Arabic Learning Based On E-Learning Using Arabic Teacher Website In The Pandemic Era Of Covid-19

Jasni, Nur Salsabila Binti; Ardiansyah, Ade Arip

doi:10.15575/jpba.v4i2.8601

Cited by 7 publications

(7 citation statements)

References 22 publications

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“…In online learning, the use of audio-visual media could increase students' motivation to learn and practice Arabic language communicative skills (Rachmawati et al, 2020). Although there are no native Arabic teachers who can be involved in the learning process (Binti Jasni & Ardiansyah, 2020;Haron et al, 2016) or students tend to be afraid to make mistakes when speaking in Arabic (Dajani et al, 2014), integrating learning technologies (Rahmadi, 2021) and advanced lesson plans that provide students possibilities to remotely communicate with native Arabic speakers such as OME TV could be a solution.…”

Section: Learning Motivationmentioning

confidence: 99%

Agency in Online Foreign Language Learning Amidst the Covid-19 Outbreak

Albantani

Rahmadi

MADKUR

2022

Turkish Online Journal of Distance Education

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The coronavirus disease 2019 (Covid-19) outbreak has forced a sudden transition from face-to-face learning to online learning in higher education. This circumstance challenges university students to be more selfdirected in learning with relatively minimum assistance from their lecturers or peers. Therefore, it is becoming increasingly important to conduct a study on the issue of learner agency which remains little explored. The present study aimed at investigating the agency of first-year university students in online learning of Arabic as a foreign language. In particular, this study examines their intention, motivation, self-regulation and selfefficacy in online learning of Arabic delivered synchronously by using Google Meet and asynchronously by using Edmodo. An exploratory research method was employed in the study with the participation of 76 firstyear university students at an Islamic public university in Jakarta, Indonesia. Results of the study reveal that first-year university students have a relatively high intention, motivation, self-regulation and self-efficacy in Arabic online learning. Looking these findings into more detail, however, the students seem to have limited information and preparation to achieve their goals, are undermotivated to speak with native Arabic speakers, have shallow learning commitments, and are less likely to believe their performance. One of the practical implications that emerge from this study is to introduce first-year university students to a variety of strategies for learning Arabic in more self-directed ways, and this may be supported by lecturers as to not only delivering content but also promoting skills during their teaching practices.

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Section: Learning Motivationmentioning

confidence: 99%

Agency in Online Foreign Language Learning Amidst the Covid-19 Outbreak

Albantani

Rahmadi

MADKUR

2022

Turkish Online Journal of Distance Education

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“…Translation certainly has a good mastery of foreign languages, for example, mastery in Arabic, because in this modern era, every nation is required to be able to communicate (Ruslan et al, 2023)with other nations, significantly to absorb knowledge and information to develop the nation's civilization in the process of mastery (Binti Jasni & Ardiansyah, 2020). Translation studies the lexicon, grammatical structure, communication situation, and context culture of a source language text (BSU), analyzes its meaning, and then reconstructs its meaning by paying attention to the appropriate lexicon and grammatical structure in the target language (BSA) (Bewersdorff et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Linguistic Discoveries: Tracing Grammatical Errors in the Translation of Qasas Al-Nabiyyīn by Abu Hasan Ali Hasani Nadwi

Satori,

Suparno,

Aqil Assyauqi

et al. 2023

Jurnal Pendidikan Bahasa Arab & Kebahasaaraban

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This article aims to understand the grammatical errors in the translated text of "Qasas Al-Nabiyyīn" by Abu Hasan Ali Hasani Nadwi. This research uses the descriptive qualitative method to identify morphological and syntactic errors in the translated text. Data collection was done by collecting the original text of the source language and its translation in the book "Qasas Al-Nabiyyīn." The data collection steps involved identifying pairs of both languages for grammatical analysis, followed by data analysis to identify grammatical errors. The analysis results showed 18 grammatical errors in the translation of the book, consisting of 7 morphological errors and 11 syntactic errors. These errors impact the incompatibility of the message contained in the source text. In order to correct the grammatical errors, a correction analysis was conducted on the target language, especially in Indonesian, by referring to the applicable grammatical rules. This article concludes that correcting grammatical errors can improve the accuracy and clarity of the message in the translation of "Qasas Al-Nabiyyīn" so that it can be more effectively conveyed to readers who speak the target language. This analysis contributes to a practical understanding of the importance of paying attention to grammatical aspects in translating religious texts. Recommendations for future research include developing more effective translation strategies involving source and target language experts. Research can expand the scope of analysis to explore semantic and pragmatic aspects of translated texts. In addition, further research could consider the impact of cultural context on the understanding and interpretation of religious texts in translation. The results of this study are expected to provide a foundation for developing better translation guidelines, improve the quality of translated religious texts, and facilitate a deeper understanding of essential messages in religious literature.

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“…Distance learning is a new breakthrough in learning as technology develops in the modern era [15]. Teachers are professional educators whose missions are to transfer knowledge and values to students [16].…”

Section: Introductionmentioning

confidence: 99%

The Concept of Distance Learning in Arabic Learning

Naqiba,

Maksum,

Inayati

2023

Advances in Social Science, Education and Humanities Research

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The occurrence of a learning shift cannot be separated from the current circumstances. The spread of the Covid-19 outbreak has had a major impact on various fields, including education. Distance learning is needed to support the education system, particularly in Arabic learning. Appropriate concepts and methods are required to ensure that learning is in the right direction, especially for Arabic, which is certainly more difficult than learning other languages due to the length of the process. This study aims to describe the concept of distance learning for the Arabic language subject at SMA Muhammadiyah PK in the 2020/2021 academic year. This is descriptive qualitative research, which means describing a theory based on data using words rather than numbers. Data were collected through interviews, observation, and documentation. The results of this study show that the use of audio material, Youtube, Zoom Cloud Meeting, Google Classroom, and PK Best, all of which are crucial in supporting Arabic learning. This concept has been formulated by all teachers at SMA Muhammadiyah PK as one of the new innovations. The process is not without challenges. Therefore, there is a need for regular evaluation and improvement so that learning remains optimal even though there are various kinds of limitations.

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Arabic Learning Based On E-Learning Using Arabic Teacher Website In The Pandemic Era Of Covid-19

Cited by 7 publications

References 22 publications

Agency in Online Foreign Language Learning Amidst the Covid-19 Outbreak

Agency in Online Foreign Language Learning Amidst the Covid-19 Outbreak

Linguistic Discoveries: Tracing Grammatical Errors in the Translation of Qasas Al-Nabiyyīn by Abu Hasan Ali Hasani Nadwi

The Concept of Distance Learning in Arabic Learning

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