scholarly journals SUDAHKAH EVALUASI KEMAHIRAN BERBICARA BAHASA ARAB PADA TINGKAT DASAR DILAKUKAN?

2020 ◽  
Vol 1 (1) ◽  
pp. 73-87
Author(s):  
Laili Nur Kholisoh
Keyword(s):  
Language Proficiency ◽  
Arabic Language ◽  
Language Teachers ◽  
Elementary Level ◽  
Primary Level ◽  
Existing Problems ◽  
The Right ◽  
Arabic Speaking ◽  
Ongoing Evaluation ◽  
Speaking Skills

Evaluation is something that is commonplace and even just flows in accordance with the calendar of education. This research aims to find out and look for a solution of the problems that occur when implementing an evaluation for Arabic speaking skills at the level of data done by observation and interviews to several Arabic language teachers at the elementary level. With the data already obtained the writer to study literature to relate some of the problems with the existing theories to find relevant solutions for each issue found. As for some of the problems found related to the evaluation of speaking skills of students at the primary level, including the following: 1) Teachers often neglect the evaluation of speaking skills for being too focused on the written evaluation, 2) time is inadequate also make teachers second priority to this evaluation, 3) Teachers admitted the difficulty to make the right instrument for the evaluation of speaking skills, and 4) the ability of students limited hamper the ongoing evaluation of speaking skills. From some of the existing problems, there are several solutions to overcome them. One was a teacher must adjust the evaluation of speaking skills are as important as some other language proficiency evaluation. 

scholarly journals ترقية تعليم مهارة الكلام بالرسوم المتحركة على التلاميذ بمعهد دار العلوم العصري بندا أتشيه

2014 ◽  
Vol 15 (1) ◽  
pp. 99
Author(s):  
Mikyal Oktariana
Keyword(s):  
Action Research ◽  
Language Proficiency ◽  
Learning Process ◽  
Daily Basis ◽  
Research Approach ◽  
Action Research Approach ◽  
The Media ◽  
Arabic Speaking ◽  
Banda Aceh ◽  
Speaking Skills

Mahārah kalām (speaking skills) is a part of skills that highly considered in learning Arabic at Pesantren Darul Ulum Banda Aceh. It encourages students to practice speaking Arabic on a daily basis both in the classroom and outside. Based on pre observations, there are many students who are unable to speak or communicate in Arabic. Most of them feel tired and bored to learn Arabic due to media being used that does not match with the learning process, while some of them do not practice using Arabic in daily conversation. Based on this situation, the author conducted research using animation media to improve learning speaking skills at the school using action research approach. The results of this study show that the continuity of the learning process with the media is very effective in improving the language proficiency particularly speaking skills. Furthermore, they are also delighted with the use of animation media in the learning process. Keywords: Learning Arabic; Speaking Skills; Animation Media

scholarly journals تعليم مهارة الكلام في المدرسة الثانوية في إندونسيا ونيجيريا

Abjadia ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 128
Author(s):  
Nuril Mufidah ◽  
Abdur-Rasheed Mahmoud Mukadam ◽  
Imaduddin Muhammad
Keyword(s):  
High School ◽  
Field Research ◽  
Arabic Language ◽  
Language Teachers ◽  
School Level ◽  
High School Level ◽  
School Students ◽  
Conversation Skills ◽  
Verbal Skills ◽  
Speaking Skills

