The Implementation of Eclectic Methods in Arabic Learning Based on All in One System Approach

_______________________ *Correspondence Address: zulfaa32@gmail.com Abstract: Each method has different function and characteristic. One method is not enough to achieve four language skills in Arabic language learning. We need a method that is able to accommodate the weaknesses of the previous method. This research aimed to examine the implementation of eclectic method based on all in one system approach. This method integrates the various methods in language teaching and achieves four language skills. This research provided a new model to implementation the methods, specifically eclectic method and their connection with Arabic language skills. The method used in this research was qualitative method based on text analysis. The data research was collected from sources of books, journal articles, or matters relating to the topic of this study. The result of this research was the use of an eclectic method based on all in one system approach (integrated approach) which can facilitate Arabic language teaching. A language teacher needs to consider this method for students. This research also examined the various aspects and how they could be useful for teacher in Arabic language classroom. The study provided further support for the use of eclectic method for student in mastering four Arabic language skills.


Introduction
The emergence of an integrated teaching system (All in One System) is a response to the failure from separated teaching system. The weakness of the separated teaching system is four language skills teaching carried out separately and deeply. As a result of this separation, the students are not able to be balanced in mastering the four language skills which causes inequality in the comprehension of the language. They might master several aspects of language skills, but not comprehensive 1 . According to Roviin 2 , separated method is not suitable with the principles of language, both in terms of application learning and function. The separation of teaching speaking, writing, listening and reading skills is one of the causes the quality stagnancy of Arabic learning in Indonesia.
Considering to this problem, All in One System approach becomes something important to be discussed. All in One System approach is a theory that views the effective language learning of four language skills if it is done integrally which there is no separation in teaching language skills. According to Makruf (2016) 3 , learning Arabic will be effective if an integrated approach is applied. Through this approach, the language skills such as istima, 'kalam, qiroah and kitabah are automatically learned together in one learning theme. Amal Abed Rabbo 4 indicated that the use of All in One system approach is very effective in terms of the achievement of student values in learning. Here, an eclectic method is needed 5 . The method is an important factor for achieving four language skills 6 . From the previous studies, a discussion about the appropriate and effective method in an integrative approach was not found yet.
Language teaching requires methods that are in accordance with the principles of All in One System. Brown (2000) explained that the use of All in One method is not effective and efficient in language learning because there are four language skills that must be mastered by students 7 . Language is fully integrated and Arabic skills teaching learning also needs comprehensive teaching method 8 . The characteristics of this method are suitable for teaching four language skills. This method combines the advantages of a variety of different methods. This method is systematically and logically combined to meet the needs of learners 9 .
In this study, researchers conducted a study of eclectic methods in learning Arabic. In previous research, the old model of implementing eclectic method in Arabic skills was still used. Hence, this research aims to provide a new model in the 3  implementation of the methods, especially eclectic method and their connection with Arabic language skills. With further explanation, eclectic methods hopefully can be used dynamically in Arabic learning activity. As the teachers, they must understand the method. Besides, the students' understanding during the learning process is very substantial towards the quality of the planned learning. This article explains about the implementation of eclectic method based on All in One system approach at learning Arabic language.

Method
This research is a library research. The collecting data is based on reading some literature that can provide information and have relevance to the research topic. In this study, researchers used data collection techniques by exploring and searching from sources of books, journal articles, or matters relating to the topic of this study. The authors took primary data from previous research related to the implementation of eclectic methods in learning Arabic. In this study the authors will analyze the implementation of an eclectic method based on an all in one system approach. After the required data is collected, the researcher then analyzes the data with descriptive data analysis techniques and data interpretation. Afterwards, the researcher gives sufficient explanation.

