Project-based Learning in Promoting Active Learning for Arabic as

Foreign Language Learners

Laily Fitriani

and Zakiyah Arifa

Universitas Islam Negeri Maulana Malik Ibrahim, Jalan Gajayana 50 Malang 65145, Indonesia

Keywords: Active learning, Arabic as foreign language, Collaborative learning, Project-based learning

Abstract: This study aims to describe the implementation Tarikh Adab (History of Arabic Literature) and Maharah

Kitabah (Writing Skill) course using PjBL design and explain how it can promote active learning. This study

uses descriptive qualitative design at Arabic language and literature department and Arabic Education

department. The data are collected through observation, interview, and document, then analyzed qualitatively.

The teacher employs some stages for the learning activities in the implementation of PjBL. The students are

involved in the project through learning activities. The finding of this study indicates that PjBL promotes

active learning. The learning activities can help them to develop thinking skill, teamwork skill, language

skills, and communication skill. Thinking skill used when the students design the project, think the reason,

and solve the problem. They learn how to work in team that promotes collaborative work. They use the

language for communication with the group and teacher during creating the project and presentation that

increase their language and communication skills unconsciously.

1 INTRODUCTION

The Arabic teaching in Indonesia has development

with some difficulties and challenges. One of the aims

of teaching language is to help learners to

communicate with the language both in oral and

written forms. In Indonesian context, there are still

many difficulties in achievement of the goal. The

teaching of Arabic is not focusing on language skill

and its use, or mastering vocabularies and meanings.

The study shows that there is the difference between

what should happen and what has happened in reality

(Arief, 2017).

Arabic learning problems are namely: academic

problems, language problems, and psychological

problems (Arifa, 2016). Each learner has the

problems but has differences in type of problems

depend on ability, motivation, environment. The

focus of teaching needs to how learners can achieve

language skill integratedly and use it to communicate

properly.

Furthermore, one of teaching Arabic challenges is

how to make the teaching and learning active, not

only the teacher should be active but also the students

must be more active until they learn more and how to

learn regularly and learn by their selves. Some studies

about 21st century education explained many

characteristics of teaching and learning; active

learning, student centered, cooperative learning, and

critical thinking.

Teacher’s creativity and innovation in the

classroom is a must for 21st century education. The

curriculum in its concept should be designed in

collaborative learning environment which students

can cooperate relate, respond one to another

(Boholano, 2017). In term of the teacher, he has to

integrate between information and communication

related knowledge and skills. The teacher image

changed from tradition to transformational (Miftari,

2014). The teacher needs to improve their skills in

conducting teaching deal with Z generation.

For that reason, in the context Arabic as foreign

language (AFL) learning in Indonesia, learning

process tends to be teacher-centered. While the

education 21st century learning process tends to be

student-centered. Current AFL in Indonesia has to

change in learning process and adjust the concept and

characteristic of 21st century education; from teacher

centered to student centered. Some learning design

and strategies should be employed to make more

effective or make the students more active. One of

learning model is project-based learning (PjBL) that

can promote active learning.

590

Fitriani, L. and Arifa, Z.

Project-based Learning in Promoting Active Learning for Arabic as Foreign Language Learners.

DOI: 10.5220/0009912305900595

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 590-595

ISBN: 978-989-758-458-9

Some studies in language learning

implementation show that PjBL is one of learning

design that promote students centered and effective

design of cultivating 21st century learning skill. PjBL

can stimulate students’ activities, creativities,

accommodate students’ interest, critical thinking and

managing skill (Miftari, 2014; Takeda 2016; Farouck,

2016). Therefore, for enhancing AFL classroom

design, PjBL can be implemented properly. This

study designed to describe the implementation of

PjBL in Tarikh Adab (History of Arabic Literature)

course which employs content-based learning that

language is used for media and all language skill

integrated and subject Maharah Kitabah (Arabic

Writing Skill) course which focuses on all language

skills and it will be engaged and explored. For the

next step, this study aims to explain how can PjBL

design can promote learner to active and improve

their skills.

2 LITERATURE REVIEW

2.1 Arabic as Foreign Language

Learning

In modern times, the Arabic language has become a

new factor for education growth and development.

The press has grown, education can spread, the

translation movement has been active, linguistic

assemblies have been established in major Arab

capitals and many universities have helped to develop

and advance the Arabic language. It is today the

official language in all Arab countries, and it is the

language of education in all schools at all level. In this

case, Arabic become one of official language in the

world (Rikabi, 1998).

