19Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education
Chirchik State Pedagogical Institute of Tashkent region
ARABIC LANGUAGE TEACHING TECHNIQUES DURUS AL-LUGHAH AL-ARABIYAHLI GHAIRI NATIQINA BIHA ONLINE LEARNING
Makmur Harun
Faculty of Language and Communication, Sultan Idris Edication University
(UPSI),
Email: [email protected] Ummi Rasyidah
Faculty of Teacher Training and Education, Pasir Pengaraian University Email: [email protected]
Dian Cita Sari
Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri (UIN), Sulthan Thaha Saifuddin (STS), Jambi, Indonesia.
Email: diancita 1 @gmail .com
ABSTRACT
Arabic is absorbed into various other languages in the world, especially the majority of the Muslim population, and then merges into the language of speech as a means of communication. Various Arabic terms are used to communicate from the results of a high literary touch according to the spoken speaker, including the languages of the Islamic world. The application of learning Arabic using the Durus al-Lughah al-Arabiyah Li Ghairi Natiqina Biha method in schools or Islamic boarding schools in the archipelago has made this Arabic language lesson very memorable for non-Arabic speakers. In fact, it is not only an intermediary language but also a language of communication used by other foreign speakers in literature, science, media, history, law, economics, social, art, culture, and so on. as an appreciation of the civilization of the local Islamic community, which is also a pattern, symbol, and philosophy of life. Therefore, there are many methods of teaching Arabic that are used in other languages by using certain patterns to make it easier for users to speak orally and in writing. However using the durus al-lughah al-Arabiyah guide, it is a way of learning Arabic that can be used, and even can be adapted for online teaching. The objective of this study is to analyze the teaching of Arabic in the method of Durus al-Lughah al-Arabiyah Li Ghairi Natiqina Biha through online learning. The research methodology
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used was also developed through library studies with various methods, theories, and patterns as an easy channel to understand it more in the form of theory and practice. As an implication, this study is also expected to use certain learning methods for foreign speakers online.
Keywords: Teaching techniques, Arabic languange, Durus al-Lughah al-Arabiyah and online learning.
INTRODUCTION
One of the most important languages that we really need to learn is Arabic. Arabic is the language of the Qur'an and al-Hadith. Al-Quran is a guidebook for Muslims that shows signs or signs of science written in Arabic (Naik, 1997). Therefore, it is undeniable that the deepening of Arabic is necessary to increase the knowledge and understanding of Muslims (Andriani, 2015). Thus, by knowing Arabic, we will easily know what the meanings and intentions contained in the Qur'an and al-Hadith. In fact, there are many books written by scholars and various Arabic language kinds of literature that are widespread in the world. As in Surah Yusuf, verse 12 it has been stated, that Allah says: "Indeed, We have sent down the Qur'an in Arabic, so that you may understand it." (QS. Yusuf, 12:2).
Arabic as the language of the Koran continues to absorb into various other languages in the world, always fuses into spoken or written language of speech as a means of communicating with one another. Various Arabic terms have been used in communication based on the results of their high literary touch according to the speaker's mouth, including those used in the Islamic world throughout the world. The development of the Arabic language continues to expand its use so that it is no longer merely an intermediary language but also an absorption language that is acceptable for use through the intermediary of knowledge, writing books, discussing religion, literary speech, applying the law, economic intermediaries, developing arts, culture of the community, and so on. Thus, the emergence of script changes that are absorbed into foreign languages is non-Arabic speakers, as evidenced by the role of Arabic writing, which is also important in the writing of the Koran and al-Hadith. This confirms how much influence the Arabic language has on the Islamic world through the two holy books that need to be studied.
