Pendekatan Keterampilan Dalam Pembelajaran Bahasa Arab

The approach is an essential part of language teaching. This is a way of looking at teaching and learning. One of the techniques of Arabic language teaching is the Integrated Skills Approach. This approach combines four language skills in the learning process. This study aims to describe the mastery approach and its implementation in learning Arabic. The method used in this research is a descriptive qualitative method. The data in this study were collected through library research. Based on the study results, it was found that using the integrated skills approach in learning Arabic will train students in the use of language in its entirety and naturally, which includes receptive and productive language activities. Because in real life these four skills are not used separately.

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PENILAIAN RANAH PSIKOMOTORIK SISWA DALAM PELAJARAN BAHASA

Edukasia Jurnal Penelitian Pendidikan Islam ◽

10.21043/edukasia.v9i2.781 ◽

2014 ◽

Vol 9 (2) ◽

Author(s):

Andi Nurwati

Keyword(s):

Learning Process ◽

Research Method ◽

Teaching And Learning ◽

Language Teaching ◽

Language Skills ◽

Language Skill ◽

Preparation Process ◽

Library Research

Penilaian tidak dapat dipisahkan dari kegiatan belajar mengajar. Untuk memperoleh keterampilan berbahasa yang baik, maka penilaian psikomotorik siswa dalam proses belajar mengajar perlu dilakukan. Penelitian ini bertujuan untuk mengetahui penilaian psikomotorik siswa dengan menggunakan metode library research. Hasilnya menunjukkan bahwa penilaian hasil belajar psikomotor atau keterampilan harus mencakup persiapan, proses, dan produk. Ketiganya harus seimbang. Penilaian dapat dilakukan pada saat proses berlangsung yaitu pada waktu peserta didik melakukan praktik, atau sesudah proses berlangsung dengan cara mengetes peserta didik. Sebagai alternatif, tes pragmatik adalah tes untuk kompetensi psikomotorik yang ditawarkan. Tes tersebut adalah dikte, berbicara, pemahaman parafrase, jawaban pertanyaan dan teknik cloze.Kata kunci: keterampilan berbahasa, penilaian psikomotorik, proses belajar mengajar<div class="Section1">Assessment cannot be separated from teaching and learning process. For having good language skills, psychomotoric assessment should be used. The purpose of this study was knowing the psychomotoric assessment in language teaching. This study used library research method. The result showed that assessment of psychomotoric learning result or the skills should cover preparation, process, and product. These three points dhould be balanced. The assessment can be done when they have teaching and learning process. The appropriate time is when students practice or after the students having learning process by testing them. As the alternatives, pragmatic test is offered. It is for measuring the students’ psychomotoric competence. Those tests are dictation, understanding parafrase, answering question and cloze technique.</div> Keywords: language skill, psychomotoric assessment, teaching and learning process

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Penggunaan Alih Kode Instruktur dalam Proses Belajar Mengajar Bahasa Inggris di ELC Education Manado

Kajian Linguistik ◽

10.35796/kaling.6.2.2018.24769 ◽

2019 ◽

Vol 6 (2) ◽

Author(s):

Mardyane Mandang

Keyword(s):

Learning Process ◽

Teaching And Learning ◽

Qualitative Method ◽

Language Teaching ◽

Code Switching ◽

Point Of View ◽

Teaching English ◽

English Teaching ◽

Teaching Point

This study focussing on the use of code switching produced by instructors in English teaching and learning process based on Sosiolinguistics and language teaching point of view. This research uses qualitative method and records the process of teaching English and interviews the instructors and students as a technique of this research to find the importance of code switching. The data were transcripted and analyzed use the concepts of Wardhaugh and Suwito about types of code switching and functions of code switching use the concept of Margana. The research shows that there are 4 types of code switching intern, extern, metaphorical dan situasional code switching. Extern code switching are code switching from English to Indonesian (i.e. do you know what day is tomorrow? Besok hari apa?) and English to Manado Malay (i.e. you know what I mean? Mangarti nda?). Intern code switching is code switching from Manado Malay to Indonesian (i.e. besok hari libur jadi nda ada les. Lesnya nanti minggu depan). Metaphorical code switching is a code switching without any changing topic. Situasional code switching is a code switching with changing topic. Also, there are 7 types of code switching, they are repetition, clarification, exploration, explanation, giving assignment, checking students’ understanding and giving warning/suggestion. It can be concluded that there are 4 types of code switching produced by instructors in English teaching and learning process. They are extern, intern, metaphorical and situasional code switching. Besides, there are 7 functions of code switching. They are repetition, clarification, exploration, explanation, giving assignment, checking students’ understanding and giving warning/suggestion.Keywords : Code switching, Instructors utterences, English teaching and learning process

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Verbal Arabic Mistakes of Ustadz in Conveying the Materials of Islamic Preaching/Kesalahan Ustaz dalam Bahasa Arab Verbal pada Penyampaian Materi Dakwah Islam

ARABIYATUNA Jurnal Bahasa Arab ◽

10.29240/jba.v5i1.1978 ◽

2021 ◽

Vol 5 (1) ◽

pp. 39

Author(s):