Result and Discussion
Eclectic method is considered to be the suitable method for teaching in the 21st Century. The characteristics of this method are suitable for teaching four language skills.
Eclectic method is a comprehensive method. This method combines the advantages of a variety of different methods. These methods are systematically and logically combined to meet the diverse needs of learners. 10 Yusuf and Wekke (2018) explained that the application of the eclectic method was based on several considerations. First, the purpose of learning. The teacher must determine the suitable method for achieving the learning objectives. Second, the different academic, social, and student characteristics in learning affect the chosen method. Third, the condition of learning facilities such as buildings and classrooms that support during the learning process. This method is used because it is proven effective without making students feel overwhelmed 11 . Arabic language teaching might be ineffective if only one particular method is used. A method that is able to integrate several methods and techniques into language teaching is needed. Based on previous research, eclectic method is an effective method in teaching second languages. According to Najebullah (2018) 12 , eclectic method combines several methods in language teaching and produces flexible and enjoyable English language teaching. Chinta Praveen Kumar proved that the diversity of methods, frequent interactions with students, suitable learning activity in learners' daily life, and improved learning outcomes are considered as the advantages of eclectic method. 13 Eclectic approach is popular because of its effectiveness in producing good results without putting much pressure on the learners. Hence, the learners are given the objective of learning so that they are able to produce the best results as soon as possible.
The important features of this approach includes, multiple tasks, high interaction among teachers and students, lively learning. 14 Quisher and Ishtiaq cited the results of Siddiqui which compared direct methods, communicative methods ESL teaching and concluded that eclectic method is effective method based on condition of the students 15 .
Sagar and Afzal concluded that the use of eclectic methods can keep students away from boredom, the class becomes more attractive, increasing students' communication skills so that learning objectives can be achieved 16 . Some of the discussions above explained the benefits of eclectic methods and their application in English subjects.
Characteristics of Arabic learning in Madrasah (Islamic school) in 2019 emphasize that Arabic learning today is not only centered on conventional learning systems which only learn about its grammatical structures, but more focus on its function or applicative abilities. It is also mentioned that Arabic learning is oriented to improve  With an emphasis on teaching Arabic skills as a second language aims to: (1) practice the ability of students to understand Arabic while listening. (2) train students' ability so that they can pronounce Arabic correctly and can communicate well with native speaker. (3) train students' ability to read Arabic writing accompanied by clear understanding and be able to write carefully and correctly according to Arabic grammar.
All in One System approach is an approach which convinced that nature of language is a unity and not the separate elements 20 . So, All in One System approach is defined as an approach that views the teaching of the four language skills (listening skills, speaking skills, writing skills, reading skills) and language elements (language sounds, vocabulary and written conventions in an integrated manner. This approach is known in Arabic as Nazhariyyah al-Wihdah theory 21 . All elements and language skills in this approach are interrelated so that they are considered the closest to the nature of language. In the research of Abul Alim (1961), an approach that is integrative or not separate is more appropriate if used to be a method in language teaching for beginner and intermediate level students, because beginner and intermediate level students require all aspects of language skills to be taught simultaneously 22 . In addition, the use of the all in one system approach is also based on psychological and linguistic principles. Psychologically, diverse nuances and learning activities can arouse students' motivation to learn and prevent them from boredom.

Language Principles of Language Learning with All in One System Approach
To achieve learning objectives, teachers need to concern on the principles of learning for the achievement of objectives in learning 23 . All in One system is an alternative approach in teaching language which has the following principles:

Psychological Principles
The definition of All in One system approach is in accordance with the psychological principles of students. Students at beginner and intermediate levels need teaching methods that are not boring. In this approach there is a diversity of language skills so that students are not bored and enthusiastic in learning languages 24 . Certainly, it is different to teach foreign languages with mother tongue so that mastery of psychological principles by the teacher is able to create a more meaningful learning process. Thus, the teacher can know how they should teach language to students properly 25 .
Knowledge of these psychological principles will greatly help teachers to find effective teaching methods or technique in teaching four aspects of skills (reading, writing, speaking, listening) and language elements (pronunciation, vocabulary, rules).
In teaching with this approach, instructors are required to frequently repeat in exercises.
In one topic of teaching material, the subject must include integrated four language skills.
This repetition process makes the material more easily understood by students. If the teacher gives material, the principle must be integrated in the four Arabic language skills including istima ', qiraah, muhadatsah and kitabah 26 .

Linguistic Principles
William G Moulton explained that the need to teach language in accordance with the principles of language or linguistics. First, language is speaking activity, not writing.
So, teaching activity should start from listening and speaking, the next step is reading and writing. Second, language teaching activity is about how language can be implemented, Linguistic principles can be taught through various methods and approaches.
All in One System Principle is in line with the linguistic principle which holds that language learning activities start from listening, speaking, reading and then writing 28 .
This is in accordance with the principle of language, namely language is speech. The use of language in the classroom by the teacher in the classroom is also important because in the classroom the teacher is a role model for students. With the habit of speaking in that language, students' ability to communicate can be developed. However, there are still many Arabic language teachers who actually use their first language in the classroom.

Eclectic Method
The development of the eclectic method began in the early 1990s and became popular lately 29 . Sanjaya in his book on Learning Strategies conveyed his definition of methods. According to him, the method is an effort to implement a learning plan or strategy to maximize learning objectives used to carry out a job in order to achieve something desired 30 . Based on Indonesian dictionary, the Indonesian Language Editor's Team, method is a systematic way of working to facilitate the implementation of an activity in order to achieve the specified goals or an orderly method used to carry out a job in order to achieve something desired 31 .
Eclectic method existed because each method has its own advantage and the method that concerned on learning conditions had not been found yet. Brown (2002) argued that the dynamic classroom eclecticism might provide the solution, because this According to Ahmad Izzan, intiqaiyyah method is the use of various methods as a tool to achieve learning objectives. Hence, several methods are used at once in a topic or theme in language learning. 36

