Arabic Listening Skills Syllabus for Scientific Learning: Research

and Development

Yumna Rasyid

and Puti Zulharby

Postgraduate Language Education Program, Universitas Negeri Jakarta, Indonesia

Doctoral Student, Universitas Negeri Jakarta, Indonesia

Keywords: syllabus design, Istima, scientific learning, research and development

Abstract: The purpose of this study is to develop Arabic listening skills syllabus for scientific learning at Arabic

Language Study Program, Universitas Negeri Jakarta. The syllabus currently in use does not reflect the current

curriculum and is not in line with the development of science and technology. The syllabus was developed

based on the results of document analysis that are currently used, and the results of the needs analysis of 40

students who have been attending Arabic listening skills (Istima) course. This research conducted by

Research and Development methods with Analysis, Design, and Development model. Based on the results of

the needs analysis, students were found to have difficulty pronouncing sentences quickly if spoken by native

speakers. The need for students is to be able to find keywords in the text that is being listened to. Based on

the results of document analysis and needs analysis, researchers designed scientific learning syllabus in order

to develop student’s skills in seeking information from the materials being studied and guide them to be able

to solve problems in the learning process. The output of the study contributes to the development of the latest

learning models or teaching materials.

1 INTRODUCTION

Need analysis becomes an integral part of developing

the syllabus. The syllabus is detailed information

about curriculum content and philosophy. The

curriculum is still general, and the syllabus is a

translation of the curriculum in the form of activities

in the classroom, so that the specified goals can be

easily achieved.

The development of science to create learning in

higher education helps to innovate to adjust the

development of needs at that time. With this

curriculum change, the lecturer has the duty to

translate it into the learning syllabus that is suitable

with the curriculum objectives and according to the

needs of students.

The first step to develop the syllabus was to

identify the goals that learners would like to achieve

while taking this course. To do that, the needs and

document analysis approach must be implemented

(Ismagilovaa & Polyakova, 2014). The results of the

analysis of the syllabus document on the basic

listening skills course (Istima) used in the Arabic

Language Education of the State University of Jakarta

state that the purpose of learning is the students can

understand spoken language, whether in daily

conversation, Arabic dialogue and dialogue narrative,

lectures, tapes, and videos. The application of

learning objectives is carried out with topic-based

learning. The principle of preparing the syllabus is

done by sorting material by topic. Then equating the

competencies that will be obtained by students at each

meeting, namely being able to listen carefully to the

contents of the conversation or story, emulate

examples of pronunciation, do questions and answers

with fellow friends, answer questions from lecturers

verbally, and answer written exercises.

Technological developments and the

development of the needs of students in this era have

led to the way in which the syllabus and learning

processes that have been implemented in the Arabic

Language Study Program have not maximally met the

needs of students who have taken this course.

In the Arabic Language Education Study

Program, Jakarta State University, the teaching of

language skills, namely listening, speaking, reading

and writing is taught separately so as to produce

complete competence in each of these skills. One

function of learning languages is as a means of logical

thinking. In logical thinking, language is often present

524

Rasyid, Y. and Zulharby, P.

Arabic Listening Skills Syllabus for Scientiﬁc Learning: Research and Development.

DOI: 10.5220/0009002805240528

In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 524-528

ISBN: 978-989-758-405-3

to express a concept, a theory or an analysis of a

phenomenon. The better the language mastery of a

person, the better the ability to think, and the more

organized the language of a person, the more regular

the person's thinking patterns.

People cannot understand the thoughts, feelings,

ideas, and facts conveyed by other people without any

language skills, which in this case is called language

receptive skills. Receptive skills are the process of

receiving language codes. This reception process is

also called decoding. The decoding process begins

with the reception of sound elements at the receiver

(decode phonology), then the process of

understanding sound as a grammatical unit

(grammatical decode), and ends with an

understanding of the concept carried by the code

(decode semantics) between the processes there is a

transmission process, which has the task of changing

the code becomes the language code.

