Research Article
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Student’s perceptions of Arabic online learning during COVID-19 emergency

Year 2020, Volume: 8 Issue: 4, 1483 - 1492, 15.12.2020
https://doi.org/10.17478/jegys.763705

Abstract

The Coronavirus pandemic (COVID-19) creates challenges for Arabic learning at Indonesian Islamic Colleges. The limitations of the language learning process during the pandemic caused various problems. In addition, using learning strategies requires special planning related to differences in face-to-face learning processes into learning with online systems. Arabic is a compulsory subject that helps students acquire communication skills in a foreign language. This research describes students' perceptions of Arabic online learning at a public Islamic college in Malang. It also examines the strategies for learning during the COVID-19 emergency. The study uses a qualitative approach for data collection through observation, interviews, and documentation. Research samples were taken from students in semester 2nd to semester 6th with varying abilities. The data analysis is carried out using triangulation techniques in several steps, and involves collection, reduction, and conclusion. The results showed that students perceive Arabic online learning to be less effective. Some factors that do not support online learning such as the lack of instructions given by lecturers, limited internet connection, lack of internal motivation of students, lack of discussion hours. Several strategies are used, including discussions, lectures, singing, presentations, studying literature, and writing. The use of Arabic learning resources in online media illustrates the process of independent learning for students. The results provide input for integrating all components of learning holistically and variedly for students to remain motivated irrespective of the condition. This study recommends other researchers to examine and improve what skills teachers need to have when learning online and efforts to increase student interest in the language learning process with an online system.

