Article Per Year (5 Year)
p-Index From 2021 - 2026
0.702
P-Index
This Author published in this journals
All Journal JPLED
Lili Musyafa’ah
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Analysis of Difficulties and Motivation in Learning Arabic from a Psycholinguistic Perspective Kaila Innes Ayu Pradita; Lili Musyafa’ah
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i3.1565

Abstract

This research discusses the difficulties and motivations of learning Arabic from a psycholinguistic perspective at Rumah Belajar Thaybah Surabaya. The main issue lies in the linguistic and psychological difficulties students face in listening, understanding, and comprehending the Arabic language. This research aims to find solutions to these obstacles and identify internal and external motivational factors. The method used is qualitative case study with data collection techniques thru interviews, observations, and documentation of ten female students. Data analysis was conducted using the Miles and Huberman model with triangulation validity testing. The research results show that psychological factors such as anxiety and low self-confidence have a significant impact on linguistic difficulties, while internal motivation and interactive learning methods play an important role in enhancing learning effectiveness.
Analysis of Factors Hindering Arabic Language Teaching Akhmad Zainudin; Lili Musyafa’ah
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i3.1567

Abstract

This study aims to analyze the factors inhibiting Arabic language teaching at SMP IT An-Najiyah. The main issues identified include students limited communicative competence, linguistic difficulties, and the lack of Arabic language habituation outside the classroom. This research employs a qualitative case study approach through interviews, observations, and documentation involving teachers, students, and curriculum staff. Data were analyzed using the Miles and Huberman model with validity ensured through credibility, transferability, dependability, and confirmability. The findings indicate that the barriers to Arabic learning are multidimensional, encompassing linguistic, psychological, pedagogical, and managerial aspects. In conclusion, the effectiveness of Arabic language teaching requires a holistic approach that emphasizes linguistic habituation, institutional support, and pedagogical innovation to optimize students’ communicative abilities.
Implementation of the Mim-Mem Method (Mimicry Memorization Method) in Efforts to Strengthen Arabic Speaking Skills Iva Setywati; Lili Musyafa’ah
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i3.1568

Abstract

This study was motivated by the limited Arabic speaking proficiency of female students at the Al-Iman Situbondo *Madrasah Diniyah* (Islamic religious school), a result of monotonous teaching methods and difficulties with vocabulary memorization. The research aimed to identify obstacles and analyze the impact of implementing the Mimicry-Memorization (Mim-Mem) method on strengthening *Maharah al-Kalam* (speaking skills). Employing a qualitative case study approach, data were gathered through in-depth interviews, participant observation, and documentation involving seven students. The results indicate that systematic drill techniques effectively mitigated the interference of local dialects and significantly boosted the students' self-confidence. A key finding reveals that intensive imitation and repetition successfully transformed passive behavior into active, communicative engagement. In conclusion, the Mim-Mem method proved to be a tactical solution for accelerating vocabulary retention and articulation fluency, thereby offering a practical contribution to the development of Arabic language teaching methodologies within traditional educational institutions.
Students' Learning Experience with Kahoot in Arabic Language Instruction Ervan Shodiq; Lili Musyafa’ah
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i3.1569

Abstract

Arabic language instruction at the Al-Iman Situbondo *Madrasah Diniyah Putra* (Islamic boarding school for boys) faces challenges stemming from low student interest and the perception that the subject matter is extremely difficult. This study aims to describe the role of Kahoot in transforming the students' learning experience. Employing a qualitative case study method, data were gathered through interviews, observations, and documentation involving six beginning-level students. The results indicate that integrating Kahoot successfully transformed the classroom atmosphere from monotonous to interactive and competitive, significantly boosting student motivation and focus. Despite obstacles related to digital literacy and device limitations, the gamification elements proved effective in mitigating instructional fatigue. In conclusion, the use of digital media can overcome students' cognitive resistance toward the Arabic language by fostering an enjoyable learning experience. These findings recommend the gradual digitalization of *pesantren* (Islamic boarding schools) to enhance the quality of language education.
Co-Authors Akhmad Zainudin Ervan Shodiq Iva Setywati Kaila Innes Ayu Pradita