scholarly journals استخدام مدخل التعليم البنائي لترقية مهارة الكتابة العربية

2017 ◽  
Vol 18 (2) ◽  
pp. 195
Author(s):  
Walfajri Walfajri
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Arabic Language ◽  
Teaching Approach ◽  
Main Concern ◽  
Phase 2 ◽  
Constructive Approach ◽  
Writing Skill ◽  
Constructive Teaching

The Arabic writing skill is one of the important Arabic language skill and it is a main goal of the Arabic learning as foreign language. However, it does not get a main concern in Arabic teaching as foreign language. Beside, the students’ Arabic writing skill is still in low level. This research aims to increase students’ Arabic writing skill through the constructive teaching approach and to describe the effective teaching method of Arabic writing skill as foreign language. This research used the classroom action research method conducted in two cycles. Each cycle consists of four steps they are: 1)planning, 2) action, 3) observation, and 4) reflection. The data of research consist of teaching and learning process of Arabic writing skill in classroom and students’ Arabic compositions. The research participants are a lecture and 30 students of Arabic writing skill. The results of research showed that the Arabic writing skill teaching through the constructive approach consists of three phases they are: 1) pre writing phase, 2) writing phase, and 3) post writing phase. The results also showed that the constructive teaching approach is effective to increase students’ Arabic writing skill.

scholarly journals Mother Tongue Use in Beginner EFL Grammar Classes in Saudi Arabia: A Case Study

2021 ◽  
Vol 12 (4) ◽  
pp. 349-365
Author(s):  
Khulud Ali Tubayqi ◽  
Mazeegha Ahmed Al Tale’
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Arabic Language ◽  
Microsoft Excel ◽  
Thematic Content Analysis ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
Actual Interaction

Using the mother tongue (MT) in English as a foreign or second language (EFL/ESL) classrooms is indispensable, especially in beginner classes. This paper aims to add to the present literature on this issue by highlighting the attitudes of both students and teachers towards MT use in English as a foreign language (EFL) classroom, the justifications for its use, and some of the actual interaction practices in grammar classes. It investigates the attitudes of 110 Saudi EFL female beginners and their two teachers toward using the Arabic language in EFL grammar classes at Jazan University. It also investigates the students’ reasons for using or avoiding their MT. Moreover, it presents some of the functions that MT serves in EFL grammar classes. To collect the data, the researchers used two questionnaires and classroom observations. For data analysis, they used Microsoft Excel and thematic content analysis. The results indicated that, although both students and teachers generally have positive attitudes toward using the MT in EFL classes, they are also aware of the adverse effects of its overuse. The results also revealed that the teachers and students use MT in EFL classes to serve different classroom functions that ease the teaching and learning processes. Based on these findings, the study provided recommendations for teachers, curriculum designers, and future researchers.

scholarly journals The Implementation of Communicative Language Teaching in English Practice

2020 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Arini Sabrina
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Focal Points ◽  
English Teaching ◽  
English As Foreign Language ◽  
Efl Context ◽  
Scientific Approach

2013 Curriculum now has been implemented so widely in Indonesia, especially in English teaching and learning process. It delineates some focal points like student-centred active learning and contextual teaching which hopefully brings the students to learn more effectively. Furthermore, there is an apparent unanimity that the curriculum may lead the meaningfulness of learning. In relation to English teaching approach, Communicative Language Teaching (CLT) is likened to the latest curriculum. CLT emphasises on the context and authenticity. Thus, this approach should go along with 2013 Curriculum. This study aims at finding out the implementation of CLT in line with the curriculum, since many previous studies alert some problems happening while CLT is applied not in ESL as its birthplace, yet in EFL context. In fact, Indonesia perceives English as foreign language. But, there are still few studies related to this approach. After observation and document tracking are conducted, it is concluded that Scientific Approach and Communicative Language Teaching Approach are able to blend to create more effective communicative learning.

scholarly journals The Acquisition and Learning of EFL in A Non-formal English Education in Indonesia

2020 ◽  
Vol 5 (2) ◽  
pp. 86-94
Author(s):  
Dwi Ide Rahayu
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Formal Education ◽  
English Education ◽  
Teaching Method ◽  
Direct Method ◽  
Real Life ◽  
Descriptive Case Study ◽  
Affective Filter ◽  
Formal Institution

