scholarly journals The Use of Web 2.0: GoAnimate.Com in Arabic Language Learning Activities at Universiti Malaysia Kelantan/ Penggunaan Aplikasi Web 2.0: GoAnimate.Com dalam Aktiviti Pembelajaran Bahasa Arab di Universiti Malaysia Kelantan

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Amanee Abdul Hai ◽  
Ahmad Zaki Amiruddin ◽  
Ahmad Abdul Rahman ◽  
Wan Ab Aziz Wan Daud
Keyword(s):  
Web 2.0 ◽  
Language Learning ◽  
Teaching And Learning ◽  
Quantitative Method ◽  
Industrial Revolution ◽  
Arabic Language ◽  
Learning Activities ◽  
Learning Activity ◽  
Alternative Approach

This study is designed to present a web 2.0 application that provides multimedia and animated video known as GoAnimate.Com which has been used as a learning activity tool directly in Arabic teaching and learning (T&L) process. This activity was implemented in the class whereby the students were actively involved as practitioners and the teachers played the role as facilitators. The guidance to use GoAnimate.Com was explained to students by teachers before dividing them into groups. Each group were asked to prepare an animated video containing simple Arabic conversation using GoAnimate.Com application. Quantitative method was utilized  to make this study successful by using the instrument of questioners prepared to identify students’ perception towards GoAnimate.Com application and their preference of using this application in Arabic T&L at  University Malaysia Kelantan (UMK). The result of this study has indicated  that student’s perception towards GoAnimate.Com application in learning Arabic is high with the overall mean score of 4.05. This study has shown  that the usage of GoAnimate.Com can increase students’ engagement and involvement in learning Arabic. Nevertheless, it is hoped that the outcome  of this study  can provide an alternative approach and various strategies in Arabic T&L towards Education 4.0 in the Forth Industrial Revolution era (IR4.0).

scholarly journals Optimalisasi Aplikasi Macromedia Flash 8 Dalam Pembelajaran Kosakata Bahasa Arab

Al-Lisan ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 17-33
Author(s):  
Muhammad Yusuf ◽  
Eka Dewi Rahmawati
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Design Method ◽  
Language Skills ◽  
Arabic Language ◽  
Need Analysis ◽  
Analysis Application ◽  
The Subject

Language learning in the era of industrial revolution 4.0 is also influenced by technology information development, for example, on using an application in the teaching and learning process. The application is usually using as a medium for improving language skills or language components, such as vocabulary. One application is efficient and effective in teaching the Arabic language, especially Arabic language vocabulary is a Macromedia flash 8 application. The application can be used to solve the problem which still constraint the Arabic teacher and also the students. This article aims to research the Macromedia flash 8 application in learning Arabic vocabularies. This research used a research design method with procedures, need analysis, application design, application implementation, application evaluation, and application validation. The subject of this research was Islamic junior student's grade IX. The result showed that Macromedia flash 8 application was effective in improving students’ vocabulary, especially related to Islamic fasting, Ied Al-Adha, and hobby. They were presented using text, graphics, and animation. 

scholarly journals The Integration Of Qur’an And Linguistic Education Based On Ontology Of Qur’anic Concept In Quranic Arabic Corpus

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Nur Ali ◽  
Mamluatul Hasanah ◽  
Agung Prasetyo
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Arabic Language ◽  
Learning Activities ◽  
Religion And Science ◽  
Learning Program ◽  
Vocabulary Building ◽  
Religious Learning ◽  
Islamic Religion ◽  
Conducting Research

Users of Arabic and religious learning program applications are surprised by the phenomenon among students and teachers of Arabic and religious languages in which most of them have never practiced and used The Qur'anic Arabic Corpus (QAC) applications for academic activities. Meanwhile, the program has many benefits and conveniences for students, teachers, and researchers for conducting research and study activities in the field of language and religion and science integration. The number of open-source of IT-based information that can be used for Arabic language learning activities and studies of religious and scientific integration is increasing significantly. The purpose of this paper is to evaluate the understanding and use of The QAC program in teaching and learning Arabic and the integration of religious sciences in schools and colleges of Islamic religion. This study uses Krippendorf perspective qualitative design in the study of al-Qur'an integration and linguistic education. The research method used is the study of linguistic corpus with annotations, abstractions, and analysis through three stages of corpus exploration, experimentation, and knowledge discovery. Through data analysis, it is found that the Arabic and religious learning model using The QAC can improve language creativity and improvisation and improve the process of reciting, memorizing and vocabulary building, making it easier for students to study the integration of Qur'an, language, religion, and science. This paper recommends that Arabic and religious learning activities utilize IT-based learning program applications such as the QAC

scholarly journals PEMBELAJARAN BAHASA ARAB DI ERA PANDEMI: IMPLEMENTASI E-LEARNING DI SEKOLAH DASAR ISLAMIC GLOBAL SCHOOL KOTA MALANG

