ZOOM MEET: ALTERNATIVE MEDIA FOR SUPPORTING ARABIC LANGUAGE LEARNING DURING THE PANDEMIC

This study aimed to explore the process of supporting Arabic learning using the Zoom Meet learning media. The research method used a descriptive qualitative approach. Research explains that Zoom Meet has excellent potential to support Arabic learning during the Covid-19 period. The research subjects were lecturers and students from the Arabic language education State Institute for Islamic Studies Batusangkar. There is documentary evidence from this research in the form of photo screenshots when using the Zoom Meet learning media; with this, it can be expected to find out how influential Zoom Meet is in learning Arabic courses. This study concluded that there are several responses regarding the classification, which will be negative and positive responses, which will describe the weaknesses and shortcomings of the Zoom Meet learning media. Through observations and interviews with lecturers and students of the Arabic language education study program, it is clear that the Zoom Meet media is an alternative media in supporting Arabic learning during the Covid-19.

In online lectures, there are pros and cons for both students and lecturers (Gaylard Baleni, 2015;(Marani et al., 2020). Based on interviews conducted with students and lecturers at State Institute for Islamic Studies Batusangkar, some of them gave positive and negative responses that the online lecture process can anticipate a decrease in the spread of COVID-19 because they do not make direct contact with each other, and some students think that with online lectures can be done anytime and anywhere we are. However, on the one hand, there are obstacles where online classes use more internet data packages that are purchased every week, and the state of network strength is often unstable in certain conditions.
In online lectures, many use online social-based learning media such as using zoom meet, which is widely used in the lecture process (Charbonneau-gowdy et al., 2018). At first, many lecturers and students did not understand how to use online-based learning media, especially Arabic (Sri, 2008). Therefore, special skills are needed in the use of online-based learning media (Rabiman et al., 2021). Continuous training and experiments are carried out to increase knowledge on learning media applications that have several kinds of applications such as zoom meet, google meet, and so on (Azhar, 2008).
This study uses a descriptive qualitative approach that explores the process of supporting Arabic learning which uses the Zoom Meet learning media. The subject of this research is the lecturers and students of the Teaching Arabic Language Study Program (PBA) at State Institute for Islamic Studies Batusangkar. There is documentary evidence from this research in photo screenshots when using the Zoom Meet learning media. This can be expected to find out how influential Zoom Meet is on learning Arabic courses.
It is important to do research because of how much influence an application or media has in supporting learning, as well as other researchers in order to conduct research related to more indepth conference applications, in order to find out which applications are suitable to support learning at home. Other researchers are also expected to develop this research in order to more clearly understand the effects of the Zoom Meet application.

Method
Research on Zoom Meet alternative media supporting Arabic learning during the Covid-19 outbreak was carried out with a descriptive qualitative approach (Nugrahani & Hum, 2014). This descriptive qualitative research is suitable for use in Zoom Meet research as alternative media in supporting Arabic learning during the Covid-19 outbreak. This study resulted in the clarity of an application function that is often used in the learning process carried out during online lectures, namely the Zoom Meet application as an alternative media in supporting Arabic learning during the Covid-19 outbreak where the zoom application is very influential on helping an organizationlearning Arabic during the Covid-19 outbreak.
Doing research on this topic is important to do because it produces an idea or ideas that can provide added value for other researchers, what's more, in this study it provides an overview of a media that needs to be used during a pandemic, this research is very much different from other research because it is a descriptive qualitative study. focused on the phenomenon that is happening, where the results of the phenomenon become the object of research. So, it's very clear here that descriptive qualitative research provides more characteristics to create a new idea and more precisely that descriptive research is a research method used to clarify social phenomena through various research variables that are interrelated with one another.
The research subjects were lecturers and students from the Arabic Language Education Department at State Institute for Islamic Studies Batusangkar, where the purpose of this research was to explore the process of supporting Arabic learning that uses Zoom Meet learning media. There is documentary evidence from this research in photo screenshots when utilizing the Zoom Meet learning media. This can be expected to find out how influential Zoom Meet is on learning Arabic courses (Yuliani, 2018). So here, Zoom Meet plays an essential role in learning Arabic.