The acquisition and learning of English as a Foreign Language differs from that of English as a Second Language. In the EFL setting, it is not sufficient if the teaching and learning processes only depend on formal institution. Because of that, the non-formal education plays an important role to support the processes. This research aims at exploring (1) how Kampung Inggris Kebumen – as one of non-formal educations in Indonesia – was built; (2) what the teaching method used to make the learners in Kampung Inggris Kebumen speak English without any reluctance; and (3) how the learners in Kampung Inggris Kebumen acquire and learn English. This research applies qualitative method i.e. a descriptive case study by means of observation and interviews. The result shows that (1) as one of non-formal institution, Kampung Inggris Kebumen plays a significant important role in the success of English teaching and learning in  Kebumen Regency, in terms of their collaboration with MGMP Sekolah; (2)  Kampung Inggris Kebumen applies the combination of direct method and audio lingual method which are confirmed supportive in the process of acquiring and learning English as a Foreign Language; (3) The students feel that they can decrease their affective filter since the instructors of Kampung Inggris Kebumen use many fun learning activities, provide rich exposures, and intensive time to apply the English in students’ real life. Keywords : acquisition, learning, EFL, non-formal education

The Efficacy of Novel Pre-activity Tasks on Macroskills: The Case of Group Discussion on Reading Comprehension

2016 ◽  
Vol 6 (4) ◽  
pp. 794
Author(s):  
Hooshang Khoshsima ◽  
Mahboobeh Khosravani
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Control Group ◽  
Main Concern ◽  
Efl Learners ◽  
Spss Software ◽  
Experimental Group

The main concern of most researchers in the field of second and foreign language teaching is lessening the problems and eliminating the hinders on the way of learning a language. The importance of reading skill in the process of teaching and learning different languages is undeniable for everyone. The main aim of this study was to examine the effects of group discussion strategy as a pre- activity task on reading ability. To this aim, 27 Iranian EFL learners, who were at the same level –intermediate- studying at Shokuh and Safir Institutes, Birjand, Iran were chosen. Two groups- one control and one experimental group- were studied. In control group the conventional method was used in teaching reading, while in experimental group, group discussion pre-activity task was administered. Both groups met the same level -Intermediate. At the end, the obtained data of the tests was analyzed by SPSS software. According to the obtained data, it can be strongly concluded that group discussion has no significant effect on reading comprehension. This study can help teachers and syllabus designers in choosing and applying an effective pre-activity task which really help the learners in reading classes.

scholarly journals False Friends in Foreign Language Teaching and Learning: Arabic as an Example

2018 ◽  
Vol 26 (2) ◽  
pp. 145-189
Author(s):  
Saleh bin Ayad al - Hagory Saleh bin Ayad al - Hagory
Keyword(s):  
Foreign Language ◽  
Theoretical Approach ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Language Teaching ◽  
Arabic Language ◽  
Foreign Language Teaching ◽  
Language Family ◽  
Applied Approach ◽  
Descriptive Approach

This research aims at discussing the false friends in teaching and learning Arabic. This is shown by means of a theoretical approach which explicates the false friends concept origin, and types . It also presents the western implication of the false friends, their origin in the languages, as well as their influence upon teaching and learning a language. The research then presents an applied approach of those false friends in five languages, compared to the Arabic language, namely: Urdu, Indonesian, Turkish, Malay, and Hosa based on the analytical descriptive approach. The false friends are mostly common among languages that have relationship –or from the same language family- and are less common in the diverged languages. Furthermore, false friends emerged as a result of borrowing among languages, by hairing an effect on teaching Arabic to non-native speakers of Arabic in five languages.

scholarly journals Exploring Teachers’ Creative Teaching Strategies in Teaching Arabic as a Foreign Language at a Private Islamic Secondary School in Malaysia

2016 ◽  
Vol 4 (2) ◽  
pp. 21-37
Author(s):  
Ahmad Faizuddin ◽  
Tumin An-Nuaimy ◽  
Ahmad Suhail Al-Anshory
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Teaching Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Arabic Language ◽  
Structured Interviews ◽  
Creative Teaching ◽  
Islamic School ◽  
The Subject

