Foreign Language Instruction in Madrasah Ibtidaiyah in the Technological Age: The Teachers’ Voices

Albantani, Azkia Muharom; Madkur, Ahmad; Rozak, Abd.

doi:10.2991/assehr.k.200220.012

Cited by 2 publications

(1 citation statement)

References 7 publications

(7 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The technological gadgets were now very acquainted to most students, and these groups of learners were now called the digital learners in this technological era. The use of gadgets is also beneficial to the teachers as a learning media to facilitate learning and teaching of the Arabic language, especially in speaking skills (Muharom Albantani, Madkur, & Rozak, 2020).…”

Section: Gadgets As An Easy Tool In Language Learningmentioning

confidence: 99%

The Effectiveness of Gadget in Speaking Arabic as a Foreign Language During the Covid 19

Mokhtar

2021

Am J Soc Sci Hum

View full text Add to dashboard Cite

In the 4th Industrial Revolution (IR 4.0) era, learning a foreign language including Arabic has continued to become challenging for non-native speakers besides it has been identified as one of the difficult foreign languages around the world, according to the UNESCO report. To overcome this, the contemporary Arabic language students are practically being engaged with different technological gadgets in mastering the language. Nevertheless, the story is different for students facing connectivity and technological barriers. In general, the advancement of technology in line with IR 4.0 has undoubtedly helped in making the learning process more resourceful than usual. The technology equipment has been helping educators to communicate knowledge effectively. The use of technological tools is essential in facilitating learning processes, especially in languages which is a productive skill. However, many parties have been facing challenges of coping with the frequent changes and advancements in technology as it moves fast. Likewise, ethics in education while using these gadgets during the learning process must be observed. As the objectives of this study is to investigate and identify the effects that contribute to the difficulties in learning Arabic, the implementation of technological gadgets in learning a language is significant. It empowers the learners to practice throughout the learning process while addressing their needs. This helps educators change their negative perceptions of teaching the Arabic language as a foreign language by using any technological gadget. This paper is a theoretical study (conceptual) and not a research paper. The methodology used was the descriptive qualitative method.

show abstract

Section: Gadgets As An Easy Tool In Language Learningmentioning

confidence: 99%

The Effectiveness of Gadget in Speaking Arabic as a Foreign Language During the Covid 19

Mokhtar

2021

Am J Soc Sci Hum

View full text Add to dashboard Cite

show abstract

Mobile Devices for Arabic Learning in Junior High Schools: The Teachers’ Perspective

Albantani

Rahmadi

2020

albayan

View full text Add to dashboard Cite

The present study aims to identify teachers' perceptions of mobile devices use in Arabic learning at junior high schools. Employed a qualitative method with a case study, 24 Arabic language teachers from various junior high schools in the South Tangerang City involved in this study selected by using a random sampling method. Based on the teacher perspectives, the results of the study reveal that the use of mobile devices facilitates students in understanding Arabic lessons and increase their motivation for learning. Time limitations and large classroom sizes were obstacles that decrease teachers’ interest to integrate mobile devices into classroom activities. Reading is by far the main language skill taught by teachers and there is a less focus on productive skills such as speaking and writing. The students have less attention and motivation for learning Arabic while the teachers have attempted to deal with this problem by several measures.The characteristic of Arabic language differs from each context. However, whether for inside or outside classroom activities, active methods are of particular importance for Arabic learning. Arabic teaching and learning practices facilitated by mobile devices require careful planning for a successful implementation lead to more active and effective learning of Arabic.

show abstract

Foreign Language Instruction in Madrasah Ibtidaiyah in the Technological Age: The Teachers’ Voices

Cited by 2 publications

References 7 publications

The Effectiveness of Gadget in Speaking Arabic as a Foreign Language During the Covid 19

The Effectiveness of Gadget in Speaking Arabic as a Foreign Language During the Covid 19

Mobile Devices for Arabic Learning in Junior High Schools: The Teachers’ Perspective

Contact Info

Product

Resources

About