Arabic Language Education
Arabic is a part of the origin of international languages. Arabic cannot be said to be the oldest or youngest language in the world because no documents can indicate all of it. However, permanent Arabic is highly regarded by various groups than other languages because of its dominant literary value (Arief & Muhyani, 2019). Some people think that Arabic is the language of religion because Arabic means the language used or used in the holy book of the Holy Quran, which at the beginning of converting to Islam, many of the Arab traders used Arabic (Abd Wahab Rosyidi & Mamlu'atul Ni'mah, 2011). In addition, Arabic is also said to be a Semitic language family that has the most speakers of other languages. This Arabic language has spread very widely globally because Arabic is a language that 22 countries have used.
This Arabic language influences the development of vocabulary found in Indonesia in particular. In Indonesia, Arabic is a compulsory subject at the tertiary level, especially in state Islamic religious universities or those based on Islam. The position of Arabic in higher education means being a second language after Indonesian (Mustofa & Hamid, 2016). Even though it is considered a second foreign language, in essence, Arabic entered Indonesia before entering a foreign language, namely English, into Indonesia. The entry of Arabic in Indonesia began with students studying in the Middle East. It was they who initially introduced and shared Arabic in the country. The first development of the Arabic language they did was in fiqh, creed, interpretation, and Arabic from various Arabic literature (Hidayat, 2012).
Those who have a high interest and understand Arabic are Muslims. Because the first reason is religious factors because the worship of Muslims is very closely related to using Arabic. Then to be able to understand the holy book, which is a life guide, also requires Arabic language skills because the Holy Quran was revealed in Arabic. The second reason is the education factor. Globally, Arabic language education has a very high position, especially in Islamic education (Ritonga et al., 2016). This was because the writings of Middle Eastern scholars or students who made Islam in Indonesia for the first time were written in Arabic. If we do not understand Arabic using the correct language, we will also not be able to know the contents of the written word. The third reason is the cultural factor. We can see that the effect of Arabic on Indonesian culture can be seen from the cultural origins that exist in Indonesia today, which is the contribution that comes from Islamic culture. then the relation with Arabic is that Islamic culture emerged or the source of Arabic culture itself (Arief & Muhyani, 2019). In essence, the purpose of holding this Arabic language learning is to mingle with native Arabs. We can take the model. When someone performs the pilgrimage or umrah, they will automatically meet personally with people who speak Arabic, like it or not; we must also be able to speak Arabic.
Furthermore, for people who want to understand an illustration, of course, they must also understand the concept of word order. If someone has mastered the idea of words, they will interpret the reading well. Someone will find it difficult if they don't know the concept of the language because knowing the concept of a word is the basis or primary foundation before knowing a discourse. Learning a language is admittedly more complex when compared to using ordinary science teachings such as mathematics, science, social studies, and other lay subjects (Mahyudin, 2014). sentence, and the third is when teaching educators do not use languages that students hear sporadically but use language that is familiar to them-for example, saying good morning (Shabahul Khair), asking how you (kaifa Ha> luk) are, and so on.
Because now is the age of technology, all difficulties in learning a language can be overcome. Many exciting learning media have been created, and it's just a matter of how we take advantage of this sophistication. A creative educator will use this sophistication to improve student achievement and ability in learning languages. There are innovations in the development of Arabic learning that currently need to be done-considering the judgment of most people who state that Arabic is a complicated language to understand and understand. Technology will change these thoughts and assumptions if educators want to make changes for the better.
Through technological advances, students have been given many conveniences. The teaching materials needed are all available on the internet, which they can access anytime and anywhere using their smartphone. Nowadays, we no longer find a child who cannot operate a smartphone properly; we even see a smartphone as a small tool that they always take for granted. They even think that smartphones are a primary need for them, especially when the country's condition has not yet reached stability so that the implementation of learning is still mostly done remotely.

Pre-Lecture
During lectures, the lecturer first provides information about the lecture process, which learning activities are carried out using the WhatsApp application or other social media that supports the lecture process (Manuaba et al., 2017). Also informing about the material to be discussed in Arabic lectures, the lecturer conveys the objectives of the learning.
The lecturer orders students to find as many sources of material to be discussed as possible, then students and lecturers discuss the material using Arabic fluently and correctly. Some lecturers give students the freedom to memorize or repeat the material learned. The lecturer instructs students to download or download the Zoom Meet application, Google Meet, and so on both laptops and student androids. Thus, students are required to have their android (Widiansyah et al., 2018).

