Pub Date : 2021-10-30DOI: 10.18860/ijazarabi.v4i3.12227
Mohd Fadzli Ismail, N.M.K. Nik Yusoff
There have been efforts to empower the Arabic language as a subject with the potential to strengthen the Early Integrated Curriculum (KBD) in Malaysia. The importance of mastering this subject is also emphasized in the Malaysian Education Development Plan (2013-2025). Thus, the need to examine language learning strategies with students’ text readability is relevant. However, studies related to the readability of Arabic texts have been found to be limited and there are still weaknesses of students in using language learning strategies. Thus, this study aims to identify the relationship between language learning strategies and the readability of form four KBD Arabic textbooks among Government Aided Religious Schools (SABK) students. The Schema theory and the Interactive Reading Model by Rumelhart (1977) were used as the basis of this study. Meanwhile, quantitative design by survey was implemented on 694 students in five zones of SABK using the proportional strata random sampling technique. Data were analyzed descriptively and inferentially covering frequency, percentage, mean, standard deviation, Pearson correlation tests, and Kuder Richardson 20. The results of the study showed that the language learning strategies were at a moderate level. On the other hand, the level of readability of the Arabic textbooks of the students was disappointing. There was a weak significant positive relationship between language learning strategies and readability of form four KBD Arabic textbooks among SABK students. The implications of the study contributed to the applicability of the theories and models underpinned in the context of this study. The results of the study can also be used by teachers to help students improve their language learning strategies as well as to increase the readability achievement.
{"title":"Language Learning Strategies And Readability Of Form Four KBD Arabic Textbooks","authors":"Mohd Fadzli Ismail, N.M.K. Nik Yusoff","doi":"10.18860/ijazarabi.v4i3.12227","DOIUrl":"https://doi.org/10.18860/ijazarabi.v4i3.12227","url":null,"abstract":"There have been efforts to empower the Arabic language as a subject with the potential to strengthen the Early Integrated Curriculum (KBD) in Malaysia. The importance of mastering this subject is also emphasized in the Malaysian Education Development Plan (2013-2025). Thus, the need to examine language learning strategies with students’ text readability is relevant. However, studies related to the readability of Arabic texts have been found to be limited and there are still weaknesses of students in using language learning strategies. Thus, this study aims to identify the relationship between language learning strategies and the readability of form four KBD Arabic textbooks among Government Aided Religious Schools (SABK) students. The Schema theory and the Interactive Reading Model by Rumelhart (1977) were used as the basis of this study. Meanwhile, quantitative design by survey was implemented on 694 students in five zones of SABK using the proportional strata random sampling technique. Data were analyzed descriptively and inferentially covering frequency, percentage, mean, standard deviation, Pearson correlation tests, and Kuder Richardson 20. The results of the study showed that the language learning strategies were at a moderate level. On the other hand, the level of readability of the Arabic textbooks of the students was disappointing. There was a weak significant positive relationship between language learning strategies and readability of form four KBD Arabic textbooks among SABK students. The implications of the study contributed to the applicability of the theories and models underpinned in the context of this study. The results of the study can also be used by teachers to help students improve their language learning strategies as well as to increase the readability achievement.","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41524680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-30DOI: 10.18860/IJAZARABI.V4I3.13182
Jawaher AlBedayr
This study aimed to explore the teaching beliefs of Arabic teachers and their practice of teaching elementary pupils in the light of specialized professional standards in the context of virtual classes. To achieve the data, the researcher used semi-restricted interviews and structured observations with participants selected by the "target sample" strategy; To obtain an in-depth understanding of four female teachers' beliefs and teaching practices. The study results revealed that all female teachers have similar beliefs that are often contrary to specialized professional standards. The results also revealed some differences in the beliefs of female teachers, with interview data indicating that although female teachers have some beliefs about modern and appropriate strategies for teaching language skills to beginners, their practices were traditional. In the light of these findings, some recommendations were made.
