Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Abjadia, International Journal of Education Kitaba : Journal of Interdisciplinary Arabic Learning
Muhammad An Naufar Prastyo
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Education Languange, Linguistic, Communication & Media Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Exploring Affective Experiences of Lower-Secondary Students in Arabic Writing (Kitabah): A Case Study at SMP Muhammadiyah 5 Ngawi Muhammad An Naufar Prastyo; Yeni Maratus Solekah
Kitaba Vol 3, No 3 (2025): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v3i3.37011

Abstract

This qualitative phenomenological study explores affective experiences of lower-secondary students during Arabic writing (kitabah) learning, identifying triggers of positive and negative emotions and mapping how emotional dynamics shape motivation and learning outcomes. Data collection techniques proposed for field implementation include in-depth interviews with students, analysis of post-lesson reflection journals, and non-participant classroom observations. Synthesis across Arabic education studies highlights that enjoyment, pride, and confidence emerge when tasks are scaffolded, feedback is supportive, and peer collaboration is active, whereas anxiety, frustration, and shame arise from grammatical load, unfamiliar script conventions, monotonous teaching, and low self-efficacy. Emotional states modulate effort, persistence, and performance: reduced anxiety and enhanced self-efficacy correlate with higher engagement and better writing quality, while persistent anxiety depresses attention and recall, undermining outcomes. The study formulates a practical framework integrating supportive climate, iterative practice, multimodal media, and reflective routines to regulate emotion, sustain motivation, and improve kitabah performance. Implications inform teachers, curriculum designers, and school leaders seeking evidence-based, emotionally attuned Arabic writing pedagogy at the junior secondary level.
Implementation of Total Physical Response (TPR) Method to Improve Arabic Speaking Skill of Students SMP Muhammadiyah 6 Pakah, Ngawi Muhammad An Naufar Prastyo; Bisri Mustofa; Abdul Muntaqim Al Anshory
Abjadia : International Journal of Education Vol 11, No 3 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i3.37507

Abstract

Arabic speaking proficiency (maharah al-kalam) is a crucial competency that remains difficult for Indonesian students to master, primarily due to high levels of language anxiety and a lack of active speaking practice. This study investigates the effectiveness of the Total Physical Response (TPR) method in improving the speaking skills of seventh-grade students at Madrasah Muhammadiyah 6 Ulil Albab Pakah, Ngawi (an Islamic junior high school in Indonesia). The research employed a quasi-experimental design with a non-equivalent pre-test-post-test control group, involving 31 students (17 in the experimental group and 14 in the control group) over eight weeks. Quantitative data were collected through oral speaking tests and Likert-scale questionnaires to measure vocabulary mastery, learning motivation, and speaking anxiety levels. Qualitative data were obtained from field observations and semi-structured interviews. The results showed that the experimental group experienced a significant improvement in vocabulary mastery by 24.24 points (t(16) = 6.234, p < 0.001), learning motivation by 27.65 points (t(16) = 7.458, p < 0.001), and a reduction in speaking anxiety by 26.24 points (t(16) = -7.124, p < 0.001). The normalized gain (N-gain) indicated that TPR achieved an effectiveness of 57.28% for vocabulary mastery, categorized as "Moderately Effective," far surpassing the control group's gain of only 23.52%. Qualitative data revealed positive behavioral changes in students, including increased self-confidence, reduced fear, and higher intrinsic motivation. These findings prove that the TPR method is significantly more effective in developing Arabic speaking skills compared to traditional teaching methods, with a measurable impact on the cognitive, affective, and psychomotor aspects of student learning.
Co-Authors Abdul Muntaqim Al Anshory Bisri Mustofa Yeni Maratus Solekah