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Journal articles on the topic 'Arabic language study and teaching'
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1
Rohayati, Enok. "ANALISIS KONTRASTIF DALAM PEMBELAJARAN BAHASA ARAB." Taqdir 4, no. 2 (February 28, 2019): 105–17. http://dx.doi.org/10.19109/taqdir.v4i2.3126.
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The succesfull teaching not only depend on the teaching materials, but also on the teaching methods. Therefore, the Arabic teachers require teaching skills. Moreover, the Indonesian student assumes the existence of the difficulties anywhere in the Arabic learning. There is evidence that the Arabic teaching-learning process as a foreign language meets a serious problems. The most problems caused by defferencies between bahasa Indonesia as a native language and the Arabic as a target language. Robert Lado states that the differences between native and target language cause difficulties. In contrast, a similarities between two languages will be a fasilitsion in the Arabic learning. This contrastive study tries to analyse the differences between Arabic and bahasa Indonesia. The main concussion of this study shows that differences between two language require the Arabic teacher who knows the contrastive analysis, so that he can eliminate the Arabic learning Problems.
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Mei, Fatimah Suo Yan, Saipolbarin Bin Ramli, and Nahla A. K. Alhirtani. "Application of Gagne’s Nine Approaches to Teach Arabic Language for Non-Native Speakers: Experimental study at Sultan Idris Education University Malaysia (UPSI)." European Journal of Language and Literature 3, no. 1 (December 30, 2015): 32. http://dx.doi.org/10.26417/ejls.v3i1.p32-37.
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The Arabic language is not an easy language to learn for non-native speakers if the teachers are not proficient in the teaching methods and strategies. Here, it is essential that teachers can benefit from Gagne’s nine approaches in the teaching for any subjects, especial, in teaching languages. Therefore, the learning outcome will be more effective if the teachers apply Gagne’s nine events in the Arabic language classroom. This study focuses on the experiences of the application of Robert Gagne’s nine approaches in teaching Arabic to non-native speakers at the Sultan Idris University of Education Malaysia. The study aims to find the effective results of their experiences in the application of the nine approaches for Gagne in teaching Arabic language to non-native speakers at the university. This paper is based on a descriptive analysis method to indicate the nine-approach theory and its importance in education and teaching, as well as the experience of the researcher in their teaching Arabic language. Among the most important results in the application of the nine events in teaching Arabic were to make teaching activities’ more effective and attractive, to help teachers how to facilitate the process of teaching Arabic in the classroom and to centralize the students focus during the lessons. The study concludes with some recommendations and suggestions.
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Azizah, Alfiyatul. "The Differences Between Arabic Language Teaching for Single Rooted Foreign Speakers and Multiple Rooted Foreign Speakers." Ittishal Educational Research Journal 1, no. 1 (July 1, 2020): 26–39. http://dx.doi.org/10.51425/ierj.v1i1.9.
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The Arabic language teaching has been developed rapidly through this modern era as a result of the world wide acceptance to study this language. Language enthusiasts as well as the scholars have noticed some development of Arabic language on several ways as well as its advancement according to the linguistic and geographic condition of learners. This study aims to understand some differences of Arabic language teaching for students who speak in single rooted language and students who speak in multiple rooted language. The single rooted language one took a sample from Assalam Islamic Boarding School where all of the student came from single rooted language, Malay language. While another one took a sample from An-Nile Center of Arabic Language Study for Foreigner, Cairo where the students came from several roots of languages, such as Malay, European, Russian, Turkish, African, and so on. In addition, this study aims to understand some difficulties and challenges the students and teachers face, and compare the percentage results of 4 language development skills between the two groups. The result of this study, based on those two institutions’ Arabic teaching methods, it is concluded that the comparison result of 4 language skills shows that the Arabic teaching method for Multiple Rooted Foreign Speakers (Taken from An-Nile Arabic Language Center) is better than Arabic teaching for the single rooted language speakers, especially on the speaking skill. In another side, we found that one of reasons why Arabic teaching method for foreigners from single rooted language speakers is weaker— is due to the tendency of language teachers to perform translation for Arabic words into their own particular language and the less of creative media invention uses which allow them to explain Arabic words with Arabic language.
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Baharudin, Ismail. "EFEKTIVITAS METODE PENGAJARAN BAHASA ARAB." Thariqah Ilmiah: Jurnal ilmu-ilmu kependidikan dan Bahasa Arab 6, no. 2 (September 29, 2020): 103–19. http://dx.doi.org/10.24952/thariqahilmiah.v6i2.2809.
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Arabic is the language of the holy book Quran for mankind. Altough the Arabic language in Indonesia is a foreign language, but for muslim should not make foreign language in his tounge. Arabic for a Muslim is the fundamental key to unclock the deepening of knowledge of the religion of Islam. With a key that he can learn the basic teachings of religion and also be able to know the basic teaching of his religion, history, science, and culture of Islam that had reached the lighthouse internasional civilization before crushed by modern civilization today.Language teaching purposes, according to its name to grow and develop language skills. Skilled language means listening, skilled reading, and skilled writing in Arabic is good and right. Arabic language teaching methods have four forms taught to students. Teaching is in Arabic in this study is teaching Istima’ (listening), teacing Kalam (speaking), teaching Qiro’ah (reading), and teaching Kitabah (writing).
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Harisca, Rodhy. "Ahammiyah Maddah Fiqhu al-Lughah al-'Arabiyah fi Ta'lim al-Lughah al-'Arabiyah." International Journal of Arabic Language Teaching 1, no. 01 (August 31, 2019): 75. http://dx.doi.org/10.32332/ijalt.v1i01.1592.
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The objectives of this article is to classify the importance of Arabic philology subject in teaching Arabic language and to explain the basic theory of Arabic philology (its concept, topics, and issues). The article adopted the descriptive method as the researcher analyzed the importance of Arabic philology in teaching Arabic language. The article findings indicated that Arabic philology subject has an important value and useful in the field of teaching Arabic language, as discussing about Arabic language matters. Based on the research findings, the researcher recommended conducting a research study about the rest contents of this subject for achieving the educational goals. In order to face global interaction using Arabic language which known as one of the international languages and then later to understand the message of Islam which originated in Arabic.
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Al-Harbi and, Amal Nasser, and Wafa Al-Owaidi. "Arabic Language Teachers’ Training Needs for Implementing Cognitive Trips Strategy when Teaching Arabic Language Courses in the Kingdom of Saudi Arabia." Journal of the College of Education for Women 32, no. 3 (September 24, 2021): 12–24. http://dx.doi.org/10.36231/coedw.v32i3.1512.
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The present work focuses on examining the strategy of cognitive trips and the Arabic language teachers’ training needs of such a strategy when teaching Arabic language courses in the Saudi Arabia Kingdom. To achieve the objective of the study, and check whether this strategy is used in lesson planning, lesson teaching, or lesson assessment, a descriptive approach and a questionnaire have been adopted. The researchers used a number of statistical tools, and chose a purposive sample, which consists of (58) Arabic language teachers from Saudi Arabia Kingdom. Results have shown that the training needs of Arabic language teachers for implemining the strategy of cognitive journeys while teaching Arabic language courses came in the following order: the area of lesson planning with 63.8%, lesson implementation with 60.3%, and then evaluating the lesson with 56.9%. Besides, the strategy of cognitive trips that has been applied on learners needs to be used virtually, and to maintain its origins. Finally, the researchers have recommended identifying the strategy of knowledge trips and employing it in the educational process. The researchers have further suggested to provide laboratories equipped with smart devices and the Internet, and to encourage teachers to have intensive training to master the strategy of knowledge trips, and adopt it as an effective method of teaching. They have further suggested to arrange training courses all over the kingdom to improve teacher’ educational results.
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Irfan, Nuriana. "LITERATURE STUDY OF COMMUNICATIVE APPROACHES IN ARABIC LEARNING." Al-Lughah: Jurnal Bahasa 11, no. 1 (June 29, 2022): 16. http://dx.doi.org/10.29300/lughah.v11i1.6448.
