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All Journal ARABIYAT Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban IJ-ATL (International Journal of Arabic Teaching and Learning) Aphorisme: Journal of Arabic Language, Literature, and Education Mantiqu Tayr: Journal of Arabic Language
Maghfurin, Ahmad
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Religion Humanities Education Languange, Linguistic, Communication & Media

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Dialogical Approach to Improving Arabic Pronunciation Mufiduddin, Gus Asyabab; Maghfurin, Ahmad
JURNAL IJ-ATL Vol 7, No 1 (2023): Arabic Teaching and Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v7i1.3258

Abstract

Pronunciation plays an important role in the process of learning foreign language because it leads learners to a better understanding of speech and improves their ability to communicate. Many students have difficulties in  learning Arabic because it differs from their mother tongue and have made mistakes in different attributes, one of which is the pronunciation of their letters. This research aims to show common errors in the pronunciation of Arabic words, the reasons for those mistakes and how to fix them through dialogue at the Pondok Pesantren Tarim al-Ghonna-Samarang. This research is qualitative descriptive without statistical methods of detecting facts through data collection and description of their nature in order to find specific causes. This research is based on the method of direct observation, and then the interview with teachers and students of the Institute on its Arabic language education activities, in addition to the analysis of the relevant documents. At the end of the research, we concluded that word pronunciation errors are common among the students in daily dialogues, leading to a change of meaning and misunderstanding between the speakers and the listeners. The reasons for these mistakes are that they are not used to uttering some Arabic letters that do not exist in their native language, in addition to their lack of Arabic vocabularies. The conversation activities are very effective in correcting the pronunciation of Arabic words, as we were able to detect the mistakes directly made by the students and then to treat them at each mistake or postponed at the end of the dialogue activity.
THARȊQAT MUNᾹQASYAT AL FIRQAH AL SHAGȊRAH WA TANFȊZUHᾹ FI TA’LȊM AL NAHWI BI MA’HAD DᾹR AL FALᾹH SEMARANG Ismah, Nur; Maghfurin, Ahmad
Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Vol 5 No 2 Oktober 2022
Publisher : STIQ Amuntai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v5i3.1400

Abstract

Many studies show a strong relationship between teaching methods and student learning outcomes. For example, two well-known methods used to teach Arabic books in the Indonesian Pesantren are Bandongan and Sorogan. However, teaching grammar at Pesantren Dār al Falāh Semaranguses a different small group discussion method. This research seeks to examine the effectiveness of its application. This is field research using observation, interviews, and documentation. Triangulation of sources, methods, and extended times have been relied on to verify the authenticity of the data. We concluded that the application of the small group discussion was in the stages of preparation, process, and evaluation. Nevertheless, the application of this method for teaching grammar has more advantages than shortcomings, and it is fit to be used. The helpful factors are the teacher's excellent preparation, students' willingness to study the subject they will discuss within the classroom, their enthusiasm in the discussion, and the teacher's explanation at the end of the class to strengthen the understanding of the students. The obstacles are limited academic time, and the presence of students who do not have sufficient knowledge of the subject studied, leading to their lack of participation in the discussion.
Building Literacy in Reading Foreign Language Books for Arabic Education Students Ilmiani, Aulia Mustika; Miolo, Mukhtar I; Hunainah, Hunainah; Maghfurin, Ahmad
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 9 No. 1 (2022)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v9i1.20312

Abstract

Arabic Language Education study program students at IAIN Palangka Raya are prospective Arabic teachers who are prepared to have foreign language competence, but students still experience difficulties for various reasons. It makes all PBA Education study program lecturers simultaneously implement several activities in selected subjects to build literacy in reading books in foreign languages, both Arabic and English. This research aims to describe the process carried out by lecturers in building reading literacy of foreign language books, either Arabic or English, on PBA students in IAIN Palangka Raya. This research used the descriptive qualitative method. Data was collected from the interview, observation, and documentation, then further analyzed through data reduction, presentation, and verification, and validated with the triangulation method. The initial result of this research indicated that the lecturers do various activities to build students’ reading literacy, those are: introducing reading references in Arabic and English language, explaining the advantages of reading these references to the students, giving insight into reading steps, assigning students to review the references, and assisting students in composing and publishing scientific papers. This research suggests writing literacy for students and further research on different subjects and locations.
Fa'āliyyah al-Faṣl ad-Dirāsī al-Maqlūb fī Taḥsīn Mahārat al-Kalām lit-Ṭullāb fī Madrasah Tsanawiyah Islamiyyah Hukumiyyah Level Fadhli, Muhammad Miftah Al Aufa Ilal; Maghfurin, Ahmad; Inayah; Rahmawati, Neli Dian; Samra, Asma’ Naim Jamil Abu
Mantiqu Tayr: Journal of Arabic Language Vol. 6 No. 1 (2026): Mantiqu Tayr: Journal of Arabic Language
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/mantiqutayr.v6i1.7236