Supporting Institution

The State Islamic University of Maulana Malik Ibrahim Malang

Thanks

Thank you for your cooperation

References

  • Abdurrahman, A., Nurulsari, N., Maulina, H., Rahman, B., Umam, R., & Jermsittiparsert, K. (2019). Multi-level scaffolding: A novel approach of Physics Teacher Development Program for promoting content knowledge mastery. International Journal of Innovation, Creativity and Change, 7(8), 71–89.
  • Abidah, A., Hidaayatullaah, H. N., Simamora, R. M., Fehabutar, D., & Mutakinati, L. (2020). The Impact of Covid-19 to Indonesian Education and Its Relation to the Philosophy of “Merdeka Belajar.” Studies in Philosophy of Science and Education, 1(1), 38–49. https://doi.org/10.46627/sipose.v1i1.9
  • Aguilar, A. P. (2013). Emotions as Learning Enhancers of Foreign Language Learning Motivation. Profile Issues in Teachers’ Professional Development, 15(1), 109–124.
  • Ahmadi, M. R. (2018). The Use of Technology in English Language Learning: A Literature Review. International Journal of Research in English Education (IJREE), 3(2), 115–125.
  • Barnabas, R. A., Rafli, Z., & Rasyid, Y. (2019). Cognitive and Metacognitive Strategies in Arabic Listening Learning and Relationship With Students' Personality. Arabiyât. 6(2), 254–271.
  • Bowers, J., & Kumar, P. (2015). Students’ perceptions of teaching and social presence: A comparative analysis of face-to-face and online learning environments. International Journal of Web-Based Learning and Teaching Technologies, 10(1), 27–44. https://doi.org/10.4018/ijwltt.2015010103
  • Brown, A. V. (2009). Students’ and teachers’ perceptions of effective foreign language teaching: A comparison of ideals. Modern Language Journal, 93(1), 46–60. https://doi.org/10.1111/j.1540-4781.2009.00827.x
  • Chun, D., Smith, B., & Kern, R. (2016). Technology in Language Use, Language Teaching, and Language Learning. Modern Language Journal, 100, 64–80. https://doi.org/10.1111/modl.12302
  • Cook, V. (2019). Challenging Hidden Assumptions in Language Teaching. LEARN Journal: Language Education and Acquisition Research Network, 12(1), 30–37.
  • Delello, J. A., Hawley, H., McWhorter, R. R., Gipson, C. S., & Deal, B. (2018). Gamifying education: Motivation and the implementation of digital badges for use in higher education. International Journal of Web-Based Learning and Teaching Technologies, 13(4), 17–33. https://doi.org/10.4018/IJWLTT.2018100102
  • Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
  • Djalante, R., Lassa, J., Setiamarga, D., Sudjatma, A., Indrawan, M., Haryanto, B., Mahfud, C., Sinapoy, M. S., Djalante, S., Rafliana, I., Gunawan, L. A., Surtiari, G. A. K., &
  • Warsilah, H. (2020). Review and analysis of current responses to COVID-19 in Indonesia: Period of January to March 2020. Progress in Disaster Science, 6, 100091. https://doi.org/10.1016/j.pdisas.2020.100091
  • Dočekal, V., & Tulinská, H. (2015). The Impact of Technology on Education Theory. Procedia - Social and Behavioral Sciences, 174, 3765–3771. https://doi.org/10.1016/j.sbspro.2015.01.1111
  • Febriani, S. R., Widayanti, R., Amrullah, M. A., & Mufidah, N. (2020). Arabic Learning for Elementary School during COVID-19 Emergency in Indonesia. OKARA, 14(1), 67–80. https://doi.org/10.19105/ojbs.v14i1.3194
  • Febriani, S. R., Wargadinata, W., & Adam, F. M. (2020). Design of Arabic Learning for Senior High School in the 21 st Century. 12(1), 1–21. https://doi.org/10.24042/albayan.v12i1.5886
  • Fong, C. J., Davis, C. W., Kim, Y., Kim, Y. W., Marriott, L., & Kim, S. Y. (2017). Psychosocial Factors and Community College Student Success: A Meta-Analytic Investigation. Review of Educational Research, 87(2), 388–424. https://doi.org/10.3102/0034654316653479
  • Guo, J. (2018). Building bridges to student learning: Perceptions of the learning environment, engagement, and learning outcomes among Chinese undergraduates. Studies in Educational Evaluation, 59(April), 195–208. https://doi.org/10.1016/j.stueduc.2018.08.002
  • Harjali, H. (2019). Building Constructivist Learning Environment at Senior High School in Indonesia. The Qualitative Report, 24(9), 2197-2214. Retrieved from https://nsuworks.nova.edu/tqr/vol24/iss9/7
  • Hart, C. (2012). Factors Associated With Student Persistence in an Online Program of Study: A Review of the Literature. Journal of Interactive Online Learning, 11(1), 19–42.
  • Hockings, C., Thomas, L., Ottaway, J., & Jones, R. (2018). Independent learning–what we do when you’re not there. Teaching in Higher Education, 23(2), 145–161. https://doi.org/10.1080/13562517.2017.1332031
  • Islam, M. S., Lecturer, M. A., & English, I. (2019). Bangladeshi University Students’ Perception on Using Google Classroom for Teaching English. International Journal of Psycho-Educational Sciences, 8(2), 58.
  • Lai, C., Yeung, Y., & Hu, J. (2016). University student and teacher perceptions of teacher roles in promoting autonomous language learning with technology outside the classroom. Computer Assisted Language Learning, 29(4), 703–723. https://doi.org/10.1080/09588221.2015.1016441
