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نموذج تعلم الخط في نهضة الخطاطين معهد دار القرآن والحديث المجيدية الشافعية نهضة الوطن الدنية الإسلامية فنشور Moh Riadhi; Muhammad Ul Azim; Ruwaida; Moh Nasikin; Lalu Ahmad Busyairi; Erma Suriani
El-Tsaqafah : Jurnal Jurusan PBA Vol. 25 No. 1 (2026): April 2026
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/tsaqafah.v25i1.14796

This study aims to determine the "Calligraphy Learning Model at Nahdlatul Khattatin MDQH NWDI Pancor." The research objectives are to determine the learning model used in teaching calligraphy at Nahdlatul Khattatin and to identify the supporting and inhibiting factors in implementing the learning model at Nahdlatul Khattatin MDQH NWDI Pancor. The research methodology used in this study includes: 1) The type of research is qualitative; 2) The subjects of this study are calligraphy teachers and students at Nahdlatul Khattatin MDQH NWDI Pancor; 3) Data collection uses observation, interviews, and documentation techniques. 4) Analysis uses qualitative descriptive analysis techniques. The results of this study indicate that using an appropriate calligraphy learning model can make learning Quranic calligraphy effective and efficient, enabling students to easily understand and comprehend how to write calligraphy, as taught in class using the learning models used at Nahdlatul Khattatin MDQH NWDI Pancor

نموذج تعلم الخط في نهضة الخطاطين معهد دار القرآن والحديث المجيدية الشافعية نهضة الوطن الدنية الإسلامية فنشور Moh Riadhi; Muhammad Ul Azim; Ruwaida; Moh Nasikin; Lalu Ahmad Busyairi; Erma Suriani
El-Tsaqafah : Jurnal Jurusan PBA Vol. 25 No. 1 (2026): April 2026
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/tsaqafah.v25i1.14796

This study aims to determine the "Calligraphy Learning Model at Nahdlatul Khattatin MDQH NWDI Pancor." The research objectives are to determine the learning model used in teaching calligraphy at Nahdlatul Khattatin and to identify the supporting and inhibiting factors in implementing the learning model at Nahdlatul Khattatin MDQH NWDI Pancor. The research methodology used in this study includes: 1) The type of research is qualitative; 2) The subjects of this study are calligraphy teachers and students at Nahdlatul Khattatin MDQH NWDI Pancor; 3) Data collection uses observation, interviews, and documentation techniques. 4) Analysis uses qualitative descriptive analysis techniques. The results of this study indicate that using an appropriate calligraphy learning model can make learning Quranic calligraphy effective and efficient, enabling students to easily understand and comprehend how to write calligraphy, as taught in class using the learning models used at Nahdlatul Khattatin MDQH NWDI Pancor

Analysis Of Students' Arabic Speech Rhythm In Mataram State Islamic University Abdul Azis Azis; Moh Nasikin
Cordova Journal Vol. 14 No. 2 (2024): Desember 2024
Publisher : The Center for Language Development, Mataram State Islamic University.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/cordova.v14i2.12040

This paper seeks to explain how students enrolled in the Arabic Language Study Programme at the State Islamic University of Mataram acquire Arabic speech rhythm. The research method utilised was a quantitative descriptive method termed as a survey study which covered 91 respondents comprising of 45% males and 55% females and consisting of the 2020 (40%), 2021 (35%) and 2022 (25%). The findings indicated that around 15% of the respondents are found to be very excellent in the mastery of Arabic rhythms, 40% moderate, 30% poor mastery while 15% did not master Arabic rhythms at all. Other than the place of residence, the factors that contribute to the mastery of speech rhythm are educational background, training frequency and exposure to Arabic-language media where the respondents cited all three as contributing factors totalling 100%, with how many percent each contributing further indicating language barriers such as 40%, 35%, and 25% respectively. Bilingualism is crucial for pronunciation; however, students pointed out their inability to acquire accurate bilingualism as one of the reasons for the students’ deficient Arabic pronunciation, which also involves difficulties in controlling the tempo of pronunciation (50%), the syllables during pronunciation (30%), and acquiring an Arabic vocabulary (20%). Students wish for special training (45%), using audio/video learning media (30%), and receiving individual supervision (25%) in order to better their control of the speech rhythm. The study states that even though a reasonable number of students have acquired sufficient control of rhythm, a great number still have problems with controlling the appropriate timing and pressure when speaking. This calls for more natural and rhythmic Arabic speaking through more practical exercises and accompanying media.

