scholarly journals The effect of letter (c) modelling on developing the skills of handwriting performance among learners of Arabic speaking other languages

2021 ◽  
Vol 16 (5) ◽  
pp. 2223-2235
Author(s):  
Najwa Ahmed Salim Khasawneh
Keyword(s):  
Teaching Method ◽  
Writing Skills ◽  
Arabic Language ◽  
Validity And Reliability ◽  
Arabic Speakers ◽  
Post Test ◽  
Performance Development ◽  
Arabic Speaking ◽  
First Time ◽  
Arabic Calligraphy

  This study aimed at identifying the effectiveness of letter (c) modelling in developing the writing skills performance of Arabic learners speaking other languages and the number of views required for the line visual to develop their writing skills performance. The study sample consisted of 15 learners who were studying the Arabic language for the first time and were chosen by the convenience sampling method. The female students did not take a pre-test as they did not know Arabic before. The students were trained on the attached Arabic calligraphy visual, which included all the Arabic language alphabets. The training period lasted for 8 weeks, with two lessons per week, and each session lasted for 40 minutes. The students then underwent a post-test that was checked for validity and reliability. The analysis results showed a clear ability to draw the Arabic letter due to the visualisation of the calligraphy presented by the researcher, which relied on modelling the letter (c) in all Arabic letters. In light of the findings, the study recommended applying the teaching method based on the calligraphy visualisation devised in teaching non-Arabic speakers.   Keywords: Handwritten performance, development, letter (c) modelling, learners of Arabic speaking other languages.  

scholarly journals Development of a test for assessment of the lipreading ability for children in the Arabic-speaking countries

2021 ◽  
Vol 37 (1) ◽  
Author(s):  
Mona Abdel-Fattah Hegazi ◽  
Aya Mohammed Saad ◽  
Mona Sameeh Khodeir
Keyword(s):  
Speech Perception ◽  
Sensory Modality ◽  
Arabic Language ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Visual Signals ◽  
Validity And Reliability ◽  
Egyptian Children ◽  
Hearing Children ◽  
Arabic Speaking

Abstract Background Lipreading is considered an important skill that varies considerably among normal-hearing (NH) and hearing-impaired (HI) children. It is well known that normal-hearing children use audition as the primary sensory modality for speech perception, whereas HI children use lipreading cues as the primary sensory modality for speech perception. Moreover, speech perception is a multisensory process that involves attention to auditory signals as well as visual articulatory movements, and the integration of auditory and visual signals occurs naturally and automatically in normal individuals of all ages. Most researches proved that lipreading is a natural and important skill needed for language acquisition in HI children. Lipreading also helps HI children to perceive speech, acquire spoken language, and acquire phonology. In the Arabic language, tools are deficient for assessing the lipreading ability for HI children, so this study was conducted to develop a test suitable for assessing the lipreading ability of hearing-impaired children among Arabic-speaking countries. The constructed lipreading test was administered to 160 Arabic-speaking Egyptian children including 100 typically developing NH children and 60 HI children. Participants’ responses were statistically analyzed to assess the validity and reliability and to compare the lipreading ability between the NH and HI children. Ranks of percentiles were established to provide an estimate of the lipreading ability in children. Results Statistically significant differences were found between the normal-hearing and HI children as regards all subtotal and total scores of the Arabic lipreading test, with good validity and reliability of the test. Conclusions The Arabic lipreading test is a valid and reliable test that can be applied to assess the lipreading ability among Arabic-speaking children with HI.

Comparison of the effectiveness of collaborative groups and peer instruction in a large introductory physics course for science majors

2010 ◽  
Vol 88 (5) ◽  
pp. 325-332 ◽  
Author(s):  
Calvin S. Kalman ◽  
Marina Milner-Bolotin ◽  
Tetyana Antimirova
Keyword(s):  
Teaching Method ◽  
Introductory Physics ◽  
Collaborative Group ◽  
Peer Instruction ◽  
Control Group ◽  
Collaborative Groups ◽  
Post Test ◽  
Physics Course ◽  
First Time ◽  
Conflict Strategy