  • Lin, C. H., Warschauer, M., & Blake, R. (2016). Language learning through social networks: Perceptions and reality. Language Learning and Technology, 20(1), 124–147.
  • Mahmudi, A., Febriani, S. R., Hasanah, M., Arifa, Z., Islam, U., Maulana, N., Ibrahim, M., Malang, K., & Timur, J. (2019). Classroom Management and Arabic Learning Procsess based on Multiple Intelligence. Arabiyât. 6(2), 222–237.
  • Marinoni, G., Land, H. Van, & Jensen, T. (2020). The Impact Of COVID-19 On Higher Education Around The World IAU Global Survey Report. https://www.iau-aiu.net/IMG/pdf/iau_covid19_and_he_survey_report_final_may_2020.pdf
  • Mellati, M., & Khademi, M. (2015). The impacts of distance interactivity on learners’ achievements in Online Mobile Language Learning: Social software and participatory learning. International Journal of Web-Based Learning and Teaching Technologies, 10(3), 19–35. https://doi.org/10.4018/ijwltt.2015070102
  • Moeller, A. J., & Abbott, M. G. (2018). Creating a new normal: Language education for all. Foreign Language Annals, 51(1), 12–23. https://doi.org/10.1111/flan.12310
  • Moeller, A. J., & Catalano, T. (2015). Foreign Language Teaching and Learning. International Encyclopedia of the Social & Behavioral Sciences: Second Edition, 327–332. https://doi.org/10.1016/B978-0-08-097086-8.92082-8
  • Moleong, L. J. (2007). Metodologi Peneleitian Kualitatif. Rosdakarya Offset.
  • Olmanson, J., & Liu, X. (2018). The Challenge of Chinese Character Acquisition: Leveraging Multimodality in Overcoming a Centuries-Old Problem. The Emerging Learning Design Journal, 4(1), 1.
  • Peeters, W. (2018). Applying the networking power of Web 2.0 to the foreign language classroom: a taxonomy of the online peer interaction process. Computer Assisted Language Learning, 31(8), 905–931. https://doi.org/10.1080/09588221.2018.1465982
  • Rahman, M. A. (2017). LET : Linguistics , Literature and English Teaching Journal A Review of the Mingle Model as a new technique in Teaching Speaking: Indonesia Context. 7(2), 181–194.
  • Richardson, J. C., Besser, E., Koehler, A., Lim, J., & Strait, M. (2016). International Review of Research in Open and Distributed Learning Instructors ’ Perceptions of Instructor Presence in Online Learning Environments. International Review of Research in Open and Distributed Learning, 17(4), 1–14.
  • Rusdin, N. M. (2018). Teachers’ Readiness in Implementing 21st Century Learning. International Journal of Academic Research in Business and Social Sciences, 8(4), 1293–1306. https://doi.org/10.6007/ijarbss/v8-i4/4270
  • Sadiku, L. M. (2015). The Importance of Four Skills Reading, Speaking, Writing, Listening in a Lesson Hour. European Journal of Language and Literature, 1(1), 29. https://doi.org/10.26417/ejls.v1i1.p29-31
  • Safutri, J. T., Febriani, S. R., & Hilmi, D. (2020). Improvement Of Arabic Language Tearcher Competency Based On Multiple Intelligences. Lughawiyyah, 2(1).
  • Saptenno, A. E., Tuaputty, H., Rumahlatu, D., & Papilaya, P. M. (2019). The improvement of learning motivation and creative thinking skills of senior high school students through modified problem based learning model. Journal for the Education of Gifted Young Scientists, 7(4), 1175–1194. https://doi.org/10.17478/jegys.597519
  • Slim, H., & Hafedh, M. (2019). Social media impact on language learning for specific purposes: A study in English for business administration. Teaching English with Technology, 19(1), 56–71.
  • So, S. (2016). Mobile instant messaging support for teaching and learning in higher education. Internet and Higher Education, 31, 32–42. https://doi.org/10.1016/j.iheduc.2016.06.001
  • Swathi, C. H., Phil, M., & Ph, D. (2018). Humanistic Approach to Language Acquisition. 18(49042), 271–275.
  • Tortop, H. S. (2014). Gifted students’ views about first stage of the education program for the gifted students’ bridge with university (EPGBU). Turkish Online Journal of Distance Education, 15(2), 62–74. https://doi.org/10.17718/tojde.14949
  • Watkins, J. (2012). Increasing Student Talk Time Through Vlogging. Language Education in Asia. https://doi.org/10.5746/leia/12/v3/i2/a08/watkins
  • Yin, R. K. (2003). Robert K. Yin Case Study Research Design and Methods, Third Edition, Applied Social Research Methods Series, Vol 5 2002.pdf (pp. 1–181).
  • Zaharah, Z., & Kirilova, G. I. (2020). Impact of Corona Virus Outbreak Towards Teaching and Learning Activities in Indonesia. SALAM: Jurnal Sosial Dan Budaya Syar-I, 7(3). https://doi.org/10.15408/sjsbs.v7i3.15104
  • Zauche, L. H., Thul, T. A., Mahoney, A. E. D., & Stapel-Wax, J. L. (2016). Influence of language nutrition on children’s language and cognitive development: An integrated review. Early Childhood Research Quarterly, 36, 318–333. https://doi.org/10.1016/j.ecresq.2016.01.015
Year 2020, Volume: 8 Issue: 4, 1483 - 1492, 15.12.2020
https://doi.org/10.17478/jegys.763705