For students who have never studied Arabic at all, or for teachers who teach Arabic lessons so that they can recognize whether there is an absorption word in Arabic, or if it comes from another language, you should look at a dictionary where there is usually a mention of the origin of a word. If you are referring to Malay and
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Indonesian, it is necessary to look more precisely at the Big Indonesian Dictionary and the Language Council dictionary or the Malay Etymological Dictionary. Usually, at the end of the word in question is put an abbreviation such as the words (A) or (Ar); meaning comes from Arabic. The problem is, sometimes, we do not know which reference sources or books are good for learning Arabic. What is certain, of course, is that it is best to study directly in an Arab country, if it is not possible, to learn from a teacher or cleric who knows Arabic both orally and in writing. Self-taught, self-study is not encouraged, because apart from being prone to errors, it is also slow in the learning process. Finally, try to learn Arabic by using effective teaching modules or methods.
Therefore, for teachers and teachers, it is necessary to master one particular method as an effective Arabic teaching guide. There are many techniques, guides, and teaching methods that have been used in teaching Arabic, which have spread throughout almost all Islamic regions. Among them is Manahij Tadris al-Lughah al-Arabiyyah bi al-Ta'lim al-Asasi, which is a method of learning Arabic with basic teaching, it is widely used in Ibtidaiyah schools and elementary schools in non-native speaking countries. Arabic; Durus al-Lughah al-Arabiyah al-Gontoriyah, namely the teaching methods and methods that are important lessons at the Modern Pondok Modern "Darussalam" Gontor, Ponorogo, East Java and other Islamic boarding schools in Indonesia, as well as schools or cottages that are widespread in Indonesia. Southeast Asia region. Meanwhile, Durus al-Lughah al-Arabiyah Li Ghairi Natiqina Biha, also known as the Medina book. This method and method- is a guidebook that is widely used to learn Arabic for non-Arabic-speaking foreigners who spread outside the Islamic world.
The technique and method of Durus al-Lughah al-Arabiyah Li Ghairi Natiqina Biha is the work of Sheikh Prof. Dr. V. Abdur Raheem is a professor of Arabic at the Islamic University of Medina, Kingdom of Saudi Arabia. This Arabic learning guidebook is also known as Medina Manhaj or the Medina book. The advantage is that it is comprehensive and easy to follow. Early lessons begin with conversations and illustrations, making it easier for those who study them to understand. The next step is to enter the Nahwu and Sharaf material for a more in-depth lesson on structuring understanding of the Arabic language. All of this is adjusted to the curriculum used at the Islamic University of Medina at the i'dad al-lughawi (language preparation) stage for non-Arabic-speaking students who are considered foreign speakers. This learning method is available for download and can be studied online with the permission and kindness of its author, Shaykh Dr. V. Abdur Raheem, through one message "This book
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is being made available for download by kind permission from the author, Shaykh Dr. V. Abdur-Raheem". May Allah rewards him abundantly for his kindness, so that the book can be downloaded online to students around the world (Wesite, fatwa-online, August 7, 2017).
RESEARCH OBJECTIVES
The purpose of this study was to analyze in depth the methods or guidelines for learning Arabic using the guidance of Durus al-Lughah al-Arabiyah Li Ghairi Natiqina Biha through online learning, then as an introduction to effective Arabic teaching patterns taught in languages other than Arabic, namely non-native Arabic speakers.
RESEARCH METHODOLOGY
The study methodology used to raise the treasures of teaching and learning Arabic that are absorbed into foreign languages non-native Arabic speakers, using in-depth analysis using the system and techniques of Durus al-Lughah al-Arabiyah Li Ghairi Natiqina Biha. In addition, it has also been developed through studies by referring to several libraries to support the results of studies that have been carried out so that they become a conclusion that can be used by other reviewers. In addition, studies are also distributed through studies that are also developed through library studies with various forms of certain methods, theories, and patterns as an easy channel to understand them more fundamentally in the form of theory and practice.