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Teaching and learning activities very important thing to consider in supporting the quality of students, both in terms of hard skills and soft skills. The communicative approach is the teaching of language that emphasizes or prioritizes the mastery of aspects of communication or the function of language rather than mastery of words or language structures. This research is intended to examine the ideal Arabic learning with a communicative approach. The method used in this study is in the form of literacy studies or literature. The results obtained from this study are so that Arabic learning in Indonesia has increased with the communicative approach that researchers describe. The Arabic language is a skill that requires adaptation to the environment. The linguistic theory is not sufficiently relied on increasing students' Arabic competence, with a communicative approach, lesson objectives, syllabus, teaching and learning activities, and the role of students, teachers, and teaching materials and the application of the Arabic language environment. With that, there will be a transition of language from structural to functional.
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Azhar N. Al- Sulami, Wafaa H. Al- Owaydhi, Azhar N. Al Sulami, Wafaa H. Al Owaydhi. "Strategies for Teaching the Arabic Language in light of its characteristics and social functions: استراتيجيات تدريس اللغة العربية في ضوء خصائصها ووظائفها الاجتماعية." مجلة العلوم التربوية و النفسية 6, no. 4 (January 29, 2022): 134–50. http://dx.doi.org/10.26389/ajsrp.r160221.
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The study entitled Strategies for Teaching the Arabic Language in light of its characteristics and social functions, as this study consisted of an introduction in which it was presented about the importance of the Arabic language, and what are the duties imposed on the Arabic language teacher, and his knowledge of modern strategies for learning, and then presented in the introduction the problem of the study towards reasons Choosing the topic and its importance, and some previous studies that I used in my study, then the objectives through which the study was carried out, which are: - Determine the nature of the Arabic language. - Determine the Arabic language functions. - Explain the characteristics of the Arabic language. - Describe the strategies of the Arabic language in light of its social characteristics and functions. Then I talked in the topic about the definition of the Arabic language, speaking about the characteristics of the Arabic language, and I linked these characteristics to the strategies that can be applied and employ these characteristics through them. Then I presented the functions of the Arabic language explaining the role and position of the Arabic language for the individual and for society, then I explained the best methods To teach the Arabic language represented by the flexible integrative method, then I talked about the teaching method represented in concept maps, the hot chair, the story, inductive teaching, the modified text method, and then at the end I presented the results of the study, which are: - The status of the Arabic language, and that it is a language that has characteristics that other living languages have not represented in foreign languages. - The need to find alternative solutions to the linguistic invasion that arose through cultural exchange, which led to dependence on the Arabic language more than any other language, then a set of proposals and recommendations, then a list of sources and references that I relied on in my study, and then an index of the topics mentioned in the study.
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Mei, Li Qing, Suo Yan Mei, and Nazri Bin Atoh. "The Practical Teaching Methods of Arabic Language at female’s Mosque in Henan Province - China." European Journal of Social Science Education and Research 8, no. 3 (October 9, 2021): 63. http://dx.doi.org/10.26417/708mcp20a.
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Teaching methods for languages especial for Arabic language for non-native speakers always discussed by researchers, and the teaching methods for Arabic language at the female’s mosque of Henan Province, china still based on the traditional method without any update, but no one of researchers focused on this issue. however, this research aims to investigate the teaching method of Arabic language teaching in the female’s mosque of Henan of china to fill up the gap of research filed of teaching Arabic for non-native speakers. The study used the descriptive method to explore new information on Arabic teaching in China. and it was based on the field curriculum to highlight the teaching methods applied by female teachers when teaching Arabic at female mosques, analytical methods to analysis the Data collection which designed by questionnaires which distributed to 10 female teachers the five mosques for female’s Mosque in Henan Province China. The method of data analysis is percentage and frequency method using SPSS system. The research found that: teachers don’t have any clear ideal about teaching method for teaching Arabic language, and majorly of them only use translation and Grammar Method to teach Arabic. there are many aspects need to be improved. Hence, the researcher presented some recommendations and suggestions to improve the curriculum and methods of teaching Arabic language in mosques for female in Henan Province, China.
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Ramadana. "Language Teaching Quality Improvement Strategies Arabic for Non Arabic Students." Journal of Educational Analytics 1, no. 3 (November 30, 2022): 225–34. http://dx.doi.org/10.55927/jeda.v1i3.1406.
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Arabic is one of the foreign languages taught in schools in Indonesia, especially schools based on Islam. Arabic has its own complexity in learning, especially for those who come from schools that do not teach Arabic. So this is where a teacher is required to carry out a strategy so that the Arabic language taught does not become a scourge for students. This study aims to offer Arabic learning strategies for teachers so that they can be implemented in Arabic learning. In this study, the author uses a literature review. Data were collected from various sources related to learning strategies. Then the data were analyzed using content analysis. The results of this study found various strategies that can be used by a teacher in learning Arabic, namely, humanism-based teaching, media-based teaching, and gender-based teaching.
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Elaimam, Amal Mussa Abbass. "Using the Image in Teaching Arabic Language Vocabulary to Non-Native Speakers: The Experience of the Arabic Language Institute - King Abdul-Aziz University - as a Model." Journal of the College of Education for Women 31, no. 4 (December 27, 2020): 50–59. http://dx.doi.org/10.36231/coedw.v31i4.1429.
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The study aims to demonstrate the importance of instructional methods in teaching Arabic language as a second language or teaching the Arabic language to non-native speakers. The study is in line with the tremendous development in the field of knowledge, especially in the field of technology and communication, and the emergence of many electronic media in education in general and language teaching in particular. It employs an image in teaching vocabulary and presenting the experience of the Arabic Language Institute for Non-Speakers-King Abdul-Aziz University. The study follows the descriptive approach to solve the problem represented by the lack of interest in the educational methods when teaching Arabic as a second language. Accordingly, the study is to answer the following questions: What is the importance of using teaching aids when teaching Arabic to non-Arabic speakers?What are the methods of employing (an image) as an instructional tool in teaching vocabulary? The study has reached that teaching aids are of great importance in studying the Arabic language for the non-native, the image of the audio and visual aids plays a great role in teaching vocabulary to the beginners. In its modern version, it helps directly in teaching the language from a distance and thus fulfills the hopes of many in teaching Arabic language and covers the acute shortage of a language teacher.
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Abdalla, Adil Elshiekh. "AL-MUSYKILÂT AL-TSAQÂFIYAH ALLATÎ TUJÂBAHU MUTA’ALLIMI AL-LUGHAH AL-‘ARABIYAH BI WASHFIHÂ LUGHAH TSÂNIYAH FÎ BILÂD AL-MALÂYÛ." Arabi : Journal of Arabic Studies 3, no. 2 (December 31, 2018): 196. http://dx.doi.org/10.24865/ajas.v3i2.98.
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The Arabic language that Malay learns as a second language belongs to a language group other than that of the Malay language, which is the mother tongue of the Arabic language learners in the Malay archipelago. It is well known that the Linguistic Library was filled with many studies comparing the two languages at the linguistic level, and no study compares them to the cultural level. Therefore, this pioneering study was concerned with a comparison between the two cultural languages. The study adopted a descriptive analytical approach; comparing the Malay and Arabic cultures and describing the differences between them in this field. The method of interviewing Malay students who represented the archipelago region and Arab Arabic teachers was also used to identify the most important problems arising from the different cultures that confront the two parties in Arabic teaching. The findings show that the Malay culture was greatly influenced by the Arab-Islamic culture. But there are differences between cultural manifestation in Arabic and Malay languages that, in turn, give some problems in Arabic teaching and learning in the Malay Archipelago.
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Ahmed, Zahir. "The differences of Semantics of Common Words between Arabic and Urdu and its Impact on the teaching of the Arabic language." Journal of Islamic and Religious Studies 2, no. 1 (June 30, 2017): 43–56. http://dx.doi.org/10.36476/jirs.2:1.06.2017.16.
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Arabic language is a family member of Semitic languages whereas Urdu is the member of Indo-European Languages. The Arabic language though is not from the same language family but amazingly it provides much of its share through alphabets, words with its meanings and pronunciation. These features of both languages have provoked to study it under the contrastive linguistics through semantic study of commonly used words. This research is a semantic study of commonly used words in both languages of different language family along with the applied linguistics in Language teaching. There are large numbers of Arabic words that are used in Urdu language and there are significant numbers of words that are used in different meanings, this change in meaning led to change in semantic field. This research paper also study the effect of semantic change of these words on Arabic Language teaching to the Pakistani students whose native language is Urdu. This study will also reveal the reasons of errors during language learning with the help of semantic study if commonly used words.
