تطوير منهج النحو في جامعة المحمدية يوكياكرتا بإندونيسيا في الإطار المرجعي الأوروبي المشترك للغات على المستوى A1 و A2
Learning nahwu is an important part of the Arabic learning process, especially for non-Arabic speakers. New learners of Arabic nahwu at the Muhammadiyah University of Yogyakarta in Indonesia face difficulty in understanding most materials within a limited time, while not all new learners have studie...
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| Summary: | Learning nahwu is an important part of the Arabic learning process, especially for non-Arabic speakers. New learners of Arabic nahwu at the Muhammadiyah University of Yogyakarta in Indonesia face difficulty in understanding most materials within a limited time, while not all new learners have studied Arabic previously. Beginner students face difficulties in learning nahwu using current teaching materials. This study aims to develop a curriculum for learning nahwu for beginner students at the University of Muhammadiyah Yogyakarta based on the Common European Framework of Reference for Languages (CEFR) at the A1 and A2 levels or beginners. The preparation of the CEFR-based nahwu learning module considers the ability of beginner students to learn Arabic by focusing on the elements of objectives, content, learning methods and media, and evaluation. There are six levels of CEFR-based Arabic learning, namely A1, A2, B2, B3, C1, and C2. The lowest level is A1, while the highest level is C2. The employed research method was the research and development according to Borg and Gall, that is, by collecting primary and secondary references in preparing and designing the CEFR-based nahwu learning modules, validation by experts, revision, and reliability test. The validation test involved experts in this research field, while the reliability test used a Likert scale questionnaire with 47 questions answered by 231 respondents from a sample of 416 students studying Arabic. The questionnaires were analyzed using SPSS version 22. The results of the study indicated that 70% said that the objectives of the module are clear and realistic to achieve; 64% stated that the content of the module is suitable for beginner learners; 65% stated that the learning methods and media are compatible with the times; 65% stated that the learning activities are consistent with the objectives and content of the module; and 64% stated that the evaluation format is consistent with the accomplished objectives. Based on the results of this study, the researcher recommends using the CEFR-based nahwu module as an alternative option to teach nahwu at the Muhammadiyah University of Yogyakarta in Indonesia. |
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