Lughawiyah: Journal of Arabic Education and Linguistics
Lughawiyah is aimed at spreading the research results conducted by academicians, researchers, and practitioners in the field of arabic education and linguistics. Lughawiyah provides scientific articles of Arabic education and linguistics developed in attending through the original research report and literature reviews. Lughawiyah encompasses papers from researcher, academics, and practitioners. In particular, papers which consider the following general topics are invited: Teaching Arabic as a Foreign Language, Curriculum and Materials Development in Arabic Teaching, Method and Strategy in Arabic Teaching, Instructional Media in Arabic Teaching, Information and Communication Technology in Arabic Teaching, Assessment and Testing in Arabic Teaching, Arabic Teacher Training and Studies in Arabic Linguistics
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<![CDATA[مهارة الكلام منظور من عملية التعلم والتعليم ÙÙŠ جامعة باتوسنجكر الاسلامية الØكومية سومطرى الغربية ]]>
<![CDATA[Suharmon Suharmon]]>
<![CDATA[ Lughawiyah: Journal of Arabic Education and Linguistics Vol 1, No 1 (2019) ]]>
Publisher : <![CDATA[IAIN Batusangkar, Indonesia ]]>
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DOI: 10.31958/lughawiyah.v1i1.1516
<![CDATA[يهد٠هذا البØØ« إلى الØصول على معلومات Øول تعلم اللغة العربية وخاصة مهارة الكلام ÙÙŠ قسم تعليم اللغة العربية ÙÙŠ جامعة باتوسنجكر الاسلامية الØكومية. يستخدم البØØ« منهجا كميا. أدوات جمع البيانات هي الاختبار والاستبيان. تم تØليل البيانات باستخدام الإØصاء الوصÙÙŠ. تشير نتائج البØØ« إلى أن قدرة الطلاب على الكلام ÙÙŠ الÙصل "Ø£" بنسبة 28Ùª منخÙضة، Ùˆ 36Ùª متوسطة ØŒ Ùˆ 36Ùª عالية. بينما ÙÙŠ الÙصل "ب"ØŒ تكون قدرة الكلام لدى الطلاب 36.4Ùª منخÙضة Ùˆ 40.9Ùª متوسطة Ùˆ 22.7Ùª عالية. سبب ضع٠قدرة الطلاب هو عدم ملاءمة استراتيجية المعلمين ÙÙŠ تدريس الكلام. واÙÙ‚ Øوالي 96Ùª من طلاب الÙصل "Ø£" Ùˆ 86.4Ùª من طلاب الÙصل "ب" لديهم إجابة مماثلة. سبب آخر هو انخÙاض داÙع الطلاب للتعلم. واÙÙ‚ طلاب الص٠"Ø£" على Øوالي 76Ùª منهم وأجاب 77Ùª من طلاب الص٠"ب" Ù†Ùس الشيء. من النتائج ØŒ يمكن الاستنتاج أن عدم قدرة الطلاب على التكلم باللغة العربية يمكن التغلب عليها من خلال تØسين استراتيجيات التدريس وتشجيع أقصى قدر من الØاÙز لتعلم اللغة العربية.This research aims to obtain infomation about Arabic learning especially speaking skill in Arabic Language Education Department at IAIN Batusangkar. The research uses a quantitative approach. The instruments to collect the data are test and questionnaire. The data were analyzed using descriptive statistics. The results of the research state that the students’ speaking ability at class “ A “ are 28% low, 36% moderate, and 36% high. While, at class “Bâ€, students’ speaking abilities are 36.4% low, 40,9% moderate, and 22.7% high. The cause of students’ low ability is the unappropriateness of teachers’ strategy in teaching speaking. There are about 96% students at class “A†agreed and 86.4% students at class “B†had similar answer. Another cause is students’ low motivation in learning. Class “A†students agreed for about 76% of them and 77% of class “B†students answered the same. From the finding, it can be concluded that the inability of students to speak Arabic can be overcomed by improving teaching strategies and encouraging maximum motivation to learn Arabic.]]>
<![CDATA[PENERAPAN MODEL KOOPERATIF TIPE MAKE A MATCH UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR HIWAR DI MAS PLUS PADANG GANTING ]]>
<![CDATA[Hardison Hardison]]>
<![CDATA[ Lughawiyah: Journal of Arabic Education and Linguistics Vol 1, No 1 (2019) ]]>
Publisher : <![CDATA[IAIN Batusangkar, Indonesia ]]>
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DOI: 10.31958/lughawiyah.v1i1.1623
