Isu Pelaksanaan Komunikasi Bukan Lisan dalam Pengajaran Bahasa Arab Melalui Atas Talian

2019 ◽  
Vol 4 (2) ◽  
pp. 110-124
Author(s):  
Nor Azhan Norul’Azmi ◽  
Noor Shamshinar Zakaria
Keyword(s):  
Communication Skills ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Meta Analysis ◽  
Current Trend ◽  
Arabic Language ◽  
Technology Support ◽  
Teaching Process ◽  
Online Classrooms

Nonverbal communication skills (NVC) are the cornerstone of effective teaching and facilitation process among teachers. Due to the development of information technology and its influence on education practices, the implementation of this communication via online platform should be mastered by teachers as well. The discussion uses a meta-analysis approach by investigating previous studies to identify issues of NVC practice in online Arabic language teaching. The results showed that there are some issues of NVC practice in Arabic Language teaching and facilitating process via online platforms. The issue of NVC practice among teachers during teaching process in traditional or online classrooms still exists despite their knowledge in subject matter itself. Among them are the weaknesses in verbal communication practices as well as external factors such as the workload and technology support. The implications of this study suggest that teachers who teach traditionally need to first improve their weaknesses in their NVC skills as it will be harder in online teaching process. Teachers cannot avoid following the current trend of teaching and learning as the need for education is constantly changing when current technologies take place. Thus, infrastructure and technology need to be developed in tandem with excellent communication skills. ABSTRAK Kemahiran komunikasi bukan lisan (KBL) adalah tonggak kepada keberkesanan pengajaran dan pemudahcaraan guru. Oleh kerana pembangunan teknologi maklumat dan pengaruhnya terhadap amalan pendidikan, maka pelaksanaan komunikasi ini perlu dikuasai oleh guru secara atas talian. Penulisan ini menggunakan pendekatan meta analisis, iaitu dengan cara merujuk kajian lepas bagi mengenalpasti isu pelaksanaan KBL dalam pengajaran Bahasa Arab melalui atas talian. Hasil analisis menunjukkan terdapat isu pelaksanaan KBL dalam pengajaran dan pemudahcaraan (PdPc) Bahasa Arab melalui atas talian. Isu pelaksanaan KBL dalam kalangan guru ketika pelaksanaan PdPc dalam bilik darjah tradisional dan atas talian masih berlaku walaupun mereka mempunyai ilmu pengetahuan terhadap subjek Bahasa Arab. Antara isu yang dikenalpasti ialah kelemahan amalan komunikasi lisan dan juga faktor luaran seperti bebanan tugas yang dipikul oleh guru dan sokongan teknologi. Implikasi kajian ini menunjukkan bahawa guru yang mengajar secara tradisional perlu memperbaiki kelemahan dalam kemahiran KBL terlebih dahulu. Ini kerana ia akan menjadi bertambah sukar sekiranya proses PdPc dijalankan secara atas talian. Guru tidak dapat mengelak daripada mengikuti arus perubahan PdPc era baharu ini kerana desakan dan keperluan teknologi dalam pendidikan sentiasa berubah dari masa ke masa. Demikian, prasarana dan teknologi perlu dibangunkan seiring dengan kejituan dalam kemahiran komunikasi.

scholarly journals استراتيجيات تعليم مهارة الاتصال الشفوي باللغة العربية لغير الناطقين بها: تجارب شخصية / The teaching strategies of oral communication skills in Arabic for non-native Arabic speakers: Personal experience

2016 ◽  
Vol 7 (3) ◽  
Author(s):  
Ismail Hasanein Ahmed Mohammad
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Communication Skills ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Oral Communication ◽  
Arabic Language ◽  
Target Language ◽  
Arabic Speakers ◽  
The Individual