2021 ◽  
Vol 10 (1) ◽  
pp. 93-102
Author(s):  
Achmad Sirojul Munir ◽  
Muassomah Muassomah
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Internet Access ◽  
Arabic Language ◽  
Learning Activities ◽  
Easy Access ◽  
Descriptive Data ◽  
Advantages And Disadvantages ◽  
Teachers And Students ◽  
E Learning

 This study describes how the implementation of e-learning in Arabic language learning at Islamic Global School Elementary School, Malang City during the Covid-19 pandemic. This research method uses qualitative research, with data in the form of descriptive. Data collection used is by means of observation, interviews, and documentation. The results of this study are as follows: 1). The implementation of e-learning at SD Islamic Global School uses 5 main media, namely: google classrom, whatsAap, you tube, zoom, and quizizz. 2). The implementation of e-learning in Arabic learning at SD Islamic Global School consists of 3 main steps, namely; introduction, core activities, and evaluation. 3). In implementing e-learning-based Arabic learning at SD Islamic Global School, there are advantages and disadvantages. There are 3 advantages, namely: providing opportunities for students and teachers to be more creative and innovative, providing flexible time, and providing easy access to learning resources. Meanwhile, there are also 3 drawbacks, namely: not all students have an Android cellphone or laptop to support the implementation of e-learning-based Arabic learning. Uneven internet access, lack of supervision and reduced interaction between teachers and students in the process of teaching and learning activities.     Penelitian ini mendiskripsikan tentang implementasi e-learning dalam pembelajaran Bahasa Arab di Sekolah Dasar Islamic Global School, Kota Malang selama pandemi Covid-19. Metode penelitian ini menggunakan jenis penelitian kualitatif, dengan data berupa berupa deskriptif. Pengumpulan data yang digunakan yaitu dengan cara observasi, wawancara, dan dokumentasi. Adapun hasil penelitian ini, sebagai berikut: 1). Pelaksanakan pembelajaran e-learning di SD Islamic Global School menggunakan 5 media utama, yaitu: google classrom, whatsAap, you tube, zoom, dan quizizz. 2). Implementasi e-learning dalam pembelajaran Bahasa Arab di SD islamic Global School terdiri dari 3 langkah utama, yaitu; pendahuluan, kegiatan inti, dan evaluasi. 3). Dalam pelaksanakan pembelajaran Bahasa Arab berbasis e-learning di SD Islamic Global School terdapat kelebihan dan kekurangan. Adapun kelebihannya ada 3, yaitu: memberikan kesempatan bagi siswa dan guru untuk lebih kreatif dan inovatif, memberikan waktu yang fleksibel, dan memberikan kemudahan akses terhadap sumber belajar. Sedangkan, kekurangannya ada 3 juga, yaitu: tidak semua siswa memiliki HP android ataupun laptop guna menunjang pelaksanakan pembelajaran Bahasa Arab berbasis e-learning. Akses internet tidak merata, minimnya pengawasan serta berkurangnya interaksi antar guru dan siswa dalam proses kegiatan belajar mengajar.

scholarly journals Developing Arabic Language Instructional Content in Canvas LMS for the Era and Post Covid-19 Pandemic

IZDIHAR ◽  
2020 ◽  
Vol 3 (3) ◽  
pp. 161-180
Author(s):  
Moh. Fery Fauzi ◽  
Murdiono Murdiono ◽  
Irma Anindiati ◽  
Auqi Lu'lu In Nada ◽  
Rifqi Rohmanul Khakim ◽  
...  
Keyword(s):  
Language Learning ◽  
Technology Acceptance ◽  
Teaching And Learning ◽  
Arabic Language ◽  
Point Of View ◽  
Learning Activity ◽  
Control Group ◽  
Instructional Content ◽  
Offline Learning ◽  
Acceptance Model

