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وتهدف هذه الدراسة إلى تحليل الصعوبات التي تواجهها طلاب المدارس الثانوية في دراسة اللغة العربية. باستخدام نهج توصيفي نوعي، يتم جمع البيانات من خلال مقابلات عميقة، ومحطات، ومراقبة الفصل بين الطلاب والمدرسين. وتشير النتائج إلى أن الصعوبات الرئيسية التي تواجه الطلاب تشمل فهم قواعد اللغات المعقدة، واستخدام القصص الخاطئة، فضلاً عن الحد الأدنى من المساعدة والتفاؤل في التعلم. تم العثور على طرق التدريس الأقل التفاعلية والمواد التدريبية التي لا تتوافق مع مستويات المهارات الطلابية أيضًا كوادر خارجية مهمة. وبالإضافة إلى ذلك، فإن الحد الأدنى من الوقت الدراسي وقلة الدعم من البيئة يزيد من الصعوبات التي تواجه الطلاب. وتؤكد النتائج من هذه الدراسة الحاجة إلى اتجاهات التعلم أكثر إبداعا ومهمة، فضلا عن دعم أكبر من بيئة التعلم للطلاب. وتشمل الإرشادات استخدام أساليب التدريس التفاعلية، وتوفير مواد تعليمية مثيرة للاهتمام، وزيادة الوقت الدراسي، وتحسين الدعم من الأسرة والأصدقاء. ويتوقع تنفيذ هذه الاستراتيجية أن تساعد الطلاب على التغلب على الصعوبات في دراسة اللغة العربية وتحقيق مهارات لغات أعلى
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References
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References
Alasmari, M. et al. (2022) ‘Bilingual teachers’ translanguaging practices and ideologies in online classrooms in Saudi Arabia’, Heliyon, 8(9). Available at: https://doi.org/10.1016/j.heliyon.2022.e10537.
Albayatey, A.S.W., Mawlood, S.J. and Makttoof, H.S. (2021) ‘Quality of Transition to E-Learning under Corona pandemic: An Application Study in College of Administration and Economics, Baghdad University’, Review of International Geographical Education Online, 11(5), pp. 4614–4632. Available at: https://doi.org/10.48047/rigeo.11.05.338.
Amniana, S. and Gadour, A. (2007) ‘Differing expectations: An account of home and school factors affecting EAL learners from Arabic-speaking backgrounds’, English in Education, 41(1), pp. 51–67. Available at: https://doi.org/10.1111/j.1754-8845.2007.tb00809.x.
Aziz, M.T. and Widodo, L. (2023) ‘Pengembangan Program Unggulan di SMP Islam Sabilur Rosyad’, pp. 49–55.
Balla, A. and Sarirete, A. (2008) ‘Developing educational applications using adaptive e-learning model’, in Innovative Techniques in Instruction Technology, E-Learning, E-Assessment, and Education. National Institute of Computer Science, Oued-Smar, 16309, Algiers, BP 68 M, Algeria: Kluwer Academic Publishers, pp. 13–18. Available at: https://doi.org/10.1007/978-1-4020-8739-4_3.
Compton-Lilly, C. et al. (2019) ‘What We Must Learn From Children in Immigrant Families’, Reading Teacher, 73(2), pp. 135–140. Available at: https://doi.org/10.1002/trtr.1832.
Dávila, L.T. (2017) ‘Ecologies of Heritage Language Learning in a Multilingual Swedish School’, Journal of Language, Identity and Education, 16(6), pp. 395–407. Available at: https://doi.org/10.1080/15348458.2017.1385025.
Eddy, J. (2022) Designing World Language Curriculum for Intercultural Communicative Competence, Designing World Language Curriculum for Intercultural Communicative Competence. Queens College, City University of New York, United States: Bloomsbury Publishing Plc. Available at: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85192940329&partnerID=40&md5=65e3d080191d05ea92a5cedff13f0ef3.
Hall Haley, M. and Ferro, M.S. (2011) ‘Understanding the perceptions of arabic and chinese teachers toward transitioning into U.S. schools’, Foreign Language Annals, 44(2), pp. 289–307. Available at: https://doi.org/10.1111/j.1944-9720.2011.01136.x.
