Has Arabic Language Learning Been Successfully Implemented?

Autor/inn/en	Zurqoni; Retnawati, Heri; Rahmatullah, Syarifatur; Djidu, Hasan; Apino, Ezi
Titel	Has Arabic Language Learning Been Successfully Implemented?
Quelle	In: International Journal of Instruction, 13 (2020) 4, S.715-730 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Islam; High School Students; Semitic Languages; Group Discussion; Second Language Learning; Second Language Instruction; Linguistic Input; Religious Education; Phenomenology; Student Attitudes; Language Teachers; Teacher Attitudes; Principals; Administrator Attitudes; Learning Processes; Vocabulary Development; Language Usage; Speech Communication; Educational Facilities; Reading Fluency; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Arabisch; Hebräisch; Gruppendiskussion; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachbildung; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Phenomenological psychology; Phänomenologie; Psychologie; Schülerverhalten; Language teacher; Sprachunterricht; Lehrerverhalten; Principal; Schulleiter; Learning process; Lernprozess; Wortschatzarbeit; Sprachgebrauch; Bildungsstätte; Ausland; Indonesien
Abstract	This study aimed at evaluating the implementation of Arabic language learning in Islamic High School (Madrasah Aliyah or MA). This qualitative research applied a phenomenological qualitative approach. The data were collected through Forum Group Discussion (FGD), questionnaires, and in depth-interviews. The participants were 27 Arabic teachers, 9 principals, and 45 students from 9 MA in 3 provinces in Indonesia: East Kalimantan, Special Region of Yogyakarta, and West Nusa Tenggara. The data were analyzed using a Bogdan and Biklen model to obtain the understanding and the interpretation. The result showed that Arabic language learning could not be categorized as "success". The teachers and students experienced some difficulties during the learning process. Those difficulties were caused by a number of factors such as input of students who were unable to read Arabic fluently and basic vocabulary mastery, Arabic verb modifications, limited learning hours for non-boarding MA's students, limited learning facilities, and incomplete environmental supports to give the students' opportunity to speak more in Arabic. Several recommendations for Arabic learning improvements are also discussed accordingly. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01