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The Designing of Teaching Materials by Using Mnemonic Music Techniques to Strengthen Vocabularies Memorizing Ningsih, Wiwik Prasetiyo; Hamid, M. Abdul; Rosyidi, Abdul Wahab; Hamdy, Mohammad Zainal
Arabiyatuna: Jurnal Bahasa Arab Vol. 8 No. 2 (2024)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v8i2.8934

This paper discusses about learning vocabulary. The vocabulary is an important element of the Arabic language that must be mastered by all students of the Arabic language. But sometimes students feel bored due to difficulty of vocabulary memorization. This problem requires innovation by vocabulary teachers to solve this problem. The researcher found that students in Darul Lughah wal Qur’an College had difficulty memorizing vocabulary, which led the researcher to integrate mnemonic music techniques into vocabulary learning to facilitate the students' memorization of vocabulary. The Mnemonic music came to help them in memorizing the vocabulary easily and with strong memory. The aims of this research are first, to understand how to design teaching materials by using mnemonic music to strengthen vocabularies memorizing, second, to understand the specifications of the teaching materials that developed, and to determine the effectiveness of teaching materials that developed. This research use qualitative and quantitative approach. The method of this research is research and development. The researcher use interview technique, observation technique, questionnaire technique, and test technique to collect the data. The result of this research is that this research is carried out using the ADDIE model according to Dick and Carrey, its mean analysis, design, development, implementation and evaluation. The specifications of the the teaching materials in this research is that they are developed by using mnemonic music technique which is consists of cover, aims of learning, chapters, new vocabularies, and many exercises of vocabularies. This material consist of 24 chapters which is developed by using mnemonic music technique. The result of the product experiment is 10,4>2,80>2,08: t. >ts0,01>0,05 indicates that these developed teaching materials are effective in strengthening vocabulary memorization.

Analysis of Speaking Skill Learning Difficulties in Students of the Arabic Language Education Study Program at State Islamic Institute Sugirma, Sugirma; Hamid, M. Abdul; K., Agustang
Arabiyatuna: Jurnal Bahasa Arab Vol. 8 No. 2 (2024)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v8i2.10903

Speaking skill (maharah kalam) is one of the four main skills that must be mastered by students of the Arabic Language Education Study Program at Islamic universities. The main goal of learning speaking skill is to develop the ability to speak in Arabic fluently, effectively, and accurately. Students are expected to be able to express thoughts, feelings, and information clearly and relevant in a variety of communication contexts. But in reality, there are still students who encounter obstacles in the learning process of speaking skill so that the expected goals are not achieved, as happened to PBA IAIN Ternate students. For this reason, this article discusses the difficulties of students in learning speaking skill at PBA IAIN Ternate with those explored from the results of field research with a qualitative descriptive approach, where the data obtained through questionnaires and interviews are processed by library triangulation. The results show that students of the PBA IAIN Ternate study program are still experiencing difficulties in learning speaking skill, from linguistic and non-linguistic aspects. In the linguistic aspect, it can be seen in the difficulty of understanding vocabulary, stringing sentences, and difficulty in capturing information from the interlocutor. Meanwhile, on the non-linguistic side, it can be seen in the students' lack of confidence in communicating. This affects the achievement of the learning goal of speaking skill, which emphasizes communication skills using Arabic.

Language Management in Arabic Learning for Military Purposes: A Pathway to SDG 4 Nurmala, Mia; Hamid, M. Abdul; Mustofa, Bisri; Baklizi, Mai Khalied Mahmoud
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol 8, No 2 (2024): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpba.v8i2.38410

