The Students' Perspective Towards YouTube as the Replacement of Lecturer  in Nahwu Learning

Marsiah, Marsiah; Mubarak, Mahfuz Rizqi; Audina, Noor Amalina

doi:10.24042/albayan.v13i2.8324

Cited by 6 publications

(7 citation statements)

References 9 publications

(10 reference statements)

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“…Some students will go to campus to get a free wifi network. Lecturers also provide relief to students who have this problem by documenting learning on youtube media, making it easier for students to repeat the lessons they have left behind as stated by Marsiah et al, learning using youtube media during the COVID19 period makes the learning process easier 23 , and also using an online learning method that is lighter than the internet quota, namely by using WhatsApp with indirect discussions at predetermined subject times. 24 Online nahwu learning has an impact on reducing students' enthusiasm.…”

Section: Resultsmentioning

confidence: 99%

Student Efforts in Rural Areas to Face Problems Nahwu Mobile Learning Online

Deviana

Rusydi

Azizah

et al. 2022

albayan

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Online learning that a solution to education during the COVID19 has created a problem for the unprivileged society as limited internet access, but they have kept participating; students made several efforts. This study aims to determine the actions of students living in rural areas in overcoming the problems of online learning nahwu for students of STIQ Amuntai who live in rural areas. This study used a descriptive qualitative approach. The subjects of this study were several students of the IIB PBA STIQ Amuntai. They live in rural areas and settle far from the Amuntai sub-district, South Kalimantan, Indonesia. Data were obtained through interview and documentation techniques with 20 students. The data were analyzed using data reduction, presentation, and conclusion drawing, then data accuracy with the persistence of observation and triangulation. The results of the study are the efforts made by these students in overcoming problems such as unstable signals, lack of focus in studying, low telephone specifications, limited internet quota, difficulty understanding material, little reference material, and boredom, namely: a) going to a place that has a signal (network) stable b) go to a place that is not noisy; c) study in groups on one mobile phone; d) search for free wifi; e) foster self-motivation; d) preparation of materials and independent search of additional literature. Therefore, this study suggests that institutions need to be involved in solving problems related to limited access to offline learning or collaboration with internet network providers.

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Section: Resultsmentioning

confidence: 99%

Student Efforts in Rural Areas to Face Problems Nahwu Mobile Learning Online

Deviana

Rusydi

Azizah

et al. 2022

albayan

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“…Arabic, used in daily communication by Arabs, is also the language of Islam employed in its holy book, the Qur'an (Calafato & Tang, 2019;ElHawari, 2020;Zafirah et al, 2023). In education and linguistics, the study of Arabic emphasizes competency in grammatical structure, specifically in Arabic syntax (Nahwu) and morphology (Sharf) (Aliyah, 2018;Febriyanti et al, 2021;Hamidah & Marsiah, 2020;Marsiah et al, 2021). To keep pace with technological and linguistic advancements, effective Arabic language learning methods are crucial, as Arabic is now an international language used in various countries.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Pesantren Educational Background on Arabic Language Competence of Students in Islamic Higher Education

Azizah,

Mukarromah,

Ainiy

2024

jallt

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In the historical context of Arabic language development in Indonesia, the initiation of Arabic education took place in informal settings, notably in Islamic boarding schools (pondok pesantren). As time progressed, the prominence of Arabic language integration into formal education became more evident, spanning from elementary to tertiary levels. Arabic language learning involves four key language skills: listening (maharah istima’), speaking (maharah kalam), reading (maharah qiro’ah), and writing (maharah kitabah). Educationally, Arabic language proficiency is influenced by diverse factors, encompassing students' prior educational backgrounds. Field observations reveal that not all Arabic Education majors in Islamic higher education institutions originate from Islamic boarding schools, leading to variations in language competency levels. Consequently, this study focuses on assessing the impact of pesantren educational backgrounds on the Arabic language competence of students at IAI Sunan Kalijogo Malang, utilizing a qualitative descriptive research method. Findings indicate that students with pesantren backgrounds exhibit superior grammatical understanding of Arabic, while those without pesantren backgrounds excel in general linguistic and learning theories. However, both groups encounter challenges in mastering spoken Arabic (maharah kalam).

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“…Instagram social media is a concrete example of technological developments in modern times. In the context of Arabic language learning media, the use of Instagram as a medium for Arabic language learning has begun to attract much interest among educators (Audina & Muassomah, 2020;Saputra et al, 2021) besides other media such as YouTube (Hamidah & Marsiah, 2020;Marsiah et al, 2021), and Facebook (Linur & Mubarak, 2020). Based on the results of researchers' observations, on Instagram, there are many accounts containing Arabic language learning content.…”

Section: Introductionmentioning

confidence: 99%

Content Analysis of Animation Video Instagram Account @Marhaban.Academy as a Medium for Learning Arabic Vocabulary

Sari

2023

jallt

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The challenge for Arabic language teachers in the digitalization era is how creative they can be in using technology, especially in learning Arabic, which is still often considered a complex subject. Based on the results of researchers' observations, Instagram as a technology product has many accounts that discuss Arabic learning material, such as the Instagram account @marhaban.academy. The Instagram account @marhaban.academy contains content discussing Arabic vocabulary. Therefore, this research aims to discover the features of video content and whether learning videos on Instagram accounts can be used as a medium for learning Arabic. A descriptive qualitative approach with a type of content analysis with a descriptive qualitative approach was used in this research. The results of this research show three features used in Arabic vocabulary learning video content on the Instagram account @marhaban.academy, such as animated videos, sound, and writing. The interview results show that these three features help students to know and increase their Arabic vocabulary. From the results of this research, researchers recommend using Arabic social media content to support Arabic language learning outcomes.

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The Students' Perspective Towards YouTube as the Replacement of Lecturer in Nahwu Learning

Cited by 6 publications

References 9 publications

Student Efforts in Rural Areas to Face Problems Nahwu Mobile Learning Online

Student Efforts in Rural Areas to Face Problems Nahwu Mobile Learning Online

The Influence of Pesantren Educational Background on Arabic Language Competence of Students in Islamic Higher Education

Content Analysis of Animation Video Instagram Account @Marhaban.Academy as a Medium for Learning Arabic Vocabulary

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