Online and offline learning practices must not ignore pedagogy, psychology, technology, instructional content, and other aspects of teaching and learning process. Instructional content needs more attention during and after Covid-19 pandemic because it must match the characteristics of students. Therefore, this problem has led to the development of mE-Book for Arabic learning in Canvas Learning Management System (LMS). This research aimed to investigate the effectiveness of mE-Book as instructional content for Arabic language learning in Canvas LMS and the extent of mE-Book acceptance by students in the framework of the Technology Acceptance Model (TAM) 3. This research used a nonrandomized control group pretest-posttest design by comparing two groups with and without mE-Book and the interview to know the students’ point of view about mE-Book. The results showed that mE-Book was effective as instructional content for Arabic language learning in Canvas LMS with large effect based on effect size criteria. Students’ perspectives showed that the use of mE-Book as instructional content for Arabic language learning in Canvas LMS is interesting for online and offline learning. In conclusion, students could accept mE-Book in learning activity in Canvas LMS because it eased students in Arabic language learning.

scholarly journals TEACHING AND LEARNING ARABIC FOR AUTISTIC STUDENTS

2020 ◽  
Vol 2 (6) ◽  
pp. 01-07
Author(s):  
Nur Izzah Sarihah Azmi ◽  
Zarima Mohd Zakaria
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Teaching And Learning ◽  
Arabic Language ◽  
Language Teachers ◽  
Learning Activities ◽  
Structured Interviews ◽  
Case Study Design ◽  
Main Instrument

This paper discusses the problems that arise with autistic students during the learning of Arabic language subjects in high school. The problems focused in this study are from the aspects of attitude, motivation, and interest. A total of three Arabic language teachers in a secondary school in Terengganu were selected as study informants. This study uses a qualitative approach to the case study design that uses structured interviews as the main instrument for obtaining data. The results of the study found that autistic students exhibited a positive attitude during learning Arabic. Similarly, in terms of motivation, autistic students show seriousness while doing Arabic language learning activities. While in terms of interest, autistic students show less interest in Arabic subjects compared to other subjects.

scholarly journals THE APPLICATION OF « NEMO » ARTIFICIAL INTELEGENCE IN ARABIC LANGUAGE LEARNING IN THE 4.0 REVOLUTION ERA AT AL- KHALIFAH ISLAMIC BOARDING SCHOOL CIBUBUR

2020 ◽  
Vol 6 (1) ◽  
pp. 58-61
Author(s):  
Abu Bakar Shiddiq
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Boarding School ◽  
Arabic Language ◽  
Learning Activities ◽  
Instructional Media ◽  
Android Application ◽  
Average Value ◽  
The Media

Abstract   Android application-based learning media is an effective way, because the students motivation have increased in learning and practicing learning activities. Learning media which utilizes Android which emphasizes on several applications that are easily owned by all students and instructors, so that they are easy and affordable. Gagne and Briggs in the Book (Azhar, 2002) provide a limitation on the scope of the media including physical devices with the aim of conveying subject matter such as books, tape recorders, video recorders, films, slides (picture frames), photos, graphics, television and computer. Nemo is an android application that is designed as a medium of learning and language learning by mastering a number of useful words. In the android application, Nemo is like a simple pocket dictionary so that it helps in improving the language level through various learning materials. This study examines the effectiveness of the use of Android-based Arabic Nemo teaching materials for students at Al- Khalifah Islamic boarding school Cibubur. Beginner level students at Al- Khalifah Islamic boarding school Cibubur in learning Arabic. Many relevant studies prove that the teaching and learning activities using android made learning outcomes better than teaching and learning activities without using it. This study aims to test the effectiveness of instructional media on learning outcomes and whether it is more effective than teaching and learning activities that do not use instructional media in Arabic learning, the average value obtained indicates the benefits and effectiveness of using NEMO media on success in teaching and learning activities.

scholarly journals Metode, Sistem dan Prinsip Pembelajaran Bahasa Arab yang Inovatif

2019 ◽  
Vol 20 (02) ◽  
pp. 288
Author(s):  
M. Asy'ari
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Arabic Language ◽  
Learning System ◽  
Learning Activities ◽  
Integrated Systems ◽  
Learning Models ◽  
Separation Systems ◽  
Descriptive Research ◽  
Principles Of Learning

Arabic is the second language used in Indonesia. Therefore, the good and appropriate methods, systems and principles of learning may certainly contribute to the achievement of the goals of Arabic language teaching and learning activities. When a teacher does not apply the methods, systems, and principles correctly, teaching will not be effectively directed. Today, there are many interactive and innovative Arabic learning models and techniques that can be applied by the teachers. The suitability of the application of methods, systems and principles will certainly increase the students’ passion in learning Arabic simultaneously and continuously. The author has conducted a study of the existence of methods, systems and principles of Arabic learning that are considered the most effective. This type of research was descriptive research in which the researcher described the mechanism of a process. The innovative Arabic learning system are, among others, integrated systems, separation systems, and combined systems. While, the principle of innovative Arabic language learning is the principle of priority, the principle of accuracy, the principle of gradation, the principle of motivation, and the principle of validation. In the end, by combining these aspects, the purpose of learning Arabic will be achieved perfectly.