Abstract

References

  • Abdurrahman, A., Nurulsari, N., Maulina, H., Rahman, B., Umam, R., & Jermsittiparsert, K. (2019). Multi-level scaffolding: A novel approach of Physics Teacher Development Program for promoting content knowledge mastery. International Journal of Innovation, Creativity and Change, 7(8), 71–89.
  • Abidah, A., Hidaayatullaah, H. N., Simamora, R. M., Fehabutar, D., & Mutakinati, L. (2020). The Impact of Covid-19 to Indonesian Education and Its Relation to the Philosophy of “Merdeka Belajar.” Studies in Philosophy of Science and Education, 1(1), 38–49. https://doi.org/10.46627/sipose.v1i1.9
  • Aguilar, A. P. (2013). Emotions as Learning Enhancers of Foreign Language Learning Motivation. Profile Issues in Teachers’ Professional Development, 15(1), 109–124.
  • Ahmadi, M. R. (2018). The Use of Technology in English Language Learning: A Literature Review. International Journal of Research in English Education (IJREE), 3(2), 115–125.
  • Barnabas, R. A., Rafli, Z., & Rasyid, Y. (2019). Cognitive and Metacognitive Strategies in Arabic Listening Learning and Relationship With Students' Personality. Arabiyât. 6(2), 254–271.
  • Bowers, J., & Kumar, P. (2015). Students’ perceptions of teaching and social presence: A comparative analysis of face-to-face and online learning environments. International Journal of Web-Based Learning and Teaching Technologies, 10(1), 27–44. https://doi.org/10.4018/ijwltt.2015010103
  • Brown, A. V. (2009). Students’ and teachers’ perceptions of effective foreign language teaching: A comparison of ideals. Modern Language Journal, 93(1), 46–60. https://doi.org/10.1111/j.1540-4781.2009.00827.x
  • Chun, D., Smith, B., & Kern, R. (2016). Technology in Language Use, Language Teaching, and Language Learning. Modern Language Journal, 100, 64–80. https://doi.org/10.1111/modl.12302
  • Cook, V. (2019). Challenging Hidden Assumptions in Language Teaching. LEARN Journal: Language Education and Acquisition Research Network, 12(1), 30–37.
  • Delello, J. A., Hawley, H., McWhorter, R. R., Gipson, C. S., & Deal, B. (2018). Gamifying education: Motivation and the implementation of digital badges for use in higher education. International Journal of Web-Based Learning and Teaching Technologies, 13(4), 17–33. https://doi.org/10.4018/IJWLTT.2018100102
  • Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
  • Djalante, R., Lassa, J., Setiamarga, D., Sudjatma, A., Indrawan, M., Haryanto, B., Mahfud, C., Sinapoy, M. S., Djalante, S., Rafliana, I., Gunawan, L. A., Surtiari, G. A. K., &
  • Warsilah, H. (2020). Review and analysis of current responses to COVID-19 in Indonesia: Period of January to March 2020. Progress in Disaster Science, 6, 100091. https://doi.org/10.1016/j.pdisas.2020.100091
  • Dočekal, V., & Tulinská, H. (2015). The Impact of Technology on Education Theory. Procedia - Social and Behavioral Sciences, 174, 3765–3771. https://doi.org/10.1016/j.sbspro.2015.01.1111
  • Febriani, S. R., Widayanti, R., Amrullah, M. A., & Mufidah, N. (2020). Arabic Learning for Elementary School during COVID-19 Emergency in Indonesia. OKARA, 14(1), 67–80. https://doi.org/10.19105/ojbs.v14i1.3194
  • Febriani, S. R., Wargadinata, W., & Adam, F. M. (2020). Design of Arabic Learning for Senior High School in the 21 st Century. 12(1), 1–21. https://doi.org/10.24042/albayan.v12i1.5886
  • Fong, C. J., Davis, C. W., Kim, Y., Kim, Y. W., Marriott, L., & Kim, S. Y. (2017). Psychosocial Factors and Community College Student Success: A Meta-Analytic Investigation. Review of Educational Research, 87(2), 388–424. https://doi.org/10.3102/0034654316653479
  • Guo, J. (2018). Building bridges to student learning: Perceptions of the learning environment, engagement, and learning outcomes among Chinese undergraduates. Studies in Educational Evaluation, 59(April), 195–208. https://doi.org/10.1016/j.stueduc.2018.08.002
  • Harjali, H. (2019). Building Constructivist Learning Environment at Senior High School in Indonesia. The Qualitative Report, 24(9), 2197-2214. Retrieved from https://nsuworks.nova.edu/tqr/vol24/iss9/7
  • Hart, C. (2012). Factors Associated With Student Persistence in an Online Program of Study: A Review of the Literature. Journal of Interactive Online Learning, 11(1), 19–42.
  • Hockings, C., Thomas, L., Ottaway, J., & Jones, R. (2018). Independent learning–what we do when you’re not there. Teaching in Higher Education, 23(2), 145–161. https://doi.org/10.1080/13562517.2017.1332031
  • Islam, M. S., Lecturer, M. A., & English, I. (2019). Bangladeshi University Students’ Perception on Using Google Classroom for Teaching English. International Journal of Psycho-Educational Sciences, 8(2), 58.
  • Lai, C., Yeung, Y., & Hu, J. (2016). University student and teacher perceptions of teacher roles in promoting autonomous language learning with technology outside the classroom. Computer Assisted Language Learning, 29(4), 703–723. https://doi.org/10.1080/09588221.2015.1016441