We report on an experiment comparing examinations of concepts using slightly modified peer instruction (MPI) interventions with a conceptual conflict strategy based on collaborative groups (CG). Four interventions were utilized in two sections of an introductory physics course for science students. Both instructors and strategies were alternated in the two classes so that instructor dependence could be factored out and so that each class could serve as both an experimental and a control group. The gain on the Force Concept Inventory (FCI) used as a pre- and post-test is essentially the same in both classes. The instructors were experienced in use of MPI, but this was the first time that these instructors had used a collaborative group activity in their classes and only used it for the two interventions in each class described in this paper. CG appears to be more effective as a teaching method than PI. It also should be noted that the effectiveness of both teaching methods seems to be instructor independent as long as the instructors followed the same protocol.

Improving Students’ Writing Skills through Collaborative Learning: A Case Study of Senior High School Veteran 1 of Sukoharjo

2020 ◽  
Vol 10 (5) ◽  
pp. 527
Author(s):  
Veronika Unun Pratiwi
Keyword(s):  
High School ◽  
Collaborative Learning ◽  
Writing Skills ◽  
Test Validity ◽  
Senior High School ◽  
Validity And Reliability ◽  
Self Confidence ◽  
Post Test ◽  
The Mean ◽  
Teaching Learning

The research aims at improving students’ writing skills using collaborative learning at 10th-grade students of the Senior High School 1 of Veteran Sukoharjo. This research was a classroom action research. The technique used in this research consisted of planning, implementing, observing and reflecting. The research was applied in two cycles. Every cycle consisted of three meetings. In the technique of collecting data, the researcher used qualitative and quantitative techniques. The qualitative data were collected from documentation, observation and interview with teachers and some students. The quantitative data were collected from the score of the students’ pre-test ad post-test, validity and reliability. The result of the research showed that collaborative learning could improve students’ writing skills. By using collaborative learning, the students showed active and have self-confidence in the teaching-learning process. This method brought positive result. The progress of the students’ writing skills also can be seen from the result of the tests score. In the multiple-choice pre-test, the mean score of the pre-test was 59,7and improved to be 68,1in post-test 1 of cycle 1. In cycle 2, the mean score of post-tests 2 was 79,7. In the essay pre-test, the mean score of the pre-test was 61,3and improved to be 69,1in post-test 1 of cycle 1. In cycle 2, the mean score of post-tests 2 was 78,4. It could be concluded that there was a significant improvement in the students writing skills after using collaborative learning.

scholarly journals طريقة الإستجابة الجسدية الكاملة: بين نظرية وتطبقية في تدريس مهارة الاستماع

2017 ◽  
Vol 5 (1) ◽  
pp. 31-40
Author(s):  
Dhiauddin Dhiauddin
Keyword(s):  
Active Learning ◽  
Language Learning ◽  
Arabic Language ◽  
Literature Study ◽  
Arabic Speakers ◽  
Student Center ◽  
Response Method ◽  
Methods Of Learning ◽  
Arabic Speaking

AbstrakThis research reveals about Istima 'learning with Total Pisikal Response (TPR) method, studied theoretically and practically especially in istima' learning. This study uses literature study, to reveal the theoretical and practice in learning istima 'by TPR method. Istima Learning 'is the main scholar of Arabic language learning, where Arabic speaking for non Arabic speakers should begin with istima'. The learning of istima 'can be done by using various methods of learning, such as Total Psychical Response method, this method is very suitable for learning mahima istima' because the teacher can know the students 'vocabulary mastery and comprehension istima' and the training to students to do things that are governed by Teachers correctly. Besides, it can also create active learning with Student Center approach.الكلمة المفاتحية: الطريقة، الاستجابة الجسدية الكاملة، مهارة الاستماع

scholarly journals Developing a test battery for diagnosis of childhood apraxia of speech in Arabic speakers

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Dalia Abdou ◽  
Omayma Afsah ◽  
Hemmat Baz ◽  
Tamer Abou-Elsaad
Keyword(s):  
Speech Sound ◽  
Test Battery ◽  
Apraxia Of Speech ◽  
Validity And Reliability ◽  
Speech Sound Disorder ◽  
Childhood Apraxia Of Speech ◽  
Phonological Disorders ◽  
Arabic Speakers ◽  
Egyptian Children ◽  
Arabic Speaking

