scholarly journals تعليم اللغة العربية باستخدام الطريقة المباشرة لترقية مهارة الكلام دراسة عن بعد بوسيلة واتساب وزووم (لدى تلميذات الصف الأول بمدرسة كتاب ابن عباس تانجيرانج)

2021 ◽  
Vol 5 (01) ◽  
pp. 219-233
Author(s):  
Siti Fatimah
Keyword(s):  
Native Speaker ◽  
First Graders ◽  
First Grade ◽  
Arabic Language ◽  
Arab Country ◽  
Educational Activity ◽  
Female Teacher ◽  
High Ability ◽  
Change Behavior ◽  
Written Form

الملخص تعليم اللغة العربية الذي أجريَ بمدرسة كتاب ابن عباس هو نشاط تعليمي يقوم به المعلمون لتزويد الطلاب بهدف أن يكونوا قادرين على فهم دينهم بشكل صحيح، وتغيير السلوك وزيادة المعرفة، وخاصة الأمور المتعلقة باللغة العربية والقدرة على التحدث وفهم اللغة العربية في شكل شفوي وكتابي. وهدف تعليم اللغة العربية لهذا المستوى ليكون عند الطلاب القدرة في اللغة العربية مثل صاحب اللغة مثل أطفال العرب الذين يعيشون في الدولة العربية. حتى يجعلوا مستواهم قريبا من هؤلاء فلابد أن يكون المدرس هو ناطقا للغة العربية لأن الطلاب سيأخذون اللغة من المدرس، كيف المدرس يعبر، كيف طريقة كلامه وتعبيره، ولهذا ليس شرطا كون المدرس ناطقا للعربية ولكنه أفضل. أو غير ناطق مثلا إندونيسي ولكن عنده القدرة العالية في اللغة العربية. ومشكلة هذا البحث هي: (١)كيف تنفيذ تعليم اللغة العربية باستعمال وسائل التواصل وسائطَ التعلم لدى تلميذات الصف الأول بمدرسة كتاب ابن عباس تانجيرانج. (٢) كيف فعالية استعمال طريقة تعليم اللغة العربية بوسائل التواصل عند تلميذات الصف الأول بمدرسة كتاب ابن عباس تانجيرانج. (٣) ما المشكلة التي تواجهها تلميذات الصف الأول بمدرسة كتاب ابن عباس تانجيرانج في تعلم اللغة العربية عن بعد. (٤) ما المشكلة التي تواجهها المدرّسة في تعليمهن. Abstract Teaching Arabic that was conducted at Kuttab Ibnu Abbas School is an educational activity undertaken by teachers to provide students with the goal of being able to properly understand their religion, change behavior and increase knowledge, especially matters related to the Arabic language and the ability to speak and understand Arabic in conversation  and written form. And the goal of teaching Arabic to this level is so that students have the ability in the Arabic language like the owner of the language, like the children of Arabs who live in the Arab country. In order to make their level close to those, the teacher must be a native speaker of the Arabic language because the students will take the language from the teacher, how does the teacher express, how does his speech and his expression, and this is not a requirement for the teacher to speak Arabic, but it is better. Or not speaking Indonesian, for example, but he has a high ability in the Arabic language. The problem of this research is: (1) How to implement the teaching of Arabic language using the means of communication and the means of learning among first-grade students at Kitab Ibn Abbas Tangerang School. (2) How effective is the use of the method of teaching the Arabic language by means of communication among first grade pupils at Kitab Ibn Abbas Tangerang School? (3) What is the problem faced by the first graders of Kitab Ibn Abbas Tangerang School in learning Arabic from a distance? (4) What is the problem that the female teacher faces in teaching them?

scholarly journals TA’LIIM AL-LUGHAH AL-‘ARABIYYAH LI AL-THULLAB AL-WAFIDIIN FII JAMI’AH AL-MALIK SAUUD BI AL-RIYADH AL-MAMLAKAH AL-‘ARABIYYAH AL-SAUUDIYYAH

2012 ◽  
Vol 6 (3) ◽  
Author(s):  
Hamid Hamid
Keyword(s):  
Language Learning ◽  
Foreign Students ◽  
Native Speaker ◽  
Direct Method ◽  
Foreign Student ◽  
Arabic Language ◽  
Arab Country ◽  
Student Centered ◽  
Language And Culture ◽  
Teaching Learning

