This document summarizes a research article about teaching Arabic in Indonesia in the era of the Fourth Industrial Revolution. It discusses the challenges of limited teacher adaptation to technology, low student motivation to learn Arabic, and uncertain educational policies regarding Arabic language teaching. Opportunities discussed include government support for using technology in education, the demand for Arabic language skills in modern workplaces, and the availability of interactive multimedia resources. The full article presents these points in more detail with references to other research.
Safeya Habeeb Merza
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: Interest in promoting quality English language teaching in foreign countries has been a long-standing
government priority. English is considered the most important universal language in education and professional
work. However, English teaching is focused on professional teaching and language skills without much emphasis
on aspects of English as a culture and not merely a language. The relation between exposure to English-speaking
cultures, mainly western, and EFL’s competencies is a topic in EFL academic research that requires more
investigation, especially in the context of non-native speakers in Arab countries. In education, the present
advancements in the technology field have resulted in renewed interests to blend conventional teaching and
learning approaches with technologies that improve teaching and learning of language. This research aims to
examine the works regarding blended education challenges as a technology-improved pedagogical instrument that
combines face-to-face and e-learning instructional tasks to develop English skills, including its applications in
coaching English as a new language. Besides, this work explores how blended learning enables students to become
engaged and autonomous in knowledge development instead of acting as a passive observers. It is anticipated that
the article shall contribute to improving the knowledge body which exists in the blending learning area, mainly as
it applies to the experience acquisition issues in EFL. It can be argued that blended learning applications can
support EFL learning and maximize opportunities for EFL students to study English at their convenience freely.
Some challenges should be resolved or addressed, such as ensuring that the designs of blended learning methods
put into consideration learning approaches of learners and the workload needed to be effective, the library
facilities can deliver this kind of method, and e-learning materials are suitably supportive, and learners can easily
access them
The document discusses using the social networking site Facebook to teach English as a second language to university students in Bangladesh. It summarizes that Facebook is very popular among young Bangladeshis and could offer opportunities for language learning. The study divided students into a control group that received traditional classroom teaching and an experimental group that also completed tasks on Facebook. At the end of the semester, the groups' test results were compared to determine if Facebook facilitated language acquisition. The document provides background on English education in Bangladesh and theoretical support from task-based language teaching for using online social networks in language instruction.
Using Computer Assisted Language Learning for English Language Teaching An Ad...ijtsrd
In this modern era of information and technology, CALL is widely regarded as a technique for language teaching and learning. When it comes to learning languages, computers are increasingly being used to aid in the teaching and learning process, particularly for English language teaching ELT . This is known as computer assisted language learning. Using CALL can be more productive in language teaching and learning. When it comes to teaching and learning, ICT is commonly regarded as a tool, but there are still a number of problems with effectively using CALL. Nevertheless, a certain level of sensitivity and knowledge of how the program might be utilised effectively is required for its incorporation into language training via CALL. The goal of this research is to examine the impact of computer assisted language learning in the context of English language teaching and learning, specifically the types of activities that are more likely to be successful. There is an outline of how computers have evolved in the classroom. Discussing the benefits and drawbacks of using CALL in the classroom will be done. Moving forward, this paper will cover a variety of computer based learning activities for English language training with a focus on CALL, the future of CALL, and how it might be further developed in the context of todays rapidly expanding technological landscape. This article will also discuss the complexity of CALL and its adaptive approach with respect to individuals understanding, as well as the contribution of CALL and its success in teaching English and aiding language learning. Amir "Using Computer Assisted Language Learning for English Language Teaching: An Adaptive Approach with its Current Development" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-2 , February 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49398.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/49398/using-computer-assisted-language-learning-for-english-language-teaching-an-adaptive-approach-with-its-current-development/amir
Implementing Project-Based Learning with Video Creation in Shipping English t...sabaribmt
The document describes a study that examined implementing project-based learning with video creation in a Shipping English course. 40 cadets were assigned to complete a video project in groups about basic communication in port and shipping contexts. Findings showed that the project provided meaningful hands-on learning and increased students' confidence in English. It also helped students develop 21st century skills like collaboration and digital literacy.
Libyan Secondary School Students’ Metacognitive Online Reading Strategies and...inventionjournals
This study investigates the relationship between metacognitive online reading strategies and English language performance of EFL Libyan secondary school students. It explores the use of metacognitive online reading strategies by EFL Libyan secondary school students and identifies the problems that these students encounter while reading online. This study used mixed method design, both quantitative (questionnaire) and qualitative (interview). Data analysis was done using SPSS version 20.0 for quantitative data and Nvivo version 10 for qualitative data. The results showed that there is a positive significant relationship between metacognitive online reading strategies and English performance of EFL Libyan secondary school students. The study also found that the participants are moderate users of metacognitive online reading strategies and they face problems while reading online. The study suggests that teachers teach the metacognitive online reading strategies to students to improve their online reading process and help them to get the benefits of online sources in less time with less effort, which will be reflected positively in their English language performance.
Abstract: The development of technology has helped a lot in teaching and learning English. Technology can be a
tool to help the teacher of English facilitate language learning. There are many aspects of using technology in
teaching but, Blended Learning (BL) approach has become a matter of interest to language teachers all over the
world. Blended Learning combines the traditional face-to-face teaching and online teaching. It rests on the
strengths of both teaching approaches. This study provides a comprehensive review of relevant literature on the
use of Blended Learning in teaching and learning English. Moreover, it focuses on the use of technology in general
and specifically on Blended Learning approach, its models, tools and advantages. The literature highlighted great
benefits of Blended Learning on learning and teaching in general and specifically on English learning and
teaching
THE IMPLEMENTATION OF BIPA VISION-MISSION PROGRAMS AS INTERNATIONALIZATION OF...AJHSSR Journal
ABSTRACT : There are several factors supporting Indonesian language as one of the global languages. The
easiness of the use and structure of Indonesian vocabulary makes foreign speakers learn it easily, consequently,
Indonesian has been studied by various countries abroad. Therefore, effort to internationalize Indonesian will be
easier. One of the efforts to familiarize Indonesian language is by Indonesian Language Learning for Foreign
Speakers (BIPA). BIPA learning programs introduce foreigners to learn Indonesia language and culture, based
on the vision and mission of BIPA as Indonesian Language Agency applied. This study describes the efforts to
implement BIPA vision and mission programs in the Language Center of Sebelas Maret University. The
application of its vision and mission in the institution becomes essential, because it determines the institution
goals or mandates. The research method in this study used a qualitative method based on case studies. The data
in this study were obtained through observation, field notes, and in-depth interviews. Meanwhile, data analysis
used is data triangulation technique, and the presentation method of the results uses descriptions techniques.
