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Fawaid al-Ansyithah ghair al-Shafiyyah li Tadris al-Lughah al-‘Arabiyyah fi al-Madaris al-‘Arabiyyah Ahmed, Mohamed Mohi El-Din; Gad, Fardous Ahmed
Tanwir Arabiyyah: Arabic as Foreign Language Journal Vol 3, No 2 (2023)
Publisher : Universitas Muhammadiyah Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31869/aflj.v3i2.4466

Arabic schools seek to improve the teaching of the Arabic language, through the use of activities that motivate the student to learn and use the Arabic language. Student who want to learn to speak Arabic require a lot of practice through activities that require speaking. This study aims to highlight the experience of Arabic schools in Brunei in using non-class activities. This study describes and analyses the benefits of non-class activities for teaching Arabic at the Arabic schools in Brunei. Arabic schools have taken steps to develop the teaching of the Arabic language, and have increased the activities that push students to practice and use the Arabic language. They have managed and prepared Arabic plays and competitions at the classroom level, and the winning teams represents each school and compete against other Arabic schools in Brunei. Additionally, each school conducts public speaking competitions, group speeches, singing competitions, Arabic calligraphy, and other activities. Arabic schools also organize many events to introduce Arabic culture. Arabic schools push students to use the Arabic language at all events and occasions. Arabic schools organize Arabic language festivals and exhibitions, Arabic language week and open day. This study recommends the necessity of paying attention to classroom and non-classroom activities in teaching Arabic, and urges students to use the Arabic language in research, listening, reading, writing, and speaking the Arabic language inside and outside the classroom.

The Role of Activities in Teaching Arabic as a Second Language Ahmed, Mohamed Mohi El-Din; Gad, Fardous Ahmed Mohamed; Amin, Elsayed Mohamed Abdalla
Tanwir Arabiyyah: Arabic as Foreign Language Journal Vol 5, No 1 (2025)
Publisher : Universitas Muhammadiyah Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31869/aflj.v5i1.6316

The activities play a significant role in teaching the Arabic language. They increase enthusiasm for learning, reduce boredom, and help develop language skills. This study aims to explore the role of activities in teaching Arabic to non-native speakers. The research adopted a descriptive methodology by distributing questionnaires to Arabic language teachers in Brunei's Arabic schools who participated in training courses held at the Teachers’ Training Institute for Religious Education in Bandar Seri Begawan (KUPUSB). One of the researchers participated in these courses as a trainer. The study found that the general use of activities in teaching Arabic is limited or rare, with an average of 2.0. Training students in activities was found to be very rare, with an overall average of 1.55. Teachers seldom train their students in activities such as Arabic cooking at school, debates, school radio programs, songs and chants, group speaking, plays and performances, or public speaking. The general attention to educational activities is minimal, with an average of 1.82. This explains the overall weakness in Arabic language skills, particularly speaking skills. This research highlights the importance of integrating activities into teaching Arabic, emphasizing the need to adopt active learning methods in teaching Arabic as a second language. It also encourages students to interact with the Arabic language through research, listening, reading, writing, and speaking, whether inside or outside the classroom.

al-Bu’d al-Tsaqafi fi Ta’lim a;-Lughah al-Arabiyyah bi Jamiáh Brunei Darussalam Ahmed, Mohamed Mohi El-Din
Tanwir Arabiyyah: Arabic as Foreign Language Journal Vol 2, No 1 Juni (2022)
Publisher : Universitas Muhammadiyah Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31869/aflj.v2i1.3035

The relationship between language and culture is a close relationship that cannot be separated from each other. Knowledge of the culture of the Arabic language helps in learning it and mastering its skills and understanding its intellectual and cultural concepts, and learning a culture of cultures, can not only be studied a number of lessons about the customs and traditions of the owners of that language, but the student needs to diversify the sources of knowledge of the culture of native speakers, and this study aims to highlight the cultural dimension in the teaching of Arabic language at the University of Brunei Darussalam, and how to introduce students to Arab culture As a second language culture with respect for the culture of the learner, this study has been summarized by description and analysis of the historical sequence of the experience of the University of Brunei Darussalaam in caring about the cultural dimension in the teaching of Arabic language, the University has a special experience in dealing with Arab culture when teaching Arabic language at the University, and this experience boils down to four main themes, the first of which is: in 2003 the course was prepared in a way that combines arab and local cultures, secondly: In 2010, weekly activities for university students run by the Arab Culture Club began. Annual activities run by the Language Center through cultural language festivals, which began in 2004 in partnership with other languages in the Language Center, and then developed in 2014 where the first Arabic festival, and fourth: in 2015, additional reading aids based on local culture were launched through the translation of the Language Center for Barun folk stories into the languages present at the center, thus characterized by the experience of the University of Brunei Dar es Salaam with its interest in the cultural dimension of language education within and outside the classroom, This study recommends that cultural aspects be taken into account when developing or selecting courses and books implemented; establishing student clubs to introduce Arabic language culture; and organizing cultural festivals to support them.

Arabic Language Teaching in Arabic Preparatory Schools Ahmed, Mohamed Mohi El-Din; Gad, Fardous Ahmed Mohamed
Tanwir Arabiyyah: Arabic as Foreign Language Journal Vol 4, No 1 Juni (2024)
Publisher : Universitas Muhammadiyah Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31869/aflj.v4i1.5457

This study aims to highlight, describe and analyse the experiment conducted at the Arabic Preparatory School for Girls in Bandar Seri Begawan (SPABSB) and explore how it can be utilised to improve the teaching of Arabic to non-Arabic speakers. The Arabic school in Brunei seeks to leverage modern theories and methods of language teaching. The school established a committee to oversee all aspects related to the Arabic language. This committee aims to enhance Arabic language instruction by mandating that all teachers of Arabic language and religious studies, as well as students, communicate in Arabic. They additionally translated posters and publications into Arabic, while arranging professional development events to educate teachers on language teaching theories and methods. They develop class activity books and materials for extensive Arabic practice both inside and outside the classroom. Furthermore, they organise various intensive learning activities to promote Arabic language usage, such as competitions encompassing plays, speeches, group presentations, calligraphy, and singing in Arabic. They also initiated numerous activities aimed at teaching Arabic culture, including Arabic festivals, expeditions, Arabic Week, and open days. The school encourages the use of Arabic language in all activities and events. This study found that the approach adopted by the (SPABSB) serves as a valid model for other newly established schools. It emphasises a balance between extracurricular activities organised by the administration and academic pursuits within the classroom. It suggests the integration of Arabic language use both inside and outside the classroom, highlighting that traditional classroom teaching alone may not suffice to enhance Arabic language proficiency and develop students' skills

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