<p dir="RTL">تهدف هذه الدراسة إلى وصف  عن أساليب التدريس في المدارس الثانوية في إندونيسيا ونيجيريا. الطريقة المستخدمة في هذه الدراسة هي البحث النوعي الوصفي الميداني. ومجتمع البحث: المدير، ومدرسي اللغة العربية في المدرسة الثانوية وطلاب المدارس في إندونيسيا النيجيريا. كانت طرق جمع البيانات المستخدمة هي الملاحظة، والمقابلات، والوثائق، مع التحليل الفني لبيانات التثليث. تشير نتائج الدراسة إلى أن تعلم مهارة التحدث للمدرسة الثانوية في إندونيسيا يستخدم طريقة السمعية الشفهية. تبدأ عملية التعلم مع ذكر وقراءة المفردات من قبل المدرس، ثم يشارك الطلاب في النطق ثلاث مرات. يتم تقييم التعلم من خلال تقديم أسئلة للطلاب حول المفردات التي تم منحها ثم يقوم الطلاب بالإجابة اللفظية. كما يُطلب من الطلاب وضع جمل من المفردات التي يعطيها المعلم شفهيًا. إن استخدام هذه الطريقة تشجع الى نجاح البيئة العربية حيث يتكلم الطلاب اللغة العربية يوميا، وتؤدي الى وجود جو تعلم تفاعلي وتواصلي وممتع حتى لا يشعر الطلاب بالملل.  وأما تعليم مهارة الكلام في المدرسة الثانوية بنيجيريا يعتمد اعتمادا كليّا على تعويد التلاميذ على الكلام باللغة العربية وتنمية خبراتهم الكلامية بأشكال متنوعة من الحوار والمناظرة أو المسابقة وغيرها. ويحدث ذلك تحت هيمنة المدرس الذي يلاحظ في كلامهم مواضع النقص والإخفاق، فيقوم بالتصحيح مشفوعا بالبيان والتوضيح والتوجيه المقنع. من بعض وجوه الاتفاق والاختلاف بين إندونسيا ونيجيريا؛ حيث كان الاتفاق في كثير من الأنظمة التدريسية والمشاكل التي تواجه التلاميذ في تعليم مهارة الكلام مع اهتداء المدرس إلى كيفية تبديد شمل هذه المشكلات مع سعيه الحثيث لإيجاد الحلول الناجعة.</p><p dir="RTL"> </p><p>This study aims to describe speaking proficiency teaching methods for high school level in Indonesia and Nigeria. The method used in this study is descriptive qualitative, field research with the subject of the principal, Arabic language teachers, and senior high school in Indonesia and Nigerian school students. Data collection methods used were observation, interviews, and documentation, with technical analysis of triangulation data. The results showed that learning Indonesian conversation skills using the method of sam'iyah syafahiyah (oral audio). The learning process begins with mentioning and reading vocabulary by the teacher, and then students participate in the pronunciation three times. Learning is evaluated by asking questions to students about the vocabulary that has been given, and students respond verbally. Students are also required to make vocabulary sentences given orally by the teacher. The use of this method encourages the success of the Arab environment where students speak Arabic every day and lead to an interactive, communicative and enjoyable learning environment, so students do not feel bored. Teaching speaking skills in secondary schools in Nigeria depends entirely on the ability of students to speak Arabic and develop their verbal skills in various forms of dialogue, debate, competition, etc. This happens under the domination of the teacher, who notes in their words about deficiencies and failures, which are corrected with statements and clarification and convincing guidance. There are similarities and differences between Indonesia and Nigeria, for example the similarities in the teaching system and the problems faced by students in learning speaking skills with the teacher explaining how to solve this problem by finding practical solutions.</p>

scholarly journals البيئة العربية ودورها في تنمية مهارة الكلام ( دراسة متعددة في معهد الأمانة الحديث كريان سيدووارجو و معهد دار الحكمة الحديث تاوانج ساري تولونج أجونج

ASALIBUNA ◽  
2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Putri Kholida Faiqoh
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Boarding School ◽  
Arabic Language ◽  
Speaking Skill ◽  
Language Environment ◽  
Teaching Learning ◽  
Arabic Speaking ◽  
Speaking Skills

Language Environment Approach (Bi’ah Lughowiyah) is a language learning approach that aims to enhance the ability of learners in a foreign language through the utilization of the environment as a learning resource. Speaking skills (Maharah Kalam) are one type of productive skills of learners who require the ability to pronounce sounds correctly, it is a major part of the curriculum of foreign language learning. The Al-Amanah Islamic Boarding School and Darul Hikmah Islamic Boarding School is two of the cottages that there are several activities that aim to develop the ability to speak with students in Arabic, such as Mufrodat Kulla Yaum, Usbu' al-'Araby, Muhadharah, and all of activities about daily speaking skills until monthly. But unfortunately, most students of this cottage did not speak Arabic correctly because mixed by language of their region (Jawa). This research uses a qualitative approach, as well as the type of Multisite research. The results of this study are: 1) The role of Bi'ah Arobiyah in developing Maharah Kalam at the cottage, in terms of the psychological, the role is very helpful, but less. In terms of pedagogic, the role is ineffective. In terms of instructional, there is major role. 2) Supporting factors of Bi'ah Arobiyah that affect the ability of students to speaking Arabic, the position and the positive appreciation of all the inhabitants of the cottage to the Arabic language, Arabic learning materials, Language Activator Division of cottage, rules and punishment, the implementation of the teaching-learning processing a fun atmosphere, and strong motivation of most students. And the inhibiting factors are: the lack of a good education funding for the implementation of Bi'ah Arobiyah, at least media language learning, and most students of this cottage did not speak Arabic correctly because mixed by language of their region. And to solve the problems, intensive evaluation followed by corrections in learning is needed. Keywords: Arabic Environment, Arabic Speaking Skill

scholarly journals The Characteristics of Teaching Material Arabic Speaking Skills in Higher Education

2019 ◽  
Vol 11 (2) ◽  
pp. 194-213
Author(s):  
Puti Zulharby ◽  
Yumna Rasyid ◽  
Nuruddin Nuruddin
Keyword(s):  
Higher Education ◽  
Language Skills ◽  
Language Education ◽  
Arabic Language ◽  
Structured Interview ◽  
Teaching Materials ◽  
Study Program ◽  
Education Study ◽  
Arabic Speaking ◽  
Speaking Skills