Implementation of Lectures
When starting a lecture for the first time, the lecturer first operates the Zoom Meet application, creates a link, and sends the link to students via the WhatsApp group. Then the lecturer ensures that the student has entered and clicked on the link provided by the lecturer. Then the lecturer checks student attendance one by one directly or via a google form, which the lecturer has provided. And lecturers can record lecture activities through the record feature already available on the Zoom Meet application (Ummah, 2021). In the lecture process, the lecturer can use the learning method by lecturing and asking students about the learning material being studied. Then the lecturer asks the students to listen and explain. When the lecturer explains, then the lecturer asks students about the learning material being carried out. In lectures, students can participate in the learning, where the learning process is also not too rigid, and tense and the atmosphere become fluid by giving each other's opinions.  After the Q&A process and lecturer presentations can turn off the audio from the Zoom Meet application so that everything can be clear by using the unmute feature; this feature serves to silence the audio properly so that there are no voice clashes between students and students and students and lecturers (Far-Far, 2021). Therefore, it is necessary to require a host in the lecture process through the Zoom Meet application to control the course of the lecture process in the learning. So, students are more focused on paying attention when the lecturer explains and explains the related material on that day (Monica & Fitriawati, 2020).
Then lecturers can use the chat feature if they are constrained in using the audio contained in the Zoom Meet application; sometimes, lecturers and students have network problems that make the audio on Zoom Meet problematic so that the sound that comes out and sounds unclear can use the chat feature on the Zoom Meet application. Then the chat feature can be used by students and lecturers to ask questions and provide opinions in the form of criticism and suggestions on student performances. Hence, the use of Zoom Meet gives excellent potential in the lecture process. assess the learning aspects such as word pronunciation, choosing vocabulary, fluency in Arabic, and the ability to respond to a question given by the lecturer to students.
We all know that online lectures have a positive influence on the development of internet technology in the Industrial Revolution era where the presence of the internet provides many benefits to students, lecturers, and the wider community were to explore various kinds of information and knowledge that are widespread in cyberspace and use it as an alternative medium of learning. The birth of the internet in the teaching and learning process where what is commonly done in class can now be done wherever we are. This is a demand for educators to increase knowledge and innovation in developing a learning activity to improve student learning motivation. Considering the lack of motivation to learn from students makes one of the factors a failure of learning activities.
There are several stages in the online learning process. The first stage is carried out during pre-lectures. The Arabic language learning instructor first provides information about the lecture process. Learning activities are carried out using the WhatsApp application or other social media that support the lecture process. Also informing about the material to be discussed in Arabic lectures, the lecturer conveys the objectives of the learning.
The lecturer orders students to find as many sources of material to be discussed as possible, then students and lecturers discuss the material using Arabic fluently and correctly. Some lecturers give students the freedom to memorize or repeat the material learned. The lecturer instructs students to download or download the Zoom Meet application, Google Meet, and so on both laptops and student androids. Thus, students are required to have their android.
In the second stage, the lecturer in charge of the Arabic language learning course first operates the Zoom Meet application, creates a link, and sends the link to students via the WhatsApp group. Then the lecturer ensures that the student has entered and clicked on the link provided by the lecturer. Then the lecturer checks student attendance one by one directly or via a google form, which the lecturer has provided. And lecturers can record lecture activities through the record feature already available on the Zoom Meet application. In the lecture process, the lecturer can use the learning method by lecturing and asking students about the learning material being studied. Then the lecturer asks the students to listen and explain. When the lecturer explains, then the lecturer asks students about the learning material being carried out. In lectures, students can participate in the learning, where the learning process is also not too rigid, and tense and the atmosphere become fluid by giving each other's opinions.
In the lecture evaluation stage, lecturers can take advantage of the whiteboard feature that already exists on the Zoom Meet media, which helps help the course of teaching and learning activities that have an impact on the reflection of lecture results, where the function of this whiteboard is the same as the blackboard in the classroom. This whiteboard has advantages such as the ability to display ppt, journals, and articles in pdf form because this feature is a virtual whiteboard that is used in percentages and is directly contained in the Zoom Meet application on android as well as student and lecturer laptops.

