Development of a Mobile Application in Arabic Language Learning in Malaysia: An Overview

Yahaya, Hazrati; Sardi, Janudin; Radzi, Mohammad; Abdelhamid, Ibrahim Youssef; Islam, Fakulti Pengajian

doi:10.6007/ijarbss/v9-i7/6403

Cited by 3 publications

(3 citation statements)

References 3 publications

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“…Students of Pondok Modern Darussalam Gontor are required not to feel ashamed and afraid to speak Arabic because if they are wrong, someone will justify it either from the teacher, rayon supervisor, or their friends, especially for new students. They were accustomed to speaking and using Arabic daily because the key to success in speaking Arabic is to be confident and not ashamed or afraid of being wrong (Yahaya et al, 2019)…”

Section: Applicationmentioning

confidence: 99%

The Implementation Problem Solving Methods of Learning Arabic Lesson

Budiman,

Aprilia,

Zain

2023

aphorisme

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This study examines the process problem-solving method of Arabic lessons at Gontor for the girl's first campus, which is suitable for his students to get good results and according to expectations.The Problem-Solving method provides understanding by stimulating students to pay attention, examine, and think about a problem to analyze the problem further to solve the problem. Analyzing is the concept of combining thoughts with motor activities to solve problems. Sources of data used in this study are primary and secondary data sources. This study uses data collection techniques with interview methods, observation methods, and documentation methods. The technique of guaranteeing the validity of the data in this study is the triangulation of sources and data collection techniques. Qualitative data analysis in this study is descriptive data consisting of three activities simultaneously. Namely data reduction, data presentation, and conclusion. Based on the results of research and analysis, it can be found that the use of problem-solving methods in Arabic lessons in one intensive 2021-2022 is in the problem-solving method, the teacher uses steps such as problem clarification, expression of opinion, evaluation, and implementation. Then, the supporting factors for learning Arabic using problem-solving methods are knowledge, understanding, and application, while the inhibiting factors for learning Arabic using problem-solving methods are time, learning difficulties, and use.

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Section: Applicationmentioning

confidence: 99%

The Implementation Problem Solving Methods of Learning Arabic Lesson

Budiman,

Aprilia,

Zain

2023

aphorisme

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“…Permasalahan lainnya adalah gaya belajar santri dan santriwati juga berbeda, sehingga daya serap dalam memahami percakapan bahasa arab dan inggris juga berbeda. Solusi yang ditawarkan penelitian ini adalah membuat media pembelajaran bahasa inggris dan arab berbasis aplikasi android agar proses belajar percakapan bahasa arab dan inggris akan lebih mudah, menyenangkan, dan juga membantu guru dalam meningkatkan penguasaan percakapan bahasa arab dan inggris siswa kelas 1 Mts Nurul Haramain di masa yang akan datang [1]. Media pembelajaran merupakan proses pembuatan materi lebih menarik sehingga membantu siswa dalam proses pemahaman materi dan juga dapat membangkitkan motivasi siswa untuk mendalami suatu materi menggunakan alat peraga pendikan [2].…”

Section: Pendahuluanunclassified

Aplikasi Pembelajaran Percakapan Bahasa Arab dan Inggris Berbasis Android

Hairani

Haris

Arfa

et al. 2022

sasak

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Nurul Haramain Islamic Boarding School NW Narmada is a private educational institution that applies English and Arabic as daily languages for students in the boarding school environment. However, students who have just entered the Islamic boarding school are given up to six months to learn English and Arabic. Until now, Nurul Haramain Islamic Boarding School NW Narmada in teaching Arabic and English to students still uses the conventional learning process without using the help of learning media. Most of the students did not listen to the teacher delivering the subject matter, difficulties in understanding the material, and the lack of interest of the students in Arabic and English conversations. Therefore, this study aims to develop an application for learning conversational English and Arabic based on Android for class 1 students of Mts Nurul Haramain. The application development stages use the Luther Sutopo model which consists of the Concept, Design, Material Collecting, Assembly, Testing, and Distrubution stages. The application that has been developed was tested on 30 respondents related to application functionality, where the results of application functionality were 78% in the Good category, so that it can help class 1 students of Mts Islamic boarding school Nurul Haramain learn English and Arabic conversation with the correct pronunciation.

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“…Within the realm of education, mobile devices have quickly gained popularity among learners (Al-Dahshan, 2013). Numerous educational studies have confirmed that integrating mobile learning technology into the educational process yields positive outcomes, such as increased enjoyment of learning, motivation, and academic achievement, particularly in language learning contexts (Shuib et al, 2015;Khodi, 2015;Huang et al, 2016;Wu and Huang, 2017;Kuimova et al, 2018;Wijaya et al, 2018;Yahaya et al, 2019;Lai et al, 2020;Rahimi and Oveisi, 2020;Miranda et al, 2021;Ghani, 2022). When exploring existing applications for teaching Arabic grammar, there is a noticeable lack of comprehensive options that align with the Saudi curriculum.…”

Section: Introductionmentioning

confidence: 99%

Development of a Mobile Learning App for the Arabic grammar course for Third-Intermediate Students in Saudi Arabia

Albassam,

Zaharudin

2023

IJARPED

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This research investigates the integration of mobile phones as a vital component in students' academic lives, highlighting their role in facilitating access to diverse information sources and fostering positive outcomes in terms of academic achievement and success. Specifically, the research explores the use of mobile learning technology in the educational process, emphasizing its effects on students' enjoyment of learning, motivation for learning, and overall educational attainment. The mobile content development process is outlined, comprising three fundamental stages: Design, Develop, and Publish. Each stage encompasses its own workflows, allowing for the utilization of various methods and tools. The research adopts the ADDIE model to design and develop a mobile learning application focused on improving students' achievement and motivation in learning Arabic grammar. The ADDIE model, an acronym for analysis, design, development, implementation, and evaluation, is employed to guide the progress of each phase, with continuous feedback playing a pivotal role in informing the development of the application. The content developed is tested and evaluated by students, taking their opinions into consideration. The ultimate aim of this research is to present a model that can be utilized as a framework for future studies and developments in the field of mobile learning technology.

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Development of a Mobile Application in Arabic Language Learning in Malaysia: An Overview

Cited by 3 publications

References 3 publications

The Implementation Problem Solving Methods of Learning Arabic Lesson

The Implementation Problem Solving Methods of Learning Arabic Lesson

Aplikasi Pembelajaran Percakapan Bahasa Arab dan Inggris Berbasis Android

Development of a Mobile Learning App for the Arabic grammar course for Third-Intermediate Students in Saudi Arabia

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