FINDINGS AND DISCUSSION
Absorption of Arabic into Languages in Southeast Asia
At the initial stage in Southeast Asia, writing was considered a mystical and divine power because it was considered a unique matter and not many people mastered it. The existence of several kingdoms in the archipelago, such as Sriwijaya, Majapahit, and the Malay Kingdom in pre-Islamic times, required a writing system to streamline the affairs of the state government and their foreign relations. This happened because Srivijaya, for example, was a large empire that depended on the ocean and became a maritime power. Instead, they have a lot of contact with foreign people through the Malacca Strait and the South China Sea in trade matters to launch their economy.
While the first rank of the arrival of Islam to the Malay Land, which was around the 12th and 13 th centuries AD, the Malay community did not create Malay or Jawi Arabic writing immediately. Instead, they need to use existing Jawi scripts for writing purposes. The shape of the Terengganu Inscription stone is an early document evidence of the use of Arabic-Malay script in the archipelago. According to Muhammad Naquib al-Attas (2012), stone inscriptions were written in 702 H, along with the year 1303
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AD. This inscription is the oldest Malay inscribed stone in full Malay Arabic, which can be seen until now. This oldest Malay manuscript is dated 998 H at the same time as 1590 AD. The content of the inscription emphasizes the laws of fiqh and uses the old Malay Arabic script, which is a translation of a religious book entitled 'Aqa'id al-Nasafi. This evidence is used as a tangible sign of the use of Malay Arabic gradually from time to time.
Furthermore, since Islam began to settle in the archipelago, Malay Arabic writing began to develop and live with the people. According to historical records, this writing was first found in Malay Land in the third century Hijri. This paper appeared along with the arrival of Islam to Indonesia in the first century Hijri. The arrival of Islam to Indonesia changed people's lives by abandoning animistic practices and adopting Islam as a way of life. The culture of knowledge brought by Islam has brought them out of ignorance of the truth. The Arabic script played an important role in supporting the development of Islam. The development and mastery of this writing in Indonesia and Malaysia took a long time due to the local people who were at heart with the belief from the influence of the Hindu-Buddhist religion. However, the acceptance of Islam made the local population able to master writing quickly.
In addition to the land of Malay, Malay Arabic script also developed outside Southeast Asia such as Sri Lanka, Malay Campa, Fattani and others. This is because Indonesian and Malay have been used since the late 18th century by Muslims there. In 1869 AD, a Malay newspaper written in Malay Arabic entitled Address Langkapuri was published in Sri Lanka. Sheikh Ahmad Khatib and Muhammad Idris al-Marbawi and Sheikh Abdul Qadir al-Mandili were among the Nusantara scholars who studied in Mecca and Egypt and later wrote several Indonesian/Malay language books written in Arabic-Malay.
In addition, Arabic script was used as Malay Arabic script, which was also used by traders who came to Melaka and Semudera Pasai. This is true because traders need to obtain permission from state and state authorities to conduct business in that place. At that time, most of the permits and buying and selling letters were written in Arabic and Arabic-Malay script. For example, there is a letter from Sultan Ala'uddin Aceh to Captain Henry Middleton, which is marked 1011 H / 1602 AD. In addition, there is also a letter from the Sultan of Aceh to an English Captain marked 1011 H. There are many other examples of roles, and the use of Arabic-Malay script is evenly distributed throughout the archipelago.
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TECHNIQUES, MATERIALS AND METHODS
Teaching Method for Durus al-Lughah al-Arabiyah Li Ghairi Natiqina Biha
The teaching methods and techniques of Durus al-Lughah al-Arabiyah Li Ghairi Natiqina Biha are guided by several volumes of books. There is an old version that is summarized in three volumes. The new book version was compiled into four volumes. Each volume has its own teaching methods and techniques, which come with its own teaching guide. It is also an important diktat taught through lectures held at the Islamic University of Medina, Kingdom of Saudi Arabia. In addition, the Durus al-Lughah al-Arabiyah learning method is also taught in schools and campuses that have the same learning path as the Islamic University of Medina throughout the Islamic world.