KEYWORDS: BIPA, Indonesian, foreign speaker, vision-mision implementation
This document summarizes a research article that investigated the perceptions of English teachers and students in Bahraini secondary schools toward using information and communication technology (ICT) for teaching and learning English. The study was conducted during the 2012-2013 academic year through questionnaires with 50 teachers and 200 students, along with interviews. The results found that both teachers and students held positive perceptions of using ICT to support English instruction, but teachers faced barriers to integration like lack of resources and training. The researchers concluded that continued ICT training and clear policies are needed to better facilitate the use of technology in Bahraini classrooms.
Safeya Habeeb Merza
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: Interest in promoting quality English language teaching in foreign countries has been a long-standing
government priority. English is considered the most important universal language in education and professional
work. However, English teaching is focused on professional teaching and language skills without much emphasis
on aspects of English as a culture and not merely a language. The relation between exposure to English-speaking
cultures, mainly western, and EFL’s competencies is a topic in EFL academic research that requires more
investigation, especially in the context of non-native speakers in Arab countries. In education, the present
advancements in the technology field have resulted in renewed interests to blend conventional teaching and
learning approaches with technologies that improve teaching and learning of language. This research aims to
examine the works regarding blended education challenges as a technology-improved pedagogical instrument that
combines face-to-face and e-learning instructional tasks to develop English skills, including its applications in
coaching English as a new language. Besides, this work explores how blended learning enables students to become
engaged and autonomous in knowledge development instead of acting as a passive observers. It is anticipated that
the article shall contribute to improving the knowledge body which exists in the blending learning area, mainly as
it applies to the experience acquisition issues in EFL. It can be argued that blended learning applications can
support EFL learning and maximize opportunities for EFL students to study English at their convenience freely.
Some challenges should be resolved or addressed, such as ensuring that the designs of blended learning methods
put into consideration learning approaches of learners and the workload needed to be effective, the library
facilities can deliver this kind of method, and e-learning materials are suitably supportive, and learners can easily
access them
The document discusses using the social networking site Facebook to teach English as a second language to university students in Bangladesh. It summarizes that Facebook is very popular among young Bangladeshis and could offer opportunities for language learning. The study divided students into a control group that received traditional classroom teaching and an experimental group that also completed tasks on Facebook. At the end of the semester, the groups' test results were compared to determine if Facebook facilitated language acquisition. The document provides background on English education in Bangladesh and theoretical support from task-based language teaching for using online social networks in language instruction.
Using Computer Assisted Language Learning for English Language Teaching An Ad...ijtsrd
In this modern era of information and technology, CALL is widely regarded as a technique for language teaching and learning. When it comes to learning languages, computers are increasingly being used to aid in the teaching and learning process, particularly for English language teaching ELT . This is known as computer assisted language learning. Using CALL can be more productive in language teaching and learning. When it comes to teaching and learning, ICT is commonly regarded as a tool, but there are still a number of problems with effectively using CALL. Nevertheless, a certain level of sensitivity and knowledge of how the program might be utilised effectively is required for its incorporation into language training via CALL. The goal of this research is to examine the impact of computer assisted language learning in the context of English language teaching and learning, specifically the types of activities that are more likely to be successful. There is an outline of how computers have evolved in the classroom. Discussing the benefits and drawbacks of using CALL in the classroom will be done. Moving forward, this paper will cover a variety of computer based learning activities for English language training with a focus on CALL, the future of CALL, and how it might be further developed in the context of todays rapidly expanding technological landscape. This article will also discuss the complexity of CALL and its adaptive approach with respect to individuals understanding, as well as the contribution of CALL and its success in teaching English and aiding language learning. Amir "Using Computer Assisted Language Learning for English Language Teaching: An Adaptive Approach with its Current Development" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-2 , February 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49398.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/49398/using-computer-assisted-language-learning-for-english-language-teaching-an-adaptive-approach-with-its-current-development/amir
Implementing Project-Based Learning with Video Creation in Shipping English t...sabaribmt
The document describes a study that examined implementing project-based learning with video creation in a Shipping English course. 40 cadets were assigned to complete a video project in groups about basic communication in port and shipping contexts. Findings showed that the project provided meaningful hands-on learning and increased students' confidence in English. It also helped students develop 21st century skills like collaboration and digital literacy.
Libyan Secondary School Students’ Metacognitive Online Reading Strategies and...inventionjournals
This study investigates the relationship between metacognitive online reading strategies and English language performance of EFL Libyan secondary school students. It explores the use of metacognitive online reading strategies by EFL Libyan secondary school students and identifies the problems that these students encounter while reading online. This study used mixed method design, both quantitative (questionnaire) and qualitative (interview). Data analysis was done using SPSS version 20.0 for quantitative data and Nvivo version 10 for qualitative data. The results showed that there is a positive significant relationship between metacognitive online reading strategies and English performance of EFL Libyan secondary school students. The study also found that the participants are moderate users of metacognitive online reading strategies and they face problems while reading online. The study suggests that teachers teach the metacognitive online reading strategies to students to improve their online reading process and help them to get the benefits of online sources in less time with less effort, which will be reflected positively in their English language performance.
Abstract: The development of technology has helped a lot in teaching and learning English. Technology can be a
tool to help the teacher of English facilitate language learning. There are many aspects of using technology in
teaching but, Blended Learning (BL) approach has become a matter of interest to language teachers all over the
world. Blended Learning combines the traditional face-to-face teaching and online teaching. It rests on the
strengths of both teaching approaches. This study provides a comprehensive review of relevant literature on the
use of Blended Learning in teaching and learning English. Moreover, it focuses on the use of technology in general
and specifically on Blended Learning approach, its models, tools and advantages. The literature highlighted great
benefits of Blended Learning on learning and teaching in general and specifically on English learning and
teaching
THE IMPLEMENTATION OF BIPA VISION-MISSION PROGRAMS AS INTERNATIONALIZATION OF...AJHSSR Journal
ABSTRACT : There are several factors supporting Indonesian language as one of the global languages. The
easiness of the use and structure of Indonesian vocabulary makes foreign speakers learn it easily, consequently,
Indonesian has been studied by various countries abroad. Therefore, effort to internationalize Indonesian will be
easier. One of the efforts to familiarize Indonesian language is by Indonesian Language Learning for Foreign
Speakers (BIPA). BIPA learning programs introduce foreigners to learn Indonesia language and culture, based
on the vision and mission of BIPA as Indonesian Language Agency applied. This study describes the efforts to
implement BIPA vision and mission programs in the Language Center of Sebelas Maret University. The
application of its vision and mission in the institution becomes essential, because it determines the institution
goals or mandates. The research method in this study used a qualitative method based on case studies. The data
in this study were obtained through observation, field notes, and in-depth interviews. Meanwhile, data analysis
used is data triangulation technique, and the presentation method of the results uses descriptions techniques.
