Mahyudin Ritonga, et.
Universitas Muhammadiyah Sumatera Barat.
Indonesia Tanwir Arabiyyah: Arabic as Foreign Language Journal p-ISSN: 2776-6063, e-ISSN: 2776-6071/Vol.
3 No.
2 December 2023, pp.
https://doi.
org/10.
31869/afl.
https://jurnal.
id/index.
php/aflj aflj@umsb.
Criticism of Vocabulary Materials in Arabic Language Learning Books for Foreign Languages *Mahyudin Ritonga1.
Fitri Ananda2.
Muhammad Jalel Ritonga3.
Ahmad Rosadi4 Universitas Muhammadiyah Sumatera Barat.
Indonesia1,3,4 Universitas Islam Negeri Imam Bonjol Padang.
Indonesia mahyudinritonga@gmail.
ARTICLE INFO
ABSTRACT
Article History:
Received: 19 Oktober 2023 Revised: 25 November 2023 Accepted: 05 Desember 2023 Published: 15 Desember 2023 *Corresponding author The vocabulary aspect is the most important part of learning any language, because the richness of vocabulary will have a good impact on the ability to communicate with the language being learned.
In line with that, proportional content of learning resources related to vocabulary is an important thing to pay attention to, therefore, in this article will be presented criticism of Arabic learning resources from the aspect of vocabulary content contained in Arabic textbooks for foreign speakers.
The research was conducted by literature review, to facilitate the author in conducting this study, publish or perish and Vosviewer were used.
Data sources are books, articles published in various journals.
The results of the analysis prove that Arabic textbooks need to be reformulated from the vocabulary aspect, this is because the vocabulary content has not shown proportionality according to each level, the gradation of each level is not strong, the use of vocabulary that is not in accordance with the character of the learner.
The limitation of this research is in the aspect of data analyzed in the form of literature data, therefore enthusiasts of Arabic language learning studies can deepen it by conducting empirical studies.
Keyword Evaluation.
Arabic Vocabulary.
Material Teaching Copyright A 2023.
AuthorAos, et.
This is an open access article under the CCAeBY-SA license Ao eoA
A I u Ui I Eu U o U o caai OAU AUi N O O O aiA
U AA
U A U oO a oO Uoaei UoUoi caUiAU A OEa NA.
Ao aA ANa a NoaI cA U A oI N UoaiAU A oAU Ao Ua O ai Ui aa oO Ui U uoaA A ON U aa i NAU A A u N eo caoI Ui caA.
AUi Ui aEoI aNaA A a eaa uoa OUoa UIA.
Vosviewer A oI caAPublish or Perish AeoA A Oo I oOAU A oaU o I uoa ai Ui cai u uUa aai ai UiA.
A oiiA A OoI Ui o caAU A Oo oO O aAUAUi ON U oaa a oOA Please cite this article as AuthorAos Tanwir Arabiyyah: Arabic as Foreign Language Journal.
Vol.
No.
DOI: https://doi.
org/10.
31869/afl.
Criticism of Vocabulary Materials in A.
A OaoaAU A Ou O N eo I aa eaa O Na N caa ciA.
a O i A Au NoI ca O ai Ui Uoa E u a iA Ao u Ui uUa oUiA
Aa aiA
INTRODUCTION
One of the benchmarks of language proficiency is the level and richness of vocabulary, therefore learning and increasing knowledge of L2 vocabulary is the most important part of learning a foreign language (Ghalebi et al.
, 2.
(M.
Ritonga et al.
However, despite the importance of vocabulary in language learning, language learners do not always make vocabulary a priority in foreign language learning (Almusharraf, 2.
(Afifah et al.
, 2.
That vocabulary is not a top priority in foreign language learning can also be seen in the various language learning resources used (A.
Ritonga et al.
, 2.
(Ulfa et al.
, 2.
Arabic textbooks used in Indonesia are very diverse, and the presentation pattern in each of these learning resources varies (Hizbullah et al.
, 2.
(Harisca et al.
, 2.
Related to the presentation of material on vocabulary aspects.
Bergstrym et al emphasized that language learning materials are presented should be in accordance with users and their intuition, and the vocabulary contained in learning materials should support learners' ability to read (Bergstrym et al.
, 2.
Kim emphasized that the vocabulary presented in each language learning topic should be proportional (Kim, 2020.
Meanwhile.
Natio revealed that the vocabulary taught in foreign language learning, in addition to being in accordance with the character of students, must also pay attention to the level of use in their daily lives (Nation, 2.
On the other hand, there is a fundamental difference of opinion in L2 vocabulary learning, the difference in question is whether the vocabulary is learned and taught implicitly or explicitly.
Al-Obaydi based on his research revealed that foreign language vocabulary will be easier for learners to understand when it is taught implicitly.
