Proceedings of the 2nd International Conference on Quran and Hadith Studies Information Technology and Media in Conjunction with the 1st International Conference on Islam, Science and Technology, ICONQUHAS & ICONIST, Bandung, October 2-4, 2018, Indonesia

Research Article

Blended Learning Approach in Arabic Teaching for Non-Native Speaker Students

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  • @INPROCEEDINGS{10.4108/eai.2-10-2018.2295458,
        author={Nuril  Mufidah and Saidna Zulfiqar Bin-Tahir and M. Irfan Islamy and Imam  Rofiki},
        title={Blended Learning Approach in Arabic Teaching for Non-Native Speaker Students},
        proceedings={Proceedings of the 2nd International Conference on Quran and Hadith Studies Information Technology and Media in Conjunction with the 1st International Conference on Islam, Science and Technology,  ICONQUHAS \& ICONIST, Bandung, October 2-4, 2018, Indonesia},
        publisher={EAI},
        proceedings_a={ICONQUHAS},
        year={2020},
        month={5},
        keywords={arabic writing; blended learning; non-native speaker students},
        doi={10.4108/eai.2-10-2018.2295458}
    }
    
  • Nuril Mufidah
    Saidna Zulfiqar Bin-Tahir
    M. Irfan Islamy
    Imam Rofiki
    Year: 2020
    Blended Learning Approach in Arabic Teaching for Non-Native Speaker Students
    ICONQUHAS
    EAI
    DOI: 10.4108/eai.2-10-2018.2295458
Nuril Mufidah1,*, Saidna Zulfiqar Bin-Tahir2, M. Irfan Islamy1, Imam Rofiki1
  • 1: Universitas Islam Negeri Maulana Malik Ibrahim Malang
  • 2: Universitas Iqra Buru
*Contact email: nurilmufidah86@uin-malang.ac.id

Abstract

The study attempted to measure the impact of the blended learning approach in Arabic teaching to the non-native speaker students of the Islamic state university in Indonesia. This research employed the quantitative method using the quasi-experimental design. There were 60 students participated in this study, which is divided into 30 students in each of the experimental, and control group. The data gained through the writing test have been analyzed by assisting the SPSS program. The results found that the students’ score in the content got the highest score, and then followed by the grammar. It means that there were students who did not have the good score in Arabic writing through blended learning because only their writing content improved while their grammar did not improve significantly. Overall, the students’ posttest score achievement in the experimental was higher than in the control group. Thus, it is crucial for further study to examine other skills of Arabic by using the blended learning approach.