In some countries Arabic was taught as a foreign

language. Some reasons implied to learn it. For some

Moslem, Arabic is religious language, and for others

Arabic is communication language. Arabic also used

for academic purposed. In Indonesia, Arabic is

included as foreign language, because this language

is not used nationally and not the formal language to

the country. Arabic was taught included in the

curriculum and became area of study in the

university.

Arabic teaching at university has a high difficulty.

The conventional teaching make student bored, so

that needed by refreshing usage of approach, method,

active strategy to increase the quality study of Arabic

language such as using active learning. From several

studies found that the learning of foreign language by

using the active learning approach get high student

learning outcome and also high motivation (Fitriani,

2016).

In Indonesia context, teaching Arabic has

developed since 1990s from as religious studies to

new orientation as foreign language and

communication language in this millennial era

(Jauhari, 2007). The later development of

approaching Arabic as communication language

through interpersonal and intercultural, and it began

to deal with religion, commerce, science, culture,

politic, economic. The goal of Arabic teaching is

expanded, whether on personal or institution (Tohe,

2018). The are many challenges for Arabic teaching

to be improved and enhanced.

One of the paradigm of teaching Arabic is

constructivism. It has a notion that learners get

experience by direct experience and each learner have

characteristic and motivation which different each

other. Therefore, Arabic as foreign language learning

must be implementated by interesting methods

according to newest trend and challenge of language

learning.

2.2 Active Learning

Active learning refers to instructional method that

engages students in learning process. Active learning

instructional method involves students wide range

learning activities to do something and think what

they do. It allows the students to listen, speak, read

and write using many styles and techniques.

Moreover, this learning encourages the students to

participate in activities, interact with others, solve the

problems, use critical thinking, and acquire creative

thinking skill.

Active learning is one of suitable approach for

language learning for 21st century that need

creativity, critical thinking and problem solving,

communication and collaboration, and language skill.

Active learning approach is a constructivist theory

that focus at student learning. In order to enhance the

quality of student active learning in classrooms, they

should be had an active role in decision making

project, communication and creating meaning rather

than memorizing information given by the teacher

(Altunay, 2012). The meaningful learning activities

employed in learning process. the core of this model

is the students’ activities and integrated leaning

process. Moreover, these learning activities are

students centered and requires the construction of

knowledge and the building of concepts.

Active learning has positive impact on the quality

of the student learning process and achievement

motivation, it’s mean that active learning as a way of

Project-based Learning in Promoting Active Learning for Arabic as Foreign Language Learners

591

improving student learning in the classroom

(Soltanzadeh et al., 2013) and active learning has

evidence to support the effectiveness of student

engagement for learning outcome, because student

involvement is one of the most important factors of

success in classroom activities (Prince, 2004). Active

learning basically strengthening and provoking a

stimulus and leaner respond in study, therefore the

leaning process become more enjoyable.

2.3 PjBL in Arabic Language Learning

Project-based learning (PjBL) is one of method from

active learning approach that organized learning

around project. Project mean complex tasks including

the challenge base on questions or problems (Takeda,

2015). PBL assist student in learning knowledge and

sturdy skilled which developed base on authentic

work, learning situation, environment, content, and

relevant tasks, realistic, and present complexity

natural of real world that can give experience of

learner to leaner’s object and obtained information

and also can improve their attitude and cognitive

achievement (Mahanal et al., 2010).

PjBL represents important features, there are

collaborative work, sharing ideas, organizing and

managing the time period for the completion of the

project. The project is a complex task, with the

challenging or problems. The students were involved

in the design, problem solving and decision making

through leaning activities. PjBL give them the

opportunity to learn and work relatively

autonomously over extended periods of time

(deadline).

Learning responsibility, independence, and

discipline are three outcomes of PjBL that promote

social learning through the dynamic group, therefore

the practice of this PjBL in classroom activity

available for 21st skills future (Bell, n.d.). So, the

learner can evaluate about their planning, negotiating,

and result from their developing in team work. The

students gain some skills such as real application

experience and global competency, literacy and deal

with national education standard.

In the context Arabic learning, the Arabic study

has implemented PjBL. The application of Arabic

learning with PjBL model can increase the language

skills (Anggara, 2017). The students have active role

in learning activities. In the process of PjBL, there are

many main steps; design learning from the teacher,

design project from the students, and presentation.

3 METHODS

This research employs qualitative research design.