In Arabic, listening skills are called Istima

(). Listening in Arabic is difficult because

Arabic is a foreign language in Indonesia, so this

activity requires perseverance in learning it. Listening

is the main thing in communication, through listening

someone will recognize mufrodat (vocabulary),

jumlah (sentence form) and tarakib (word structure).

Tarigan stated that listening is the process of listening

to oral symbols with attention, understanding,

appreciation, and interpretation to obtain information,

capture content, and understand the meaning of

communication conveyed by the speaker through

speech or spoken language (1985).

Arabic is a diglosis language, where there are 2

variations of language used side by side based on

communication situations, namely Standard Arabic

(Fusha), used for academic and official forums, and

Arabic Market (Ammiyah), used for every day. For

students who are studying Standard Arabic, it will be

difficult if they want to listen to the conversations of

native speakers, because generally, they will use

Market Arabic (Ammiyah). For this reason, audio and

video texts are needed using official Arabic

(Elkhafifi, n.d.)

Based on the above view, in developing listening

skills for students of the Arabic Language Study

Program, several attempts were made, such as

analyzing the extent of the skills and learning models

desired by students. Needs analysis is used to

determine the needs of students at the end of the

course, so that the Study Program can adjust the

syllabus to the needs of students. Needs analysis is

expected to match student needs and institutional

goals.

One of the appropriate learning models for this

term is the scientific learning model. Scientific

learning models involve observation or observation

for the formulation of hypotheses, so that

experimental activity can be replaced with activities

to obtain information from various sources. This

learning is the integration between scientific activities

and the submission of questions (Sani, 2014).

The scientific learning model guides students to

solve problems through careful planning, careful

collection of data and careful analysis of data to

produce conclusions. In carrying out this activity,

students are guided by their sensitivity to see a

phenomenon, dare to ask questions, be careful in

collecting data, be able to make conclusions as

answers to the questions they ask (Abidin, 2014).

2 METHODOLOGY

The method used in this study is research and

development. Gay, Mills, & Airasian, (2012), state

that research and development is the process of

examining consumer needs by developing a product

to meet those needs. Gall, Gall, & Borg, (2003) state

that research and development in the field of

education is a research design that aims to design new

products or procedures to improve the quality of

education. The product developed in this study is an

effective syllabus that can be used in the learning

process.

This research adopts the procedures and steps of

the ADDIE Model which consists of five steps,

namely Analysis, Design, Development,

Implementation, and Evaluation (Dick, Carey, &

Carey, 2015). This study follows only 3 (three) main

steps, namely 1) Analysis, during this phase

researchers, examine and analyze documents and

student needs to see gaps and constraints that occur in

achieving learning objectives, 2) Design, at this phase

researchers begin designing a syllabus based on the

results of document analysis and needs analysis, 3)

Development, the syllabus designed then developed

using a scientific learning model.

3 RESEARCH FINDING

3.1 Results of Document Analysis and

Needs Analysis

The results of the Istima syllabus document analysis

found that the purpose of learning was so that students

Arabic Listening Skills Syllabus for Scientiﬁc Learning: Research and Development

525

could understand spoken language, in the form of

daily conversations, Arabic dialogues, and videos in

Arabic. Learning objectives are applied using theme-

based learning. The predetermined theme at each

meeting, students are asked to listen, then imitate the

example of pronunciation, do question and answer

and answer oral and written exercises.

Based on the analysis of the syllabus document, it

appears that the competencies achieved are the same

at each meeting, students can listen and understand

according to the theme.

