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All Journal Al-Lisan Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Al-Lisan: Jurnal Bahasa
Muhammad Syihabul Ihsan Al Haqiqy
Sunan Gresik University Indonesia
Education Languange, Linguistic, Communication & Media

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Implementation of the Focus Group Discussion (FGD) Method to Understand the Book Dalīl ʿAmal fī iʿdād al-Mawādd by Rusdy Ahmad Thu'aimah Muhammad Syihabul Ihsan Al Haqiqy; Rahmah Fadhilah Agustina; Rabiatul Hadawiyah
Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Vol 8 No 2 Oktober 2025
Publisher : STIQ Amuntai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v8i2.5486

Abstract

Understanding Arabic academic texts often poses a challenge for students, particularly when the material contains complex structures. This study contributes novelty by applying the Focus Group Discussion method in teaching maharah qirāʾah through the study of Dalīl ʿAmal fī Iʿdād al-Mawādd by Rusdy Ahmad Thuʾaimah in an Islamic higher education context. The research aims to describe the implementation of FGD in understanding the book Dalīl ʿAmal fī Iʿdād al-Mawādd by Rusdy Ahmad Thuʾaimah. The subjects of this study were lecturers and postgraduate students of Arabic Language Education at UIN Maulana Malik Ibrahim Malang during the 2023/2024 academic year. Data were collected through participatory observation over one semester, interviews with ten students, and documentation related to the textbook and instructional design. Data analysis employed the Miles, Huberman, and Saldana model. The results of this study reveal that the implementation of FGD in understanding Dalīl ʿAmal fī Iʿdād al-Mawādd was carried out in three stages: first, preparation, including group division and role assignment; second, implementation, consisting of presentations, discussions, question and answer; and third, conclusion, involving a summary of results and lecturer feedback. This process encouraged students not only to engage in individual reading but also to exchange understandings and construct meaning collectively. Supporting factors included the relevance of participants’ backgrounds, the systematic structure of the book, and the role of the facilitator, while inhibiting factors comprised differences in Arabic proficiency levels, time constraints, and limited participant preparation.
Exploring the application of Robert Slavin’s QAIT model in the teaching of Arabic reading skills at language course institution Muhammad Syihabul Ihsan Al Haqiqy; Rahmah Fadhilah Agustina
Al-Lisan: Jurnal Bahasa Vol 11 No 2 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i2.7044

Abstract

Background: The success of reading skill learning greatly depends on the effectiveness of the teaching and learning process, which involves quality, accuracy, motivation, and time management. Aims: This research aims to analyze the teaching of reading skills from the perspective of effective learning using the QAIT model, which includes quality, appropriateness, incentive, and time. Methods: This study employed a descriptive qualitative case study analyzed through Slavin’s perspective. The subjects consist of a teacher and eight placement-based beginner students at Madrasatul Alsun Sidoarjo, Indonesia. Data were collected through observation, interviews, and documentation. The data were analyzed using the Miles and Huberman model, including data condensation, data presentation, and data verification. Results: The quality of reading skills instruction is characterized by structured and sequential teaching materials, which are further reinforced through question-answer exchanges, direct instruction methods, and the strategic use of concrete objects and visual media. This instructional design is appropriately tailored to learners' diverse needs, as texts are developed gradually in accordance with the input hypothesis (i+1), while differentiated instruction allows high-ability students to engage with entire texts and lower-ability peers to read at their respective proficiency levels. Furthermore, learning motivation is actively cultivated through the teacher's deliberate efforts to build students' readiness, introduce key vocabulary at the outset of each lesson, and deliver positive feedback as a form of reinforcement. Complementing these pedagogical strategies, time is managed effectively through a consistent 90-minute allocation per session, which is further supported by the provision of a substitute teacher to guarantee uninterrupted instructional continuity. Implications: The findings of this study indicate that the integration of material quality, strategy accuracy, learner motivation, and time management serves as an essential foundation for Arabic language learning that is more adaptive, contextual, and oriented toward students’ competency achievement.
Exploring the application of Robert Slavin’s QAIT model in the teaching of Arabic reading skills at language course institution Muhammad Syihabul Ihsan Al Haqiqy; Rahmah Fadhilah Agustina
Al-Lisan: Jurnal Bahasa Vol 11 No 2 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i2.7044

Abstract

Background: The success of reading skill learning greatly depends on the effectiveness of the teaching and learning process, which involves quality, accuracy, motivation, and time management. Aims: This research aims to analyze the teaching of reading skills from the perspective of effective learning using the QAIT model, which includes quality, appropriateness, incentive, and time. Methods: This study employed a descriptive qualitative case study analyzed through Slavin’s perspective. The subjects consist of a teacher and eight placement-based beginner students at Madrasatul Alsun Sidoarjo, Indonesia. Data were collected through observation, interviews, and documentation. The data were analyzed using the Miles and Huberman model, including data condensation, data presentation, and data verification. Results: The quality of reading skills instruction is characterized by structured and sequential teaching materials, which are further reinforced through question-answer exchanges, direct instruction methods, and the strategic use of concrete objects and visual media. This instructional design is appropriately tailored to learners' diverse needs, as texts are developed gradually in accordance with the input hypothesis (i+1), while differentiated instruction allows high-ability students to engage with entire texts and lower-ability peers to read at their respective proficiency levels. Furthermore, learning motivation is actively cultivated through the teacher's deliberate efforts to build students' readiness, introduce key vocabulary at the outset of each lesson, and deliver positive feedback as a form of reinforcement. Complementing these pedagogical strategies, time is managed effectively through a consistent 90-minute allocation per session, which is further supported by the provision of a substitute teacher to guarantee uninterrupted instructional continuity. Implications: The findings of this study indicate that the integration of material quality, strategy accuracy, learner motivation, and time management serves as an essential foundation for Arabic language learning that is more adaptive, contextual, and oriented toward students’ competency achievement.
Co-Authors Rabiatul Hadawiyah Rahmah Fadhilah Agustina Rahmah Fadhilah Agustina