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All Journal Yaa Bunayya : Jurnal Pendidikan Anak Usia Dini At Turots: Jurnal Pendidikan Islam
Salsa Hauna Ajidin
Universitas Islam Negeri Sunan Kalijaga
Humanities Education Social Sciences Other

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PEMEROLEHAN BAHASA PERTAMA MENCAKUP SINTAKSIS PADA ANAK USIA 3 TAHUN 2 BULAN DI DESA OGOSIPAT Anni Mujahida; Salsa Hauna Ajidin; Muhammad Alief; Salsabila Firdaus
Yaa Bunayya : Jurnal Pendidikan Anak Usia Dini Vol. 10 No. 1 (2026): Yaa Bunayya : Jurnal Pendidikan Anak Usia Dini
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/yby.10.1.30-41

Abstract

Kajian ini didasarkan pada pengamatan terhadap perkembangan bahasa anak usia dini dalam interaksi sehari-hari dengan keluarganya. Melalui studi kasus terhadap Amalia Hayatun Najah (3 tahun 2 bulan) di Desa Ogosipat, penelitian ini mengkaji perkembangan sintaksis dalam pemerolehan bahasa pertama menggunakan pendekatan kualitatif dengan metode studi kasus. Data penelitian diperoleh melalui observasi partisipatif terbatas, wawancara semi-terstruktur dengan orang tua, serta dokumentasi tuturan anak. untuk menjamin keabsahan data, penelitian ini menerapkan triangulasi teknik dan triangulasi sumber melalui kombinasi observasi, wawancara, dan dokumentasi serta perbandingan data tuturan anak dalam interaksi dengan anggota keluarga. Hasil penelitian menunjukkan bahwa Amalia telah mampu membentuk berbagai jenis kalimat, meliputi kalimat sederhana, tanya, jawab, dan ajakan, dengan struktur sintaksis dasar yang relatif lengkap. Meskipun masih bercirikan bahasa tutur anak, ia dapat mengatur urutan waktu, mengenali objek tertentu, serta terlibat aktif dalam percakapan. Kegiatan bercerita yang dilakukan orang tua berkontribusi pada pengayaan kosakata dan penguatan struktur kalimat anak. Interaksi verbal dalam lingkungan keluarga, terutama penggunaan Bahasa Bugis sebagai bahasa ibu, berperan penting dalam mendukung perkembangan sintaksis. Temuan ini menegaskan pentingnya keterlibatan aktif orang tua dalam stimulasi bahasa sejak usia dini
Reconstructing Arabic Speaking Development: The Hidden Role of Communicative Pedagogy and Self-Efficacy in Undergraduate Learners Salsa Hauna Ajidin; Yanda Rismawati; Asep Ajidin; Arya Yudiawan; Muhammad Alief
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 1 Juni (2026): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v8i1.1485

Abstract

Arabic language learning in higher education is still largely dominated by structural approaches, which often limit students’ opportunities to develop speaking proficiency. This study aims to reconstruct the development of Arabic speaking skills (Mahārat al-Kalām) by examining the interaction between communicative pedagogy and learners’ self-efficacy in undergraduate contexts. Using an archival qualitative research design, the study analyzes lesson plans (RPS), assessment rubrics, classroom video recordings, and interaction transcripts from an al-Kalām course. Data were examined through Conversation Analysis, Thematic Analysis, and Communicative Approach Analysis to capture interactional patterns, psychological dimensions, and pedagogical alignment. The findings show that communicative activities such as intonation imitation, object description, thematic dialogue, project-based tasks, and interaction with native speakers stimulate spontaneous oral production and foster meaning negotiation. Students demonstrated increased initiative, self-repair, and sustained turn-taking, indicating the development of communicative competence. Thematic analysis further reveals that repeated communicative experiences strengthen students’ self-efficacy through mastery experiences, social support, and a supportive classroom environment. The study concludes that Arabic speaking development does not emerge spontaneously but is systematically constructed through the integration of communicative instructional design and learners’ psychological readiness. These findings highlight the importance of aligning pedagogical planning and affective support to enhance speaking proficiency in higher education
Co-Authors Anni Mujahida Arya Yudiawan Asep Ajidin Muhammad Alief Salsabila Firdaus Yanda Rismawati