Socio-educational support and Arabic language practices among secondary school students

21st Century Education is a student-centered learning process. There are several elements applied, namely communication, collaboration, critical thinking, creativity, and the application of pure and ethical values. These elements are also referred to as the standard in PAK-21. But this PAK-21 is something new and ludicrous to apply. The study was conducted to find out the problems faced by the Arabic language teachers during the teaching practice at school. Further, this study was also conducted to analyze the 21st Century Education method and its effects on secondary school students' interest in learning Arabic in there. The respondents of this study were that two trainee teachers have been selected from the Bachelor of Arabic Language with Education at Sultan Idris Education University 2018/2019. This study is qualitative, and data collected through interviews. The results show that UPSI trainee teachers use 21st Century Education electronically and tools learning during teaching practice. In addition, the achievement and interest of secondary school students in Arabic subjects also increased after the trainee teacher applied 21st Century Education.

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An Arabic Learning Model for Strengthening the Arabic Language Proficiency of Secondary School Students: Inghimas Lughawi

International Journal of Academic Research in Business and Social Sciences ◽

10.6007/ijarbss/v8-i4/4055 ◽

2018 ◽

Vol 8 (4) ◽

Author(s):

Maryam Siyaj Maliki ◽

Muhamad Zaid Ismail ◽

Abdul Hakim Abdullah ◽

Abdul Wahid Salleh

Keyword(s):

Secondary School ◽

Language Proficiency ◽

Secondary School Students ◽

Arabic Language ◽

Learning Model ◽

School Students

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Tahap Kemahiran Kefahaman Mendengar Bahasa Arab di Kalangan Pelajar Sekolah Menengah Agama Negeri

Jurnal Teknologi ◽

10.11113/jt.v45.349 ◽

2012 ◽

Cited By ~ 1

Author(s):

Nik Mohd. Rahimi Nik Yusoff ◽

Kamarulzaman Abd. Ghani ◽

Zawawi Ismail

Keyword(s):

Secondary School ◽

Listening Comprehension ◽

Secondary School Students ◽

Word Meaning ◽

Arabic Language ◽

Cross Sectional Survey ◽

School Students ◽

Cross Sectional ◽

Comprehension Skills ◽

High Level

Kajian ini bertujuan untuk menilai tahap kemahiran kefahaman mendengar bahasa Arab di kalangan pelajar sekolah menengah agama negeri. Reka bentuk kajian yang digunakan dalam kajian ini ialah kaedah tinjauan semasa. Sebanyak lima aspek kefahaman mendengar bahasa Arab yang dinilai dalam kajian ini. Lima aspek kefahaman mendengar tersebut ialah; (i) kefahaman mendengar bunyi bahasa Arab; (ii) kefahaman mendengar makna perkataan secara leksikal; (iii) kefahaman mendengar makna perkataan secara kontekstual; (iv) kefahaman mendengar teks secara literal; dan (v) kemahiran mendengar teks secara inferential. Kajian ini dijalankan di sekolah–sekolah menengah agama negeri di Kelantan. Keputusan menunjukkan subkemahiran pertama berada pada tahap tinggi; subkemahiran kedua dan ketiga berada pada tahap sederhana; dan subkemahiran keempat dan kelima berada pada tahap lemah. Kata kunci: kemahiran kefahaman mendengar, sub–sub kemahiran kefahaman mendengar, bahasa Arab The aim of this study was to evaluate the level of Arabic listening comprehension among state religious secondary school students. There were five aspects of Arabic listening comprehension, which were evaluated in this study. The research design which was used in this study was cross sectional survey. The five aspects of Arabic listening comprehension were; (i) Arabic sound; (ii) word meaning lexically; (iii) word meaning contextually; (iv) texts meaning literally; and (v) texts meaning inferentially. This study was carried out at state religious secondary schools in Kelantan. The results showed the first sub skills was at a high level, the second and third sub skills was at a moderate level, and the fourth and fifth sub skills was at a weak level. Key words: listening comprehension skills, listening comprehension sub skills, Arabic language

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Multilingual interaction and minority languages: Proficiency and language practices in education and society

Language Teaching ◽

10.1017/s0261444812000481 ◽

2013 ◽

Vol 48 (1) ◽

pp. 82-98 ◽

Cited By ~ 23

Author(s):

