scholarly journals Pembelajaran Bahasa Arab Berbasis Common European Framework Of Reference For Language (CEFR) Di Indonesia

2020 ◽  
Vol 6 (1) ◽  
pp. 1-22
Author(s):  
Talqis Nurdianto ◽  
Noor Azizi bin Ismail
Keyword(s):  
Formal Education ◽  
Arabic Language ◽  
Foreign Languages ◽  
English Speakers ◽  
Learning Material ◽  
Learning And Teaching ◽  
Arabic Speakers ◽  
The Common ◽  
The Government ◽  
Different Levels

Learning and teaching Arabic for non-Arabic speakers continues to develop, from methods, teaching aid to curriculum. The development of learning and teaching follows the changing demands of the era and era of learners (students). This renewal of methods and media does not mean that the older version is forgotten altogether, but rather they became a platform to be improved thus giving a good impression on Arabic learners that learning Arabic is easy and fun. For Indonesians, Arabic, like any other foreign languages, is not their native language. Depending on the learners, learning Arabic has different levels of difficulty. The difficulty of learning is not always due to the language but also the student. The Common European Framework of Reference for Language (CEFR) in learning foreign languages in Europe is an alternative method chosen in learning English for non-English speakers in Europe. Can this theory be applied in Arabic learning, as can 40 foreign languages besides English? This study seeks to determine the effectiveness, opportunities and challenges of learning Arabic in Indonesia using CEFR by using descriptive qualitative methods. The level of formal education that refers to the age of students is not used in learning Arabic with CEFR. The CEFR theory in learning Arabic refers to Arabic language ability at each level and has the total of six levels.. A1 and A2 are for beginners, B1 and B2 for intermediate, and C1 and C2 for advanced levels. Arabic learning material arranged according to the competencies of each level makes it possible for anyone to learn it and occupy the level according to their abilities. Meanwhile, the implementation of CEFR in learning Arabic in Indonesia and its opportunities and challenges is still difficult to find, both in formal and non-formal education without support from the government. Keywords: CEFR, Arabic learning.

scholarly journals Teaching Arabic to Non-Native Speakers between Communication and Pragmatics:Qualitative Approach in Light of the Common European Framework of Reference for Teaching Foreign Languages

2021 ◽  
Vol 32 (2) ◽  
pp. 55-65
Author(s):  
Hidaya Tag Elasfia Hassan Elbasre
Keyword(s):  
Language Learners ◽  
Native Speakers ◽  
Arabic Language ◽  
Language Learner ◽  
Foreign Languages ◽  
Joint Work ◽  
Common Reference ◽  
Arabic Speakers ◽  
The Common ◽  
Ak Model

This research is qualitative in nature. It aims to investigate descriptively, analytically, and comparatively the modern AK model represented by the Sudan Open University Series, and the European framework, the common reference for Teaching Foreign Languages, to uncover what was achieved in them in terms of communication and language use. Accordingly, an integrated, multi-media approach has been adopted to enable the production and reception activities, and the spread of Arabic in vast areas of the world. Such a spread helps Arabic language to be in a hegemonic position with the other living languages. The study is based on getting benefit from human experiences and joint work in the field of teaching Arabic to non-Arabic speakers to meet the needs of learners. Such knowledge helps to overcome the pragmatic dimension dilemmas, and the duality between formal and colloquial, leading as a result to have a global recognition of its outputs. The study revealed the importance of building the communication and pragmatic capabilities of language learners since they both represent the  life and vitality of language. It further necessitates rebuilding curricula and updating them in a way that makes communication and the use of language a reality. The research recommended eliminating any difficulties that face the Arabic language learner from the non-speakers, by making use of what was provided by the Common European Framework of Reference for Teaching Foreign Languages.

A New Equilibrium in the Government of Public Education: A Comparison of Trends in Three National Systems

1973 ◽  
Vol 17 (2) ◽  
pp. 131-141
Author(s):  
G. L. Johnston
Keyword(s):  
Public Education ◽  
Public Interest ◽  
Formal Education ◽  
The United States ◽  
Recent Trends ◽  
The Government ◽  
Control Education ◽  
National Systems ◽  
Different Levels ◽  
Government Authority

It is apparent that formal education has become a subject of high public interest and a source of social conflict; consequently, it is not surprising that there has developed a variety of pressures for the rearrangement of the power to control education. The most obvious manifestation of this power is the formal authority available at different levels of government. This article is an attempt to identify and account for the major recent trends in the patterns of government authority for education in England, the United States, and Australia, and on the basis of those trends to forecast the likely future roles of central, intermediate, and local government bodies in the control of education.

