Using communicative approach in Arabic language classroom to develop Arabic speaking ability

Using communicative approach in Arabic language classroom to develop Arabic speaking ability

Studies have shown that most Malay learners of Arabic language exhibit weak performance in speaking Arabic despite spending years of learning the language. Among the causes of the problem are traditional methods like reading, translation, and memorization that are popularly used in the teaching an...

Full description

Bibliographic Details
Main Author: Che Haron, Sueraya
Format: Article
Language:English
Published: International Institute for Science, Technology & Education (IISTE) 2014
Subjects:
L Education (General)
LB Theory and practice of education
Online Access:http://irep.iium.edu.my/42074/
http://irep.iium.edu.my/42074/
http://irep.iium.edu.my/42074/1/IISTE_COMM_APPROACH.pdf
id iium-42074
recordtype eprints
spelling iium-420742018-05-23T02:45:34Z http://irep.iium.edu.my/42074/ Using communicative approach in Arabic language classroom to develop Arabic speaking ability Che Haron, Sueraya L Education (General) LB Theory and practice of education Studies have shown that most Malay learners of Arabic language exhibit weak performance in speaking Arabic despite spending years of learning the language. Among the causes of the problem are traditional methods like reading, translation, and memorization that are popularly used in the teaching and learning of Arabic language. Since Arabic language is not widely used in Malaysian society, the only chance the students have to speak Arabic is in the classroom. Therefore the researcher designed a series of classroom activities using communicative approach for a period of 14 weeks on 45 students of Islamic Education minoring in the Teaching of Arabic as Second Language at the Institute of Education at the International Islamic University Malaysia. Surveys were administered to the students before and after the communicative activities took place. In addition the researcher also performed classroom observation and collected self reports from the students after each activity. The results from paired sample t-test showed that students’ perception on Arabic speaking and ability to speak Arabic improved after 14 weeks. In addition level of difficulty faced to speak Arabic decreased gradually. Results from the Pearson Product Moment correlation coefficient suggested that the improved perceptions of speaking Arabic lessened the difficulties faced by students in speaking Arabic. The results also suggested that the improved perceptions towards speaking Arabic increased students’ ability to speak Arabic. International Institute for Science, Technology & Education (IISTE) 2014-12-31 Article PeerReviewed application/pdf en http://irep.iium.edu.my/42074/1/IISTE_COMM_APPROACH.pdf Che Haron, Sueraya (2014) Using communicative approach in Arabic language classroom to develop Arabic speaking ability. Journal of Education and Practice, 5 (39). pp. 29-35. ISSN 2222-288X (O), 2222-1735 (P) http://www.iiste.org/Journals/index.php/JEP
repository_type Digital Repository
institution_category Local University
institution International Islamic University Malaysia
building IIUM Repository
collection Online Access
language English
topic L Education (General)
LB Theory and practice of education
spellingShingle L Education (General)
LB Theory and practice of education
Che Haron, Sueraya
Using communicative approach in Arabic language classroom to develop Arabic speaking ability
description Studies have shown that most Malay learners of Arabic language exhibit weak performance in speaking Arabic despite spending years of learning the language. Among the causes of the problem are traditional methods like reading, translation, and memorization that are popularly used in the teaching and learning of Arabic language. Since Arabic language is not widely used in Malaysian society, the only chance the students have to speak Arabic is in the classroom. Therefore the researcher designed a series of classroom activities using communicative approach for a period of 14 weeks on 45 students of Islamic Education minoring in the Teaching of Arabic as Second Language at the Institute of Education at the International Islamic University Malaysia. Surveys were administered to the students before and after the communicative activities took place. In addition the researcher also performed classroom observation and collected self reports from the students after each activity. The results from paired sample t-test showed that students’ perception on Arabic speaking and ability to speak Arabic improved after 14 weeks. In addition level of difficulty faced to speak Arabic decreased gradually. Results from the Pearson Product Moment correlation coefficient suggested that the improved perceptions of speaking Arabic lessened the difficulties faced by students in speaking Arabic. The results also suggested that the improved perceptions towards speaking Arabic increased students’ ability to speak Arabic.
format Article
author Che Haron, Sueraya
author_facet Che Haron, Sueraya
author_sort Che Haron, Sueraya
title Using communicative approach in Arabic language classroom to develop Arabic speaking ability
title_short Using communicative approach in Arabic language classroom to develop Arabic speaking ability
title_full Using communicative approach in Arabic language classroom to develop Arabic speaking ability
title_fullStr Using communicative approach in Arabic language classroom to develop Arabic speaking ability
title_full_unstemmed Using communicative approach in Arabic language classroom to develop Arabic speaking ability
title_sort using communicative approach in arabic language classroom to develop arabic speaking ability
publisher International Institute for Science, Technology & Education (IISTE)
publishDate 2014
url http://irep.iium.edu.my/42074/
http://irep.iium.edu.my/42074/
http://irep.iium.edu.my/42074/1/IISTE_COMM_APPROACH.pdf
first_indexed 2023-09-18T21:00:03Z
last_indexed 2023-09-18T21:00:03Z
_version_ 1777410562425094144

Similar Items