Teaching Arabic in the era of Industrial Revolution 4.0 in Indonesia: Challenges and opportunities

Albantani, Azkia Muharom; Madkur, Ahmad

doi:10.7454/ajce.v3i2.1063

Cited by 29 publications

(29 citation statements)

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“…As one of the most ancient languages in the world, the Arabic language is now widely used and deemed as influential as French and Spanish languages. The development of Arabic language is growing especially in social, economic, business, politics and tourism sectors (Albantani & Madkur, 2019). Therefore, effective teaching and learning strategies are imperative to create an innovative, creative and competitive Arabic language learning environment.…”

Section: Discussionmentioning

confidence: 99%

“…This is possibly due to more countries now have realised the demand of Arabic language in the international community (Moghazy, 2021). According to Albantani and Madkur (2019), the challenges in learning Arabic language include Arabic language teachers' teaching strategies particularly in the adaptation to technology, students' low motivation to learn, and uncertainty of policies on language teaching. Hence, this study investigates the teaching strategies by Arabic language lecturers and their influence on students' learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

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The Influence of Arabic Lecturers Teaching Strategies on Student Understanding in Universiti Teknologi MARA

Mazlan¹,

Arifin²,

Norwahi³

et al. 2021

IJARPED

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Acquiring a new language is indeed a challenge to students especially if they are required to learn it without any experience in practicing the language. Students understanding in new language acquisition is also depended on the language lecturers' teaching strategies. Hence, the purpose of this study is to explore the effectiveness of Arabic language lecturers' teaching strategies on students understanding in Universiti Teknologi MARA (UiTM). A total of 348 students from various faculties at three different campuses in UiTM South Zone campuses (Negeri Sembilan, Melaka and Johor) were conveniently selected and responded in this study. The statistical Package for Social Science (SPSS) was used to analyse data through descriptive and Partial Least Square Structural Equation Modelling (PLS-SEM) used to analyse data through correlation analysis. Referring to the correlation analysis, the finding is expected to reveal that there is a positive and strong relationship between Arabic language lecturers' teaching strategies and students understanding. It is also expected to reveal the teaching strategies mostly adopted by the Arabic language lecturers in creating an effective and meaningful language learning environment.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Influence of Arabic Lecturers Teaching Strategies on Student Understanding in Universiti Teknologi MARA

Mazlan¹,

Arifin²,

Norwahi³

et al. 2021

IJARPED

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“…However, as [10] states, both ministries have gradually put more emphasis on the importance of developing Arabic learners' communicative competence. While certainty regarding teaching and learning goals has been provided, the policy of Arabic language education still does not clarify which variety of Arabic should be taught to learners, which might lead to confusion [11].…”

Section: Esa In Indonesian Contextmentioning

confidence: 99%

Educated Spoken Arabic (ESA) in the Teaching of Arabic in Indonesia

Nirwansyah¹

2021

Proceedings of the 2nd International Conference on Technology and Educational Science (ICTES 2020)

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The variety of Arabic language that can be found in written texts is different from what the Arabs use in daily conversations. This creates a problem for Arabic language teachers and program developers, who might find it difficult to decide which language variety they must teach to ensure that Arabic language learners can use the language effectively. Educated Spoken Arabic (ESA), which is said to combine both varieties, emerges and offers a solution for this problem. As the effectiveness of a solution depends on the context, this research is conducted with the purpose of helping teachers understand the nature of ESA and its suitability for Arabic language teaching in Indonesian context. The method of literature review was employed. Based on the literature review, it is found that ESA can help Indonesian learners achieve communicative competence, but they still need to learn the other forms of Arabic, especially the classical one, to access Islamic knowledge. Thus, it can be concluded that having ESA as a base to develop communicative skills might be beneficial, but it does not mean that the other forms of Arabic should be left behind. The basic rules of ESA and teachers' knowledge about ESA also need to be considered carefully.

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“…Banyak faktor yang menjadi penyebab kurang menonjolnya prestasi belajar bahasa Arab di madrasah. Di antaranya adalah faktor penggunaan media dan sumber belajar yang kurang menarik, kurang mengikuti perkembangan teknologi, atau kurang memberikan kemudahan akses kepada para peserta didik (Albantani & Madkur, 2019). Menurut Azhar , dengan mengutip pendapat beberapa pakar seperti Gerlach & Ely (1971), media secara garis besar adalah manusia, materi, atau kejadian yang membangun kondisi yang membuat peserta didik mampu memperoleh pengetahuan, ketrampilan atau sikap.…”

Section: Pendahuluanunclassified

Pemanfaatan Teknologi Informasi Dan Komunikasi Dalam Pembelajaran Bahasa Arab Di Madrasah Aliyah Kabupaten Sukoharjo

Makruf¹

2020

AJAS

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This study aimed to analyze various ICT-based media and learning resources used in learning Arabic, the selection or development process, the process of using it in learning, and the learning outcomes. Research data collected from observations, documentation, and interviews were validated with FGD and analyzed with interactive models. The results of this study show that; (1) the most widely used media in learning Arabic is powerpoint presentations with LCD and language laboratories, then video, audio and games, (2) the process of selecting developing media and learning resources is done by design and by utilization, (3) the process of utilizing media and learning resources is done more for the delivery of material at the core activities in addition to enrichment and assignment, and (4) media and learning resources for Arabic-based ICT that use material from native speakers have a positive impact on improving the motivation, self confidence, and Arabic competence of students.

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Teaching Arabic in the era of Industrial Revolution 4.0 in Indonesia: Challenges and opportunities

Cited by 29 publications

References 1 publication

The Influence of Arabic Lecturers Teaching Strategies on Student Understanding in Universiti Teknologi MARA

The Influence of Arabic Lecturers Teaching Strategies on Student Understanding in Universiti Teknologi MARA

Educated Spoken Arabic (ESA) in the Teaching of Arabic in Indonesia

Pemanfaatan Teknologi Informasi Dan Komunikasi Dalam Pembelajaran Bahasa Arab Di Madrasah Aliyah Kabupaten Sukoharjo

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