Language Learning Curriculum Research Articles

تنفيذ منهج تعليم اللغة العربية في الإعداد اللغوي لدى الطلاب الجدد على المستوى العالية بمعهد الإمام ابن كثير بكنبارو رياو

This research is a qualitative study. The method used is a qualitative descriptive method. The purpose of this study is to find out how the Arabic language learning method and how to implement the Arabic language learning curriculum at the Islamic boarding school imam ibn kasir pekanbaru riau. This study used primary data sources and secondary data related to the research topic. The data collection methods used in this study are documentation and interviews. The data analysis method used in this study is descriptive qualitative. After the researchers analyzed the research related to the topic, the researcher concluded, that students experienced good language development, which can be seen in terms of language and the average score of the classes that students got. With the ILMA class, students' ability to speak Arabic can be better. Likewise, every year the students who enter the madrasa aliyah imam ibn kasir pekanbaru riau the students continue to grow. The curriculum used is the Arabic curriculum, so to add insight into the Arabic language, the curriculum is very good to be applied in every Islamic boarding school.

Kebijakan Kurikulum dalam Pembelajaran Bahasa Arab

This research seeks to explore the theoretically and practically in understanding Arabic language learning curriculum policies that have existed in Indonesia since the beginning, namely the 1947 curriculum until now the 2013 curriculum (KMA 184). The existence of a curriculum policy (KMA 184) is due to internal challenges, namely learning Arabic in madrasas still tends to be structuralistic, less functional and less communicative. The external challenge is that the tendency of Arabic with the fushha (standard) pattern has shifted to the amiyah (market language) pattern. The Ministry of Religion establishes learning Arabic as a compulsory subject from the madrasah ibtidaiyah level to tertiary institutions at all educational institutions under its auspices. The curriculum changes and improvements are in order to develop the ability to communicate in Arabic, both spoken and written which includes four language skills namely, listening (Istima'), Speaking (Kalam), Reading (Qiraat), and writing (Kitabah) and is expected to be able to improve the quality of human resources. The type of research used is qualitative research whose data are presented descriptively. Based on the object, this research is library research. The data are collected by citing, then concluding, so that the result of this research is that curriculum policy in learning Arabic in Indonesia is carried out in a balanced and proportional manner, this can be seen in using the approach and models in each phase of curriculum change.

Training on the Introduction of TOEFL (Test of English as Foreign Language) to High School Students in Bandung

The Test of English as a Foreign Language (TOEFL) is a type of language test of which results are often used as a reference for new student admission in Universities. However, this test is not included in the English language learning curriculum at the secondary level so high school students are not familiar with it. Therefore, this community service activity aims at introducing the test to middle-level students so that they have knowledge and are familiar with the types of questions tested in this test. To determine the progress of students' knowledge and abilities, pre and post-tests were conducted, and the result was the improvement of the scores indicating that the learning approach chosen in this activity is in accordance with the objective of the training. In addition, a simple information system for test assessment was created using Microsoft Excel. This information system helps record student grades and makes it easier to convert TOEFL scores.

Kesalahan Berbahasa pada Bahasa Melayu di Thailand dan Solusinya dalam Perspektif Hasil Studi di Indonesia

This study is conducted to answer Language errors in Malay and their solutions. This study deals with difficulties coped by the teachers in planning, conducting and evaluating the learning. Methods of collection data using the interview method. The technique of data analysis is done by using reduction, presentation, conclusion drawing and data verification. The amount research respondents are around 8 people, namely the teachers at Tadika Al-Hidayah Bendang Jerambung, Southern Thailand. Based on the results of the study, it shows that there are still language errors in Malay, such as the use of the word contamination of the Patani area in Malay, the illogical use of sentences, the use of inappropriate punctuation marks, and errors in the use of prepositions. The factors that cause language errors in Malay are the lack of literacy activities, the habit of using everyday language, the lack of seriousness in learning time in class, and the Malay language learning curriculum cannot fulfill. Based on the perspective of learning in Indonesia, the solutions that can be offered are the implementation of the School Literacy Movement, the preparation of good learning plans, and the application of text-based learning.Kata kunci: Language Error, Malay Language, Tadika Teacher

Exploring the use of writing frames to teach and assess writing in English Additional Language learning in schools

