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All Journal Abjadia, International Journal of Education JUPE : Jurnal Pendidikan Mandala
Ainun Zariah
Universitas Islam Negeri Raden Mas Said Surakarta
Education Languange, Linguistic, Communication & Media Other

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Application Of The Peer Teaching Method In Learning Arabic Language Maharoh Kalam Ainun Zariah; Mohammad Abdul Kholiq Hasan
JUPE : Jurnal Pendidikan Mandala Vol 10 No 4 (2025): JUPE : Jurnal Pendidikan Mandala (Desember)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jupe.v10i4.9817

Abstract

This study aims to describe the implementation of the peer tutoring (peer teaching) method in learning Arabic, particularly in speaking skills (maharah kalam), among seventh-grade students at SMPI PK Muhammadiyah Delanggu. This research was motivated by students’ low speaking proficiency, differences in prior Arabic learning experiences, fear of making mistakes when speaking, and the lack of varied teaching methods that resulted in passive learning and low student confidence. The peer tutoring method was chosen because it allows students to learn through peers who have higher competency, thereby creating a learning atmosphere that is more familiar, communicative, and collaborative.This study employed a descriptive qualitative approach, using observation, interviews, and documentation as data collection techniques. The data were analyzed through the stages of data reduction, data display, and conclusion drawing, and validated using triangulation, audit trail, and member checking. The data sources consisted of the school principal, the Arabic language teacher, and seventh-grade students.The findings indicate that the implementation of peer tutoring helps students become more active, confident, and better able to understand Arabic learning materials. Peer tutoring proved to be effective because students feel more comfortable asking questions and discussing with their peers. This method also reduces teacher dominance, enhances two-way interaction, and helps bridge the gap between students who have and have not previously studied Arabic. Thus, peer tutoring can serve as an effective alternative instructional strategy to improve students’ Arabic speaking skills.
Analysis of the Potential for Speaking Anxiety in the Grade IX Arabic Textbook for Islamic Junior High Schools (MTs): The Dominance of Grammatical Aspects and Its Implications for Students’ Willingness to Speak Ainun Zariah; Arif Nugroho; Nirmala Luthfia Hamaz; Hanna Khoirul Mustasyaroh; Dewi Isnaini
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.v11i3.44978

Abstract

Arabic speaking instruction (mahārah kalām) at the Madrasah Tsanawiyah (MTs) level is ideally directed toward the development of students’ communicative competence. In practice, however, many students still experience psychological barriers in the form of speaking anxiety, which hinder their willingness to speak. This study aims to analyze the Grade IX Arabic textbook published by the Indonesian Ministry of Religious Affairs in 2020 by identifying its dominance of grammatical aspects, analyzing its potential contribution to speaking anxiety, and formulating its pedagogical implications. Employing a library research design with a qualitative content analysis approach, data were gathered through documentation and close reading of the textbook, alongside relevant psycholinguistic literature. The findings reveal a significant structural imbalance, where a structural-grammatical orientation dominates through deductive presentation of taṣhrīf materials, mechanical sentence transformation exercises, and accuracy-based evaluation. Conversely, support for spontaneous oral communication remains limited and text-reproductive. Psycholinguistically, this rigid design triggers a fear of negative evaluation, a heightened affective filter, and double cognitive load. Consequently, the textbook's grammatical dominance potentially exacerbates speaking anxiety. Therefore, instructional materials need reconstruction by integrating grammar inductively and expanding functional communicative activities.
Co-Authors Arif Nugroho Dewi Isnaini Hanna Khoirul Mustasyaroh Moh Abdul Kholiq Hasan Nirmala Luthfia Hamaz