Blended Learning Approach in Arabic Teaching for Non-Native Speaker Students

Abstract

The study attempted to measure the impact of the blended learning approach in Arabic teaching to the non-native speaker students of the Islamic state university in Indonesia. This research employed the quantitative method using the quasi-experimental design. There were 60 students participated in this study, which is divided into 30 students in each of the experimental, and control group. The data gained through the writing test have been analyzed by assisting the SPSS program. The results found that the students' score in the content got the highest score, and then followed by the grammar. It means that there were students who did not have the good score in Arabic writing through blended learning because only their writing content improved while their grammar did not improve significantly. Overall, the students' posttest score achievement in the experimental was higher than in the control group. Thus, it is crucial for further study to examine other skills of Arabic by using the blended learning approach.

Evaluation of Students’ Remote Learning Experience of Learning Arabic as a Second Language During the Covid-19 Pandemic

“…Moreover, although there are many studies addressing English second language acquisition through remote education, to my knowledge remote learning of ASL remains an under-researched area. For example, Mufidah, Bin-Tahir, and Islamy (2020) revealed that further research is needed to investigate the use of blended learning in teaching ASL.…”