PENGEMBANGAN VARIASI MENGAJAR DALAM MENINGKATKAN MOTIVASI BELAJAR

2018 ◽  
Vol 6 (1) ◽  
pp. 696-714
Author(s):  
ARIANTI Arianti
Keyword(s):  
Learning Process ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Teaching Styles ◽  
Learning Activities ◽  
Learning Activity ◽  
Motivation To Learn ◽  
Strategic Role ◽  
Strong Motivation ◽  
The Individual

Abstract. This journal discusses the development of variations in teaching in increasing learning motivation. The learning process is an activity that involves an individual (physical and spiritual), learning activities are never carried out without a strong motivation or motivation from within the individual or from outside the individual who participates in learning activities. Therefore, the learning process requires the development and use of variations in teaching to generate student motivation. Variations in teaching include variations in teaching styles, variations in media and materials, and variations in teaching and learning interactions. Motivation has a very important role in learning activities, there is no learning activity without motivation, therefore motivation has a strategic role in achieving the goals or results of learning. Keywords: Development Of Teaching Variations and Motivation to Learn

scholarly journals Ketahanmalangan Pengelola PKBM Dalam Mengembangkan Inovasi Pendidikan Nonformal

2021 ◽  
Vol 7 (3) ◽  
pp. 987
Author(s):  
Devi Merina Tuz Sa’diyah ◽  
Ahmad Ahmad ◽  
Nilna Sa’adayah
Keyword(s):  
Teaching And Learning ◽  
Formal Education ◽  
Secondary Data ◽  
Learning Activities ◽  
Primary Data ◽  
Learning Activity ◽  
Structured Interviews ◽  
Matrix Methods ◽  
Main Partner

<p>The focus of this research is to describe the strategy of adversity quotient for the management of the Community Learning Activity Center (PKBM) to develop innovations in turning barriers into opportunities for non-formal education programs. Qualitative research with this type of case study was carried out at PKBM Mentari, using structured interviews as the primary data collection method, in order to obtain primary data and document matrix methods to obtain secondary data. the data were analyzed using interactive techniques belonging to Miles and Huberman with the stages of data reduction, data presentation and conclusion drawing. The results of this study are the adversity quotient strategy that generally implemented by PKBM is very good, this can be seen from the indicators including: 1) Organizing learning activities flexibly in terms of time, so that it does not interfere with the daily activities of the community; 2) Provide learning at affordable costs so as not to burden the community in participating in learning; 3) Making the community the main partner in the continuation of teaching and learning activities at PKBM and 4) Building synergies with local village officials. The relatively short research time is the main limitation in compiling this study, so that it only maximizes the statements of the main informants. </p><p><strong> </strong></p>

scholarly journals استراتيجيات تعليم مهارة الاتصال الشفوي باللغة العربية لغير الناطقين بها: تجارب شخصية / The teaching strategies of oral communication skills in Arabic for non-native Arabic speakers: Personal experience

2016 ◽  
Vol 7 (3) ◽  
Author(s):  
Ismail Hasanein Ahmed Mohammad
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Communication Skills ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Oral Communication ◽  
Arabic Language ◽  
Target Language ◽  
Arabic Speakers ◽  
The Individual

