USING COMMUNICATIVE BASED TEACHING MATERIALS THROUGH INSTAGRAM FOR INCREASING CREATIVITY AND SPEAKING SKILLS
Abstract
Using social media and Instagram among students is necessary in the era of globalization. Instagram can be used as a medium for university students to learn Arabic. This research aimed to determine the effectiveness of using Instagram based on communicative teaching materials in the Basic Level Training program in Arabic language courses at the Language Center of UIN Imam Bonjol Padang. This study used a mixed method that described students' perceptions. The participants were 30 students in the Arabic Language Basic Level Training program. This study showed that the teaching materials used were based on a communicative approach and contextual themes by context-based situations of everyday life. The findings indicated there was a significant effect of using teaching materials on students' creativity and speaking skills. Moreover, using communicative-based teaching materials accelerated students' mastery of language creativity and improved speaking skills. This study recommends further research to use a wider sample.
Abstrak:
Penggunaan media sosial dan Instagram di kalangan pelajar merupakan hal yang diperlukan di era globalisasi. Instagram dapat digunakan sebagai media untuk pembelajaran bahasa Arab di universitas. Penelitian ini bertujuan untuk mengetahui efektivitas penggunaan Instagram berbasis bahan ajar komunikatif dalam mengikuti program Pelatihan Tingkat Dasar pada mata kuliah bahasa Arab di Pusat Bahasa UIN Imam Bonjol Padang. Penelitian ini menggunakan mixed method yang menggambarkan persepsi siswa. Partisipannya adalah mahasiswa program Pelatihan Tingkat Dasar Bahasa Arab yang berjumlah 30 orang. Penelitian ini menunjukkan bahwa bahan ajar yang digunakan didasarkan pada pendekatan komunikatif dan tema kontekstual berdasarkan konteks situasi kehidupan sehari-hari. Temuan penelitian menunjukkan terdapat pengaruh yang signifikan pada penggunaan bahan ajar terhadap keterampilan kreatifitas dan berbicara siswa. Selain itu, penggunaan bahan ajar berbasis komunikatif dapat mempercepat penguasaan kreatifitas berbahasa siswa dan meningkatkan keterampilan berbicara. Penelitian ini merekomendasikan penelitian selanjutnya untuk menggunakan sampel yang lebih luas.
Downloads
References
Ahmed, A., & Ghareb, M. (2017). Design a Mobile Learning Framework for Students in Higher Education. Journal of University of Human Development, 3(1), 288–296. https://doi.org/10.21928/juhd.20170315.15.
Alzamil, L. A. (2020). Uncovering Gender Differences in Saudi EFL Learners’ Attitudes Towards the Use of Instagram as a Language Learning Tool. International Journal of Linguistics, 12(5). https://doi.org/10.5296/ijl.v12i5.17486.
Bahruddin, U., & Febriani, S. R. (2020). Implementation of Krashen’ s Theory in Language Acquisition Stephen. International Journal of Innovation, Creativity and Change, 13(10), 821–831. https://www.ijicc.net/images/vol_13/Iss_10/131051_Bahruddin_2020_E_R.pdf.
Febriani, S. . (2020). Acquisition of Arabic Language Based on Stephen Krashen’ s Theory in the Arabic Camp Activities. El-Ibtikar, 9(2), 82–95. https://doi.org/10.24235/ibtikar.v9i2.7222.
Fitriani, D. H., & Kirana, D. P. (2021). Higher Order Thinking Skill (HOTS) in English Language Textbook in Senior High School. International Journal of Research on English Teaching and Applied Linguistics, 2(2), 55–56. https://doi.org/10.30863/ijretal.v2i2.2455.
Handayani, N. (2017). Becoming the Effective English Teachers in the 21st Century: What Should Know and What Should Do? English Language and Literature International Conference (ELLiC), 156–164. https://jurnal.unimus.ac.id/index.php/ELLIC/article/view/2463.
Ilham, M. W. (2017). Membangun High Order Thinking (Hot) Peserta Didik Melalui Contextual Teaching Learning (Ctl) Di Madrasah. Jurnal Islam Nusantara, 1(2), 217–227. https://doi.org/10.33852/jurnalin.v1i2.37.
Irawan, B. (2020). The Effectiveness of Written Arabic Method Based on Contextual Learning on Arabic Education Students at The Islamic Institute of Jember. Studi Arab, 11(1), 61–72. https://doi.org/10.35891/sa.v11i1.2151.
Irwan, & Anggraini, D. (2019). Language Learning Model for 4.0 Industrial Revolution: Combining Inquiry Model and Contextual Teaching Learning Based on Local Wisdom Value. Batusangkar International Conferences. https://core.ac.uk/download/pdf/288296029.pdf.
Nurcholis, A., Harianto, B., & Machmudah, U. (2021). Implementation of Hard and Soft Technology in Learning Arabic During the Covid-19 Pandemic. Proceedings of the International Conference on Engineering, Technology and Social Science (ICONETOS 2020), 8–15. https://doi.org/10.2991/assehr.k.210421.002.
Reyna, J., Hanham, J., & Meier, P. (2018). The Internet Explosion, Digital Media Principles and Implications to Communicate Effectively in the Digital Space. E-Learning and Digital Media, 15(1), 36–52. https://doi.org/10.1177/2042753018754361.
Setyarini, S., Musthafa, B., & Muslim, A. B. (2020). “I start learning English through speaking”: Social agency demand and inter-school readiness for Indonesian young English learners. Indonesian Journal of Applied Linguistics, 10(1), 218–225. https://doi.org/10.17509/IJAL.V10I1.25062.
Siagian, E. N., & Iskandar, I. (2020). Hots-Oriented Learning Language Learning, Project-Based In The 21st Century Learning Context. International Journal of Language Education and Cultural Review (IJLECR), 6(1). https://doi.org/10.21009/IJLECR.061.02.
Siregar, R. A., & Amalia, S. N. (2019). Pre-Service English Teachers’ Attitude Towards Hots To Prepare Better Assessment. JEELS (Journal of English Education and Linguistics Studies), 6(1), 51–72. https://doi.org/10.30762/jeels.v6i1.1072.
Sukri, H. I. M., Mustapha, L., Othman, M., Aralas, D., & Ismail, L. (2018). Social Media: Engaging Language Learning. International Journal of Academic Research in Business and Social Sciences, 8(12), 287–294. https://doi.org/10.6007/ijarbss/v8-i12/5013.
Suryawati, E., & Osman, K. (2018). Contextual learning: Innovative approach towards the development of students’ scientific attitude and natural science performance. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 61–76. https://doi.org/10.12973/ejmste/79329.
Taskiran, A., Koral Gumusoglu, E., & Aydin, B. (2018). Fostering Foreign Language Learning with Twitter: Reflections from English learners. Turkish Online Journal of Distance Education, 19(1), 100–116. https://doi.org/10.17718/tojde.382734.
Ullman, M. T., & Lovelett, J. T. (2018). Implications of the declarative/procedural model for improving second language learning: The role of memory enhancement techniques. Second Language Research, 34(1), 39–65. https://doi.org/10.1177/0267658316675195.
Copyright (c) 2024 Suci Ramadhanti Febriani, Rizka Widayanti, Ilya Husna, Yasmadi, Kddour Guettaoui Bedra
This work is licensed under a Creative Commons Attribution-NonCommercial 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 License that allows others to share the work with an acknowledgement 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 acknowledgement 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).
