Teacher opinions on the secondary school 7th grade Arabic curriculum

ABSTRACT THE INVESTIGATION OF TEACHERS'OPINIONS ABOUT THE 7TH GRADE ARABIC CURRICULUM Teacher Opinions on the Secondary School 7th Grade Arabic Curriculum This study aims to evaluate the 7th grade Arabic curriculum in middle school by teachers. The study was conducted in a qualitative and phenomenological design. With the convenience sampling method, 25 Arabic teachers who teach 7th grade Arabic in Konya in the 2023-2024 academic year were interviewed using a semi-structured interview form and data were collected. The data analyzed with the content analysis method examines the teachers' views on the Arabic curriculum under various themes. In the study, the majority of teachers found the program functional and up-to-date regarding the functionality of the Arabic curriculum, while some stated that it needed to be improved. Negative evaluations emphasized that there were deficiencies in the adaptation of the program to daily life, that it did not attract the attention of the students and that the content was dense. Based on teacher feedback, it was revealed that revisions were needed to make the program more efficient. Regarding the achievements of the Arabic curriculum, the majority of teachers found the program's achievements dense; some evaluated them as insufficient or variable. The excess of achievements, accessibility problems and lack of compatibility with daily life were the main issues that received criticism. Teachers suggested that the number of achievements should be reduced and a clearer structure should be created. Regarding the content of the Arabic curriculum, teachers evaluated the program as dense and having a structure that needed improvement. In particular, issues such as the comprehensiveness of the subjects and the heavy reading and listening texts for the students came to the fore. It is suggested that the content be made simpler, more up-to-date and suitable for the student levels. The prominent opinion in their opinions regarding the content of the Arabic curriculum was that it should be revised. Regarding the teaching materials required by the Arabic curriculum, the vast majority of teachers stated that the current teaching materials were insufficient. The lack of workbooks, insufficient digital content and the lack of language laboratories stand out as factors that reduce the effectiveness of teaching. It has been emphasized that textbooks should be revised, digital materials should be developed and students should be provided with more practical learning opportunities. Written exams and multiple-choice tests are the most commonly used methods regarding the measurement and evaluation techniques included in the Arabic curriculum by teachers. However, it is thought that these techniques do not adequately measure the language skills of students. It is recommended that the use of alternative methods such as performance assignments, theater activities and word courses should be widespread. The main suggestion for teachers to make the Arabic curriculum more functional is to increase the number of lesson hours. This is followed by simplifying the content, making the textbooks be with signs, revising the textbooks, developing digital content, starting Arabic teaching in primary school, asking questions in the central exam-LGS, practicing Arabic and having a workbook. The research findings show that the majority of teachers find the Arabic curriculum generally functional but think that there is a need for improvement in issues such as insufficient lesson hours, density of content and lack of teaching materials. Making the program more accessible, simple and student-centered will make the language learning process of teachers and students more efficient. Key Words: Arabic teaching, imam hatip schools, curriculum, functionality, teacher opinions