The interesting finding of this research is the model of teaching Arabic for foreign student developed by   Malik Sauud University, Riyadh, Saudi Arabia. In the past, the teaching Arabic for foreign student or non-native in Arab mostly used direct method, while in this research it is found out that there are five important things in teaching Arabic language. The first, the Arabic language teaching   needs specific dormitory for the foreign students so that all of the program can be applied exclusively. Second, the direct method , is still applied completed with communicative approach and various strategies. Third, the use of multi-media is considered important eventough the tutors are native speaker. This also shows that   teacher-centered has shifted into student-centered sothat teachers take role as facilitator. Fourth, the materials presented are suited with Arabic culture and the culture of students’ origin. Fifth, the phase of evaluation is considered most important to measure the success of learning Arabic language. The shift of language learning model  of Arabic language in Arab country as applied in   Malik Sauud University, Riyadh, Arab Saudi can be a new trend in developing Arabic language and culture  teaching learning.<br />Keywords: Ta’liim, Jami’ah Al-Malik Sauud<br /><br />

scholarly journals Main peculiarities of Arabic-language content on the Internet

Litera ◽  
2020 ◽  
pp. 29-38
Author(s):  
Tatiana Vavichkina
Keyword(s):  
Native Speakers ◽  
Arab World ◽  
Arabic Language ◽  
Arab Country ◽  
Text Messages ◽  
The Internet ◽  
European Languages ◽  
Written Form ◽  
Group 2 ◽  
Development Of Language

This article is dedicated to the trend that emerged in recent decades to transliterate Arabic text in the Internet comments and text messages, using the numbers for conveying the specificity of Arabic sounds. The object of this research is Arabizi &ndash; the macaronic jargon in electronic correspondence of Arabic native speakers, while subject is its specific characteristics. In the course of study, the author selected the microtexts posted by Arabic-speaking audience in the popular social networks Facebook and Twitter, YouTube video hosting, as well as private correspondence via such messengers as Viber and WhatsApp. The mandatory criterion was the affiliation of words to the common Arabic lexicon, as well as validation and similarity of the materials from different sources. Misprints and erratives were left out. The selected examples were classified by age (group 1 &ndash; 30 &ndash; 35 years old, group 2 &ndash; above 35 years old.) and nationality (from any Arab country) of their author. The scientific novelty is define by the fact that this article is first to examine the features that differentiate Arabizi from similar macaronic jargons, such as Denglish, Franglais, Spanglish, Ruglish. Possible ways for further development of language situation in the Arab world are proposed. The author determined that short messages in Arabizi virtually frame the written form that captures the specificity of oral dialect speech of the Arabic native speakers. The conclusion consists in formulation of distinctive characteristics of the indicated macaronic language that emerged as a result of interference due to familiarization of Arabs with the European languages, namely English.

scholarly journals Ta'lîmu Ashwâti al-Lughah bi at-Tharîqah al-Tarkîbiyyah al-Tahlîlîyyah li Mahârati al-Istimâ' li al-Thullâb al-Mubtadiîn

2021 ◽  
Vol 2 (1) ◽  
pp. 75-91
Author(s):  
Khozaimah Khozaimah
Keyword(s):  
Native Speakers ◽  
First Graders ◽  
Boarding School ◽  
First Grade ◽  
Arabic Language ◽  
Listening Skills ◽  
Listening Skill ◽  
Phonetic Learning ◽  
Development Institutions ◽  
The Face

Dar al-Lughah Wa Dirasat al-Islamiyyah Pamekasan Islamic boarding school is an Arabic language development institutions which applies phonetics learning to students at the first grade. Phonetic learning is important in learning Arabic especially for listening skill. Arabic phonetics and listening skill are an inseparable unity. First graders need to learn phonetics to support their listening skills in learning Arabic. At Dar al-Lughah, this is taught using synthetic-analytical methods (al-thariqah al-tarkibiyyah al-tahliliyyah) as it is considered very effective. The results of observations, interviews, questionnaires and document examination through descriptive qualitative methods show that the use of synthetic-analtical method is very suitable for phonetics subject learning among first graders of Dar al-Lughah. Moreover, several media are used. One of with is schematic drawing of the face (rasm al-takhthithi li al-wajhi). However, some problems arise in the process of phonetics learning, including:1) First graders are not accustomed to recite any sounds of Arabic letters, words or sentences in good and right pronounciation.2) First graders find it difficult to harden the tongue in pronouncing some specific sounds of Arabic letters, especially those which do not exist in Indonesian language, 3) Most of first graders come from schools where they were not used to listen to Arabic letter pronunciation from native speakers.