ملخص البحث: يعتبر الاتصال الشفوي (الكلام) الوسيلة الفاعلة في بلورة الفكرة الكامنة لدى الفرد، وإخراجها بصورة صوتية تمثل تلك الفكرة تمثيلاً واضحاً، وإيصالها إلى الطرف الآخر –المستمع-دون لبس أو غموض، ويرى الباحث أن الطلبة غير العرب عند التّحدث باللغة العربية يتعثرون على الرغم من تخصصهم في تعلُّمِها بوصفها لغة ثانية. تهدف هذه الدراسة إلى معرفة أسباب إحجام الطلبة عن التحدث باللغة العربية، ومن ثَمَّ إبراز بعض الاستراتيجيات التي استخدمها الباحث في تعليم مهارة الاتصال الشفوي لطلبة بكالوريوس التربية، تخصص تعليم لغة عربية بوصفها لغة ثانية على مدى الخمس السنوات الماضية بالجامعة الإسلامية العالمية بماليزيا. توصلت الدراسة إلى أن تعليم وتعلم اللغة العربية خارج موطنها يعتريه كثير من العقبات تتمثل في البيئة المحيطة بالدارس، والمناهج والمقررات، والوسائل المعينة اللازمة، وينبغي أن يخصص وقت لممارسة الكلام باللغة العربية داخل الصفوف الدراسية، وإتاحة الفرصة لكل طالب أو طالبة في التعبير الشفوي، مع التشجيع الكامل من المعلم، ويتم تصحيح الخطأ بطريقة محفزة، وترصد لهم مكافآت ولو رمزية، تعزيزاً لدفعهم للكلام، وكسر حاجز الخوف والخجل، وإكسابهم الجسارة والجرأة والثقة. على أن يكون الوقت المخصص للكلام إلزاميا لجميع الطلبة دارسي اللغة العربية، ولكل المقررات المتعلقة باللغة. الكلمات المفتاحية: إحجام الطلبة - التخصص – اللغة الثانية- الاتصال الشفوي - الاستراتيجيات. Abstract: The oral communication (speech) is the effective method in developing the idea of the individual and to present it in clear representation and delivery to the other party — the listener-unambiguously. Since the oral communication is one of major concern of the target language, the teaching and learning requires using a variety of strategies to achieve the goal of language learning. The focus of this paper is the oral communication difficulties faced by non-Arab speaking students despite their specialization in learning Arabic as a second language. Therefore this paper aims to find out reasons why students con not communicate well in Arabic Language, and highlight some of the strategies used by the researcher in the teaching of oral communication skills for the Bachelor of education students, specializing in teaching Arabic as a second Language over the past five years in the International Islamic University-Malaysia, where the strategies used  had great impact in breaking the barrier of shyness of speaking in Arabic, and improved their performance in oral expression in multiple areas. From these strategies; the use of multimedia presentation, questions and answers, the excitement by viewing the strange or fantastic scenes that evoke the students to express them orally, and movements, representation, simulation and other strategies that draw the attention of students and encourages them to speak. As well as the cooperation and interaction between teacher and students and among the students themselves. The descriptive methodology will be applied in this paper to explore the teaching strategies implemented by the researcher in teaching oral communication skill, which shown great impact on students achievements.    Key Words: Motivating student – Major – Second language – Oral communication – strategies.   Abstrak: Pertuturan lisan ialah satu cara berkesan dalam mengembang idea seseorang itu untuk menjelaskan maksud kepada pihak kedua tanpa kesamaran. Memandangkan pertuturan lisan adalah satu aspek fokus bahasa yang dipelajari, pembeljaran dan pengajarannya memerlukan beberapa strategi untuk mencapai tujuan pembelajaran bahasa. Tumpuan kertas ini ialah terhadap permasalahan komunikasi yang dialami oleh pelajar bukan Arab walaupun mereka adalah pelajar pengkhususan Bahasa Arab sebagai bahasa kedua. Perbincangan tertumpuuntuk mencari sebab kelemahan pertuturan komunikasi lisan para pelajar dalam bahasa Arab dan beberapa strategi yang digunakan oleh penulis dalam mengajar kemahiran pertuturan lisan bahasa Arab untuk pelajar Sarjana Muda Bahasa Arab Pendidikan daripada lebih lima tahun pengalaman beliau di Universiti Islam Antarabangsa Malaysia. Startegi tersebut dilihat dapat memberi kesan dalam memecah kebuntuan sikap malu para pelajar bertutur dalam bahasa Arab dan meningkatkan penguasaan mereka dalam pelbagai bidang. Di antara strategi ini ialah: penggunaan multi-media, soal jawab, rasa kagum apabila diperlihatkan gambar yang pelik dan menarik menjadikanpelajar ingin menyatakan pendapat mereka secara lisan. Strategi lain juga termasuk: pergerakan, penampilan, simulasi dan pelbagai strategi yang menggalakkan pelajar bertutur serta sikap saling membantu dan interaksi di antara pensyarah dan pelajar. Kertas ini menggunakan metod deskriptif.   Kata kunci: Menggalakkan pelajar – pengkhususan – bahasa kedua – petuturan lisan – strategi.

