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All Journal Al-Lisan Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Stilistika: Jurnal Pendidikan Bahasa dan Sastra 'A Jamiy: Jurnal Bahasa dan Sastra Arab JOLLT Journal of Languages and Language Teaching Al-Lisan: Jurnal Bahasa AKSARA: Jurnal Bahasa dan Sastra FENOMENA: Jurnal Penelitian Jurnal Pendidikan Dasar Afshaha: Jurnal Bahasa dan Sastra Arab Naskhi: Jurnal Kajian Pendidikan dan Bahasa Arab
Fawzani, Nurul
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Journal : JOLLT Journal of Languages and Language Teaching

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Translate Self-Review (TSR) Method Based on Culturally Responsive Teaching (CRT) for Arabic Writing Learning in Higher Education Sulaeman, Islamiyah; Muassomah, Muassomah; Khaerah, Miftahul; Fawzani, Nurul; Zahroh', Fatimatuz; Akbarunnaja, Muhammad Ataya; Avivah, Nadiya
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10242

Abstract

Arabic writing skills at the higher education level were still experiencing stagnation, which required efforts to improve learning. This research was presented as an exploration of overcoming this problem. This research aimed to describe the application of the Translate Self-Review (TSR) method based on the Culturally Responsive Teaching (CRT) approach in arabic writing learning in higher education along with students' perceptions of this learning. This research used qualitative-descriptive method, and data was collected through questionnaire, observations, and documentation, then it was analyzed using Miles and Huberman analysis techniques. This research results highlighted that although there was a positive response from students towards the use of this method in creating an enjoyable learning experience and facilitating cross-cultural relationships, there was still a gap between theory and practice, indicating obstacles in improving Arabic writing skills in elementary-level inclusive classes. This research underlined the importance of adapting learning methods that were more appropriate to students' level of understanding and extending them to higher levels of education to obtain a more holistic picture. The TSR method based CRT approach offered potential in creating an inclusive learning environment, but needed modification to effectively meet the needs of diverse learners and improve Arabic writing skills at the higher education level.
Co-Authors A, Fairuzah Akbarunnaja, Muhammad Ataya Al-Anshory, Abdul Muntaqim Amri, Tasdieq Ulil Avivah, Nadiya Fatimatuz Zahro Fitra , Muh. Naufal Halimi Zuhdy Hasmiati Hasmiati Ibnu Hajar Khaerah, Miftahul Ma’ali, Abul Mizan, Khairul Muassomah Muassomah Muhammad Afif Muhlis, Wachida Nur Hasaniyah Nur Ila Ifawati Prayetno, Eko Sul, Sulfikar Sulaeman, Islamiyah Zahroh', Fatimatuz Zulfi Mubaraq