Peer Teaching Method to Support the Students’ Learning Motivation In Arabic Speaking Skills During The Covid-19 Pandemic

Nurul Wahdah, Mahfuz Rizqi Mubarak, Hamidah Hamidah, Noor Amalina Audina, Aulia Mustika Ilmiani

Abstract


The current covid-19 pandemic phenomenon has a major impact on the learning process at various universities in Indonesia. The adoption of the online lecture system caused by the pandemic has become a problem for some lecturers who are still unfamiliar with technological development. This situation is also experienced by a lecturer who teaches the Speaking Skill Course at a Higher Education in Central Kalimantan Province as a consequence of lacking motivation for the students to attend Speaking Course. To overcome this demotivation, the Arabic Students’ Association at the tertiary education institution organizes Speaking learning using the ”Peer Teaching Method. Therefore, this study aims to explore the speaking skill learning process. This study uses a qualitative approach with a case study type and uses two data collection techniques, namely observation and interviews. This study produced two findings.  First, there were several steps used by the organizational coordinator in implementing Speaking Skill learning using the peer teaching method, namely (1) selecting prospective tutors based on their scientific capacity and experience in the field of Arabic language learning, (2) Active learning process speaking skill organized by tutors using various interactive games such as nurakkizu, word chain, and ice breaking. Second, there are several motivational factors for students in participating in speaking skill learning using the peer teaching method, namely (1) The convenience of interaction between tutors and students is caused by the age distance that is not too far, (2) Peer tutor creativity in organizing innovative Speaking Skill learning, and (3) flexibility in communication time between tutors and students.


Keywords


Covid-19 Pandemic; Speaking Skill; Peer Teaching; Motivation

Full Text:

PDF

References


Al-Maroof, R. S., Salloum, S. A., Hassanien, A. E., & Shaalan, K. (2020). Fear from COVID-19 and technology adoption: The impact of Google Meet during Coronavirus pandemic. Interactive Learning Environments, 0(0), 1–16. https://doi.org/10.1080/10494820.2020.1830121

Asikainen, H., Blomster, J., Cornér, T., & Pietikäinen, J. (2020). Supporting student integration by implementing peer teaching into environmental studies. Journal of Further and Higher Education, 0(0), 1–21. https://doi.org/10.1080/0309877X.2020.1744541

Atmojo, A. E. P., & Nugroho, A. (2020). EFL Classes Must Go Online! Teaching Activities and Challenges during COVID-19 Pandemic in Indonesia. Register Journal, 13(1), 49–76. https://doi.org/10.18326/rgt.v13i1.49-76

Bouhnik, D., & Deshen, M. (n.d.). WhatsApp Goes to School: Mobile Instant Messaging between Teachers and Students. Journal of Information Technology Education: Research, 13, 217–231.

Escobar Fandiño, F. G., & Silva Velandia, A. J. (2020). How an online tutor motivates E-learning English. Heliyon, 6(8), e04630. https://doi.org/10.1016/j.heliyon.2020.e04630

Farrow, C. B., & Wetzel, E. (2020). An Active Learning Classroom in Construction Management Education: Student Perceptions of Engagement and Learning. International Journal of Construction Education and Research, 0(0), 1–19. https://doi.org/10.1080/15578771.2020.1757536

Febrian, D., Lubis, M. A., Yasim, I. M. M., & Wahab, N. S. A. (2017). Teknik Pengajaran Bahasa Arab Interaktif Di Pusat Bahasa Arab Negeri Selangor. ASEAN COMPARATIVE EDUCATION RESEARCH JOURNAL ON ISLAM AND CIVILIZATION (ACER-J). EISSN2600-769X, 1(1), 78–93.

Gibson, K. (2020). Bridging the digital divide: Reflections on using WhatsApp instant messenger interviews in youth research. Qualitative Research in Psychology, 0(0), 1–21. https://doi.org/10.1080/14780887.2020.1751902

Haniah, H. (2014). Pemanfaatan Teknologi Informasi dalam Mengatasi Masalah Belajar Bahasa Arab. Al-Ta’rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya, 2(1). https://doi.org/10.23971/altarib.v2i1.588

Ilmiani, A. M., Ahmadi, A., Rahman, N. F., & Rahmah, Y. (2020). Multimedia Interaktif untuk Mengatasi Problematika Pembelajaran Bahasa Arab. Al-Ta’rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya, 8(1), 17–32. https://doi.org/10.23971/altarib.v8i1.1902

Ilmiani, A. M., Marsiah, M., Rahmah, Y., & Mubarak, M. R. (2020). Whatsapp Group to Optimize the Mahārah Istimā’ Learning During the Covid-19 Pandemic. ALSINATUNA, 6(1), 16–34. https://doi.org/10.28918/alsinatuna.v6i1.2841

Joyce, A., & Hassenfeldt, T. A. (2020). Utility of a Peer Teaching Mentor to Graduate Teaching Assistants. College Teaching, 68(1), 12–19. https://doi.org/10.1080/87567555.2019.1689906

Li, H., Xiong, Y., Hunter, C. V., Guo, X., & Tywoniw, R. (2020). Does peer assessment promote student learning? A meta-analysis. Assessment & Evaluation in Higher Education, 45(2), 193–211. https://doi.org/10.1080/02602938.2019.1620679

Liu, W. C., Wang, J. C. K., & Ryan, R. M. (2015). Building Autonomous Learners: Perspectives from Research and Practice using Self-Determination Theory. Springer.

