DEVELOPMENT OF AN ARABIC LEARNING WEBSITE MODEL FOR BEGINNERS LEVEL A1 CEFR

Samsi Setiadi, Ahmad Marzuq, Fahira Dziazahwa

Abstract


This research was conducted to produce a website model for learning Arabic based on the CEFR level A1 standard. The research was conducted using the ADDIE model. Product evaluation was carried out through product trials by giving questionnaires to 20 Arabic Language Education students at Jakarta State University. The results of the product evaluation in the form of a website by material experts are 94. This shows that the website is very feasible to use, and the score from media experts is 92 which means it is in the very feasible category to use. The result of a user rating of 92.3 indicates that this website product is very feasible to use. From the data above it can be concluded that the CEFR Standard Level A1 Beginner Arabic learning website model is very feasible to use as an additional learning resource.

Keywords: Learning Arabic for Beginner, CEFR, Website Learning Model


Full Text:

PDF

References


Al Lily, A. E., Ismail, A. F., Abunasser, F. M., & Alqahtani, R. H. A. (2020). Distance education as a response to pandemics: Coronavirus and Arab culture. Technology in Society, 63(101317).

Bashori, M., Van Hout, R., Strik, H., & Cucchiarini, C. (2021). Effects of ASR-based websites on EFL learners’ vocabulary, speaking anxiety, and language enjoyment. System, 99(102496).

Council of Europe. (2001). Common european framework of reference for languages: learning, teaching, assessment. Cambridge University Press. www.coe.int/lang-CEFR

Czerkawski, B. C., & Lyman, E. W. (2016). An instructional design framework for fostering student engagement in online learning environments. TechTrends, 60, 532–539.

Dajani, B. A. S. (2015). Teaching Arabic language: Towards a new beginning that stimulates creativity. Procedia-Social and Behavioral Sciences, 192, 758–763.

Dina, A. T., & Ciornei, S. I. (2013). The advantages and disadvantages of computer assisted language learning and teaching for foreign languages. Procedia-Social and Behavioral Sciences, 76, 248–252.

Dwivedi, Y. K., Hughes, D. L., Coombs, C., Constantiou, I., Duan, Y., Edwards, J. S., & Upadhyay, N. (2020). Impact of COVID-19 pandemic on information management research and practice: Transforming education, work and life. International Journal of Information Management, 55(102211).

El Omari, S. (2015). The effect of computer-assisted language learning on improving Arabic as a foreign language (AFL) in higher education in the United States. Procedia-Social and Behavioral Sciences, 192, 621–628.

Hakim, M. K. A., Setiadi, S., & Nurhidayani, M. (2021). تطوير خطة التعليم للفصل الدراسي لمادة الكتابة الحرة باستخدام الإطار الأوربى المرجعي العام للغات من خلال التعليم المدمج. PINBA XIII 2021, 1–22.

Hasanah, M., Mubaligh, A., Sari, R. R., Syarofah, A., & Prasetyo, A. (2021). Arabic Performance Curriculum Development: Reconstruction Based On ACTFL And Douglas Brown Perspective/Rekonstruksi Kurikulum Bahasa Arab: Berdasarkan Perspektif ACTFL dan Douglas Brown. Ijaz Arabi Journal of Arabic Learning, 4(3), 779–801.

Kır, E., & Kayak, S. (2013). The evaluation of websites teaching english as a foreign language (EFL). Procedia-Social and Behavioral Sciences, 106, 2788–2795.

Little, D. (2007). The Common European Framework of Reference for Languages: Perspectives on the making of supranational language education policy. The Modern Language Journal, 91(4), 645–655.

North, B. (2007). The CEFR Illustrative Descriptor Scales. The Modern Language Journal, 91(4), 656–659.

Nurdianto, T., & bin Ismail, N. A. (2020). Pembelajaran Bahasa Arab Berbasis Common European Framework of Reference For Language (CEFR) di Indonesia. Al Mahāra: Jurnal Pendidikan Bahasa Arab, 6(1), 1–22.

Rashid, T., & Asghar, H. M. (2016). Technology Use, Self-Directed Learning, Student Engagement and Academic Performance: Examining the Interrelations. Computers in Human Behavior, 63, 604–612.

Saha, S. M., Pranty, S. A., Rana, M. J., Islam, M. J., & Hossain, M. E. (2022). Teaching during a pandemic: do university teachers prefer online teaching? Heliyon, 8(1), e08663.

Setiadi, S., Kamal, M., Arifah, F., & Ilham, A. (2022). Model Materi Ajar Kitābah Muqayyadah Berbasis CEFR dan Terintegrasi Keterampilan Abad Ke-21. Ta’lim Al-’Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban, 6(1), 83–94. https://doi.org/10.15575/jpba.v5i2.

Setiadi, Syamsi, & Salsabila, N. K. (2021). Model Pembelajaran Kitabah Arabiyah Terintegrasi Keterampilan Abad ke-21. PINBA XIII 2021, 253–263.

Sindiani, A. M., Obeidat, N., Alshdaifat, E., Elsalem, L., Alwani, M. M., Rawashdeh, H., & Tawalbeh, L. I. (2020). Distance education during the COVID-19 outbreak: A cross-sectional study among medical students in North of Jordan. Annals of Medicine and Surgery, 59, 186–194.

Stecuła, K., & Wolniak, R. (2022). Influence of COVID-19 pandemic on dissemination of innovative e-learning tools in higher education in Poland. Journal of Open Innovation: Technology, Market, and Complexity, 8(2), 89.

Szopiński, T., & Bachnik, K. (2022). Student evaluation of online learning during the COVID-19 pandemic. Technological Forecasting and Social Change, 174, 121203.

Tsai, Y. H., Lin, C. H., Hong, J. C., & Tai, K. H. (2018). The effects of metacognition on online learning interest and continuance to learn with MOOCs. Computers & Education, 121, 18–29.

Tsou, W., Wang, W., & Tzeng, Y. (2006). Applying a Multimedia Storytelling Website in Foreign Language Learning. Computers & Education, 47(1), 17–28.

Weng, X., & Chiu, T. K. (2023). Instructional design and learning outcomes of intelligent computer assisted language learning: Systematic review in the field. Computers and Education: Artificial Intelligence, 100117.


Refbacks

  • There are currently no refbacks.


ISSN: 2598-0653