The learning of writing is complex because it requires the development of cognitive and linguistic abilities. Effective teaching and learning of writing demand guided practice. The South African National Curriculum Statement Grades R–12 includes the Curriculum and Assessment Policy Statement (CAPS) for First Additional Language (FAL) teaching and learning. It introduces the use of question-prompt writing frames to learn writing in grade 4. In the second part of the grade 5 year, process writing is introduced as a writing frame that should be used when needed. From grade 7 to grade 12 process writing is implemented as part of the writing lessons. The education department adopted assessment for learning as a teaching and learning approach where feedback provides scaffolded learning. This theoretical paper argues that the writing frames used in the South African curriculum are inadequate to scaffold the learning of writing; furthermore, that the assessment of the writing skills of learners tends to focus on closed skills. The implementation of assessment for learning as an approach to teaching and learning is yet to develop fully to ensure successful scaffolded learning. Additionally, the writing frames introduced limit the teaching of a variety of writing genres and restrict the teaching of writing to western narrative and writing styles. The paper intends to demonstrate that the use of targeted frames appropriate to the writing task and outcome would improve writing learning and assessment.

The Application of Art in the Enhancement of Speaking Skills in Greek State Primary School Students of Pre-A1 Level

The findings show that visual arts-based instruction positively impacts learners' oracy abilities, vocabulary development, and formulaic assimilation. Art has always been a potent medium for teachers of all subjects contributing to learners’ social, emotional, intellectual and physical evolution. However, it often becomes subjugated and considered as unnecessary and extracurricular. The particular research aims at exploring the ways Art can be integrated into the first grade of Greek State Primary School curriculum for English language learning and exploited for the benefit of young learners. More specifically, this research aims to investigate whether art, and particularly visual arts, can emerge as an invaluable tool which will enhance instruction for the learning of English as a foreign language, thus triggering motivation which will lead to young learners’ enhancement of their speaking skills. In addition to this, this research explores the effects of visual arts-based instruction on vocabulary, and language chunks development, through young learners’ engagement in a number of multisensory tasks deriving from works of art presented to them. For this reason, action research was carried out among thirty-two first grade learners of a state primary school in Greece, who were divided into two groups, a control and an experimental group. The information obtained through both quantitative and qualitative tools of data collection will be exploited for this research as they can prove that the participants of the experimental group improved substantially concerning all the three variables compared to the participants of the control group. The results of this small-case research cannot be disregarded as they indicate that the use of visual arts can have a considerably positive effect on young learners’ receptive and productive oracy skills.

EVALUASI KURIKULUM PEMBELAJARAN BAHASA ARAB UNTUK PERBAIKAN MUTU AKADEMIK DI MI MAMBAUL MA’ARIF

Abstract: The research was conducted to find out the form of instruments used in the evaluation of the Arabic language learning curriculum in MI. This study uses a case study method at MI Mambaul Ma'arif. The research subject of the teacher of Arabic subjects. Data collection techniques with interviews, observations, and documentation studies. The data analysis technique is carried out by inductive analysis techniques. The results revealed that there are four types of curriculum evaluation, namely formative evaluation, summative evaluation, input evaluation, and product evaluation. The instrument forms used are test and nontest. Test instruments are classified into nen types, and twelve types of non-test types. The selection of instrument forms must be following the needs and characteristics of the learners. And teachers have no difficulty in making and implementing these forms of instruments when conducting evaluations either in the form of tests or nontests. If the results shown have not reached the minimum standard, it is necessary to provide follow-up in the form of remedial activities. And if it has reached the minimum standard, enrichment activities may be given.

HOW TO CREATE A FOREIGN LANGUAGE LEARNING CURRICULUM WITH A PEDAGOGICAL DIMENSION?

Despite of the many changes in the English language learning curriculum in Iraq, teaching English to school students is not just challenging but rather unsuccessful in terms of creating pupils with both a good competence and an accurate performance. The learning process is being replaced with a merely passing one grade to another process with the blessing of no serious effort to locate and solve such a problem,which would result in an illiterate generation in an English language oriented cultures. There are many reasons for such a problem,one of which is the tendency of most English language teachers to treat content of the curriculum as a structure based material, also there are other factors like; the repetition of the same grammatical rules through our the different stages of school years and the predictable questions used,even in high school final exam.Therefor I would like to propose a three –step plan to overcome these difficulties.The first step is to design a functional based curriculum which presents no syntactical rules in the early years of learning English language but only concentrates on communicative and interacting skills. The second step is to use " pedagogical wheel " as a course given in college in a pre-training program for teachers, the third step of our model is to create a reference in the Ministry of Education to connect with all English teachers and provide updated information, advises,aids and share experience among them. Keywords: Pedagogical Dimension, English Language, Learning Curriculum

Level teaching of the English language within the framework of the updated content of secondary education in the Republic of Kazakhstan

