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All Journal ARABIYAT Ijaz Arabi Journal of Arabic Learning Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Ismail, Zawawi Bin
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Education Languange, Linguistic, Communication & Media

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Journal : Ijaz Arabi Journal of Arabic Learning

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Exploring Teachers' Didactic Multilingual Competence In Arabic Language Teaching As Foreign Language Nurbayan, Yayan; Sanusi, Anwar; Ismail, Zawawi Bin; Saleh, Nalahuddin
Ijaz Arabi Journal of Arabic Learning Vol 6, No 3 (2023): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v6i3.23305

Abstract

Teachers' didactic multilingual competence in Arabic teaching can also help students develop their speaking skills. They can get used to correct pronunciation and intonation through this multilingual approach, which can be applied in everyday communication. This study aimed to explore teachers' didactic multilingual competence in teaching Arabic in the classroom. The approach in this study uses a mixed method. The design used in this research is the exploratory sequential design. The number of participants in the study was 30 Arabic teachers who taught at Madrasah Aliyah in the Greater Bandung area. The results of this study indicate that out of 30 Arabic teachers, (1) the teacher always identifies students' difficulties in speaking Arabic and other foreign languages by 50%, (2) The teacher never opens and presents learning material using Arabic and other foreign languages is still in the category low as much as 50%, (3) the teacher never explains the differences and similarities of Arabic with other foreign languages in conveying material (contrastive) as much as 37%, and (4) the teacher always corrects students' grammatical and phonological errors in expressing Arabic or foreign language sentences as much as 60%. The results of this study are expected to be a reference for stakeholders in the school environment in improving the didactic multilingual competence of Arabic teachers.
Teachers' Profesional Competence In Teaching Arabic As A Foreign Language In Secondary Schools: A Praxeology Perspective Nurbayan, Yayan; Sanusi, Anwar; Ali, Mad; Ismail, Zawawi bin; Nurmala, Mia
Ijaz Arabi Journal of Arabic Learning Vol 8, No 1 (2025): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v8i1.29237

Abstract

In teaching Arabic, the professional competence of Arabic teachers (AT) is an aspect that today's teachers must possess. Moreover, teaching Arabic in the 21st century emphasizes the communication skills of educators when using a foreign language. Therefore, this study aims to investigate the professional competence of AT in terms of praxeology perspectives, which include three cycles: the see cycle, the act cycle, and the judge cycle. This study uses a qualitative approach with a case study design. The study was conducted in three secondary schools (Madrasah Aliyah) in the Bandung Raya area, West Java. Participants in this study were nine AT. The study results showed that of the nine AT with a vision and mission of teaching based on multilingualism, only AT 1, AT 5, and AT 8. In the see cycle, three AT envisioned improving students' Arabic communication skills with a cultural approach, technology, and interactive methods. In diagnosing student difficulties, teachers used methods such as questions and answers, discussions, and conversation simulations, with the main challenges faced by students being a lack of vocabulary, sentence structure, and speaking anxiety. Then, in the act cycle, three AT showed variation in the application of learning methods and consistently used a multilingual approach. In addition, teachers explained the differences in Arabic and other foreign language structures and corrected students' mistakes in pronunciation and grammar. In the judge cycle, after an evaluation, three AT improved by adjusting teaching methods, such as increasing conversation exercises, adding project-based assignments, or utilizing learning technology.
Co-Authors Ali, Mad Hamid, M. Abdul Maulia, Lia Nurasriah Mia Nurmala Nalahuddin Saleh Neneng Sri Wulan sanusi, Anwar Yayan M.A Nurbayan