{"title":"Confidence And Practice Of Teaching Arabic In Specific Professional Standards/ المعتقدات التدريسية وممارسات للتدريس في ضوء المعايير المهنية التخصصية","authors":"Jawaher AlBedayr","doi":"10.18860/IJAZARABI.V4I3.13182","DOIUrl":"https://doi.org/10.18860/IJAZARABI.V4I3.13182","url":null,"abstract":"This study aimed to explore the teaching beliefs of Arabic teachers and their practice of teaching elementary pupils in the light of specialized professional standards in the context of virtual classes. To achieve the data, the researcher used semi-restricted interviews and structured observations with participants selected by the \"target sample\" strategy; To obtain an in-depth understanding of four female teachers' beliefs and teaching practices. The study results revealed that all female teachers have similar beliefs that are often contrary to specialized professional standards. The results also revealed some differences in the beliefs of female teachers, with interview data indicating that although female teachers have some beliefs about modern and appropriate strategies for teaching language skills to beginners, their practices were traditional. In the light of these findings, some recommendations were made.","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47762400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-30DOI: 10.18860/ijazarabi.v4i3.12922
M. S. Shafie, Harun Baharudin
This paper outlines the conceptual framework of the study that takes into account the elements of the environment during the learning and teaching sessions of Arabic as well as the role played by teachers as knowledge movers in giving the maximum possible Arabic experience to these Bidayuh’s pupils, located in a rural area in Sarawak. In addition, the conceptual framework was created by combining two language theories, the bi/multilingual language theory by Cummins and the social theory by Vygotsky. These theories are relevant to be used and combined to suit the issues regarding teaching and learning the Arabic Language among Bidayuh’s multilingual pupils. Arabic is their fourth or fifth language. Based on this conceptual framework, the combined two theories play a significant role in teaching multilingual pupils because it can be seen from the formation of language from the pupils’ brain (common underlying proficiency). Teachers can strengthen the use of foreign languages by the Social Theory proposed. It is crucial to the teachers to know how to be competent to let the pupils use the language whereby the language is already stored in their brains. Based on that, the research came with ‘The Shopping Cart’ analogy. It describes the importance of teachers controlling the cart, which determines how competent they create the lesson (using social theory) while the things in the cart as the pupils and the cart itself as a lesson created. The analogy fills the 'paradigm gap' of previous studies in looking at how Arabic teachers in primary schools impart Arabic language education to pupils of different races and ethnicities
{"title":"Conceptual Framework For Multilingual Bidayuh’s Pupil In Teaching And Learning Arabic As Foreign Language","authors":"M. S. Shafie, Harun Baharudin","doi":"10.18860/ijazarabi.v4i3.12922","DOIUrl":"https://doi.org/10.18860/ijazarabi.v4i3.12922","url":null,"abstract":"This paper outlines the conceptual framework of the study that takes into account the elements of the environment during the learning and teaching sessions of Arabic as well as the role played by teachers as knowledge movers in giving the maximum possible Arabic experience to these Bidayuh’s pupils, located in a rural area in Sarawak. In addition, the conceptual framework was created by combining two language theories, the bi/multilingual language theory by Cummins and the social theory by Vygotsky. These theories are relevant to be used and combined to suit the issues regarding teaching and learning the Arabic Language among Bidayuh’s multilingual pupils. Arabic is their fourth or fifth language. Based on this conceptual framework, the combined two theories play a significant role in teaching multilingual pupils because it can be seen from the formation of language from the pupils’ brain (common underlying proficiency). Teachers can strengthen the use of foreign languages by the Social Theory proposed. It is crucial to the teachers to know how to be competent to let the pupils use the language whereby the language is already stored in their brains. Based on that, the research came with ‘The Shopping Cart’ analogy. It describes the importance of teachers controlling the cart, which determines how competent they create the lesson (using social theory) while the things in the cart as the pupils and the cart itself as a lesson created. The analogy fills the 'paradigm gap' of previous studies in looking at how Arabic teachers in primary schools impart Arabic language education to pupils of different races and ethnicities","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43067861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-30DOI: 10.18860/ijazarabi.v4i3.11900
M. Hasanah, Ahmad Mubaligh, Risna Rianti Sari, Alfiatus Syarofah, Agung Prasetyo
The development of the Arabic language performance curriculum in this study is carried out by reconstructing the curriculum design based on ACTFL and Douglas Brown's thoughts. The development model follows the steps set by Jack C. Richard. Needs analysis is carried out by simultaneously combining objective need analysis (questionnaire and interview) with subjective need analysis (review of the ACTFL document and Douglas Brown's thoughts). The results determine that the objectives, teaching materials, learning activities of Arabic language performance learning are arranged by considering three things of necessaries, and lack. The reconstruction results show that the Arabic language performance curriculum is directed at achieving five language performance standards, namely communication, cultures, comparison, communication. And to achieve that, speaking learning activities are designed to be imitative, intensive, responsive, interactive and extensive. Meanwhile, writing skills are at the order of the level of imitative, intensive, responsive, and extensive.