Muhamad Agus Mushodiq ◽

Muhammad Syaifullah ◽

Dian Risky Amalia ◽

Nailul Izzah ◽

Bety Dwi Pratiwi

Keyword(s):

Social Media ◽

Qualitative Method ◽

Language Skills ◽

Arabic Language ◽

Separate Analysis ◽

Primary Language ◽

Analysis Method ◽

Descriptive Qualitative

This paper aims to reveal the mistakes of micro Arabic in the aspects of Ilm Saut (phonology), Sharaf (morphology), Nahw (Syntax), and 'Ilm Dalalah (Semantics) in preaching materials conveyed by ustadz and ustadzah included in the groups of "Ustadz Sunnah" and "Islam itu Indah". Arabic mistakes are often made by ustadz and ustadzah who often appear on social media. In general, an ustadz must have good Arabic language skills. The vast emergence of ustadz and ustadzah on social media is allegedly not accompanied by their qualified mastery of the primary language used in Islamic teaching sources and primary books, namely Arabic. Hence, the researchers used micro linguistic theories comprising the studies of phonology, morphology, syntax, and semantics therein. This study applied a descriptive-qualitative method. Researchers not only described the Arabic mistakes made by those of "Ustadz Sunnah” and "Islam itu Indah" but also provided corrections to such mistakes. In analyzing the data, the researchers used a separate analysis method. The findings demonstrated that those of "Ustaz Sunnah" and "Islam itu Indah” made mistakes in verbal Arabic at phonemic, morphemic, syntactic, and semantic levels.

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Optimalisasi Aplikasi Macromedia Flash 8 Dalam Pembelajaran Kosakata Bahasa Arab

Al-Lisan ◽

10.30603/al.v6i1.1102 ◽

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.

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ETHICS AND VALUES EDUCATION THROUGH ANTHROPOMORPHISM IN EAST NUSA TENGGARA FOLKTALES

Englisia Journal ◽

10.22373/ej.v5i2.2961 ◽

2018 ◽

Vol 5 (2) ◽

pp. 82

Author(s):

Gracia M N Otta

Keyword(s):

Moral Education ◽

Teaching And Learning ◽

Qualitative Method ◽

Values Education ◽

Human Beings ◽

Learning Materials ◽

Local Content ◽

Library Research ◽

Young Students ◽

Descriptive Qualitative

This study describes anthropomorphism that contains ethics and values education within East Nusa Tenggara folktales in Indonesia. The study explored the data on anthropomorphism based on the students’ textbooks of the local content subject, “Pengetahuan Lingkungan dan Sosial Budaya Daerah Nusa Tenggara Timur Sekolah Dasar Kelas 2” and“Cerita Rakyat Nusa Tenggara Timur Sekolah Dasar Kelas 6”. The textbooks containing the folktales were published in 2012 by CV Jala Makmur – Kupang. There were 20 folktales in the textbooks, but the anthropomorphisms investigated were only within four folktales, in which the animals behaving like human beings. The study was library research based, using a descriptive qualitative method. The study applied a moral approach since the value of anthropomorphism is to educate the readers. The results of this study showed that there were eight values to learn in Hoga Woe, three in Nenek Bupu Repu, five in Asu Nok Maleobibi, and five in Dhone dan Kaju. This study concludes that folktales can be one of the teaching and learning materials for introducing morals, attitudes, and good judgments to the young students in ethics and values education. In addition, folktales can be developed into plays, from which the students can play the characters in order to easily absorb moral education in a fun and interesting way.

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Developing Interactive Multimedia CD-based Teaching Materials for Teaching Arabic Skill at Arabic Education Department of Islamic State University Sunan Ampel Surabaya

DINAMIKA ILMU ◽

10.21093/di.v18i2.1158 ◽

2018 ◽

Vol 18 (2) ◽

pp. 195-210

Author(s):

Muflihah Muflihah ◽

Husain Aziz

Keyword(s):

Learning Process ◽

Teaching And Learning ◽

Quantitative Methods ◽

Interactive Multimedia ◽

Language Skills ◽

Arabic Language ◽

Design Model ◽

Islamic State ◽

Education Department ◽

Teaching Materials

The development of interactive multimedia CD-based teaching materials is urgent because the learning process in the Arabic Education Department is not 100% done as expected. This can be seen from some indicators that have not been achieved in the teaching and learning process. First, the lecturers teaching the same courses of Arabic language skills do not have the same standards of the competencies that students need to achieve, the learning objectives of each meeting and the assessment. Second, the use of interactive multimedia CDs have not been widely used by all lecturers of Arabic language skills. Third, there was no standard of teaching material used by some lecturers who teach the courses of Arabic language skills despite the findings from previous studies that show 25% of students have general high schools background which cause disparate abilities among students in the department. This study is a reseach and development adopting Sugiono’s development stages combined with ADDIE design model and the ASSURE design model which is then termed as ADDIERE design. This study uses mixed qualitative and quantitative methods. The results of this study are the following. First, there is a set of teaching materials comprising a validated and empirically-proven efective an interactive multimedia CD and book. The book consists of 12 chapters with each covers four language skills. The CD combines autoplay, wondershare quiz creator, record, Arabic pad tool and text media, audio and images.