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan aktivitas belajar siswa dan hasil belajarnya dengan menggunakan model pembelajaran kooperatif tipe make a match dalam pembelajaran hiwar. Penelitian ini merupakan Penelitian Tindakan Kelas yang terdiri dari dua siklus. Setiap siklus terdiri dari perencanaan, tindakan, observasi dan refleksi. Pengumpulan data dilakukan melalui observasi dan kemudian dianalisis dengan menggunakan teknik deskriptif kualitatif. Hasil analisis data menunjukkan bahwa tipe make a match dapat meningkatkan aktivitas dan prestasi belajar siswa kelas X MAS Plus Padang Ganting. Relevansi aktivitas belajar siswa pada siklus II meningkat sekitar 23,11%, dan aktivitas belajar siswa yang tidak relevan menurun sekitar 16,26% pada siklus II. Pemahaman siswa terhadap hiwar meningkat 13,33% dan ketuntasan belajar juga meningkat 20,86% pada siklus II.This study aims to describe students’ activities and their learning outcomes using make a match type of cooperative learning model in learning hiwar. This research is a classroom action research consisting of two cycles. Each cycle consists of planning, action, observation and reflection. Data were collected through observation and then analyzed by using descriptive qualitative technique. The results of the data analysis indicate that make a match type can increase the activity and learning achievement of class X MAS Plus Padang Ganting students. The relevancy of students’ activities and learning activities in cycle II is increased for about 23.11%, and the unrelevancy of students’ activities and learning activities is decreased for about 16.26% in cycle II. While, students’ understanding about hiwar is increased 13.33%, and learning completeness is also increased 20.86% in cycle II.]]>
<![CDATA[MENINGKATKAN KETERAMPILAN MEMBACA BAHASA ARAB MELALUI MODEL QUANTUM TEACHING DI MAN 3 PADANG PANJANG ]]>
<![CDATA[Yuli Susanti]]>
<![CDATA[ Lughawiyah: Journal of Arabic Education and Linguistics Vol 1, No 1 (2019) ]]>
Publisher : <![CDATA[IAIN Batusangkar, Indonesia ]]>
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DOI: 10.31958/lughawiyah.v1i1.1525
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan hasil belajar membaca bahasa Arab siswa kelas satu semester dua di MAN 3 Padang Panjang dengan menggunakan model quatum teaching. Penelitian ini adalah Penelitian Tindakan Kelas dengan model Kemmis and Burns. Hasil penelitian menunjukkan bahwa penerapan quantum teaching dalam pembelajaran bahasa Arab dapat meningkatkan kemampuan membaca siswa. Peningkatan tersebut dibuktikan dengan nilai membaca yang diperoleh siswa pada setiap siklusnya. Nilai rata-rata pada siklus I 69,96, siklus II 74,42, dan siklus III 83,91. Artinya, ada peningkatan motivasi belajar siswa pada setiap siklusnya. Persentase motivasi belajar siswa pada siklus I 63,75%, siklus II 77%, dan siklus III 84,9%. Penerapan model quantum teaching dapat meningkatkan kemampuan siswa yang dapat dilihat dari peningkatan hasil belajar siswa di setiap siklusnya.This study aims to describe the second semester of first grade students’ achievement in learning reading of Arabic language at MAN 3 Padang Panjang by using quantum teaching model. This is a classroom action research using Kemmis and Burns model. The result shows that implementing quantum teaching in Arabic learning can improve students’ ability in reading. The improvement is proved by reading scores obtained by students in every cycle. The mean score at cycle I is 69.96, at cycle II is 74.42, and at cycle III is 83.91. It means that there is an improvement of students’ motivation at every cycle. The percentage of students’ motivation at cycle I is 63.75%, at cycle II is 77%, and at cycle III is 84.9%. The implementation of quantum teaching model has increased which can be seen by the improvement of students’ achievement in every cycle.]]>
<![CDATA[تأثير استراتيجية توجيه التÙكير خلال القراءة ÙÙŠ تنمية الÙهم القرائي لدى طلاب المدرسة العالية الإسلامية الØكومية Ù¡ بادنج بانجنج ]]>
<![CDATA[Linori Putri Bungsu]]>;
<![CDATA[Devy Aisyah]]>;