Companion material in the book Durus al-Lughah al-Arabiyyah Li Ghairi Natiqina Biha volume 1, contains an explanation of the Arabic language rules used in reading and practicing in each chapter of the lesson. This book and its guides can be used for individual, pair, and group studies. However, even so, learning with a teacher will be much better than studying alone. Here are some tips and ways you can do to make this learning process memorable, so that the use of this book is more effective and useful. The following description is provided.
First, it is necessary to first read the conversation or reading material in each chapter of the lesson. Second, it is necessary to study the rules used by referring to the guidelines that have been set, and then analyze the pattern of grammatical use (grammatical analysis) in each reading based on the rules that have been studied. Third, all exercises must be performed. It is recommended to have an answer key to check the understanding of each discussion, which can be found by looking at the number and types of errors made in each exercise. Consider some of the details of each volume, namely.
Table 1: Guide to Durus al-Lughah al-Arabiyah Li Ghairi Natiqina Biha.
Volume. 1-4
Contents of Learning Durus al-Lughah al-Arabiyah Li Ghairi
Natiqina Biha
Volume. 1. Begins with - Each lesson is described
1 title page according to the rules, given
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2. Note the pictures, Tamarin (practice) and
maktabah. the Kalimah Jadidah (New
3. Preface. vocabulary).
4. Fihriz (Table of - There are 56 pages in
contents) total.
5. Explanation of
grammatical signs,
symbols, and terms.
6. The discussion
followed Darsun
(Lesson) 1 to Lesson 23.
1. Begins with
title page
2. Maktabah notes
3. Preface.
4. Fihriz (Table of contents) 5. The discussion followed, Darsun (Lesson) 1 to 29. 6. Discussion of the seven groups in the - Each lesson is described
Volume. 2 according to the rules, given, pictures, Tamarin (practice) and Kalimah Jadidah (new vocabulary). - There are 109 pages in total.
Fiil classification.
7. Further
discussion followed
Darsun (Lesson) 30 to
Lesson 31.
1. Begins with - Each lesson is described
title page. according to its rules, following
Volume. 3 2. Maktabah the I'rab rules with examples,
notes. given Tamarin (practice) and not
3. Preface. accompanied by new vocabulary.
4. Fihriz (Table of - There are 74 pages in
contents) total.
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5. The discussion followed Darsun (Lesson) 1 to Lesson 17.
Volume. 4 1. Begins with title page. 2. Maktabah notes. 3. Preface. 4. Fihriz (Table of contents) 5. The discussion followed Darsun (Lesson) 1 and chapters up to Lesson 17. - Each lesson is described according to the rules, following the rules according to the chapter with examples, given Tamarin (practice) and not accompanied by new vocabulary. - There are 90 pages in total.
Keywords for Durus al-Lughah al-Arabiyah Method
The Durus al-Lughah al-Arabiyah Li Ghairi Natiqina Biha manual book from volumes 1 to 4. The Indonesian version is a translation of the available English answer key taken from free for personal use (free for personal use). In the English answer key/guide, Volume 3 of the answer keys is used to help study the books of Durus al-Lughah al-Arabiyah volumes 3 and 4 at once. However, in the Indonesian translated version, the answer key is divided into two parts: the answer key for volume 3 and the answer key for volume 4. This guide is provided by the Raudhatul Muhibbiin website to help further study each volume. It can be seen in the learning guide through the Guide to Durus al-Lughah al-Arabiyah 1, 2, 3, and 4.
Arabic Hijaiyah Letters in Durus al-Lughah al-Arabiyah Method
Arabic letters, also known as hijaiyah letters, have 29 or 30 letters. The number of letters exceeds the Latin alphabet, which does not match all Arabic letters with Latin letters. The Arabic alphabet starts with the letter alif and ends with the letter yes. There are additional letters to complete the sound symbols ha and ta marbutah, as well as yes and yes without a dot. Here are Arabic letters in order.