scholarly journals BILINGUALISM AND THE FUTURE OF ARABIC EDUCATION IN THE REPUBLIC OF GHANA/ الثنائية اللغوية ومستقبل تعليم العربية بجمهورية غانا

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Murtada Mahmoud Muaz ◽  
Youshau Muhammad Abdullah
Keyword(s):  
Arabic Language ◽  
Foreign Languages ◽  
Ministry Of Education ◽  
Cultural Economic ◽  
Language And Culture ◽  
Political Interests ◽  
The Future ◽  
The Republic ◽  
The Government ◽  
Near Future

Based on two bold recent initiatives by the Ghanaian governments on language policy, this paper investigated the future of Arabic language in Ghana. In 2016, the Government of Ghana declared through the Ministry of Education that Arabic has been made one of the elective subjects at the Senior High and that it might be rendered same at the preparatory level in the near future. At the same time, the government reiterated his determination to make French a second official language in Ghana, in addition to English. It is against this backdrop that this paper shed some insights into the future of Arabic in a bilingual Ghanaian society. It began with a general discussion on the state of Arabic language in Ghana, paving the way for the interrogation of the continuous struggle among powerful nations to impose their language and culture on the developing countries for varied socio-cultural, economic and political interests. In essence, the paper forecasted how Arabic could thrive the competition from the other foreign languages, coupled with the enormous challenges it is already coping with. The article suggests relevant measures that need to be taken by stakeholders to keep Arabic relevant and competitive in Ghana.

scholarly journals Factors to Consider while Teaching English to Arab Students

2021 ◽  
Vol 2021 (3 (136)) ◽  
pp. 142-145
Author(s):  
Gassim H. Dohal
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Foreign Languages ◽  
College Level ◽  
Teaching English ◽  
Learning And Teaching ◽  
Different Types ◽  
Arab Students ◽  
Different Levels

When you have a chance to teach English in Saudi Arabia at different levels – beginners, intermediate, and advanced levels, you will discover a lot of challenges that face a teacher of a foreign language. Those barriers vary from one situation into another, from one level into another, and from one place into another. Some barriers are connected with the culture in question, others – with the contents of the syllabus, passing through the method your students are taught with while taking other subjects. These aforementioned barriers are few among many others. They are focused on here because of their importance in obstructing learning and teaching a foreign language like English. Moreover, at a college level, English may be chosen as an optional, elective, pass-guaranteed, and grade-gained subject. In this sense, this issue might become a good topic for researchers who are interested in teaching and learning a foreign language. Some students told me in more than one department and on many occasions that they chose English because they do not like much work and in this subject they are sure of passing the test. What a teacher expects from such students is just nothing; they have no mere idea of learning at all. They need to fill in a number of courses they have to register in their transcripts with no effort on their part. I will address some of the challenges teachers of English at Saudi Arabian schools should be cautious of while practicing their career. The aim of this article is to attract the attention of teachers of foreign languages to these obstacles that definitely exist and hinder all efforts of teaching and learning a foreign language. At the end of this article, some suggestions are provided depending on my experience in teaching English at different levels and to different types of students.

INTERFERENCE IN THE DEVELOPMENT OF ARABIC VOCABULARY (A MORPHOLOGICAL REVIEW)

2020 ◽  
Vol 8 (4) ◽  
pp. 1319-1329
Author(s):  
Abu Sufyan ◽  
Yani Rohmayani ◽  
Tubagus Chaeru Nugraha ◽  
Mohammed H. Al-Khresheh
Keyword(s):  
Arabic Language ◽  
Foreign Languages ◽  
Arabic Speakers ◽  
Science Technology ◽  
Native Arabic Speakers ◽  
Distributional Method ◽  
Phonological Interference ◽  
Analytical Research ◽  
Classical Arabic ◽  
Full Absorption

Purpose: This study aims to describe the forms of Arabic language interference on terminologies in the domains of science, technology, and art. Methodology: The study was conducted morphophonologically using descriptive-analytical research methods. The descriptive-analytic research method was used to facilitate the achievement of goals specified in this study. The data findings were reviewed using the distributional method. Main Findings: The study found that language interference is an aspect of vocabulary development and enrichment, which requires harmonization of speech sounds. The results showed that in the Arabic language, interference produced partial absorption and full absorption. Phonologically, partial absorption occurred through the absorption of sound elements at the beginning or end of a word.  Applications: Understanding the issue of language transfer in the development of Arabic vocabulary is useful for non- native Arabic speakers. The findings can also help Arabic teachers revise their teachings methods accordingly. Novelty/Originality of this study: This study contributed to a better understanding of the forms of phonological interference of foreign languages into the Arabic language. These forms can be represented as partial absorption, total absorption, and sound change. While in morphological forms, interference causes different developments of word patterns from classical Arabic.