KEYWORDS: BIPA, Indonesian, foreign speaker, vision-mision implementation
This document summarizes a research article that investigated the perceptions of English teachers and students in Bahraini secondary schools toward using information and communication technology (ICT) for teaching and learning English. The study was conducted during the 2012-2013 academic year through questionnaires with 50 teachers and 200 students, along with interviews. The results found that both teachers and students held positive perceptions of using ICT to support English instruction, but teachers faced barriers to integration like lack of resources and training. The researchers concluded that continued ICT training and clear policies are needed to better facilitate the use of technology in Bahraini classrooms.
Implementation BIPA Learning in Central Java Higher EducationAJHSSR Journal
ABSTRACT : This study aims to determine the implementation of BIPA learning in Central Java because
important things can be known so that they can be improved and so it means that further development is carried
out to maximize the BIPA learning process. This research uses a qualitative approach with an exploratory case
study type. The results of this research are that careful planning and preparing the curriculum from the start is
needed, especially in making learning plans. For lecturers, it is important to know the characteristics and
language skills of BIPA students who come to study so they can make appropriate learning plans. Furthermore,
in the BIPA learning process, it is known that there is time management that needs to be improved by lecturers
and students. Then, the learning media used by the three universities has been implemented well, but the
learning process is still being developed by lecturers because sometimes it is not in accordance with the needs of
students whose speaking skills are still low.
KEYWORD :Implementation, bipa learning, central java, higher education.
Indonesian lecturers are now encouraged to publish papers in international journals so that they can better disseminate research findings and innovations globally. However, many of them have the problems with English language mastery. This study was aimed at identifying and analyzing language problems of the Indonesian university lecturers in writing English academic papers for international publications. The subjects of the study were 66 randomly selected lecturers of various disciplines other than English Education and English Literature. The data were collected by questionnaire and English writing tasks on phrases, sentences, and paragraphs which were then analyzed descriptively. The results show that language errors and mistakes in grammar, syntax, vocabulary, spelling and word forms were all found in the subjects’ writings. In writing academic papers for international publications, university lecturers faced language problems as constructing phrases and sentences, choosing and using appropriate vocabulary and terms relevant to their topic of study as well as translating their Indonesian sentences into English.
The Effect of CALL on VocabularyLearning and Reading Comprehension of Iranian...iosrjce
This document describes a study that investigated the effect of computer-assisted language learning (CALL) on vocabulary learning and reading comprehension of Iranian English as a foreign language (EFL) learners. Sixty female high school students were divided into experimental and control groups. The experimental group received CALL instruction using vocabulary and reading software and texts, while the control group received traditional classroom instruction. Both groups took pre-tests and post-tests of vocabulary and reading comprehension. The results showed no significant differences between the groups on the pre-tests, indicating they were initially equivalent. After the CALL instruction, the experimental group performed better on the post-tests than the control group, suggesting that CALL was effective in developing vocabulary and reading comprehension skills for these
The document summarizes a study that analyzed the need for Indonesian language learning materials about agriculture for foreign speakers at the A2 proficiency level. It found that existing teaching materials at the university were not tailored to students' needs and proficiency levels. Both students and teachers expressed a high need for new integrated content-based materials about agriculture. The study collected data through document analysis, questionnaires, interviews and observations to understand the current state of materials and identify important themes, skills, tasks and teaching methods to include in any new materials developed.
Digital literacy is essential in writing research articles for publication in today's digital age, particularly for novice english as a foreign language (EFL) teacher trying to publish their research articles. This qualitative research explores the digital literacy practices of novice EFL teachers in writing research articles for publication, including the digital tools they use, their purposes for using these tools, and the challenges they face in using them. The data were collected using a questionnaire and interview. The study found that novice EFL teachers conceptualized digital literacy as the ability to search and evaluate credible online sources, using word processing and digital editing tools, collaborating online, and publishing their work digitally. Novice EFL teachers use various digital tools, such as word processing software, reference management software, and online academic databases, to improve their research and writing process. They use these tools for various purposes, such as collaborating with peers, improving their writing skills, and publishing their work online. However, novice EFL teachers face limited technical issues, limited access, inadequate technology infrastructure, and time management. It is recommended that academic institutions provide support to help novice EFL teachers develop their digital literacy skills, including technical support services, and training programs.
This document discusses suggestions for improving the educational curriculum in Jordan based on experts' views. It found that the most important suggestions were:
1) Involving specialists in a democratic process for developing and authoring the curriculum (99%).
2) Continuous renewal of human resources for developing and implementing the curriculum (98%).
3) Deriving teaching and learning outcomes for textbooks from the educational outcomes in the Ministry of Education law (97%).
4) Following a participatory and decentralized approach to curriculum management strategies (96%).
5) Authoring textbooks based on the educational outcomes in the Ministry of Education law (95%).
This document discusses a study on suggestions for improving the educational curriculum in Jordan from experts' perspectives. The study used a descriptive survey approach with a questionnaire given to 620 educational experts. The results identified 16 key suggestions, most notably:
1) Involving specialists in a democratic process for developing and authoring the curriculum (99%).
2) Continuous renewal of human resources for developing and implementing the curriculum (98%).
3) Deriving teaching and learning outcomes for textbooks from the educational outcomes in the Ministry of Education law (97%).
4) Following a participatory and decentralized approach to curriculum management strategies (96%).
5) Authoring textbooks based on the educational outcomes in the Ministry of Education Law (95
Differentiated Learning Exemplars for
Students’ Academic Achievement in English
Grade 9
This research evaluated and assessed the learning competency level of the respondents in English and the
different determinants that hinder their learning capability in English. It utilized descriptive survey method
during the conduct of the study. To determine the subjects of the study, universal sampling techniques was
utilized. In addition, respondents’ socio economic status and learning preferences were also investigated. To
answer the socio economic status, a tool was used that was adopted from the Bureau of Census and National
Statistics quoted from the study of Pansit (2018) on “Enhanced MTB Strategic Intervention Materials for
Reading” is used with a statistical treatment on simple percentage. It was found out that education level of
respondents’ parents is in Elementary level with a percentage 63.16% which means that parents could not provide
an appropriate academic information to their children .Meanwhile, in determining, learning styles of the
respondents, adopted questionnaire from the study of Ocampo (2018) on Pedagogical Exemplars in Mathematics
Across Learning Styles utilizing weighted mean. It found out, that the highest ranked of learners’ learning style is
visual which has a weighted mean of 2.36. This is a great manifestation that learners learned best if lessons were
presented interestingly and visually given. Visuals that are chunked into bit of ideas for easier understanding.
