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All Journal Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab Shaut Al-'Arabiyah Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Zakiyah, Zaimatuz
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Education Languange, Linguistic, Communication & Media

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Washback Effect Assessment of Mahārah Istimā' using Google Form Rahmawati, Rahmawati; Zakiyah, Zaimatuz; Sitompul, Julkhaidir
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol 8, No 1 (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.v8i1.34358

Abstract

Assessment has specific effects on learning, both positive and negative effects. In this case, assessment should encourage the implementation of better learning. This survey research aims to analyze the positive and negative effects of the mahārah istimā’ assessment using Google Forms or what is also called the washback effect. The respondents in this research were 43 PAI I FTK UIN Imam Bonjol Padang students. In this regard, data was collected through observation techniques, questionnaires, and interviews. As a primary data collection technique, the questionnaire covers three aspects: exam preparation strategies, learning attitudes, and learning materials. Then, the collected data was analyzed using descriptive statistics. The research results show that the total scores for each aspect are 37.4, 3.8, and 3.89, respectively. In other words, these aspects are included in the "excellent" category. Thus, based on these three aspects, the mahārah istimā’ assessment using Google Forms positively impacts learning. This research contributes practically to the experience of the mahārah istimā’  test using Google Forms. For future research, explore longitudinal effects, compare assessment methods, and study the sustainability of positive impacts. Also, analyze educators' perspectives and use qualitative data for deeper insights into assessment dynamics and student learning experiences, refining mahārah istimā’ assessment on digital platforms like Google Forms
Washback Effect Assessment of Mahārah Istimā' using Google Form Rahmawati, Rahmawati; Zakiyah, Zaimatuz; Sitompul, Julkhaidir
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 8 No. 1 (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.v8i1.34358

Abstract

Assessment has specific effects on learning, both positive and negative effects. In this case, assessment should encourage the implementation of better learning. This survey research aims to analyze the positive and negative effects of the mahārah istimā’ assessment using Google Forms or what is also called the washback effect. The respondents in this research were 43 PAI I FTK UIN Imam Bonjol Padang students. In this regard, data was collected through observation techniques, questionnaires, and interviews. As a primary data collection technique, the questionnaire covers three aspects: exam preparation strategies, learning attitudes, and learning materials. Then, the collected data was analyzed using descriptive statistics. The research results show that the total scores for each aspect are 37.4, 3.8, and 3.89, respectively. In other words, these aspects are included in the "excellent" category. Thus, based on these three aspects, the mahārah istimā’ assessment using Google Forms positively impacts learning. This research contributes practically to the experience of the mahārah istimā’  test using Google Forms. For future research, explore longitudinal effects, compare assessment methods, and study the sustainability of positive impacts. Also, analyze educators' perspectives and use qualitative data for deeper insights into assessment dynamics and student learning experiences, refining mahārah istimā’ assessment on digital platforms like Google Forms
The Effectiveness of Grammatical Hunting Game Method Students’ Arabic Learning Motivation Shodiq, Muhammad Jafar; Zakiyah, Zaimatuz; Hajib, Zainal Abidin
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 13 No 1 (2021): 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.v13i1.7344

Abstract

This experimental research was motivated by the low Arabic learning motivation in class VIII MTsN 9 Bantul which was caused by the use of monotonous learning methods. This study aims to find out students' Arabic learning motivation after the application of Grammatical Hunting language educational game method and to compare the Arabic learning motivation of the experimental class and the control class. This study used a quasi-experimental research type. The sample of this research was students of class VIII B and VIII C of MTsN 9 Bantul Yogyakarta consisting of 60 students. Data were collected through observation, interviews, questionnaires, and documentation. The results of this study indicated that: 1) The student's Arabic learning motivation increased after the application of Grammatical Hunting language educational game method based on the results of the paired sample t-test with a significance value of 0.000 < 0.05, Ha was accepted. 2) There was a significant difference in the learning motivation of the experimental class and the control class, based on the results of the independent sample t-test with a significance value of 2.042 ≥ 2.001, Ha was accepted. This method could increase students' motivation to learn Arabic. This study contributed to the use of varied learning methods, so that qawā'id learning would become an enjoyable learning.
Implementasi Pendekatan Audio Lingual dalam Pembelajaran Bahasa Arab Kurikulum 2013 Zakiyah, Zaimatuz; Munir, Syirojul; Farra Jihan, Chalvia; Maksudin, Maksudin
Shaut al Arabiyyah Vol 11 No 2 (2023): JURNAL SHAUT AL-'ARABIYAH
Publisher : Jurusan Pendidikan Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/saa.v11i2.26188

Abstract

Tulisan ini bertujuan untuk mendeskripsikan konsep dasar pendekatan audio lingual, menguraikan teori-teori yang mendasarinya, menggambarkan implementasinya dalam kurikulum 2013 melalui peta konsep, dan menjelaskan implementasi pendekatan audio lingual dalam pembelajaran bahasa Arab dalam kurikulum 2013 dengan cara deskriptif kualitatif di mana penulis menelusuri karya-karya ilmiah yang berkaitan dengan tema. Hasil menunjukkan bahwa pendekatan audio lingual adalah pendekatan yang menekankan pada penelaahan dan pendeskripsian suatu bahasa yang akan dipelajari dengan memulainya dari sistem bunyi (fonologi), kemudian sistem pembentukan kata (morfologi), dan sistem pembentukan kalimat (sintaksis). Secara bahasa, pendekatan ini berlandaskan kepada aliran strukturalisme dari Ferdinand de Saussure yang berkeyakinan bahwa bahasa adalah ujaran. Sementara, secara psikologis, pendekatan ini diadopsi dari aliran behaviorisme yang beranggapan bahwa pembelajaran merupakan hubungan antara stimulus dan respon. Peta konsep yang dirancang menggambarkan pembahasan penyeluruh penelitian ini yang berimplikasi pada diterapkannya pendekatan audio lingual dalam enam unsur kurikulum. Unsur-unsur tersebut meliputi tujuan, materi, metode, aktivitas, media, dan penilaian pembelajaran bahasa Arab berbasis pendekatan audio lingual. Abstract : This paper aims to describe the basic concepts of the audio-lingual approach, to describe the underlying theories, to describe its implementation in the 2013 curriculum through a concept map, and to explain the implementation of the audio-lingual approach in learning Arabic in the 2013 curriculum and its advantages and disadvantages in a qualitative descriptive way in which the author explores the work of -Scientific works related to the theme. The results show that an audio-lingual approach is an approach that emphasizes the study and description of a language to be studied by starting with the sound system (phonology), then the word-formation system (morphology), and the sentence formation system (syntax). Linguistically, this approach is based on the structuralism school of Ferdinand de Saussure who believes that language is spoken. Meanwhile, psychologically, this approach is adopted from the flow of behaviorism which assumes that learning is a relationship between stimulus and response. The concept map designed to describe the overall discussion of this research has implications for the application of the audio-lingual approach in the six elements of the curriculum. These elements include objectives, materials, methods, activities, media, and assessment of Arabic learning based on an audio-lingual approach.
Co-Authors Farra Jihan, Chalvia Hajib, Zainal Abidin Maksudin . Muhammad Jafar Shodiq Munir, Syirojul Rahmawati, Rahmawati Sitompul, Julkhaidir Zainal Arifin