<![CDATA[Amelia Amelia]]>
<![CDATA[ Lughawiyah: Journal of Arabic Education and Linguistics Vol 2, No 1 (2020) ]]>
Publisher : <![CDATA[IAIN Batusangkar, Indonesia ]]>
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DOI: 10.31958/lughawiyah.v2i1.2096
<![CDATA[الغرض من هذا البØØ« هو لمعرÙØ© تأثير استراتيجية توجيه التÙكير خلال القراءة (DRTA) على Ùهم المقروء ÙÙŠ المدرسة العالية الإسلامية الØكومية Ù¡ بادنج بانجنج خصوصا للÙصل الØادي عشر. واستعملت الكاتبة منهج البØØ« التجريبي. وتصميم البØØ« هو تصميم بØØ« تجريبي Øقيقي، بنوع تصميم مجموعة التØكم ÙÙ‰ مرØلة ما بعد الاختبار Ùقط. طريقة جمع البيانات هي الامتØان Ùˆ طريقة تØليلها هي . وبعد أن تستعمل الكاتبة استراتيجية توجيه التÙكير خلال القراءة (DRTA)ØŒ Ùيوجد معدل النتائج ÙÙŠ الÙرقة التجريبية هي ٩٢،٩٠ومعدل النتائج ÙÙŠ الÙرقة الضابطة هي ٧٠،٣٦. ثم وجدت الكاتبة أن نتيجة  أكبر من نتيجة ØŒ Ùˆ هي ٢،٦٨٢ ˃ ١٠،٨٢. Ùلذلك، الÙروض العدمية مردودة Ùˆ الÙروض التبادلية مقبولة. والخلاصة من هذا البØØ«ØŒ أن استراتيجية توجيه التÙكير خلال القراءة (DRTA) تؤثر على Ùهم المقروء.This research aims to analyze the influence of Directed Reading Thinking Activity (DRTA) strategy on reading comprehension of Arabic language at MAN I Padang Panjang. The researcher used experimental research. The design was post-test only control group of true-experimental design. Technique of data collection is reading test and then analyzed by using t-test. After DRTA strategy was implemented in experimental group, while control group was taught using conventional method, it was obtained that the mean score of the experimental group was 90.92 and the mean score of control class was 70.36. Then, by using t-test, it was found that tcalculated is higher than ttable, 10,82>2,682. It means that Ho is rejected and Ha is accepted. It can be concluded that DRTA strategy influences students’ reading comprehension in Arabic language.]]>
<![CDATA[أشكال الاتجاهات ÙÙŠ تعليم اللغة العربية لدى قسم تعليم اللغة العربية بجامعة باتوسنكر الإسلامية الØكومية ]]>
<![CDATA[Muhammad Husni Shidqi]]>
<![CDATA[ Lughawiyah: Journal of Arabic Education and Linguistics Vol 2, No 1 (2020) ]]>
Publisher : <![CDATA[IAIN Batusangkar, Indonesia ]]>
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DOI: 10.31958/lughawiyah.v2i1.2065
<![CDATA[يتناول هذا البØØ« بدراسة تدور Øول أشكال الاتجاهات ÙÙŠ تعليم اللغة العربية لدى قسم تعليم اللغة العربية ÙÙŠ جامعة باتوسنكر الإسلامية الØكومية. Ùˆ وص٠الباØØ« هذه المشكلات Ùˆ Øللها تØليلا متكاملا لإنجاز تعليم اللغة العربية على المستوى الجامعي ÙÙŠ قسم تعليم اللغة العربية هذه الجامعة. واستخدم هذا البØØ« المدخل الكيÙÙŠ والمنهج الوصÙÙŠ بدراسة الØالات المتعددة وللØصول على البيانات استخدم الباØØ« المقابلة والملاØظة Ùˆ دراسة الوثائق لمتعلقة بهذا البØØ«. أما نتائج البØØ« Ùهي أنّ أشكال الاتجاهات لتعليم اللغة العربية ÙÙŠ هذه الجامعة تتجه إلى الاتجاه التكاملى ومتجها إلى تعليم اللغة العربية اتصاليا. ويتجه أيضا إلى الاتجاه التكاملى ومتجها إلى القواعد والترجمة.This research is based on trends of orientation in Arabic language learning in the Department of Arabic Language Education of IAIN Batusangkar. The researcher wanted to describe these problems and did integrated analysis to complete the teaching of Arabic language at university level in the Department of Arabic Language Education in this college The researcher implemented descriptive qualitative design, the cases (multi-sites) of which were studied through observation, interview, and related documents to obtain the data.This research found that the learning system of Arabic language at IAIN Batusangkar was oriented not only to integrative orientation as based learning, but also to integrative orientation but focus on learning grammar translation method.]]>
<![CDATA[STRATEGI PENGEMBANGAN MAHARAH AL-KALAM SISWA DALAM MATA PELAJARAN MUHADATSAH DI MADRASAH ALIYAH ALKHAIRAAT KOTA GORONTALO ]]>
<![CDATA[Moh. Zulkifli Paputungan]]>
<![CDATA[ Lughawiyah: Journal of Arabic Education and Linguistics Vol 2, No 1 (2020) ]]>