Table 2: Malay Hijaiyyah Letters
Arabic Hijaiyyah Letters
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c z 1
j J J c
t
r J 6 i
S 4 p a a J ü
The use of Arabic letters is the same as that used in Latin letters. This letter has 29 or 30 letters consisting of 14 qamariah and 18 syamsiah letters. Originally, this Arabic letter had two names, including the letter ta marbutah (S) which is some times also used for the letter ha. However, these letters cannot fulfill the spelling requirements of other foreign languages that need to be adapted to the local language. Therefore, in order to harmonize the Arabic script with the spelling of other languages in the Islamic world, some have added a few letters to represent the original sounds in the speaker's language.
Differences in Malay Arabic Letters in Durus al-Lughah al-Arabiyah Li Ghairi Natiqina Biha
The Malay Arabic script, also known as the Jawi letter, has 37 letters. The number of letters that exceed the Latin alphabet does not cause all Arabic-Malay letters to be aligned with Latin letters. The Arabic-Malay alphabet starts with the letter alif and ends with the letter. Six additional letters were created by past Malay scholars to complete the symbols for the sounds of Indonesian and Malay languages. Here are the Malay Arabic letters in order.
Table 3: Malay Arabic Letters
Malay Arabic Letters (Jawi Writing)
5 z ¿1 a 1
j J j c c
6 t i t
j ü r J
u S 4 p a a j
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The use of the Arabic-Malay script is the same as in the Latin letters. This writing has 37 letters consisting of three vowels and 33 consonants. Originally, this Malay Arabic letter was taken from an Arabic letter that has only 30 alphabets, including the letter ta marbutah (S). However, these letters cannot fulfill the spelling requirements of Indonesians and Malays. Therefore, to harmonize the Malay Arabic script with Indonesian or Malay spelling, the Malays have added five more letters to represent the original sounds in Indonesian or their Malay sounds. The letters are ca <£> which is matched with the letter /c/, nga <£> which is matched with the letter /ng/, pa <^> which is matched with the letter <p>, the letter ga <^> which is matched with the letter /g/ and the letter </u> which is matched with the letter /ny/. Then, in 1986, following the Enhanced Jawi Spelling Manual (Ejaan Jawi Yang Disempurnakan -EJYD), one more letter was added, namely the letter va <j> to represent the sound [v]. Therefore, the number of Malay Arabic letters increased to 37.
Malay Arabic Letters Vowels
As for the Malay Arabic script, there are three main letters which are also called as vowels, namely the letter alif <1>, producing the sound [a] as in the words of the father. The second letter is the letter wau <j>, it sounds [u] as in the word shrimp. The third vowel is the letter ya <^>, it sounds [i] as in the word fish. These three letters represent six Latin vowels such as: the letters alif <1> represent the vowels [a] and [a] the beginning of the word, the letters wau <j> represent the vowels [o] and [u] the middle and end of the word, the letter ya <^) represents vowels [i] and [e], namely e-taling, in the middle and end of the word. However, at the initial position of the word wau <j>, this letter cannot sound [u] without the help of the letter alif <>. Only then can the letter alif-wau produce the sound [u]. For example, the word shrimp would be spelled udang <^j!>. As is the case with the letter ya <^>; this letter also cannot produce the sound [i] without the help of the letter alif <1>, namely alif-ya. For example, the word fish, will be spelled ikan <u%'>.
Malay Arabic Consonants Letters
In addition to the three main vowels, in the Arabic-Malay writing system there are also 33 consonants, namely letters other than the letters alif, wau and ya. The consonants were divided into two groups. The first set consists of 18 letters and is used to write native Indonesian or teak Malay words. Among the letters are the letters ba
<^>, ta <^>, jim <£>, dal <J>, ra <j>, syin <^>, kaf <^>, lam <J>, mim <^>, nun <u>, ha <o>, ca <£>, nga <^>, pa <^>, ga <^>, nya </u> and hamzah <*>. The second set of letters refers to the letters used to spell and write Arabic words and terms. Among the letters are the letters tsa <u>, ha <£>, kha <t>, zal <>, zai <j>,
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syin <<J>, shad dhad <^>, tha <^>, za ain <£>, ghain <£> and the letters fa <^>>, and qaf <J> (Latin writing of letter sounds does not follow the international transliteration system, see Muhammad Bukhari Lubis and Ali Haji Ahmad, 2006).