ملخص البحث: يعتبر الاتصال الشفوي (الكلام) الوسيلة الفاعلة في بلورة الفكرة الكامنة لدى الفرد، وإخراجها بصورة صوتية تمثل تلك الفكرة تمثيلاً واضحاً، وإيصالها إلى الطرف الآخر –المستمع-دون لبس أو غموض، ويرى الباحث أن الطلبة غير العرب عند التّحدث باللغة العربية يتعثرون على الرغم من تخصصهم في تعلُّمِها بوصفها لغة ثانية. تهدف هذه الدراسة إلى معرفة أسباب إحجام الطلبة عن التحدث باللغة العربية، ومن ثَمَّ إبراز بعض الاستراتيجيات التي استخدمها الباحث في تعليم مهارة الاتصال الشفوي لطلبة بكالوريوس التربية، تخصص تعليم لغة عربية بوصفها لغة ثانية على مدى الخمس السنوات الماضية بالجامعة الإسلامية العالمية بماليزيا. توصلت الدراسة إلى أن تعليم وتعلم اللغة العربية خارج موطنها يعتريه كثير من العقبات تتمثل في البيئة المحيطة بالدارس، والمناهج والمقررات، والوسائل المعينة اللازمة، وينبغي أن يخصص وقت لممارسة الكلام باللغة العربية داخل الصفوف الدراسية، وإتاحة الفرصة لكل طالب أو طالبة في التعبير الشفوي، مع التشجيع الكامل من المعلم، ويتم تصحيح الخطأ بطريقة محفزة، وترصد لهم مكافآت ولو رمزية، تعزيزاً لدفعهم للكلام، وكسر حاجز الخوف والخجل، وإكسابهم الجسارة والجرأة والثقة. على أن يكون الوقت المخصص للكلام إلزاميا لجميع الطلبة دارسي اللغة العربية، ولكل المقررات المتعلقة باللغة. الكلمات المفتاحية: إحجام الطلبة - التخصص – اللغة الثانية- الاتصال الشفوي - الاستراتيجيات. Abstract: The oral communication (speech) is the effective method in developing the idea of the individual and to present it in clear representation and delivery to the other party — the listener-unambiguously. Since the oral communication is one of major concern of the target language, the teaching and learning requires using a variety of strategies to achieve the goal of language learning. The focus of this paper is the oral communication difficulties faced by non-Arab speaking students despite their specialization in learning Arabic as a second language. Therefore this paper aims to find out reasons why students con not communicate well in Arabic Language, and highlight some of the strategies used by the researcher in the teaching of oral communication skills for the Bachelor of education students, specializing in teaching Arabic as a second Language over the past five years in the International Islamic University-Malaysia, where the strategies used  had great impact in breaking the barrier of shyness of speaking in Arabic, and improved their performance in oral expression in multiple areas. From these strategies; the use of multimedia presentation, questions and answers, the excitement by viewing the strange or fantastic scenes that evoke the students to express them orally, and movements, representation, simulation and other strategies that draw the attention of students and encourages them to speak. As well as the cooperation and interaction between teacher and students and among the students themselves. The descriptive methodology will be applied in this paper to explore the teaching strategies implemented by the researcher in teaching oral communication skill, which shown great impact on students achievements.    Key Words: Motivating student – Major – Second language – Oral communication – strategies.   Abstrak: Pertuturan lisan ialah satu cara berkesan dalam mengembang idea seseorang itu untuk menjelaskan maksud kepada pihak kedua tanpa kesamaran. Memandangkan pertuturan lisan adalah satu aspek fokus bahasa yang dipelajari, pembeljaran dan pengajarannya memerlukan beberapa strategi untuk mencapai tujuan pembelajaran bahasa. Tumpuan kertas ini ialah terhadap permasalahan komunikasi yang dialami oleh pelajar bukan Arab walaupun mereka adalah pelajar pengkhususan Bahasa Arab sebagai bahasa kedua. Perbincangan tertumpuuntuk mencari sebab kelemahan pertuturan komunikasi lisan para pelajar dalam bahasa Arab dan beberapa strategi yang digunakan oleh penulis dalam mengajar kemahiran pertuturan lisan bahasa Arab untuk pelajar Sarjana Muda Bahasa Arab Pendidikan daripada lebih lima tahun pengalaman beliau di Universiti Islam Antarabangsa Malaysia. Startegi tersebut dilihat dapat memberi kesan dalam memecah kebuntuan sikap malu para pelajar bertutur dalam bahasa Arab dan meningkatkan penguasaan mereka dalam pelbagai bidang. Di antara strategi ini ialah: penggunaan multi-media, soal jawab, rasa kagum apabila diperlihatkan gambar yang pelik dan menarik menjadikanpelajar ingin menyatakan pendapat mereka secara lisan. Strategi lain juga termasuk: pergerakan, penampilan, simulasi dan pelbagai strategi yang menggalakkan pelajar bertutur serta sikap saling membantu dan interaksi di antara pensyarah dan pelajar. Kertas ini menggunakan metod deskriptif.   Kata kunci: Menggalakkan pelajar – pengkhususan – bahasa kedua – petuturan lisan – strategi.

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