Research objective is to providing an insight into the characteristics of Arabic language teaching materials in higher education in Indonesia. This research was conducted by examining a variety of literature relating to teaching materials and Arabic speaking skills. The research method applied survey, involving 97 students from the Arabic Language Education Study Program in several universities in Indonesia and structured interviews with lecturers who supported Arabic speaking skills. The procedure taken are 1) reading literature related to Arabic speaking teaching materials and teaching Arabic speaking skills, 2) observing the learning process of speaking skills at several Arabic Language Education Study Programs, 3) determining the type of survey, 4) determining the sample target, 5) preparing instruments for analyzing the needs of students, 6) preparing structured interview instruments for lecturers, 7) analyzing survey results, 8) translating survey result. The results of this study, teaching materials from Middle East has led to the emergence of gaps in achieving Arabic language skills for beginners, such as the lack of phonetic aspects being taught, monotonous forms of practice, directing students to memorize, and types of dialogue that are not in accordance with student culture in Indonesia. The characteristics of teaching materials that are suitable for use in Arabic language skills are divided into goals, phonetics, themes, social culture, exercises, steps and visualization.

scholarly journals M-Learning Boost Students' Motivation in Learning Arabic Language Proficiency for Elementary Level

2020 ◽  
Vol 8 (10) ◽  
pp. 4384-4392
Author(s):  
Wan Ab Aziz Wan Daud ◽  
Wong Kung Teck ◽  
Mohammad Taufiq Abdul Ghani ◽  
Saipolbarin Ramli
Keyword(s):  
Language Proficiency ◽  
Arabic Language ◽  
Elementary Level

scholarly journals COLLABORATIVE LEARNING TO ENHANCE ARABIC SPEECH SKILLS AMONG STUDENTS OF BACHELOR’S DEGREE (ISM) IN ARABIC LANGUAGE WITH EDUCATION AT SULTAN IDRIS EDUCATION UNIVERSITY

2021 ◽  
Vol 58 (2) ◽  
pp. 1854-1860
Author(s):  
Saipolbarin Ramli Et al.
Keyword(s):  
Collaborative Learning ◽  
Native Speakers ◽  
Positive Impact ◽  
Field Studies ◽  
Arabic Language ◽  
Bachelor's Degree ◽  
Before And After ◽  
Arabic Speaking ◽  
Speaking Skills

Collaborative learning refers to learning activities that involve two or more people who learn something together. This learning requires no teacher supervision and is not structured. This is the opposite to the cooperative learning where the role of the teacher as facilitator is to structure and monitor group activities to achieve their objectives. This study aimed to identify the issues faced by the students of bachelor’s degree (ISM) in Arabic Language with Education at Universiti Pendidikan Sultan Idris (UPSI) to master Arabic speaking skills. This study also aimed to analyze the effectiveness of collaborative learning to enhance speaking skills and to analyze the degree of differences in the speaking skills before and after the implementation of collaborative learning. This quantitative study used a questionnaire and diagnostic test involving 29 Arabic language student respondents of the second semester in UPSI. In addition to conducting field studies, this study also made references to books, journals and theses on speaking skills and collaborative learning. The findings showed that collaborative learning methods could help students improve their proficiency in speaking Arabic. The results of this study are expected to have a positive impact and contribute to the teaching pedagogy of Arabic speaking skills for non-native speakers.

scholarly journals Attitudes of teachers of Arabic language and students of the primary stage towards the implementation of the Touchstones Discussion Project  / Mahakkat at- Tafkir Program and obstacles to its application in Jordan: اتجاهات معلمي اللغة العربية وطلبة المرحلة الأساسية العليا نحو تطبيق برنامج محكات التفكير ومعوقات تطبيقه في الأردن

2019 ◽  
Vol 3 (30) ◽  
Author(s):  
Fayza Ahmad Saadah
Keyword(s):  
Arabic Language ◽  
Language Teachers ◽  
Upper Elementary ◽  
Elementary Level ◽  
Elementary Stage ◽  
Basic Stage ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Teachers Attitudes ◽  
Descriptive Method

  The aim of this study was to reveal the attitudes of Arabic Language teachers and the higher elementary stage students towards the implementation of the Touchstones Discussion Project/ Mahakkat at- Tafkir Program and the obstacles to its application in Jordan. The study used descriptive method, and in order to achieve the objectives of the study the researcher used a questionnaire prepared by her to measure teachers' attitudes, and another one to measure students' attitudes, and a third to measure the obstacles of applying this program. The study was applied on (152) Arabic language teachers in the area of "liwa' aljama'a" and (1506) students of the upper elementary level. after verifying the validity of the tools and their stability, and to answer the questions of the study extracted the averages and standard deviations, The results showed that the Arabic language teachers and the basic stage students had positive attitudes toward the implementation of the Mahakkat at- Tafkir. The overall response to all the paragraphs (3.54) for the teachers, and (3.79) for students. The results of the study showed that the obstacles to the implementation of the program were medium, with the total response on all paragraphs (3.35), while the response to the paragraphs between high and medium. And accordingly, a set of recommendations and suggestions were presented to reinforce the attitudes of the Arabic language teachers and the students of the higher elementary stage toward applying the program and overcoming the obstacles of its application.