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Hizbullah, Nur, Zakiyah Arifa, Yoke Suryadarma, Ferry Hidayat, Luthfi Muhyiddin, and Eka Kurnia Firmansyah. "SOURCE-BASED ARABIC LANGUAGE LEARNING: A CORPUS LINGUISTIC APPROACH." Humanities & Social Sciences Reviews 8, no. 3 (June 17, 2020): 940–54. http://dx.doi.org/10.18510/hssr.2020.8398.
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Purpose: The study explores the process of using Arabic websites for Arabic language learning, utilising the Arabic Corpus Linguistic approach. This approach enables data-mining out of websites, systematically compiling the mined data, as well as processing the data for the express purpose of Arabic language teaching including its clusters, such as Arabic pragmatics, Arabic linguistics, and Arabic translation teaching as well.
MethodologyThe research is written descriptively and utilises qualitative methods used for analysing the process and step-by-step procedures to be executed to make good use of the data.
Main Findings: This study is conducted based on the theory of source-based teaching, while the process of utilising the websites is systematically elaborated through the corpus linguistic mechanism. The research concludes that almost all Arabic websites can be employed to be authentic, reliable teaching sources. The sources can be made good use of for teaching the four language competencies, for being the object of linguistic studies and for translation through the particular use of websites whose contents are bilingual or multilingual.
Implications/ Applications: The utilisation of the Corpus for teaching and learning has still been needing wide-spreading and promoting either among practitioners or among researchers of the Arabic language in Indonesia.
Novelty/Originality of this study: This study highlights that almost Arabic-language websites are one of the richest sources of learning. These learning resources can be used for language learning and various other dimensions of scientific Arabic. Corpus linguistics has many benefits for learners and teachers in Arabic language learning. This study gives the new approach of Arabic teaching-learning using website resources, and the dynamic of Arabic learning using technology.
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Amani Suliman AL- HAZMI, Wafa Hafiz Al- Aowaidi, Amani Suliman AL HAZMI, Wafa Hafiz Al Aowaidi. "The development of the Arabic language curricula in public education in the Kingdom of Saudi Arabia: تطور مناهج اللغة العربية في التعليم العام بالمملكة العربية السعودية." مجلة العلوم التربوية و النفسية 5, no. 20 (May 30, 2021): 135–24. http://dx.doi.org/10.26389/ajsrp.a790121.
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The study aimed to identify the developments that took place in the Arabic language curricula in public education in the Kingdom of Saudi Arabia, which are the development of curriculum objectives, evaluation of Arabic language curricula, methods and techniques of education, strategies for teaching education and teacher preparation in general education. I took the historical approach as a research method, and I used the documents to discover the development of the Arabic language curricula. I explained the stages of development. They were presented in the form of simplified and clear tables, and I made some recommendations and proposals in the current study. Finally, I came to identify the developments that took place in the Arabic language curriculum in public education in the Kingdom of Saudi Arabia.
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Rahmawati, Fitra Awalia, Ifa Rodifah Nur, and Muhammad Taqiyuddin. "Creative Language Games for Enjoyable Arabic Teaching l al-Al’ab al-Lughawiyyah al-Ibda'iyyah li Ta’lim al-Lughah al-'Arabiyyah al-Mumti'ah." Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 13, no. 1 (February 4, 2021): 108–28. http://dx.doi.org/10.24042/albayan.v13i1.6917.
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Arabic teaching has the aim in the mastery of four skills; listening, speaking, reading, and writing. Considering to the languages teaching nowadays, educative games are commonly used as inseparable method from their curriculum. This method also had been practiced in Arabic teaching by some teachers. For this context, some rules need to be curricularly formulated. This critical point had not been elaborated curricularly. In this research, Library research model highlighted several studies of Arabic learning practices through game methods; then analyzed it with analytical and descriptive critical discourse methods to formulating the good, proper, and ideal ‘educative game’ in Arabic teaching. This study concluded the language game which emphasized some aspects such as 1) teacher competency, 2) facilities and infrastructure, 3) environmental conditions and situations. These three prerequisites are important in carrying out language teaching through ’curricular’ language games. Thus, educative language games can be formulated curricularly, which can be a simply contribution for practicing Arabic teaching through ‘educative games’.
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Elbasre, Hidaya Tag Elasfia Hassan. "Teaching Arabic to Non-Native Speakers between Communication and Pragmatics:Qualitative Approach in Light of the Common European Framework of Reference for Teaching Foreign Languages." Journal of the College of Education for Women 32, no. 2 (June 28, 2021): 55–65. http://dx.doi.org/10.36231/coedw.v32i2.1490.
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This research is qualitative in nature. It aims to investigate descriptively, analytically, and comparatively the modern AK model represented by the Sudan Open University Series, and the European framework, the common reference for Teaching Foreign Languages, to uncover what was achieved in them in terms of communication and language use. Accordingly, an integrated, multi-media approach has been adopted to enable the production and reception activities, and the spread of Arabic in vast areas of the world. Such a spread helps Arabic language to be in a hegemonic position with the other living languages. The study is based on getting benefit from human experiences and joint work in the field of teaching Arabic to non-Arabic speakers to meet the needs of learners. Such knowledge helps to overcome the pragmatic dimension dilemmas, and the duality between formal and colloquial, leading as a result to have a global recognition of its outputs. The study revealed the importance of building the communication and pragmatic capabilities of language learners since they both represent the life and vitality of language. It further necessitates rebuilding curricula and updating them in a way that makes communication and the use of language a reality. The research recommended eliminating any difficulties that face the Arabic language learner from the non-speakers, by making use of what was provided by the Common European Framework of Reference for Teaching Foreign Languages.
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Sallehuddin, Nur Hakimah Md, Tuan Sarifah Aini Syed Ahmad, Fatin Aliyah Hassan, and Nur Amirah Nabihah Zainal Abidin. "Students’ Acceptance towards Microsoft Teams for Learning Arabic Language." Journal of Learning and Development Studies 3, no. 1 (January 10, 2023): 01–09. http://dx.doi.org/10.32996/jlds.2023.3.1.1.
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The Arabic language is one of the third languages offered for degree students at UiTM. The students must complete three levels (I, II and III). Before the COVID-19 pandemic, the methodology of teaching the Arabic language was by using the traditional way, which was face-to-face instruction. Since the outbreak of COVID-19, the methodology of teaching in UiTM has shifted to Open and Distance Learning (ODL). This new way of teaching affected the students’ acceptance of learning the Arabic language as they were familiar with the traditional method of teaching. This study aimed to get feedback on student’s acceptance of using Microsoft Teams in teaching and learning the Arabic language. The objectives of this study are (i) to evaluate the Perceived Usefulness (PU) of Microsoft Teams among UiTM Students learning Arabic Language, (ii) to assess the Perceived Ease of Use (PEU) of Microsoft Teams among UiTM Students learning Arabic Language and (iii) to investigate the students’ attitudes towards using Microsoft Teams in learning the Arabic language. The sample consisted of 121 students from three different faculties: Faculty of Computer and Mathematical Sciences (FSKM), Faculty of Sports Science and Recreation (FSR) and Faculty of Administrative Science and Policy Studies (FSPPP). The data were collected using Google Forms. The result shows that the students agreed that the application of Microsoft Teams for learning the Arabic language was easy to access, convenient and user-friendly. Other than that, they also agreed Microsoft Teams helped them to learn the Arabic language efficiently and perform a task quickly and were interested in using the apps for learning. It is suggested that MS Teams is one of the convenient online applications that can be used in learning the Arabic language via the Open Distance Learning (ODL) mode.
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Maghviroh, Nazilatil. "Development of Arabic Language Teaching Materials with a Communicative Approach in the Language Dormitory of the Salafiyah Islamic Boarding School, Syafi'iyah, Sukerejo Situbondo." At-Turost : Journal of Islamic Studies 6, no. 2 (November 20, 2020): 188–94. http://dx.doi.org/10.52491/at.v6i2.45.