The results of the needs analysis carried out on 40

students of the Arabic Language Education Jakarta

State University are shown below:

3.1.1 Results of Analysis of Difficulty

Criteria

Needs analysis of the difficulties criteria was carried

out to determine the extent of the difficulties faced by

students after following the Istima. course. The

researcher gives a statement, the results obtained are

as follows:

Indicator of Difficulty

Score

Difficulty in understanding fast

sentences

125

Difficulty in understanding speech

from native speakers

119

Difficulty in understanding Arabic

lectures/sermons

118

Difficulty in reasoning/guessing the

meaning of vocabulary on the material

heard

115

Difficulty in understanding the

contents of the text in detail

114

3.1.2 Results of Analysis of Necessary

Criteria

The needs analysis of the necessary criteria is done to

determine the extent to which competencies should be

mastered by students after following the Istima. The

researcher gives a statement, the results obtained are

as follows:

Indicator of Necessary

Score

Determine the meaning of the text that

is played

166

Carefully select the main parts of the

material that is listened to

164

Determine keywords to find the subject

matter of the text being played

164

Reasoning / guessing the meaning of

words on the material being played

163

Quickly search for the main topics of

the text being played

161

3.1.3 Results of Analysis of Wants Criteria

Analysis of the needs of the wants criteria is used to

find out material that is of interest to students. The

researcher gives a statement, the results obtained are

as follows:

Indicator of Wants

Score

Audio material

Music and lyrics of Arabic songs

Audio-visual material

3.2 Syllabus Design

The results of document analysis and needs analysis

are used as the basis for compiling the syllabus as

needed. According to Harmer (2001), there are

several criteria that must be considered in preparing

syllabus, or others: 1) Learnability, related to the

level of difficulty students will learn, 2) Frequency,

related to the items of language that are most often or

rarely used in language activities, 3 ) Coverage,

related to several words or structures including other

words or structures, 4) Usefulness, related to the

closeness of lexical items to the daily lives of

students so that it is useful if discussed in class.

Richards & Lacorte, (2007) gives consideration that

in compiling the syllabus, it is necessary to sequence

and scope. The scope of this teaching relates to the

breadth and depth of coverage of things in teaching.

Developing a syllabus that fits your needs begins

with determining the goals and achievements of

learning. Learning outcomes in the design of the

scientific-based syllabus launched Bloom's Learning

Theory Cognitive Domain. In this study, researchers

focused on the cognitive dimensions of C1

(Assuming), C2 (Understanding), C3 (Applying),

because my Istima course was a tiered course,

lectures were conducted with assistance in several

semesters. Bloom's Taxonomy is a hierarchical

structure that identifies skills ranging from low to

high levels. In Istima learning identification of tiered

learning will be made, ranging from very basic

knowledge and skills to fairly complex knowledge

and skills. Nunan (1988) in his work “Syllabus

design” stated, “We saw that product syllabuses are

those in which the focus is on the knowledge and

skills which learners should gain as a result of

instruction, while process syllabuses are those which

focus on the learning experiences themselves”.

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526

Hermawan (2011) claimed that listening skills

can be achieved by continuous training in listening to

the differences in the sound of words (phonemes)

with other elements according to the correct letters,

either directly from the native speakers (al-nathiq al-

ashli) or through recording. The planned Course

Learning Outcomes (CLO) are: 1) able to link

linguistic signs with paralinguistic signs (intonation,

pause, and pressure); 2) able to identify sounds, and;

3) able to connect the listening conversation with

knowledge and experience.

Based on the Course Learning Outcomes, the

learning outcomes in terms of knowledge include: 1)

know articulation/letter sounds in Arabic; 2) know the

length of the letter sounds in Arabic; 3) understand

intonation, pause, and pressure in Arabic; 4)

understand the order of information, imagine the

situation (place & time) and the situation in the

material; 5) understand the purpose and direction of

conversation. Learning outcomes in terms of skills

include: 1) able to imitate with clear articulation; 2)

able to connect linguistic signs with paralinguistic

signs (intonation, pause, and pressure); 3) able to

practice communication with friends.

3.3 Development of the Learning

Process

The scientific model has several characteristics: 1)

Objectives, learning is always carried out on certain

objects; 2) Factual, learning based on facts and real

phenomena and can be justified; 3) Systematic,

learning according to the learning phase; 4) Method,

learning is carried out with methods that have been

tested for effectiveness; 5) Be careful; 6) Logical,

meaning learning is done by raising things that make

sense; 7) Actually, learning always involves the

context of today's life as a source of meaningful

learning; 8) interested, learning is done without

partiality of students; 9) argues, learning is not done

by growing opinions accompanied by evidence; and

10) Verification, student learning outcomes can be

verified and confirmed (Abidin, 2014).