  • Lin, C. H., Warschauer, M., & Blake, R. (2016). Language learning through social networks: Perceptions and reality. Language Learning and Technology, 20(1), 124–147.
  • Mahmudi, A., Febriani, S. R., Hasanah, M., Arifa, Z., Islam, U., Maulana, N., Ibrahim, M., Malang, K., & Timur, J. (2019). Classroom Management and Arabic Learning Procsess based on Multiple Intelligence. Arabiyât. 6(2), 222–237.
  • Marinoni, G., Land, H. Van, & Jensen, T. (2020). The Impact Of COVID-19 On Higher Education Around The World IAU Global Survey Report. https://www.iau-aiu.net/IMG/pdf/iau_covid19_and_he_survey_report_final_may_2020.pdf
  • Mellati, M., & Khademi, M. (2015). The impacts of distance interactivity on learners’ achievements in Online Mobile Language Learning: Social software and participatory learning. International Journal of Web-Based Learning and Teaching Technologies, 10(3), 19–35. https://doi.org/10.4018/ijwltt.2015070102
  • Moeller, A. J., & Abbott, M. G. (2018). Creating a new normal: Language education for all. Foreign Language Annals, 51(1), 12–23. https://doi.org/10.1111/flan.12310
  • Moeller, A. J., & Catalano, T. (2015). Foreign Language Teaching and Learning. International Encyclopedia of the Social & Behavioral Sciences: Second Edition, 327–332. https://doi.org/10.1016/B978-0-08-097086-8.92082-8
  • Moleong, L. J. (2007). Metodologi Peneleitian Kualitatif. Rosdakarya Offset.
  • Olmanson, J., & Liu, X. (2018). The Challenge of Chinese Character Acquisition: Leveraging Multimodality in Overcoming a Centuries-Old Problem. The Emerging Learning Design Journal, 4(1), 1.
  • Peeters, W. (2018). Applying the networking power of Web 2.0 to the foreign language classroom: a taxonomy of the online peer interaction process. Computer Assisted Language Learning, 31(8), 905–931. https://doi.org/10.1080/09588221.2018.1465982
  • Rahman, M. A. (2017). LET : Linguistics , Literature and English Teaching Journal A Review of the Mingle Model as a new technique in Teaching Speaking: Indonesia Context. 7(2), 181–194.
  • Richardson, J. C., Besser, E., Koehler, A., Lim, J., & Strait, M. (2016). International Review of Research in Open and Distributed Learning Instructors ’ Perceptions of Instructor Presence in Online Learning Environments. International Review of Research in Open and Distributed Learning, 17(4), 1–14.
  • Rusdin, N. M. (2018). Teachers’ Readiness in Implementing 21st Century Learning. International Journal of Academic Research in Business and Social Sciences, 8(4), 1293–1306. https://doi.org/10.6007/ijarbss/v8-i4/4270
  • Sadiku, L. M. (2015). The Importance of Four Skills Reading, Speaking, Writing, Listening in a Lesson Hour. European Journal of Language and Literature, 1(1), 29. https://doi.org/10.26417/ejls.v1i1.p29-31
  • Safutri, J. T., Febriani, S. R., & Hilmi, D. (2020). Improvement Of Arabic Language Tearcher Competency Based On Multiple Intelligences. Lughawiyyah, 2(1).
  • Saptenno, A. E., Tuaputty, H., Rumahlatu, D., & Papilaya, P. M. (2019). The improvement of learning motivation and creative thinking skills of senior high school students through modified problem based learning model. Journal for the Education of Gifted Young Scientists, 7(4), 1175–1194. https://doi.org/10.17478/jegys.597519
  • Slim, H., & Hafedh, M. (2019). Social media impact on language learning for specific purposes: A study in English for business administration. Teaching English with Technology, 19(1), 56–71.
  • So, S. (2016). Mobile instant messaging support for teaching and learning in higher education. Internet and Higher Education, 31, 32–42. https://doi.org/10.1016/j.iheduc.2016.06.001
  • Swathi, C. H., Phil, M., & Ph, D. (2018). Humanistic Approach to Language Acquisition. 18(49042), 271–275.
  • Tortop, H. S. (2014). Gifted students’ views about first stage of the education program for the gifted students’ bridge with university (EPGBU). Turkish Online Journal of Distance Education, 15(2), 62–74. https://doi.org/10.17718/tojde.14949
  • Watkins, J. (2012). Increasing Student Talk Time Through Vlogging. Language Education in Asia. https://doi.org/10.5746/leia/12/v3/i2/a08/watkins
  • Yin, R. K. (2003). Robert K. Yin Case Study Research Design and Methods, Third Edition, Applied Social Research Methods Series, Vol 5 2002.pdf (pp. 1–181).
  • Zaharah, Z., & Kirilova, G. I. (2020). Impact of Corona Virus Outbreak Towards Teaching and Learning Activities in Indonesia. SALAM: Jurnal Sosial Dan Budaya Syar-I, 7(3). https://doi.org/10.15408/sjsbs.v7i3.15104
  • Zauche, L. H., Thul, T. A., Mahoney, A. E. D., & Stapel-Wax, J. L. (2016). Influence of language nutrition on children’s language and cognitive development: An integrated review. Early Childhood Research Quarterly, 36, 318–333. https://doi.org/10.1016/j.ecresq.2016.01.015
There are 46 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Teacher Education
Authors

