Developing Arabic Textbook Material for Junior High School Students (original) (raw)
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Journal of Language Teaching and Research, 2019
Textbook is in the heart of any language teaching and learning program as it relieves some pressure placed on teachers’ shoulders, provides students with a sense of progress and cohesion as well as providing education systems with the main structure by which they work and function. Therefore, great attention is paid to this critical area of research by syllabi developers and designers in addition to educationalists, scholars and researchers as a way to improve second language teaching and learning. One of main areas that concerns with the development of textbooks is to evaluate such textbooks to meet students’ needs in accordance with the intended goals and objectives. The current research focuses on evaluating the UAE twelfth grade students’ language textbook to check its compatibility, in terms of layout, topic and design, with the goals and objectives as set by the UAE educational process’s decision makers. Some recommendations for the effective use of the current instructional material as well as some suggestions for future research are provided.
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Procedia-Social and Behavioral Sciences, 2010
There are several types of text that are identified as often being use in Arabic text books for second language learning. These text differ in terms of numbers and types of texts. The purpose of this study is to identify the types of text use in text books in teaching Arabic as a second language. Three text books for learning Arabic as a second language are used as the document to be analyzed. The findings of this study can serve as a guide to text book writers to diversify the types of Arabic texts in their books.
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This research was conducted with the aim of describing the level of compatibility of Arabic language textbooks at UIN Syarif Hidayatullah Jakarta with the general purpose of learning Arabic. This research is a descriptive and non-interactive study. The research method used is the content analysis, because in this study the contents of the textbooks in Arabic was analyzed The results of the study show that in general the books evaluated have been good and decent enough to be used as book dars, except that there needs to be an adjustment in terms of material content. In terms of the completeness, breadth and depth of the material, it appears that the book al-arabiyyah bi annamadziz, al-arabiyyah li tullabil jamiah, and the Arabic language of the Quran, make Arabic material complete, detailed, and profound which is gradually adjusted to the level of marhalah. In terms of material accuracy, these books contain grammatical and accurate terms In terms of the latest material, the book a a...
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This paper reports on a preliminary analysis of a corpus consisting of Arabic language textbooks used in primary schools. The input to our process is a raw text extracted from Arabic textbooks used by the Emirates curriculum of grades 1 through 6. Various aspects, including word and root frequencies, parts-of-speech distribution, phonology, and themes, are investigated. A comparison among parts of speech, UAE grade 1 and Libya grade 1 is performed. Our analysis raises several issues on the criteria for selecting a word list that is appropriate for enriching the vocabulary of school children.
Arabiyat, 2023
Today Arabic is no longer the language of the Islamic holy book but has become an international language, the ministry of religion revised the curriculum by adding a special point, namely Arabic learning is directed at communicative. The research method used is content analysis with a qualitative approach. The data collection technique is documentation, while the aim is to determine the suitability of MTs textbooks with CEFR standard measuring instruments. From the results of the analysis it was found that the content of the MTs Arabic textbook material was generally at the level of A1-A2 on the CEFR standard, this level was in accordance with the needs of MTs students, but in terms of presentation it was still not appropriate because the portion of the material was still dominated by understanding the text. it is necessary to readjust the preparation of material that focuses more on the Arabic language needs of students and more contextual and provides a larger portion of language skills practice activities.
The purpose of this study is to set a standardized criteria, in a form of checklist, for evaluating the textbooks used for teaching Arabic as a Foreign Language (AFL)/ or Arabic as a Second Language(ASL). The checklist suggested and developed by the researchers, they called it (Criteria1) checklist; it is distinguished from other checklists for several reasons; first, it has been developed by two researchers who have a long experience in teaching Arabic to non-Arabic speakers at different institutes in the world. Second, they have developed it after reviewing previous evaluation tools, different refereed journals, periodicals, published books and previous pieces of research. Third, they have consulted and surveyed the opinions of different language scholars and experts, who are specialized and interested in the field of teaching Arabic as a foreign language. The targeted lecturers and experts(subjects) have been asked to classify and range each criterion in a scale from 'not important', 'important', to 'very important'. Criteria 1 Checklist is composed of two main groups; the first group includes the general characteristics of the good textbook. The second group is composed of two subgroups; the first one is related to the form of the textbook, the second subgroup is related to the content of it.
An Application of Arabic Language Teaching for Senior High Scholl: Communicative Approach
Proceedings of the Proceedings of the 2nd International Conference on Language, Literature and Education, ICLLE 2019, 22-23 August, Padang, West Sumatra, Indonesia, 2019
The Arabic language teaching at senior high school both public or private based on Islam as commonly called Madrasah Aliyah or Islamic School is always dealing with classic problems. The problems are the teaching period is limited, motivation and interest in learning Arabic, a background of student education, a variety of teacher's competence and experience in teaching, creating of language environment are difficult and textbook materials. This research that authors focused on textbook materials to obtain formulas or alternatives to foster student's interest in learning Arabic and their speaking skills. However, in practice, it still involves three other language skills indirectly, because the basic purpose of language learning is students can communicate. This research used to research and development (R&D) Borg and Gall method level 4 that research and test to create products that do not yet exist. The result is authors have designed an Arabic language teaching material product in the form is a textbook material based on a communicative approach that is focused on speaking skills to foster student's interest in learning Arabic and them able to practice it in their environment.
The Characteristics Of Arabic Language Textbooks Of Madrasah Ibtidaiyah
Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab
This research aims to describe the various main angles that become potential which include: 1) Principles for preparing teaching materials, 2) Organization of teaching materials, 3) Language skills 4) Learning objectives and 5) Types of evaluations, which are applied in Arabic textbooks of Madrasah Ibtidaiyah in Malang. This research can be categorized as descriptive research. The content analysis research strategy is seen as the right strategy to draw the valid conclusions from a book or document. The results of the research are: 1) The principles of teaching materials applied in the preparation of the books: valid, meaningful, tendency and concern, worthy to be studied and having global principles. 2) The organization of teaching materials applied in the preparation of the books is a logical and psychological organization. 3) The language skills and aspects applied in the preparation of the books are mufrodat, istima ', kalam, qiro'ah, and kitabah. 4) The learning objectiv...
Learning Arabic is learning a foreign language, which will cause difficulties for students to learn it because it is not their mother tongue so problems will arise, both linguistic and non-linguistic. This research aims to describe the problems of learning Arabic and the solutions teachers implement to overcome these problems. The research method used is qualitative. The data collection technique is interviews. The results of this research state that linguistic problems in learning Arabic are found in the sound system and microdata. The non-linguistic problems include inadequate learning facilities and insufficient learning time. The solution to this problem is the repetition method so that students can pronounce the sound system correctly, giving five vocabulary words at each meeting, utilizing existing media, applying exciting methods, and implementing Arabic Day. A teacher must try to improve his competence to solve learning problems.