Abstract:

In this study, the 9th-grade İmam Hatip High School Arabic coursebook was studied in terms of the convenience of the language teaching methods that are in the syllabus, including writing and reading exercises sufficiently, the sufficiency of the exercises, difficulty level of the subjects, publication, readableness, and convenience for the language level of the type font, and type size, sufficiency of the compherensibleness of the pictures and graphics that are placed for the subject or exercise, sufficiency level of the review of the vocabulary, the convenience of the vocabulary for students’ academic level, including simple speaking skills sufficiently, being more ergonomic because the workbook is attached to the student’s book, compherensibleness of the questions and directions in the Arabic language by the students, repetition of the previous subjects in the next units, accentuation of the words in the coursebook, the convenience of the learning skills to the language teaching methods, presenting the pronouns and conjugations in inductive method, completing the coursebook in an academic year, readiness of the İmam Hatip High School student for the 10th grade who completed the Arabic coursebook and convenience of the coursebook to the students who come from İmam Hatip Secondary School and other secondary schools. The quantitative method is used in the study and the participants of the study consist of 19 teachers who work as Arabic language teachers at İmam Hatip High School for 9th grades in Isparta in 2018. As the data collection tool, a questionnaire that has 20 items was used. In the questionnaire, participants were asked to choose the best answer for them for the statements among the options Totally Agree, Agree, Neutral, Disagree, and Totally Disagree. As a result of the study, while the coursebook was not considered convenient for other secondary school students’ academic levels, it was considered convenient for the academic levels of İmam Hatip Secondary Schools students. Teachers’ opinions about the convenience of the coursebook to the language teaching methods ranged equally. This situation shows that while the coursebook has positive sides in terms of language teaching methods, it has deficiencies or parts that are needed to be upgraded. Results also showed that pronouns and verbs are presented insufficiently with the inductive method. The coursebook was considered insufficient in terms of reading, writing, and exercises at the end of the unit and it was considered ineffective in terms of ordering the units from easy to difficult. Besides the coursebook does not include simple speaking skills exercises as well.

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