Advancing Arabic Language Teaching and Learning

10.1596/35917 ◽  
2021 ◽  
Author(s):  
Laura Gregory ◽  
Hanada Taha Thomure ◽  
Amira Kazem ◽  
Anna Boni ◽  
Mahmoud Abduh A. Elsayed ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Arabic Language ◽  
Language Teaching And Learning

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 Online Instruction Based on Task-based Language Teaching

2021 ◽  
Vol 5 (3) ◽  
pp. p30
Author(s):  
Liu Zhixuan
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Language Teaching ◽  
Innovative Teaching ◽  
English Class ◽  
Teachers And Students

The outbreak of the COVID-19 caused many Chinese universities to initiate online teaching. This paper aimed to develop Task-based Language Teaching (TBLT) practices in online courses to enable teachers and students in China to employ TBLT appropriately and effectively. This research made a case study which was conducted as an online English class with a total of 28 undergraduate students at a university in Guangdong, China. The findings show that the transition from the traditional classroom to online education was successful. This innovative teaching mode promotes students to become the initiator of learning. Besides, the switched roles between students and teachers, advantages as well as problems of this approach have been pointed out. This case study could provide pedagogical implicatures for online English teaching and learning practically and theoretically, which helps to develop new forms that could assist teachers and students to adopt TBLT in class.

scholarly journals The Impact of E-Learning in Teaching Arabic Language for Non-Native Speakers

2019 ◽  
Vol 8 (2S3) ◽  
pp. 1159-1162
Keyword(s):  
Teaching And Learning ◽  
Analytical Approach ◽  
Technology Development ◽  
Native Speakers ◽  
Language Teaching ◽  
Computer Software ◽  
Arabic Language ◽  
Technology Application ◽  
E Learning ◽  
The Impact

The effect of E-learning and computer software program utilization in the Arabic language teaching among non-native speakers on the students’ achievement in the Malaysian context, was examined in this study. The Malaysian Government’s interest towards Arabic language teaching and learning among the non-native Malaysian speakers, has increased the progress of this teaching. Meanwhile, technological advancements have obliged teachers to employ computer multimedia in reaching some key parameters within the process of education. Challenges that teachers face in information delivery are explored in this study. The application of multimedia in teaching has facilitated teachers in the course outline preparation. Further, technology application in numerous life scopes, teaching included, is essential, especially in Arabic language teaching, specifically for non-native speakers. In achieving the sought after results, inductive analytical approach was used in this study. Considering the nonstop technology development, all the technological aspects of the Malaysian language centers were exploited, especially on the optimal application of present-day E-learning methods. Lastly, several recommendations to expand this technology for easy teaching and learning process were presented in this study

A Derivative Approach Towards Activity-Centred Language Teaching

2020 ◽  
pp. 124-132
Author(s):  
Ritu Shepherd ◽  
Susmi Mariam Varghese
Keyword(s):  
Educational Philosophy ◽  
Whole Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Teaching Process ◽  
Passive Learning ◽  
Theoretical View ◽  
Teachers And Students ◽  
E Learning ◽  
Biological Aspects

A whole language approach is an educational philosophy, different activities and strategies create meaning to learning. Theoretical view of teaching in a classroom has helped to partially target on formal and informal styles of learning. E-learning has overtaken the traditional to be the best source. Thus, in this chapter, is described the different aspects, which when incorporated, makes learning not only easy but focused. It teaches the teachers and students to be engaged in the process of learning without stress and prepares the personality involved in the process of teaching and learning to be aware of certain remedies so that the platform may be conducive for education. Active and passive learning, cognitive, psychological, and biological aspects taken into consideration show how they are involved to create serious understanding to make the teaching process valuable.