本研究以ACTFL和道格拉斯·布朗的思想为基础，通过对课程设计的重构来进行阿拉伯语表演课程的开发。开发模型遵循Jack C. Richard设定的步骤。需求分析是通过客观需求分析(问卷和访谈)和主观需求分析(回顾ACTFL文件和Douglas Brown的思想)相结合的方式进行的。研究结果确定了阿拉伯语表演学习的目标、教材、学习活动的安排是考虑到必要和缺乏三件事。重建结果表明，阿拉伯语语言表现课程的目标是达到五个语言表现标准，即交流、文化、比较、交流。为了实现这一目标，口语学习活动被设计成模仿、密集、反应、互动和广泛的。与此同时，写作技巧在模仿性、集约性、反应性和广泛性的层次上。
{"title":"ARABIC PERFORMANCE CURRICULLUM DEVELOPMENT: RECONSTRUCTION BASED ON ACTFL AND DOUGLAS BROWN PERSPECTIVE","authors":"M. Hasanah, Ahmad Mubaligh, Risna Rianti Sari, Alfiatus Syarofah, Agung Prasetyo","doi":"10.18860/ijazarabi.v4i3.11900","DOIUrl":"https://doi.org/10.18860/ijazarabi.v4i3.11900","url":null,"abstract":"The development of the Arabic language performance curriculum in this study is carried out by reconstructing the curriculum design based on ACTFL and Douglas Brown's thoughts. The development model follows the steps set by Jack C. Richard. Needs analysis is carried out by simultaneously combining objective need analysis (questionnaire and interview) with subjective need analysis (review of the ACTFL document and Douglas Brown's thoughts). The results determine that the objectives, teaching materials, learning activities of Arabic language performance learning are arranged by considering three things of necessaries, and lack. The reconstruction results show that the Arabic language performance curriculum is directed at achieving five language performance standards, namely communication, cultures, comparison, communication. And to achieve that, speaking learning activities are designed to be imitative, intensive, responsive, interactive and extensive. Meanwhile, writing skills are at the order of the level of imitative, intensive, responsive, and extensive.","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45967283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-30DOI: 10.18860/ijazarabi.v4i3.12760
M. Mukhibat, Evi Muzaiyidah Bukhori
One of the relevant learning media today to improve Arabic speaking skills is audio-visual media in Video scribe. The development of video scribe media is very urgent to do. Because the characteristics of video scribe-based learning can help students to understand and improve Arabic speaking skills by presenting images, sounds, animations, and designed learning materials interestingly to achieve the expected learning objectives, this research, and development (RD) at Kiai Haji Achmad Siddiq State Islamic University (UIN KHAS) Jember has provided a solution to the lack of Arabic learning media. Based on the test results of the validator (media, material, and design experts) on the development of the video scribe media, the score from the validator was based on the value component, namely the score from the learning media expert was 90% with a very valid/decent category, from the Arabic learning material expert got a score of 92 % with very valid/decent category. Moreover, the score from the design expert is 92% in the very valid/decent category. The field trial results using students’ response questionnaire instrument denoted that video scribe media for Arabic speaking skills learning, in general, achieved 47.1%, which indicates that video scribe is an exciting media to use in learning Arabic speaking skills. Besides, the lecturer responded during implementing video scribe media that it was a suitable medium for the pandemic. Thus, it became a solution in learning Arabic speaking skills. Based on these data, the video scribe media developed is feasible to learn Arabic speaking skills.
