DESIGNING A MODEL A LESSON PLAN FOR ARABIC AS A FOREIGN LANGUAGE

DESIGNING A MODEL A LESSON PLAN FOR

ARABIC AS A FOREIGN LANGUAGE

School-based Curriculum known in Indonesia as Kurikulum Satuan Tingkat Pendidikan (KSTP) should be implemented by 2009/2010 throughout Indonesia. It contains objectives, its structure and materials, calendar, and lesson plan. However, many teachers of all levels attending Education and Training for Teaching Profession in Batu Malang in 2009 and 2010 complained to the author about the difficulty of designing a lesson plan. Due this problem, this paper presents how to design a model of lesson plan for any foreign language especially Arabic which is practical and qualified.
Arabic language is a compulsory subject taught at all levels of schools under the auspices of the Department of Religious Affairs, and an optional subject at Senior High Schools under the auspices of the Ministry of Education. However, studies pinpoint to the woeful fact that Arabic language teaching in Indonesia of all levels, from Madrasah Ibtidaiyah (Khusairi et.al., 2002) and Madrasah Tsanawiyah (Khusairi & Kholisin 2003) up to Madrasah Aliyah (Maslichah et.al., 2002) has been plighted by a strain of problems that urgently demand solution.
A number of teacher who attended Education and Training Program for Teaching Profession run by Teachers’ Certification Center (District 15) at State University of Malang in 2009 and 2010 complained about difficulties of designing lesson plans for several language-related subject. Those teachers (most of whom teach Indonesian, English and Arabic languages) approached the author and explained that they could not implement the available lessons plan models because they did not participate in the previous lesson plan designing workshops. They found that the process of writing such lesson plans were exceedingly complicated and demanded lots of energy and paperwork. They were also required to produce copious texts. The existing guidelines necessitates them to produce one lesson plan for two sessions, which means every teacher were doomed to design not less than 10 lesson plans for a single semester for a subject that took two hours of tutorial per week. This article is written with the aim of aiding those teachers design and implement teaching and learning process, instructional objectives, teaching-learning methods and evaluation as well as suggested lesson plans.

1. Planning Teaching-Learning Process

Teaching-learning processes include syllabi and written lesson plans that clearly indicate subject identity, standards of competency, basic competencies, indicators of achievement, instructional objectives, teaching materials, time allocation, teaching-learning methods, teaching-learning activities, evaluation, and 1 resources (Ministry of National Education Bylaw number 41 of 2007). Below is the detailed explanation for the above ideal lesson plan:

1. Subject identity. Subject identity should indicate the name of subject/item, class, semester/academic year, program/vocational program, the title or specific theme of tutorial and total number of sessions required to meet the whole objectives.
2. Standard of competency. The term refers to minimum required qualification to be acquired by the students, and this should pinpoint the scope/level of knowledge, attitude or skills they are expected to attain at the end of each sessions or when the teaching-learning process terminates.
3. Basic competency. This means whole range or number of abilities to be mastered by the students who take specific subjects that serve as the reference for determining indicators of competency for certain subjects.
4. Indicator of achievement. The term refers to a set of observable and measurable behaviors that indicate the achievement of certain basic competency that serve as the criteria for evaluation. The formulation of indicator of achievement uses measurable and observable operational words that include knowledge, attitude and skill.
5. Instructional objectives. Instructional objectives represent the processes and outcomes of teaching & learning process pursuant to the basic competencies.
6. Learning materials. Learning materials should mention relevant facts, concepts, principles and procedures that are carefully listed in accordance to the formulated indicators competency.
7. Time allocation. Time is carefully allocated as required in order to help achieve basic competency and instructional load.
8. Learning method. Teachers employ specific methods in order to create conducive learning atmosphere and teaching processes to help students achieve basic competencies or a set of predetermined indicators. Instructional methods are determined and adjusted to the characteristics of each indicator and competency to be attained in each subject. Thematic teaching approach is implemented for students of grades 1 to 3 at Madrasah Ibtidaiyah (Elementary School).
9. Teaching & Learning Activity.
10. Introduction. Introduction is the opening part of each session that aims to raise students’ motivation and direct their attention to the topic and encourage them to fully participate in the entire learning process.
11. The main activity. The main activity comprises the full array of instructional efforts that aims to help student achieve the basic competency. The activity should be interactive, inspirational, fun, challenging and motivates students to fully participate and give them ample room to take initiatives, express their creativity and prove their independence in an atmosphere that fully support and nurture their talents, interest as well as their physical and psychological stage of development. The activity should be systematic and systemic in nature, and allow student to explore, elaborate and confirm all pieces of information that they acquire.
12. Closing. As the name suggests, closing is part of the activity that concludes the sessions and in such part of the teaching & learning process teachers can present the conclusion or summary of the whole material, give evaluation and reflection, feedback as well as follow-ups.
13. The procedures and instruments of evaluation should be in line with the indicators of competency and should closely observe the evaluation standards.
14. Learning resources. Learning resources are determined on the basis of standards of competency and basic competency, instructional materials, teaching activities and indicators of competency.