scholarly journals Language classroom practices applied by native speaker teachers in a plurilingual elementary classroom

2021 ◽  
Vol 10 (2) ◽  
pp. 131-143
Author(s):  
Andres Mateo Montejo Rodriguez ◽  
Karen Daniela Fino Ortiz ◽  
Astrid Ramírez Valencia
Keyword(s):  
Foreign Language ◽  
Classroom Practices ◽  
Native Speaker ◽  
First Graders ◽  
First Grade ◽  
Foreign Languages ◽  
Language Classroom ◽  
Globalized World ◽  
Chinese Teaching

The need for learning a foreign language in this globalized world has become an essential skill, to the point English is not sufficient, but other foreign languages are required. Colombia has been reshaping its educational curriculum to achieve these foreign language skills. Though there are suggested curriculums for English, the lack of concrete methodologies for Chinese teaching leads to unsuccessful teaching practices. This exploratory case study will observe the first grade Mandarin class in a Colombian private institution whose teachers are native and non-native. There are obstacles in the native teacher's performance since she lacks knowledge of Colombian culture and strategies to implement; she teaches Mandarin through English and lacks a communicative bridge because she does not speak Spanish. This research focuses on those practices to analyze the strengths and weaknesses of the class development performed by Mandarin native speaker teachers and the implications and effect those practices have in first graders' learning processes.

Factorial and Predictive Validity of First Graders' Scores on the Early Reading Screening Instrument

1997 ◽  
Vol 81 (1) ◽  
pp. 207-210 ◽  
Author(s):  
Jan Perney ◽  
Darrell Morris ◽  
Stamey Carter
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Predictive Validity ◽  
Reading Skills ◽  
First Graders ◽  
Early Reading ◽  
First Grade ◽  
Screening Instrument ◽  
Moderate Amount ◽  
School Year

The factorial and predictive validity of the Early Reading Screening Instrument was examined for 105 first grade students. Analysis indicated that the test is unidimensional and can predict first grade reading skills at the end of the school year with at least a moderate amount of accuracy. A previous study indicated predictive validity coefficients of .66 and .73 when the criteria were word recognition and reading comprehension. The current study yielded predictive validity coefficients of .67 and .70 for these criteria.

scholarly journals TATWIRU KITABI "CINTA BERBAHASA ARAB" AL JUZ AL AWWAL ALA ASASIL MUHAKAH LIL MADRASAH AL IBTIDAIYYAH

2021 ◽  
Vol 6 (2) ◽  
pp. 47
Author(s):  
Nurul Hikmah
Keyword(s):  
Learning Outcomes ◽  
Material Model ◽  
First Grade ◽  
Arabic Language ◽  
Teaching Material ◽  
Learning Material ◽  
Teaching Materials ◽  
Learning Programs ◽  
Different Shapes ◽  
Development Methods

The development of Arabic teaching materials is very important so that the material taught is in accordance with the goals and learning outcomes of students. the author uses research and development methods in developing teaching materials at madrasah ibtidaiyah. The material developed by the researcher is the Kitabah learning material in the first grade of Madrasah Ibtidaiyah in order to train students' ability to write Arabic. Hijaiyah letters are letters or characters used in Arabic that generally known to be 28 letters, and have different shapes according to the position of aletters in a word that is at the beginning, in the middle, at the end, and the original letters that stand alone. students are required to be able to write Arabic correctly according to the rules of writing Arabic letters. The material must be accompanied by enough exercises. The design of the Arabic language teaching material model that will be developed in this study consists of: (1) needs analysis, (2) the process of drafting a model consisting of an analysis of learning conditionsnamely the analysis of learning objectives and sources, the development steps consisting of:from the activities of formulating SK-KD, compiling the syllabus, determining the method and media and develop evaluation instruments and measures for measuring results study. (3) compiling a draft of teaching materials consisting of an introduction, instructions for using materials and book instructions, analysis of learning programs and learning activities. All of these were formulated by the researchers in a single unit of teaching material consisting of: content, exercises and evaluations. The design of this teaching material model is only limited to designs compiled based on research introduction To test the effectiveness of the success of this material against students' language skills need further research.

