The Analysis of Strategies for Developing a Model School in Arabic Language Teaching in Private Islamic Schools at Secondary Level in the Andaman Sea Area
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Abstract
The study aims 1) to analyze Arabic teaching in compliance with the need and the context of private Islamic schools at secondary level in the Andaman Sea Area, and 2) to analyze strategies for developing a model school in Arabic language teaching in private Islamic schools at secondary level in the Andaman Sea Area. The research is a qualitative study using an in-depth interview on a purposive focus group including 15 Arabic teachers at secondary level, 10 school administrators, and 25 students from five schools in Satun, Trang, Krabi, Phang-nga, and Phuket provinces. The results of the study were analyzed by TOWS MATRIX technique to draw up a draft of strategies for developing a model school in Arabic language teaching in private Islamic schools at secondary level in Andaman Sea Area. A focus group meeting of five experts was also organized to review and verify the draft strategies.
The research resulted in finding that the Arabic teaching in conformity with the need and the context of private Islamic school at secondary level has six requirements as follows; 1) Strengthening motivation of Arabic learning, 2) Designing the learners' learning context aligned curriculum, 3) Developing the teaching technique and method to be more appealing to learners, 4) Providing up-to-date and constructive resources in support of learning, 5) Assessing and evaluating realistic individual learning outcome, and 6) Supervising and developing Arabic teachers according to professional standards. Furthermore, seven core strategies were employed to develop Arabic Language Teaching model schools for private Islamic secondary schools in the Andaman Sea Area, including; 1) developing linguistic ability of learners based on their interest, 2) developing language strengthening curriculum to keep pace with an internationally recognized standard, 3) developing efficiency of instructors in teaching as professional, 4) developing more creative means of learning Arabic, 5) setting up a system of educational supervision for Arabic teachers within school, 6) developing Arabic learning community network for Arabic teachers, and 7) creating academic cooperation with institutes of higher education.
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