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All Journal Shaut Al-'Arabiyah Arabi : Journal of Arabic Studies Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 'A Jamiy: Jurnal Bahasa dan Sastra Arab Kalamuna Al-Uslub: Journal of Arabic Linguistic and Literature Mantiqu Tayr: Journal of Arabic Language Alsinatuna
Yul, Widiya
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Ta’līmu al Mahārati al Kitābati fī Qismi al Lughati al Arabiyyati bi Istikhdāmi Tarkībi al Maḥfūẓāti Yul, Widiya; D.S., Muhammad Ridha; Ghozi, Mohamad
Al-Uslub: Journal of Arabic Linguistic and Literature Vol 5 No 01 (2021): Al-Uslub: Journal of Arabic Linguistic and Literature
Publisher : Jurusan Bahasa dan Sastra Arab Fakultas Adab dan Humaniora UIN Sulthan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/al-uslub.v5i01.101

Abstract

The writer produces it by generating ideas, formulating and organizing them, and then putting them in the final form on paper, and it is a type of language skill that must be achieved in teaching Arabic. Given the importance and function of language as a communication tool, learning to write the Arabic language becomes very important because it is used in indirect communication that requires special attention by teachers or interested parties.Writing skills that do not fit into practice become one of the factors that lack students' writing skill but are not fully implemented. Arranging idea, opinion and experience in a series of organized, systematic and logical written languages is not an easy task but a job that requires continuous practice, through teaching writing skill using archival structure is one of the methods used to achieve the set goals.
Unlocking The Secret to Arabic Fluency: Exploring The Critical Role of Language Environment in Maximizing Arabic-Speaking Outcomes Yul, Widiya; Rofingah, Umi; Andrian, Riko; Muhlasin, Muhlasin; Rozanie, Jihan Fitri
Arabi : Journal of Arabic Studies Vol 8, No 1 (2023)
Publisher : IMLA (Arabic Teacher and Lecturer Association of Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24865/ajas.v8i1.584

Abstract

Maximizing Arabic-speaking learning outcomes for MAN 1 Sungai Penuh students has been a significant goal. However, many students struggle to become proficient in the language despite this. This study aims to understand the underlying issues better. The research utilized a case study approach, incorporating interviews, observations, and documentation as data collection methods. Data reduction, display, and conclusion were employed as data analysis techniques. The results of this study indicate that the lack of a language-rich environment has hindered students' ability to develop Arabic speaking skills. The findings highlight the critical role of an immersive language environment in facilitating Arabic language learning. In conclusion, this research underscores the need for a language-rich environment for effective Arabic language learning. By providing an environment that encourages and supports Arabic language use, students at MAN 1 Sungai Penuh may be better equipped to acquire the language skills they need to succeed.
Indonesian Muslims and Arabic Language: Leaves and Light in the Realm of Religi-Linguistics Yul, Widiya; Andrian, Riko
ALSINATUNA Vol 10 No 1 (2024): December 2024
Publisher : Arabic Education Department, Faculty of Education and Teacher Training, State Islamic University of K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v10i1.8499

Abstract

Low achievement in Arabic language learning among students remains a critical issue in Indonesia. This study seeks to refine the paradigm of Arabic language education by aligning it with the learning objectives and socio-cultural tendencies of society and students. Despite various innovations in curriculum and pedagogy, outcomes remain suboptimal. This research proposes a new paradigm that integrates Arabic language education with the cultivation of Islamic religious character (religi-linguistic), positioning Islamic values as central while using Arabic as a strategic tool to achieve these objectives. Employing a qualitative approach grounded in grounded theory, the study develops this paradigm within Ma’had Al-Jāmi’ah (Islamic boarding schools) at State Islamic Higher Education Institutions (PTKIN) in Indonesia. The findings highlight the interdisciplinary framework of religi-linguistics, which includes: (1) Islam as the foundational discipline and goal; (2) religious character as the primary indicator; (3) Arabic as the medium; (4) structured interdisciplinary steps in Arabic language learning; and (5) modeling and environmental design as essential strategies.This study urges scholars and policymakers to reevaluate traditional paradigms and adopt this integrated approach, offering a more cohesive and purpose-driven model for Arabic education that addresses both linguistic proficiency and religious character development.
Exploring Project-Based Learning’s Role in the Development of Arabic Students’ Speaking Skills through Experiential Learning Theory Gusma, Adib Julian; Yul, Widiya; Oktavera, Hasnil; Ulya, Aqil Sajidil
Mantiqu Tayr: Journal of Arabic Language Vol. 5 No. 2 (2025): 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.v5i2.5792