(Al-Obaydi.
While Mirzaii based on the results of his research concluded that learning L2 vocabulary both implicitly and explicitly both have a positive impact (Mirzaii, 2.
When educators are more likely to teach L2 vocabulary implicitly or explicitly, the learning resources must also cover all materials including vocabulary, grammar and other language However, when L2 vocabulary is taught explicitly, the content of learning resources focuses on vocabulary aspects.
Based on the description above, the existence of Arabic learning resources used in various educational institutions in Indonesia needs to be critically examined for its content, especially from the aspect of material related to vocabulary.
This study needs to be done considering that vocabulary is one aspect that supports speaking skills, reading skills and other abilities.
While existing studies are still limited to the preparation of Arabic textbooks, studies that criticize existing textbooks are inadequate.
Therefore, this paper focuses on criticizing Arabic learning resources used in Indonesia, especially in the aspect of vocabulary content.
Mahyudin Ritonga, et.
METHOD
This research uses qualitative methods, the use of qualitative is because the research material is words and sentences.
The research was conducted through library research, namely researchers examining data sourced from literature rather than empirical research.
Library research is carried out because of its suitability with the research objectives described earlier, namely conducting a critical study of Arabic language learning resources.
The data source of this research is Arabic textbooks used in Indonesia as the main source.
Secondary sources are books related to research content, articles published in various journals both nationally and internationally.
Data collection is done by carefully reading the research sources, then classifying the data according to the content studied.
To facilitate researchers in collecting and classifying data, this research uses publish or perish and Vosviewer.
The use of these two tools is to facilitate researchers in finding sources relevant to the research, determining the classification of articles sourced from google scholar.
Scopus.
Wos.
Sciencedirect and The use of these two tools is also intended to facilitate researchers in mapping existing research results related to the research theme.
The data were critically analyzed, meaning that the existing Arabic learning resources were studied in depth with reference to the concepts and theories of textbook preparation.
RESULTS&DISCUSSION
Textbook Evaluation The word "Evaluation" according to language comes from English.
from the origin of the word value which means value or price.
In Arabic, value is called alqimah or altaqdir which means research .
Meanwhile, literally, educational evaluation in Arabic is called al-taqdir al-tarbiyah which deals with educational affairs.
According to the term, some experts express their views regarding the understanding of evaluation that evaluation is an action or procedure in determining the value of something (Wanzer, 2.
(Fey & Matthes, 2.
The purpose of evaluation textbook: 1.
Assess the acquisition of goals.
That is, the relationship between learning objectives, evaluation methods, and how students learn.
Measuring various types of different lesson perspectives.
Support student learning.
Make evaluation results the basis of curriculum transformation.
Ensuring the progress of assessment results (Solikhah, 2.
(Islam, 2.
(Royani et al.
, 2.
(Hayati & Yusuf.
Textbooks are one of the many components of the learning system that play an urgent role in achieving competency standards and basic competencies.
In education, the most frequently used reading source is textbooks.
Not only at school level education but in lectures and lecturers also use textbooks as support for the material.
Indicators of learning achievement are the existence of teaching materials (Divayana et al.
, 2.
(Khalid et al.
(A.
Ritonga, 2.
However, the reality seems to show otherwise, the existence of teaching materials is very lacking especially when analogous to the improvement of Please cite this article as AuthorAos Tanwir Arabiyyah: Arabic as Foreign Language Journal.
Vol.
No.
DOI: https://doi.
org/10.
31869/afl.
Criticism of Vocabulary Materials in A.
printed teaching materials, audio, visual, video technology products (M.
Ritonga et al.
(M.
Ritonga et al.
, 2.
, and network systems improved by liberal countries.
Textbooks are one of the most successful tools in the learning procedure (Behnke.
A textbook is a unit of learning related to information, discussion and evaluation.
structured textbook can make it easier for students to master the material so that it can motivate the achievement of learning objectives (Gu et al.
, 2.
(Mithans & Grmek, (Roberts et al.
, 2.
(MasaAodeh et al.
, 2.
Therefore, textbooks must be systematically structured, appealing, high readability, easy to understand, and follow existing writing requirements.
Arabic Vocabulary (Mufrada.
and Learning Mufradat is one of the elements of language that is so urgent because it acts as a creator of expressions, sentences and discourse.
Such is the urgency of vocabulary, that some have the opinion that learning a foreign language must begin with introducing and teaching vocabulary (Maskor et al.
, 2.
(S & Baroroh, 2.
However, learning vocabulary is not the same as learning the language itself (Kim, 2.
, because vocabulary will not mean and provide understanding to readers or listeners if it is not arranged in a correct sentence according to standard grammatical and semantic systems.
The important objectives of learning vocabulary are (D.
& D.
, 2.
(Ghalebi et , 2.
: 1.