Inovatif, P. and Arab, P.B. (2024) ‘El - Fusha : Jurnal Bahasa Arab dan Pendidikan Pengintegrasian Asas Andragogi dalam Pengembangan Maharah Qiro ’ ah di LPBA MASA Surabaya : Pendekatan Inovatif Pembelajaran Bahasa Arab Laili Mas Ulliyah Hasan , 2 Muhammad Rido ’ i Sekolah Tinggi Ilmu Bahas’, 5(1), pp. 1–14.
Mas, L. et al. (2024) ‘Kolaborasi antara Guru Bahasa Arab , Orang Tua dan Terapis dalam Mendukung Pembelajaran Bahasa Arab Anak Berkebutuhan Khusus di Sekolah Inklusi’, 4(1), pp. 44–54. Available at: https://doi.org/10.58737/jpled.v4i1.260.
Musyafa'ah, L., & Dzulkarnain, D. (2023). Application of Interpersonal Communication with an Andragogical Approach in Improving the English Competence of Dhuafa Orphans. SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS), 11(1), 92-99.
Musyafa'ah, L. (2017). THE APPLICATION OF ANDRAGOGY APPROACH WITH INTERPERSONAL COMMUNICATION IN ENGLISH COMPETENCY ACHIEMENT. In Proceeding the International Conference on Education Innovation (Vol. 1, No. 1, pp. 464-469).
Musyafa’ah, L., Ishaq, M., & Dayati, U. (2024). Learning Community For Parents Of Children With Down Syndrome To Increase Mother's Awareness In Educating Their Children Better. Educational Administration: Theory and Practice, 30(6), 92-98.
Musyafa’ah, L., Kaserero, S., & Jihan, F. N. (2024). Implementation of servant leadership at LKP Quali International Surabaya (QIS). At-Ta'lim: Jurnal Pendidikan, 10(2), 211-217.
Nefaa, A., Boutora, L. and Gala, N. (2022) ‘Preliminary Considerations on the Development of a Bicultural Trilingual Education Model for Deaf Children in the Tunisian Context’, Frontiers in Education, 6. Available at: https://doi.org/10.3389/feduc.2021.750584.
Qodir, A., Mas, L. and Hasan, U. (2024) ‘Arabic Alphabet : Aplikasi Interaktif untuk Pembelajaran Bahasa Arab Anak Usia Dini’, 3(2).
Rahimi, N.S., Kamis, M.S. and Normeza, W. (2013) ‘Misconception of arabic language listening skills among teachers’, Social Sciences (Pakistan), 8(4), pp. 347–350. Available at: https://doi.org/10.3923/sscience.2013.290.294.
Saifullah, M. and Nurjanah, R.A. (2024) ‘The Hermeneutics of Qur’anic Translation into Sign Language: A Study of Inclusive Pedagogy by the Qur’an Indonesia Project’, Jurnal Studi Ilmu-ilmu al-Qur’an dan Hadis, 25(1), pp. 121–140. Available at: https://doi.org/10.14421/qh.v25i1.5240.
Sali, A.H.A. and Marasigan, A.C. (2020) ‘Madrasah Education Program implementation in the Philippines: an exploratory case study’, International Journal of Comparative Education and Development, 22(3), pp. 201–217. Available at: https://doi.org/10.1108/IJCED-06-2019-0034.
Schwarz, M., Deeb, I. and Dubiner, D. (2022) ‘“When they act, they speak more’’: strategies that encourage language production in a bilingual preschool”’, International Journal of Bilingual Education and Bilingualism, 25(3), pp. 800–818. Available at: https://doi.org/10.1080/13670050.2020.1719029.
Suárez, R.S. (2016) ‘The linguistic identity of the Arabic-speaking learners of Spanish as the second language and its reflection in interlanguage: The case of the Arabic-speaking Moroccans’, Tonos Digital, (31), p. 7. Available at: https://www.scopus.com/inward/record.uri?eid=2-s2.0-84973897629&partnerID=40&md5=ba10016f2088da1d4248123cfaa86c9e.