Taḥlīl akhṭā’ al-af‘āl al-kalāmiyyah bi markaz tarqiyah al-lughah al-ajnabiyyah ma‘had Dār al-Lughah wa al-Karāmah Kraksaan Probolinggo: تحليل أخطاء الأفعال الكلامية بمركز ترقية اللغة الأجنبية معهد دار اللغة و الكرامة كركسان بروبولمجو Sulton Firdaus; Bintang Ramadhan; Erma Suriani; Moh Nasikin
Cordova Journal Vol. 16 No. 1 (2026): Juni 2026
Publisher : The Center for Language Development, Mataram State Islamic University.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/cordova.v16i1.14240

This study aims to describe and analyze the types of errors in speech acts in the use of everyday Arabic at the Foreign Language Development Center of Dar al-Lughah wa al-Karamah Institute, Kraksaan, Probolinggo. The study focuses on pragmatic errors that emerge in students’ interactions outside the classroom, including directive speech acts (requests, commands), expressive acts (gratitude, apologies), commissive acts (promises), and representative acts (statements).The findings reveal four main patterns of errors: (1) the use of grammatically correct structures that are inappropriate for the social context (e.g., giving direct commands to seniors), (2) the use of overly direct speech acts perceived as impolite (e.g., using “a‘ṭinī” [give me] without a politeness marker), (3) errors in selecting culturally appropriate expressive forms (e.g., insincere or exaggerated expressions of thanks or apology), and (4) code-mixing with Indonesian or Javanese/Madurese, which disrupts the coherence of speech acts. The main contributing factors include pragmatic interference from the mother tongue, a lack of deep understanding of politeness norms in Arab culture, and limited exposure to authentic interactions with native speakers. This study recommends integrating explicit instruction on pragmatics and cross-cultural politeness into the curriculum of the Foreign Language Development Center, as well as increasing the use of simulations of real social contexts in learning.

STRATEGI PEMBELAJARAN BAHASA ARAB AL-ASHWAT DI DALAM MENINGKATKAN KETERAMPILAN MENYIMAK MAHASISWA JURUSAN PENDIDIKAN BAHASA ARAB UNIVERSITAS ISLAM NEGERI MATARAM IRZA HIDAYATULLOH; Suparmanto Suparmanto; Moh Nasikin
AL-MUARRIB: JOURNAL OF ARABIC EDUCATION Vol. 3 No. 1 (2023): Al-Muarrib: Journal of Arabic Education
Publisher : Institut Agama Islam Negeri Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/al-muarrib.v3i1.2919

Al-Ashwat (الأصوات) comes from arabic, which is the plural form of the word shaout (صوت) which means sound or sound. Al-Ashwat became a term for the study of Arabic language science, which is an Arabic discipline that recites sound or sound systems. This science examines the sounds and various sounds that are produced by human speech tools. In the teaching of al-ashwat there are at least two learning methods that pay attention to the teaching of language sounds the two methods are the Phonetic Method and the Mim-mem Method. The al-ashwat method that can improve listening skills (maharatul istima') is the Phonetic Method. The application of the al-ashwat method, namely the Phonetic Method, to learn listening skills (maharatul istima') Istima' 1 Course, Department of Arabic Language Education, Mataram State Islamic University. This research uses qualitative methods, data collection techniques using observation, interviews and documentation. The data analysis technique uses data reduction and data verification techniques. The results of this study provide information that istima'1 learning using the phonetic method in the Arabic Language Education Department of Mataram State Islamic University has been well arranged. However, in its application there are still obstacles, both internal and external constraints. The application of this method in order to obtain maximum results as expected, namely students are able to understand the sounds or sounds they hear, are able to recite what they hear, and can pour the results they hear into a piece of writing. So that this method is appropriate to be used in learning Istima' Skills in the Department of Arabic Language Education, Mataram State Islamic University.

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