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The function of language Arabic as languages communication. And the proces of languages teaching nennds elements of support, incluiding teaching contens, because it is a medium that contains a variety of knowledge that must be mastered by student, therefore auther chosee the title Development of Arabic Contens Based on Communicative Aproach. This study used to find out how the process of Development of Arabic Contens Based on Communicative Aproach in Language Boarding school of Salafiyah Syafi’iyah Sukorejo Situbondo. The result of this study is from of product Arabic Language contens and exercies based on Communicative Aproach that can be received by students in Language Boarding school of Salafiyah Syafi’iyah Sukorejo Situbondo and they has a good respon for it because the majority of student (4,97 %)agreed that the contens and exercises that developed cans motivate and help them to communicate with the Arabic Language both speaking and writing.
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Fatoni, Ahmad. "Arabic Learning for Academic Purposes." Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature 2, no. 2 (November 25, 2019): 149. http://dx.doi.org/10.22219/jiz.v2i2.10096.
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This study aimed to determine the goal of teaching Arabic for Academic purposes. Teaching Arabic for non-Arabic speakers is generally divided into two types: Arabic language for life, which is a public program in which multiple attributes are related. Learning Arabic is only intended to communicate with Arabic in different situations of life. The second type is Arabic language programs for special purposes, including Arabic for academic purposes (AAP), Arabic for Businessmen People (ABP), Arabic for Education People (AEP), Arabic for Objective Purposes (AOP) and others. The researcher in this article focused on the Arabic language teaching program for academic purposes. The method used for this study was carried out using descriptive analysis method which the data were collected from personal interview with students of University of Darussalam Gontor and some documents. The result showed that the successful of teaching Arabic language for academic purposes related to use Arabic language in daily life as well as special activities such as scientific discussions.
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ALhawamdeh, Haifa, and Lamia KhairEddeen. "The Degree of Native Language Teachers’ Consideration of Persuasive Writing Skills in Teaching Expression." International Journal of Education in Mathematics, Science and Technology 10, no. 2 (March 5, 2022): 409–23. http://dx.doi.org/10.46328/ijemst.2258.
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This study aimed to examine the degree of Arabic language teachers’ consideration of persuasive writing skills in teaching expression and their differences according to the variables of gender, academic qualifications, and years of experience. To achieve the objectives of the study, the descriptive approach was applied in the form of the school survey method. The study sample consisted of 239 male and female Arabic language teachers in public schools of Najran region in the Kingdom of Saudi Arabia. They constituted 42.7% of the study population. To collect the data, the study used a questionnaire consisting of 21 items after verifying its validity and reliability in the Saudi context. The results showed that the degree to which the Arabic language teachers consider the persuasive writing skills in teaching expression in all domains of the study instrument and the total score ranked moderate. Also, the results revealed that there were statistically significant differences in the degree of Arabic language teachers’ consideration of persuasive writing skills in teaching expression in all domains of the study instrument and the total score due to gender variables in favor of females, academic qualifications in favor of graduate studies, and years of experience in favor of ten years or more. The study recommends the Ministry of Education should work on developing the practices of Arabic language teachers for persuasive writing skills in teaching expression by providing appropriate training programs.
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Gemilang, Damar, and Hastuti Listiana. "Teaching Media in the Teaching of Arabic Language/ Media Pembelajaran dalam Pembelajaran Bahasa Arab." ATHLA : Journal of Arabic Teaching, Linguistic and Literature 1, no. 1 (December 23, 2020): 49–64. http://dx.doi.org/10.22515/athla.v1i1.3048.
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This article discusses the media of learning Arabic language, through library studies that focus on distributing material effectively to students without making them boring. The limited creations and variations in learning as well as the low ability of Arabic language maharah of students make the role of the media so important. The selection of media correctly, can improve the mastery of material skills, motivate, and stimulate students. Through library studies from journals, papers, and books on learning media for the Arabic curriculum which are then analyzed and concluded data will be obtained about learning media for the Arabic curriculum which is useful for teachers. There are several rules in determining the media that will be used by taking into account the direction and objectives of learning, types of learning strategies, understanding the characteristics of the media by the teacher, in terms of cost suitability, media readiness, quality, and environment to operate the media. In terms of functions related to sensing devices, the media are divided into visual media, audio media, and audiovisual media. Meanwhile, viewed from the viewpoint in Arabic and that maharah, the media can be grouped into learning media mufrodat, nahwu-shorof, and Arabic language skills consisting of media istima', qiro'ah, kitabah, and kalam. This can help academics in applying media correctly in the learning of the Arabic language curriculum.One of the elements of learning Arabic is the student's Arabic learning strategy. But there are still some students who have not found the right strategy for learning Arabic, because of a lack of knowledge about Arabic learning strategies, especially the Oxford model of language learning strategies. The purpose of this study was to describe the implementation of the Arabic language learning strategy for students in the Oxford model of Madrasah Ibitidaiyah Al Islam Kartasura students.This research is descriptive qualitative, as for the research site at Madrasah Ibitidaiyah Al Islam Kartasura. This research was conducted from March to June 2020. The subjects in this study were students of class V A at Madrasah Ibitidaiyah Al Islam Kartasura. The informants in this study were the fifth grade Arabic teachers at Madrasah Ibitidaiyah Al Islam Kartasura. Data collection methods used were interviews, observation and documentation.The conclusion of this study is that students use Arabic learning strategies in the Oxford model because there are indications that students are using their learning. The strategies used are memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies. The strategy that is often used by students is the memorial strategy.
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Ibrahim, Mahmoud Thabet. "The Common between Malay Language and the Qur'an A model of curriculum for teaching Arabic to Malay speakers." Imtiyaz : Jurnal Pendidikan dan Bahasa Arab 6, no. 2 (December 20, 2022): 125. http://dx.doi.org/10.29300/im.v6i2.8170.
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AbstractThe Arabic language has a high position in the hearts of Muslims and their conscience, and there is no surprise in that; as it is the language of the holy Quran and the language of the noble hadith that the Noble Prophet uttered, and it is also the language of the honourable people of Paradise, and it is no wonder, then, that Muslims like learning the Arabic language. Study Problem: It is known that teaching Arabic to native speakers is different from the way it is taught to native speakers. It is also known that learning Arabic for Muslims is very important to master the recitation of the Holy Qur'an, and understand its secrets; so this study came to try to walk the way to teach Arabic and teach the Qur'an at the same time. "Multiple statistics have shown that the majority of the main reasons behind the turnout of non-Arabic speakers depend on the desire to learn the language of the Qur'an."[1] Study Methodology: In preparing this study, the researchers relied on the descriptive approach. Objectives of the study: This study aims to prepare a list of common vocabulary between Malay and Qur'anic words for use in building an integrated educational curriculum, to teach Arabic to Malay speakers. Study Results: The results of this study show that the use of common vocabulary between Malay and Qur'anic words in building a curriculum to teach Arabic to Malay speakers, has implications for the development of students' language skills and the development of their trends towards the study of ArabicKeywords: common vocabulary list - Malay - language skills - non-native speakers - trends. [1] - Abdel-Ati, Muhammad Rajab, and Al-Khatib Muhammad. (2009). Technical employment of the Holy Quran in teaching Arabic to non-native speakers. Kingdom of Saudi Arabia, Medina: King Fahd Complex for Printing. p 1
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Aburezeq, Ibtehal Mahmoud, and Fawzi Fayez Ishtaiwa Dweikat. "Cloud Applications in Language Teaching." International Journal of Distance Education Technologies 15, no. 4 (October 2017): 39–60. http://dx.doi.org/10.4018/ijdet.2017100103.
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This study examined pre-service teachers' expertise, perceptions and integration of cloud applications in teaching of Arabic and English. Questionnaires and semi-structured interviews were used as data collection methods. The findings of the study specified that pre-service teachers did not own sufficient expertise for effective integration of cloud applications. The findings also revealed that participants perceived cloud applications as a valuable tool to improve many aspects of language education. Nonetheless, participants concentrated on integrating limited features of cloud applications. While the study revealed that there was no significant difference in participants' expertise in integrating cloud applications based on the language they teach, it found that pre-service English teachers had significantly higher levels of positive perceptions and integration of cloud applications than pre-service Arabic teachers. Finally, a positive significant correlation was found between expertise, perceptions, and integration of cloud applications.