Basic Model of Arabic Speaking for Preschool Children (Q-Nutqi)

2021 ◽  
pp. 42-59
Author(s):  
Norfaezah Mohd Hamidin
Keyword(s):  
Preschool Children ◽  
Preschool Teachers ◽  
Basic Needs ◽  
Arabic Language ◽  
Implementation Phase ◽  
Basic Model ◽  
Evaluation Phase ◽  
Arabic Speaking ◽  
The Impact ◽  
Speaking Skills

The Arabic language is the most important language in Malaysian education because of its connection with the Quranic language. This study is about the development of a basic model for improving the speaking skills of preschool children (Q-Nutqi). Q stands for Qur’an, Nutqi means to speak. The objectives of this study were to identify the basic needs in Arabic speaking skills of preschool children, then design and develop a model through the implementation of Arabic speaking modules of Quranic communication, finally, evaluate the effectiveness of this model. This study will be conducted using the ADDIE model. The analysis phase will identify the need for a basic model in speaking through the method of interviewing several Islamic preschool teachers in Selangor. Then, the model design phase to find out the learning objectives and determine the learning and teaching methods (L&T) using the Q-Nutqi model. The model development phase involves 12 experts in Arabic, early childhood education, and industry to evaluate the design of the model produced for improvement. The implementation phase of the Q-Nutqi speaking model through training modules for preschool teachers to use the model. The final phase is the evaluation phase to find out the impact and effectiveness of the model on preschool children. Through this study, the research team hopes to be able to develop a model that fits the basic needs of Arabic language learning of preschool children and be able to improve the existing weaknesses in the preschool education system.

scholarly journals Arabic Across the Curriculum in a Bilingual Gulf University

2004 ◽  
Vol 1 (1) ◽  
pp. 61-76
Author(s):  
Nagwa Hedaiat
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Native Speakers ◽  
Arab World ◽  
Language Skills ◽  
Arabic Language ◽  
Support Program ◽  
Language Support ◽  
Arabic Speaking

Arabic Across the Curriculum is a broad language support program at Zayed University in the UAE, which has stimulated discussion on several issues concerning Arabic language support in the Arab world in general and in the Gulf area in particular. These issues can be summed up in the following questions: Why do we need to teach Arabic to native Arabic-speaking students? How will Arabic language proficiency help students in their academic and future careers? Which Arabic language skills should we teach native speakers in higher education, and how? What means of assessment and what criteria might be helpful to Arabic programs and instructors?

scholarly journals Analisa Kebutuhan Sebagai Konsep Dasar dalam Pengembangan Kurikulum Bahasa Arab di MAN Curup

2018 ◽  
Vol 2 (1) ◽  
pp. 49
Author(s):  
Nurjannah Nurjannah
Keyword(s):  
Curriculum Development ◽  
Arabic Language ◽  
Language Teachers ◽  
Needs Analysis ◽  
Community Collaboration ◽  
Student Needs ◽  
Functional Changes ◽  
School Programs ◽  
The Subject ◽  
The Right

Needs analysis in curriculum development is necessary to assess and identify the needs of Arabic and community teachers in curriculum development, as curriculum development is essentially oriented to the needs of Arabic language teachers and the needs of the community, including the needs of the subject. Needs analysis is also used to identify the incompatibility between the performance of the desired Arabic teacher and the performance of the real Arabic teacher. In the school system Needs analysis is needed to find curriculum deficiencies that involve school community collaboration and understanding of school programs for improvement. The purpose of the curriculum needs analysis is to find the right solution to solve the curriculum problem. One of the basic assumptions of curriculum development in education should be based on student needs analysis. The procedure used to collect information about student needs is known as needs analysis. The method of needs analysis in curriculum development is made to be able to measure the level of gap that occurs in student learning from what is expected and what has been obtained. The conclusions obtained in the analysis are: the needs of the curriculum is a formal process to determine the distance or gap between what exists and how should be from a curriculum, the priority of the main problem and then solved the problem. Needs analysis is a constructive and positive tool for making changes based on rational logic, functional changes that can meet the needs of citizens, groups and individuals.

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