Hence this increases student's interest in the subject matter. Meanwhile, it was revealed that, the over-all learning
competency level of the respondents, is in below average. This implies that more exposure of exercises must be
done for the learners to gain mastery of these learning competencies. Therefore, it is encouraged to craft
differentiated learning exemplars fitted to their learning styles and engage them on the different exercises for the
improvement of their academic performance.
Keywords: English Language, Assessment of Learning Styles, English Competencies, Academic Achievement,
Differentiated Learning Exemplars, Visual Learners, Kinesthetic Learners, Auditory Learners.
Multicultural education in a diverse cultural society is one of the important aspects to be addressed in order that it is not viewed as a threat in the current era of education 4.0. This researchaims at examining the implementation of multicultural education in German language learning, especially in the Aufbaustufe A2 course. The samples of this research were second semester students of class A in the Study Program of German Language Educationwith the total of 20 students. The instruments used in this research were questionnaires, interviews and document review. The data of the results of the questionnaire, interviews, and document review were analyzed by using descriptive statistics. The results of this research show that students are aware of their existence and also the existence of other students who have different cultural backgrounds. In addition, they respect their own culture even though they are also open to learning and understanding German culture.
This document summarizes a study that explores how "organized hypocrisy" has undermined donor-funded English teacher training programs in Bangladesh. The study reviewed literature on these programs, mobile learning theories, and teacher development theories. It found that donor agencies like DfID violated their own policies by halting funding for programs with similar objectives. This led to inconsistencies in teacher training. The goals and approaches of successive programs like ELTIP and EIA were largely the same regarding introducing teachers to communicative language teaching. However, a lack of expertise and abrupt changes in funding failed to achieve expected outcomes. The study concludes outright violations of donor mandates and policies, as well as gaps in implementation, have resulted in failures to properly
Development of a Mobile Learning Application of Malay Vocabulary for Lower S...ijma
Modern technology has become an integral part of education field. Undeniably, the use of multimedia
technology has a major impact on teaching and learning (T&L) process of the new generation. This article
focuses on designing and developing a mobile learning application of Malay vocabulary for lower
secondary school level. The design and development of the application called “Kuasa Kosa Kata” (3K
henceforth) was based on a novel entitled “Sejambak Bakti”. The context of this study is closely related to
game-based learning (GBL) method in the 3K application that encourages independent learning among the
targeted students. Designing the 3K application was based on a storyboard for the idea and story-making
whilst the development of it was done using Adobe Flash. The data on participants’ comments and
opinions on the learning application were qualitatively gathered from semi-structured interviews. As
conclusion, focus is on the importance of game-based learning implementation in the development of
mobile learning application. It is hoped that use of 3K application as teaching material will boost the
mastery of Malay Language vocabulary among lower secondary school students.
Reconnoitring the Influence of Linguistic Aspects on Emirati Fifth.pdfAyshaAlShamsi11
This mixed-methods study examines the influence of linguistic aspects on fifth-grade Emirati students' bilingualism in English and Arabic. In the first phase, 350 fifth-grade students and their teachers completed surveys on students' phonology, syntax, and semantics abilities in both languages. Interviews were also conducted with select students and teachers. The findings showed students had lower proficiency in English linguistic elements compared to Arabic. Students' biliteracy practices were insufficient due to linguistic difficulties. English teachers believed students needed more scaffolding strategies due to discrepancies in the instructional environment compared to Arabic teachers who viewed students' linguistic abilities more positively. The study recommends a reconceptualization of bilingualism and biliteracy practices with
English medium instruction: Beliefs and attitudes of university lecturers in ...Mohammad Mosiur Rahman
Evolution of English medium instruction (EMI) in non-native English-speaking
countries in recent years has inspired researchers to investigate the various dimensions of
this phenomenon. Internationalising higher education, realising the local needs of
English-speaking graduates, and eliciting the economic and social benefits of English are
often reported as the major factors behind the adoption and implementation of EMI.
However, these goals and demands of EMI are perceived and realised to varying extents
in diverse higher education contexts. This article reports on a small-scale study
conducted in Malaysia and Bangladesh exploring the beliefs and attitudes of university
lecturers to EMI. Based on the data extracted from interviews, this study highlights the
needs and aspirations of EMI in Malaysia and Bangladesh and identifies several common
issues that influenced the adoption of EMI in both countries. However, Malaysia's desire
to become a hub of higher education in the region and to encourage the recruitment of
international students has been reported by the lecturers in Malaysia as the most
prominent reason for their adoption of EMI. Such EMI-related policies in Malaysia have
shaped positively the beliefs and attitudes of lecturers towards its adoption and
implementation. Furthermore, these policies also supported the lecturers to develop a
considerate attitude to students’ challenges with regard to EMI.
Knowledge of the Islam at every student is supported by many factors, one of which is the Arabic language compentence. This research aimed to evaluate and find Arabic language learning construction in strengthening al-Islam at higher education. The desire to find the construction is because there is no visible connection between Arabic language learning and al-Islam learning so that clarity of learning objectives, learning materials, learning implementation, and evaluation systems of Arabic language learning at higher education is needed. In line with this purpose, this study used a qualitative method with a phenomenological approach. The sources of data were facts, Arabic language lecturers, al-Islam lecturers, and students purposively. Data were analyzed by using critical realism. The results of the study proved that the reconstruction of learning objectives, materials, implementation, and evaluation systems is needed to realize Arabic language learning that can strengthen al-Islam at higer education.
Reconsidering english language teaching in vernacular medium schools of india...Atiya Khan
Although there have been recurring reforms in the policy of Indian government towards the teaching and learning of English and currently English is taught as a compulsory subject in all schools, students from vernacular-medium schools suffer as apart from total unfamiliarity with the language, the pedagogies used to teach English do not enable them to speak the language fluently. Albeit, the demands in India for better teaching and learning of English are not being met meaningfully in vernacular-medium schools. Vernacular-medium students in India mostly leave school speaking a language that would not be recognised in the job market. This paper is a review of related literature to suggest a reconsideration of English language teaching in vernacular-medium schools of India with an emphasis on employability.
An Investigation of English Language Needs of Engineering Undergraduatesahmad shah qasemi
1. The study investigated the English language needs of 212 engineering undergraduates at Jawzjan University in Afghanistan through a student questionnaire.
2. The findings showed that most students had an average or good English proficiency level and studied English for academic purposes or future careers. Students also felt their English ability affected their academic performance.