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Azmi, Nur Izzah Sarihah, and Zarima Mohd Zakaria. "TEACHING AND LEARNING ARABIC FOR AUTISTIC STUDENTS." International Journal of Modern Education 2, no. 6 (September 10, 2020): 01–07. http://dx.doi.org/10.35631/ijmoe.26001.
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This paper discusses the problems that arise with autistic students during the learning of Arabic language subjects in high school. The problems focused in this study are from the aspects of attitude, motivation, and interest. A total of three Arabic language teachers in a secondary school in Terengganu were selected as study informants. This study uses a qualitative approach to the case study design that uses structured interviews as the main instrument for obtaining data. The results of the study found that autistic students exhibited a positive attitude during learning Arabic. Similarly, in terms of motivation, autistic students show seriousness while doing Arabic language learning activities. While in terms of interest, autistic students show less interest in Arabic subjects compared to other subjects.
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Wafaa Alowaydhi, Sara Omar, Wafaa Alowaydhi, Sara Omar. "Identifying the Instructional Strategies Used in Teaching the Reading Skill in Teaching the Arabic Language Courses in Kingdom of Saudi Arabia: تحديد استراتيجيات مهارة القراءة المستخدمة في تعليم مقررات اللغة العربية بالمملكة العربية السعودية." مجلة العلوم التربوية و النفسية 5, no. 26 (July 28, 2021): 126–05. http://dx.doi.org/10.26389/ajsrp.r140221.
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This study aimed at identifying the instructional strategies used in teaching the reading skill in teaching the Arabic language courses in Kingdom of Saudi Arabia at the different grades of the elementary, intermediate and secondary stages. To achieve this aim, the survey method was used by surveying the literature and related studies that dealt with methods of teaching the reading skill. The results of the study revealed some strategies that are suitable for the reading skill and its aims in education in Kingdom of Saudi Arabia. These strategies are the correct reading skill and the quality of the reading performance, the strategies of vocabulary acquisition, and the strategies of reading comprehension skill and its analysis and evaluation. The study recommended conducting similar studies that deal with identifying the strategies suitable for teaching the other Arabic language skills: writing, speaking and listening.
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Saipuddin and Abdurrahman Hilabi. "دراسة تقابولية بين اللغة العربية واللغة الإندونيسية على مستوى النعت والاستفادة منها في تعليم اللغة العربية للمبتدئين الإندونيسيين." Rayah Al-Islam 2, no. 01 (April 28, 2018): 56–69. http://dx.doi.org/10.37274/rais.v2i01.32.
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This study is aimed to know the adjectives between the Arabic language and Indonesian language in order to determine the similarities and differences among them in terms of morphology, syntax, and semantics, and then to predict the difficulties that will be faced by Indonesian students during the teaching activities, and then to propose a method of teaching based on the result of the contrastive study to teach Arabic language at the level of adjectives for beginner Students of Indonesian. This study uses the methodology of descriptive analysis to identify the characteristics of adjectives in Arabic and Indonesian, and then using the method of comparative analysis to compare Arabic and Indonesian language at the level of adjectives in order to obtain the similarities and differences between these both languages. The results of this research are: the first is there are similarities and differences of adjectives in Arabic and Indonesian in terms of morphology, syntax, and semantics, and the second is by this research can be used in preparing lessons and methods for teaching the Arabic language at the level of adjectives for the beginner students of Indonesian.
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Nuraini, Nuraini, Imam Asrori, and Mamluatul Hasanah. "Material Development for Arabic Writing Skills Based on International Standards l Tathwir al-Mawad al-Dirasiyyah li Maharah al-Kitabah fi Dhau’i al-Ma‘ayir al-‘Alamiyyah." Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 14, no. 2 (December 31, 2022): 290–307. http://dx.doi.org/10.24042/albayan.v14i2.13901.
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The main source of language teaching is teaching materials. The important aspects in developing the language curriculum depend on these materials and their use in the language. Preparing materials must be adapted to the competencies and needs of the students. This study aimed to develop the teaching materials of arabic writing skills for the beginners levels based on intenational standards. The documents were the arabic writing materials for the beginers levels. Meanwhile, interview was conducted with the directur and teacher of Arabic language and the students of Islamic Study Programs, with an expert in the curriculum of arabic language and the material of arabic writing skills. The finding of this study were the material for writing skill of arabic language for the beginners levels which based on internationals standards. The materials teaching of the beginers levels were suitable with the levels of arabic learners which developed by the American Council on the teaching of foreign language (ACTFL). It consist the levels of arabic learning, thus are Novice, Intermediate, Advance and Superiors levels. The results of this study showed that the writing skills for the beginers levels must be started with the writtng diction, simple sentences, and short paragraphs. The results proved that materials teaching of arabic writing skills for the beginers levels is effective for Improving the students competency in arabic writing. Thus, this research suggest the students needs to be involved to solve the problem related to the Arabic language skills of students from diverse educational backgrounds.
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Ahmed, Elawad Yagoub. "Using Arabic in Teaching English to Arabic-Speaking Learners (From Teachers’ and Students’ Point of View)." Education and Linguistics Research 6, no. 1 (March 30, 2020): 117. http://dx.doi.org/10.5296/elr.v6i1.16424.
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The aim of this study was to investigate and analyse teachers’ and students’ views towards using Arabic in teaching English in secondary schools in Oneizah Province, Saudi Arabia. The data were collected by means of two questionnaires: one for teachers and the other for students. The subjects were 43 teachers of English, 12 were female. 120 male students from four different secondary schools in Oneizah. The results of the study showed that Arabic language (The students’ mother tongue) could be used during English language lessons although teachers’ responses gave less support for using Arabic. Also, the results revealed that Arabic has positive roles to play in teaching English besides facilitating learning process. The recommendations emphasize and encourage teachers and supervisors to pay attention to their learners need in using their mother tongue. Moreover, Arabic language can be a means of facilitation not a hindrance so it can be used in many activities inside the classroom without affecting students’ exposure to English language. Also, there should be a place for learners’ mother tongue in the syllabus, e.g. in translation exercises and bilingual dictionaries.
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Mufidah, Nuril, Abdulganiy Abimbola Abdussalam, and Aliy Abdulwahid Adebisi. "FOREIGN LANGUAGE TEACHING AND INFORMATION COMMUNICATION TECHNOLOGY: IS THERE OPPORTUNITY FOR QURANIC LANGUAGE TEACHERS?" HUNAFA: Jurnal Studia Islamika 16, no. 1 (September 2, 2019): 33–53. http://dx.doi.org/10.24239/jsi.v16i1.526.34-55.
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Information Communication Technology (ICT) is one of the globally acknowledged learnings and teaching space today as well as one of the critical propellants of globalization. Development in ICT has vastly transformed every sphere of life and permeated all human actions and endeavors. The influx of ICT is responsible for the e-everything that is now in vogue e-learning, e-mail, e-library, e-registration, e-this, and e-that. This has brought great relief to pedagogy but cannot replace the role played by teachers. However, despite the immense merits of utilizing ICT in teaching, it has been observed that some Arabic language teachers do not make use of such development but stick to the old method of teaching, whereas the language teachers need to incorporate new ideas and technologies into the learning environment to make learning interesting for their students. Based on this premise this paper aims to inform Arabic Language teachers opportunities offered by ICT, used to learning of Arabic. The subjects of the study were students of Arabic Language Education at UIN Maulana Malik Ibrahim Malang Indonesia 2018 academic year and students and Department of Arabic, Faculty of Arts University of Ilorin, Nigeria. The findings of the research are that ICT if adequately harnessed and utilized will go a long way in enhancing the quality of teaching of Arabic, as it was established to teaching other languages of the world.
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Ahmadi, Ahmadi, and Aulia Mustika Ilmiani. "The Use of Teaching Media in Arabic Language Teaching During Covid-19 Pandemic." Dinamika Ilmu 20, no. 2 (December 1, 2020): 307–22. http://dx.doi.org/10.21093/di.v20i2.2515.