Malay Arabic Supplementary Letters
Malay Arabic letters are generally taken from Arabic letters or also known as hijaiyah letters, namely Arabic letters, which consist of 30 letters. However, these letters cannot complement most of the sound symbols in spoken Indonesian and Malay languages. Therefore, scholars of the past have adopted two 'parsi letters adapted', namely ca and ga, in addition to the Malay scholars themselves, he wrote several new letters such as nga, pa, nya, and va. The six letters use the "house letters," which already exist in Arabic hijaiyah letters, but are changed according to adding dots at certain parts, as in the following example:
Table 4: Malay Arabic Supplementary Letters
Malay Arabic Supplementary Letters
(Jawi Writing)
Ha c Ca^
Ain £ Nga£
Fa^> Pa^
Kaf^ Ga
Nun & Ba Nya u
Wau j Va J
In addition, there are also new letters that are paired with the letter [v], called va [J] (dotted wau) and the letter ye the term leweh means imalah or e-taling <e> ya without a dot or alif al-maqsurah in Arabic which is paired with the letter e-pepet [a] at the end of the word for certain words such as nationalism and method
Latin Letters and Their Equivalents with Arabic and Malay Arabic Letters
Malay Arabic letters have more alphabetical numbers than Latin letters. Therefore, the equivalent of all the letters with Latin letters is not one on one, but there is one against two or one against three, and so on. The following is a detailed breakdown of the Malay Arabic letters that have the equivalent of single Latin letters.
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Latin Letters Malay Arabic Letters Latin Letters Malay Arabic Letters
Aa. 1 Aa, Kk, (') P
Bb Gh (eh) P
Tt Ne *
Hh, (t) «* d Ff
Ss, (th) pd ♦»
Ji r Kk,(a)
C ff Kk
Hh (h) r Ge
Kh, kh r Ll J
Dd J Mm *
Zz (dh) j Nn £
Rr J Ww, Oo, Uu J
Zz J Vv J
Ss Hh d
Sv (sv) Kk. (') *
Ss (s) Yv, Ii, Ee
Zz Ye tf
Tt (t) L Nva
Zz (z) £
Table 5: Arabic Malay and Latin Letter • There are only 18 Arabic-Malay letters that have the equivalent of the single Latin letter and are known as the equivalent of the Teak letter.
Table 6: Arabic Malay Eguivalent Letter
Arabic Malay Equivalent Letters
with Latin Letters
[p] ♦» [b]
[q] J [t]
[k] [j] C
[g] [c] s
[l] J [d] J
[m] f [r] J
[n] ü [z] J
[h] d [s]
[v] J [f]
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• In addition to the equivalent of the teak letters, there are also combined equivalents, in which one Arabic-Malay letter is matched with two Latin letters.
There are five Malay Arabic letters that use this type of equivalent in Latin spelling which now has a Latin digraph (two-letter) equivalent, the equivalent is like the letter ghain (£_) which is paired with the letter [gh], the letter syin (J) is paired with the letter [sy], the letter kha (¿) is matched with the letter [kh], the letter nya (u) is matched as the letter [ny] and the letter nga (£) is matched as the letter [ng].