3. Additionally, most students were dissatisfied with the current English program, resources, and teaching approaches, feeling they did not meet their needs. They preferred a more student-centered classroom with more activities.
Cultural Value Orientation in Trans7 Youtube Channel Magazine Show Program an...AJHSSR Journal
ABSTRACT: Education in the modern era encourages us all to collaborate in the learning process through
various means and facilities including technology. One of the elements that needs to be present is the element of
cultural value orientation. This research aims to: 1) describe and explain the representation of local cultural
values on the Magazine Show Trans7 YouTube channel; and 2) describe local cultural values on the Magazine
Show Trans7 YouTube channel and their relevance in learning Indonesian The research method used is
qualitative research with a content analysis approach.Based on the findings, 60 pieces of local cultural value
were found from the analysis, namely: (1) the essence of human life, (2) the relationship between humans and
natural resources, (3) human perception of time, (4) arts and crafts, ( 5) social relationships. Based on these
findings, it is appropriate to use alternative teaching materials and digital tools on the YouTube channel
Edutaiment / Magazine Show Trans7 to instill cultural values that are integrated with education, which is the
right step because apart from instilling cultural values in Indonesia.
Keywords -About five key words in alphabetical order, separated by comma
February 2024 - Top 10 Read Articles in International Journal on Integrating ...IJITE
This journal is an interdisciplinary form for educators who wish to improve the quality of instruction through the use of computers and how to implement it effectively into instruction. This forum also aims to provide a platform for exchanging ideas in new emerging trends that needs more focus and exposure and will attempt to publish proposals that strengthen our goals.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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Implementation BIPA Learning in Central Java Higher EducationAJHSSR Journal
ABSTRACT : This study aims to determine the implementation of BIPA learning in Central Java because
important things can be known so that they can be improved and so it means that further development is carried
out to maximize the BIPA learning process. This research uses a qualitative approach with an exploratory case
study type. The results of this research are that careful planning and preparing the curriculum from the start is
needed, especially in making learning plans. For lecturers, it is important to know the characteristics and
language skills of BIPA students who come to study so they can make appropriate learning plans. Furthermore,
in the BIPA learning process, it is known that there is time management that needs to be improved by lecturers
and students. Then, the learning media used by the three universities has been implemented well, but the
learning process is still being developed by lecturers because sometimes it is not in accordance with the needs of
students whose speaking skills are still low.
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Knowledge of the Islam at every student is supported by many factors, one of which is the Arabic language compentence. This research aimed to evaluate and find Arabic language learning construction in strengthening al-Islam at higher education. The desire to find the construction is because there is no visible connection between Arabic language learning and al-Islam learning so that clarity of learning objectives, learning materials, learning implementation, and evaluation systems of Arabic language learning at higher education is needed. In line with this purpose, this study used a qualitative method with a phenomenological approach. The sources of data were facts, Arabic language lecturers, al-Islam lecturers, and students purposively. Data were analyzed by using critical realism. The results of the study proved that the reconstruction of learning objectives, materials, implementation, and evaluation systems is needed to realize Arabic language learning that can strengthen al-Islam at higer education.
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Teaching Arabic in the era of Industrial Revolution 4.0 in Indon.pdf
1. ASEAN Journal of Community
ASEAN Journal of Community
Engagement
Engagement
Volume 3
Number 2 December Article 3
12-31-2019
Teaching Arabic in the era of Industrial Revolution 4.0 in
Teaching Arabic in the era of Industrial Revolution 4.0 in
Indonesia: Challenges and opportunities
Indonesia: Challenges and opportunities
Azkia Muharom Albantani
Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University Jakarta, Indonesia,
azki@uinjkt.ac.id
Ahmad Madkur
Faculty of Tarbiya and Teaching Science, State Institute for Islamic Studies Metro Lampung, Indonesia,
madzkurahmad@gmail.com
Follow this and additional works at: https://scholarhub.ui.ac.id/ajce
Part of the Education Commons
Recommended Citation
Recommended Citation
Albantani, Azkia Muharom and Madkur, Ahmad (2019). Teaching Arabic in the era of Industrial Revolution
4.0 in Indonesia: Challenges and opportunities. ASEAN Journal of Community Engagement, 3(2).
Available at: https://doi.org/10.7454/ajce.v3i2.1063
Creative Commons License
This work is licensed under a Creative Commons Attribution-Share Alike 4.0 License.
This Review Article is brought to you for free and open access by the Universitas Indonesia at ASEAN Journal of
Community Engagement. It has been accepted for inclusion in ASEAN Journal of Community Engagement.
2. Azkia Muharom Albantani, Ahmad Madkur | ASEAN Journal of Community Engagement | Volume 3, Number 2, 2019
Teaching Arabic in the era of Industrial Revolution 4.0
in Indonesia: Challenges and opportunities
Azkia Muharom Albantania*, Ahmad Madkurb
aFaculty of Educational Sciences, Syarif Hidayatullah State Islamic University Jakarta, Indonesia
bFaculty of Tarbiya and Teaching Science, State Institute for Islamic Studies Metro Lampung, Indonesia
Abstract
Teaching Arabic as a foreign language (TAFL) in Indonesia has been interest of many scholars,
but studies on TAFL in the context of industrial revolution (IR) 4.0 have been rarely conducted.
This qualitative study was aimed at investigating the challenges and opportunities in accelerating
the quality of Arabic language instruction in the IR 4.0 era. Qualitative data analysis consisting of
four steps, namely, data collection, data reduction, data presentation, and data verification was
applied to analyze the gathered data. According to the research results, the challenges are the
following: Arabic language teachers’ limited adaptation to technology, students’ low motivation
to learn, and uncertainty of policies on TAFL practices. The opportunities to effectively establish
Arabic teaching and learning are government support, demands on Arabic language skills in
modern workplaces, and availability of interactive multimedia.
Keywords: Teaching Arabic, foreign language, Arabic learning, industrial revolution 4.0,
challenges, opportunities
1. Introduction
The industrial revolution (IR) 4.0 has not only changed the economic world but also
transformed the education sector into a 4.0 version (Schwab, 2017; Shahroom & Hussin,
2018). The changes generated from IR4.0 not only provide opportunities but also pose
challenges. This period, according to Xing & Marwala (2017), obliges special
competencies that are not exactly the same as the skills required in the third industrial
revolution where information technology (IT) was the key driver.