The pressing challenges of our time necessitate the involvement of Arabic language education in achieving SDG 4: Quality Education, particularly in specialized contexts like the military. This study examines the language management system in military Arabic language education at Pusdik Pengmilum Cimahi, Indonesia. It emphasizes its alignment with SDG 4 through knowledge and skills development, attitude and behavior formation, and physical fitness enhancement. Using an exploratory case study approach, data were collected via observation, interviews, and document analysis and analyzed thematically. The findings reveal that military Arabic education is integrated into the Indonesian Army’s core responsibilities, guided by 12 regulatory mechanisms. These mechanisms ensure a structured approach to curriculum design, learner discipline, and operational readiness. For example, knowledge development enhances Arabic proficiency for specific military purposes, while attitude formation fosters cultural competence essential for global citizenship. This study demonstrates how military Arabic education contributes to quality education outcomes, including linguistic skills and intercultural awareness, aligning with sustainable development goals. It offers practical insights for integrating SDG principles into specialized education systems. This study highlights the role of military Arabic education in achieving SDG 4, offering insights into integrating SDG principles into specialized education. Future research could explore implementation in diverse contexts, evaluate long-term impacts, incorporate educational technology, analyze intercultural effects, and link Arabic education to other SDGs like peace and justice

Language Management in Arabic Learning for Military Purposes: A Pathway to SDG 4 Nurmala, Mia; Hamid, M. Abdul; Mustofa, Bisri; Baklizi, Mai Khalied Mahmoud
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 8 No. 2 (2024): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpba.v8i2.38410

The pressing challenges of our time necessitate the involvement of Arabic language education in achieving SDG 4: Quality Education, particularly in specialized contexts like the military. This study examines the language management system in military Arabic language education at Pusdik Pengmilum Cimahi, Indonesia. It emphasizes its alignment with SDG 4 through knowledge and skills development, attitude and behavior formation, and physical fitness enhancement. Using an exploratory case study approach, data were collected via observation, interviews, and document analysis and analyzed thematically. The findings reveal that military Arabic education is integrated into the Indonesian Army’s core responsibilities, guided by 12 regulatory mechanisms. These mechanisms ensure a structured approach to curriculum design, learner discipline, and operational readiness. For example, knowledge development enhances Arabic proficiency for specific military purposes, while attitude formation fosters cultural competence essential for global citizenship. This study demonstrates how military Arabic education contributes to quality education outcomes, including linguistic skills and intercultural awareness, aligning with sustainable development goals. It offers practical insights for integrating SDG principles into specialized education systems. This study highlights the role of military Arabic education in achieving SDG 4, offering insights into integrating SDG principles into specialized education. Future research could explore implementation in diverse contexts, evaluate long-term impacts, incorporate educational technology, analyze intercultural effects, and link Arabic education to other SDGs like peace and justice

The Relationship between Personality Traits of Dayakese Students and Their Strategies in Learning Arabic as a Foreign Language Wahdah, Nurul; Ainin, Moh.; Hamid, M. Abdul
Dinamika Ilmu Vol 18 No 2 (2018): Dinamika Ilmu, 18(2), December 2018
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

This study aims at finding out the relationship between personality traits and Arabic Language Learning Strategies (LLS) for the Dayakese learners of Islamic Senior High School Tumbang Samba, Central Kalimantan, Indonesia. Eighty one students were asked to participate in this study. The instruments used were the Big Five Personality Inventory (BFI) proposed by John (1990) and the Strategy Inventory for Language Learning (SILL) proposed by Oxford (1990). In analysing data, arithmetic mean, standard deviation and correlation coefficient of Pearson were used. The findings can be explained as follows. 1) The agreeableness and conscientiousness traits of Dayakese learners were at moderate levels, and the extroversion, neuroticism and openness to experience traits of them were at high levels. The most preferred personality trait was openness to experience. 2) The language learning strategies used by students on the six strategies were at different levels. The cognitive, compensation, affective and social strategies were at low levels. The memory and metacognitive strategies were at moderate levels. The most popularly strategy used was metacognitive strategies and the least strategy used was cognitive strategies. 3) Although there is not a statistically significant correlation between Dayakese learners ‘personality and Arabic language learning strategies generally, the significant correlations were found between neuroticism trait and memory, metacognitive, and social strategies; and between openness to experience trait and cognitive, compensation, metacognitive, affective and social strategies specifically.

