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All Journal LISANIA Jurnal Ilmu dan Pendidikan Bahasa Arab Lisanuna: Jurnal Ilmu Bahasa Arab dan Pembelajarannya ARKHAS: Journal of Arabic Language Teaching
Sholihah, Niswatush
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Languange, Linguistic, Communication & Media

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Asykāl at-Taḥawwul al-lughawi fī al-Muḥādaṡah al-‘Arabiyyah ladā Thullāb Ma’had Yanbū’ al-Qur`ān Sholihah, Niswatush; Mayasari, Noor Shofiana
LISANIA: Journal of Arabic Education and Literature Vol 4, No 2 (2020)
Publisher : IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/lisania.v4i2.163-175

Abstract

This was a qualitative research with listening and conversation as data collection techniques. The results described the students’ conversation process by using Arabic and English in boarding environment. The application is using Arabic in the first and second week, and English in the third and fourth week. The forms of code mixing in muhadatsah at Pondok Tahfidz Yanbu’ul Qur’an Menawan included inner and outer code mixing. Inner code mixing happened in the form of words, sentences and abbreviations. Outer code mixing occured in the form of words and sentences. Factors causing code mixing at the PTYQM Kudus included linguistic and non-linguistic factors. Linguistic factors were such as bilingualism, speech partners and vocabulary limitations. Non-linguistic factors were such as Arabic habits carried in Indonesian, fear of regulation, fear of being sanctioned, and increasing a sense of humor. The efforts to overcome the occurrence of code mixing at PTYQM were by giving attention and emphasis in training students, writing the correct form of code mixing on the board often visited by students, fostering students' awareness of the importance of Arabic for the future.
INTERFERENSI GRAMATIKAL BAHASA INDONESIA DALAM PERCAKAPAN BERBAHASA ARAB SANTRI PTYQM KUDUS Sholihah, Niswatush
لســـانـنــا (LISANUNA): Jurnal Ilmu Bahasa Arab dan Pembelajarannya Vol 9, No 2 (2019): لســـانـنــا (LISANUNA): Jurnal Ilmu Bahasa Arab dan Pembelajarannya (Juli-Desem
Publisher : Fakultas Tarbiyah dan keguruan- UIN Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ls.v9i2.6749

Abstract

This study discusses the forms, causes and ways of overcoming Indonesian grammatical interference in Arabic conversations of the students of Pondok Tahfidz Yanbu'ul Qur'an Menawan (PTYQM) Kudus. This research is a qualitative research with a sociolinguistic approach. The method of providing data uses the listening and competent methods, and documentation. The method of data analysis uses the translational equivalent method where the determinant is another language, namely Indonesian. The results obtained are: Grammatical interference in the Arabic language in Arabic conversations in PTYQM Kudus, which consists of morphological and syntactic interference. Morphological interference that occurs in the form of affixation and reduplication processes. Whereas syntactic interference occurs at the level of phrases, clauses, and sentences. Interference at phrase level occurs at tarkīb ismy (nominal phrase), tarkīb fi'ly (verbal phrase), tarkīb ‘adady (number phrase), tarkīb żarfy (front phrase), and tarkīb nida’iy (vocational phrase). Interference at the clause level consists of adding elements and using Indonesian elements. Interference at sentence level consists of changes in sentence structure, use of Indonesian elements, omission of elements, addition of elements, and incorrect use of particles. Factors causing grammatical interference consist of structural factors and non-structural factors. Structural factors are the differences between the grammatical system between Indonesian and Arabic. While non-structural factors such as: bilingual speakers and speech partners, Indonesian language habits carried on the santri Arabic, inadequate Arabic vocabulary, learning styles by translating, fear of being sanctioned, and compulsory language regulatory factors that apply at PTYQM. Interference can be overcome by: instilling awareness about the interference that occurs, giving attention and emphasis in drill students to use the correct form of interference, accustom students to use the correct Arabic structure and rules, write the correct form of interference occur on boards posted in places frequented by students, train students to translate Indonesian into Arabic contextually, provide knowledge of Arabic culture that is different from Indonesian.
ترقية التفكير الإبداعي والنقدي في مهارة الكلام العربي بوسيلة بودكاست في المدرسة Shobirin, Shobirin; Sholihah, Niswatush; Baharuddin, Uril
Journal of Arabic Language Teaching Vol 5 No 1 (2025): ARKHAS ~ Journal of Arabic Language Teaching
Publisher : Postgraduate Study Programme of Universitas Islam Negeri KH. Achmad Siddiq Jember, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/arkhas.v5i1.2245

Abstract

Using podcasts to teach speaking skills can significantly enhance students' critical and creative thinking abilities. Podcasts also promote greater linguistic interaction, which helps students improve their pronunciation and understanding of Arabic kalam. However, teachers often face challenges, such as limited training or lack of experience using this method. This qualitative research explores how podcast integration contributes to developing speaking skills and thinking abilities among Zainul Hasan Genggong Model High School students. Data were collected through interviews, observations, and documentation. Semi-structured interviews with teachers and students revealed their experiences, opinions, and challenges in using podcasts as a learning tool. Observations were conducted during lessons involving podcasts, focusing on student engagement, participation, and speaking improvement. Supporting documentation included lesson plans, activity notes, podcast recordings, and speech assessments. Data were analyzed thematically, involving coding and identifying recurring themes. Triangulation of sources and methods was used to ensure credibility. The podcast implementation process involved planning, execution, and evaluation. Teachers also received phased training—starting with basic tools, followed by hands-on practice, and ongoing support. With their interactive, creative, and collaborative nature, podcasts offer valuable opportunities to foster students' speaking proficiency and stimulate their critical and innovative thinking.
ترقية التفكير الإبداعي والنقدي في مهارة الكلام العربي بوسيلة بودكاست في المدرسة: Enhancing Creative and Critical Thinking in Arabic Speaking Skills through Podcasts in Schools Shobirin, Shobirin; Sholihah, Niswatush; Ishlahuddin, Ishlahuddin; Baharuddin, Uril
Journal of Arabic Language Teaching Vol. 5 No. 1 (2025): ARKHAS ~ Journal of Arabic Language Teaching
Publisher : Postgraduate Study Programme of Universitas Islam Negeri KH. Achmad Siddiq Jember, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/arkhas.v5i1.2245

Abstract

Using podcasts to teach speaking skills can significantly enhance students' critical and creative thinking abilities. Podcasts also promote greater linguistic interaction, which helps students improve their pronunciation and understanding of Arabic kalam. However, teachers often face challenges, such as limited training or lack of experience using this method. This qualitative research explores how podcast integration contributes to developing speaking skills and thinking abilities among Zainul Hasan Genggong Model High School students. Data were collected through interviews, observations, and documentation. Semi-structured interviews with teachers and students revealed their experiences, opinions, and challenges in using podcasts as a learning tool. Observations were conducted during lessons involving podcasts, focusing on student engagement, participation, and speaking improvement. Supporting documentation included lesson plans, activity notes, podcast recordings, and speech assessments. Data were analyzed thematically, involving coding and identifying recurring themes. Triangulation of sources and methods was used to ensure credibility. The podcast implementation process involved planning, execution, and evaluation. Teachers also received phased training—starting with basic tools, followed by hands-on practice, and ongoing support. With their interactive, creative, and collaborative nature, podcasts offer valuable opportunities to foster students' speaking proficiency and stimulate their critical and innovative thinking.
Co-Authors Baharuddin, Uril Ishlahuddin, Ishlahuddin Mayasari, Noor Shofiana Shobirin, Shobirin