

This study elicited Arabic students’ perceptions regarding their language-learning strategy preferences (LLSPs). A sample of 120 undergraduate Arabic students participated. Data were collected through a questionnaire and interviews. The findings reveal that students tend to adopt a holistic view of the learning task and relate it to real-life, personal experience. Participants selected interaction with the teacher, speaking, and flashcards as their most preferred application-directed learning strategies. These selections demonstrate that Arabic students desire to be proactive in order to make the language more concrete for them, to enhance their performance, and to develop language skills that will last a lifetime. Whereas advanced level participants preferred interaction with the teacher, speaking, flashcards, and working individually, beginner level participants preferred learning grammar and group work. The empirical evidence from this study could have implications regarding theoretical models of effective Arabic language instruction, Arabic teacher education programs, and curriculum development.

The Implementation of Arabic Language Learning Using Oxford Strategy in Primary School/ تنفيذ إستيراتيجية تعلم اللغة العرابية نمودج اكسفورد في المدرسة الإبتدائية

2020 ◽  
Vol 1 (1) ◽  
pp. 65-76
Author(s):  
Fika Vindayani
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
Arabic Language ◽  
Fifth Grade ◽  
Social Strategies ◽  
Class V ◽  
Language Learning Strategy ◽  
The Right

 One of the elements of learning Arabic is the student's Arabic learning strategy. But there are still some students who have not found the right strategy for learning Arabic, because of a lack of knowledge about Arabic learning strategies, especially the Oxford model of language learning strategies. The purpose of this study was to describe the implementation of the Arabic language learning strategy for students in the Oxford model of Madrasah Ibitidaiyah Al Islam Kartasura students. This research is descriptive qualitative, as for the research site at Madrasah Ibitidaiyah Al Islam Kartasura. This research was conducted from March to June 2020. The subjects in this study were students of class V A at Madrasah Ibitidaiyah Al Islam Kartasura. The informants in this study were the fifth grade Arabic teachers at Madrasah Ibitidaiyah Al Islam Kartasura. Data collection methods used were interviews, observation and documentation. The conclusion of this study is that students use Arabic learning strategies in the Oxford model because there are indications that students are using their learning. The strategies used are memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies. The strategy that is often used by students is the memorial strategy.

scholarly journals Chinese Learners of Portuguese and Spanish Majors in Macau: A Comparative Case-Study of Motivation Aspects

2019 ◽  
Vol 12 (8) ◽  
pp. 54
Author(s):  
Oksana Kharlay ◽  
Martin Bagheri ◽  
Jeremy D. Philips
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Mixed Methods Research ◽  
Learning Motivation ◽  
Target Language ◽  
Comparative Case Study ◽  
Language Community ◽  
Language Learning Motivation ◽  
Chinese Learners ◽  
Integrative Motivation

This study investigated multiple learning motivation aspects of Chinese university students in Macau majoring in Spanish and Portuguese. A mixed methods research was employed by using questionnaires and interviews. 181 learners (96 Portuguese and 85 Spanish majors) were surveyed about ten language-learning motivation dimensions by using a questionnaire. A subset of participants from questionnaires were later given follow-up interviews. Quantitative and qualitative data indicated that the students in these majors had strong intrinsic motivation but limited integrative motivation towards the target language community. Other motivational pull-factors were the heritage connection between the language and the place of study and interest in the pop-culture associated related to the target language. Students reported a decline in motivation during the middle years of study, however, Spanish students’ interest resurged by the end of year three. There was also a gender imbalance, suggesting that career-related aspects of motivations were stronger among males. The results also revealed that language learners had an ideal-self that was multilingual and cosmopolitan but did not aspire to integrate into a specific target-language community.

scholarly journals Teaching Media in the Teaching of Arabic Language/ Media Pembelajaran dalam Pembelajaran Bahasa Arab

