Tawẓīf Ṭarīqah al-Ta'allum al-Qā'im ʿalā al-Mashrū' fī Tadrīs 'Ilmi al-Bayān bi Wāsiṭah al-Yūtiub

Authors

  • Yusra Azman International Islamic University Malaysia, Malaysia
  • Abdul Rahman bin Chik International Islamic University Malaysia, Malaysia

DOI:

https://doi.org/10.30983/huruf.v3i2.7508

Keywords:

Rhetoric, YouTube, Project-Based Learning

Abstract

The level of students’ proficiency in rhetoric remains low from one of the questionnaires. The rhetoric material that the students learned was unclear, ineffective, frustrating, and boring. This is due to the difficulties of learning rhetoric, and the inappropriate method and tool for teaching students. As a result, the significance of this research stems from determining the efficacy of the YouTube method and the project-based learning method in terms of attracting students' attention and motivating them to participate in the teaching and learning process. This sample consists of six registered female students in Methods of Teaching Arabic as a Second Language subject. The study followed the inductive and applied descriptive approach, describing the concept of rhetoric, YouTube, and the project-based learning method scientifically in light of this phenomenon, and then applying this theory by conducting micro-teaching by employing YouTube in teaching rhetoric through the project-based learning method. The study concluded that the project-based learning method and the YouTube method are appropriate for teaching rhetoric because they draw students' attention to the lesson and stimulate their motivation to actively participate in the educational and learning process. The researcher noticed that the students interact well and participate in microteaching with positive and active participation, as they can understand more of the directions and lessons.إنَّ مستوى ÙƒÙاءة الطلاب ÙÙŠ تعليم علم البيان منخÙض من أحد الاستبيان. كانت مادة البلاغة التي تم تعلمها من قبل الطلاب غير واضحة وغير Ùعالة ومحبطة ومللة. Ùهذه لوجود الصعوبات ÙÙŠ تعلم البلاغة وكذلك اÙتقار المدرّسين إلى الطريقة والوسيلة المناسبتين لتدريس الطلاب. لذلك تكمن أهمية هذه الدراسة ÙÙŠ كونها تهد٠إلى معرÙØ© Ùاعلية وسيلة اليوتيوب وطريقة التعلم القائم على المشروع لتوظيÙهما ÙÙŠ تدريس علم البيان ولجذب انتباه الطلاب وإثارة داÙعيتهم نحو المشاركة ÙÙŠ عملية التعليم والتعلم. تم اختيار العينة ÙÙŠ هذه الدراسة وهي ست طالبات الماجستير اللائي سجلنَ مادة طرق تدريس اللغة العربية بوصÙها لغة ثانية. واتبعت الدراسة المنهج الوصÙÙŠ الاستقرائي والتطبيقي حيث تص٠مÙهوم علم البيان واليوتيوب وطريقة التعلم القائم على المشروع وصÙا علميا ÙÙŠ ضوء هذه الظاهرة، ثم تطبيق هذه النظرية من خلال إجراء التدريس المصغر بتوظي٠اليوتيوب ÙÙŠ تدريس علم البيان من خلال طريقة التعلم القائم على المشروع.واستنتج البحث ان طريقة التعلم القائم على المشروع ووسيلة اليوتيوب مناسبتان لتوظيÙهما ÙÙŠ تدريس علم البيان، إذ بهما يتم جذب انتباه  الطلاب نحو الدرس وإثارة داÙعيتهم إلى المشاركة الÙعالة ÙÙŠ عملية التعليم والتعلم. ولاحظت الباحثة أن الطلاب يتÙاعلون تÙاعلا جيدا ويشاركون ÙÙŠ التدريس المصغر مشاركة إيجابية نشيطة حيث أنهم يستطيعون الÙهم بالتوجيهات والدروس أكثر.

References

’AtÄ«q, ’Abd al-’Aziz, ‘’Ilm Al-BayÄn’

Aḥmad ’Abd AllÄh Muḥammad, ḤaǧǧÄǧ, ‘IstiẖdÄm ṬarÄ«qat Al-Ta’allum Al-QÄ’imah “alÄ Al-MaÅ¡rū†FÄ« Tanmiyat Ba’á¸i MahÄrÄt Al-Taḥadduṯ Wa Al-Ta’bÄ«r Al-KitÄbÄ« LadÄ TalÄmīḠAl-á¹¢af Al-SÄdis Al-IbtidÄi’, Maǧallat Kulliyat Al-Tarbiyah, 36.2 (2020), 342–96 <https://doi.org/10.21608/mfes.2020.98985.>

Aḥmad ǦÄbir, WalÄ«d, Ṭuruq Al-TadrÄ«s Al-’Ammah, 2nd edn (Maktabat ṬarÄ«q al-’Ilm Dar Fikr, 2022)

Al-Sayyid Ahmad al-HÄÅ¡imÄ«, ǦawÄhir Al-BalÄÄ¡ah Fi Al-Ma’ÄnÄ« Wa Al-BayÄn Wa Al-Badī’ (al-Maktabah al-’Aá¹£riyah, 1999)

ǦalÄl al-DÄ«n Muhammad bin ’Abd Raḥman, al-H̱aá¹­Ä«b al-QazwÄ«nÄ«, Al-Īá¸Äḥ Fi ’UlÅ«m Al-BalÄÄ¡ah (Al-Ma’ÄnÄ« Wa Al-BayÄn Wa Al-Badī’) (Lubnan: DÄr al-Kutub al-’Ilmiyah, 2003)