Upon close examination we will discover that basically the contents and details of syllabi and lesson are identical. In that case, the author suggests that Standards of Competency, Basic Competency and Indicators of Competency not included in the lesson plan. The suggested components of lesson plans and their order are as follows:

1. Subject identity (including the time allocation)
2. Instructional objectives
3. Teaching materials
4. Teaching & learning methods
5. Evaluation
6. Main activity
7. Learning resources

2. Exploring of Standards

Exploring Standards, Arabic as a foreign language teaching in Indonesia should use The Common European Framework (CEFR). It divides learners into three broad divisions which can be divided into six levels: (A) Basic Speaker; A1 Breakthrough, A2 Way Stage; (B) Independent Speaker: B1 Threshold, B2 Vantage; (C) Proficient Speaker: C1 Effective Operational Proficiency, C2 Mastery (Wikipedia). The CEFR describes what a learner is supposed to be able to do in reading, listening, speaking, and writing at each level.

Level:	Description:
A1	Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
A2	Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describes in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.
B1	Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanation for opinions and plans.
B2	Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
C1	Can understand a wide range of demanding, longer texts, and recognize implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.
C2	Can understand with ease virtually everything heard of read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations.

Deutsche Welle (sponsored by the German government) suggests A-1 is reached with about 75 hours of German study. A-2.1 about 150 hours. A-2.2 about 225 hours. B-1.1 about 300 hours. B-1.2 about 400 hours. These descriptors can apply to any of the languages spoken in Europe, and there are translations in many languages.
KTSP 2006 defines the and objectives of teaching of Arabic language for Senior High School or Madrasah Aliyah as follows:
Arabic language pedagogy in Indonesia aims to provide students with basic skills in listening, speaking, reading and writing for basic communication purposes. The scope: The teaching of Arabic Language consists of oral discourses and writings (in the for of expositions and simple dialogs about self identity, life at school, family life, daily life, hobbies and travels, all of which are intended to promote students ability in listening, speaking, writing, and reading. In addition to that, students are exposed to hijaiyah Arabic script/alphabet.
As an optional foreign language, Arabic is taught for either 2 semesters or 6 semesters consecutively (which is composed of 4 sessions per week). This means that the entire 6 semesters (require 4 x 40 minutes x 20 (weeks) x 6 (semesters) = 19200 minutes (320 hours). Time required by students to qualify for A Basic speaker (A1 and A2) = 450 hours. Sadly his clearly indicates that (on the basis of the objective and total time allocated for Arabic at Indonesian Senior High School or Madrasah Aliyah) students of Arabic in Indonesia still fall between A1 Breakthrough and halfway to A2 Way stage.

3. Teaching Method And Assessment

Brushing up teaching methods for Arabic as a foreign language should create a more practical guide to study skills instruction-one that is teacher-tested, used-friendly, and broad-based, with enjoyable learning activities as directed by Mach et al (2008:3). Among techniques for assessment, authentic assessment should be taken into consideration. It requires what John Dewey described as “habits of mind”. Children who have solid habits of mind resonate with authentic assessment techniques (Janesick 2006:102). They learn:

1. From experience;
2. In a given context;
3. In a given learning community;
4. With a responsibility for improving their own performance;
5. Demonstrating through a performance task what a student can do.
6. That this approach would lead to understanding a concept of acquiring knowledge and not merely memorizing an isolated fact, a test maker, who is not a professional educator deems to be a correct answer.

4. Suggested Model for Arabic Lesson Plan

Designing a suggested model for Arabic lesson plan, the writer delivers two points below, i.e. (1) Steps of Lesson Plan Writing and (2) Sample of Arabic Language Lesson Plan.

1. Steps of Lesson Plan Writing.
2. Determine and write down the yearly (annual) and semester-based program on the basis of the total effective sessions and allocated time for each lesson plan.
3. Basic competency for a single semester should be divided into five.
4. For the sake of efficiency, each lesson plan should cover a full one month scenario. In other words, if in a single semester consist of five month effective teaching & learning process, you should design 5 (five) lesson plans for the entire semester.
5. The basic competency (that has been divided into five items) is distributed into five lesson plans.
6. Each lessons plan covers four meeting/sessions: three meeting for discussing new materials, and one meeting for review through games or oral/written tests.

