Introduction
The goal of mastering Arabic in terms of linguistic structure as well as comprehension or application in authentic circumstances can be accomplished through the Arabic study technique.
Learning Arabic entails a methodical approach to enhancing one’s spoken and written Arabic Language proficiency, which encompasses the four primary language abilities of speaking, listening, reading, and writing.
The Arabic language learning approach places equal emphasis on learning the language’s structure and developing capacity to communicate in daily situations.
The communicative method (ath thariqatu al ittishaliyah), the audiolingual method (ath thariqatu as syamsiyah as syafawiyah), and the direct method (ath thariqatu al mubasyirah) all places more emphasis on language habits and comprehension of meaning than merely memorization of grammar rules. The goal of learning Arabic is to improve one’s capacity for meaningful thought and communication.
Not only the language’s structure, it is crucial to employ diverse and innovative teaching strategies that are tailored to the needs of the students in order to make learning Arabic efficient, pleasurable and capable of fostering successful Arabic communication.
Baca juga: The Relationship between Student’s Academic Achievement and Healthy Sleep Patterns
An Audiolingual approach to Learning Arabic
The Audiolingual approach in learning Arabic may be an educating strategy that centers on rehearsed tuning in and talking works out with the point of shaping great and adjusting dialect propensities.
This strategy comes from the suspicion that the primary dialect is discourse.
So, some time recently learning to peruse and compose, children must be acclimated to hearing and copying sentences in Arabic.
In reality, teachers usually present conversational texts and short readings, while students listen to the text together with the teacher.
The teacher is then asked to explain difficult sentence patterns and students are asked to directly assess language use and dramatize dialogue to master it.
When using this method, students are capable of forming set patterns, have excellent pronunciation, are active in dialogue, and gain experience in language directly.
The audiolingual approach to learning Arabic focuses heavily on repetition as well as imitation as the main methods for cultivating positive language habits.
In order to comprehend sentence patterns fluently, students are prompted to imitate the teacher’s speech either individually or in groups.
Baca juga: Arabic Language Learning System at al-ismiah Islamic Boarding School
Before being continuously directed to written literature, the learning process starts with oral tasks including hearing and pronouncing commonplace sentences.
To help children adapt to cultural variances, dictating, word substituting, and word interconnections are some of the approaches employed.
Likewise such an approach improves students’ pronunciation as well as knowledge of Arabic sounds by teaching them to memorize dialogues.
The benefit of this approach is that it encourages children to speak actively and directly, but if it is not properly guided, they will just imitate without grasping what is being said.
Listening, repetition, illustrating phrase structures, enacting dialogue, question-and-answer sessions, and sentence transformation are all general steps in this approach.
On the other hand, this method also has drawbacks.
This means that students tend to imitate the meaning without actually understanding it, so students should focus on copying it, as well as the teacher’s attention.
In short, the audiolingual method is a method that emphasizes deep oral practice by repeating, imitating and practicing dialogue, which is very suitable to train skills in Arabic and systematically.
Utilizing genuine and direct language experience, this method assists children enhance their ability to compose sentences, pronounce words correctly, and participate actively in conversations.
Students get accustomed to utilizing Arabic in daily life through intensive dialogue practice and repetition.
Their tendency to only imitate without truly understanding the content of the uttered lines is one of this method’s weaknesses.
As consequently, the teacher’s job is crucial in making sure that students appreciate the material being taught, not just duplicate it.
The audiolingual method is generally excellent for methodically and effectively honing Arabic speaking and listening abilities.
This strategy can increase students’ confidence in speaking Arabic and enhance their skills for effectively communicating using a communicative approach and regular practice.
Baca juga: Menelisik Manuskrip Nusantara “كتاب الأذكار” Kitab Al-Adhkar Karya Al-Ghazali dalam Bahasa Arab
The audiolingual approach additionally points out the need for a supportive learning environment.
To provide an opportunity for students to practice speaking without worrying about making mistakes, teachers must be able to develop an engaging and interactive environment for learning.
Defects made during practice are recognized as a necessary component of learning, and the educator will offer basic corrections to help the students get improved at reciting words correctly and structuring sentences.
