Developing Students' Tendency, Motivation, and Confidence in Learning Arabic Language

Language is one of communication tools between people to other people. In education activity, it's known that Arabic language is taught in some institutions and Islamic colleges only for understanding books written in Arabic scripts. In its development history until now, Arabic language has been a curriculum at several schools and colleges as a subject that helps to understand texts with Arabic language. It also works as a medium, knowledge, and insight developed in this recent era. This research aims to explain the borders of Arabic language teaching in an Islamic elementary school, and one of these schools is Islamic elementary school Al-Azhar Cairo Palembang which uses that language so their students can be noble man, and have high technology understanding. This school also use Al-Azhar’s noble curriculum and apply it to make class’s atmosphere more interesting and positive for learning Arabic language and increase students’ tendency to Arabic language learning as well as their motivation and confidence. The data collected in this research was taken from direct face to face interview with the teachers and students. Some of factors which cause Arabic language learning difficult are not coming from Arabic language itself (Arabic language system as internal factors), but also from its physiological factors (like; tendency, motivations, and the absent of confidence), as well as cultural and sociological factors. Thus, there’s necessity to use such a proper curriculum and method for learning Arabic language based on students’ psychological factors. Also, it’s because of the system of Arabic language teaching is not sure. The conclusion of this paper based on those different problems shows that it’s a necessity to prepare an educational curriculum, good teachers’ effectiveness, suitable teaching method and interesting language based environment to face and answer some Arabic language teaching’s challenges especially for non-native Arabic speaker.

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Nilai Responsif Gender dalam Pembelajaran Bahasa Arab

Al Mahāra Jurnal Pendidikan Bahasa Arab ◽

10.14421/almahara.2018.042-02 ◽

2018 ◽

Vol 4 (2) ◽

pp. 181-198

Author(s):

Rizka Eliyana Maslihah

Keyword(s):

Elementary School ◽

Language Learning ◽

Gender Stereotypes ◽

Gender Discrimination ◽

Language Teaching ◽

Arabic Language ◽

Gender Based Violence ◽

Library Research ◽

Gender Based ◽

And Gender

The issue of gender responsiveness become a subject of study that is widely discussed. Discourse about the equality of men and women reap many pros and cons from various circles, as the result of social construction differences that affect the perspective of mindset. This article intends to describe the gender-responsive value contained in the material of Arabic language learning. Where the material presented includes the use of mudzakar and muannats vocabulary, where both have equal status without any stereotypes and subordinates of them. This article was written using library research; the author analyzed the use of mudzakar and muannats vocabulary in a balanced manner, as well as the use of various gender discriminations in the form of gender stereotypes and gender-based violence found in Arabic textbooks in grades IV and VI of Islamic Elementary School (MI). Based on the analysis result, the researcher concludes that gender-responsive emphasis has been appearing in Arabic language teaching materials, but it needs more. So, in the next, gender discrimination will not be found in the Arabic language teaching material of Islamic Elementary School (MI). ملخص أصبحت الإشاعة عن استجابة الجنس بحثا مرحوبا فى مجال المعارف. وحصد البحوث فى تكافؤ الرجال والنساء الموافقة والمعارضة من قبل الاجتماعية. حيث أن الاختلاف فى بنية الاجتماعية سيؤدي إلى الاختلاف فى ضوء العقليات. وكتبت هذه المقالة للكشف عن التصور الشامل للنتائج من استجابة الجنس فى مادة تعليم اللغة العربية. حيث اشتملت المادة فى استخدام المفردات المذكّر والمؤنث. بالإضافة إلى ذلك، وجد تكافؤ الدرجة دون النمطية وثانوية النساء فى المجتمع. وكتبت هذه المقالة بمدخل البحث المكتبي للتحليل عن استخدام المفردات المذكّر والمؤنث بالتكافؤ، دون النمطية وثانوية النساء فى الكتب المدرسي للفصل الرابع إلى السادس لمستوى المدرسة الإبتدائية. وحصلت الكاتبة على النتيجة كما يلي: ظهرت التركيز من النتائج لاستجابة الجنس فى مادة تعليم اللغة العربية جيّدة، ولكن يحتاج التركيز إلى التقوية، للوصول إلى عدم تمييز الجنس فى مادة اللغة العربية لـهذا المستوى. الكلمات الرئيسية: النتيجة، استجابة الجنس، مادة التعليم، تمييز الجنس

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TINDAK TUTUR DIREKTIF GURU DALAM PEMBELAJARAN BAHASA ARAB

Arabi Journal of Arabic Studies ◽

10.24865/ajas.v2i1.32 ◽

2017 ◽

Vol 2 (1) ◽

pp. 1

Author(s):

Lailatul Qomariyah

Keyword(s):