scholarly journals HAMBATAN SEMANTIK DAN BUDAYA DALAM PROSES TRANSFER IDE OLEH MAHASISWA JURUSAN NON BAHASA INGGRIS DALAM PENULISAN PARAGRAF

Edulib ◽  
2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Doddy Rusmono ◽  
Susanti Agustina
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Information Science ◽  
Native Speaker ◽  
Written Form ◽  
Good Writing ◽  
The One ◽  
Target Culture ◽  
Bahasa Indonesia

Abstrak. Proses transfer ide dalam bentuk tulisan yang dilakukan oleh mahasiswa jurusan ilmu perpustakaan dan informasi sebagai mahasiswa jurusan non Bahasa Inggris (SNED) yang mempelajari Bahasa Inggris sebagai bahasa asing (EFL) perlu diinvestigasi. Ketidakmampuan untuk menjembatani kesenjangan antara ide dalam bahasa ibu (Bahasa Inggris) dengan ide dalam bahasa pembaca (Bahasa Inggris) menghambat pemahaman pembaca, khususnya pembaca yang merupakan penutur asli Bahasa Inggris. Paragraf yang ditulis oleh mahasiswa SNED sebagai pembelajar Bahasa Inggris tidak dapat dipahami karena hambatan linguistik dan budaya. Sejumlah kecil mahasiswa yang membuat tulisan Bahasa Inggris dalam ujian tengah semester memperlihatkan gambaran ketidaktepatan dalam hal menyusun kalimat sehingga Bahasa Inggris mereka pada tingkatan tertentu terdengar seperti Bahasa Indonesia. Dalam hal ini kemampuan mereka untuk menggunakan Bahasa Inggris seperti layaknya bahasa Indonesia terbukti sangat rendah sehingga seorang penutur asli Bahasa Inggris yang mencoba untuk memahami ide mereka bisa salah memahaminya. Seorang pembelajar Bahasa Inggris harus memiliki kosakata yang cukup banyak dan setidaknya mengetahui aturan gramatikal seperti formulasi 9BP+3CC (Cd,Cx,Cdx) dan PoS misalnya, untuk melengkapi pemahaman sebelum benar-benar dapat mengekspresikan ide dalam tulisan Bahasa Inggris yang dapat dipahami. Selain itu, pengetahuan mahasiswa tentang budaya penutur Bahasa Inggris memainkan peranan yang sangat penting untuk menghasilkan tulisan yang bagus, sebagaimana yang diungkapkan oleh seorang ahli bahasa bahwa seringkali seorang pembelajar bahasa mengetahui aturan tata bahasa tetapi tidak memiliki pengetahuan yang cukup tentang budaya penutur asli. Mahasiswa mengalami kesulitan dalam mengkomunikasikan idenya dikarenakan ekspresi suatu ide terikat oleh budaya yang merupakan entitas independen. Budaya penutur asli mempengaruhi dan membentuk perasaan, sikap, dan respons terhadap pengalaman dan interaksi seorang pembelajar bahasa dengan yang lain. Oleh karena itu, upaya fasilitator untuk memperbaiki kemampuan menulis mahasiswa mungkin untuk dilakukan.Kata kunci: Penulisan paragraf, Bahasa, Kultur , Constraint, Betterment,  SNED. Abstract. Ideas transferred in the written form by Library and Information Science students as SNED (Students of Non-English Department)learning English in the environments of EFL (English as a Foreign Language) need investigating. Inability of bridging the gap between the ideas in their native language (Indonesian language) and the audience language (English language)hampers understanding on the readers' part, as especially a native speaker of English language. Paragraphs written by the SNED as English Language Learners (ELLs) are incomprehensible due to linguistic and cultural constraints. Quite a small number of students  willing to write in English in their Mid-term Examination give some picture of inappropriateness in terms of sentence structuring resulting in their English being “Indonesian” to some extent. Their “at-homeness”, in this case, proves to be so low that a native speaker of English trying to understand their ideas put into a paragraph will be more than likely misled. ELLs should have vocabularies in a sufficient number and know grammatical rules such as the one formulated as 9BP+3CC (Cd,Cx,Cdx) and the PoS at least, for instance, to equip themselves with before actually expressing their ideas in comprehensible English writing mode. Other than that, ELLs' knowledge of target culture (English, that is) plays a great role in producing a good writing as coined by a linguist: Most frequently confronted that students to a great extent know the rules of language, but are not knowledgeable enough about the target culture. In communicating their ideas, students found it difficult to do due to a culture-bound independent entity of idea expressions. The target culture influences and shape the ELLs' feelings, attitudes, and responses to the ELLs' experiences and interactions with others. It is indicated that any facilitator's efforts towards betterments in terms of writing better paragraphs by the ELLs should be a possibility.Key words: paragraph writing, linguistic, cultural, constraint, betterment, SNED.