Basic Concepts of Eclectic Method
Eclectic method is an alternative method in language learning by taking advantage of various methods. This method also has a basic concept that is used as a reference. The basic concept: First, the basic assumption is that each method has different characteristics. The advantages of the method are then used by the instructor to teach appropriate language skills. Second, each method has a concept, characteristics and background. If these advantages are put together then collaboration will occur in achieving successful learning. Third, every teacher in teaching in the classroom is free to 32  determine the steps, techniques, and methods of teaching by looking at the needs of students 37 .
Because this eclectic approach is based on the perceptions of each teacher in accordance with the context of learning and teaching, it can be said that the eclectic approach is a subjective approach. This approach depends on the method chosen by the teacher based on factors influencing the class. The teacher is free to choose what method is appropriate for them and decides to integrate the method in learning 38 . Each teacher may have different perceptions related to the application of an eclectic method, but all of them still refer to the aims and basis of teaching with an eclectic method is that students can access learning without feeling difficult.

Advantages and Disadvantages from Eclectic Method
As a language learning method, the eclectic method has several advantages and disadvantages. The eclectic method adopts the advantages of other methods as well as the answer to the weaknesses of the previous methods. The advantages of the eclectic method are as follows: First, A subjective approach to teaching. In most cases the construction of the eclectic approach for a particular class or lesson is built by the teachers, according to their students need and abilities. A particular teacher decides the choice of methods or combination of different methods into their teaching 39 . Second, Situational or specific context. Hence, according to the context of teaching and learning, the understanding and the implementation of the approach should be contextualizes or in simple words, it should be localized. Kumaradivadelu stated that global principles (are) for general guidance, but their implications need to be worked out for local everyday practice 40 .
Third, eclectic method provides correction of the mistake at the end of every communicative activity. The teachers and the fellow students involve in correcting the mistake of the other students will help them to learn from mistakes 41 . Fourth, different methods are borrowed and adapted to suit the requirement of the learners at different conditions. Practicing an eclectic approach helps to overcome boring classroom activity. To make it effective, a teacher must have a good understanding of students' experiences, their goals and language style, etc. Teachers are also free to choose their own strategies according to student learning conditions. Fifth, every aspect of language skills is covered.
The eclectic approach is broad and may cover almost all types learning activities. It blends the practice of four macro-listening skills, speaking, reading, and writing. In fact, students have a need to learn a wide variety of skills, and a different approach is useful to teach various aspects of language skills. It is clear that anyone methods do not serve the true purpose of teaching all languages Skills. Therefore, teaching Arabic with a combination of various methods and approaches will help teachers to teach Arabic effectively. The eclectic method is in accordance with all in one system approach that concerns on psychological and linguistic aspects. Disadvantage of the eclectic method are described as follows: Not all teacher or instructor has the ability to flexibly use direct method and grammar-translation. There is an imbalance between the complex and extensive material with the time available. It might take adequate facilities and infrastructure to maximize teaching and learning process with an eclectic method with so many competencies to be mastered, opportunities for reading, speaking and composing practice. Mahmud Yunus said that according to this theory, there is an opportunity for practicing reading, speaking and writing, but at the end, all language lessons objective is that students can read, speak and write in Arabic 42 . At the application stage, the eclectic method must be applied by the professional instructor and have skills that every educational institution might not have 43 .
This method also requires a teacher to have good time management, so that the material can be understood completely.
The advantages and disadvantages of this method can be known after implementation of this method is done, because there is no measurement that this method has advantages and disadvantages. This method can be an ideal alternative method if the teacher uses this method well and can adapt to the needs of the program the teaching.

Approach
Various methods have been developed related to language learning and each method has different characteristics and also different class segments 44 , for example, Grammatical Translation Method which focuses on grammar skills but ignores students' communication skills. Meanwhile, communicative methods that focuses on the ability to speak ignores the students' grammar abilities 45 , for this reason, an approach that supports students to have receptive and productive abilities is needed in the sense that students are able to master four language skills as well.
Basically Arabic teaching in formal schools experiences differences due to several factors that influence. The distinguishing factors are the availability of media and infrastructure, the ability of teachers, the condition of students and also the learning objectives to be achieved 46 . The emergence of this method is caused by the various factors. Language instructors can use eclectic method to make language teaching effective in the classroom. The instructor also teaches four language skills to determine the variety of methods they use.
From the explanation above, to achieve the learning objective, which is four language skills mastery, the principle of All in One System approach is used which holds that the ability of students in reading, writing, listening and speaking Arabic is considered as a complementary whole without being separated. The importance of applying All in One System approach is to determine the appropriate method to support the approach. The approach is only a set of assumptions. These assumptions require a method for making systematic language teaching designs using All in One System approach 47 . Based on the assumptions in All in One System approach, eclectic method was used which is considered to be suitable for the approach.

