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All Journal Adaara: Jurnal Manajemen Pendidikan Islam Journal of Arabic Language Learning and Teaching Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab
Nurul Azira
International Islamic University Malaysia
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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From Sentence Anxiety to Paragraph Confidence: A Pedagogical Study of Arabic Writing Development Menik Mahmudah; Afaf Fudhla; Nurul Azira; Juharoh; Mustahar Ali Wardana
Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab Vol. 2 No. 1 (2026): Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/almuhawaroh.v2i1.4151

Abstract

Writing anxiety remains a persistent challenge in Arabic language education, often hindering learners’ engagement and development in maharah kitābah. This study investigates the effectiveness of paragraph-based writing instruction in transforming learners’ writing experiences from sentence-level anxiety to paragraph-level confidence. Employing a qualitative pedagogical research design, the study was conducted with intermediate-level learners of Arabic and utilized classroom observations, learners’ written paragraphs, and semi-structured interviews as primary data sources. The findings indicate that paragraph-focused instruction reduces writing anxiety by lowering cognitive load and providing a psychologically safe space for meaning construction. Learners reported increased confidence, greater willingness to write, and higher engagement during writing activities. Rather than emphasizing immediate grammatical accuracy, paragraph-based tasks encouraged sustained participation, revision, and linguistic experimentation. The study concludes that paragraph-by-paragraph instruction serves as an effective pedagogical strategy for addressing affective barriers in Arabic writing development. By integrating cognitive and emotional considerations into instructional design, this research contributes to the advancement of learner-centered Arabic writing pedagogy.
Implementation of Quality Management Based on the POAC Approach in Improving Teacher Quality Badrus Shalih; Muhamad Rifan Dainuri; Azis Nurul Iman; Nurul Azira
ADARA Vol 16 No 1 (2026): Vol. 16 No. 1 (2026): Islamic Education Management
Publisher : Program Studi Manajemen Pendidikan Islam IAIN Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ajmpi.v16i1.11532

Abstract

Improving the quality of teachers is a key factor in realizing the quality of sustainable madrasah education, but there are still many madrasas facing limited resources and have not implemented quality management systematically. This study aims to analyze the implementation of quality management based on the POAC (Planning, Organizing, Actuating, and Controlling) approach in improving the quality of teachers at MI Miftahul Ulum Panyiuran and examine its integration with the values of Islamic education management. The research uses a qualitative approach with a case study design. Data were collected through in-depth interviews, participatory observations, and documentation studies, then analyzed using Miles and Huberman's interactive model. The results of the study showed that planning was carried out in a participatory manner through RKM and RPT, competency-based organization and deliberation, implementation through continuous training and comparative studies, and evaluation through supervision and program evaluation. The implementation of POAC has an impact on improving teacher professionalism, a culture of cooperation, a conducive learning climate, and a quality culture. The integration of the values of tadbir, syūrā, tarbiyah, and muḥāsabah strengthens the moral-spiritual dimension, although there is still a need for more measurable quality indicators.
Repeat After Me: Affective Scaffolding for Arabic Speaking Fluency Segaf Baharun; Moh. Tohiri Habib; Nurul Azira; Adham Hasif
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 1 (2026): Journal of Arabic Language Learning and Teaching (JALLT)
Publisher : Universitas Islam Negeri Palangka Raya Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jallt.v4i1.413

Abstract

Despite the widespread use of repetition in Arabic speaking instruction, empirical research examining its affective scaffolding dimension particularly teacher vocal modulation as an emotional and psychomotor support remains limited.This study investigates the role of affective scaffolding in enhancing Arabic speaking fluency through the “Repeat After Me” technique in a pesantren-based classroom. Using a quasi-experimental mixed-method design, sixty male students were divided into experimental and control groups over eight weeks of instruction. The experimental group received teacher-guided vocal scaffolding involving tone modulation, rhythmic pacing, and empathetic feedback, while the control group practiced standard repetition. Quantitative results revealed significant improvements in fluency (Cohen’s d = 0.89) and a notable reduction in language anxiety among the experimental group. Qualitative findings from interviews indicated that collective repetition fostered emotional safety, enjoyment, and imitation of native-like pronunciation, despite physical fatigue. The integration of affective and psychomotor elements transformed repetition into an engaging, embodied learning process that strengthened confidence and rhythmical accuracy. This study concludes that teacher vocal modulation functions as both an emotional regulator and a psychomotor model, offering a holistic framework for Arabic language pedagogy that unites sound, emotion, and bodily expression.
Co-Authors Adham Hasif Afaf Fudhla Azis Nurul Iman Badrus Shalih Baharun, Segaf Juharoh Menik Mahmudah Moh. Tohiri Habib Muhamad Rifan Dainuri Mustahar Ali Wardana