Comic Media on Arabic Language Learning Speaking Skills: The Analysis of Students’ Creative Thinking Saniyyah, Azzah; Fatim, Al Lastu Nurul; Musdalifah, Musdalifah; Hamid, M. Abdul
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 8, No 2 (2024): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v8i2.64940

Abstract. The active involvement of students when learning Arabic language speaking skills using comic media has implicitly raised and produced the process of creative thinking ability. The creative thinking ability produced by students during the learning process can be reviewed in more detail based on its aspects. According to Guilford, this study aims to reveal the utilization of comic media for Arabic speaking skills to improve creative thinking. This study includes qualitative research using a case study design with a type of single case instrument that produces descriptive data. The descriptive data was collected by 1) observation of the learning process, 2) distribution of observation results and their classification on Guilford's creative thinking ability, and 3) data disclosure and reporting. The selection of participants used a purposive sampling technique on 32 ninth-grade students. Using the interactive model for analysis technique by identifying comic media developed and implemented to describe and classify all learning activities from speaking skills to creative thinking ability based on Guilford's theory. The study's findings show that four different comic activities, all of which improve students' ability for creative thought when learning to speak Arabic, namely: a) dialog, including associational fluency, expressional fluency, and originality; b) survey, including associational fluency, ideational fluency, and spontaneous flexibility; c) development of description, featuring associational fluency, ideational fluency, and spontaneous flexibility; d) storytelling, including ideational fluency, expressional fluency, and originality. Using students' imaginations and experiences employing comics as a teaching tool for speaking skills can enhance and promote creative thinking. This creative thinking during Arabic language learning has created active student engagement to communicate actively and confidently, driving the improvisation of speaking skills.Keywords: Arabic Speaking Skills, Comic Media, Creative Thinking

Implementation of Arabic Language Learning From an Integration Theory Perspective on Reading Ability Aziz, Muhammad Tareh; Hamid, M. Abdul; Nurhadi, Nurhadi
JETL (Journal of Education, Teaching and Learning) Vol 10 (2025): Special Issue
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v10i1.6722

Arabic language learning in Indonesia still needs to improve for Arabic language learners at the high school level, except for learning at Madrasah Aliyah Muallimin Muallimat Jombang, which is different from other schools. The advantage of this school is that its students can have the skills to read Arabic. This research shows that: 1) Implementation of the specific objective aspects of Arabic language learning material is interconnected and interrelated between one subject and another. The aim is for students to have read, 2) The implementation of Arabic language learning material is multidisciplinary, with the existence of linkages and mutual support between Arabic language learning material and religious material as well as a combination of classic Arabic and modern Arabic material. 3) The implementation of the method in this school is divided into two parts, namely the first method outside the classroom, which consists of prayer and reading aliyah together; the second method in learning is the integration of grammar and translation methods, singing methods, writing methods, reading methods, as well as audiolingual methods. 4) Two evaluations were used: the learning evaluation, which used daily, formative, and summative evaluations. Second, learning evaluation to determine the achievement of school goals by using two evaluation models in the final grade, namely a book reading test and a comprehensive test.

ARCS (Attention, Relevance, Confidence, Satisfaction) Model as Extrinsic Motivation in Arabic Language Learning: Teachers' Perspectives and Experiences Erlina, Erlina; Hamid, M. Abdul; Daroini, Slamet; Hasanah, Mamluatul; Muassomah, Muassomah
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 1 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i1.10636