当今提高阿拉伯语口语技能的相关学习媒体之一是视频抄写中的视听媒体。视频抄写媒体的发展迫在眉睫。由于基于视频抄写的学习特点可以帮助学生通过有趣地呈现图像、声音、动画和设计的学习材料来理解和提高阿拉伯语口语技能，以实现预期的学习目标，因此本研究，Kiai Haji Achmad Siddiq国立伊斯兰大学（UIN KHAS）的Jember为阿拉伯语学习媒体的缺乏提供了解决方案。根据验证器（媒体、材料和设计专家）对视频书写媒体开发的测试结果，验证器的得分基于价值成分，即学习媒体专家的得分为90%，属于非常有效/得体类别，阿拉伯语学习材料专家的得分是92%，属于非常正确/得体类别。此外，设计专家在非常有效/得体类别中的得分为92%。使用学生回答问卷工具进行的现场试验结果表明，视频抄写媒体在阿拉伯语技能学习中的总体成绩为47.1%，这表明视频抄写是一种令人兴奋的学习阿拉伯语技能的媒体。此外，讲师在实施视频抄写媒体时回应说，这是一种适合疫情的媒体。因此，它成为学习阿拉伯语技能的一种解决方案。基于这些数据，所开发的视频抄写介质对于学习阿拉伯语口语技能是可行的。
{"title":"Video Scribe Media Development Management In Improving Arabic Speaking Skills","authors":"M. Mukhibat, Evi Muzaiyidah Bukhori","doi":"10.18860/ijazarabi.v4i3.12760","DOIUrl":"https://doi.org/10.18860/ijazarabi.v4i3.12760","url":null,"abstract":"One of the relevant learning media today to improve Arabic speaking skills is audio-visual media in Video scribe. The development of video scribe media is very urgent to do. Because the characteristics of video scribe-based learning can help students to understand and improve Arabic speaking skills by presenting images, sounds, animations, and designed learning materials interestingly to achieve the expected learning objectives, this research, and development (RD) at Kiai Haji Achmad Siddiq State Islamic University (UIN KHAS) Jember has provided a solution to the lack of Arabic learning media. Based on the test results of the validator (media, material, and design experts) on the development of the video scribe media, the score from the validator was based on the value component, namely the score from the learning media expert was 90% with a very valid/decent category, from the Arabic learning material expert got a score of 92 % with very valid/decent category. Moreover, the score from the design expert is 92% in the very valid/decent category. The field trial results using students’ response questionnaire instrument denoted that video scribe media for Arabic speaking skills learning, in general, achieved 47.1%, which indicates that video scribe is an exciting media to use in learning Arabic speaking skills. Besides, the lecturer responded during implementing video scribe media that it was a suitable medium for the pandemic. Thus, it became a solution in learning Arabic speaking skills. Based on these data, the video scribe media developed is feasible to learn Arabic speaking skills.","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48533850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-30DOI: 10.18860/ijazarabi.v4i3.11997
A. Mustapa, Mohd Faizulamri Md Saad, Mohamad Shahfik Afendi Abdul Ghani
The Covid-19 pandemic has changed the educational landscape around the world. In this era, higher education institutes offer fully online teaching and learning delivery as an alternative implementation. During the transition period, faculty and students experimented extensively to adapt to the new norms of education. This paper aims to reveal the positive academic experiences of Arabic language teachers during the past semester and their challenges. Belief in one's ability and readiness to face the coming day is essential for the following action plan by those in charge. It becomes an indicator for individuals to equip themselves and not be adequate with existing skills. Data were obtained through a questionnaire instrument to 12 respondents of Arabic language instructors and then analyzed based on the Fuzzy Delphi method. The study lists five (5) positive experiences and three (3) most fundamental challenges of online teaching. Belief in the readiness of implementing online teaching for the coming semester was also expressed. The actual situation of the teaching staff is an essential indicator in evaluating the effectiveness and quality of delivery during the Covid-19 pandemic. The educational landscape is far from changing and will never return to how it was before.
