This study aims to explore the process of lecturing Arabic by implementing a combination of singing and playing strategies. As for the main problems in this study are: (1) what is the process of implementing a combination of singing and playing strategies in Arabic lectures for Tadris Biology Study Program students? (2 how do their perceptions of the results of Arabic lectures by combining the two strategies?. This research uses a descriptive qualitative approach with triangulation techniques. The results of this study indicate that the implementation of a combination of singing and playing strategies uses the following steps: (1) The lecturer started the Arabic lecture by singing Arabic songs that the Lecturer got while still teaching Arabic at the Al-Azhar Pare Institute, Kediri, East Java, (2) The lecturer explained the theme of the material and the purpose of the lecture to be held, (3) The lecturer implemented the "Memory Game" which was adopted from the book "99 Games in Arabic Language Learning. Researchers also found that 80.6% (29 students) and 19.4% (7 students) of the 36 TBG study program students who participated in lectures gave very positive responses.
Changes in the offline learning system to online learning have an effect on the demotivation of students to learn. However, this fact does not affect an elderly Indonesian male. This study aims to explore motivational factors for these elderly men in participating in an online Arabic learning program organized by an informal institution in Indonesia. A narrative research design was used in this study. The data was extracted through in-depth interviews. The results showed that there were several factors that influenced the motivation to learn Arabic online from elderly men, namely: Motivation to understand Al-Qur'an, motivation from friends, and presentation of interesting Arabic material. These findings suggest further research on the motivation to learn Arabic online by involving elderly participants of various genders.
The current covid-19 pandemic phenomenon has a major impact on the learning process at various universities in Indonesia. The adoption of the online lecture system caused by the pandemic has become a problem for some lecturers who are still unfamiliar with technological development. This situation is also experienced by a lecturer who teaches the Speaking Skill Course at a Higher Education in Central Kalimantan Province as a consequence of lacking motivation for the students to attend Speaking Course. To overcome this demotivation, the Arabic Students’ Association at the tertiary education institution organizes Speaking learning using the ”Peer Teaching Method. Therefore, this study aims to explore the speaking skill learning process. This study uses a qualitative approach with a case study type and uses two data collection techniques, namely observation and interviews. This study produced two findings. First, there were several steps used by the organizational coordinator in implementing Speaking Skill learning using the peer teaching method, namely (1) selecting prospective tutors based on their scientific capacity and experience in the field of Arabic language learning, (2) Active learning process speaking skill organized by tutors using various interactive games such as nurakkizu, word chain, and ice breaking. Second, there are several motivational factors for students in participating in speaking skill learning using the peer teaching method, namely (1) The convenience of interaction between tutors and students is caused by the age distance that is not too far, (2) Peer tutor creativity in organizing innovative Speaking Skill learning, and (3) flexibility in communication time between tutors and students.
This study aimed to examine students' perceptions of an ideal Arabic lecturer’s personality competence. This study used an exploratory approach with the data collection technique deploying an online questionnaire distributed via a Google Form. After completing the online questionnaire, the researchers also selected three students for individual interviews based on their availability and willingness to participate. This study revealed several important findings: First, Arabic language lecturers must act according to the prevailing norms and feel proud of their profession. Second, an Arabic lecturer must be independent in acting without being influenced by interventions from anyone and have a high work ethic. Third, an Arabic lecturer must be neutral in treating students in the classroom. Fourth, an Arabic lecturer must use polite language when delivering materials and not be arrogant, which could create a tense/scary atmosphere during the learning process. Fifth, an Arabic language lecturer must set an example for students, such as getting used to speaking Arabic in everyday life so that students could imprint the lecturer.
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