2020 ◽  
Vol 1 (1) ◽  
pp. 49-64
Author(s):  
Damar Gemilang ◽  
Hastuti Listiana
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
Arabic Language ◽  
Social Strategies ◽  
Library Studies ◽  
The Media ◽  
The Right ◽  
Learning Types

This article discusses the media of learning Arabic language, through library studies that focus on distributing material effectively to students without making them boring. The limited creations and variations in learning as well as the low ability of Arabic language maharah of students make the role of the media so important. The selection of media correctly, can improve the mastery of material skills, motivate, and stimulate students. Through library studies from journals, papers, and books on learning media for the Arabic curriculum which are then analyzed and concluded data will be obtained about learning media for the Arabic curriculum which is useful for teachers. There are several rules in determining the media that will be used by taking into account the direction and objectives of learning, types of learning strategies, understanding the characteristics of the media by the teacher, in terms of cost suitability, media readiness, quality, and environment to operate the media. In terms of functions related to sensing devices, the media are divided into visual media, audio media, and audiovisual media. Meanwhile, viewed from the viewpoint in Arabic and that maharah, the media can be grouped into learning media mufrodat, nahwu-shorof, and Arabic language skills consisting of media istima', qiro'ah, kitabah, and kalam. This can help academics in applying media correctly in the learning of the Arabic language curriculum.One of the elements of learning Arabic is the student's Arabic learning strategy. But there are still some students who have not found the right strategy for learning Arabic, because of a lack of knowledge about Arabic learning strategies, especially the Oxford model of language learning strategies. The purpose of this study was to describe the implementation of the Arabic language learning strategy for students in the Oxford model of Madrasah Ibitidaiyah Al Islam Kartasura students.This research is descriptive qualitative, as for the research site at Madrasah Ibitidaiyah Al Islam Kartasura. This research was conducted from March to June 2020. The subjects in this study were students of class V A at Madrasah Ibitidaiyah Al Islam Kartasura. The informants in this study were the fifth grade Arabic teachers at Madrasah Ibitidaiyah Al Islam Kartasura. Data collection methods used were interviews, observation and documentation.The conclusion of this study is that students use Arabic learning strategies in the Oxford model because there are indications that students are using their learning. The strategies used are memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies. The strategy that is often used by students is the memorial strategy.

scholarly journals Vocabulary Learning Strategies of Italian-Turkish Bilingual Students: Impact of Simultaneous and Sequential Acquisition

2020 ◽  
Vol 17 (1) ◽  
pp. 41-70
Author(s):  
Cemil Gökhan Karacan ◽  
Kenan Dikilitaş
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Strategy Use ◽  
Bilingual Students ◽  
Vocabulary Learning Strategies ◽  
Language Learning Strategy ◽  
Learning Strategy Use

SummaryVocabulary learning strategy domain has been one of the areas of research in the language learning strategy field. Bilinguals use different language and vocabulary learning strategies than monolinguals (Hong-Nam & Leavell, 2007; Jessner, 1999). Even though there are numerous studies that investigate and compare monolingual, bilingual, and multilingual language learning strategy use, no studies have been conducted to compare the vocabulary learning strategy use in simultaneous and sequential bilinguals. This paper addresses this gap by investigating and comparing those strategies reported by Italian-Turkish simultaneous and sequential bilingual high school students with a total number of 103 participants, 34 of which are simultaneous bilinguals and the remaining 69 sequential bilinguals. The Vocabulary Learning Strategies Questionnaire (VLSQ) developed by Schmitt (1997) was utilized as the instrument of data collection. We found that simultaneous and sequential bilinguals (a) are medium to high level vocabulary strategy users, (b) report using social strategies the most, (c) do not differ considerably in their choice of vocabulary learning strategy type, but (d) differ substantially in their choices of metacognitive strategy use. The results offer implications for teachers and teacher educators particularly as to how they teach and support bilingual students’ vocabulary learning process in monolingual contexts.

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