Abstract Background Childhood apraxia of speech (CAS) is a speech sound disorder in which the precision and consistency of movements underlying speech are impaired in absence of neuromuscular deficits. It is important to differentiate between language disorders and CAS to avoid misdiagnosis. The objective of this study was to develop a test battery for CAS in order to identify its possible presence in Arabic-speaking children, thus allowing the planning of appropriate therapy programs. The constructed test battery for CAS was administered to 70 monolingual Arabic-speaking Egyptian children including 10 children with suspected CAS, 20 children with phonological disorders, and 40 typically developing children. Participants’ responses were statistically analyzed to assess the validity and reliability, and to evaluate sensitivity and specificity of the test battery. Results Statistically significant differences were found between the three groups as regard all subtotal and total scores of CAS test battery with good validity and reliability of the test. Conclusions The constructed test battery for diagnosis of CAS is a reliable, valid, and sensitive tool that can be used to detect the presence of CAS in Arabic-speaking children and differentiate between it and phonological disorders.

scholarly journals PENGEMBANGAN MEDIA DIORAMA UNTUK MENINGKATKAN HASIL BELAJAR BAHASA ARAB DI KELAS VII MTSN YOGYAKARTA I

2016 ◽  
Vol 2 (2) ◽  
pp. 255-270
Author(s):  
Dini Latifah
Keyword(s):  
Reading Skill ◽  
Arabic Language ◽  
T Test ◽  
Validity And Reliability ◽  
Paired Samples ◽  
Significant Difference ◽  
Post Test ◽  
Calculation Results ◽  
And Control ◽  
Academic Year

This study aims to determine the effectiveness of diorama media and whether there is a significant difference in improving the learning outcomes of Arabic language in terms of the reading skills of class VII students of MTsN Yogakarta I. The test of the instrument using the validity and reliability test showed that 25 test questions all proved valid and reliable with a reliability coefficient of 0.957 for multiple choice and 0.978 for essay. Before the data were analyzed, the data should be tested by kolmogorov smirnov test and Varian analysis test (ANOVA) to know that the data were normally distributed and homogeneous. Furthermore, the data were tested with "t" test with paired-samples T test to know the significance of pre-test and post-test of the experiment and control classes and to know the effect or influence of diorama media in improving the learning result of Arabic especially on reading skill of class VII students of MTsN Yogyakarta I academic year 2014/2015. The calculation results show that the significance of 0.000 is less than 0.05 so it is stated as significant. The results show that learning Arabic with diorama media is more effective than book media in helping to improve learning result of Arabic language in terms of reading skill of students of class VII MTsN Yogyakarta I academic year 2014/2015 and there is a significant difference between reading by using diorama media and by reading without diorama media.

scholarly journals The Effectiveness of the Inquiry and Brain Storming Strategies in Developing Achievement and Creative Thinking Skills in Arabic Language of University Students

2020 ◽  
Vol 11 (1) ◽  
pp. 253
Author(s):  
Ahmad Abdullah Asiri
Keyword(s):  
University Students ◽  
Creative Thinking ◽  
Arabic Language ◽  
Thinking Skills ◽  
Achievement Test ◽  
Control Group ◽  
Validity And Reliability ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The study aimed to investigate the effectiveness of using inquiry and brainstorming strategies in teaching Arabic language for developing achievement and creative thinking skills of the university students. To achieve the previous objective, a teaching manual was prepared using inquiry and brainstorming strategies. Achievement test was prepared including 20 items multiple chooses questions related to knowledge, application and reasoning levels. In addition, creative thinking skills test was prepared including 10 items related to Fluency, flexibility and originality skills. The validity and reliability of the instruments were measured. The sample was selected randomly; it consists of two groups, experimental group 43 and a control group 39. The study was based on semi-experimental design pre—post-test, where the experimental group was taught using inquiry and brainstorming strategies, but the control group was taught using the usual strategies. The results of the study showed that there were statistically significant differences between the average scores of the experimental and control groups in the post achievement and creative thinking skills in general and their skills separately for the students of the experimental group. Also, the results showed a positive correlation between the scores of the experimental group in post creative thinking skills, and post achievement test in general. The effectiveness of inquiry and brainstorming strategies in the development of achievement levels and creative thinking skills was significant effect. The study recommended using the Inquiry and brainstorming strategies in the teaching Arabic language of university students.

