Permasalahan Pertuturan Dalam Bahasa Arab Sebagai Bahasa Kedua

Daud, Nadwah; Pisal, Nadhilah Abdul

doi:10.17576/gema-2014-1401-08

Cited by 23 publications

(16 citation statements)

References 10 publications

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“…However, when they are given a higher level of difficult topics such as Arab countries' global issues, their speaking proficiency becomes diminished due to the lack of information and the related words. This situation coincides with previous studies which found that among the factors the students were unable to speak well was due to lack of vocabulary related to a particular topic [14]…”

Section: Spontaneous Speechsupporting

confidence: 92%

“…This disadvantage may be due to a weak level of Arabic language use. This is supported by the study by [14] indicating that 70% of students still cannot master Arabic speaking skills well even though they will become Arabic teachers after graduation. Students' weakness in speaking skills due to lack of vocabulary related topics and fear of Arabic grammar errors when speaking [15].…”

Section: Problem Statementmentioning

confidence: 66%

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Student-Centered Teaching Approach Combined with Coaching and Mentoring Elements in Arabic Language Speaking Proficiency

Yaacob¹,

Bakar²

2018

OALib

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The acquisition of Arabic speaking skills becomes an important issue in Arabic language learning. So, the National University of Malaysia (UKM) has offered the PPPJ3503 Oral Arabic Language Course as one of the department's elective subjects to undergraduate degree students. The purpose of this study is to evaluate the proficiency of speaking in Arabic and identify improved language-speaking factor among students. This research was a quantitative case study using data from survey instruments and focus group interview. The focus group consisted of 21 study pants. The study questions focus on their speaking competence after attending Oral Arabic Language courses with a student-centered teaching approach combined with coaching and mentoring elements. The findings show that there are self-improvements in Arabic speaking proficiency among students taking the course. The improvements in Arabic speaking proficiency among students were caused by spontaneous activities, video recording assignments, Arabic Linguaphone textbooks, Arabic speaking drill exercises repeatedly, discussions in the lecture room and student's self-esteem. This Oral Arabic course has proven that student-centered teaching approach combined with coaching and mentoring elements is good to be applied in the teaching of spoken Arabic and Arabic in general. This study also identifies ways to improve Arabic speaking proficiency through a student-centered teaching approach combined with coaching and mentoring elements in teaching Arabic speaking skills.

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Section: Spontaneous Speechsupporting

confidence: 92%

Section: Problem Statementmentioning

confidence: 66%

Student-Centered Teaching Approach Combined with Coaching and Mentoring Elements in Arabic Language Speaking Proficiency

Yaacob¹,

Bakar²

2018

OALib

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show abstract

“…To face this global pandemic situation of COVID-19, with the birth of physical and social distancing policies and rules, language learning can be formulated by shifting to patterns of active collaborative interaction in online network systems. This pattern emphasizes the practice and learning activities on an ongoing basis that will produce language production and repetition of words in-depth because understanding and learning vocabulary in foreign language learning becomes an important part (Alqahtani, 2015;Daud & Pisal, 2014;Moghadam, Zainal, & Ghaderpour, 2012), besides also being the most critical element in improving language skills. In line with the practice and learning process, the process of collaborative active learning interactions becomes more directed, and the creation of a speaking environment can be realized even within the scope of online networks.…”

Section: Introductionmentioning

confidence: 99%

Mediated Arabic Language Learning for Higher Education in COVID-19 Situation

Wargadinata

Maimunah

Febriani³

et al. 2020

JIz

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The COVID-19 emergency situation has affected all citizens of the world, including Indonesia and also all non-formal and formal educational institutions, such as higher educations. The Learning Process in various educational units, including tertiary institutions, experienced a total change to the use of internet or online media. The present article examines the media and the Arabic learning process at the university in the COVID-19 pandemic situation. The COVID-19 pandemic situation changed the way of learning Arabic students at UIN Maulana Malik Ibrahim Malang from conventional offline learning to learning using internet media online. This research is a qualitative descriptive study. The data are obtained through observation, questionnaires distributed through Google forms, online interviews through social media, and documentation. The result shows that the majority of students use the WhatsApp application, and most of them study autonomously through online platforms. Besides, it reveals that the most popular learning material is video. To improve their language skills, students are more likely to have peer-discussion activities. The study discovered a shift in Arabic learning by students of UIN Maulana Malik Ibrahim Malang from personal to instrumental as a result of the current COVID-19 pandemic situation. In this case, there was a transformation in Arabic learning from a personal-cultural approach to an instrumental-functional approach. This research has implications regarding the ideal Arabic learning process in the conditions of the COVID-19 pandemic. The shift also took place in the degree of teachers' dependence towards dependence on technology during the pandemic situation.

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“…Arshad and Abu Bakar (2012) showed that a majority of students in the Islamic education field have not mastered speaking skill despite being exposed widely to the Arabic language since secondary school. Daud and Abdul Pisal (2014) showed that difficulty in the Arabic language had hindered student capabilities in activities requiring speaking skills. Students faced more problems completing individual assignments because they have to do them alone, shyness, lack of confidence and lack of interest.…”

Section: Literatur Reviewmentioning

confidence: 99%

Relationship Between Arabic Language Speaking Anxiety and Motivation Among Religious Secondary School Students in Malaysia

Ismail

Rasit²,

Zailaini

et al. 2020

HSSR

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Purpose of the study: This study aimed at identifying the level of Arabic language speaking anxiety and its relationship to motivation among students of religious secondary schools in Malaysia. Methodology: This quantitative study identifies the anxiety level in speaking Arabic and its relationship with motivation. A survey was done with a selected number of 500 Arabic students out of the total population throughout Malaysia. The survey was done using questionnaires that have been adapted and modified from past studies after completing its validity and reliability process. Main Findings: The findings indicate that the level of Arabic speaking anxiety among secondary religious school students in Malaysia is moderately high and also shows that students’ anxiety in speaking Arabic does not have any significant relationship with their motivation. This finding illustrates that Arabic speaking anxiety is unrelated to student motivation in learning the Arabic Language. Applications of this study: The study can be useful for Arabic Language teachers. Students with a high anxiety level will feel anxious and avoid taking part in learning activities that will then influence the quality of learning. Hence, speaking anxiety must be tackled separately by the Arabic Language teacher from motivation since there is no significant relationship between the two variables. Novelty/Originality of this study: This study produced instruments to assess the level of Arabic speaking anxiety. The result of this study is consistent with previous studies, which investigated the level of anxiety in learning a foreign language and speaking anxiety must be tackled separately from motivation because it has no significant relationship with individual students’ motivation.

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Permasalahan Pertuturan Dalam Bahasa Arab Sebagai Bahasa Kedua

Cited by 23 publications

References 10 publications

Student-Centered Teaching Approach Combined with Coaching and Mentoring Elements in Arabic Language Speaking Proficiency

Student-Centered Teaching Approach Combined with Coaching and Mentoring Elements in Arabic Language Speaking Proficiency

Mediated Arabic Language Learning for Higher Education in COVID-19 Situation

Relationship Between Arabic Language Speaking Anxiety and Motivation Among Religious Secondary School Students in Malaysia

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