2. Sample of Arabic Language Lesson Plan.

In the pages to follow please peruse a sample of Yearly and Semester-based lesson plan that clearly indicate the effective total number of meetings plus their allocated time, plus a sample lesson plan that covers four sessions.
ANNUAL PROGRAM
Name of Subject              : Arabic Language
Grade/Class                       : X
Academic Year  : 2010/2011

Semester	Basic Competency	Time Allocation
I	2.1  Discriminately identity the sounds of Arabic script (hijaiyah) and utterances (words, phrases, or sentences) within a given context, find the similarities and differences among sounds and words. 2.2  Acquire general and specific information from various forms of simple oral discourses.	10 Sessions
	2.3  Orally convey some information using the right pronunciation within simple sentences bound within given contexts that represent politically correct oral proficiency. 2.4  Fluently deliver simple dialogues that represent accurate and politically correct oral proficiency.	10 Sessions
	3. 3.1  Pronounce and loudly read Arabic scripts, words, sentences and simple written discourses. 3.2  Correctly identity the forms and themes of simple discourses. 3.3  Acquire general and specific information from simple discourses by way of recognizing the correct keywords.	10 Sessions
	4. 4.1  Write and complete Arabic scripts, words, phrases and sentences using the right punctuations. 4.2  Produce written informative expositions using simple context-bound sentences that represent writing prowess (as indicated by the ability to use the correct scripts, punctuations and grammatical structures)	10 Sessions
	TOTAL	40 Sessions

Seme ster	Basic Competency	Time Allocation
II	5. 5.1  Identify the sound of utterances (words, phrases or sentences) within a given context and accurately find the similarities and differences among them. 5.2  Acquire general and specific information from various simple oral discourses.	10 Sessions
	6. 6.1  Convey informative, simple oral presentation within given context that represent accurate and politically correct oral proficiency. 6.2  Perform simple, yet fluent dialogues that represent politically correct and accurate communication skill.	10 Sessions
	7. 7.1  Loudly read words, phrases and sentences within simple written discourses. 7.2  Correctly identify the forms and themes of simple discourses. 7.3  Accurately acquire various pieces of information from simple written discourses	10 Sessions
	8. 8.1  Produce written informative expositions using simple, context-bound sentences that represent writing skills. 8.2  Accurately use words and phrases, using the correct spelling, punctuations and grammatical structures.	10 Sessions
	TOTAL	40 Sessions

SEMESTER-BASED PROGRAM

Subject                                 : Arabic Language
Grade/Semester              : X/I
Academic Year                  : 2010/2011

1. TIME ALLOCATION (The Sum of Effective Teaching Weeks)

No	Month	Total Weeks
1	July 2010	3
2	August 2010	2
3	September 2010	2
4	October 2010	4
5	November 2010	4
6	December 2010	4
TOTAL		20

1. LESSON PLANS

LESSON PLAN	TIME ALLOCATION
LESSON PLAN I	4 sessions 8 x 40 minutes/8 hours
LESSON PLAN II	4 sessions 8 x 40 minutes/8 hours
LESSON PLAN III	4 sessions 8 x 40 minutes/8 hours
LESSON PLAN IV	4 sessions 8 x 40 minutes/8 hours
LESSON PLAN V	4 sessions 8 x 40 minutes/8 hours
TOTAL	20 sessions/40 hours

LESSON PLAN I

1. Subject Identity

Subject                                                 : Arabic Language
Grade/Semester              : X/I 2010/2011
Time Allocation                 : 8 x 40 minutes (8 hrs x 4 sessions)

1. Instructional Objectives
2. Teaching Materials
3. Teaching Methods
4. Evaluation
5. Steps

Session	Steps
	Opening	Main activity	Closing
1
2
3
4	Review Language games, spoken or written test

1. Learning Resourses

Headmaster/Supervisor                                               Arabic Instructor,
(                                              )                              (                                              )
References
Janesick, Valerie J. 2006. Authentic Assesment. New York: Peter Lang Publishing, Inc.
Khusairi, Moh. Dkk. 2002. Pelaksanaan Pengajaran Bahasa Arab di Madrasah Ibtidaiyah se-Wilayah Malang. Penelitian dengan dana DUE-like Program Studi Pendidikan Bahasa Arab FS UM.
Khusairi, Moh. Kholisin. 2003. Pelaksanaan Pengajaran Bahasa Arab di MTs se Kota dan Malang. Penelitian dengan dana DUE-like Program Studi Pendidikan Bahasa Arab FS UM.
Mach, Jeanne R. et al. 2008. Effective Study Strategies for Every Classroom Grades 7-12. Nebraska: Boys Town Press.
Maslichah, Nurhidayati, Moh. Ainin. 2002. Pelaksanaan Pengajaran Bahasa Arab di Madrasah Aliyah se Kabupaten Malang. Penelitian dengan dana DUE-like Program Studi Pendidikan Bahasa Arab FS UM.
Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 41 Tahun 2007. 2007. Standar Proses untuk Satuan Pendidikan Dasar dan Menengah.
Wikipedia, the Free Encyclopedia. Common European Framework of Reference for Language.