Abstract

This study investigates the effectiveness of the Flipped Classroom model in enhancing Arabic speaking skills among eleventh-grade students at State Islamic Senior High School 1 Semarang. Given the critical importance of Arabic speaking skills for academic and professional success, despite the common challenges in acquiring these skills at the Madrasah Aliyah level, the study aims to assess the model's impact on pronunciation, intonation, fluency, vocabulary, and grammar. Employing a quasi-experimental design with a one-group pre-test/post-test procedure, 36 students participated, with 32 completing the study. Data were collected through oral performance tests and structured observations. The results indicate a significant improvement in students' Arabic speaking abilities, with the average total score rising from 14.59 in the pre-test to 17.75 in the post-test. Notable gains were observed across all evaluated areas, including pronunciation and intonation, fluency, vocabulary, and grammar. These findings suggest that the Flipped Classroom model effectively enhances speaking proficiency by promoting independent learning outside the classroom and facilitating active classroom interaction, thus improving students' readiness and confidence. This research contributes to foreign language education by demonstrating the positive impact of the Flipped Classroom model on language acquisition and offers valuable insights for educators seeking innovative teaching methods. Future research could explore the long-term effects of this model on other language skills and investigate the role of technological tools and online platforms in further enhancing language learning outcomes.
Pedagogical Paradigm in Arabic Textbooks: Comparative Study of Kunuz Ta’līm al-‘Arabiyyah and al-‘Arabiyyah Baina Yadaik Aqmar, Nadila Nur Izatil; Maghfurin, Ahmad; Asyári, Hasyim
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 1 (2026): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v7i1.9465

Abstract

This study aims to analyze and compare the pedagogical paradigms in two Arabic textbooks, namely Kunuz Ta’līm al-Lugah al-'Arabiyyah volume 1 and Al Arabiyyah Baina Yadaik volume 1, to understand the relationships among learning approaches, material design, activities, and evaluation systems. The difference between structural and communicative approaches is seen as a reflection of educational ideologies that shape the learning experience and the direction of language competence development. This study uses a qualitative method with a comparative content analysis approach. Data were obtained through documentation of learning objectives, material preparation, activities, and assessment systems. Data analysis uses the Philipp Mayring model through the stages of determining analysis units, compiling operational definitions, coding, categorization, and presenting data systematically. The results of this study show that Kunuz Ta’līm al-Lugah al-'Arabiyyah applies a structural approach that emphasizes grammatical mastery, mechanistic exercises, and precision-based evaluation. In contrast, Al Arabiyyah Baina Yadaik uses a communicative approach that emphasizes language use in social contexts through interactive activities, skill integration, and fluency-based assessments. This difference is consistent across aspects of the roles of teachers and students, the organization of materials, and the learning media. The study concludes that the two textbooks reflect harmony between the pedagogical paradigm and its implementation, and complement each other in developing linguistic and communicative competencies.
Utilization of the Book Hadīṡ Kulla Yaum in Arabic Conversation Habituation at Al-Lathifiyah Boarding School Fahma, Zidnia; Maghfurin, Ahmad; Asy'ari, Hasyim
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 1 (2026): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v7i1.9571

Abstract

This study aims to examine the utilization of the book Hadīṡ Kulla Yaum in the Arabic conversation habituation program and its contribution to the development of students’ speaking skills. The research employed a qualitative, descriptive case study design to obtain an in-depth understanding of the implementation of Arabic conversation habituation in the Islamic boarding school environment. This study was conducted at Al-Lathifiyah Islamic Boarding School, located in Brati District, Grobogan Regency, Central Java, Indonesia. The data were collected through observation, interviews, and documentation involving the head of the boarding school, Arabic teachers, conversation supervisors, and students participating in the Arabic habituation program. The data were analyzed using the interactive analysis model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. The findings reveal that the utilization of the book Hadīṡ Kulla Yaum contributes significantly to the improvement of students’ Arabic speaking skills through several habituation strategies, including routine conversation practice, repetitive vocabulary pronunciation exercises, contextual vocabulary use, sentence construction practice, spontaneous communication, two-way interaction, the creation of a supportive language environment, and scheduled Arabic language use. The results indicate improvements in speaking fluency, pronunciation accuracy, vocabulary mastery, confidence, spontaneous responses, and consistency in using Arabic in daily communication. Furthermore, the study found that the program's success is strongly supported by the boarding school's communicative environment, which encourages students to practice Arabic in real-life interactions actively. Therefore, the utilization of Hadīṡ Kulla Yaum through communicative habituation can be considered an effective approach to supporting the development of Arabic-speaking skills in Islamic boarding school settings.
Co-Authors Aini, Tuti Qurrotul Aqmar, Nadila Nur Izatil Asy'ari, Hasyim Fahma, Zidnia Hasyim Asyari Himmah, Khusnul Hunainah, Hunainah Ilmiani, Aulia Mustika Inayah Inayah Ismah, Nur Miolo, Mukhtar I Mufiduddin, Gus Asyabab Nasikhin, Nasikhin