Language Learning ◽

Speech Acts ◽

Speech Act ◽

Language Teaching ◽

Arabic Language ◽

Pragmatic Approach ◽

Research Instrument ◽

Teachers And Students ◽

Directive Speech Acts ◽

Directive Speech

This research investigates teachers’ directive speech act in Arabic Language Teaching. The research was applied through pragmatic approach using the theory of Bach and Harnish’s speech act and Yule’s speech act strategy. The research instrument is in the form of teachers’ speech containing directive meaning. Based on the analysis, it can be concluded that: (1) first, the category of teacher’s directive speech act in Arabic language teaching at MAN 1 Jombang involves requesting, advising, commanding, challenging, inviting, daring, and entreating directive speech acts, (2) the speech acts were delivered in directive or underactive with various motives. The results are expected to be useful to be referred in using directive speech acts whether its category or strategy in Arabic language learning. Thus, the communication between teachers and students can be more interactive and meaningful. Therefore, this research is needed to conduct.

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The Effectiveness of the Use of Animation in Arabic Language Learning

Asian Social Science ◽

10.5539/ass.v13n10p124 ◽

2017 ◽

Vol 13 (10) ◽

pp. 124 ◽

Cited By ~ 1

Author(s):

Norhayati Che Hat ◽

Mohd Fauzi Abdul Hamid ◽

Shaferul Hafes Sha'ari ◽

Safawati Basirah Zaid

Keyword(s):

Student Achievement ◽

Language Learning ◽

Language Teaching ◽

Arabic Language ◽

Control Group ◽

Teaching Aid ◽

Significant Difference ◽

Post Test ◽

The Difference ◽

Experimental Group

Implementation of animation as an Arabic language teaching aid is an innovation in creating an atmosphere that can influence student achievement. This study aimed to identify the effectiveness of the use of animation in Arabic language teaching and learning among diploma students at Universiti Sultan Zainal Abidin (UniSZA), Terengganu, Malaysia. A total of 66 diploma students were randomly selected and divided into experimental group (n = 33) and control group (n = 33). The results obtained from the data collected from pre-and post-test for each group were analyzed using t-test in SPSS version 17.0. The results showed a significant difference of (t = 8789, df = 64, p <0.05) between the achievement of the experimental group and the control group in the post test. The difference in mean score of the experimental group and the control group was 33.03. This shows that there is significant improvement in Arabic language according to the groups. The difference prove that the use of animation in learning sessions contribute to the achievement of students in the Arabic language. This study advocate the idea that animation applications can be integrated as part of language teaching aid to positively improve student achievement, classroom learning environment and student motivation.

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Uslub Ta’lim Maharah al-Kalam Bi Asas al-Dzaka’at al-Muta’addah Fi al-Marhalah al-Ibtidaiyyah

ARABIYATUNA Jurnal Bahasa Arab ◽

10.29240/jba.v4i2.1432 ◽

2020 ◽

Vol 4 (2) ◽

pp. 193

Author(s):

Abdul Wahab Rasyidi ◽

Suci Ramadhanti Febriani

Keyword(s):

Elementary School ◽

Classroom Management ◽

Multiple Intelligences ◽

Teaching Method ◽

Arabic Language ◽

School Management ◽

Qualitative Approach ◽

Humanistic Education ◽

Global Age ◽

Speaking Skill

This research aims to describe the technique of teaching speaking skills in Al Kautsar Elementary School, which was packaged using multiple classroom management based on multiple intelligences and factors that influence the success of the speech skill teaching method in each different class. The researcher used the descriptive qualitative approach, observational and interview data collection, documentation and data analysis with the data triangle. The results show that Al-Kautsar Elementary School organized the education program well, which is characterized by applying the teaching method of speaking skill on the basis of multiple intelligences by producing a variety of different speaking skill teaching method according to students' intelligence means guessing the word, singing, training and physical movement. Thematic and humanistic education curricula were implemented in an integrated way to encourage the achievement of good educational results and the production of speech skill. Then the factors that affect the success of speech skill education in primary school include Al Kautsar consisting of a strong funding factor, environment, reliable human resource management and organized school management. This research suggests the need to reformulate the method of teaching speech skills to administer the teaching of Arabic language in the global age to establish it at the institute.

