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All Journal Cordova Jurnal El-Tsaqafah: Jurnal Jurusan PBA EL TSAQAFAH
Moh Nasikin
Universitas Islam Negeri Mataram
Education Languange, Linguistic, Communication & Media Other

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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

Abstract

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

Abstract

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

Abstract

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.
تحليل أخطاء الأفعال الكلامية بمركز ترقية اللغة الأجنبية معهد دار اللغة و الكرامة كركسان بروبولمجو: ANALYSIS OF ERRORS IN EVERYDAY ARABIC SPEECH AT THE FOREIGN LANGUAGE DEVELOPMENT INSTITUTE PP. DARUULUGHAH WAL KAROMAH KRAKSAAN PROBOLINGGO 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

Abstract

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.
Co-Authors Abdul Azis Azis Bintang Ramadhan Erma Suriani Lalu Ahmad Busyairi Muhammad Ul Azim Riadhi, Moh Ruwaida