Abstract

Students of Arabic Language Education at State Institute for Islamic Studies of Kerinci often face difficulties in developing speaking skills, mainly due to traditional, teacher-centered methods that limit active participation. Project-Based Learning offers a more engaging approach, while Experiential Learning Theory helps explain how real-world learning experiences can improve students’ communicative competence. This study aims to analyze the role of Project-Based Learning in enhancing the speaking skills of Arabic language students at Kerinci through the lens of Experiential Learning Theory as developed by David Kolb. Employing a qualitative method with a case study design, the research was conducted within the context of Arabic language instruction. The study involves data collection through interviews, observations, and document analysis, followed by thematic analysis to explore the integration of Project-Based Learning and Experiential Learning Theory. The findings are interpreted using Kolb’s learning cycle to explore its role in the development of students’ Arabic speaking skills. The results show that the implementation of Project-Based Learning fosters active student participation in oral communication by creating a collaborative and reflective learning environment. In this context, Kolb’s experiential learning cycle comprising concrete experience, reflective observation, abstract conceptualization, and active experimentation was found to be organically integrated into the dynamics of the project, rendering the learning experience not only cognitively meaningful but also affectively and socially transformative. A novel contribution of this study lies in its identification of how students’ sense of ownership over the project process directly stimulates intrinsic motivation, speaking confidence, and academic resilience in the face of linguistic challenges. Furthermore, the integration of Project-Based Learning and Experiential Learning Theory was shown to promote the development of heightened metalinguistic awareness and to accelerate students’ identity shift from passive language users to active and reflective communicators. This study recommends the systematic implementation of Kolb-based Project-Based Learning within Arabic language curricula to support pedagogical transformation geared toward authentic, participatory, and sustainable communication.
Understanding Students’ Perceptions of Arabic Learning Challenges: A Constructivist Study Sari, Rara Salvia; Yul, Widiya; Andrian, Riko; Ilham
Mantiqu Tayr: Journal of Arabic Language Vol. 5 No. 2 (2025): 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.v5i2.5821

Abstract

The success of Arabic language education in Islamic higher education largely depends on a deep understanding of the challenges faced by learners. This study critically explores the perceptions of fourth-semester students in the Arabic Language Education program at the State Islamic Institute (IAIN) of Kerinci regarding the difficulties of learning Arabic as a foreign language, using a constructivist approach. Employing a phenomenological method, data were collected through semi-structured interviews and focused group discussions. The findings reveal that students face not only linguistic challenges such as the complexity of Arabic grammar (nahwu) and phonology but also significant affective barriers: learning trauma from past experiences, language anxiety, and a sense of meaninglessness resulting from rote-oriented instruction. A misalignment between instructional approaches and learners’ experiential needs exacerbates these issues. Surprisingly, some students demonstrated resilience and learning creativity through informal study communities and self-directed digital learning. The constructivist perspective highlights how students reconstruct meaning within institutional limitations. This study underscores the urgent need for curriculum reform, teacher training grounded in psychopedagogical awareness, and the empowerment of learner agency. Future research should explore the role of technology and locally contextualized instructional design in promoting more transformative and engaging Arabic language learning experiences.
Menggali Motivasi Sosial dan Akademik di Balik Pemilihan Bahasa Arab oleh Lulusan Sekolah Menengah Atas Yul, Widiya; Putri Saleha, Gena; Andrian, Riko; Abdurrahman Husein, Abdul Hakim; Ulya, Aqil Sajidil
Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 6 No. 2 (2025): Jurnal Pendidikan Bahasa Arab & Kebahasaaraban
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat (P3M) STAI DR. KHEZ. Muttaqien Purwakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52593/klm.06.2.08

Abstract

This study explores the motivations of high school alumni in choosing the Arabic Language Education program at IAIN Kerinci, as well as the factors influencing their decision to select this major. A qualitative method with a descriptive analysis approach was employed. The findings reveal that students from non-boarding school backgrounds select the Arabic Language major for three main reasons: (a) religious motives, where they study Arabic to understand and teach Islamic teachings (fahm al-maqru); (b) academic motives, where they aim to comprehend Arabic sciences and skills (istima’, kalam, qira’ah, and kitabah); and (c) professional, practical, and pragmatic motives, such as becoming a teacher and communicating orally (muhadatsah) in Arabic. This research presents a novelty by refuting Herdah (2020) findings, showing that not all Arabic learners study the language for ideological and economic reasons. These insights offer a new perspective on the diverse motivations behind studying Arabic, providing a comprehensive understanding of their motivations.
KEBERLANJUTAN PEDAGOGI BAHASA ARAB KLASIK: METODE MUHADATSHAH DAN APLIKASINYA DALAM PEMBELAJARAN MAHARAH KALAM MODERN Nofesalya, Katrin Adjma; Yul, Widiya; Andrian, Riko
Shaut al Arabiyyah Vol 13 No 1 (2025): JURNAL SHAUT AL-'ARABIYAH
Publisher : Jurusan Pendidikan Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/saa.v13i1.56119