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Innovation research on foreign language teaching theory with Chinese characteristics based on Whitehead’s process philosophy

Asian-Pacific Journal of Second and Foreign Language Education ◽

10.1186/s40862-021-00123-4 ◽

2021 ◽

Vol 6 (1) ◽

Author(s):

Hui Su

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Teaching ◽

Rapid Development ◽

Foreign Language Learning ◽

Process Philosophy ◽

Foreign Language Teaching ◽

Innovation Research ◽

Teachers And Students ◽

Feasible Solutions

AbstractSince China’s reform and opening up, foreign language teaching (FLT) in China has achieved rapid development under the guidance of foreign language teaching theories both at home and abroad. However, problems such as ‘time-consuming and inefficient foreign language learning’ and the presence of ‘dumb foreign languages’ in FLT in China have not been fundamentally solved. Based on Whitehead’s process philosophy, this research aims to put forward feasible solutions to the existing problems in FLT in China so that the level of FLT in China can be promoted by discussing the purpose, contents, processes and stages of FLT and the relationship between teachers and students in both FLT and FLT evaluation systems.

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Arabic Learning Based On E-Learning Using Arabic Teacher Website In The Pandemic Era Of Covid-19

Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban ◽

10.15575/jpba.v4i2.8601 ◽

2020 ◽

Vol 4 (2) ◽

pp. 122-137

Author(s):

Nur Salsabila Binti Jasni ◽

Ade Arip Ardiansyah

Keyword(s):

Language Learning ◽

Qualitative Method ◽

Teaching Method ◽

Arabic Language ◽

Independent Learning ◽

Learning Approach ◽

Electronic Book ◽

Sentence Patterns ◽

E Learning ◽

Theoretical Issues

This study aims to describe the Arabic Teacher's website as e-learning based Arabic language learning during the Covid-19 pandemic. The method used in this research is a descriptive qualitative method. There have been many studies that discuss learning Arabic based on E-Learning. However, it is only limited to one aspect while learning Arabic using the Arabic teacher website covers various skills and theoretical issues. The results showed 1) E-Learning Arabic Teacher is a complete website designed as an advanced learning Arabic during the Covid-19 pandemic; 2) The Arabic learning approach by using the Arabic teacher E-Learning website is based on the same teaching method programmed, develop internet-based independent learning effectively using a purposeful computer so that learners can learn Arabic in a balanced way read, write, listen, and speak. 3) E-Learning Arabic Teacher provides several main menus including; Arabic languages such as reading, stories (basic, intermediate, advanced), grammar (nahwu), structures (sentence patterns), dictation (imla'), songs and games (songs and games), Questionnaires (assessment sheets) accompanied by an electronic book, MP3, and Video.

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English as a foreign language in Azerbaijan: English teaching in the post-Soviet era

English Today ◽

10.1017/s0266078409990629 ◽

2010 ◽

Vol 26 (1) ◽

pp. 9-14 ◽

Cited By ~ 2

Author(s):

Ulker Shafiyeva ◽

Sara Kennedy

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Teaching ◽

Communicative Language Teaching ◽

Teaching Methodology ◽

Rigorous Approach ◽

Linguistic System ◽

Teachers Beliefs ◽

Teachers And Students ◽

Traditional Language

During the Soviet era, language teaching methodology in the Union of Soviet Socialist Republics (USSR) was premised on promoting a deep knowledge of a language's grammar and vocabulary. To this end, the selection of texts was centrally mandated, and teaching techniques and activities were carefully controlled and monitored. This rigorous approach to language teaching had both benefits and drawbacks for teachers and students. In response to the drawbacks of traditional Soviet methodology, some teachers and teacher trainers in former Soviet republics are currently promoting communicative language teaching, also known as the communicative approach. Communicative language teaching, as opposed to more traditional Soviet teaching methodology, emphasizes learning to use language to communicate rather than learning language solely as a linguistic system. However, the implementation of communicative language teaching has been problematic, for reasons ranging from government policies to teachers' beliefs and training to students' expectations. The purpose of this article is twofold. We first describe important characteristics of traditional Soviet language teaching methodology and the consequences of that methodology for language learning. Then, we explore the challenges of transforming traditional language teaching methodology (for the teaching of English as a foreign language, in particular) in post-Soviet republics, using Azerbaijan as a specific example.

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Designing Scientific Writing Materials Using Task Based Language Teaching

Lensa Kajian Kebahasaan Kesusastraan dan Budaya ◽

10.26714/lensa.8.2.2018.219-233 ◽

2020 ◽

Vol 8 (2) ◽

pp. 219

Author(s):

Testiana Deni Wijayatiningsih ◽

Enny Dwi Lestariningsih ◽

Dwi Ampuni Agustina

Keyword(s):