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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.
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Supriyadi, Moh. "Ta’lim al-Lughah al-‘Arabiyyah bi Thariqah Mubasyirah li Tarqiyah Maharah al-Kalam." Al-Wazan: Journal of Arabic Education 1, no. 1 (January 1, 2023): 95–109. http://dx.doi.org/10.58223/al-wazan.v1i1.18.
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When we looked at this method, we realized that it may not be specific to teaching the Arabic language alone, or teaching a specific language, but it is originally methods that were suggested, tried and used in the field of teaching Arabic as a foreign language or a second language, and its use is not uniform in All languages, and then the owners of each language must develop it for their language when they teach it to others, and then we must also when considering this method. The method takes into account the one that the teacher follows in his teaching, and the techniques that the teacher uses in teaching, as well as the specific means in all its forms. The fact is that these measures depend on the teacher, on his personal skill and on the composition of the class.The direct method is very important for the students in learning the Arabic language because it will train their skills in speaking skill or Arabic speaking. This study uses a descriptive research model with case study method which is part of qualitative research, which means that information from different sources or informants is presented in the form of words and language within a particular natural context. Although they find it difficult in the early stages.
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Akhsan, Akhsan, and Ahmadi Muhammadiyah. "MEMBANGKITKAN POTENSI DIRI DAN MINAT SISWA DALAM BELAJAR BAHASA ARAB DENGAN NILAI-NILAI HYPNOTEACHING." Lahjah Arabiyah: Jurnal Bahasa Arab dan Pendidikan Bahasa Arab 2, no. 1 (January 29, 2021): 40–51. http://dx.doi.org/10.35316/lahjah.v2i1.1051.
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The most important obstacle today in learning Arabic is that the awareness of the importance of Arabic in students has not been fully formed. This fact occurs because Arabic learners and teachers, especially in Indonesia, are still trapped in policies (regulations regarding the continuity of learning in class, time and space issues), curriculum (objectives and boundaries of competence), and methodology (theories that must be put into practice). Coupled with the "image" and "mindset" that has been formed in society that Arabic is only the language of religion. Make students aware that Arabic is one of the international languages and it is useful in their world life. This problem is a fundamental problem which academics and Arabic language practitioners have to slowly resolve. The purpose of learning Arabic must be shifted from "teaching the language" to "teaching the language", teaching methodology must be "constructed" from practicing theory and curriculum to exploring potential and arousing student interest. With the application of Hipnoteaching values, it is hoped that teachers will be able to design Arabic language learning that is able to increase the potential, talents, and interests of students in Arabic. Hypnoteaching values according to the results of this study, it can be adopted in Arabic learning with the following concepts : 1) Place, Location and Arabic Study Room Setting, 2) Mental and psychological settings of Arabic teachers and students, 3) Early Learning Stimulus, 4) Setting communication styles in Arabic learning, 5) Enabling the class with practice is not just a transfer of knowledge or knowledge of Arabic, 6) Evaluation and 7) Closing Activities of Learning Arabic.
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Akhsan, Akhsan, and Ahmadi Muhammadiyah. "MEMBANGKITKAN POTENSI DIRI DAN MINAT SISWA DALAM BELAJAR BAHASA ARAB DENGAN NILAI-NILAI HYPNOTEACHING." Lahjah Arabiyah: Jurnal Bahasa Arab dan Pendidikan Bahasa Arab 2, no. 1 (January 29, 2021): 40–51. http://dx.doi.org/10.35316/lahjah.v2i1.40-51.
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The most important obstacle today in learning Arabic is that the awareness of the importance of Arabic in students has not been fully formed. This fact occurs because Arabic learners and teachers, especially in Indonesia, are still trapped in policies (regulations regarding the continuity of learning in class, time and space issues), curriculum (objectives and boundaries of competence), and methodology (theories that must be put into practice). Coupled with the "image" and "mindset" that has been formed in society that Arabic is only the language of religion. Make students aware that Arabic is one of the international languages and it is useful in their world life. This problem is a fundamental problem which academics and Arabic language practitioners have to slowly resolve. The purpose of learning Arabic must be shifted from "teaching the language" to "teaching the language", teaching methodology must be "constructed" from practicing theory and curriculum to exploring potential and arousing student interest. With the application of Hipnoteaching values, it is hoped that teachers will be able to design Arabic language learning that is able to increase the potential, talents, and interests of students in Arabic. Hypnoteaching values according to the results of this study, it can be adopted in Arabic learning with the following concepts : 1) Place, Location and Arabic Study Room Setting, 2) Mental and psychological settings of Arabic teachers and students, 3) Early Learning Stimulus, 4) Setting communication styles in Arabic learning, 5) Enabling the class with practice is not just a transfer of knowledge or knowledge of Arabic, 6) Evaluation and 7) Closing Activities of Learning Arabic.
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Talqis Nurdianto and Noor Azizi bin Ismail. "Pembelajaran Bahasa Arab Berbasis Common European Framework Of Reference For Language (CEFR) Di Indonesia." al Mahāra: Jurnal Pendidikan Bahasa Arab 6, no. 1 (June 24, 2020): 1–22. http://dx.doi.org/10.14421/almahara.2020.061.01.
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Learning and teaching Arabic for non-Arabic speakers continues to develop, from methods, teaching aid to curriculum. The development of learning and teaching follows the changing demands of the era and era of learners (students). This renewal of methods and media does not mean that the older version is forgotten altogether, but rather they became a platform to be improved thus giving a good impression on Arabic learners that learning Arabic is easy and fun. For Indonesians, Arabic, like any other foreign languages, is not their native language. Depending on the learners, learning Arabic has different levels of difficulty. The difficulty of learning is not always due to the language but also the student. The Common European Framework of Reference for Language (CEFR) in learning foreign languages in Europe is an alternative method chosen in learning English for non-English speakers in Europe. Can this theory be applied in Arabic learning, as can 40 foreign languages besides English? This study seeks to determine the effectiveness, opportunities and challenges of learning Arabic in Indonesia using CEFR by using descriptive qualitative methods. The level of formal education that refers to the age of students is not used in learning Arabic with CEFR. The CEFR theory in learning Arabic refers to Arabic language ability at each level and has the total of six levels.. A1 and A2 are for beginners, B1 and B2 for intermediate, and C1 and C2 for advanced levels. Arabic learning material arranged according to the competencies of each level makes it possible for anyone to learn it and occupy the level according to their abilities. Meanwhile, the implementation of CEFR in learning Arabic in Indonesia and its opportunities and challenges is still difficult to find, both in formal and non-formal education without support from the government.
Keywords: CEFR, Arabic learning.
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Tafida, Adam Alhaji. "Tariqah al-Qawa'id wa at-Tarjamah wa Fa'aliyyatuha fi as-Sahah at-Ta'limiyyah." International Journal of Arabic Language Teaching 3, no. 01 (June 6, 2021): 82. http://dx.doi.org/10.32332/ijalt.v3i01.3175.
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This research aims to introduce the Arabic language situation in Jigawa state-Nigeria, also to disclosure the effectiveness of the grammar and translation method in the development of students language skills and to find a suitable method for the development of language skills. The researcher used the descriptive method to conduct this study, and the most important outcome of the study includes; The grammar and translation method is not appropriate to the objectives of the teaching Arabic language in Jigawa state. The content of the Arabic language in this state is above the students' mental capacity, and does not take into account the individual differences between the students. This study found that the Arabic language teacher in this state, is not aware of the objectives of teaching of Arabic language. There are problems facing students understanding of Arabic language courses, as a result of lack of use of appropriate teaching processes, such as lack of materials and the appropriate teaching aids, and resorting to translation more than explanation with acting, and drawing on the blackboard, and so on.
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Zulharby, Puti, Yumna Rasyid, and Nuruddin Nuruddin. "The Characteristics of Teaching Material Arabic Speaking Skills in Higher Education." Jurnal Al-Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 11, no. 2 (December 9, 2019): 194–213. http://dx.doi.org/10.24042/albayan.v11i2.5175.