This is significant since language acquisition demands the courage to try out and practice to allow for students to gain competence when speaking Arabic.
Children’s Declining Interest in Learning Arabic in the Digital Age
The reduction in learning Arabic in children in the digital age is due to global language competition.
Children tend to come into contact with English and other language’s popular in social media than Arabic.
Of course, it makes Arabic less interesting because it is less used in their daily lives.
Objects such as inequality in accessing technology, limited skills of teachers in using technology and lack of interactive learning facilities make learning in Arabic less interesting for children who are familiar with digital content.
The interesting digital content in Arabic on the internet is still very low compared to other foreign languages, so children have difficulty finding interesting and relevant content to learn Arabic independently.
Other difficulties include such insufficient access to technology across various regions, a lack of attractive interactive learning materials, and teachers’ low technological proficiency.
Children struggle to locate stimulating and enjoyable resources to learn in their own time because there is still an abundance of interesting digital content in Arabic when compared to other foreign languages.
Because of this, learning Arabic is frequently viewed as dull and unrelated to the demands of kids in the digital age.
Additionally, children frequently struggle to learn and comprehend the meaning of Arabic terms.
Because of this, people have trouble pronouncing and comprehending Arabic literature, particularly for students who are illiterate or have only received rudimentary education from a madrasah.
Children’s proficiency in speaking Arabic is undoubtedly impacted by things like these.
Their overall skills in the Arabic language has certainly been affected by these conditions.
In order to increase children’s motivation and improve their ability to learn Arabic, a teaching strategy that emphasizes contextual knowledge and language meaning in addition to memory is required.
Arabic is no longer viewed as a challenging and dull subject; rather, it is now seen as a practical and enjoyable communication tool to learn.
Students will be more engaged and excited to learn Arabic if teachers can present the content in a more communicative manner, such as through language games, stories, or audio-visual materials.
In this difficult digital age, it is anticipated that this collaborative effort from multiple stakeholders would boost children’s enthusiasm and aptitude in studying Arabic.
Enhancing Arabic Learning Capabilities in Children using Audio Lingual Approaches
One approach of teaching Arabic that places a strong emphasis on repeated speaking and listening exercises is the audiolingual method.
It emphasizes the development of conversational language activities rather than requiring a great deal of theoretical thought about grammar rules.
Similar to how a toddler instinctively learns their mother languages.
Because the audio lingual technique places a strong emphasis on repeated speaking and listening exercises with engaging and contextual conversations, it may be a useful tool for enhancing Arabic learning abilities.
Instead of just studying dry theory, children are encouraged to actively practice speaking, which makes the learning process more engaging and joyful.
Children become accustomed to speaking Arabic directly through dialogue practice and repetition.
This boosts their motivation to learn by making them feel more competent and capable of using Arabic in everyday contexts.
This approach can also be modified to fit the digital world of today’s kid by fusing sound and video recording.
As a result, using this technology enhances the appeal and relevance of studying Arabic for kids in the digital age.
Children’s speaking abilities can be enhanced by the audiolingual method to a level higher than before that was used.
Demonstrating that this approach works well for enhancing Arabic language proficiency while preserving kids enthusiasm for studying.
Reviving children’s enthusiasm and aptitude in learning Arabic can be accomplished by combining the audiolingual technique with innovative digital learning resources.
On conclusion
The Arabic language learning method is an important key to training language skills that not only master the structure, but also can communicate in real terms.
The interest in learning Arabic in children in the digital age is due to different challenges such as lack of method innovation, limited access to minimum interesting technology and learning facilities.
Under this condition, the audiolingual method has a significant positive influence on learning Arabic language in children, presenting as an effective solution by emphasizing the listening and words of repetition.
Combined with digital learning vehicles can be an effective solution to revive the learning spirit and strengthen the language skills of children.
Penulis: Zahra Nurul Izzati
Mahasiswa Jurusan Pendidikan Bahasa Arab, Universitas Muhammadiyah Prof. Dr. HAMKA
Supervisor: Dr. Muhammad Iman Sastra Mihajat, Ph.D
Editor: Anita Said
Bahasa: Rahmat Al Kafi
Ikuti berita terbaru Media Mahasiswa Indonesia di Google News