Publisher : <![CDATA[IAIN Batusangkar, Indonesia ]]>
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DOI: 10.31958/lughawiyah.v2i1.2221
<![CDATA[Tujuan dari penelitian ini adalah untuk mendeskripsikan (1) strategi pengembangan maharah al-kalam siswa dalam mata pelajaran Muhadatsah di Madrasah Aliyah Alkhairaat Kota Gorontalo, (2) permasalahan yang menjadi penghambat strategi pengembangan maharah al-kalam siswa dalam mata pelajaran Muhadatsah, (3) solusi mengatasi masalah dalam strategi pengembangan maharah al-kalam siswa dalam mata pelajaran Muhadatsah. Jenis penelitian yang digunakan adalah penelitian kualitatif deskriptif. Metode pengumpulan data menggunakan observasi dan wawancara. Strategi pengembangan maharah al-kalam siswa dalam mata pelajaran Muhadatsah di Madrasah Aliyah Alkhairaat Kota Gorontalo ditempuh dengan delapan strategi dan latihan. Sumber data penelitian adalah guru, santri, kepala madrasah, dan pimpinan pondok pesantren. namun sangat sedikit siswa yang mampu berbicara bahasa Arab dan sedikit menguasai maharah al-kalam setelah mengikuti pembelajaran Muhadatsah. Persoalan yang ditemui sangatlah beragam antara lain: (1) kekurangan tenaga pengajar Muhadatsah yang diatasi dengan penambahan tenaga pengajar, (2) kurangnya penggunaan bahasa Arab dikalangan tenaga pengajar diatasi dengan dibuatkan peraturan dan instruksi tertulis kepada seluruh tenaga pengajar dan staf untuk menggunakan bahasa Arab selama berada di lingkungan madrasah, (3) mewajibkan siswa untuk menggunakan bahasa Arab di semua tempat dan pemberian sanksi untuk siswa yang tidak menggunakan bahasa Arab, (4) merealisasikan wacana program “Pemberantasan buta Bahasa Arab†dan menyediakan asrama untuk siswa yang tinggal di luar madrasah (5) membuat terobosan-terobosan tentang program pengembangan kebahasaan dengan melibatkan peran orang tua siswa.The purpose of this research is to describe (1) the development strategies of maharah al-kalam (students’ speaking skill) in Muhadatsah course at Madrasah Aliyah Alkhairaat Kota Gorontalo, (2) problems in the development strategy of maharah al-kalam (students’speaking skill) in Muhadatsah course, (3) the solutions to overcome problems in the strategy of developing maharah al-kalam (students’speaking skill) in Muhadatsah. This is a descriptive qualitative research using an educative approach. The data collection method were observation and interview. Strategy in developing maharah al-kalam (students’ speaking skill) in Madrasah Aliyah Alkhairaat, Gorontalo included eight strategies and exercises. The data sources were from the teacher, students, the principal and the leader of Islamic Boarding School. But, just a few students are able to speak arabic language and mastering مهارةالكلام (speaking skill) after they have class of المØادثة (conversation). Some problems are found variously, such as: (1) less of teacher of المØادثة (conversation) and it can be solved by adding some more professional teachers. (2) less of using arabic language in the teachers’ daily life that can be solved by making some written rules and instruction for all of the teachers and staff to speak arabic language in the school. (3) Obligating the students to speak arabic language wherever they are and give punishment to whom did not do it. (4) Realizing the program “Pemberantasan Buta Bahasa Arab†and provide dormitory for the students who live outside the school. And (5) making an innovative way about language development program by involving the students’ parents.]]>
<![CDATA[UNIVERSALITAS BAHASA DALAM KONSTELASI PEMBELAJARAN BAHASA ARAB DI INDONESIA ]]>
<![CDATA[Wahyu Hanafi Putra]]>
<![CDATA[ Lughawiyah: Journal of Arabic Education and Linguistics Vol 2, No 1 (2020) ]]>
Publisher : <![CDATA[IAIN Batusangkar, Indonesia ]]>
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DOI: 10.31958/lughawiyah.v2i1.2044