To introduce new mufradats to the learner either in terms of qira'at or fahm almasmu'.
To train the learners to pronounce the mufradat properly and correctly, because it will lead to speaking/reading skills.
To understand the meaning of mufradat, both in denotative or lexical terms and when used in connotative and grammatical sentence To be able to interpret and use the mufradat to express speech .
and insya' according to the right situation and conditions (Jamiatunnur et al.
, 2.
Foreign language learners, namely Arabic, must have one of the elements of language, namely mufradat.
Having a lot of mufradat can help someone related to communication or writing in that That way, it can be said that language expertise must be able to write and speak, and must be supported by a lot of knowledge and master a lot of mufradat as well.
In choosing the vocabulary to be included in the textbook or to be taught, there are several principles that must be used as a reference, namely: 1.
Frequency level .
, choosing words that are commonly used, as long as they are still in accordance with the desired .
(Boudelaa & Marslen-Wilson, 2.
, and inventorying the words to be Arrangement/distribution .
awazzu') prioritizes words that are most widely used in one region and that are found in one country (Moser, 2.
, sometimes many words are used in one country but in other countries they are not used.
Availability .
prioritizes words that are easily available when needed.
Familiar .
choosing words that are more familiar in the daily life of students, such as choosing the word "A "eAwhich is more widely used than the word "A "NAeven though it has the same meaning (Zuhdy.
As for the 5.
Comprehensive (Syumu.
choosing words that cover various aspects at one time, rather than using words that are used at a certain time but limited to certain Like "A "cOnAis better to use than "A"IEA, even though they have different meanings.
Mahyudin Ritonga, et.
but not too far (Khairil et al.
, 2.
Because the word "A "cOnAis used in various aspects (Zuhdy, 2.
Urgency .
choosing words that are most needed or used by the learner, rather than words that are common but rarely needed.
Arabism ('aruba.
choosing Arabic words over other words, for example choosing "A "NaeAover "A" oiIA, if you can't find the Arabic then use words that are arabized .
u'arraba.
Arabic Textbook and Vocabulary Composition Education is a conscious and deliberate effort for the realization of situations and teaching and learning processes for students to actively channel their skills to bear religious spiritual capacities, mujahadah annafsi, character, skills, noble character, and skills needed by them, society, nation and state (UU No.
20: 2003 related to the National Education Syste.
In the Arabic language book for Madrasah Tsanawiyah grade VII written by Faruq Baharudin published by the Ministry of Religious Affairs of Padang City, it uses K13 in line with KMA number 183: 2019.
Learning objectives are an explanation of the desired learner behavior after the teaching and learning activities take place.
The learning objectives in this book that have been listed in the basic competencies are as follows: KD 3.
1: Understand the social function, text structure and linguistic elements .
ound, word, meaning and grammatica.
of simple texts related to the theme al-ta'aruf: KD 3.
2: Analyze the ideas of simple texts related to the theme of al-ta'aruf by paying attention to the form, meaning and function of the grammatical arrangement khabar mubtada'.
KD 4.
1: Demonstrate the speech acts of introducing oneself and others, asking the origin of the country/region by using interrogative words (A AUA AUA)NA.
KD 4.
2: Present the results of analyzing ideas from simple texts related to the theme: A oUaby paying attention to the form, meaning and function of the grammatical structure AUeo OA.
Learning materials are understanding, behavior and competencies that must be learned by students in order to achieve the predetermined Competency Standards.
Teaching materials for learning mufradat contained in the Arabic language book of Madrasah Tsanawiyah grade VII as in table 1 below:
Table 1.
vocabulary material in Arabic textbooks Semester 1 Chapter I: AoUa Chapter II: AUen UiA Vocabulary A oAUAOA UA aUiAUA oeAUA eOAUA aIAUA oaIAUA cAUA eAUAuA A UaAUA UAUA AUA oiAUAuoeiA Chapter i: AO UiA UA uoaAUA AUA EAUA AUA AUA AUA oiAUAoeiA Please cite this article as AuthorAos Tanwir Arabiyyah: Arabic as Foreign Language Journal.
Vol.
No.
DOI: https://doi.
org/10.
31869/afl.
Criticism of Vocabulary Materials in A.
A aUA eaAUA oAUA iAUA EaAUAeA Semester 2 Chapter IV: AUIA Vocabulary UA aAUA a UAUA aI UAUAcEai iA A UiAUA IAUAoiA Chapter V: AeOnA Chapter VI: A a A A AAUA iAUA AUA UEeAUA aei IAUAaei UuA A UAUA U uOOAUA uoa AUA A A aU AUA aAUAEUaIA Based on the table above, it can be explained in detail related to the mufradat material contained in Arabic textbooks for Madrasah Tsanawiyah grade VII.
First, in chapter I is material related to mufradat.
