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.

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Published

2023-12-31

Issue

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

Section

Articles

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