Arousing Enthusiasm and Improving Language Skills of Elementary School Students through Lexicon Based Arabic Foreign Language Teaching

Arousing Enthusiasm and Improving Language Skills of Elementary School Students through Lexicon Based Arabic Foreign Language Teaching

Prof. Dr. Nurul Murtadho, M.Pd
(Guru Besar dibidang Pendidikan Bahasa Arab dan Dosen Jurusan Sastra Arab Universitas Negeri Malang)

Realizing a strain of problems that urgently demand solution in Arabic as a foreign language teaching, the author conducted an experimental study in 2003 on Arousing Enthusiasm and Improving Language Skills of Elementary School Students through Lexicon Based Arabic Foreign Language Teaching. The study involved fourth graders at four Islamic Elementary Schools in Southern Region of Malang. Teachers of those schools were trained on how to use the model which includes guideline, 9-steps teaching and learning process and a sample lesson plan. After implementing this model for one semester, the study concludes that Lexicon Based Arabic Teaching successfully aroused enthusiasm and improved language skills.
Successful mastery of a foreign language through classical instruction, according to Sadtono (1983:1), must rely on time-honored and ironclad principles as follows: (1) extensive in-class instruction, (2) high frequency of drills and real language usage (3) relatively small-sized class of 10-15 students, and (4) teachers with excellent language mastery and teaching competence. The teaching of Arabic language for all levels of schooling in Indonesia is confronted by sheer obstacles that directly contradict the above principles. The common problems associated with the teaching of Arabic language in Indonesia are: (1) very minimum teaching-learning sessions with the exception of language department classes, (2) low frequency of language drill and real usage, (3) oversized classes of 40 students, and (4) teachers with mediocre language mastery and inadequate teaching competence.
Moreover, studies pinpoint to the woeful fact that Arabic language teaching in Indonesia of all levels, from Madrasah Ibtidaiyah (Khasairi et. Al., 2002) and Madrasah Tsanawiyah (Khasairi & Kholisin 2003) up to Madrasah Aliyah (Maslichah et. Al., 2002) has been plighted by a strain of problems that urgently demand solution. The lexical approach to second language teaching, according to Lewis (Moudraia 2001), has received interest in recent years as an alternative to grammar-based approaches. The lexical approach concentrates on developing learners’ proficiency with lexis, or words and word combinations. It is based on the idea that an important part of language acquisition is the ability to comprehend and produce lexical phrases as unanalyzed wholes, or “chunks” and that these chunks become the raw data by which learners perceived patterns of language traditionally thought of as grammar.
The above predicament instigated a study entitled ‘The Effectiveness of Vocabulary-Based Arabic Language Teaching for Madrasah Ibtidauyah’ by Murtadho & Irhamni (2003). The study, sponsored by DUE-Like Batch III project, involved fourth grade students of Madrasah Ibtidaiyah (Islamic Elementary Schools) in their first semester. This paper, written with the sole aim of reporting on the above study, focuses on the (1) Research Method: preparation and the real running of TOT, research sample selection, research instrument and data analysis; (2) A model of Vocabulary-Based Arabic Language Teaching for Madrasah Ibtidaiyah; (3) Research findings and recommendations.

1. Research Method

In order to achieve satisfactory results for the research experiment, the author gathered 15 Arabic language teachers in a TOT program that was held at MI Imami in Kepanjen. Those 15 teachers come from 12 Madrasah Ibtidaiyah schools scattered in the southern regions of Malang. The TOT materials featured theoretical background, practical Lesson Plan samples, and procedures for Vocabulary-based Arabic Language Teaching and Practicing.
Upon the completion of TOT programs, participants who were interested to join the study were to fill up Expression of Interest forms, on the following conditions: (1) They must be willing to teach fourth graders using the prescribed teaching techniques; (2) The experiment took at least one semester to complete, and (3) Flash cards and pictures issued by the author must be used for the entire the teaching and learning process. Four schools were taken as the research samples: MI Imami Kepanjen, MI Curungrejo, MI Jatikerto and MI Pagak.
Prior to the experiment it was found out the those sample schools were plagued by the following problems: (1) students in general showed the lack of enthusiasm to learn Arabic language; (2) teaching and learning process relied heavily on Arabic text reading and translating, and (3) students were unable to engage in simple Arabic dialogues.
The author conducted a series language skill test and interviews that were held once in a month as the research instrument. In such tests, students were instructed to use the flash cards and pictures to work in pairs: they had to ask questions related to the pictures and cards and dictate relevant words to their peers. The interviews were conducted by the teachers and several students. Statistical analyses were used to analyze students’ communicative competence, while qualitative analyses were used to analyze the outcomes of the interview.