scholarly journals The dialogic performance in Arabic language curricula between diagnosis and treatment: الأداء الحواريّ في مناهج اللغة العربيّة بين التّشخيص والعلاج

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Mohammed Fawzi Bani Yasin
Keyword(s):  
First Grade ◽  
Arabic Language ◽  
Diagnosis And Treatment ◽  
Educational Model ◽  
Tenth Grade ◽  
Descriptive Approach ◽  
Dialogic Performance

This study aims to describe and investigate the extent to which Arabic curricula in Jordan (from the First grade to the Tenth grade) achieved the dialogic performance in Arabic Language curricula. To achieve this, the researcher uses the descriptive approach by recording and gathering the educational situations that are used to achieve and fulfill this goal according to the criteria of the dialogic performance in form and content. The study demonstrates that Arabic curriculum with all its elements of aims, content, activities and evaluation include and concentrate on the treatments that improve the dialogic performance. The study comes up with introducing a suggested educational model to improve the level of the dialogic performance and with some recommendations.

Development of morphophonemic segments in children’s mental representations of words

1991 ◽  
Vol 12 (2) ◽  
pp. 217-239 ◽  
Author(s):  
Noel K. Jones
Keyword(s):  
Young Adults ◽  
Phonological Processing ◽  
First Graders ◽  
Mental Representations ◽  
First Grade ◽  
Grade Group ◽  
Linguistic Experience ◽  
Strength Of Evidence ◽  
Complex Words

ABSTRACTThis study explores the development in children of dual-level phonological processing. Evidence suggesting that 6-year-olds form underlying representations composed of morphophonemic segments was obtained by asking children to imitate complex words, omit specified portions, and discuss the meaning of the resulting word parts. Trial items represent a variety of instances in which phonetic forms differ from underlying representations. Although language-advanced first graders produced stronger evidence suggesting morphophonemic segments than language-delayed age-mates, and young adults supplied stronger evidence than either first-grade group; strength of evidence leads to the interpretation that even language-delayed 6-year-olds form morphophonemic segments. Differences in performance between groups probably derive from differences in metalinguistic abilities and linguistic experience rather than from differences in units of phonological processing.

scholarly journals The Degree of Abstraction in Solving Addition and Subtraction Problems

2007 ◽  
Vol 10 (2) ◽  
pp. 285-293 ◽  
Author(s):  
Vicente Bermejo ◽  
Juan José Díaz
Keyword(s):  
Developmental Stage ◽  
Primary Education ◽  
First Graders ◽  
Fourth Grade ◽  
First Grade ◽  
Second Graders ◽  
School Grade ◽  
Levels Of Abstraction ◽  
Direct Modeling ◽  
Addition And Subtraction

In this study, the incidence of the degree of abstraction in solving addition and subtraction problems with the unknown in the first term and in the result is analyzed. Ninety-six students from first grade to fourth grade in Primary Education (24 students per grade) solved arithmetic problems with objects, drawings, algorithms, and verbal problems. The participants were interviewed individually and all sessions were video-taped. The results indicate a different developmental pattern in achievement for each school grade depending on the levels of abstraction. The influence of the level of abstraction was significant, especially in first graders, and even more so in second graders, that is, at the developmental stage in which they start to learn these arithmetic tasks. Direct modeling strategies are observed more frequently at the concrete and pictorial level, counting strategies occur at all levels of abstraction, whereas numerical fact strategies are found at higher levels of abstraction.

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