{"title":"Challenges and Expectations of Online Arabic Language Teaching In The Covid-19 Pandemic Era","authors":"A. Mustapa, Mohd Faizulamri Md Saad, Mohamad Shahfik Afendi Abdul Ghani","doi":"10.18860/ijazarabi.v4i3.11997","DOIUrl":"https://doi.org/10.18860/ijazarabi.v4i3.11997","url":null,"abstract":"The Covid-19 pandemic has changed the educational landscape around the world. In this era, higher education institutes offer fully online teaching and learning delivery as an alternative implementation. During the transition period, faculty and students experimented extensively to adapt to the new norms of education. This paper aims to reveal the positive academic experiences of Arabic language teachers during the past semester and their challenges. Belief in one's ability and readiness to face the coming day is essential for the following action plan by those in charge. It becomes an indicator for individuals to equip themselves and not be adequate with existing skills. Data were obtained through a questionnaire instrument to 12 respondents of Arabic language instructors and then analyzed based on the Fuzzy Delphi method. The study lists five (5) positive experiences and three (3) most fundamental challenges of online teaching. Belief in the readiness of implementing online teaching for the coming semester was also expressed. The actual situation of the teaching staff is an essential indicator in evaluating the effectiveness and quality of delivery during the Covid-19 pandemic. The educational landscape is far from changing and will never return to how it was before.","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45698568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-30DOI: 10.18860/ijazarabi.v4i3.13421
Tarig Muhammad AlMugim
This study reveals the most prominent features of the development of university books related to teaching functional writing skills by comparing two books, the first "Al Tahrir Al Arabiy" by Ahmed Shawky Radwan and Al-Farih, which is considered a pioneer in its field. The second "Al Tahrir Al Kitabiy" by Hamdan Al-Zahrani and others. The second book considers educational standards in university book writing. One of the most important of these standards is to maintain the writing of educational goals before the start of each unit of study, providing feedback to students at the end of the unit from during the development of evaluation questions to the content of the article. It also pays attention to the aspects of applied skills required by students who are not proficient in Arabic and avoid deviations that may interfere with them, especially since the course is no longer than two hours, maintaining a modern model of these skills. The second book also adds new skills that were not in the previous book, such as writing meeting minutes, curriculum vitae, and other new writing skills in administrative and functional writing. This book also pays attention to the electronic aspect and links its contents to the World Wide Web. The second book is one of those books worth teaching in its field. There is also an urgent need to develop it to keep pace with the functional realities of the book and the formal changes that accompany many forms of writing, especially after being influenced by modern technical means and the emergence of other forms of writing. New for students to master it and apply it in the field of work. The researcher also reveals another trend in teaching functional writing skills that stems from the foundations of communication science and its modern applications
本研究通过比较Ahmed Shawky Radwan和Al- farih合著的《Al Tahrir Al Arabiy》这两本书，揭示了与功能性写作技能教学相关的大学书籍发展的最突出特征，这两本书被认为是该领域的先驱。第二部是Hamdan Al- zahrani等人的《Al Tahrir Al Kitabiy》。第二本书考虑了大学书籍写作的教育标准。这些标准中最重要的一个是在每个学习单元开始之前保持教育目标的写作，在单元结束时向学生提供反馈，从评估问题的发展到文章的内容。它还关注不精通阿拉伯语的学生所需的应用技能方面，避免可能干扰他们的偏差，特别是因为课程不超过两个小时，保持了这些技能的现代模式。第二本书还增加了前一本书中没有的新技能，如撰写会议纪要、简历以及其他行政和功能写作方面的新写作技巧。这本书还注重电子方面，并将其内容链接到万维网。第二本书是该领域值得教授的书籍之一。我们也迫切需要发展它，以跟上书籍的功能现实和伴随许多写作形式而来的形式变化，特别是在受到现代技术手段的影响和其他写作形式的出现之后。新的要求学生掌握它并将其应用于工作领域。研究人员还揭示了另一个趋势，教学功能写作技巧源于传播学的基础和它的现代应用
{"title":"The Evolution Of The University Textbook For Teaching Functional Writing Skills In Saudi Universities/ تطور الكتاب الجامعي المقرر لتدريس مهارات الكتابة الوظيفية في الجامعات السعودية","authors":"Tarig Muhammad AlMugim","doi":"10.18860/ijazarabi.v4i3.13421","DOIUrl":"https://doi.org/10.18860/ijazarabi.v4i3.13421","url":null,"abstract":"This study reveals the most prominent features of the development of university books related to teaching functional writing skills by comparing two books, the first \"Al Tahrir Al Arabiy\" by Ahmed Shawky Radwan and Al-Farih, which is considered a pioneer in its field. The second \"Al Tahrir Al Kitabiy\" by Hamdan Al-Zahrani and others. The second book considers educational standards in university book writing. One of the most important of these standards is to maintain the writing of educational goals before the start of each unit of study, providing feedback to students at the end of the unit from during the development of evaluation questions to the content of the article. It also pays attention to the aspects of applied skills required by students who are not proficient in Arabic and avoid deviations that may interfere with them, especially since the course is no longer than two hours, maintaining a modern model of these skills. The second book also adds new skills that were not in the previous book, such as writing meeting minutes, curriculum vitae, and other new writing skills in administrative and functional writing. This book also pays attention to the electronic aspect and links its contents to the World Wide Web. The second book is one of those books worth teaching in its field. There is also an urgent need to develop it to keep pace with the functional realities of the book and the formal changes that accompany many forms of writing, especially after being influenced by modern technical means and the emergence of other forms of writing. New for students to master it and apply it in the field of work. The researcher also reveals another trend in teaching functional writing skills that stems from the foundations of communication science and its modern applications","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44414702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-30DOI: 10.18860/ijazarabi.v4i3.12101