Arabic is an important language for Muslims but teaching the language is not an easy task. It needs efforts to improve and simplify the learning process through creative teaching strategies. Creative teaching involves the development of materials and approaches that foster students’ interests and motivation in learning. This study explored the experiences of Arabic teachers in fostering students’ interests by developing creative approaches in teaching Arabic as a foreign language at Adni Islamic School, a private Islamic secondary school in Malaysia. In collecting the data, semi-structured interviews were used as part of qualitative research. The findings indicated that teachers have been using creative teaching strategies in the teaching and learning process. These are categorized into three strategies: (1) creativity in making daily lesson plans, (2) creativity during the teaching and learning process, and (3) creativity in evaluating and assessing the outcomes of teaching. The application of these creative strategies is in accordance with the message of the Islamic principles of teaching. Recommendations were made to the relevant authorities, including the teachers themselves, so that creative teaching can be applied to the subject of Arabic language in order to produce a meaningful lesson.

The AILA Research Network – CLIL and Immersion Classrooms: Applied Linguistic Perspectives

2008 ◽  
Vol 41 (2) ◽  
pp. 295-298 ◽  
Author(s):  
Ute Smit
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Teaching Approach ◽  
Research Network ◽  
Medium Of Instruction ◽  
Educational Settings ◽  
Research Networks ◽  
Content Areas ◽  
Educational Levels ◽  
Dominant Language

CLIL and Immersion Classrooms: Applied Linguistic Perspectives (www.ichm.org/clil/) is one of a number of research networks (ReNs) established under the auspices of AILA. It was founded after the first CLIL Symposium, held in Vienna in July 2005. The network connects applied linguists who focus their research interests on educational settings which make use of an additional language for teaching and learning diverse content areas and thus engage in content and language integrated learning, or CLIL. Thus, this ReN provides researchers with a platform for presenting investigations on any type of classroom-based learning undertaken in a language other than the learners' first or previous language of education. This includes not only typical immersion settings of immigrant learners being integrated into mainstream education and use of the dominant language but also, and more centrally, the more recent phenomenon of using a foreign language as the medium of instruction, which has become an increasingly popular teaching approach at all educational levels in Europe and beyond, as recent publications show (Eurydice Report 2006; Marsh & Wolff 2007; Wilkinson & Zegers 2007).

scholarly journals EFFECTIVENESS OF THE LEARNING MODULE FOR THE BALAGHAH SUBJECT AT HIGHER LEARNING INSTITUTES IN MALAYSIA

2021 ◽  
Vol 4 (14) ◽  
pp. 01-15
Author(s):  
Mohamad Syukri Abdul Rahman ◽  
Muhammad Daoh ◽  
Ahmad Redzaudin Ghazali ◽  
Mohamad Rofian Ismail ◽  
Mohd Izzuddin Mohd Pisol ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Teaching Method ◽  
Arabic Language ◽  
Higher Learning ◽  
Learning Objective ◽  
Arabic Literature ◽  
Learning Module ◽  
Research Findings ◽  
Main Components ◽  
Learning Institutions

Balaghah is one of the main components in Arabic literature and it is mandatory for every student of the Arabic language at any learning institution to learn it either as a major or minor subject, compulsory or elective. In addition, learning Balaghah is also a crucial element in the process of mastering the Arabic language. However, students’ inability to master this subject has become an issue due to the absence of a specific Balaghah module prepared for them. Therefore, this study aims to identify the features of a learning module for the Balaghah subject at the Institutes of Higher Learning in Malaysia, evaluate the effectiveness of the learning module, and propose features and framework of the module based on the research findings. The findings of the study show that students’ ability to master the knowledge of Balaghah is at a low level and this is due to the approach, strategy, and teaching method that is not so effective and suitable for students of Public Higher Learning Institutions. In line with that, a Balaghah module has to be developed and introduced in order to create coordination for this subject among the Institute of Higher Learning in Malaysia. This is because there are many Institutes of Higher Learning that do not have a specific module for the Balaghah subject. This directly creates a vacuum in the teaching of Balaghah itself. Besides that, an effective teaching approach has to be planned and reorganized so that the teaching and learning objective of Balaghah can be achieved.

scholarly journals Kebolehbacaan Buku Teks Maharat Al-Qira’ah Berasaskan Ujian Kloz Dalam Kalangan Pelajar Universiti Kebangsaan Malaysia