• There are also Arabic-Malay letters that do not have the equivalent of teak with Latin letters because their names are different from Latin letters. There are 14 letters that have more than one Latin equivalent. The letters are like The letters (s,s)
(sy,sh) J, (z,dh) j, (h,h) c, (h,t) s, (z,z) (t,t) -K (d,dh) <>, (w,o,u) j, (q,k) J, (k,o,u,e,i,a,') (k,') p, (th,s) (e,a) dan (y,e,i)
Table 7: Similarities of Arabic and Malay Arabic Letter Sounds
Similarities of Arabic and Malay Arabic Letter Sounds (Jawi Writing)
Tsa (*) The sound of the letter tsa in the Malay word or tongue is close to the sound of the letter syin (<>), so this letter is paired with the letter [s].
Zal 0) The sound of zal (j) is almost the same as the letter zai (j), so this letter is paired with the letter [z].
Shad The sound is almost syin (<>), so the letters shad (<^>) and syin (<>) are paired with the letter [s].
Dhad The sound of the letter dhad (<^) is in the middle of the environment of the letter dal-shad, which is more of the sound of dal (^), so this letter is paired with the letter [d].
Tha Because it sounds more similar to the letter [t], but is only called bold, this letter is actually matched with the letter [t].
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Zha The sound of the letter zha (-k) is similar to the letter makhraj zai (j) such as dal with dhad (<^), syin with shad (<^), ta with tha this letter is paired with the letter [z].
Ain (Ü The place where the letter ain (£) comes out is close to the letter alif ( 1 ), it is only called a bit nasal (nose sound), so this letter is matched with the letter [a] if it is found at the beginning of the word. If it is in the middle or at the end of a word, the letter ain (£) is paired with the letter [k], which is the glottic stop sound.
Teaching Method for Durus al-Lughah al-Arabiyah Li Ghairi Natiqina Biha Online Learning
The teaching methods and techniques of Durus al-Lughah al-Arabiyah Li Ghairi Natiqina Biha based on books with several volumes already need to be replaced with e-books that directly use the new version, arranged in 4 e-book volumes. Each volume, its methods, and techniques need to be adapted to teaching according to the latest technology, which is complemented by its online teaching guide. This is also something that is important to be taught through lectures that are usually carried out normally in lecture classes, but because of the Covid-19 pandemic, it is necessary to think about how to teach it virtual and virtual. In addition, the Durus al-Lughah al-Arabiyah learning method also needs to be taught effectively by keeping pace with the latest technological advances.
The teaching material is the e-book Durus al-Lughat-al-Arabiyyah Li Ghairi Natiqina Biha from volumes 1 to 4, explaining learning starting from the most basic so that an explanation of the rules of nahu and i'rab in Arabic is used in the system. grammar, reading, examples, pictures, and practice for each lesson. For an explanation of this book, a guide is included that can be used for individual study, in pairs, or in groups. Here are some detailed explanations of how this can be done, to understand more deeply the process of learning and understanding Arabic, which has been compiled by the author of the book. As the description follows the following table:
Table 8: Teaching Steps Using Online Learning Durus al-Lughah al-Arabiyah Li Ghairi Natigina Biha Method. Volume. 1-4.
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Teaching Steps Using Online Learning Durus al-Lughah al-Arabiyah Li Ghairi Natiqina Biha Method
The first step The need to use available applications to facilitate the teaching and learning process between users and technology.
Second step We use the virtual Durus al-Lughah al-Arabiyah book, which has been provided free of charge by the author in the form of an e-book or in the form of a pdf. Only users must first download it before use.
Third step For students who are just learning Arabic, as foreign speakers who are not native Arabic speakers, mastery and achievement of imperfect knowledge of words need to be assisted by using a dictionary.
Fourth step Teaching also needs to be developed with media that apply direct methods to the content using a waterfall approach for the manufacturing process because the method is suitable for use when the requirements specification is complete and clear (Dima & Maassen, 2018).
Fifth step The use of smart technologies At this time, the use of technology shows expectations, and an important component can be transformed into a predetermined teaching and learning process using either books or other learning methods.
Sixth step The need to try something new that is available through the latest method or use of technology, either direct or indirect methods, either touching on vocabulary, example sentences, and conversations or others.
