An Evaluation of Arabic Language Learning Websites

As a result of ICT development and the increasingly growing use of the Internet in particular, practices of language teaching and learning are about to evolve significantly. Our study focuses on the Arabic language, and aims to explore and evaluate Arabic language learning websites. To reach these goals, we propose in a first step, to define an evaluation model, based on a set of criteria for assessing the quality of websites dedicated to teaching and learning Arabic. We subsequently apply our model on a set of Arabic sites available on the web and give an assessment of these web sites. We finally discuss their strengths and limitations.Comment: International Conference on Education and E-Learning Innovation

SUBTITLING FILM Perjalanan Imam Al Bukhari dalam Mencari Hadist pada Series Cartoon Arab Shadaqa Rasulullah Episode 1-5

In this era, the Arabic language learning process must be able to adapt to increasingly modern developments. Meanwhile, Arabic language learning in schools still uses direct methods which are boring for students. As time goes by, it is hoped that teachers will be able to make the best use of media. To create a fun and interesting learning atmosphere. Utilizing audio-visual media is one way that teachers can use to teach Arabic. Translation media is a tool that can support the Arabic language learning process. One of them is film translation which is quite relevant for the current generation compared to studying using monotonous books. So making products based on cartoon film series becomes a valuable opportunity. The creation of a cartoon subtitle series in Arabic into Indonesian is to attract female students studying at Islamic education-based schools or the wider community to learn Arabic. As is known, getting used to Arabic certainly requires an Arabic language environment. Seeing the increasingly developing times and the many media used in learning, of course Arabic is no different. Using the Arabic cartoon series for learning and familiarizing yourself with Arabic is the right choice because it is not boring and can be watched by all ages

On the Difficulty to Design Arabic E-learning System in Statistics

In this paper, we present a case study, which describe the development of the Statistic e-learning-course in Arabic language –``Arabic MM*STAT´´. The basic frame forthis E-book, the system MM*STAT was developed at the School for Business and Economics of Humboldt-Universität zu Berlin. Arabic MM*STAT uses a HTML - based filing card structure. We discuss the difficulties of the implementation of such a system in to the standard WWW formats and present the solutions needed for Arab educational institutions and the Arabic user. Those solutions are consistent with the Arabic language, and include the modern trend in the e-learning environment.electronic books, Arabtex, MM*STAT, Statistical software

Arabic language-learning strategy preferences among undergraduate students

This study elicited Arabic students’ perceptions regarding their language-learning strategy preferences (LLSPs). A sample of 120 undergraduate Arabic students participated. Data were collected through a questionnaire and interviews. The findings reveal that students tend to adopt a holistic view of the learning task and relate it to real-life, personal experience. Participants selected interaction with the teacher, speaking, and flashcards as their most preferred application-directed learning strategies. These selections demonstrate that Arabic students desire to be proactive in order to make the language more concrete for them, to enhance their performance, and to develop language skills that will last a lifetime. Whereas advanced level participants preferred interaction with the teacher, speaking, flashcards, and working individually, beginner level participants preferred learning grammar and group work. The empirical evidence from this study could have implications regarding theoretical models of effective Arabic language instruction, Arabic teacher education programs, and curriculum development

A Contrastive Analysis of Indonesian and Arabic Phonetics

There are some factors causing some challenges for non-Arabs speakers in learning Arabic, which include non-linguistic and linguistic ones. These factors also influence Indonesian students learning Arabic as a foreign language. In general, Indonesian students find difficulties in learning Arabic due to a number of differences between Indonesian as their first language (L1) with Arabic as the target language (L2) at almost all aspects of linguistics. The process of learning L2 which does not show its linguistic equations in their L1 has led the assumption among Arabic students in Indonesia that the language is difficult to learn. Therefore, this study aims to: (1) describe the similarities between Indonesian and Arabic phonetics; (2) describe the differences betweenIndonesianandArabicphonetic;and(3)offeraformulationofArabiclearning pattern for speakers of Indonesian learning Arabic to help them learn the language easier. This research applied a comparative descriptive qualitative approach. The result of data analysis shows three findings; (1) There are 16 (sixteen) similar sounds of Indonesian and Arabic phonemes; (2) There are 7 (seven) Indonesian phonemes that do not exist in Arabic; and (3) There are 13 (thirteen) Arabic phonemes that do not existin Indonesian. Basd on these findings,it is suggested that the teaching of Arabic language should prioritize the similar sounds in Indonesian and Arabic

Manajemen Kurikulum Dan Pembelajaran Bahasa Arab (Studi Situs Di Mts Ppmi Assalaam Surakarta)

This study aimed to describe the preparation of curriculum, teaching staff, the implementation of learning the Arabic language and Arabic language curriculum evaluation. The research method used descriptive qualitative approach. Data collection techniques of observation, interviews, documentation, to test the validity of the data using triangulation sources, methods, time. The results of this study (1) the preparation of the Arabic language curriculum beginning the preparation of the annual program, the semester program as a reference cornerstone in the implementation of learning and preparation of syllabus and lesson plans for teachers' reference in the classroom. (2) Preparation of teaching staff and the administration of the test conducted specific tests that a written test, an oral, teaching Arabic language and preferred alumni of the boarding school, have a good character and loyal. Increased competence seminars, study permit training in or outside the cottage. (3) The implementation of learning the Arabic language based learning components to equip the Arabic language skills are an active and well maharatul qiroah kalam, kitabah, simaah and were able to examine examines al-Quran as-sunah, books of scholars and be positive the importance of studying the Arabic language. Learning methods lectures, discussion, qowaid, direct method, as well as a laboratory practicum language. Instructional media used textbooks, whiteboard, laptop, slide and language laboratory. Evaluation of learning with pretest and post-test on the learning formative and sumative (4) Evaluation of Arabic language curriculum implemented but not yet optima

Using Wiki to Build an E-learning System in Statistics in Arabic Language

E-learning plays an important role in education as it supports online education via computer networks and provides educational services by utilising information technologies. We present a case study describing the development of an Arabic language elearning course in statistics. Discussed are issues concerning e-learning in Arab countries with special focus on problems of the application of e-learning in the Arab world and the difficulties concerning the design Arabic platforms such as language problems, cultural and technical problems, especially ArabTeX works difficulty with LaTeX format. Thus Wiki is offered as a solution to such problems. Wiki supports LaTeX and other statistical programs, for instance R, and^Wiki offers the solution to language problems. Details of this technology are discussed and a solution as to how this system can serve in building an Arab platform is presented.E-Learning, MM*Stat, Wiki, ArabTeX, Statistical Software.

Contact as catalyst: The case for Coptic influence in the development of Arabic negation

This article discusses similar developments in the expression of negation in the histories of Egyptian-Coptic and Arabic and explores the evidence for these respective developments being related by language contact. Both Coptic and Arabic have undergone a development known as Jespersen’s Cycle (JC), whereby an original negative marker is joined by some new element to form a bipartite negative construction. The original marker then becomes optional while the new element becomes the primary negator. We present the results of a corpus study of negation in late Coptic, showing that, at the time when Arabic speakers began to settle in Egypt, the bipartite negative construction still predominated. This being the case, we argue that native speakers of Coptic learning Arabic as a second language played a key role in the genesis of the Arabic bipartite negative construction. More generally, we give reasons to doubt the a priori preference for internal explanations of syntactic change over those involving contact, as well as the assumption that the two are mutually exclusive. Rather, we suggest that not only purely internal but also (partially) contactinduced change can profitably be accounted for in terms of child language acquisition leading to a change in the grammars of individual speakers