2017 ◽  
Vol 21 ◽  
pp. 61-73
Author(s):  
Aisyah Sjahrony ◽  
Maimun Aqsha Lubis Abdin Lubis
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Arabic Language ◽  
Average Score ◽  
Islamic Studies ◽  
Factors Associated ◽  
Low Level ◽  
National University

Textbooks are one of the reference materials in the teaching of Arabic in Malaysia. In line with the current development, the Arabic language has become an important foreign language after English. Arabic language achievement of students in the country is still at a low level. Among the factors associated with the weakness issues of Arabic language proficiency among students is the suitability of the language level in the textbooks. The objective of this study was to determine the level of readability of a textbook, Maharat al-Qira’ah at the Faculty of Islamic Studies, National University of Malaysia. The respondents comprised of 162 students. Data was collected through cloze tests and questionnaires and later analyzed using descriptive analysis. The average score for cloze test of textbook Maharat al-Qira’ah is defined by 65%, which translates that the level still remain at a low level and not appropriate for the purposes of teaching and learning. Therefore, the authorities should take into account the level of readability before any textbook is used as the learning resource so that it corresponds to the students’ level of language skills.   Abstrak Buku teks merupakan salah satu bahan rujukan utama dalam proses pengajaran dan pembelajaran bahasa Arab di Malaysia. Seiring dengan perkembangan semasa, bahasa Arab telah menjadi bahasa asing yang penting selepas bahasa Inggeris. Pencapaian bahasa Arab pelajar di negara ini masih di tahap lemah. Antara faktor dikaitkan dengan isu kelemahan bahasa Arab dalam kalangan pelajar adalah aras bahasa buku teks yang kurang sesuai dengan mereka. Oleh itu kajian ini bertujuan menentukan tahap kebolehbacaan buku teks Maharat al-Qira’ah yang dijadikan buku teks di Fakulti Pengajian Islam, Universiti Kebangsaan Malaysia (UKM). Buku teks ini digunakan oleh pelajar Ijazah Sarjana Muda bagi subjek kemahiran bahasa Arab di universiti tersebut. Dalam mengukur tahap kebolehbacaan ujian Kloz dijalankan dalam kalangan pelajar dan melihat perbezaan skor ujian Kloz yang diperoleh dari aspek jantina pelajar, teksteks bacaan yang diuji dan pencapaian pelajar dalam peperiksaan akhir semester. Bagi mencapai objektif tersebut, satu tinjauan berupa ujian melalui satu set ujian Kloz telah dijalankan ke atas 162 orang pelajar. Data kajian dianalisis secara kuantitatif dekskriptif. Hasil ujian yang dijalankan mendapati skor purata ujian Kloz bagi buku teks Maharat al-Qira’ah adalah sebanyak 65% yang ditafsirkan masih berada pada tahap rendah, iaitu kurang sesuai untuk tujuan pengajaran dan pembelajaran di kelas. Oleh itu pihak yang berwajib seharusnya mengambil kira tahap kebolehbacaan teks yang disediakan sebelum dijadikan bahan pembelajaran pelajar agar sesuai dengan tahap kemahiran bahasa pelajar tersebut.

scholarly journals Enhancing the EFL Students’ Achievement in Writing Descriptive Text through Think-Pair-Share

2019 ◽  
Vol 2 (1) ◽  
pp. 64-73
Author(s):  
Dedi Sanjaya ◽  
Lia Agustina
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Research Design ◽  
Learning Process ◽  
Teaching And Learning ◽  
English As Foreign Language ◽  
Writing Test ◽  
The Third ◽  
Writing Skill ◽  
Efl Students

The purpose of tis study was to investigate English as Foreign Language (EFL) students’ achievement in writing skill (descriptive text) through Think Pair Share method. Therefore, the action research design was implemented to match with the purpose of the study. The techniques of collecting the data were writing test, observation, questionnaire, and interview. The result of the study shows that the students’ achievement sustainably improved from the first evaluation, which was 66,4375 to second evaluation, which was 78,125 and to the third evaluation, which was 87,5625. The score continuously improved from the first evaluation to the third evaluation. Observation result shows that the students gave their good attitudes and responses during teaching and learning process by applying the application of TPS (Think Pair Share) method. Questionnaire and interview report shows that students agreed that the application of TPS (Think Pair Share) method had helped them in writing descriptive text. In conclusion, the application of TPS method significantly improved students’ achievement in writing descriptive text.

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