scholarly journals FORMAL, NONFORMAL AND INFORMAL TEACHING FOREIGN LANGUAGES

2021 ◽  
pp. 150-157
Author(s):  
Ольга Свиридюк
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Informal Education ◽  
Formal Education ◽  
Foreign Languages ◽  
Educational Activity ◽  
Private Institutions ◽  
Formal And Informal Learning ◽  
Language Courses ◽  
The Government

The article considers the content of formal, non-formal, and informal learning of foreign languages. It is noted that formal education is education that is institutionalized, intentional, and planned through public organizations and recognized private institutions and together they create a system of state formal education. Non-formal education is education that is institutionalized, intentional, and planned by the subject of educational activity. Informal education is a form of education that is intentional or conscious, but not institutionalized. The author analyzes the main differences between formal, non-formal, and informal learning. It has been emphasized that learning, whether formal or informal, is intentional and partly accidental, but informal learning is purely accidental. It has been outlined that in the short term it makes more sense and, of course, more accessible to involve volunteers in the organization of social activities that promote non-formal and informal language learning, instead of immediately organizing official language courses. If such measures are properly designed and effectively implemented, they can motivate and encourage students to participate in formal language courses at a later stage. It has been noted that formal education characterizes education on the negative side due to certain limitations, namely the curriculum is based on norms and laws approved by the government/institution, while the students’ needs and interests are not taken into account. When the students’ needs and interests are taken into account, the students will be more interested and more willing to participate in various activities. On the other hand, non-formal education manages to transform the interests and needs of students into a flexible and adapted form of learning.

scholarly journals CEFR-Based Arabic Language Learning Competency

IZDIHAR ◽  
2020 ◽  
Vol 3 (3) ◽  
Author(s):  
Talqis Nurdianto ◽  
Yayat Hidayat ◽  
Vicky Adetia Wulandari
Keyword(s):  
Language Learning ◽  
Arabic Language ◽  
Linguistic Competence ◽  
Pragmatic Competence ◽  
Language Competence ◽  
Arabic Speakers ◽  
General Competency ◽  
Or Practice ◽  
The Common ◽  
Modern Arabic

This research was an effort to formulate an easy and modern Arabic learning method for non-Arabic speakers. Learning Arabic at CEFR does not only focus on the principles of Nahwu as science or practice, but also there are other competencies that must be included in its learning. This research was descriptive qualitative in nature with the primarily data was the study of the Common European Framework of Reference for Language (CEFR). Data analysis was carried out by document analysis on the CEFR-based Arabic learning competency and the results were presented in descriptive form. This research resulted two main competency standards in teaching Arabic based on CEFR, they were: language competence in general and communicative language competence. In this general competency there were four derivative competencies, namely: 1) declarative knowledge; 2) expertise and skills; 3) existential competence; and (4) the ability to learn. Meanwhile, the CEFR only defined communicative language competence in its three derivative competencies, namely: 1) linguistic competence; 2) sociolinguistic competence; and 3) pragmatic competence.

أهمية تقنين برامج تعليم اللغة العربية للناطقين بغيرها وفق اطار مرجعي لتعليم اللغات: دراسة تحليلية لاراء الخبراء في المملكة العربية السعودية

2020 ◽  
pp. 1-26
Author(s):  
محمد الجراح
Keyword(s):  
Language Teaching ◽  
Arabic Language ◽  
Foreign Languages ◽  
Inductive Method ◽  
Language Program ◽  
Language Tests ◽  
Speakers Of Other Languages ◽  
The Common ◽  
Teaching Programs ◽  
Specific Number

