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All Journal Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab UIN Palangka Raya El-Jaudah : Jurnal Pendidikan Bahasa dan Sastra Arab International Journal of Educational Narratives
Iqmal Wahyudi
Yarmouk University
Religion Education Languange, Linguistic, Communication & Media

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The Role of Sentence Word Order in Developing Arabic Composition Skills: a Pedagogical Perspective Sahri Sahri; Mohammad Ridwan An Najib; Muhammad Faikhel Abdurrahman; Iqmal Wahyudi
El-Jaudah : Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 7 No. 1 (2026): El-Jaudah: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Department of Arabic Education of State Collage for Islamic Studies of Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/ej.v7i1.2243

Abstract

Mastering sentence word order is a fundamental aspect of developing Arabic composition skills, particularly for beginner-level learners. However, many Arabic writing instructors focus heavily on essay-based Insya’ exercises without first ensuring students’ proficiency in constructing grammatically sound sentences. This study examines the effectiveness of Sentence Word Order Manipulation as a pedagogical approach to improving students' coherence, fluency, and syntactic accuracy in Arabic writing. Conducted at Pondok Pesantren Darullughah Wadda’wah, this qualitative study involved 30 second-year Ibtida’iyyah (2 Ibt) students with limited prior knowledge of structured Arabic composition. The research employed a classroom-based intervention, incorporating pre-test and post-test assessments, sentence arrangement exercises, classroom observations, and interviews with teachers and students. The findings indicate that structured sentence-building exercises significantly enhance students’ writing fluency, with post-test results showing an 80% improvement in sentence accuracy compared to the pre-test. Additionally, students reported increased confidence in writing, as the approach helped them internalize syntactic rules in a more practical and engaging manner. The study concludes that scaffolded learning models, particularly sentence order exercises, should be integrated into Maharah Kitabah instruction to strengthen students’ foundational composition skills before transitioning to paragraph and essay writing. Future research should explore the long-term impact of this approach on free composition skills and the potential use of technology-enhanced learning tools in Arabic writing instruction.  
Phonological and Grammatical Errors in Arabic Speaking Skills: Insights from Female Banjar Learners of Islamic Boarding School Moh. Tohiri Habib; Alvia Putri Prima Sari; Nurul Amini; Iqmal Wahyudi
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 13 No 1 (2025)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v13i1.9844

Abstract

Mastering a foreign language requires not only memorization but also overcoming deeply ingrained linguistic habits. For Banjar learners studying Arabic, phonological and grammatical challenges pose significant barriers to fluency. This study explores the phonological and grammatical errors encountered by Banjar learners in Arabic speaking skills at Pesantren Darullughah Wadda'wah Putri. Through a qualitative descriptive approach, it identifies the prevalent types of errors, their underlying causes, and potential pedagogical strategies for improvement. The findings reveal significant phonological issues, including substitutions of Arabic phonemes influenced by the Banjar dialect, as well as grammatical inconsistencies due to overgeneralization and limited exposure to authentic Arabic structures. The study highlights native language interference, lack of phonetic training, and psychological barriers, such as fear of criticism, as primary causes of these challenges. Proposed solutions include intensive phonetic drills, immersive language environments, context-based grammar instruction, and the integration of cultural and technological resources. This research contributes to Arabic language pedagogy by providing targeted strategies to enhance the proficiency of Banjar learners, bridging linguistic gaps while respecting their cultural identity.
Project-Based Learning Using Animation Media to Enhance Arabic Speaking Skills in Pre-Service Teachers Dian Ekawati; Ahmad Arifin; Iqmal Wahyudi
International Journal of Educational Narratives Vol. 4 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i4.3666

Abstract

Background: Arabic language learning at the university level frequently encounters persistent challenges in cultivating authentic communicative competence due to the sustained reliance on monotonous instructional methods. Although the integration of audio-visual media has been extensively researched within applied linguistics, empirical studies exploring the independent production of animated videos by university students as a mechanism for cognitive stimulation regarding creativity and speaking proficiency remain critically limited. Purpose: This research aims to investigate the specific empirical effects of a Project-Based Learning (PjBL) strategy, directly integrated with animated digital video production, on the concurrent development of students' creativity and their Arabic speaking skills (maharah al-kalam). Methods: Employing a robust quasi-experimental research design, this study engaged a population of 127 university students enrolled in the Islamic Primary Education Teacher (PGMI) program. The participants were divided into an experimental cohort (n=58) subjected to the PjBL animated video intervention, and a control cohort (n=69) receiving traditional instruction. Data were rigorously collected utilizing a validated creativity assessment rubric alongside a structured speaking performance test. Results: Independent samples t-test statistical analyses revealed that the PjBL strategy coupled with animated video production significantly enhanced student creativity, t(58)=3.42, p<0.01, d=0.88, as well as their Arabic speaking competence, t(58)=2.95, p<0.01, d=0.76. The reported Cohen’s d effect size values demonstrate that the intervention possessed a large, highly substantial, and practically significant impact on accelerating both measured dependent variables. Conclusions: The findings provide definitive empirical evidence that actively transforming students from media consumers into independent producers of digital content is an exceptionally effective instructional strategy. This multimedia-driven PjBL approach proves to be a powerful catalyst for accelerating foreign language communicative competencies and fostering creative faculties essential in the modern digital educational era.
Co-Authors Ahmad Arifin Alvia Putri Prima Sari Dian Ekawati Moh. Tohiri Habib Mohammad Ridwan An Najib Muhammad Faikhel Abdurrahman Nurul Amini Sahri Sahri