2. Vocabulary-Based Arabic Language Teaching for Madrasah Ibtidaiyah

This model of vocabulary-based language teaching has two components: (a) General Guideline that explains 9 steps of teaching, and (b) 9-step Teaching-Learning Manual, and (c) a sample of vocabulary-based language instruction for Madrasah Ibtidaiyah fourth grade students.

1. General Guideline

1.       For an Arabic class held weekly (one session per week), the total amount of meetings for a semester is 16 (8 meetings for a-half of semester). 2.       Three new words plus one number are introduced for each session (those words and number constitute the main vocabulary items). 3.       Material review is given following three sessions or once in a month. 4.       Students will learn 9 (nine) new words and 3 (three) numbers each month, which means that in a semester (4 months) the total number of new words students will acquire is 9 X 4 = 36, and the total number of new Arabic numbers they will learn is 3 X 4 = 12. 5.       Based on the assumption that Arabic language is taught for 6 consecutive semesters (from grade IV to VI), it follows that the total number of words to be mastered by the students are as follows: (a) total new words                             = 36 x 6 = 216 (b) total numbers                              = 12 x 6 =   72 (c) total sum of words and numbers = 216 + 72 = 288. 6.       Every single word is written in two different styles: the one without its harakat/syakal (which means that the letters are written separately) and the one with the letters fully interconnected. 7.       Different colors of cards/papers were used for the ease of use: (a) white cards for words, (b) yellow cards for pictures, (c) red cards for numbers, (d) blue cards for description of numbers. 8.       For each meeting, one set of word and number cards is given to each pair of students. 9.       The 9-step teaching procedure must be applied for every single meeting

1. The 9-Step Teaching Manual

Step 1: The White Card 1.       Take one white card that contain specified word and read the word three times. 2.       Ask the students to loudly repeat the words three times. 3.       Show the students this word: أي كلمة؟   /ask them to say it/, instruct them to repeat that word three times

Step 2: The Yellow Card 1.       Take one yellow card containing specified picture, show it to the students and name the word associated with the picture three times. 2.       Ask the students to loudly repeat the word three times. 3.       Ask the students, which picture is: أي صورة؟ /instruct the students to repeat the word three times.

Step 3: The Pink and Blue Cards 1.       Take one pink card for number and one blue card that describes that number. Show the cards to the students and name the number three times. 2.       Ask the students to loudly repeat the number three times. 3.       Ask the students: what number is: أي رقم؟ /ask the students to repeat the number three times

Step 4 Repeat the above steps to help students learn the next words, pictures and numbers. Each time you finish 3 new words and 1 number, play the game of guesswork as specified below.

Guesswork

Step 5: The white card 1.       Take 3 white cards and hide the page containing the words from the students (the page containing the wards facing you), say the word clearly and ask one student: what word is: أي كلمة؟ 2.       For the wrong answer, say: لا /no/, and ask another student the same question: what word is أي كلمة؟ and if the other student fails to answer it correctly, say: لا /no/, and continue with the next students. Should you get the right answer, say: نعم /yes/. 3.       Proceed this game with the next cards and continue until you finish the three cards.

Step 6: The yellow card 1.       Take three picture cards (in yellow), show them to the students and make sure they do not read the letters, then ask one of them, what picture is this: أي صورة؟ ?, 2.       For each wrong answer, say: لا /no/, and ask another student the same question, what picture is this: أي صورة؟ If you still get the wrong answer, keep saying: لا /no/, and keep asking the other students until you get the correct answer, to which you say: نعم /yes/. 3.       Proceed with the rest of the cards until you are finished.

Step 7: The pink card 1.       Take three pink cards, show them to the students with the letters hidden, then ask one of the students: what number is this: أي رقم؟ 2.       For the wrong answer, say: لا /no/, and switch to another student, keep asking the same question, what number is it: أي رقم؟ and if you still get the wrong answer, say: لا /no/, and continue with the next student. Should you get the correct answer, say: نعم /yes/. 3.       Proceed with the rest of the cards until you are finished.

Step 8: Pair work 1.       Instruct students to work in pairs, and for each pair assign 1 set of cards consisting of 3 words and 1 number. 2.       Have your students to work with their pairs, taking turns to ask and answer questions (to do exactly what do in step 1 to 7). 3.       Instruct your students to have their respective pairs write down the dictated words and check the answers against the letters in the cards. 4.       Instruct the students to continue the word dictation practice (in which they take turns writing three words and one number) and check the answers against those written in the cards.