This method is aimed to describe and

comprehensively complete description on

phenomenon happening during implementation PjBL

in AFL classroom and to explain how PjBL can

promote active learners. In other words, this study

explored and identified learners (participants)

activities on every stage of PjBL.

This research was conducted at Islamic University

students who attend the class of subject Tarikh Adab

(History of Arabic Literature) in Arabic Language

and Literature Department and students who attend

the class of subject Maharah Kitabah (Arabic Writing

Skill) in Arabic Language Education Department. It

used the purposive sampling by selecting students to

be participants in this study (Yin, 2003). The data

were collected through observation during classroom

activities, interview in and out classroom, and

document (the learners’ note and the product of the

project).

The data were analyzed qualitatively using

interactive model; data collecting, display, reduction,

conclusion (Miles and Hubaerman, 1994). Stages of

triangulation and discussion with colleagues were

also done to validate the obtained data and analysis

4 FINDINGS & DISCUSSION

4.1 The Implementation of PjBL in

AFL

This study provides the data on used of PjBL in

Arabic learning. There are steps that conduct by the

students for implementation of PjBL in two subject,

Tarikh Adab (History of Arabic Literature) and

Maharah Kitabah (Writing Skill). The two of these

subjects represent two type of subject, one is the

theoretical material subject, and the other one is

language skill subject.

Tarikh Adab (History of Arabic Literature) is a

subject that studied in forth semester about the history

of Arabic Literature that develop in classic, middle

and modern period. The students were asked to make

a project about the literature in middle period by

explaining art characteristic aspect along the poets.

They asked to arrange a simple project by making a

wall magazine in grouping. Every week they must

have report for the progress.

Maharah Kitabah (Writing Skill) is the subject

that studied in fifth semester. This subject focused on

ICRI 2018 - International Conference Recent Innovation

592

creative writing about interview report, poets, news,

and other writing depends on students’ creativity. The

student asked to arrange a writing project by making

a wall magazine too. Therefore, every week they

asked to reporting their task.

The teacher designed the main instruction about

the subject and prepared the steps of PjBL what the

students should do for the project before learning. The

Implementation of stages PjBL activities in AFL

classroom from observation and documentation

during learning described in table 1.

Table 1: Stages of learning activities

No Stages of

Learning

Activities

Teacher Roles Students

Roles

1 Preparation The teacher

designed the

learning activities,

material, and steps

for the project

The students

prepare to

learn

2 Conduction

classroom

activities

The teacher

ascertained all

PjBL activities

implementation in

group.

The students

were divided

in groups.

3 Project design The teacher

enquires the

students’ project.

The teacher knows

all design of

project each

group.

Arrange the

steps that

must doing in

group.

Design the

project

Preparing all

the materials

for project.

Division of

duties of each

member in

group.

4 Discussion

the role

The teacher

conducted the

observation of

students’

activities.

The teacher

classified

students’

difficulties

involved do

project.

Teacher giving

suggestion for

student’s

difficulties.

Every

member in

group is

discussing

each other.

Sharing the

difficulties of

project in

group or to

the teacher.

Every

member

conducts

their task.

5 Collaborative

task

Teacher as

facilitator

All member

of group

doing the

task in and

out of class.

6 Focus group

discussion

The Teacher gived

instruction for the

project.

The students

conducted

the

discussion of

project.

7 Presentation Teacher as

facilitator in

giving instruction

to the result of

project.

Presenting

result of the

project

together.

8 Feedback and

reflection

Teacher giving

feedback for the

repair of project.

All the

student gave

feedback for

result of

project every

group.

The table showed the common learning activities

in both subjects and the roles both teacher and

students. The role of teacher as a facilitator of course

of learning in classroom and student centered for

implementation steps of PjBL in two subjects by

making a wall magazine’s project. The steps which

must pass by the student for PjBL is preparation,

project design, discussion, collaborative task, focus

group discussion, presentation and reflection. For the

feedback, student asked give comment and

suggestion to project of other groups.

For the Tarikh Adab (History of Arabic

Literature) subject, student prepare the literature

(poems and prose) for project, making a wall

magazine, discussion and presentation. Teacher and

every student gave feedback for the result of project

presentation. All the students do their task together

from the beginning of the project until the end.

In Maharah Kitabah (Writing Skill) the student

asked to design their creative writing project, making

a wall magazine discussion and presentation. Teacher

and every student give feedback for the result of

project presentation. Every group should write some

report, news, and poets, but for the theme and title

they were free to choose depended on their interest.

