Peer Teaching Method to Support the Students’ Learning Motivation In Arabic Speaking Skills During The Covid-19 Pandemic

Abstract

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.

Impact of Linguistic Environment on Speaking Skills of Female Students at the Arabic Language Center Islamic Boarding School in Indonesia

“…Moreover, Wahdah et al discussed the challenges associated with creating effective learning environments, including resource limitations and student resistance. Although not directly addressed in the current study, these challenges are relevant to the broader context of fostering a conducive Arabic language environment in educational settings (Wahdah et al, 2022). Future research could explore strategies to overcome such challenges and enhance the effectiveness of language learning environments.…”

“…These challenges may include inadequate resources, lack of support from schools or educational institutions, and resistance from students who prefer to use other languages in daily interactions (Wahdah et al, 2022).…”

Peer Tutoring Activities Implementation in Arabic Language Development at Indonesian Islamic Universities

“…In the Peer Tutoring program, students are expected not only to receive guidance but also to actively engage in discussions with their peers. Encouraging active student involvement is the main focus, so that peers receiving guidance from assigned tutors can gain deeper knowledge and understanding than through traditional teaching methods delivered by lecturers (Wahdah et al, 2022). In addition to the benefits for students receiving guidance, the Peer Tutoring program also provides an opportunity for students serving as tutors to enhance their own understanding.…”

“…Peer Tutoring, an integral part of cooperative learning, addresses these challenges effectively. This method involves students with a deeper understanding of a subject assisting their peers, fostering group collaboration (Bell & Lygo-Baker, 2019;Joyce & Hassenfeldt, 2020;Pechinthorn et al, 2020;Rusli et al, 2020;Wahdah et al, 2022). Compared to tutoring provided by instructors, peer tutoring proves more effective due to the close relationships among students, creating a supportive learning environment.…”

Implementation of the Contextual Teaching and Learning Model in the Al-Liqo Al-Usbuiyyah Program: Case Study in Higher Education in Indonesia

“…This is due to the density of general material when compared to material specifically for Arabic language mastery. Although the role of organizations has a positive impact in the aspect of increasing Arabic language mastery (Wahdah et al, 2022), more time in participating in language development programs organized by organizations still needs to be solved. Therefore, researchers also recommend active language development programs, especially during semester holidays.…”