At present, all stakeholders in the educational fields must pay close attention to the
urgency of IR4.0 in all subjects, including Arabic language. Although not as prevalent as
English, Arabic is the world’s fifth most widely spoken language with 422 million
speakers and has undergone significant developments not only in the Arab region but
also in non-Arab countries (Jaafar, 2018). According to Al-Huri (2015), Arabic is one of
the United Nations’ six authorized languages, together with Chinese, Russian, English,
Received: July 29th, 2019 || Revised: August 1st & December 4th, 2019 || Accepted: December 13th, 2019
*Correspondence Author: azki@uinjkt.ac.id
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Azkia Muharom Albantani, Ahmad Madkur | ASEAN Journal of Community Engagement | Volume 3, Number 2, 2019
French, and Spanish since 1974. Arabic has become a scientific and academic language,
as well as a popular language in the international community. Thus, using Arabic to
convey scientific truths is important (Bulkisah, 2017). The potential for the
development and uses of the Arabic language in various fields of life (social, economic,
business, tourism, politics, culture, and others) remains large and wide open. As a
consequence, the quality of Arabic language teaching needs greater improvement so
that Arabic language learners can be professionally competitive in the current
industrialized era (Arifin, 2018).
In Indonesia, the country with the world’s largest Muslim population, Arabic is one of
the most essentially used foreign languages, such as English, Chinese, Japanese, Korean,
German, Dutch, and French (Budiman, 2015). Due to its paramount importance as the
language of the Holy Qur’an (Morrow & Castleton, 2007) and of Islamic rituals (Wekke,
2015), Arabic is well-accepted in Indonesian society and is taught in state and private
schools and universities, particularly those affiliated with Islamic educational
institutions. In Islamic universities in Indonesia, the Arabic language course is
administered not only to students majoring in this language but also to those enrolled in
non-Arabic departments.
Arabic teaching in Indonesia still faces numerous problems and challenges. As Ridlo
(2015) states, developing the potential of this language, especially through education, is
a complex task because Arabic is perceived as a difficult language to learn. Furthermore,
Arabic language teaching practices remain teacher-centered and based mainly on
textbooks (Taha-Thomure, 2008); these trends still occur in Indonesia.
Issues on how foreign language teaching faces IR4.0 have been addressed in previous
studies. Some foreign language practitioners have studied topics related to English
(Afrianto, 2018; Angelianawati, 2019), the use of social media in English language
teaching (Anggraeni, 2018), and the utilization of mobile applications to support
language teaching (Halimah, Ibrahim, & Lustyantie, 2018). However, compared with the
studies on the teaching of other foreign languages in IR4.0, particularly English, those on
the Arabic language are fewer. Among them is a study conducted by Taufiqurrochman
(2019) who found that Arabic electronic dictionaries are beneficial for supporting
present-day language instruction and, therefore, a lexicology course needs to be
developed by instilling teaching materials that examine electronic dictionaries. Overall,
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Azkia Muharom Albantani, Ahmad Madkur | ASEAN Journal of Community Engagement | Volume 3, Number 2, 2019
the current study aims to comprehensively address the challenges and opportunities of
promoting IR4.0 in the field of Arabic language teaching.
2. Methods
This study was qualitative in nature. Qualitative research does not apply statistical
procedures or other methods of measurement related to the process of data
quantification (Strauss and Corbin cited in Cresswell, 1998). Learning a specific
paradigm calls for in-depth observation, including straightforwardly intermingling,
analyzing, and comparing the results of previous studies, and finally drawing
conclusions based on facts. The data sources in term of books and previous studies
relating the foreign language teaching trends in IR4.0 were elaborated qualitatively.
After the data were collected, they were analyzed through qualitative data analysis
consisting of four consecutive steps, namely, data collection, data reduction, data
presentation, and data verification (Miles & Huberman, 1994).
Fig. 1. Qualitative Data Analysis Model (Miles & Huberman, 1994)
3. Result and Discussion
This section not only discusses the challenges and opportunities in teaching Arabic in
the IR 4.0 era, but also examines the role of professional organization in the
development of Arabic teachers’ competence.
• The writers gather data
by conducting content
analysis and review of
literature.
Data collection
• The writers reduce,
summarize, and classify
the items needed to
answer the research
question.
Data reduction
• The writers present the
findings using tables,
charts, and other
graphic elements.
Data
presentation
• The writers verify their
research by making
conclusions on the data
findings.
Data
Verification
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Azkia Muharom Albantani, Ahmad Madkur | ASEAN Journal of Community Engagement | Volume 3, Number 2, 2019
3.1.Challenges
No study has confirmed when Arabic in Indonesia started to develop. However, the
strongest assumption is that teaching Arabic as a foreign language in the country is
parallel to Indonesia’s encounter with Islam in the 7th century (Hanani, 2018). Thus, the
use of the Arabic language in Indonesia preceded that of other foreign languages in the
country. Despite such a long history, Arabic language teaching in Indonesia still faces
crucial challenges, especially in the IR4.0 era.
3.1.1 Teachers’ Lack of Adaptability to Technology
Integrating technology into foreign language instruction in the digital era is
unquestionably vital and scientifically suggested. However, as Decoito & Richardson
(2018) argued, technology may not be effectual in the classroom without the active role
of teachers who are well-informed about the technology itself and its execution to reach
their educational goals. This condition means that the benefits of adapting to
technological advancement is foreseeable for teachers. Unfortunately, many Arabic
language teachers in Indonesia’s Islamic educational institutions have a great
impression of the importance of teaching grammar (nahwu) only through memorization
of the language rules, leaving aside the significance of methods that can be learned
efficiently and proficiently by involving technological devices and science (Albantani &
Madkur, 2017). Realistically, Arabic language teachers face the major challenge of being
well-prepared to deal with their digital-savvy students (Jouejati, 2011).
The lack of teachers’ adaptation to technology is due to factors that are not always
negative but also positive. One reason is that more than half of the teachers equipped
with computers only use them for administrative functions. Another is that many
teachers lack effective training, time and competency in operating the technological
tools (Ghavifekr, Kunjappan, Ramasamy, & Anthony, 2016). Some teachers, according to
Skenderi & Skender (2017), also believe that technology has no positive contribution to
the development of communication skills among young people because it can make
them less sociable.
Thus, schools must investigate the impact of technology integration on students’
achievement and attitude (Robinson, 2016). The teachers from digital native
generations should be taught how their acquired skills can be used to incorporate
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Azkia Muharom Albantani, Ahmad Madkur | ASEAN Journal of Community Engagement | Volume 3, Number 2, 2019
technology into the classroom curriculum to offer complex cognitive appointment for
their students (Mundy, Kupczynski, & Kee, 2012). The institution should also upgrade
teachers’ technology integration skills by organizing relevant workshops (Almekhlafi &
Almeqdadi, 2010). Suwandi (2018) highlights that learning at present must refer to the
four learning characteristics of the 21st century, namely, critical thinking and problem
solving, creativity and innovation, collaboration, and communication. These conditions
necessitate teachers who are open, adaptive, and accommodating to the various needs
of students in terms of providing teaching materials, using learning models and
assessment techniques, and creating a challenging learning atmosphere.