This article aims at analysing the way that compulsory schools in Kazakhstan approach the level based teaching of the English language in the framework of the updated content of secondary education. English language teaching is changing its paradigm in favor of level education, which is theoretically justified, and this transition in education became possible thanks to the consolidation of the experience of foreign countries and our own domestic experience. This study provides an overview of the existing policy in English language teaching, it gives an insight into the implementation of the new program taking into consideration language learning curricula or guidelines, teachers’ qualifications, textbooks, examinations, and syllabuses. This study is an attempt to analyze the process of transition to level teaching of the English language within the framework of the updated content of education in the Republic of Kazakhstan, using the available data on the language policy of Kazakhstan, regulatory documents in the sphere of language education. The results of the study show that the transition to level teaching of the English language can be successful if certain scientific and methodological conditions are met. The research results are presented in the form of a case study report, taking into account the factors that positively or negatively affect the process of implementing the language program.

A Blended Grammar Learning System Featuring Unsupervised Pattern Discovery

Recent developments in cognitive and psycholinguistic research postulate that language learning is essentially the learning of grammatical construc-tions. An important type of grammatical construction with wide-ranging pedagogical implications is grammar patterns as laid out in Pattern Gram-mar. While grammar patterns have seen increasing adoption in language pedagogy, existing applications typically follow a paper-based, teacher-centered approach to instruction, which is known to be less effective in grammar learning than blended, learner-centered approaches. 
 In this paper, we propose a blended learning model that integrates web-based technology with classroom-based instruction to facilitate efficient, personalized grammar learning. We present the design and implementation of a blended grammar learning system that provides customizable learning materials for individual learners by discovering important grammar patterns from corpora in an unsupervised manner. Preliminary evaluation shows that the proposed system achieves an accuracy in pattern discovery comparable to systems that rely on manually precompiled pattern lists and hard-coded rules. With a flexible architecture and an easy-to-use interface, the system can play a key role in the creation of a blended learning environment that can be integrated into a wide range of language learning curricula.

The Effectiveness of Developing a CALL Curriculum Using TESOL Technology Standards on Providing English Language Students with Technological Competencies "This article is extracted from an unpublished PhD dissertation by the first author"

The purpose of this study was to develop Computer-Assisted Language Learning (CALL) curriculum using TESOL technology standards and examine its effect on providing the technological competencies for female students at the Faculty of Languages and Translation at Imam Mohammad University. A descriptive-analytic approach has been used through the analysis of CALL curriculum documents. Moreover، the study utilized a quasi-experimental method for implementing the intervention of the study on a sample consisting of 63 students randomly assigned to two groups: an experimental group of 31 studying the developed curriculum and a control group of 32 studying the regular curriculum. Data collection was carried out by using the technological competencies rubric and test. The results revealed that TESOL standards are weakly met in the CALL curriculum، with a total rate of 36.1%. The CALL curriculum developed was shown to be effective in providing the sample with the targeted technological competencies، with an eta squared value of 0.74 of the total score of the rubric and 0.91 for the test. It recommended enlightening the staff who are responsible for the preparation of the language teacher in the field of "CALL" in the various educational institutions، about TESOL technology standards, as a reliable reference framework for the classification of technological competencies, the identification of needs, and as a guide for planning, implementation, and evaluation. Keywords: computer-assisted language learning, CALL, technological competencies،, TESOL technology standards * This article is extracted from an unpublished PhD dissertation by the first researcher: Mashael Mubark Alqhtani, entitled “Developing the CALL method in the light of TESOL technical standards and its effectiveness in providing female students at the College of Languages at Imam Muhammad Ibn Saud Islamic University the necessary technical competencies”. Imam Muhammad bin Saud University, Saudi Arabia.

Pengembangan Kurikulum Pembelajaran Bahasa Arab di Masa Pandemi Covid-19

Purpose- this study aims tofind out and analyze the appropriate curriculum in Arabic learning during the covid-19 pandemic, where at this time the covid-19 pandemic is increasing and its spread is growing rapidly, so it becomes a challenge for a teacher to overcome the learning so that it continues as it should. , including learning Arabic.
 
 Design/Methodology/Approach- This study used a qualitative approach with a library research method that used books and other literatures as the main object. This research was analyzed descriptively on the content to provide a clear, objective, systematic, analytical and critical description and description of the appropriate Arabic language learning curriculum during the COVID-19 pandemic.
 
 Findings- 4 basics in the development of the Arabic language learning curriculum during the pandemic: 1) the preparation of learning objectives must be adapted to the circumstances of students and socialized to parents to work together to achieve these goals. 2) the content or material content is designed in such a way as to get students to lead to higher order thinking skills. 3) During the learning process the teacher is required to be as creative as possible to guide learning, the use of appropriate methods and media is very influential. 4) evaluation based on project is highly recommended to avoid the possibility of students cheating on each other.
 Research Limitation/Implications- This study cannot cover all in detail about Arabic language skills, because in essence during the current COVID-19 pandemic, teachers need more ways in which subject matter can be conveyed properly to students. However, this study can provide a comprehensive picture of the needs of Arabic language teachers in teaching, one of which is the use of learning technology.