Urıl Bahruddin 0000-0001-8599-7281

Sucı Ramadhantı Febrıanı 0000-0002-6082-3477

Publication Date December 15, 2020
Published in Issue Year 2020 Volume: 8 Issue: 4

Cite

APA Bahruddin, U., & Ramadhantı Febrıanı, S. (2020). Student’s perceptions of Arabic online learning during COVID-19 emergency. Journal for the Education of Gifted Young Scientists, 8(4), 1483-1492. https://doi.org/10.17478/jegys.763705
AMA Bahruddin U, Ramadhantı Febrıanı S. Student’s perceptions of Arabic online learning during COVID-19 emergency. JEGYS. December 2020;8(4):1483-1492. doi:10.17478/jegys.763705
Chicago Bahruddin, Urıl, and Sucı Ramadhantı Febrıanı. “Student’s Perceptions of Arabic Online Learning During COVID-19 Emergency”. Journal for the Education of Gifted Young Scientists 8, no. 4 (December 2020): 1483-92. https://doi.org/10.17478/jegys.763705.
EndNote Bahruddin U, Ramadhantı Febrıanı S (December 1, 2020) Student’s perceptions of Arabic online learning during COVID-19 emergency. Journal for the Education of Gifted Young Scientists 8 4 1483–1492.
IEEE U. Bahruddin and S. Ramadhantı Febrıanı, “Student’s perceptions of Arabic online learning during COVID-19 emergency”, JEGYS, vol. 8, no. 4, pp. 1483–1492, 2020, doi: 10.17478/jegys.763705.
ISNAD Bahruddin, Urıl - Ramadhantı Febrıanı, Sucı. “Student’s Perceptions of Arabic Online Learning During COVID-19 Emergency”. Journal for the Education of Gifted Young Scientists 8/4 (December 2020), 1483-1492. https://doi.org/10.17478/jegys.763705.
JAMA Bahruddin U, Ramadhantı Febrıanı S. Student’s perceptions of Arabic online learning during COVID-19 emergency. JEGYS. 2020;8:1483–1492.
MLA Bahruddin, Urıl and Sucı Ramadhantı Febrıanı. “Student’s Perceptions of Arabic Online Learning During COVID-19 Emergency”. Journal for the Education of Gifted Young Scientists, vol. 8, no. 4, 2020, pp. 1483-92, doi:10.17478/jegys.763705.
Vancouver Bahruddin U, Ramadhantı Febrıanı S. Student’s perceptions of Arabic online learning during COVID-19 emergency. JEGYS. 2020;8(4):1483-92.