This study aims to explore the perspectives and experiences of 32 Arabic language teachers in West Sumatra in providing extrinsic motivation through the ARCS (Attention, Relevance, Confidence, Satisfaction) model and its effectiveness, as well as the obstacles they face in the practice. This study is motivated by the view that intrinsic motivation alone is not sufficient; students also need extrinsic motivation as a reinforcement and driver in the Arabic language learning process. Using a phenomenological approach, data were collected through observation and online interviews, then analyzed using the Miles and Huberman model, which includes data condensation, data presentation, and conclusion drawing. The results showed that: (1) the majority of teachers perceive the importance of extrinsic motivation and apply it through various strategies that can be categorized in the ARCS model (Attention, Relevance, Confidence, Satisfaction), and also by Piaget's developmental theory of teaching Arabic language materials from easy to difficult; (2) The main obstacles in implementing extrinsic motivation in the form of the ARCS model include internal factors such as low interest and negative perceptions of students towards Arabic, as well as external factors such as limited support from schools and families; (3) the majority of teachers consider extrinsic motivation in the form of the ARCS model to be effective in increasing enthusiasm, creativity, long-term interest, as well as students' learning abilities and achievements. However, its effectiveness is still assumptive and contextual because it has not been tested quantitatively. This study provides practical implications for Arabic language teachers in designing learning strategies that integrate extrinsic motivation effectively, especially through the application of techniques in the ARCS model, thoroughly and contextually.

Reformulation of Nahwu for Non-Arabic Speakers: A Study of Aiman Amin Abdul Ghani's Views and Principles l I’adah Tanzim al-Mawad al-Nahwiyyah li al-Natiqin bigair al-‘Arabiyyah: Dirasah fi Ara’ wa Mabadi’ Aiman Amin Abdul Ghani Muis, Muhsin; Hamid, M. Abdul; Chamidah, Dewi; Baklizi, Mai Khalied Mahmoud
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 16 No 2 (2024): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/albayan.v16i2.24298

This article presents the analysis of Aiman Amin Abdul Ghani's views on the reformulation of Nahwu (Arabic grammar) for non-native speakers. The focus of this analysis included how Aiman Amin Abdul Ghani developed a simplified Nahwu teaching method while retaining essential grammatical rules of the Arabic language. The complexity of Nahwu often poses challenges for Arabic learners without an Arabic background, and understanding Abdul Ghani's approach was expected to provide an effective pedagogical solution. Data sources for this study included direct interviews with Aiman Amin Abdul Ghani, in-depth analysis of his works such as An-Nahwu Al-Kafi, Al-Kafi fi Sharh Matn Al-Ajurumiyyah, and An-Nahwu Bayna Yadayk, as well as a literature review of relevant Nahwu teaching methods. Data were analyzed with interpretive and hermeneutic methods, aiming to identify Aiman Amin Abdul Ghani's unique contributions to the reformulation of Nahwu. The findings showed that while Aiman Amin Abdul Ghani concurred with earlier scholars about the complexity of Nahwu, he proposed a different approach by retaining all grammatical rules but arranging them in a systematic and gradual way to facilitate comprehension for non-native speakers. This article contributes to the development of Nahwu pedagogy and emphasizes the importance of integrating religious values in Arabic grammar reform.

Preparing Arabic Rhetoric Book In The Light Of Project-Based Learning/ إعداد كتاب علم المعاني على ضوء التعلم القائم على المشاريع Yusuf, Enjang Burhanudin; Ainin, Moh. Ainin; Hamid, M. Abdul
Ijaz Arabi Journal of Arabic Learning Vol 6, No 2 (2023): Ijaz Arabi Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v6i2.17724

The study was conducted to develop and evaluate the effectiveness of the teaching materials used for Ilm al Ma'ani based on Project Based Learning (PjBL) in the Arabic Language Department - The State Islamic University of Prof. K.H. Saifuddin Zuhri Purwokerto, Indonesia. This study used Research and Development (R and D) designed by Borg and Gall. The data was collected using interviews, observations, questionnaires, and tests. The data analysis techniques included descriptive qualitative data analysis and descriptive statistics. This study's product is a textbook with the characteristics of mind mapping, analysis models, and exercises in every chapter. The experts in Ilm al Ma'ani, Arabic language, and textbook design have validated the textbook. The results of the expert's validation and the students' opinions are excellent because the product improves the students' learning competence and academic performance. Using the teaching materials for PjBL-based Ilm al Ma'ani obtains effective results. The Normality Tests using SPPS show that the posttest average value of the students is higher than the pretest average value. It means that there is a significant increase in the average value.

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