Implementation of Instructional Explicit Model toward Writing Skill of Descriptive Text for Junior High School Student

Indonesian language learning Curriculum 2013 which will be studied by junior high school students is one of them is description text. Description text is a type of text describing an object, a thing and a situation so that the reader seems to hear seeing, or feeling the things described. In writing description text, it must pay attention to the structure and rules of language of the description text that have been set, so as to produce a solid and intact description text. In writing the description text students still experience difficulties in writing language rules that are still lacking. The purpose of this study was to determine the effect of using the Explicit Instruction model on the description of writing skills in junior high school students. This type of research is quantitative research using the experimental method. The design of this study was one group pretets-posttest design of this study conducted twice before being given treatment and after being given treatment. The sampling technique of this study was purposive sampling technique, the sample in this study was one class. The data in this study is a performance test results of the description text writing skills before and after using the Explicit Instruction learning model for the description skills of text writing for junior high school students. The results of his research are that there is a significant effect between the learning model and the results of the news text writing skills before and after using the Explicit Instructionmodel on Writing Skills. Text description for Junior High School Students. This is evidenced by the results of research that show that the value of tcount t table ( 1.90), so that H0 is rejected and H1 is accepted. That means the explicit instruction learning model is effectively used in the description writing skills of junior high school students.

Arabic Language Learning Curriculum Islamic Boarding School System

This article aims to find out about the Arabic language curriculum development model at Madrasah Aliyah Al-Falah Gorontalo. This research uses the type of field research or field research. The research method is descriptive qualitative, namely research on the Arabic language learning curriculum's description with the boarding school system at MA al-Falah Gorontalo. The results of this study explain that: curriculum development at Madrasah Aliyah al-Falah Gorontalo is based on several foundations, namely juridical, psychological, and sociolinguistic foundations. Meanwhile, the curriculum development model used in Madrasah Aliyah al-Falah Gorontalo has been analyzed using an administrative model and a grassroots model. The characteristics of learning Arabic in the boarding school system at Madrasah Aliyah Al-Falah are different from learning in other schools. What distinguishes this Madrasah from other schools in the curriculum used and uses the Islamic boarding school system. So that learning Arabic is not only taught in schools but also trained in dormitories.

LEARNER’S AUTONOMY: A CRITICAL STUDY AND RESEARCH PARADIGM FOR ELT CURRICULUM DEVELOPMENT IN DEMOCRATIC REPUBLIC OF THE CONGO HIGHER EDUCATION

Autonomy in learning has been viewed by many scholars in 21 st as an approach enabling to hold the power or right to regulate, control and govern own learning activities. The idea of autonomy is fundamental to liberal philosophies which see the central goal of self-improvement as the development of independent minds and hence the capacity for independent action. The Latter traces back its origin in ancient Greek philosophy in the idea of self-mastery and determination for both Plato and Aristotle in Nicomachean Ethics (1166a 17-19). However, this approach is still a debatable subject when a critic scholar comes to evaluate its application in ELT. Teachers in DRC still play dominant role; hence, learners’ autonomy toward decision-making and problem -solving is still ignored. The latter spend 11 years in ELT Class learning from secondary school to university but unable to communicate in English. The present paper has raised the question of how to improve English Language Teaching and learning curriculum from Teacher to Learner Self-directed learning toward communicative competence .To answer to this question, the study has applied qualitative research grounded classroom observation, focused groups interviews, and learners’ self-directed tasks based learning exercises, video-filming tasks performance and learning theories criticism. As a result, this pilot study has found that developing learning autonomy in English language teaching and learning not only improves significantly learner’s self-governance, but also self-improvement toward communicative language competence. Therefore, to promote language learning climate, teachers are recommended to provide variety of communicative language activities to promote independently learners own learning. Article visualizations:

Manajemen Kurikulum dan Pembelajaran Bahasa Arab

This study aims to describe the implementation of Arabic language learning, teaching staffs, curriculum planning, and the Arabic language learning evaluation. This study was a field research with descriptive qualitative analysis, and a phenomenological approach. The data was collected through observation, interview, and documentation. To test the validity of the study, triangulation. The result of the study showed that; First, the process of Arabic language learning was based on the learning components of acquiring the capability on becoming an active speaker through kitabah, qiroh, simaah and the ability to examine and analyze Al-Qur’an and As-sunnah. The learning method was conveyed through speech, question and answer, qowaid, direct method, and practice at language laboratory. Textbook, whiteboard, laptop, were employed as the learning media for teaching. The learning evaluation was tested through pre-test, and post-test in direct learning, formative and summative assessment. Second, administration test, written test, oral, and teaching Arabic language practice, preferably Islamic boarding school alumni, and Arabic language-based graduate qualification, well act, and loyal were conducted to prepare the qualified teaching staffs. To increase the competence; seminar, workshop method, Arabic language learning, and training learning. Third, planning for the Arabic language learning curriculum with annual program preparation, semester program as the reference for conducting teaching and syllabus, and RPP planning were implemented as teachers’ guidance for teaching in the classroom setting. Fourth, the Arabic language learning curriculum evaluation was conducted, yet, it was not maximally performed.

Imitation as a Skill in Language Learning: The Aid to Achieving Fluency of the Target Language

This study aims to describe how imitation can aid in language learning and in achieving fluency in the target language. A deductive-axiomatic research design using thematic analysis based on data mining and personal experiences of the researcher revealed that a positive and conducive environment is a key factor in successful language immersion and imitation. Additionally, adapting with a positive, new community reinforces imitation skills. Furthermore, imitation must be properly employed to guarantee the success of language learning and communication. Language learners have to know the skill in producing the correct sound that is comprehensible by the native speakers to avoid miscommunication. Nevertheless, it is emphasized that role-playing, being an application of imitation must be taught enjoyably to encourage positive output in language learning. A child first learned how to utter a word before he/she could read and write. It seems that this basic logic in language learning is disregarded within the second language learning curricula.

Evaluasi Kurikulum Pembelajaran Bahasa Arab di STAI Attanwir Bojonegoro

Language learning is the most unique part of learning, especially foreign languages ??as learning and in this language is Arabic. The curriculum in a learning is very influential on the level of success of students. This study examines Arabic in terms of curriculum, because researchers consider this very important for the continuity of learning foreign languages, especially Arabic so that learning can be carried out optimally and optimally. In this case the researchers conducted research at one of the tertiary institutions in Bojonegoro namely STAI Attanwir. The researcher found that there were several elements in the language learning curriculum that had to be improved, among others, from the learning media and textbooks, as well as the learning system that caused students to not be able to receive lessons to the maximum. This happened because of the different backgrounds of Arabic learning students so that Arabic learning materials could only be understood by some students.

Deskripsi Pengembangan Kurikulum Pembelajaran Bahasa Arab Di Malaysia

The purpose of this study is to describe the education system and find out the Arabic learning curriculum in Malaysia in terms of objectives, methods, and evaluation. This research is a research in the form of library research that is qualitative in nature and takes the object of curriculum research documents in Arabic learning in Malaysia. The data used as a source of writing are archives from the Ministry of Education of Malaysia which are accessed by internet, and several articles relating to the study. The results of the study indicate that the Arabic language learning curriculum in Malaysia aims to have four language skills, but has not yet reached the stage of interacting and communicating, both verbally and in writing. The method used in Malaysia is the inquiry method, cooperative, etc. Evaluation in Malaysia’s curriculum system was carried out through summative and formative assessments.

NEED ANALYSIS IN ENGLISH LANGUAGE LEARNING (ELL) CURRICULUM DEVELOPMENTS

Lately, the arguable consensus of curriculum has many of cavities, the experts, academicians, and stake-holders, take position, in purpose of settling the curriculum problems. The globalizing aspects of life must have had the curriculum makers do the revisions as well as developments toward the present curriculum. Developing curriculum should be setting out needs of students hence it must be related to the contexts. So, competitiveness as the keystone to develop the students’ needs. The development of the language learning curriculum should be paid attention in terms of constructed curriculum design having based on the theoretically-constituted frameworks. In the context of curriculum development, the basic assumption which should be considered in the educational programs, that is, the analysis of students’ needs. Need analysis as part of system approach to curriculum developments in the scope of educational programs. This procedure let most of linguists to employ needs analysis as the basis to language learning curriculum. The usage of such procedure is underlain upon the learners’ needs toward competitive world. In addition, the development and implementation of English Language Learning programs must be approached to the three aspects of English learning programs. These have different implications to the curriculum development, that is, each of them differs in relation to the input, process, and output. Thus, the general part of English language program curriculum design can be divided to forward design; concerning to the syllabus design, center design; the methodology of learning , and backward design; the assessment is based on the learners’ outcomes. In turn, the three designs of language learning program must be in accordance with philosophical purposes of curriculum.