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All Journal Cordova Jurnal Al-Lahjah : Jurnal Pendidikan, Bahasa Arab dan Kajian Linguistik Arab
M. Abdul Hamid
UIN Maulana Malik Ibrahim
Education Languange, Linguistic, Communication & Media Other

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Pedagogical Patterns of Grammatical Examples in Alfiyah Notebooks at an Indonesian Pesantren Siti Sulaikho; M. Abdul Hamid; Umi Machmudah
Al-Lahjah : Jurnal Pendidikan, Bahasa Arab, dan Kajian Linguistik Arab Vol. 9 No. 1 (2026): Januari
Publisher : LPPM Universitas KH.A. Wahab Hasbullah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/tf1g3k11

Abstract

This study analyzes the pedagogical patterns of grammatical examples recorded in students’ Alfiyah notebooks at an Indonesian pesantren. It responds to a gap between studies that discuss Arabic grammar teaching in general and the limited attention given to teacher-provided examples as micro-pedagogical input. This research employed a qualitative case study design with document analysis. The case was Special Female Class 3A at Madrasah Muallimin Muallimat, Bahrul Ulum Pesantren, Tambakberas, Jombang, involving 46 students from Classes 3-A1 and 3-A2 aged 16 to 17 years. The primary data consisted of students’ Arabic grammar notebooks containing examples presented by the teacher during Alfiyah instruction. Data were collected through documentation, repeated reading, unitization of examples, and classification based on lexical choice, lexico-grammatical arrangement, and Qur’anic verse use. The data were analyzed through qualitative content analysis, including coding, categorization, comparison across notebooks, and theoretical interpretation. The findings reveal three patterns: lexical repetition across different nahwu chapters, stable and simple lexico-grammatical arrangements in teacher-produced examples, and Qur’anic verses that were unfamiliar to students because they did not appear in the fiqh and hadith books studied during the same period. These patterns show that Alfiyah examples function as controlled pedagogical input that guides grammatical attention, reduces cognitive load, and connects grammar with authoritative texts. The study suggests that Alfiyah instruction requires staged examples that combine stability, lexical variation, structural expansion, and intertextual explanation
GRAMMATICAL EXAMPLES AND INTRINSIC MOTIVATION IN ALFIYAH LEARNING AT AN INDONESIAN PESANTREN Siti Sulaikho -; M. Abdul Hamid; Abdul Wahab Rosyidi
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.v16i1.14886

Abstract

This study examines how three patterns of grammatical examples in Alfiyah instruction affect the intrinsic motivation of 46 female students in the special 3A class at Madrasah Muallimin Muallimat, Pesantren Bahrul Ulum, Tambakberas, Jombang. The three patterns include repeated vocabulary across nahwu chapters, stable simple lexico-grammatical arrangements, and unfamiliar Qur’anic verses that did not appear in the fiqh and hadith books studied by the students at the same time. This study used a quantitative one-group pretest-posttest design. Data were collected through an adapted 30-item Intrinsic Motivation Inventory after validity and reliability testing. The data were analyzed descriptively and inferentially, then interpreted through Self-Determination Theory, formal operational stage, and metalinguistic awareness. The findings show that students’ intrinsic motivation decreased from a pretest mean of 3.87 (SD = 0.42) to a posttest mean of 3.31 (SD = 0.28). The smaller posttest SD indicates that students’ responses became more homogeneous around a lower motivation level, while the difference-score SD (0.32) shows that the magnitude of decline still varied across students. A paired sample t-test confirmed a significant decline, t(45) = -11.84, p < .001, with a large effect size, dz = -1.75. The findings indicate that overly repetitive, overly simple, and weakly contextualized examples may reduce interest, cognitive challenge, and learning relatedness in Alfiyah instruction
Co-Authors Abdul Wahab Rosyidi Siti Sulaikho Umi Machmudah