Step 9 1.       When students are doing the practice specified in Step 8, the teacher must check each pair of the students and monitor their progress, and make the necessary corrections. 2.       Before continuing with the next set of vocabulary, teachers should briefly repeat the previous materials by posing questions to the students using the above cards

1. Sample of Vocabulary-Based Arabic Language Teaching for Madrasah Ibtidaiyah Schools

Grade/Semester : IV/1st, 16 Session

Session	The main vocabulary				Auxiliary Vocabulary
1	كتاب	قلم	دفتر	1
2	سبورة	مرسم	قرطاس	2
3	مدرسة	طباشير	خريطة	3
4	Review 1,2,3				Review 1,2,3
5	كرسي	مدرس	تلميذ	4
6	بيت	باب	شباك	5
7	ساعة	مكتب	مساحة	6
8	Review 6, 5, 4, 3, 2, 1

Session	The main vocabulary				Auxiliary vocabulary
9	مصباح	ثوب	حذاء	7
10	جوالة	حافلة	سيارة	8
11	برتقال	تفاحة	موز	9
12	Review 9, 8, 7, 6, 5, 4, 3, 2, 1				Review 9, 8, 7, 6, 5, 4, 3, 2, 1
13	قهوة	شاي	ماء	10
14	ملعقة	صحن	رز	11
15	سكين	كأس	شوكة	12
16	Review 12, 11, 10, 9, 8, 7, 6, 5, 4, 3, 2, 1				Review 12, 11, 10, 9, 8, 7, 6, 5, 4, 3, 2, 1

3. Findings and Recommendation

After conducting a one-semester experiment, the research yielded the following outcomes (based on the test gains and interview feedback).

1. Auditory and Oral Proficiency

Students’ auditory and oral skill was regularly assessed at the end of each month. They acquired three new words and one number for each session (which constituted the main vocabulary item). This means that every month they learned 9 (nine) new words plus 3 (three) new numbers that they gained through listening, and they reproduced through speaking. In a single semester (equivalent of 4 months) the students learned 36 new words and 12 new numbers (the total of which is 48 vocabulary items). Students on the average gained the ability to communicate using 48 vocabulary items and 48 pictures.

1. Reading Skill

Each vocabulary item uses two different scripts: the one written without harakat/syakal (each word written separately) and the one written the normal way (interconnected). This was intended to enable the students to read different versions of Arabic scripts (especially the ones written without harakat) and write carefully. This follows that the prescribed method can be used to teach students to read 9 (nine) new words and 3 (three) numbers without the harakat within a month. And it follows that at the end of each semester they will gain new vocabulary items containing 36 new words and 12 numbers without harakat.

1. Writing Skill

In each session, students were instructed to work in pairs. Students took turns to dictate certain words, do the exercises and check the answers against the cards. As is the case of the reading skill, each word and number in this exercise is written using two different methods: without harakat/syakal with the letters written separately, and with the letters interconnected. This was done with the aim of providing the students with the ability to read and write Arabic scripts carefully. At the end of each month students have their writing skill assessed, in which they had write 9 new words and 3 new numbers, which means that in a semester (equivalent of 4 months) they learned to write 36 new words and 12 new numbers (totaling 48 new vocabulary items). It is worth mentioning here that writing problems were prevalent among students.

1. Teachers’ Comments

This vocabulary-based Arabic Language teaching Model has proved useful in boosting student’s learning motivation. Prior to the experiment, students generally suffered from low morale in learning Arabic language. After a couple of sessions using the model, students started to enthuse themselves with their new learning, and some students even approached the teacher after school hours, asking the teachers to give them extra lessons before classes started. In addition to this, the simplified format of the Lesson Plan has literally liberated teachers from the cumbersome job of preparing instructional materials and approaches.

1. Recommendations

The author would like to suggest a few improvements for future researchers who are interested in this topic/issue:

• Pair work in which students take turns in dictating and writing dictated words should be revised / extended to give students ample time to improve their writing skills.
• The sample Lesson Plan to be implemented for the whole semester is not in line with the prevailing National Curriculum, and some teachers fear that they won’t be able to meet the official curriculum’s requirements. For this very reason, alternative suggestions/idea would be greatly appreciated.
• The existing model of instruction solely applies to the 1^st semester fourth graders. A comprehensive model of instruction for later grades and semesters is high in demand.

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The Author’s Brief Academic Biography
Nurul Murtadho is a senior lecturer of Arabic Literature at State University of Malang who is now serving as the Vice Dean for Academic Affairs at Faculty of Letters. He completed his PhD degree in Linguistics at The University of Indonesia. He has served at several programs like اتحاد المدرسين للغة العربية Indonesian Teachers of Arabic (ITA) for training purposes and community services, was a member of research and development and the editorial board several academic journals: Al-Hadharah, ITA’s journal and other periodicals owned and managed by State University of Malang, Al-Araby which is managed the Study Program of Arabic Education and Bahasa dan Seni, an accredited journal of Faculty of Letters. Some of his researches have been conducted and granted by the Directorate General of Higher Education, among which is Lexical Based Teaching of Arabic for Islamic Elementary Schools. The author also attended The Program for Academic Recharging (PAR) B from October 2009 to January 2010 at The School of Teaching and Learning The Ohio State University, in which he wrote “Arabic by Newspaper: Congratulations, Condolences and Advertisements”.