The scientific learning model starts with student

observation on the material being listened to.

followed by the process of reasoning, asking

questions, conducting experiments by following

examples of how native speakers communicate, and

concluding subjects. In the implementation of

scientific learning, there are several components of

the learning process, including 1) observing; 2)

asking questions; 3) reasoning; 4) do experiments; 5)

connect/conclude; 6) communicate. The stages of

learning activities carried out in scientific learning do

not have to follow rigid procedures, but can be

adapted to the knowledge they want to learn (Sani,

2014).

The Istima learning process is based on the

syllabus developed, the material used is varied, not

just audial material. Each material can be tailored to

the needs of students, for example, to present native

speakers or use audiovisual material. With this

material students not only listen to the ways of

communicating but also see the elements outside of

language and cultural elements at once.

Learning with the integration of scientific

activities is an activity of inquiry, the process of

thinking to understand something is done by asking

questions. In applying scientific learning, in addition

to inquiry-based activities, it can also be done with

discovery learning, which is skill-based learning that

emphasizes the ability of students to find knowledge.

for example students are welcome to listen to Arabic

from whatever source they want to listen. The

discovery of this knowledge is based on learning

experience, everyday experience, applicable laws, the

principles used, so as to provide an opportunity for

the development of learners’ thinking skills.

4 DISCUSSION

Scientific learning models guide students in solving

problems through careful planning, defining learning

resources, observing, analyzing to produce inferences

about what they are listening to. In carrying out this

activity, students are built on their sensitivity to a

phenomenon, dare to ask questions, are careful in

collecting data, are able to draw conclusions in

response to the questions they ask (Abidin, 2014). In

Barringer's view, it is argued that scientific learning

is a study that guides students to think systematically,

critically and creatively. Students are guided to

conduct research activities and develop knowledge

concepts (Sani, 2014).

Based on some of the above points, it can be

concluded that scientific learning not only views

learning as a final step, but that learning is viewed as

very important. in the process of finding knowledge

rather than transferring knowledge, students are

viewed as subjects of learning that need to be actively

involved in the learning process, the teacher is merely

a facilitator who guides and coordinates the learning

activities. In this model, students are encouraged to

undertake the process of seeking knowledge of the

subject through a variety of scientific process

activities as scientists conduct scientific research, and

Arabic Listening Skills Syllabus for Scientiﬁc Learning: Research and Development

527

thus students are directed to discover new facts,

develop concepts, and new values needed for his life.

5 CONCLUSIONS

Scientific learning emphasizes that learning material

is based on facts or phenomena that can be explained

by specific logic or reasoning; not about as much.

This scientific learning invites students to discover

something independently, making it appear that

learning is not just about learning as the last

destination, but the learning process is very

important.

This study aims to develop a syllabus based on

curriculum and students' needs using a scientific

approach. This scientific model, students are asked to

carry out the process of finding knowledge through

various activities to discover for themselves the facts,

and new values needed for their lives. in the process

of finding knowledge, students are seen as subjects of

study who need to be actively involved in the learning

process, lecturers are only facilitators who guide and

coordinate learning activities.

Responding to the difficulties faced by students in

Istima, then learning areas of knowledge that need to

be developed include understanding the point of

articulation in Arabic, understanding paralinguistic

elements, understanding how to predict the meaning

of terms that are difficult to understand by relating

them to context. While learning skills in terms of

skills that need to be developed are able to connect

linguistic signs with paralinguistic marks, they are

able to connect memorized texts with personal

knowledge and experience, able to reason and guess

the vocabulary or meaning conveyed, able to identify

keywords, are able to visualize memorized material

into memory, able to interpret the meaning and

purpose of the conversation.

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