Durk Gorter

Keyword(s):

Secondary School ◽

Language Proficiency ◽

Secondary School Students ◽

Minority Language ◽

Added Value ◽

Minority Languages ◽

European Regions ◽

Language Practices ◽

School Students ◽

Education And Society

In this plenary speech I examine multilingual interaction in a number of European regions in which minority languages are being revitalized. Education is a crucial variable, but the wider society is equally significant. The context of revitalization is no longer bilingual but increasingly multilingual. I draw on the results of a long-running project on the ‘Added value of multilingualism and diversity in educational contexts’ among secondary school students, and show that there are interesting differences and similarities between the minority language (Basque or Frisian), the majority language (Spanish or Dutch) and English. The focus on multilingualism is applied inside and outside the school. The discussion demonstrates the complexity of everyday multilingual practices and the outcomes have implications for the gap between education and society and for further research into the linkages between language proficiency and actual language practices.

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Criteria for correct oral expression when students of the preparatory stage

ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES ◽

10.36473/ujhss.v216i2.599 ◽

2018 ◽

Vol 216 (2) ◽

pp. 249-280

Author(s):

Assist. Prof. Dr. Samaa Turkish Dakll

Keyword(s):

Secondary School ◽

Secondary School Students ◽

Arabic Language ◽

School Students ◽

First Order ◽

Percentage Weight ◽

Oral Expression ◽

Preparatory Stage ◽

Survey Sample ◽

Descriptive Survey

Current research aims to know the tests the correction of oral expression at secondary school students ,researcher selected teachers sample of Arabic language in Baghdad of six directorates and researcher used descriptive survey sample was (257) with average of (10%) of the main sample search of (2572) teachers and researcher prepared a tool for his search thought an opened questionnaire to collect the previous data and literature were 20 tests for correction and after distribution to experts and arbitrators were ( 12) and necessary modified it stay( 18) test was distributed to search sample and collect and unload responses in special forms for the purpose of processed statistically using probable center and percentile weight and the results showed maintaining (15) test for correction and removing ( 3) tests and the significant results of tests that have been accepted if the percentage for high paragraph (89%) with probable center (2.77) and the lowest percentage attained was( 59.3%) with probable center ( 2.19) and the fields arranged in descending order of its percentage. . 1-( correction of letters output) this standard got the first order if probable center ( 2.77) and percentage weight was 89%)) 2- (Eloquent speech expression to get away from the dialect if possible) this standard got the second arrangement if its probable center is (2.71) and its percentage weight (87%).

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Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

European Journal of Psychological Assessment ◽

10.1027//1015-5759.18.3.214 ◽

2002 ◽

Vol 18 (3) ◽

pp. 214-228 ◽

Cited By ~ 17

Author(s):

Heinz Neber ◽

Kurt A. Heller

Keyword(s):

Secondary School ◽

Summer School ◽

Secondary School Students ◽

Social Cognitive ◽

Gifted Students ◽

School Program ◽

School Students ◽

Positive Effects ◽

Regulatory Strategies ◽

Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

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Ethnolinguistic Identity and Television Use in a Minority Language Setting

Journal of Media Psychology Theories Methods and Applications ◽

10.1027/1864-1105/a000071 ◽

2012 ◽

Vol 24 (4) ◽

pp. 135-142 ◽

Cited By ~ 5

Author(s):

Jake Harwood ◽

Laszlo Vincze

Keyword(s):

Secondary School ◽

Coping Strategies ◽

Secondary School Students ◽

Minority Language ◽

German Language ◽

Tv Viewing ◽

School Students ◽

Ethnolinguistic Vitality ◽

Ethnolinguistic Identity ◽

Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

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Smart Girls, Dumb Boys!?

Social Psychology ◽

10.1027/1864-9335/a000167 ◽

2014 ◽

Vol 45 (2) ◽

pp. 112-126 ◽

Cited By ~ 14

Author(s):

Martin Latsch ◽

Bettina Hannover

Keyword(s):

Secondary School ◽

Stereotype Threat ◽

Gender Stereotypes ◽

Secondary School Students ◽

Learning Goals ◽

School Students ◽

Compensatory Strategies ◽

Media Portrayal ◽

Stereotype Lift ◽

The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

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