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All Journal ARKHAS: Journal of Arabic Language Teaching Critical Review of English-Arabic World Journal
Muhammad Nidom Hamami Abicandra
Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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استخدام لعبة "الحية والسلم" في تعليم التصريف الاصطلاحي: حيا نلعب فنحفظ ثم نتعود: The Use of the Snake and Ladder Game as a Medium in Tashrif Ishtilahi Learning Activities Ladders: Let’s Play and Memorize Faris Maturedy; Muhammad Nidom Hamami Abicandra; Segaf Baharun; Wildana Wargadinata
Journal of Arabic Language Teaching Vol. 5 No. 1 (2025): ARKHAS ~ Journal of Arabic Language Teaching
Publisher : Postgraduate Study Programme of Universitas Islam Negeri KH. Achmad Siddiq Jember, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/arkhas.v5i1.2252

Abstract

Tashrif Ishtilahi learning at Muhammadiyah Senior High School has become monotonous for students. The teacher implemented a "fun learning" strategy supported by a snakes and ladders game as instructional media to address this issue. This study aims to: describe the use of the snakes and ladders media in Tashrif Ishtilahi instruction, and examine classroom learning activities involving this media. This research adopts a qualitative approach. Data were collected through observation, interviews, and documentation. Observations and interviews were conducted to explore the classroom activities utilizing the Snakes and Ladders media, while interviews specifically captured teachers' responses to these learning activities. Documentation was used to gather visual data during the implementation process. Data were analyzed using Miles and Huberman's model, which involves three stages: data condensation, data display, and conclusion drawing. To ensure data validity, source triangulation was applied. The study yielded two main findings: the snakes and ladders media was designed using Canva, printed on A3 paper, and equipped with four tokens and one die to accommodate group play; and the gameplay resembled that of a conventional snakes and ladders game, with students required to correctly pronounce Tashrif Ishtilahi forms before moving to the next square.
Istirātījiyyat Taqdīm al-Ārā’ fī Ta‘līm Mahārat al-Kalām: Dirāsat Ḥālah fī Jam‘iyyat al-Tsaqāfah wa al-Dirāsah al-Islāmiyyah (ICIS) bi-Jāmi‘at Kiyāhī al-Ḥājj Aḥmad Ṣiddīq al-Islāmiyyah al-Ḥukūmiyyah Jember: Opinion Presentation Strategies in Teaching Speaking Skills: A Case Study at the Institute of Culture and Islamic Studies Community (ICIS), Kiai Haji Achmad Siddiq State Islamic University Jember Washilatul Bariroh; Muhammad Nidom Hamami Abicandra
CREW Journal Vol. 5 No. 1 (2026): Critical Review of English-Arabic World Journal
Publisher : Critical Review of English-Arabic World Journal is an open-access journal published by the Language Development Unit, State Islamic University of Kiai Haji Achmad Siddiq, Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/crewjournal.v5i1.2703

Abstract

This study examines the implementation of the giving-opinion strategy in teaching Arabic speaking skills to members of the Arabic Language Division of the Institute of Culture and Islamic Studies (ICIS) at Kiai Haji Achmad Siddiq State Islamic University of Jember. It aims to describe the stages of its implementation and identify the supporting and inhibiting factors affecting the process. The study employed a descriptive qualitative approach with a case-study design. Data were collected from the head of the institute, the head of the Arabic Language Division, the advanced-class instructor, and five advanced-class members through non-participant observation, semi-structured interviews, and document analysis. The data were analyzed through data condensation, data display, and conclusion drawing. Their credibility was established through source and technique triangulation and member checking. The findings indicate that the strategy was implemented through several interrelated stages: determining topics and learning objectives, introducing relevant vocabulary and expressions, providing linguistic models, preparing opinions in written form, presenting them orally through discussions, speeches, and academic debates, and conducting correction and evaluation. The main supporting factors included the instructor’s guidance, varied speaking activities, a supportive language environment, and peer support. The inhibiting factors consisted of limited vocabulary, low self-confidence, fear of making mistakes, insufficient speaking practice, differences in learners’ abilities, and limited instructional time. The study concludes that the giving-opinion strategy provides a gradual communicative framework for speaking practice; however, its successful implementation requires adequate linguistic preparation, equitable participation, and continuous practice both inside and outside formal learning sessions.
Co-Authors Baharun, Segaf Faris Maturedy Washilatul Bariroh Wildana Wargadinata