Goals and Learning Process with the Eclectic Method
Wali in his research concluded that one of the goals of the eclectic method is for the teacher to focus on teaching and not focus on the learning method. Arabic Learning in non-Arabic countries requires a variety of creativity in teaching languages because Arabic is considered as high level language of its difficulty.
In one study, it was found that students in Cebuano were stressed and overwhelmed in Arabic classes. Hence, a solution is needed so that the teacher is able to handle it well 49 .
The use of eclectic method is expected to make students not feel bored in learning.
Teachers can combine the methods that are suitable with learning objectives such as Grammar-Translation method, Direct Method, and Audiolingual method 50 . Zarkani stated that this method is the ideal method because of its various advantages 51 . Mahmud Kamil Al-Naqoh described in his book that the purpose of learning Arabic for students with an eclectic method is to understand the spoken language, to practice speaking skills, to practice reading skills and to improve the ability to write 52 .
The first goal in this method is that students are able to understand language with listening skills. Teachers can use the Shamiyah Shawiyah method which supports the achievement of learning objectives. At this stage, the Arabic language material is taught by training students to function optimally in their sense of hearing. The second goal is to train students to be able to speak us. The steps of teaching and learning activities by using the eclectic method are as follows 53 : Introduction, by preparing students psychologically and physically. The teacher can also repeat the past material to test students' attention to the material. The teacher gives material in the form of short dialogues or new vocabulary delivered verbally. It can be done using gestures, pictures or visual and audiovisual media as well. So, the students are able to use the listening skill to identify or recognize foreign sentences. After knowing and listening to the vocabulary in dialogue, students are directed to repeat. It is expected that students will know the big theme of the text. Then, it is repeated together. Students are expected to be fluent in reading after repeating the dialogue with the direction of the teacher. If students have difficulty in understanding vocabulary, the teacher will give signals through body movements, pictures and other media prepared by the teacher. If students do not understand, it will be translated in the student's native language. The learning material is repeated in written form. The teacher provides understanding of writing correctly to students through the media available in class. Can use a projector or directly on the board. The teacher repeats the sentence verbally and gives a few questions which starts from the easiest. The purpose of this stage is to know the level of understanding of students in learning. If there is still time left, the teacher can provide some homework for students. 54 Learning materials that attract and motivate students are important in the application of eclectic methods. The urgency in choosing teaching materials is based on the needs and academic abilities of these students. Weidemann asserted that effective language teachers allocate a lot of time to gather interesting teaching and learning materials for the achievement of learning objectives. In teaching with an eclectic method teachers can use teaching materials such as textbooks, chats, magazines, newspapers, radio, films, music, maps, pictures and computers. The teacher can use visual or linguistic media 55 . Teachers who use eclectic methods must be creative and can use learning materials and media well in accordance with the learning theme.

Factors That Influence Learning Success with the Eclectic Method
First point is the creativity of the teacher in managing learning in the classroom.
Dornyei in her research said that the classroom situation was one of the main factors in increasing students' interest in learning in class. Teachers are required to be able to control the classroom situation. To make the learning experience interesting, instructors are asked to continually update their teaching methodology to accommodate the increased interest of students in language learning 56 . Second, the teacher has a growth mindset about pedagogy. A good teacher with a growth mindset does not only concern on the strategies and methods in learning, but also supports students' processes. The teacher also helps students to identify the difficulties and find a solution together. A good teacher has to know how to support the students and provide something they need 57 .
Third, the material or learning strategies are modified. In teaching language skills with eclectic method, teachers can also modify learning materials with teacher creativity so that students are more motivated to learn and develop their language competencies.
To increase learning interest and support understanding, teachers can teach something that still related to the student's environment (contextual learning) 58 . This is supported by Noza Afilisia which shows that Arabic teaching materials can be integrated with local wisdom. Through learning Arabic based on local wisdom, students are expected to not only be experts in Arabic but also be able to appreciate and preserve the natural culture around them 59 . Fourth, good relations between students and teachers are important in increasing students' interest and motivation as well as influencing their achievement. For example, when a teacher always praises students, it will encourage students to actively participate in learning. The active involvement of students implies the teacher has a positive relationship with students 60 .

Conclusion
Finally, the result of this research showed that implementation of eclectic method based on all in one system approach is effective for learning Arabic language because it is in accordance with linguistic principles and psychological principles. For this approach to be effective, a teacher must have a good understanding of students' experiences, their goals and language style. Teachers who use eclectic methods must be creative and can use learning materials and media in accordance with the learning theme. In the future, further studies are needed, such as Arabic learning handbook for eclectic methods, and a combination of Arabic teaching methods that are suitable with eclectic methods.