The Use of Teaching Media in Arabic Language Teaching During Covid-19 Pandemic

DINAMIKA ILMU ◽  
2020 ◽  
Vol 20 (2) ◽  
pp. 307-322
Author(s):  
Ahmadi Ahmadi ◽  
Aulia Mustika Ilmiani
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Research Result ◽  
Arabic Language ◽  
Study Data ◽  
Learning Activities ◽  
Actual Condition ◽  
Teachers And Students ◽  
Online Activities ◽  
Teaching Learning

The characteristic of Arabic Language which is unique and different compared to other foreign languages, has become certain issue for academic society, especially with this actual condition of COVID-19, it gives impact to both teachers and students.  In university level, more specifically, in order to maintain teaching – learning process to be held, various kind of media are used to support the teaching and learning activities. This research aims for exploring and describing Arabic language teaching – learning online activities in IAIN Palangka Raya using qualitative method and case study. Data collecting methods used in this research are observations, interview and documentation. Research result shows that Arabic language teaching – learning online activities in IAIN Palangka Raya adopting online technology with platforms which based on social media and e-learning application. Those platforms are categorized into three: 1) WhatsApp Group, used for intensive communications between teacher and students related to teaching – learning activities; 2) Google Classroom, used for collecting assignments; and 3) Zoom Cloud Meeting, used for audio-visual media for learning topics which need significant explanation. These medias are used after consideration on ease of accessibility, hardware compatibility, communication features, process and cost needed to use them. The findings of this research describe that Arabic language teaching – learning online activities in IAIN Palangka Raya collaborate those three aforementioned applications so that creativity, innovation and motivation are growing even during Covid-19 pandemic situation.

Technology in education: efficacies and outcomes of different delivery methods

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Malissa Maria Mahmud ◽  
Bradley Freeman ◽  
Mohd Syuhaidi Abu Bakar
Keyword(s):  
Blended Learning ◽  
Technology Use ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Meta Analysis ◽  
Technology In Education ◽  
Delivery Methods ◽  
Web Based ◽  
Content Type ◽  
Technological Intervention

Purpose With the arrival of the 4th Industrial Revolution and the Education 4.0 era, the inevitability of educators using technology in the classroom has grown. A global health pandemic has hastened the adoption of online teaching. The interdependence of technologies and pedagogies necessitates vigour and variability, along with evolving teaching and learning practices. Past literature has advocated for various roles and forms of technology in education; however, inconsistencies in “blended learning” definitions have posed challenges in understanding blended learning’s full potential. Thus, a quantitative meta-analysis was conducted to examine the efficacies and outcomes of blended learning. Design/methodology/approach A quantitative meta-analysis was conducted to examine the efficacies and outcomes of blended learning. A total of 96 samples were carefully chosen based on established theoretical definitions, relevant to technology use. The samples were then placed into three categories: Web-based applications, standalone applications and devices. Effect sizes (ESs) acquired from Cohen’s d formula (1988; 1992) were used to determine overall effectiveness. The ES of individuals in each of the delivery platform categories was totalled and averaged. This combined ES was then interpreted using Cohen’s (1988) benchmark. Subsequently, a combination of ESs was compared based on the similar type of delivery method, as well as the dependent variables in which the average of the respective combined ESs was calculated for interpretation. Findings Findings show that all three delivery methods were effective in enhancing a learner’s performance, especially for language teaching and learning. The study provides insights that can assist stakeholders in selecting different delivery platforms to befit the needs of discrete disciplines. Originality/value The researchers recommend the three categories of technological intervention described above as tangible tenets for future research in blended learning implementation. Thus far, no blended learning researcher has attempted to categorize the myriad of technological interventions available into concrete, concise groupings. With the recommended categories of technological intervention, blended learning practitioners would have a better sense of direction in the context of investigating the effectiveness of a specific intervention implemented. The researchers deem the recommended categories of technological intervention as immensely useful for the blended learning community to begin establishing intervention as one of the important elements to look at. For example, the effectiveness of a technological intervention under both the Web-based application and standalone application categories, respectively, in relation to a similar dependent variable can be compared to further understand the implications of using interventions of a different nature. And such studies will need to extend the investigation to the present by examining all recent studies.

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