Hamidah, Hasanatul, HOTS-Oriented Module: Project-Based Learning (Kemdikbud.go.id, 2021)

I Daud, ‘Bahasa Al-Qur’an. Irfani’, 2015, 47–58 <https://www.neliti.com/publications/29314/bahasa-al-quran#id-section-content.>

KÄmilah, AdÄ«bah, and ’Abd Rahman, ‘Tawẓīf Badlit Fi TadrÄ«s ’Ilm Al-Nahw Min H̱ilÄl ṬarÄ«qat Al-Ta’allum Al-QÄim ’AlÄ Al-MahÄm: DirÄsat Taá¹­bÄ«qiyah’, in Al-Mu’tamar Al-DualÄ« Li Al-LuÄ¡ah Wa Al-Tarbiyah, 2023

Larmer, J., Mergendoller, J., & Boss, S, Setting the Standard for Project-Based Learning (ASCD, 2015)

Mohammed, Mohammed, et al, Effectiveness Of Using Youtube In Enhance The Learning Of Computer In Education Skills In Najran University Effectiveness Of Using Youtube In Enhance The Learning Of Computer In Education Skills In Najran University, 2016

Muqit, Abdul, ‘Ta’lÄ«m Al-BalÄÄ¡ah Fi Å u’bat Ta’lÄ«m Al-LuÄ¡at Al-’Arabiyah (Al-MuÅ¡kilÄt Wa Al-ḤulÅ«l’, 2019

Musá¹­afÄ QarÅ¡m, Aḥmad ’Iffat, et al, ‘FÄ’iliyat IstirÄtijiyat Al-Ta’allum Al-QÄ’im “alÄ Al-MaÅ¡rū†FÄ« Tanmiyat MahÄrÄt Al-TafkÄ«r Al-TawlÄ«dÄ« Fi Al-RiyÄá¸iyÄt LadÄ TalÄmīḠAl-Marḥalah Al-I’dÄdiyah’, Maǧallat Kulliyat Al-Tarbiyah Bil-’ArÄ«Å¡, 10.32 (2022), 428–75 <https://doi.org/https://doi.org/10.21608/foej.2021.88553.1049.>

Parra, P. N, YouTube: The Business Model, 2018

Qais Faryadi, Techniques of Teaching Arabic as a Foreign Language through Constructivist Paradigm (Malaysian Perspective, 2007)

Railsback, Jennifer, Project-Based Instruction: Creating Excitement for Learning. By Request Series (101 Southwest Main Street, Suite 500, Portland OR 97204: ERIC, Northwest Regional Educational Laboratory, 2002)

Rostitawati, Tita, ‘KONSEP PENDIDIKAN JOHN DEWEY’, Jurnal Manajemen Pendidikan Islam, 2.2 (2014)

Rowell, R, YouTube: The Company and Its Founders (ABDO, 2021)

Rozal, Edi, et al, ‘The Effect of Project-Based Learning through YouTube Presentations on English Learning Outcomes in Physics’, AL-ISHLAH: Jurnal Pendidikan, 13.3 (2021), 1924–33 <https://doi.org/https://doi.org/10.35445/alishlah.v13i3.1241>

SalÄ«m HazhÅ«zÄ«, FiryÄl SulaimÄn, Āṯar IstiẖdÄm ‘Al-Ta’allum Al-Mustanid IlÄ Al-MaÅ¡rū’’" Fi Tanmiyat Al-TafkÄ«r Al-Riyaá¸Ä« Wa Al-DÄfi’iyah Nahwu Ta’allum Al-Riyaá¸iyat LadÄ TilmÄ«á¸Ät Al-Saf Al-SÄbi’ Al-Asasī’, 2016

Sawyer, Robert Keith, The Cambridge Handbook of the Learning Sciences (New York: Cambridge University Press, 2012)

Srinivasacharlu, A, ‘Using YouTube in Colleges of Education’, Shanlax International Journal of Education, 8.2 (2020), 21–24

Umar Faruq, ‘تعليم البلاغة وسـيلة لمعـرÙØ© ما ÙÙŠ النصوص الأدبية والإعجاز القرآني’, Didaktika Religia, 2.1 (2013) <https://doi.org/10.30762/didaktika.v1i2.127>

Wattenhofer, Mirjam, et al, ‘The YouTube Social Network’, in Proceedings of the International AAAI Conference on Web and Social Media

Downloads

Published

2023-12-31

How to Cite

Azman, Y., & Chik, A. R. bin. (2023). Tawẓīf ṬarÄ«qah al-Ta’allum al-Qā’im Ê¿alā al-MashrÅ«’ fÄ« TadrÄ«s ’Ilmi al-Bayān bi Wāsiá¹­ah al-YÅ«tiub. HuRuf Journal : International Journal of Arabic Applied Linguistic, 3(2), 155–168. https://doi.org/10.30983/huruf.v3i2.7508

Issue

Vol. 3 No. 2 (2023): December 2023

Section

Articles

Citation Check

License

Copyright (c) 2023 Yusra Azman, Abdul Rahman bin Chik

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International Licensethat allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).