3.1.2 Low Motivation of Arabic Language Learners
Low interest and motivation in learning is one of the major challenges in developing
Arabic language education in Indonesia. According to Wahab (2008), the difficulties in
learning Arabic are mainly due to psychological, educative, and social factors. The
students’ lack of motivation to learn may be due to their age and the teachers’ role
(Ghenghesh, 2010). Islam (2015) classified the influencing factors into external and
internal. External factors include learning materials, complexity of the language, and
learning facility and environment, while internal factors include basic competence, prior
learning experience, and negative perception toward the Arabic subject. The effect of
prior learning experience on Arabic learning can be observed from the fact that
students who graduated from non-Islamic schools tend to experience greater difficulties
in learning Arabic than students from Islamic ones (Chandra, Yusuf, & Jaya, 2017).
In the Indonesian context, the students learning Arabic seem less motivated than
those who are learning other foreign languages, particularly English. However,
motivation types are relatively similar for both groups of students. A study by Nailufar
(2018) on an Acehnese Islamic university concluded that English and Arabic majors
have similarities in terms of motivation, which drives them to learn their chosen target
language. Students of both majors were predominantly driven by integrative rather
than instrumental motivation.
This phenomenon deserves considerable attention from education stakeholders
because it affects the development of Arabic language teaching in the IR4.0 era. The
reason is that motivation for learning Arabic language, as elaborated by Wekke &
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Suhendar (2016), is the primary means to sustain the process of teaching this language
in Indonesia.
3.1.3 Uncertainty of Educational Policy in Arabic Language Teaching
Educational policy plays a pivotal role in Arabic language instruction. The existence
of an Arabic language learning program and its development in a school reflects how the
educational institution leads this program toward an effective direction. A quality
learning program, according to Tilaar & Nugroho (2012), necessitates a policy where
the learning objectives expected by stakeholders of educational institutions can be
achieved.
Unfortunately, according to Ridlo (2015), education policy and Arabic language
teaching at madrasas and other educational institutions have been erratic so far. This
uncertainty can be observed in several aspects. First, confusion occurs between learning
Arabic as a goal (mastering language skills) and as a tool to master the knowledge that
has been acquired by others who use the language (such as studying tafsir, fiqh, and
hadith). The second type of uncertainty is in terms of the variety of Arabic learned,
whether classical (fusha turâts), modern/contemporary (fushamu’âshirah), or market
(‘âmmiyyah). Third, in terms of methods, uncertainty occurs between following the
current development and maintaining the old-fashioned method. In this case, the Arabic
language is widely taught by using qawâid wa tarjamah, a method equivalent to
grammar translation. As explained by Musgamy (2015), this method emphasizes the
aspects of reading and translating coupled with an analysis of the structure of the
grammar contained in the text.
With regard to the policy on Arabic language learning, imbalance occurs in the
guidance of Arabic learning at Islamic educational institutions (Kuraedah, Insawan, &
Wahyuni, 2018). For instance, inequality is observed in the regulations on the
development of Arabic studies, implementation of the development of fields of study in
the Arabic language by supervisors of madrasahs, inadequately supportive policies of
madrasahs, and Arabic teachers’ resoluteness in directing and upgrading Arabic
language competence.
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3.2.Opportunities
Despite the barriers, Arabic language teaching in Indonesia shows potential for
development. The following are the opportunities in which Arabic language teaching
stakeholders can participate, especially to address the inevitable IR4.0 era.
3.2.1 Government Support for the Use of Technology in Education
The Indonesian government realizes that the country’s development requires
accelerating the quality of education by encouraging all stakeholders to benefit from
information and communication technology (ICT). This objective is officially highlighted
in the Ministry of Education and Culture’s Regulation No. 65 of 2013, which states that
every teacher must employ ICT in an integrated, systematic, and effective way for
students. Ayu (2017) reported that the Indonesian government also supports the
growth of social innovation among young Indonesians to face IR4.0.
In this regard, Wekke & Tamalia (2016) suggested the significance of taking the
technological benefits in everyday life to be adapted as a part of the development of
Arabic language teaching and learning. This issue is also comprehensively addressed by
(Haque, 2017), who explains how technology can be integrated into the teaching of four
basic skills in the Arabic language. In other words, the emergence of cutting-edge
technology can be employed as learning media in Arabic language instruction.
3.2.2 Arabic Language Skills in Modern Workplaces
In this free-market era, people can easily have access to jobs in every part of the
world, which implies the possibility of becoming Arabic language teachers in other
countries. The Arabic language is learned by students in Arab and non-Arab countries.
In the United States, for example, Arabic-speaking parents recognize a wide variety of
benefits of Arabic language lessons for their children (Alili & Hassan, 2017). This
condition implies that Indonesian students mastering Arabic skills have greater
opportunities to work not only in their home country but also overseas.
The number of international students interested in learning Arabic has undergone a
remarkable growth (Dajani, 2006). In terms of the reasons why more students learn
Arabic language, Husseinali (2006) revealed that learners of Arabic as a foreign
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language have some purposes, such as learning religion, travelling, seeking for a job, and
cultural identity.
Another possible career is being an international translator. At Wolfestone, a globally
popular translation services company, the most in-demand languages are German,
French, Arabic, Spanish, and Mandarin Chinese, with Arabic and Mandarin experiencing
the greatest growth (Jolin, 2014). Arabic language competence is expected to undergo
an upward trend in international jobs. Moreover, due to the fast-growing expansion of
businesses and increasingly globalized companies, Arabic ranked second among seven
best languages to learn in 2018 (Phillpott, 2018).
3.2.3 Availability of Interactive Multimedia as an Alternative Learning Process
Interactive multimedia is a new technology with enormous potential to change ways
of learning, obtaining information, and entertaining by involving user as control and
combining various types of interactive media such as audio, video, text, and images.
Multimedia taxonomy is at four levels, namely, (1) least interaction; (2) middle-level
interactions; (3) a system that combines computers and video discs; (4) use of visual,
audio, and other sources (Azzuhri, 2009). Teachers are advised to develop an Arabic
learning system by using interactive multimedia so that students can learn easily and
pleasantly (Rukimin & Koderi, 2015). Furthermore, multimedia can cultivate the
learners’ interest (Shyamlee, 2012).
One of the easiest ways to create interactive multimedia in Arabic language teaching
is by utilizing social media applications, such as Busuu, which has become popularly
used for independent foreign language learning. The Busuu application enables
students to learn Arabic in a comfortable and enjoyable manner. The application also
provides convenience in independent communicative Arabic learning (Albantani, 2018).