The theme of their magazine; al Jamiah (the

university), al Syabab (The young generation), al

Tsaqafah (the Culture), al Thalabah (The university

students).

Every stage has learning activities that teacher and

students has their roles. The teacher stands up as

facilitator and supervisor. The students as designer

the project. Every student has a role in their group of

the project. These activities stimulate them to think

and to design what they want to do the task. They used

their imagination. They presented their interest for the

project.

Some research also used these stages in learning

implementation of PjBL (Kizkapan and Bektas, 2017;

Dopplet, 2003; Arce et al., 2013), these stages give

the students more activities in their learning, that can

make them more active. The students have more

activities than the teacher, therefore being students

centered rather than teacher centered. The data

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593

showed the high students’ participation in learning

and teacher’s creative and innovative teaching. This

finding supported the previous research in PjBL

(Mali, 2016).

4.2 Learning Activities in PjBL

Promoting Active Learning

When the students were asked to do the project, they

must think how finish it well. By designing and

imagining the task they seek the inspiration, the

resources, doing the plan, managing the material and

think how to solve the problems they faced. These

activities force them unconsciously to be more active

to think and to do something. Some students said

when they were interviewed in group discussion that

this project let them to explore their creativity and

interest, and stimulate them to do best what they have.

Thinking skill in PjBL is used to create the project

and to present the reason why this project chosen. The

project also trigger to think systematically with good

planning (Rochmahwati, 2015).

Since the project done by the group, they learn

how to work in team. Every student has the chance to

work equally in accomplishing the goal. They

discussed their ideas and learned how to cooperate

and collaborate their thoughts. In the same way they

learned to tolerate and respect others. While they

work with group, the learned leading and

management of organization however its the little

task. Therefore, the teamwork skill of students

developed accidentally.

Additionally, however the teacher gave the main

language demand, the students asked to read and

search the Arabic terms and related vocabularies to

the theme of the project. They used them to express

the ideas and write them in the magazine wall. That

their language skill would increase four skills at once;

listening, speaking, reading, and writing (Fragoulis,

2009). In the end of the project most of the students

showed the improvement in four language skills. The

speaking and writing had the most improvement.

While they work the project, they used the

language for communication with the group and

teacher. Everyone learn how to express his ideas and

comment for others interactively during the

discussion and presentation. Before presentation,

they prepared well how the to delived their ideas

trough the project. Therefore their communication

skill would develop gradually.

The data showed that PjBL help the students to

improve their skills through engagement and

integrated learning activities. In the end of the class,

the students did the reflection most of them argued

that they learn many things and learn many skills.

Therefore, the meaningful learning implied in PjBL;

foundational knowledge, integration, human

dimension, caring, learning how to learn (Bell and

Kahrhoff, 2006).

After the implementation of PjBL, students in two

subjects, students gain experience in communicating

and expressing opinions, so that the learning process

runs smoothly, and the process of learning Arabic

more interesting and not boring. Therefore, it is

expected that Arabic learning will focus more to the

students (student centered), and they will gain much

experience in interacting during the learning process.

However, the role of teacher still important to

implement this learning model (Patton and Robin,

2012). PjBL needs well designed learning and good

designed management classroom. The task of the

teacher is how to conduct the students to do the

project and stimulate them to do the task as well as

their potency and creativity. With no good

preparation and conducting, this model cannot run

well as expected.

5 CONCLUSIONS

There are some stages learning activities in the

implementation of PjBL; firstly, the students are

grouped to conduct activities. Secondly, each group

design the wall magazine project. Then, they

communicate and discuss the role of each student and

the task. Next, they collaboratively do the task

together inside and outside classroom. So, they do

focus group discussion and the teacher monitor the

process. After that, they present the project. Finally,

feedback and reflection. The students have more

activities through PjBL.

Learning activities in stages of PjBL can promote

the more active students, which can help their

thinking skill, teamwork skill, communication skill,

and language skill. Thinking skill used when the

students design the project, think the reason and solve

the problem. They learn how to work in a team that

promotes collaborative learning. They used the

language for communication with the group and the

teacher during creating the project and presentation

that increase their language and communication skills

gradually.

This study employs PjBL in AFL at university,

this learning should be explored in other education

level. The other teachers should implement this

learning model in AFL both in content subject or

language skill subject for developing and improving

teaching process. According to the results of this

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study many kinds of the projects can be implemented

variously, especially for active-productive language

skill (speaking and writing skill) to increase their

language competence and for the content subject

course to develop their creative, collaboration, and

communication skill.

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