The Characteristics of Teaching Material Arabic Speaking Skills in Higher Education

Zulharby, Puti; Rasyid, Yumna; Nuruddin, Nuruddin

doi:10.24042/albayan.v11i2.5175

Cited by 5 publications

(6 citation statements)

References 2 publications

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“…When explaining Arabic language materials, the Indonesian sentences used need to be clear to avoid misconceptions. This aligns with Pribadi's (2014) (Zulharby et al, 2019) (Hafidz Zaid, 2020 argument that unclear Indonesian usage in Arabic language instruction may create communication gaps with the audience. Improper word arrangement can result in flat and rigid narrative sentences, diminishing the interest of students to delve deeper into the subject.…”

Section: Introductory Language For Comprehensionsupporting

confidence: 82%

The Hidden Indonesian Language Literacy Curriculum In Arabic Language Textbooks For Islamic Junior High School

Sodiq,

Alindah

2024

j. arabic learning

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Many religious-based schools and universities in Indonesia have widely implemented Arabic language textbooks as a learning material. However, Arabic is often considered challenging to learn due to its distinct linguistic origin from the Indonesian language. Therefore, there is a need for effective methods to facilitate students in learning Arabic just as they learn Indonesian. Surprisingly, a covert approach to learning Indonesian is also applied to studying Arabic. There are influential Arabic language textbooks that teach Indonesian grammar implicitly. This research aims to analyze the presence of curriculum of Indonesian language literacy in Arabic language textbooks, mainly for grades VII, VIII, and IX in Indonesian Islamic Junior High Schools (Madrasah Tsanawiyah or MTs). These textbooks were published by the Ministry of Religious Affairs of the Republic of Indonesia in 2020. The research method used is a qualitative descriptive approach, which involves content analysis of each chapter in these three books. The research findings reveal a significant amount of Indonesian language literacy content in Arabic textbooks. This content appears as explanations that serve as material clarification for students. Notably, the Indonesian language explanations account for 10% of the grade VII textbooks and 2% of the grade VIII and IX textbooks. Three forms of Indonesian language literacy content were successfully identified: language for comprehension introduction, comparison, and grammar contextualization.

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Section: Introductory Language For Comprehensionsupporting

confidence: 82%

The Hidden Indonesian Language Literacy Curriculum In Arabic Language Textbooks For Islamic Junior High School

Sodiq,

Alindah

2024

j. arabic learning

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“…However, in these findings, we found that there were significant differences in perceptions between teachers and students about Arabic speaking skills assessment techniques. This indicates that there is a discrepancy between what teachers do and what students feel [12], [15], [40]. These findings also indicate that teachers use only the most easily applied assessment techniques [36], [41], [42].…”

Section: Discussionmentioning

confidence: 99%

“…When someone speaks, the listener will give a specific response to the personality and attitude [6]. The achievement of students' speaking skills in Arabic is still relatively low [7]- [9], including among universities [10]- [12]. This is because the speaking skills of non-Arabic Arabic learners are faced with various problems, especially in linguistic and non-linguistic aspects.…”

Section: Introductionmentioning

confidence: 99%

Student speaking skill assessment: Techniques and results

Sanjaya¹,

Hidayat

2022

IJERE

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<span lang="EN-US">This paper describes the learning techniques of Arabic subjects and the results of the evaluation of students' Arabic speaking skills. This study involved 51 Arabic language teachers and 395 State Madrasah Aliyah students in Jambi Province, Indonesia. This study obtained quantitative and qualitative data. The research instrument used a questionnaire, checklist, and oral test. The data were analyzed descriptively (frequency, percentage, mean and standard deviation), and qualitatively. The results showed that the technique of speaking skills from students' perceptions was at a sufficient level. Likewise, the speaking skill assessment technique from the teacher's perception is at a sufficient level. The results of observations on speaking skills assessment techniques showed that teachers use techniques that do not require prior preparation. The students' Arabic speaking skills are at a sufficient level. Further research needs to explore other techniques in Arabic speaking skills.</span>

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“…The characteristics resulting from the teaching materials that have been developed are a combination of language skills, the provision of basic grammatical and pronunciation concepts that are by the needs of speaking Arabic in national and international contexts, teaching materials have the value of local wisdom, the teaching materials learned can build the skills needed in the 21st century (Khawarizmi et al, 2021). Because teaching materials taken from the Middle East can cause gaps in the achievement of Arabic language skills for beginners, such as the lack of phonetic aspects being taught, monotonous forms of exercise, directing students to memorize, and types of dialogue that are not by student culture in Indonesia (Zulharby, Zulharby, Rasyid, & Nuruddin, 2019;Tajuddin, Kamal, & Zuryati, 2019).…”

Section: B) Large Trial Of Product and Final Revision Of Productmentioning

confidence: 99%

Integrated Local Wisdom with 21st – Century Skills for Arabic-Speaking Material Model

Sarip

Ilham²,

Hendrawanto³

2022

j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik

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The purpose of this study was to develop an integrated model of Arabic-speaking teaching materials with 21st-century skills and the value of local wisdom. This study used a mixed method approach, combining research and development techniques (R and D) using the Borg and Gall model. Participants were teachers (to do the peer assessment of the product / n = 3), experts (Arabic materials, curriculum / n = 2), and students (to get the needs analysis / n = 100). Data collection techniques include observations, questionnaires, tests, documents, and interviews. Data analysis uses qualitative and quantitative techniques. The results of this show that the model of teaching materials that have been developed is feasible to be applied in Arabic-speaking classes. The findings also show that the designed teaching materials have local wisdom values that can act as authentic materials. These teaching materials can not only build 21st-century skills but also build character education through the value of local wisdom. So, teaching materials that are integrated with the skills needs of the 21st century can facilitate learning objectives in producing quality graduates.

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The Characteristics of Teaching Material Arabic Speaking Skills in Higher Education

Cited by 5 publications

References 2 publications

The Hidden Indonesian Language Literacy Curriculum In Arabic Language Textbooks For Islamic Junior High School

The Hidden Indonesian Language Literacy Curriculum In Arabic Language Textbooks For Islamic Junior High School

Student speaking skill assessment: Techniques and results

Integrated Local Wisdom with 21st – Century Skills for Arabic-Speaking Material Model

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