Another interactive platform that may be used is Google Classroom to intensify
interactive communication with students outside official study hours. This application
also provides flexibility to teachers in granting student access to scientific references
related to courses that may not be obtained during face-to-face meetings (Rozak &
Albantani, 2018).
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3.3. Role of Professional Organization in the Development of Arabic Teachers’ Competence
The professional organization that fosters and develops the competence of Arabic
language teachers is Ittihad Mudarrisi al-Lughah al-‘Arabiyyah (IMLA). This organization
has participated in developing the Arabic language in Indonesia by encouraging
government policy.
IMLA was established on September 25, 1999 at Air Panas Alam Sanggoriti, Dau,
Malang. The launch was attended by 120 delegates from 46 universities. IMLA is
founded on the pillars of professionalism, scientific inquiry, and ukhuwah
(brotherhood). The goals of IMLA are to 1) develop professionalism, scholarship, and
brotherhood among teachers of Arabic language and literature; 2) foster and develop
Arabic linguistics, literature, and culture at the theoretical and practical levels for the
advancement of knowledge and improvement of the quality of human resources in
Indonesia; and 3) increase public interest in Arabic language and literature as part of
efforts to cultivate intellectual life.
IMLA’s vision is “to be organization of professional Arabic language teachers in
Indonesia, coexisting and internationally, which realizes a systematic understanding of
the development of language and education Arabic, leaning on the integration of
knowledge to achieve the ideals of development of human character and civilization
sustainable in Indonesia, the Islamic world and the international world. IMLA is
designed to be a professional organization which synergizes with all parties concerned
in rebuilding and developing the characteristics, capacities and living standards of
Arabic language lecturers/teachers, in the context of the unity of Indonesian-Islamic
culture” (Tim Penyusun, 2019).
IMLA’s missions are to initiate and mobilize efforts to develop the Arabic language
system, participate in the increasing role of Arabic language and education in the
development of the character and culture of Indonesia, and consistently build, develop,
and improve the competencies of Arabic language teachers in the framework of the
development of Indonesia’s Islamic character and culture to achieve the growth of
civilization and sustainability in Indonesia, the Muslim world, and the international
community. Main Roles and Functions of IMLA such as:
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a. Professional organizations: conduct, coordinate, and maintain research,
development, and training efforts related to all components of the Arabic
language system and education in Indonesia and abroad.
b. Cooperation forum: synergize and coordinate the efforts of the Arabic language
development parties, as well as education in Indonesian and Islamic culture, in
the framework of sustainable development in Indonesia and abroad.
c. Advocacy group: carrying out the socialization, promotion, and defense of Arabic
and educational issues, and addressing issues concerning lecturers/teachers, in
accordance with the development of the character, culture, and civilization that
are sustainable in Indonesia and abroad.
d. Information and communication network, including providing a wide range of
data and information on the state of the Arabic language and education system,
and the conditions of teachers/lecturers, as well as the efforts that have been
conducted to facilitate the achievement of ideals and sustainable civilization
development in Indonesia and abroad.
From the IMLA profile, several features that can improve the competence of Arabic
language teachers are the following: 1) openness of IMLA to teachers and lecturers of
Arabic in Indonesia; 2) advocacy toward the protection of Arabic language and
education in Indonesia; 3) serving as a forum for Arabic teachers and lecturers to
develop their competencies in learning, research, and community service; 4) serving as
a national network with 24 regional and branch administrators in Indonesia. South
Kalimantan has an official board on April 23, 2015. Furthermore, IMLA is recognized as
a member of the World Arabic Language Organization headquartered in Riyadh, Saudi
Arabia; and 5) IMLA organizes fifth-year conferences and international scientific
meetings. All teachers and lecturers of Arabic in Indonesia and around the world are
welcomed to participate.
Arabic teacher are advised to actively participate in professional organizations so
that their competencies can continue to increase along with their motivation and pride
in their profession (Muradi, 2016).
Sa'fan and Mahmud (2005) noted that the following four demands must be
immediately addressed to assist professional teachers of Arabic: 1) demand for
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technological change, 2) demand for value changes that develop in society, 3) demand
for social and economic change, and 4) demand for educational change.
Extensive insights and information can be obtained by teachers who participate in
various activities that can improve their competencies. For example, they can take a
part in such events as seminars, workshops, and trainings organized by the organization
profession. The other plus point the cultural competence. IMLA can connect us with the
teachers both teachers and lecturers from outside the country, especially on the Arabian
Peninsula. Through IMLA, all members of the profession will have the opportunity to be
invited to exchange information regarding the Arabic language and culture.
4. Conclusion
The Arabic language cannot be considered as marginalized compared with other
foreign languages in the IR4.0 era. Thus, an innovative, creative, age-appropriate,
enjoyable, and competitive Arabic learning process is necessary, with professional
language instructors, methodologies, and learning media in accordance with global
standards.
Thus, policies, high commitment, and visionary perspectives on the management of
educational institutions and supporting the Arabic language are oriented toward
developing human resources in accordance with the development of science and
technology. Commitments based on technology are expensive, but this assumption is
not always true. Physical development sometimes becomes more expensive because it
requires high maintenance costs. Physically oriented development in higher education
institutions is usually based on classic reasons such as limitations in the implementation
of conventional classroom learning. Conventional face-to-face learning in the future will
be increasingly replaced by decentralized learning through interactive CDs, web bases,
and other IT devices. In addition, it is also necessary to develop or use IT-based teaching
media or taking benefits from up-to-date software and hardware for Arabic language
learning.
Acknowledgments
Our biggest appreciation goes to Syarif Hidayatullah State Islamic University (UIN)
Jakarta, for supporting this research, especially Faculty of Educational Sciences UIN
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Jakarta that already permitted us to conduct this research outside UIN Jakarta. We also
thank madrasah (State Islamic Schools) in Tangerang Selatan for welcoming us and
sharing data as the documentation data of this research. Finally, we also appreciate the
support of IMLA (Arabic Teacher and Lecturer Association of Indonesia) as the
professional organization that fosters and develops the competence of Arabic language
teachers, and Faculty of Tarbiya and Teaching Science State Institute for Islamic Studies
(IAIN) Metro.
Author Contribution
Both authors worked together on the idea and the problem related to Teaching
Arabic in the Era of Industrial Revolution 4.0 in Indonesia: Challenges and
Opportunities. Azkia Muharom Albantani developed the theory and Ahmad Madkur
verified the analytical methods. Both investigated and supervised the findings of this
work. All authors discussed the results and contributed to the final manuscript.
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