Nurul ' Huda, Thoriq Zia Al Fariz, E. Handayani
This research is the development of a digital-based e-book with the kvisoft flipbook maker application as an alternative medium for learning Arabic. This study uses a 4D development model: define, design, develop and disseminate. The instrument used to analyze student responses was a Guttman scale questionnaire consisting of agreeing or disagree. The data analysis technique used is qualitative and quantitative. The results of this study are the use of the kvisoft flipbook maker application as a medium for developing e-books. Language is in the excellent category. The result of the score of the Arabic language teacher is 3.81, the material expert is 3.87, and the media expert is 3.93. The limited field trial response results with an ideal score of 85.71% and are included in the category agreement. The results of the comprehensive field trial reached an ideal score of 97.80% and were included in the agreed category. This e-book contains Arabic learning materials, including videos, audios, and GIFs, to facilitate students' understanding of Arabic material while supporting students' listening and speaking skills training.
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This study aimed to produce a media named Lectora-based mind mapping interactive media for learning verbs and nouns. The research and development method used the Borg and Gall development model. The result is an interactive mind mapping media based on Lectora for learning verbs and nouns. The advantage of this media is that it can be used offline using a computer. However, it cannot be used with smartphones yet. Its use is easy because it is equipped with instructions, icons, and exciting animations. Students can access the first page of the application with the help of instructions and start the material by clicking the button of the desired material. They can use it independently without the presence of a teacher. As they can also choose the material they want without having to start from the beginning of the chapter. Based on the material expert trial results, the result was 65%, the media expert trial was 93%, the small group trial result was 95%, and the large group trial was 97%. It was concluded that an average of 87.5% was categorized as very valid and feasible to use as a learning medium.
{"title":"Developing Lectora Based-Mind Mapping Interactive Media For Learning Arabic Nouns And Verbs/ تطوير وسائل الإعلام التفاعلية القائمة على الخرائط الذهنية المستندة إلى Lectora لتعليم الأسماء والأفعال","authors":"Elwin Walimatul Fara, Kholisin Kholisin, Laily Maziyah","doi":"10.18860/IJAZARABI.V4I3.13332","DOIUrl":"https://doi.org/10.18860/IJAZARABI.V4I3.13332","url":null,"abstract":"This study aimed to produce a media named Lectora-based mind mapping interactive media for learning verbs and nouns. The research and development method used the Borg and Gall development model. The result is an interactive mind mapping media based on Lectora for learning verbs and nouns. The advantage of this media is that it can be used offline using a computer. However, it cannot be used with smartphones yet. Its use is easy because it is equipped with instructions, icons, and exciting animations. Students can access the first page of the application with the help of instructions and start the material by clicking the button of the desired material. They can use it independently without the presence of a teacher. As they can also choose the material they want without having to start from the beginning of the chapter. Based on the material expert trial results, the result was 65%, the media expert trial was 93%, the small group trial result was 95%, and the large group trial was 97%. It was concluded that an average of 87.5% was categorized as very valid and feasible to use as a learning medium.","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46844044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learning interaction is an essential element during the online learning process. Therefore, this study offers an internet-based speaking skill learning model. This study aims to describe the process, the problem, and the learning model of learning internet-based speaking skills. This study uses a descriptive qualitative approach with case studies, focusing on learning at state Islamic universities in East Java, Indonesia, The State Islamic University of Maulana Malik Ibrahim Malang, and The State Islamic University of KH. Ahmad Shiddiq Jember. For data collection, the researcher used three methods: first, observation of online speaking learning activities conducted at two universities to find out the steps of learning, secondly interviews were conducted with lecturers who teach speaking courses and also students in the class to find out the obstacles faced. and thirdly documentation in the form of photos of activities and platforms used in the learning process to complete the data. For data analysis, the researcher used the Miles and Huberman method: data collection, data classification, data presentation, and concluding. The findings of the research : (1) that the internet-based speaking skill learning process is based on Personal Learning, (2) There are two problems in learning internet-based speaking skills: Internal Problems that is from the lecturer side cannot explain the whole theme and from the student side; bored and External Problems: electronic constraints related to internet signals and data, (3) internet-based speaking skill learning model That is the interaction between students - students and interactions between lecturers - students. The formal findings of this study are: learning maharah kalam with an internet-based personal learning model based on interaction with synchronous media shows its effectiveness in Islamic universities.