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EPISTHEMOLOGICAL STUDY OF TERATAI METHOD: New Offer on Arabic Language Teaching Methodology for Beginner- Intermediate Learner in Indonesia

Vision Journal for Language and Foreign Language Learning ◽

10.21580/vjv3i225 ◽

2014 ◽

Vol 3 (2) ◽

pp. 5

Author(s):

Naifah Naifah

Keyword(s):

Language Learning ◽

Student Learning ◽

Learning Process ◽

Classroom Environment ◽

Teaching And Learning ◽

Language Teaching ◽

Arabic Language ◽

Teaching Methodology ◽

Educational Method

Abstract Even in our modern schools, it is not unusual to Dnd teach- ers whose practice is shaped primarily from their past experiences. In the traditional language teaching methods, teachers offer course materials in a classroom where students listen, take notes, copy ma- terials, execute homework and complete assignments. In many cases lecturers fail to transfer knowledge to students effectively despite personally having sound technical knowledge in the subject area. However, the challenge that faces the education environment has always been to ensure that the teaching and learning process takes place effectively in a classroom environment. This paper focuses on the author s experiences in implementing an active method in Ara- bic language teaching to promote effective student learning. It ex- plores speciDc pedagogical theories combined with school resources to improve the quality of teaching and student learning. A simpli- Ded educational method for improving the quality of the teaching and learning process is presented. The method called “Teratai sug- gested that the effectiveness of the teaching and learning process is depend on the effective facilitation of communication, involvement and interaction among students, teachers and course content. The article is intended to explore episthemological consepts, assump- tions, approaches, constructions, and applications of Teratai method in Arabic language teaching. The purpose of this discussion is to build the awareness of a variety of effective teaching ideas and tech- niques that a lecturer may consider in light of their current teaching styles and personalities. Key words: Teratai Method, language learning methodology, epis- themological study

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TESTING LANGUAGE KNOWLEDGE AND SKILLS AT UNIVERSITY

Конференции ◽

10.47100/conferences.v1i1.974 ◽

2021 ◽

Author(s):

Liliya Makovskaya

Keyword(s):

Learning Process ◽

Teaching And Learning ◽

Language Teaching ◽

Language Skills ◽

Language Testing ◽

Significant Part ◽

Teaching Process ◽

Knowledge And Skills ◽

University Teachers ◽

Language Knowledge

Testing students’ knowledge and skills is a significant part of any language teaching process in academia. The article discusses the main purposes and features of language testing that should be considered by university teachers in the classroom. The paper also demonstrates what test types can be used for assessing learners’ language skills, and provides some suggestions on their use in the teaching and learning process.

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Task-Based Language Teaching

Paradigm Shifts in 21st Century Teaching and Learning - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-3146-4.ch006 ◽

2020 ◽

pp. 83-98

Author(s):

Gökhan Kayır

Keyword(s):

Learning Process ◽

Teaching And Learning ◽

Language Teaching ◽

Real Life ◽

Communicative Language Teaching ◽

Learning Processes ◽

Language Teachers ◽

Teaching Approach ◽

Student Centered ◽

Teaching Models

Task-based language teaching is one of the newest language teaching models and has popularity among language teachers as it brings real-life situations to the classroom. Based on main principles of communicative language teaching approach, the method provides student-centered, flexible, and authentic real-life classroom environments. Not only the output but also input and learning processes are important for the teachers using this approach. Students are in the center of teaching and learning process, while the teachers are mentor and facilitator. The TBLT uses educational tasks to teach a language. Educational tasks are duties that are structured for an educational purpose. Each task has a language focus that can be assessed. As a result, having the flexibility and being a student-centered approach, TBLT will be used and adapted by many language instructors.

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The Arabic Teacher’s Training and the Effect of Their Work Success: a Case Study of Sultan Idris Education University (UPSI)

European Journal of Language and Literature ◽

10.26417/ejls.v5i1.p14-21 ◽

2016 ◽

Vol 5 (1) ◽

pp. 14

Author(s):

Suo Yan Mei ◽

Zarima Zakaria ◽

Zalika Adam ◽

Suo Yan Ju

Keyword(s):

Mixed Methods ◽

Data Collection ◽

Learning Process ◽

Teaching Methods ◽

Teaching And Learning ◽

Language Skills ◽

Arabic Language ◽

Practical Training ◽

Teachers Training

This research investigates the Arabic Teachers’ training and the effect of their work success, a case study of Sultan Idris Education University Malaysia (UPSI). The study will use mixed methods between quantitative which use questioners that will distribute among students at UPSI those who studying and was studied Arabic language as their medium.. This study found that the teachers’ training was highly impacted on their work success in the field according to the data collection of the study. Overall, The contents, materials, facilities and curriculum which are offered by the Arabic unit of UPSI was suitable for the teacher’s training, as well as , the students were giving full intentions to all language skills and another sub educational skills during their training and practical training. Clarity, it seems that majority of students were familiar with the teaching methods used in teaching and learning process based on the high percentage

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