Abstract
This research study seeks to conduct an objective investigation into the current curriculum applicable to written Arabic instruction and its overall design, to come up with improvements that positively impact students' writing skills. The primary inspiration for this study is the ideas of Adab and Humanities of UIN Sunan Gunung Djati Bandung, consisting of objectives, content, methods, media, and evaluation. To accomplish these objectives, this study has utilized the research and development method, which happens to be a procedure used for developing and validating educational products. This method is based on the steps of analysis developed and established by Borg and Gall. This research study has been conducted based on three fundamental theories: Intentional interactions, cognitive theory, and competency-based language teaching. The findings revealed that the current curriculum applicable to written Arabic instruction had several faults: an extremely rule-oriented teaching program, lack of creativity in the teaching materials, usage of only markers and white boards as media, and an unhealthy focus on results. The developed Arabic curriculum has been proven to possess increased merits: providing learners with ample training for the application of language rules, attractive teaching materials, usage of several teaching methods, placement and achievement tests, and multimedia.
Highlights
Apart from being the primary language of communication in the Middle East and Islam, Arabic is the language of science and is often used in international communications, such as at the UN, leading to its increasing significance [1,2,3]
The objectives here only refer to the objectives that have been explicitly given in the textbooks whereas the media component/ learning methods are not written at all
The language’s basic rules, vocabulary, and structure are under analysis here. This objective is similar to nahwu - many teachers teach the theories of writing but do not train the students to write correctly and accurately: If the only aim of curriculum design is to bring the students to understand the language by ignoring its communicative purpose, namely writing skills, the curriculum will lead the students to acquire the language in a passive manner
Summary
Apart from being the primary language of communication in the Middle East and Islam, Arabic is the language of science and is often used in international communications, such as at the UN, leading to its increasing significance [1,2,3]. The Ministry of Religion has promoted the teaching of the Arabic language from Raudlatul Athfal to college. The Ministry of Education has included it as an elective foreign language subject for high school students. Arabic instruction programs at the secondary school and college level have not lived up to their expectations due to different factors, including the usage of a curriculum that prioritizes objectives, materials, methods, media, and evaluation system [5]. It’s vital that educational experts perform a comprehensive analysis and evaluation of the current Arabic curriculum at every educational level to avoid any unnecessary overlap of the syllabus, curriculum, and teaching materials. Apart from this, the curriculum must be diversified, which requires competent planning, implementing, evaluating, and managing the educational program [4]. Material publishers and teachers should be more detailed and learning-oriented while planning units of work or teaching lessons [6]
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