Multimedia Interaktif untuk Mengatasi Problematika Pembelajaran Bahasa Arab

Ilmiani, Aulia Mustika; Ahmadi, Ahmadi; Rahman, Nur Fuadi; Rahmah, Yulia

doi:10.23971/altarib.v8i1.1902

Cited by 32 publications

(37 citation statements)

References 12 publications

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“…Lecturers and students are required to adapt. PBA lecturers adopt various kinds of learning media by utilizing learning technology, and students quickly adapt to learning media (Ilmiani, Ahmadi, et al, 2020) and (Ahmadi, 2014). This shows that PBA lecturers have become more competent, creative, and productive in making teaching materials.…”

Section: Discussionmentioning

confidence: 99%

The Existence of Arabic Learning in Universities amid the COVID-19 Outbreak: Opportunities and Challenges

Ilmiani¹,

Ahmadi

2021

Al-Lisan

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The Arabic language has peculiarity and differentiating characteristics that distinguish it from other foreign languages. This study investigates the existence of Arabic language learning during the pandemic period by conducting a thorough review of the Arabic language learning process from both an internal and an external standpoint. The method of writing this article is based on a study of literature comparison. The author conducts an online search for primary literature using valid criteria, and a reputable source—data analysis is performed using the content analysis paradigm. This study demonstrated the positive impact on the internal environment: 1) Lecturers and students gained greater proficiency in using applications that can be integrated into the learning process. 2) The assignment method changes from academic to project-based assignments, 3) Students become more proficient in using social media as tools for learning. 4) Arabic learning occurs from any location and at any time of day. The internal negative consequences are as follows: 1) memorizing qawaid or tashrif, in which case it is not easy to assess students' abilities through online instruction without face-to-face interaction; 2) Explanation of the material when face to face is considered more straightforward; 3) Unstable networks cause the inability to concentrate and focus. The external consequences are as follows: 1) a large number of linguistic webinars about Arabic, 2) The number of research references, research articles, and scientific journals are growing; 3) It is becoming easier to hold memorandums of understanding between collages from different regions.

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Section: Discussionmentioning

confidence: 99%

The Existence of Arabic Learning in Universities amid the COVID-19 Outbreak: Opportunities and Challenges

Ilmiani¹,

Ahmadi

2021

Al-Lisan

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“…Pada hasil wawancara peneliti dengan mahasiswa Prodi PBA IAIN Palangka Raya, dosen Prodi PBA banyak memanfaatkan media sosial sebagai pendukung aktivitas pembelajaran mereka, bahkan juga digunakan sebagai media pembelajaran. Pada sebagian besar aktivitas pembelajaran, dalam perkuliahan mereka menggunakan media whatsapp (Ilmiani, Hamidah, et al, 2020) (Ilmiani, Marsiah, et al, 2020;Mubarak et al, 2020b) (Ilmiani, Ahmadi, et al, 2020) selain itu media youtube (A. ) juga digunakan sebagai media pembelajaran karena dianggap lebih mudah diakses, apabila pembelajaran membutuhkan video, jadi sebagian besar dosen Program Studi Pendidikan Bahasa Arab memiliki akun kanal Youtube pribadi, (https://www.youtube.com/channel/UCW448IDWdp72yaFTQ45eCmw) yang konten videonya merupakan penjelasan-penjelasan perkuliahan.…”

Section: Hasil Penelitian Dan Pembahasanunclassified

Bi’ah Lughawiyyah Era Society 5.0 Melalui Penggunaan Media Sosial Mahasiswa

Ilmiani

Muid

2021

AJAS

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Bī'ah Lughawiyyah, as the Arabic language environment is called, is a very effective means of acquiring Arabic language proficiency. In this 5.0 Era, the definition of the bī’ah lughawiyyah is no longer tied to a mutually agreed time and place. Visual interaction using technology can promise unlimited access so that it can narrow space and time. Previously, bī’ah lughawiyyah was often identified with a community or group that was created under a specific system or arrangement, so what about now? Amidst the massive use of social media in everyday life. This article explains the Arabic language environment in the 5.0 era in terms of students' daily activities. This study uses a descriptive qualitative approach to categorize student activities as a form of bī'ah lughawiyyah era 5.0. The subjects in this study were students of the Arabic Language Education Study Program at IAIN Palangka Raya. The data collection techniques used were observation, interview, and documentation. The results showed that bī’ah lughawiyyah era 5.0 was dominated by social media such as Instagram, YouTube, and Facebook.

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“…Youtube juga menjadi salah satu materi multi media interaktif yang digunakan dosen dalam mengajar bahasa Arab khususnya Nahwu dan Sharaf. Dengan menggunakan multimedia interaktif, dosen menjadi lebih mudah dalam mendemonstrasikan bahan ajar atau materi pembelajaran kepada mahasiswa dan dapat menarik minat dan perhatian mahasiswa yang kurang mempunyai motivasi dalam belajar bahasa Arab (Ilmiani et al, 2020).…”

Section: Pendahuluanunclassified

Pembelajaran Maharah Al-Istima’ dengan Memanfaatkan Media Youtube: Problematika dan Solusi

Hamidah

Marsiah

2020

AlTarib

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In learning Maharah al-Istima, a lecturer at a college in Palangka Raya uses films from Youtube. Learning to listen to a foreign language cannot separated from problems, but students try to find solutions. This qualitative descriptive study aims to explore the use of films from Youtube in Maharah al-Istima's learning, listening problems and their solutions. The data were collected through observation, interview and documentation techniques, and the data were analyzed through the stages of data collection, data reduction, data presentation and conclusion drawing. The results showed that the lecturer used movies from Youtube offline and online by collecting, selecting, verifying credibility and evaluating the quality of the film. This activity trains students to listen to Arabic and increase their knowledge so that the results of listening of the students are good. The problems faced by students while learning to listen are the fast Arabic pronunciation, the lack of clarity in conversations and the difficulty in vocabulary. Students solve the first problem by playing back, focusing on listening or using dictionaries and other learning strategies. For the second problem, the students overcome them by focusing and understanding the context of the sentences, using a dictionary or other learning strategies. For the third problem, the solution is to train hearing, using a dictionary and reading frequently. The implication of this study is that multimedia communication can help improve the student's listening ability in both offline and online learning.

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Multimedia Interaktif untuk Mengatasi Problematika Pembelajaran Bahasa Arab

Cited by 32 publications

References 12 publications

The Existence of Arabic Learning in Universities amid the COVID-19 Outbreak: Opportunities and Challenges

The Existence of Arabic Learning in Universities amid the COVID-19 Outbreak: Opportunities and Challenges

Bi’ah Lughawiyyah Era Society 5.0 Melalui Penggunaan Media Sosial Mahasiswa

Pembelajaran Maharah Al-Istima’ dengan Memanfaatkan Media Youtube: Problematika dan Solusi

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