scholarly journals THE EFFECT OF SUGGESTED TRAINING PROGRAM ON THE DEVELOPMENT OF ACADEMIC WRITING AT AL BURAIMI UNIVERSITY COLLEGE IN THE SULTANATE OF OMAN

2021 ◽  
Vol 03 (04) ◽  
pp. 101-112
Author(s):  
Mohammed Saleh ALAJMI ◽  
Samah Khamis Said AL MAMARI
Keyword(s):  
College Students ◽  
Training Program ◽  
Academic Writing ◽  
Writing Skills ◽  
Arabic Language ◽  
Experimental Program ◽  
Sultanate Of Oman ◽  
University College ◽  
Post Test ◽  
Research Tools

The current study aimed to build a proposed training program to advance the development of functional writing skills of Al-Buraimi University College students and measure its impact on improving functional writing skills. It also aimed to reveal whether there are statistically significant differences at the level of (α 0.05) in the level of acquisition of the college's students in the functional writing skills attributed to the human gender variable. To achieve the objectives of the study, the researchers used the approved semi-experimental approach based on the design of (one group with two pre and post-tests). Therefore, a number of research tools and materials were designed, which are: a list of appropriate functional writing skills for students of Al-Buraimi University College in the Sultanate of Oman, an analytical assessment list for correcting the functional writing test, a pre and post-test for Al-Buraimi University College students, and building a training program for Al-Buraimi University College students in light of the list Specific skills, preparing the training program guide, and after verifying the validity and reliability of the research tools and materials, they were applied to a sample of (80) students at Al-Buraimi University College. The results of the study indicated a clear improvement in the growth of job writing skills in favor of the post test, as the average performance was 25.74%, while the pre-test was 17.89%. This indicates that students who underwent the experimental program based on constructivist theory in teaching had better functional writing skills. This result indicates that the targeted functional writing skills have clearly developed among the students of Al-Buraimi University College, while the results of the second question showed that there are no differences in the level of students' acquisition of functional writing skills between males and females of Al-Buraimi College. In light of the results of the current study, we reached to the following recommendations: Benefiting from the list of functional writing skills that the current study reached by evaluating the performance of Al-Buraimi University College students for the functional writing skills in light of it, and by building tests in light of that list and providing lecturers who teach the Arabic language course and list the skills so that they have a support in implementing the course with better efficiency. While the study made some proposals, that are: Conducting a descriptive study to determine functional writing skills in universities and colleges in other areas, such as: writing reports, meeting minutes, resumes.

scholarly journals The Use of Collaborative Design Thinking in Improving Student Writing Skill

2020 ◽  
Vol 5 (1) ◽  
pp. 35-42
Author(s):  
Karimah Robiatul Addawiyah
Keyword(s):  
Collaborative Design ◽  
Quantitative Methods ◽  
Design Thinking ◽  
Teaching Method ◽  
Design Method ◽  
Writing Skills ◽  
Teaching Writing ◽  
Student Writing ◽  
Innovative Method ◽  
Post Test