<![CDATA[Penelitian ini bertujuan untuk menggeneralisasi konsep universalitas bahasa dan aksiologinya dalam konteks pembelajaran bahasa Arab di Indonesia. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Data primer yang digunakan adalah Peraturan Menteri Agama RI No. 2 Tahun 2008 tentang arah kurikulum pembelajaran bahasa Arab di Indonesia. Data sekunder berupa diskursus pembelajaran bahasa Arab integratif yang membantu keabsahan data primer. Teknik pengumpulan data dengan dokumentasi, sedangkan analisis data menggunakan model Miles & Hubermen, yakni reduksi data, penyajian data, penarikan kesimpulan dan verfikasi. Suatu pembelajaran bahasa Arab yang baik harus mengandung nilai universalitas bahasa. Universalitas bahasa adalah sistem lambang bunyi yang harus dilengkapi dengan dimensi-dimensi bahasa secara utuh dan sistematis. Prinsip-prinsip yang harus dipatuhi dalam universalitas bahasa meliputi prinsip fonologi, morfologi, sintaksis, dan semantik. Dengan demikian, konstelasi pembelajaran bahasa Arab di Indonesia dengan sistem universalitas bahasa akan lebih baik guna meningkatkan kemartabatan bahasa.This study aims to generalize the concept of language universality and its axiology in the context of learning Arabic in Indonesia. The method used in this research was descriptive qualitative. The primary data was the regulation of the Minister of Religion of the Republic of Indonesia No. 2 of 2008 concerning the direction of the Arabic learning curriculum in Indonesia. Secondary data in the form of integrative Arabic learning discourse which helps the validity of primary data. Data were collected through documentation, while data analysis used Miles and Hubermen model, namely data reduction, data presentation, drawing conclusions and verification. A good Arabic learning must have a universality of language value. The universality language is a system of sound symbols that must be complemented by the full and systematic dimensions of language. The principles which have to be followed in the universality of language including phonology, morphology, syntac, and semantic principles. Thus, Arabic language learning constellation in Indonesia using language universality system will be better to improve language dignity.]]>
<![CDATA[ANALISIS METODE CARD SORT DALAM PEMBELAJARAN MUFRADAT BERBASIS PENDEKATAN KOGNITIF ]]>
<![CDATA[Irvan Maulana Tamsil]]>
<![CDATA[ Lughawiyah: Journal of Arabic Education and Linguistics Vol 2, No 1 (2020) ]]>
Publisher : <![CDATA[IAIN Batusangkar, Indonesia ]]>
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DOI: 10.31958/lughawiyah.v2i1.1783
<![CDATA[Tujuan penelitian ini adalah untuk menganalisa penggunaan metode card sort dalam pembelajaran mufradat berbasis pendekatan kognitif. Dalam penelitian ini, peneliti menggunakan metode penelitian kepustakaan. Hasil penelitian menunjukkan bahwa dalam pembelajaran mufradat berbasis pendekatan kognitif, guru memberikan kesempatan bagi siswa untuk berpikir, memahami, dan mengeksplorasi, karena pendekatan ini berbasis proses bukan berbasis hasil. Perilaku seseorang ditentukan oleh pemahamannya terhadap situasi yang terkait dengan tujuan pembelajaran. Proses pembelajaran tersebut membuat siswa menjadi lebih aktif (berpusat pada siswa). Dalam hal ini, guru sebagai fasilitator menggunakan metode card sort dalam proses pembelajaran, oleh karena itu siswa menjadi lebih antusias dan tidak merasa bosan dalam pembelajaran mufradat.The purpose of this study is to analyze the using of card sort method in learning Arabic vocabulary based on cognitive approach. In this study, the researcher used was library research. The finding of this study indicated that in the learning Arabic vocabulary based on cognitive learning, teacher provided an opportunity for students to think, understand, and explore because this approach is proses-based, not product-based. Someone’s behaviour is decided by his understanding about situation related to the learning objectives. The learning process supports students to be more active (student-centered). In this case, the teacher as a facilitator used a card sort method in learning process, thus, the students are more enthusiastic and do not feel bored in learning Arabic vocabulary.]]>