Abstract

This study examines Kalam learning through the Muhadatsah method at Ma'had Al-Jamiah, identifying supporting and inhibiting factors. A phenomenological approach with an interpretive paradigm and descriptive qualitative methods was used. Findings include: 1) The method aims to accustom students to Arabic communication. 2) Muhadatsah is significant due to its relaxed, practical nature, conversation habituation, repetitive practice, engaging elements, memorization facilitation, and fluency development. 3) Progress is assessed by students' fluency and ease in pronunciation. 4) Implementation involves vocabulary assignments, partner selection, topic determination, and location choice for Muhadatsah. 5) Evaluation is through direct supervision by the instructor. 6) The teaching approach is relaxed and flexible. 7) No media are used as learning resources. 8) Challenges include limited time, an unsupportive language environment, students' lack of basic Arabic knowledge, and shyness. 9) Success is seen in improved Kalam skills, accurate pronunciation, and increased vocabulary.
Analisis Pembelajaran Kosakata melalui Perspektif Gaya Belajar Siswa: Sebuah Kerangka Kerja untuk Pengajaran Bahasa Arab Amilya; Yul, Widiya
Shaut al Arabiyyah Vol 13 No 1 (2025): JURNAL SHAUT AL-'ARABIYAH
Publisher : Jurusan Pendidikan Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/saa.v13i1.56156

Abstract

The objective of this research is to determine the alignment of teaching techniques applied at SMP Atthayyibah in vocabulary instruction with the individual learning styles of students. The method used in this research is qualitative. The findings reveal that teachers have not engaged in mapping the students' learning styles in the context of Arabic language instruction. However, it is noteworthy that teachers implement vocabulary teaching strategies that cater to different learning styles, encompassing auditory, visual, and kinesthetic learners. These strategies include 1) utilizing visual aids, 2) implementing singing techniques, and 3) conducting lessons outside the classroom. The primary challenge encountered by teachers in mapping students' learning styles is the difficulty in determining subsequent actions once the mapping is completed. The findings of this study suggest that teachers who do not map students' learning styles tend to avoid making additional efforts to prepare strategies tailored to the identified learning styles.
Constructivist-Based Arabic Reading Pedagogy in a Heterogeneous Student Context: Insights from Ma'had IAIN Kerinci Ayumi, Nadila Mi; Yul, Widiya; Andrian, Riko
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 9 No. 1 (2025): 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/jta.v9i1.45285

Abstract

This study investigates the instructional strategies employed by Arabic language educators in teaching reading skills (mahārah al-qirā’ah) to students at Ma'had IAIN Kerinci, who possess diverse educational backgrounds. Specifically, it explores how teachers adapt their pedagogy to students' prior Arabic grammar knowledge, particularly among those with pesantren (Islamic boarding school) experience. Grounded in constructivist learning Theory, this qualitative research adopts a phenomenological approach involving classroom observations and in-depth interviews with six instructors and twelve students over four months. Data were thematically analyzed to capture recurring pedagogical patterns and learner experiences. The findings reveal that the constructivist approach is more effective in advanced-level classes, as students with prior grammatical knowledge actively engage in meaning construction. A key strategy identified is the use of i'rāb (grammatical analysis), which enhances students' ability to decode and comprehend Arabic texts. The study underscores the pedagogical value of i'rāb within a constructivist framework and highlights the necessity of aligning instructional strategies with students' linguistic backgrounds. These insights contribute to the development of context-sensitive Arabic reading instruction in heterogeneous academic settings
Examining the Correlation Between Qur’anic Reading Fluency and Arabic Text Reading Skill in Second Language Learners Frieola, Vesi; Yul, Widiya; Andrian, Riko
ALSINATUNA Vol 10 No 2 (2025): June 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v10i2.11807

Abstract

This study aims to analyze the correlation between Qur’anic reading proficiency and Arabic text reading skills (mahārah qirā’ah) among learners of Arabic as a second language. The underlying assumption of this research is based on the premise that fluency in reading the Qur’an which entails phonological, articulatory, and Arabic text processing skills potentially contributes to the general ability to read Arabic texts. However, Qur’anic reading proficiency does not necessarily align with the ability to comprehend classical Arabic texts such as kitab kuning, which possess distinct syntactic structures and contextual meanings. This study employs a quantitative approach using Pearson correlation analysis to obtain objective and statistically analyzable results. Data were collected through two types of tests: a Qur’anic reading test and an Arabic text comprehension test. The analysis yielded a significance value of 0.052, which exceeds the conventional threshold of 0.05 (0.052 > 0.05). In other words, there is no statistically significant relationship between Qur’anic reading proficiency (independent variable, X) and Arabic reading skills (mahārah qirā’ah, dependent variable, Y). This finding suggests that although both skills utilize the same script and language, they develop within different contexts one being ritualistic and phonological in nature, and the other communicative and syntactic.
Co-Authors Abdurrahman Husein, Abdul Hakim Amilya Andrian, Riko Ayumi, Nadila Mi D.S., Muhammad Ridha Frieola, Vesi Ghozi, Mohamad Gusma, Adib Julian ILHAM Muhlasin, Muhlasin Nofesalya, Katrin Adjma Nurhidayah Nurhidayah Oktavera, Hasnil Prasetya, Rangga Putri Saleha, Gena Rofingah, Umi Rozanie, Jihan Fitri Sari, Rara Salvia Ulya, Aqil Sajidil