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Research objective is to providing an insight into the characteristics of Arabic language teaching materials in higher education in Indonesia. This research was conducted by examining a variety of literature relating to teaching materials and Arabic speaking skills. The research method applied survey, involving 97 students from the Arabic Language Education Study Program in several universities in Indonesia and structured interviews with lecturers who supported Arabic speaking skills. The procedure taken are 1) reading literature related to Arabic speaking teaching materials and teaching Arabic speaking skills, 2) observing the learning process of speaking skills at several Arabic Language Education Study Programs, 3) determining the type of survey, 4) determining the sample target, 5) preparing instruments for analyzing the needs of students, 6) preparing structured interview instruments for lecturers, 7) analyzing survey results, 8) translating survey result. The results of this study, teaching materials from Middle East has led to the emergence of gaps in achieving Arabic language skills for beginners, such as the lack of phonetic aspects being taught, monotonous forms of practice, directing students to memorize, and types of dialogue that are not in accordance with student culture in Indonesia. The characteristics of teaching materials that are suitable for use in Arabic language skills are divided into goals, phonetics, themes, social culture, exercises, steps and visualization.
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Hidayah, Fathi. "تعيين جودة تعليم اللغة العربية في المدرسة الثانوية في أندونيسيا." Tarbiyatuna : Kajian Pendidikan Islam 5, no. 1 (February 4, 2021): 118. http://dx.doi.org/10.29062/tarbiyatuna.v5i1.498.
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This research aims to reveal the steps of defining quality in the teaching of Arabic language. This research used qualitative approach by case study design to analyze the steps of defining quality in the teaching of Arabic language. To collect the data used observation, interview and documents. And to analyze the data used Milles and Hubberman analysis.
The results of this research mean: (1) the steps of defining quality in the teaching of Arabic language in Madrasa Tsanawiya are: Planning step: setting goals, the rule for the teacher and supervisor, the process of teaching Arabic in the classroom, evaluation, language activities and language environment . Implementation step: The teaching process took place in the Arabic language by accomplishing the educational goals and teaching materials by teaching methods and media, and doing the evaluatio.. Evaluation step: doing the internal evaluation is the daily, weekly, monthly, and annual evaluation. Improvement step: by increase language activities.
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Sari, Risna Rianti, and Albar Adetary Hasibuan. "Students’ Perception toward Social Media Assisted Language Learning (SMALL) for Arabic Learning." Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature 2, no. 2 (October 31, 2019): 101. http://dx.doi.org/10.22219/jiz.v2i2.9911.
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The aims of this research were to determine the perception of students of Arabic Language Department towards the use of social media in teaching Arabic language and determine social media often used by students to help in the process of teaching Arabic language. This study used social anthropology approach in qualitative research because this study focusses on student’s perceptions towads mobile as their assistant for learning Arabic. The subject of study are 32 Arabic language education students at the State Islamic University Maulana Malik Ibrahim Malang. The results of the study show that social media can be used as a tool for language learning Arabic, can improve students' skills, and help them better interact with lecturers and classmates.
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Bahy, Moh Buny Andaru, Kamal Yusuf, and Ahmad Dzulkifli Rif'at. "Exploring Public Health Arabic Vocabulary For Arabic Teaching Materials." An Nabighoh 24, no. 1 (June 30, 2022): 33. http://dx.doi.org/10.32332/an-nabighoh.v24i1.4574.
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The emergence of new vocabulary related to public health is very important for the public to know, especially the new vocabulary about the Covid-19 pandemic in Arabic. This study aims to promote Arabic vocabulary - based teaching materials related to public health to introduce Arabic learners to new vocabulary. This study uses a descriptive qualitative approach based on library research by using the steps of preparing teaching materials using the Dick and Carey model. The data for this research is sourced from the online electronic media of the BBC Arabic, using vocabulary adaptation techniques to compile Arabic teaching materials. The results of this study confirm that in the preparation of Arabic teaching materials, the four basic principles of fhe foreign language learning approach are used. Based on the research that has been carried out, it was found that there are several of new vocabularies related to the Covid-19 pandemic in Arabic. Furthermore, the adaptation of the development of new Arabic vocabulary teaching materials is arranged according to the principles and concepts of language learning, so that in the implementation and teaching of new vocabulary students are expected to achieve maximum results.
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Fatwa Arifah, Chakam Failasuf, and Erika Novianisa. "Penguasaan Keterampilan Dasar Mengajar Mahasiswa Program Studi Pendidikan Bahasa Arab di Universitas Negeri Jakarta." Al-Ma'rifah 17, no. 1 (April 30, 2020): 12–28. http://dx.doi.org/10.21009/almakrifah.17.01.02.
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This study aims to get a clear description of the basic teaching skills for students of the Arabic Language Education Study Program, Faculty of Languages and Arts, Universitas Negeri Jakarta. The research method used in this study is a mixed-method which is a combination of quantitative research methods and qualitative research methods. The research location is in one of the Universitas Negeri Jakarta classrooms and the research subjects consisted of 45 students class of 2016 in the Arabic Language Education Study Program who took Micro Teaching course. Data collection techniques using observation and documentation instruments. The percentage of the highest to lowest average scores in basic teaching skills mastered by students on the exam, small groups and individuals, with a value of 89.42% in the very good category, and skills of reinforcement obtained an average value of 85.00% with enough category. With this research, researchers gain an understanding of basic teaching skills as well as data related to teaching skills in the Arabic Language Education Study Program, Universitas Negeri Jakarta. This research also can be used as a guideline for other researchers regarding basic teaching skills.
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Alhirtani, Nahla A. K. "Arabic Language Learning and Its effect on Islamic Sciences Teaching a Case of a Premier University." Review of European Studies 11, no. 1 (January 25, 2019): 51. http://dx.doi.org/10.5539/res.v11n1p51.
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Arabic language is an important tool in learning and teaching Islamic Legal Sciences. Its importance that it is the language of the Holy Qur'an, which is the main source of Islamic texts and provisions. Therefore, to understand these texts, the learners must understand Arabic language. The aim of this study is to investigate the function of Arabic language as a tool used in teaching Islamic Legal Sciences in the International Islamic University of Malaysia. The researchers designed a questionnaire and was distributed among the students of Arabic Language to investigate the efforts of International Islamic University of Malaysia in teaching Arabic language especially within issues that are related to understanding the Quran.
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Ronny Mahmuddin and Chamdar Nur. "Teknik Pembelajaran Ilmu Nahwu Berdasarkan Teori Integrasi." NUKHBATUL 'ULUM: Jurnal Bidang Kajian Islam 6, no. 1 (June 12, 2020): 136–44. http://dx.doi.org/10.36701/nukhbah.v6i1.112.
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This study aims to describe the implementation of techniques or steps in learning Arabic rules (Nahwu science) based on Integration theory (Unity theory), namely that learning Arabic rules is presented in full by teaching four Arabic language skills and three language elements. The purpose of this study is also to offer solutions in the learning of integral and holistic Nahwu science.The research method is a library method with descriptive qualitative research type. The results of this study indicate that there are six steps (techniques) of teaching Arabic rules (Nahwu science) on Integration theory (Unity theory) that combines learning Arabic rules, Arabic language skills, and elements language elements in one integrated discussion material.
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Mainasara, Nasiru, Abdulhalim Mohammad, Abdulrauf Hassan, and Wan Muhammad Wan Sulong. "The Use of Arabic Loanwords in Teaching Writing Skills for Hausa Learners of Arabic." Humanities and Management Sciences - Scientific Journal of King Faisal University 22, no. 2 (2021): 1–9. http://dx.doi.org/10.37575/h/lng/0085.
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The educational curriculum requires improvement. As such, it is essential for educational designers to enhance it to address the challenges faced by the second language learners, in the hope of creating more effective teaching and learning environment. One of the modern techniques employed to improve the educational curriculum is the technique of using loanwords of Arabic for the teaching of second language. The goal of this study was to determine the effectiveness of utilizing Arabic loanwords in the Hausa language to simplify the teaching of writing skill in Arabic as well as to collect feedback from student. To achieve this, the research was conducted with student from Umaru Ali Shinkafi Polytechnic Sokoto. The results showed that the effectiveness of loanwords in the teaching was at a high level of significance. Hence, the study recommends employing the Arabic loanwords in teaching Arabic to the Hausa learners. It also recommends enhancing educational curriculum to include the Arabic loanwords, as well as training Arabic teachers on Strategies to employ the loanwords when teaching and learning.