<![CDATA[IMPROVEMENT OF ARABIC LANGUAGE TEACHER COMPETENCY BASED ON MULTIPLE INTELLIGENCE CLASSROOM ]]>
<![CDATA[Janniarni Toha Safutri]]>;
<![CDATA[Suci Ramadhanti Febriani]]>;
<![CDATA[Danial Hilmi]]>
<![CDATA[ Lughawiyah: Journal of Arabic Education and Linguistics Vol 2, No 1 (2020) ]]>
Publisher : <![CDATA[IAIN Batusangkar, Indonesia ]]>
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DOI: 10.31958/lughawiyah.v2i1.1949
<![CDATA[This research aims to determine the efforts made in improving the competence of Arabic teacher through multiple intelligence-based classroom management at SD Plus Al-Kautsar Malang. It used a qualitative approach with a case study research design. The data collection included observation, interviews, and documentation, while analysis techniques relied on Miles and Hubermen’ steps as follow; data reduction, data display, and conclusion. The results showed that the efforts to increase the competency of Arabic teachers through multiple intelligence-based classroom management at SD Plus Al-Kautsar Malang, including the improvement of pedagogic and professional competences. The effort to increase pedagogic competence was giving the training to educators related to the design of a lesson plan, while the effort to increase professional competence is training in applying multiple intelligence during the learning process, such as Multiple Intelligence System (MIS) and Multiple Intelligence Research (MIR) training.Penelitian ini bertujuan untuk menganalisis upaya yang dilakukan dalam meningkatkan kompetensi guru bahasa Arab melalui manajemen kelas berbasis multiple intelligences di SD Plus Al-Kautsar Malang. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Teknik pengumpulan data meliputi observasi, wawancara, dan studi dokumentasi, sedangkan teknik analisis data menggunakan langkah-langkah analisis Miles dan Hubermen sebagai berikut; reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa upaya peningkatan kompetensi guru bahasa Arab melalui manajemen kelas berbasis kecerdasan majemuk di SD Plus Al-Kautsar Malang meliputi peningkatan kompetensi pedagogik dan profesional. Upaya peningkatan kompetensi pedagogik yaitu diberikannya pelatihan kepada guru terkait pembuatan RPP, sedangkan upaya peningkatan kompetensi profesional yaitu pelatihan penerapan multiple intelligence ketika proses pembelajaran, seperti pelatihan Multiple Intelligence System (MIS) dan Multiple Intelligence Research (MIR).]]>
<![CDATA[الاتجاهات الØديثة لتعليم اللغة العربية ÙÙŠ العصر الرقمي 4.0 ]]>
<![CDATA[Jaka Imam Mahesa Wijaya]]>
<![CDATA[ Lughawiyah: Journal of Arabic Education and Linguistics Vol 1, No 1 (2019) ]]>
Publisher : <![CDATA[IAIN Batusangkar, Indonesia ]]>
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DOI: 10.31958/lughawiyah.v1i1.1609
<![CDATA[تناول هذه المقالة استخدام التكنولوجيا كاتجاه الØديث لتعليم اللغة العربية ÙÙŠ عصر 4.0. يمكن للطلاب استخدام برامج مختلÙØ© عبر الإنترنت باستخدام الØاسوب أو الهات٠الذكي ÙÙŠ كل مكان وزمان بسهولة. يعني هذا الاتجاه أنه يمكن تعليم اللغة العربية وتعلمها ÙÙŠ أي وقت يريدون وإلى أي مكان يذهبون لأن ما ÙŠØتاجون إليه هو مجرد شبكة واتصال عبر الإنترنتThis article discusses about the use of technology as an Arabic teaching trend in 4.0 era. Students can use various online programs by using netbook or smartphone everywhere and anytime easily. The trend means that teaching and learning Arabic can be done anytime they want and wherever they go because what they need is just network and online connection.]]>