The advantages and disadvantages of using Zoom Meeting Media
In this study, it can be concluded that there are several responses regarding the classification, which will be negative responses and positive responses, which will be a description of the weaknesses and shortcomings of the Zoom Meet learning media, which is through observations and interviews from lecturers and students of the Arabic education study program. Advantages Media Zoom Meet provides various features to support lecture activities There are additional features such as chat, record, mute, and unmute, where each part has it's function and description. The chat feature helps lecturers and students understand a statement caused by damage to the internet network, which sometimes comes and goes, thus making the audio from the Zoom Meet media problematic, thus requiring the use of the chat feature as an alternative (Mudinillah, 2021).
The record feature is usually used in recording the learning process from the beginning to the end of the lecture (Rido, 2019). Where the video results are stored on a memory card on an android or laptop, where the recording results can be used as evidence of assessment for lecturers to evaluate the results of the learning process from the beginning to the end of the lecture and can also be used as material to repeat the lecture material on that day.
In the mute feature, one student becomes the percentage (Fatmawati et al., 2021), and then other students can listen and listen to the presentation together without any interference from outside sounds.
Can improve discipline towards lecturers and students In online learning media using Zoom Meet (Napratilora et al., 2020), time adjustments are made to start a lesson before doing stars. Usually, on Zoom Meet media, there is a specified time limit of 45 minutes, so lecturers and students should not be late in entering the Zoom Meet room, there is also a Zoom Meet paid, where the link has no time limit, but we pay for the Zoom Meet media (Fuady et al., 2021).
In the use of the Zoom Meet learning media, lecturers and students have the freedom to regulate lecture times so that lectures can be carried out when preferably according to mutual agreement (Bawanti & Arifani, 2021). So, lecturers and students think this way can reduce the spread of the Covid-19 outbreak among the surrounding community where all students decide to go home and don't worry about missing lectures. At the same time, in their hometowns that are already connected to the internet network (Baron, 2020).

Media limitations
There are many free media provided, and their use is limited. Learning Arabic through Zoom Meet has a specified time limit of 45 minutes, so lecturers and students should not be late in entering the Zoom Meet room, there is also a paid Zoom Meet where the link has no time limit, but we pay for the Zoom Meet media (Wiederhold, 2020).
Well, the record feature can only be used on a laptop or PC. So, it is slightly recommended for Zoom Meet users, both lecturers and students, to use laptops to make it easier for us later to evaluate the material that has been studied, especially in learning Arabic.

Inadequate internet network
The result of a poor network is not achieving a learning goal where there are obstacles in using the Zoom Meet learning media features (Ahessy, 2021). So, it is hoped that the government will facilitate a good internet network so that the teaching and learning process occurs appropriately and correctly, a sign that there are obstacles in the application's features.
Although the Zoom application has its drawbacks, the fact is that this application provides a lot of contributions ranging from education to large companies around the world. Zoom really provides comfort in the teaching and learning process, teachers and students who do not understand this application can quickly understand without needing to take a long time. Because the zoom application is a user interface application which all users can use easily.

Conclusion
From the research above, it can be concluded that the Zoom Meet media can support Arabic learning during the Covid-19 period. The research subjects were lecturers and students from the Arabic language education department at State Institute for Islamic Studies Batusangkar, where the purpose of this research was to explore the process of supporting Arabic learning that uses Zoom Meet learning media. There is documentary evidence from this research in photo screenshots when utilizing the Zoom Meet learning media. This can be expected to find out how influential Zoom Meet is on learning Arabic courses.
In this study, it can be concluded that there are several responses regarding the classification, which will be negative responses and positive responses, which will be a description of the weaknesses and shortcomings of the Zoom Meet learning media, which is through observations and interviews from lecturers and students of Arabic education study program. The Zoom Meet media is an alternative media in supporting Arabic learning during the Covid-19 outbreak.[]