学习互动是在线学习过程中必不可少的要素。因此，本研究提供了一个基于网络的口语技能学习模式。本研究旨在描述网络口语技巧的学习过程、问题及学习模式。本研究采用描述性定性方法，结合案例研究，重点关注印度尼西亚东爪哇的州立伊斯兰大学、Maulana Malik Ibrahim Malang州立伊斯兰大学和KH州立伊斯兰大学的学习情况。Ahmad Shiddiq Jember。在数据收集方面，研究者使用了三种方法:首先，观察两所大学的在线口语学习活动，找出学习的步骤;其次，对教授口语课程的讲师和课堂上的学生进行访谈，找出面临的障碍。再次以照片的形式记录活动和平台在学习过程中使用的完整数据。对于数据分析，研究者使用了Miles和Huberman的方法:数据收集，数据分类，数据呈现，总结。研究发现:(1)网络口语技能学习过程以个人学习为基础;(2)网络口语技能学习存在两大问题:一是内部问题，即讲师无法解释整个主题，二是学生方面;(3)基于互联网的口语技能学习模式，即学生与学生之间的互动，讲师与学生之间的互动。本研究的正式发现是:基于同步媒体互动的基于互联网的个人学习模式在伊斯兰大学中显示出其有效性。
{"title":"نموذج تعليم مهارة الكلام عبر الإنترنت فى الجامعات الإسلامية الحكومية بجاوى الشرقية","authors":"Abdur Rosid, Mamluatul Hasanah, Penny Respati Yurisa","doi":"10.18860/ijazarabi.v4i3.9202","DOIUrl":"https://doi.org/10.18860/ijazarabi.v4i3.9202","url":null,"abstract":"Learning interaction is an essential element during the online learning process. Therefore, this study offers an internet-based speaking skill learning model. This study aims to describe the process, the problem, and the learning model of learning internet-based speaking skills. This study uses a descriptive qualitative approach with case studies, focusing on learning at state Islamic universities in East Java, Indonesia, The State Islamic University of Maulana Malik Ibrahim Malang, and The State Islamic University of KH. Ahmad Shiddiq Jember. For data collection, the researcher used three methods: first, observation of online speaking learning activities conducted at two universities to find out the steps of learning, secondly interviews were conducted with lecturers who teach speaking courses and also students in the class to find out the obstacles faced. and thirdly documentation in the form of photos of activities and platforms used in the learning process to complete the data. For data analysis, the researcher used the Miles and Huberman method: data collection, data classification, data presentation, and concluding. The findings of the research : (1) that the internet-based speaking skill learning process is based on Personal Learning, (2) There are two problems in learning internet-based speaking skills: Internal Problems that is from the lecturer side cannot explain the whole theme and from the student side; bored and External Problems: electronic constraints related to internet signals and data, (3) internet-based speaking skill learning model That is the interaction between students - students and interactions between lecturers - students. The formal findings of this study are: learning maharah kalam with an internet-based personal learning model based on interaction with synchronous media shows its effectiveness in Islamic universities.","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":"13 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67628678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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