Professional Development ◽

Language Learning ◽

Academic Writing ◽

Teaching Method ◽

Language Teaching ◽

Scientific Work ◽

Scientific Publication ◽

Scientific Writing ◽

Continuous Professional Development ◽

Self Concept

One of the consequences of teachers as functional positions is that teachers are required to carry out continuous professional development (PKB), so they can carry out their duties and functions professionally. Continuous professional development is the development of teacher competencies carried out in accordance with the needs, gradually, continuously to improve their professionalism; one of them is scientific publication (KTI) or academic writing. This study aims to determine the process of designing the Task Based Language Teaching method in scientific writing material and examine the learning outcomes of elementary school teachers who take tutorial courses on Scientific Work Writing Techniques based on Task Based Language Learning. The subjects of this study were students who took the eight semester of Scientific Writing Techniques course. The method of this research used the modified 4-D instructional development model of Thiagarajan, Semmel and Semmel (4-D models). The methods of collecting data used interviewing, observing, test, and filling out questionnaires. The results show that the application of the Task Based Language Teaching method is appropriate to use in classroom tutorial teaching by considering the results of validation, namely conformity to concept indicators, content feasibility indicators, presentation indicators, and competency indicators with existing RAT and SAT along with Engineering learning modules Writing Scientific Work. Furthermore, students' self-concept is good in learning the Scientific Writing Technique in the tutorial class. This means that students' self-concept had a good improvement and reached a percentage above 70%. This proves that the application of the Task Based Language Teaching method runs seamlessly and according to what is expected. All in all, the students are more enthusiastic and challenging in writing research articles.

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PENGEMBANGAN MULTIMEDIA INTERAKTIF PADA MATA PELAJARAN IPA MATERI MENDESKRIPSIKAN DAUR HIDUP HEWAN DI LINGKUNGAN SEKITAR SISWA KELAS IV SEKOLAH DASAR

Jurnal PGSD ◽

10.33369/pgsd.10.2.79-85 ◽

2017 ◽

Vol 10 (2) ◽

pp. 79-85

Author(s):

Erwin Putera Permana ◽

Desy Nourmavita

Keyword(s):

Elementary School ◽

Life Cycle ◽

Natural Science ◽

Interactive Multimedia ◽

Teaching Method ◽

Model Development ◽

Feasibility Assessment ◽

Adobe Flash ◽

Teachers And Students ◽

Addie Model

This research is motivated by the observation in grade IV of elementary school of Natural Science subject (IPA) animal life cycle, because most students experience saturation in learning because the teacher still use conventional teaching method that is lecture. In addition, the source of student learning comes only from teachers and textbooks alone without any use of instructional media. Teachers do not pay attention to the explanations of teachers and students do not understand the material being taught. This research is a research development or research and development (R & D) adapted from the ADDIE development model. The stages are 5 stages: 1) Analysis (Analysis), Development (Design), Implementation (Implementation), and Evaluation (Evaluation). Validation is done by material experts, media experts, and learning practitioners. The results of this study are (1) Development of Interactive Multimedia Life Cycle Animals using professional adobe flash CS6 application with the method of ADDIE model development. (2) The teacher's response to this media is the optimism of teachers to achieve the learning objectives, as well as the students' response to this media is very positive, they are very fond of this media. (3) Interactive multimedia from the big aspect based on the percentage of the feasibility assessment in the category is very appropriate to be used as learning media of Natural Science for fourth grade students of elementary school. Based on the conclusions of the results of this study, namely: (1) For teachers, can use interactive multimedia to help students become more active and can create a fun classroom atmosphere. (2) For further research, make a broad try again, in order to produce learning media that can be used widely.

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25 Years of HOW: A Celebration of Language Teaching and Learning

HOW ◽

10.19183/how.28.3.675 ◽

2021 ◽

Vol 28 (3) ◽

pp. 18-30

Author(s):

Ana Clara Sánchez-Solarte

Keyword(s):

Language Learning ◽

Teaching And Learning ◽

Teaching Method ◽

Language Teaching ◽

Academic Community ◽

Language Teachers ◽

Historical Background ◽

Teaching Learning ◽

Language Teaching And Learning

This article overviews the major themes and pedagogical developments that have emerged via the academic endeavors of practitioners and researchers in the last 30 years, while also touching on how my work adheres to these developments. The document starts with a brief historical background on the establishment of HOW as a resource for the academic community. The next part of the article deals with the theoretical tenets that have influenced my published works. One of those perspectives is the post-method pedagogy, which acknowledges the limitations of attempting to determine what the “best” language teaching method is for everyone, and proposes three parameters to guide language teaching and learning. The next perspective is the psychology of language learning, particularly positive psychology, which is a field that adds balance to the study of negative emotions in the classroom and can be the basis for interventions that aim at enhancing the language learning process. The final construct discussed in the article is metacognition, which refers to how language teachers adapt their mental processes and behaviors to the emerging demands of their context. The article concludes highlighting a number of topics that were relevant three decades ago and that will likely keep their relevance in the future: the complexity of education, the dynamic nature of context and meaning, and the examination of the role of context in the L2 teaching/learning processes, to name only three.

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