What question did this study set out to answer?

To evaluate the implementation and instructional effectiveness of Arabic language learning programs across Islamic senior high schools.

September 28, 2020International Journal of InstructionOpen Access

Has Arabic Language Learning Been Successfully Implemented?

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Authors

ZZZurqoni ZurqoniUniversitas Islam Negeri Sultan Syarif Kasim Riau HRHeri RetnawatiYogyakarta State University SRSyarifatur RahmatullahInstitut Agama Islam Negeri Bengkulu

Discussion

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Implication

Qualitative phenomenological study reveals substantial implementation barriers in secondary Arabic language education, highlighting the need for curriculum adjustments and immersive speaking...

Key Points

To evaluate the implementation and instructional effectiveness of Arabic language learning programs across Islamic senior high schools.
Conducted a phenomenological qualitative study using focus group discussions, questionnaires, and in-depth interviews.
Sampled 27 teachers, 9 principals, and 45 students across 9 Madrasah Aliyah institutions in East Kalimantan, Special Region of Yogyakarta, and West Nusa Tenggara, Indonesia.
Analyzed qualitative narrative data using the Bogdan and Biklen analytical framework.
Arabic language program implementation was not categorized as successful due to widespread instructional and structural difficulties.
Primary academic obstacles included poor baseline reading fluency, deficient vocabulary retention, and difficulty acquiring complex Arabic verb conjugations.
Systemic constraints included restricted classroom hours in non-boarding institutions, inadequate school facilities, and an absence of communicative environments supporting spoken Arabic.

Cite This Study

Zurqoni et al. (2020) studied this question.

synapsesocial.com/papers/6a8338ab7a9386604693cc1a https://doi.org/10.29333/iji.2020.13444a

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September 28, 2020International Journal of InstructionOpen Access

Has Arabic Language Learning Been Successfully Implemented?

View Full Paper

Ask AI

Bookmark

Authors

ZZZurqoni ZurqoniUniversitas Islam Negeri Sultan Syarif Kasim Riau HRHeri RetnawatiYogyakarta State University SRSyarifatur RahmatullahInstitut Agama Islam Negeri Bengkulu

Discussion

Member takes

Implication

Qualitative phenomenological study reveals substantial implementation barriers in secondary Arabic language education, highlighting the need for curriculum adjustments and immersive speaking...

Key Points

To evaluate the implementation and instructional effectiveness of Arabic language learning programs across Islamic senior high schools.
Conducted a phenomenological qualitative study using focus group discussions, questionnaires, and in-depth interviews.
Sampled 27 teachers, 9 principals, and 45 students across 9 Madrasah Aliyah institutions in East Kalimantan, Special Region of Yogyakarta, and West Nusa Tenggara, Indonesia.
Analyzed qualitative narrative data using the Bogdan and Biklen analytical framework.
Arabic language program implementation was not categorized as successful due to widespread instructional and structural difficulties.
Primary academic obstacles included poor baseline reading fluency, deficient vocabulary retention, and difficulty acquiring complex Arabic verb conjugations.
Systemic constraints included restricted classroom hours in non-boarding institutions, inadequate school facilities, and an absence of communicative environments supporting spoken Arabic.

Cite This Study

Zurqoni et al. (2020) studied this question.

synapsesocial.com/papers/6a8338ab7a9386604693cc1a https://doi.org/10.29333/iji.2020.13444a

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