Seventh step The need for next steps with problem identifiers, content, lesson content, references, teaching methods, direct methods, teaching solutions, technology-based media, applied technology used, and technology-based Arabic learning media, continued with the content formulation stage, rough material design, and fines.
Eighth step The use of nouns, adjectives, adjectives, subject words, predicate words, the difference between mudzakkar (male) and muannas (female), the use and mention of the designation of nouns "here" and "there," usage and statements the position of objects
Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education Chirchik State Pedagogical Institute of Tashkent region
with the letters jar and zharf (above, inside, below, in between, behind, in front, above (not attached).
Ninth step The use of dhamir/possession nouns (yours is male, you are female, I, he is male and she is female) some basic nouns and advanced nouns, and so on.
Tenth step The use of numbers (mufrad and jama) for mudzakkar (male) and mu'annas (female) in a sentence (basic noun and sentence (advanced noun).
Eleventh step The application of the word laisa / not (I, we, you are female, you are male, she is female, and he is male) in its use through oral and written.
Twelfth step The use of male calculations (11-20) in sentences, content, then making sentences, using learning media according to pictures, exercises, questions, and so on.
These are some of the descriptions and details of the teaching and learning process using the Durus al-Lughah al-Arabiyah Li Ghairi Natiqina Biha book. The Huraines mentioned above are not in detail one by one, but only as a little illustration that is taught through volume 1 which contains Darsu al-Awal to Darsu al-Tsalis wa Isyrin; Continue to volume 2 which contains Darsu al-Awal to Darsu Wahid wa Tsalatsin; Then continued to volume 3 which contains Darsu al-Awal to Darsu al-Sabi 'wa Isyrin; And ends with volume 4 which contains Darsu al-Awal to Darsu al-Sabi 'wa Isyrin.
CONCLUSION
In conclusion, it should be borne in mind that history plays an important role towards the use of Arabic in letters and other foreign languages in the world who are considered non-Arabic speakers. To understand the Arabic language, there are many methods, media, and methods used so that the Arabic language can be well absorbed into other foreign languages throughout the world, especially in the Islamic world. Therefore, with the presence of the Durus al-Lughah al-Arabiyah method Li Ghairi Natiqina Biha has made an important Arabic learning guide, even becoming a starting point for the diversity of memorable Arabic teaching methods. In addition, it also has an impact on Arabic writing, which generally consists of 30 letters taken from the Arabic Hijaiyah letters, but there are additional letters that are made to meet the needs of the local language sound symbol. The perpetual use of Arabic in writing or speaking has become an important medium because it is the main writing in the Koran
Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education
Chirchik State Pedagogical Institute of Tashkent region
and al-Hadith, which is the main guide for Muslims. While the existence of Latin writing arises because of the influence of absorption from other foreign and European languages, the use of that language can also more or less color the writing and speech of Arabic both spoken and written from these Arabic absorption words.
Therefore, through analysis, descriptions, and details of the teaching and learning process using the book Durus al-Lughah al-Arabiyah Li Ghairi Natiqina Biha. The description can describe more or less what needs to be taught through volume 1 which contains Darsu al-Awal to that Darsu al-Tsalis wa Isyrin; Continue to volume 2 which contains Darsu al-Awal to Darsu Wahid wa Tsalatsin; Then continued to volume 3 which contains Darsu al-Awal to Darsu al-Sabi wa Isyrin; And ends with volume 4 which contains Darsu al-Awal to Darsu al-Sabi wa Isyrin. All volumes have their own descriptions and explanations that can be learned through virtual and virtual learning according to the wishes of teachers and students at any time and place. In addition, hopefully it can elevate the dignity and the Arabic language, besides the function of this language, it is also expected to strengthen its role in the midst of the pluralistic life of Muslims as a torch of light in realizing a cultured and dignified civilization from time to time.
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Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education
Chirchik State Pedagogical Institute of Tashkent region
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