The discussion in this first material is about AoUa which means "Introduction".
In this mufradat material consists of 27 vocabulary words about introductions.
Second, chapter II is entitled al-marafiq al-madrasah.
The discussion in this material is about A Uen UiAwhich means "Madrasah Facilities".
In this mufradat material consists of 25 vocabulary words about madrasah facilities.
Third, in chapter i there are topics related to al-adawat al-madrasiyah.
The discussion on this material is about A O UiAwhich means "School Equipment".
In this mufradat material consists of 45 The fourth is as in chapter IV.
The discussion on this material is about A UIAwhich means "Address".
In this mufradat material consists of 26 vocabulary words about the The fifth is the topic al-bayt.
The discussion on this material is about A eOnAwhich means "House".
In this mufradat material consists of 44 vocabulary words.
The sixth as in chapter VI is with the title min yawmiyat al-usrah.
The discussion in this material is about AA A a Awhich means "Daily family activities".
In this mufradat material consists of 12 Based on the data described above, it can be seen that textbooks are an element of urgency in teaching and learning activities.
This view is in accordance with what is asserted (Stary et al.
, 2.
in conclusion, it states that the existence of textbooks is the most important part in an effort to achieve basic competencies and core competencies in each The important position of textbooks in addition to supporting the achievement of basic competencies, content competencies and competency standards is that textbooks are a reference for educators in presenting each material to be taught to students (Almulla, (Haulle & Kabelege, 2.
(Falloon, 2.
Likewise, with Arabic language learning as a foreign language, the position of textbooks is very important.
Referring to the theory of textbook preparation, the mufradat material contained in Arabic textbooks used for class VII Madrasah Tsanawiyah as the data described above can Mahyudin Ritonga, et.
be said to still require reformulation.
This criticism is based on the view that emphasizes that vocabulary material in textbooks is arranged in stages (Jena & Funk, 2.
In addition, the vocabulary presented in the textbook is considered useful for students (Munthe et al.
(Novianti & Ambarwati, 2.
This means that any vocabulary included in the textbook must consider the usefulness of the vocabulary for learners in their daily communication (Hasmam et al.
, 2.
This is because vocabulary that is taught but not used in daily communication will lead to the uselessness of the vocabulary for learners (Boenisch & Sachse, 2.
(Hasanah, 2.
(Nikolov & DjigunoviN, 2.
, while the main function of learning L2 is as a means of communication.
Another aspect that needs to be reformulated in this textbook is the amount of vocabulary presented in each material.
In this case, the researcher considers that the amount of vocabulary should be tiered, both in terms of the amount of vocabulary and the level of difficulty of the vocabulary contained in the textbook.
The number of vocabulary words for the first meeting should be less than the number of words for the second Likewise, the number of vocabulary words for the second meeting is less than the number of vocabulary words to be taught for the third meeting and so on.
The level of difficulty of vocabulary contained in Arabic textbooks should also consider the gradation aspect, so that learners are not burdened with things that are not yet time for them to CONCLUSIONS Based on the results of the analysis conducted on the research data, it can be concluded that Arabic textbooks for the madrasah Tsanawiyah level, especially vocabularyrelated material, need reformulation by paying attention and considering wisely related to aspects of frequency, distribution, availability, familiarity of vocabulary for students, comprehensive, urgency, arabization.
These aspects are used as the basis for compiling more relevant and quality textbooks for learning resources for students.
This conclusion is in line with various theories and conclusions of observers of Arabic language learning which emphasize that textbooks in L2 learning are a very important part.
In addition, learners' understanding of the L2 vocabulary taught is the basis for having competence in communicating, learners will not be able to communicate with L2 without being supported by a qualified understanding of vocabulary.
Because speaking competence is the ability to string together several words so that they become sentences, and the sentences are then conveyed orally which can be understood by the listener.
This research is limited to critical analysis of literature data, while more in-depth research through empirical studies has not been carried out.
Therefore, researchers, practitioners and observers of Arabic language education are expected to continue research in the future in the form of empirical studies.
This recommendation is based on the idea that the results of analysis through empirical studies have advantages over research and studies conducted in literature.
Please cite this article as AuthorAos Tanwir Arabiyyah: Arabic as Foreign Language Journal.
Vol.
No.
DOI: https://doi.
org/10.
31869/afl.
Criticism of Vocabulary Materials in A.
ACKNOWLEDGMENT
Many thanks are expressed to the parties who have provided support to researchers so that this paper can be completed in accordance with the specified time.
The researcher would like to thank the research and community service institution of Muhammadiyah University of West Sumatra for providing support to researchers both morally and Thanks to the leaders of Muhammadiyah University of West Sumatra and the Postgraduate Program of Imam Bonjol State Islamic University Padang through their support this research collaboration can be carried out properly.
REFERENCES