Writing is still considered a difficult skill to master. Problems arise from variousaspects of writing namely grammar, vocabulary, types of text, outline, and soon. Tackling these problems is possible with appropriate teaching method. TheCollaborative Thinking Design Method (CoDeT) was chosen as an effectiveand innovative method to help students improve students’ writing skills as thisencouraes them to be active in the learning process and discuss with classmates.The purpose of this study was to determine whether there was a significantimprovement in the use of CoDeT method in students’ writing skills. Usingthe VII grade students of MTs AT-Tawazun Subang in year 2019/2020 aspopulation, this study used quantitative methods with experimental researchdesign. The average values obtained in the Pre- and post-test were 52.73 and91.92, respectively. This means that Tcount ttable or 4.01 3.06, with theresult that students’ writing skills are enhanced using Collaborative DesignThinking (CoDeT) method instead of the conventional method. This meansthat there is a significant improvement in the inclusion of Collaborative DesignThinking (CoDeT) method on students’ writing skills. It implies that CoDeTmethod can enhance students’ ability to teach writing skills in narrative texts.Through this research, several advantages of using the Collaborative DesignThinking (CoDeT) method in teaching writing skills to seventh grade studentswere revealed, such as 1). encouraging students to be actively involved in thelearning process and 2). facilitating students in understanding teaching materialthrough discussion.

scholarly journals فعالية اسنخدام الفيديو التفاعلي في تعليم الخط العربي

Abjadia ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 42
Author(s):  
Muhammad Afif Amrulloh ◽  
Ahmad Basyori
Keyword(s):  
Interactive Video ◽  
Arabic Language ◽  
Student Writing ◽  
Islamic State ◽  
State University ◽  
Standard Result ◽  
Post Test ◽  
Good Score ◽  
The Difference ◽  
Arabic Calligraphy

<p dir="RTL">إن الفيديو التفاعلى من الاتجاهات الحديثة لتكنولوجيا التعليم باعتباره أهم وأحدث أدوات التعليم. ويمكن أن يستخدمه كوسيلة لتعليم أي مادة من مواد اللغة العربية  في الجامعة منها الخط العربي. وفي قسم إدارة التربية الإسلامية بجامعة رادين إينتان الإسلامية الحكومية لامبونج يعلم فيه الخط العربي لدى الطلبة في الفصل الرابع بصفاته المادة الواجبة, ويعلم معلم الخط العربي احيانا باستخدم السبورة الطباشيرية في تعليمه وكذالك يستخدم التكنولوحيا مثل فور فوين ولم يسنخدم الفيديو التفاعلي في تعليمه. وهدف هذا البحث هو معرفة فعالية استخدام الفيديو التفاعلى في تعليم الخط العربي لطلاب هذه الجامعة. واستخدم هذا البحث المنهج التجريبي بتصميم المجموعتين وبالمدخل الكمي. وأما البيانات التي أخذها الكاتب في هذا البحث هي نتيجة الاختبار القبلي والبعدي لهتين المجموعتين. ونتيجة المعادلة  ( 70،70)  أي على الدرجة "جيد " التي حصل الطلبة عليها أكبر وأعلى من نتيجة المعيارية ( 70،00 ) التي قرر الكاتب عليها تدل على أن هذا الفيديوا فعال. ودرجة فعاليته بالمقارنة بين  نتيجة الاختبار القبلي (57،56 )  والاختبار البعدي  (70،70). وأما نتيجة الفرق بينهما (13،14 ) فهي تدل على أن وسيلة الفيديو لها درجة فعالية. وبعبارة أخرى، أن استخدام الفيديو التفاعلي يؤثر جوهريا في تحسين كتابة الطلبة.</p><p dir="RTL"> </p><p>The interactive video from the modern trends of education technology as the most important and latest tools of education. And can be used as a means to teach any material of the Arabic language at the university, including Arabic calligraphy. In the Department of Islamic Education Department at Radin Intan Islamic State University Lampung teaches Arabic calligraphy to students in the fourth grade in terms of the subject matter. The Arabic calligraphy teacher is sometimes taught using the chalkboard in his teaching, as well as using the technology like Fur Fuen and we do not use interactive video in his education. The aim of this research is to find out the effectiveness of using interactive video in teaching Arabic calligraphy to students of this university. This research used the experimental approach in the design of both groups and quantitative input. The data taken by the author in this study are the result of the tribal and post-test of the two groups. As a result of the equation (70,70), that is, on the "good" score, which the students obtained higher and higher than the standard result (70.00), which the writer decided to indicate that this video is effective. (57.56) and post-test (70.70). The result of the difference between them (13,14) indicates that the video method has an effective degree. In other words, the use of interactive video fundamentally affects the improvement of student writing.</p>

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