Martin-Beltrán, M. (2017). Exploring Peer Interaction Among Multilingual Youth: New Possibilities and Challenges for Language and Literacy Learning. International Multilingual Research Journal, 11(3), 131–136. https://doi.org/10.1080/19313152.2017.1328968

Monastyrna, O. V. (2018). Students teach students. Implementation of peer teaching strategy in efl classes. https://doi.org/10.32342/2522-4115-2018-16-47

Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic. Journal of Education for Teaching, 0(0), 1–3. https://doi.org/10.1080/02607476.2020.1755205

Mubarak, M. R., Ahmadi, A., & Audina, N. A. (2020). Kombinasi Strategi Bernyanyi dan Bermain: Upaya dalam Menumbuhkan Motivasi Mahasiswa Tadris Biologi (TBG) dalam Pembelajaran Bahasa Arab. ALSUNIYAT: Jurnal Penelitian Bahasa, Sastra, dan Budaya Arab, 3(1), 15–31. https://doi.org/10.17509/alsuniyat.v3i1.23996

Mubarak, M. R., Wahdah, N., Ilmiani, A. M., & Hamidah, H. (2020). Zoom Cloud Meeting: Media Alternatif dalam Pembelajaran Maharah Kalam di Tengah Wabah Virus Corona (Covid-19). Arabiyatuna : Jurnal Bahasa Arab, 4(2), 211–226. https://doi.org/10.29240/jba.v4i2.1445

Mukmin, M. (2019). The Effect of Educational Background and Language Competence on Students’ Arabic Language Motivation. Arabiyat : Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban, 6(1), 36–52. https://doi.org/10.15408/a.v6i1.10484

Murphy, M. P. A. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 41(3), 492–505. https://doi.org/10.1080/13523260.2020.1761749

Nakata, Y., Nitta, R., & Tsuda, A. (2020). Understanding motivation and classroom modes of regulation in collaborative learning: An exploratory study. Innovation in Language Learning and Teaching, 0(0), 1–15. https://doi.org/10.1080/17501229.2020.1846040

Paugh, A. L. (2020). Peer Language. In The International Encyclopedia of Linguistic Anthropology (pp. 1–5). American Cancer Society. https://doi.org/10.1002/9781118786093.iela0304

Pechinthorn, K., Samarkjarn, J., & Irawan, N. (2020). Factors in Controlling the Successful Peer Teaching Method in Higher Education. ELLITE: Journal of English Language, Literature, and Teaching, 5(1), 1–7. (18-24 years old, Male and Female, Thai Ethic). https://doi.org/10.32528/ellite.v5i1.3126

Polkowski, Z., Jadeja, R., & Dutta, N. (2020). Peer Learning in Technical Education and it’s Worthiness: Some facts based on implementation. Procedia Computer Science, 172, 247–252. https://doi.org/10.1016/j.procs.2020.05.039

Prihatsanti, U., Suryanto, S., & Hendriani, W. (2018). Menggunakan Studi Kasus sebagai Metode Ilmiah dalam Psikologi. Buletin Psikologi, 26(2), 126-136–136. https://doi.org/10.22146/buletinpsikologi.38895

Raaper, R., & Brown, C. (2020). The Covid-19 pandemic and the dissolution of the university campus: Implications for student support practice. Journal of Professional Capital and Community, 5(3/4), 343–349. https://doi.org/10.1108/JPCC-06-2020-0032

Rusli, M., Degeng, N. S., Setyosari, P., & Sulton. (2020). Peer teaching: Students teaching students to increase academic performance. Teaching Theology & Religion, n/a(n/a). https://doi.org/10.1111/teth.12549

Sa`diyah, H. (2019). Upaya Menumbuhkan Self-Confidence Berbicara Bahasa Arab Mahasiswa Melalui Grup Whatsapp. Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban, 2(2), 149–164. https://doi.org/10.35931/am.v2i2.119

Stone, C. (2019). Online learning in Australian higher education: Opportunities, challenges and transformations. Student Success, 10(2), 1–11. https://doi.org/10.5204/ssj.v10i2.1299

Sutterlin, J. (2018). Learning is Social with Zoom Video Conferencing in your Classroom. ELearn, 2018(12), 5. https://doi.org/10.1145/3302261.3236697

Sytsma, M., Panahon, C., & Houlihan, D. D. (2019). Peer Tutoring as a Model for Language and Reading Skills Development for Students who are English Language Learners. Journal of Applied School Psychology, 35(4), 357–379. https://doi.org/10.1080/15377903.2019.1597796

Tala Michelle Karkar-Esperat. (2018). International Graduate Students’ Challenges and Learning Experiences in Online Classes. https://doi.org/10.5281/zenodo.1468076

Washington-Nortey, P.-M., Zhang, F., Xu, Y., Ruiz, A. B., Chen, C.-C., & Spence, C. (2020). The Impact of Peer Interactions on Language Development Among Preschool English Language Learners: A Systematic Review. Early Childhood Education Journal. https://doi.org/10.1007/s10643-020-01126-5

Xue, E., Li, J., Li, T., & Shang, W. (2020). China’s education response to COVID-19: A perspective of policy analysis. Educational Philosophy and Theory, 0(0), 1–13. https://doi.org/10.1080/00131857.2020.1793653




DOI: https://doi.org/10.18860/ijazarabi.v5i2.11660

Refbacks

  • There are currently no refbacks.