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Rababah, Ibrahim Hassan Mohamed. "The Reality of Using Modern Teaching Methods in Teaching Arabic for Speakers of other Languages from Teachers’ Perspective." Journal of Social Sciences (COES&RJ-JSS) 9, no. 1 (January 1, 2020): 58. http://dx.doi.org/10.25255/jss.2020.9.1.58.94.
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The current study aims at finding out the reality of using modern teaching methods in teaching Arabic for speakers of other languages from teachers’ perspective in the Language Center at the University of Jordan in terms of its availability and use as well as finding out the effect of variables such as qualification, work experience, and sex. The sample of the study included 26 teachers. The researcher uses a descriptive and analytical method because it is appropriate for the study. To achieve the goals of the study, the researcher designed a tool for the study that is made up of two parts; the first of which includes 23 modern teaching methods to show their availability and use. The second of which are the criteria that have to be taken into consideration when using a modern teaching method. To analyze the results of the study and to process its data statistically, arithmetic averages and standard deviations have been calculated. These findings show the reality of modern teaching methods in the Language Center at the University of Jordan. They also indicate that the use of modern teaching methods in teaching Arabic to speakers of other languages is restricted to a certain number of them, and that other methods are available.The findings also indicate that there are no statistically significant differences due to qualification except for the modern teaching methods and their relation to teachers as well as learners. The findings also indicate that thereare no statistically significant differences due to sex except for the relationship of modern teaching methods to teachers as well as to learners, which are in favor of females. The findings indicate that there are substantial statistical differences due to different experience and in favor of experienced teachers with 11 years of experience and more. Based on these findings, the researcher recommendsintroducing more modern teaching methods in teaching Arabic to speakers of other languages. He also recommends carrying out similar studies to identify the perspectives of teachers, learners, and the administration of centers and institutes concerned with teaching Arabic for speakers of other languages. These studies are necessaryto find out the reality of the use of modern teaching methods and their importance in teaching Arabic to speakers of other languages. The researcher stresses the necessity of having special labs for modern teaching methods in language centers.
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Wahyuni, Sri, and Eddi Novra. "Reorientasi Pembelajaran Bahasa Arab Berbasis Whole Language untuk Mahasiswa Pariwisata di Universitas Muhammadiyah Sumatera Barat." Arabia 14, no. 1 (July 25, 2022): 1. http://dx.doi.org/10.21043/arabia.v14i1.12519.
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<p><em>The goal of This study to analyze Arabic learning and materials taught at the Faculty of Tourism. This study is designed to find Arabic teaching materials that are in accordance with the science of Tourism students. This study assumes that tourism Arabic must contain themes related to tourism science so that the direction of language learning emphasizes more on the needs of students. This research is a development research with a qualitative and quantitative approach. This research was conducted through three stages: introduction, development and implementation, data collection techniques were carried out by observation, interviews and documentation studies. The results showed that the Arabic language material at the Faculty of Tourism still contained grammatical structure material prepared for Arabic language practitioners. This research produces Arabic teaching materials that suit the needs of students with title "al Arabiyah lissiyahah". These teaching materials contain tourism themes such as ta'aruf, Kampung Sarugo, the beauty of the universe, lodging in hotels. The structure of the material in this teaching material uses the whole language principle, starting with KI, KD, Indicators, followed by conversation material, Arabic text, language proficiency exercises, games, mahfuzhat, meaning of vocabulary for midterm assignments and final semester assignments. Based on the responses of language and media experts, this teaching material is considered very good.</em></p>
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Nafeel, MZM. "Challenges Faced by Arabic Madrasas in Sri Lanka and Proposed Solutions." Al Hikmah International Journal of Islamic Studies and Human Sciences 4, no. 4 (December 31, 2021): 234–52. http://dx.doi.org/10.46722/hkmh.4.4.21j.
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Learning different languages for different reasons in addition to the mother tongue is essential in the present context, like learning Arabic in Sri Lanka. Arabic is the language of religion of Islam. Muslims in Sri Lanka have been learning this language since the emergence of Islam for religious purposes. Religious educational institutions were established many years ago in Sri Lanka. These institutions (madrasas) for teaching the Holy Quran and religious sciences appeared in the late eighteen centuries. However, there are shortcomings in these educational institutions in terms of their educational and administrative activities. A study on "Challenges faced by Arabic Madrasas in Sri Lanka", aims to reveal the entry of Arabic into Sri Lanka and its status. It also identifies the challenges and difficulties faced by these institutions in teaching Arabic. To obtain accurate scientific results, this study follows the descriptive qualitative method, using primary and secondary information, primary data was collected through interviews with specialists in teaching Arabic. For secondary data, books and other authentic documents were studied. In this study, the researcher has identified difficulties in teaching Arabic in the Sri Lankan context; designing teaching materials due to lack of agreement among the institutions, difficulties in appointing efficient teachers since the salaries are not attractive, unavailability of good environment for education and the lack of modern equipment.
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Hamid, M. Abdul, Danial Hilmi, and M. Syaiful Mustofa. "PENGEMBANGAN BAHAN AJAR BAHASA ARAB BERBASIS TEORI BELAJAR KONSTRUKTIVISME UNTUK MAHASISWA." Arabi : Journal of Arabic Studies 4, no. 1 (July 1, 2019): 100. http://dx.doi.org/10.24865/ajas.v4i1.107.
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Teaching materials are very important in the process of learning Arabic; therefore, the teaching and learning process requires motivation to increase student language competence. With regard to the material taught in higher education, the urgency of constructivism theory has not yet fulfilled in the success of learning. As a result, the theory becomes a necessity for the development of teaching material to strengthen their interest in developing language competencies. This study intended to develop Arabic teaching materials for students in Islamic Religious Colleges so that they do not depend on books sourced from Arab countries that have different cultures than local cultures. Based on the results of the needs analysis, the textbook product was produced, which is named al-Arabia li al-Hayah along with inputs from experts. The results of this book trial showed that this book was effective to meet the needs of students in improving Arabic competence through mastery of vocabulary in their environment.
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Nuruddin, Nuruddin, Budiaman Budiaman, Andri Ilham, and Ahmad Muzayin Haqi. "The Need for Arabic Language Teaching Materials Based on Multicultural Education for Indonesian Diaspora Students." ALSINATUNA 7, no. 1 (December 24, 2021): 45–63. http://dx.doi.org/10.28918/alsinatuna.v7i1.4768.
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This study aims to analyze the need to develop a model of Arabic teaching materials containing the values ​​of multicultural-based character education, especially in Indonesian Foreign Schools (Sekolah Indonesia Luar Negeri) in Jeddah, Riyadh, and Makkah. In this needs analysis, the researcher describes the data obtained from the questionnaires of students and teachers who teach Arabic subjects with 39 respondents. This study indicates that Arabic teaching materials in Indonesian Foreign Schools, especially in Arab countries, need to be developed. Developing Arabic teaching materials with multicultural values ​​is very important to make learning Arabic at Indonesian Foreign Schools easier, more effective, fun, and produce Indonesian diaspora students who have a spirit of nationalism and respect plurality. The development of these teaching materials is manifested in three aspects, namely (1) related to Arabic language teaching materials based on the values ​​of national character education by learning objectives and contextual with the times; (2) aspects of application technology, namely by developing Arabic teaching materials equipped with multimedia learning media such as audio, video, animation, and others to make it easier to learn; (3) aspects of character education, namely Arabic teaching materials that contain character education values, such as religious values, nationalism, honesty, independence, cooperation, integrity, hard work, and responsibility
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MEKKI, Sihem MEKKI Sihem. "THE TEXTUAL APPROACH IN TEACHING ARABIC LANGUAGE ACTIVITIES- FIELD STUDY." International Journal of Language Academy 32, no. 32 (2020): 1–17. http://dx.doi.org/10.29228/ijla.41963.
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