في ظل سعي كثير من العاملين في برامج تعليم اللغة العربية للناطقين بغيرها لتقنين هذه البرامج وفق أحد الأطر العالمية لتعليم اللغات، للوصول إلى العالمية والاعتماد، يركز العاملون في هذه البرامج على تقسيم المستويات اللغوية وفق أحد الأطر العالمية لتعليم اللغات، ويغفل بعضهم عن أهمية هذه الأطر لأسس برامج تعليم اللغة، المتمثلة بـ: معلم اللغة ومتعلِّمها، والمادة الدراسية، والمهارات اللغوية، والاختبارات، وعدد الساعات الدراسية. حيث يُعنى هذا البحث بإبراز أهمية الأطر العالمية لتعليم اللغات الأجنبية في بناء برامج اللغة العربية للناطقين بغيرها، ومن أشهر هذه الأطر: الإطار المرجعي الأوروبي المشترك للغات (CEFR). والمجلس الأمريكي لتعليم اللغات الأجنبية (ACTFL). ومن خلال الدراسة المسحية والمنهج الاستقرائي التحليلي، استطاع الباحث تبيان أهمية تقنين برامج تعليم اللغات وفق إطار مرجعي، ومدى الاستفادة من الأطر العالمية في تقنين أسس برامج تعليم اللغات في مجتمع الدراسة الذي تمثل ببرامج تعليم اللغة العربية للناطقين بغيرها في المملكة العربية السعودية. وقد بين هذا البحث أن أهمية الأطر العالمية لا تقتصر على تقسيم مستويات إلى اللغة لعدد محدد، بل لها دور كبير في تقنين أسس برامج تعليم اللغة كافة. الكلمات المفتاحية: العربية للناطقين بغيرها، إطار مرجعي، الإطار الأوروبي، المجلس الأمريكي As many practitioners in Teaching Arabic to Speakers of Other Languages Programs (TASOL) strive to standardize these programs according to one of the international frameworks of teaching languages to achieve universality and accreditation, they focus on dividing language levels in accordance with one of the international referential frameworks of teaching languages. However, some of these stakeholders neglect the importance of these frameworks to the components of language teaching programs represented by teachers, learners, curriculum, language skills, language tests, and the number of studying hours. As a result, this article is concerned with highlighting the importance of international frameworks of teaching foreign languages in the construction of Teaching Arabic to Speakers of Other Languages Programs, mainly the Common European Framework of Reference for Languages (CEFR) and The American Council on the Teaching of Foreign Languages (ACTFL). Through the use of surveys and the inductive method, the researcher was able to demonstrate the importance of codifying language teaching programs in accordance with the referential frameworks and to highlight the extent to which international frameworks can be used to codify the components of Teaching Arabic Language to Speakers of Other Languages Programs in Saudi Arabia. This research has shown that the importance of international frameworks is not limited to dividing language levels into a specific number, but rather they have a major role in codifying all the components of language program. Keywords: Arabic to Speakers of Other Languages, Referential Frameworks, CEFR, ACTFL

scholarly journals MEMAKNAI BUDAYA LOKAL DAN GLOBAL DALAM PENGAJARAN BAHASA ASING

2010 ◽  
Vol 3 (2) ◽  
pp. 145
Author(s):  
Laelah Azizah S. Suhaeb
Keyword(s):  
Foreign Language ◽  
Formal Education ◽  
Learning Culture ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Foreign Languages ◽  
Local Culture ◽  
Teaching Materials ◽  
Learning And Teaching ◽  
Multicultural Diversity

Multicultural diversity in Indonesia has become an amazing icon for many other countries which feel envy with the cultural richness of the archipelago. Although the Indonesian culture constantly growing, our civilization must be maintained and kept. Foreign Languages has been recognized in formal and non formal education in Indonesia. Learning and teaching foreign languages is not easy because it does not just teach vocabulary and grammar but also teaches how and when language is used, or in other words, learning the language is also learning culture. Foreign language teaching materials should contain the local culture and the culture of the target language in balanced. Because of the language would be useful if it can be used where the language is required

scholarly journals TSALATS MARAHIL LI TATHWIR TA'LIM AL-LUGHAH AL-ARABIYYAH FI INDONESIA

ALSINATUNA ◽  
2017 ◽  
Vol 2 (1) ◽  
pp. 15
Author(s):  
Muhajir Muhajir
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Formal Education ◽  
Teaching Method ◽  
Arabic Language ◽  
Second Phase ◽  
Learning Material ◽  
Education Development ◽  
The Third ◽  
Third Phase

The spread of Islam in Indonesia is closely related to the activity of Arabic language learning. As a code of linguistic expressions in learning Islam, the first aim in learning Arabic language in Indonesia is to fulfill people’s need in praying. In the second phase, Arabic language learning developed at many Islamic Boarding Schools. There was awareness that Arabic language was not only a tool in understanding a text, but also a tool for communication. It makes many people, especially those who studied abroad in the Middle East, motivated to innovate in the education development such as finding new concept and new teaching method especially in Arabic language teaching. In the third phase, Arabic language learning is nowadays used in a formal education and it is still in the process of completion of its curriculum, learning objective, learning material, teaching method, and its teaching media used in the teaching and learning process.

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