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Mahfudhoh, Rifatul
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Journal : ARKHAS: Journal of Arabic Language Teaching

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Enhancing Arabic Writing Skills Through the Genre-Based Approach in Senior High School Ashari, M Yahya; Huda, Mokhammad Miftakhul; Mahfudhoh, Rifatul
Journal of Arabic Language Teaching Vol 4 No 2 (2024): 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.v4i2.2137

Abstract

Arabic writing skills require systematic and progressive learning with clear stages like concept building, modeling, and practice. However, previous studies have often overlooked the importance of combining structured learning models with contextual themes in improving writing proficiency. Addressing this gap, the present study is going to investigate the application of the Genre-Based Approach using the Teaching Learning Cycles Model in Arabic writing instruction. The study is based upon the theme of Travel. The target population is 32 students. A qualitative approach with a descriptive method was used, whereby data were collected through classroom observation, assignments, tests, FGD, and documentation. Data were analyzed using descriptive analysis techniques. The results show that the GBA with the TLC Model provide gradual learning, through the introduction of concepts, modeling, and practice activities in group and individual settings. It also integrated the 4C skills of 21st-century learning: critical thinking, communication, collaboration, and creativity. Students' learning mastery increased from 39.72% to 87.19% with a mean increase from 60.28 to 81.67 after the intervention. The learning process was also rated positively by observers. This study concludes that GBA with the TLC Model is effective in improving Arabic writing skills through structured, contextual, and collaborative learning experiences.
Enhancing Arabic Writing Skills Through the Genre-Based Approach in Senior High School Ashari, M Yahya; Huda, Mokhammad Miftakhul; Mahfudhoh, Rifatul
Journal of Arabic Language Teaching Vol. 4 No. 2 (2024): 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.v4i2.2137

Abstract

Arabic writing skills require systematic and progressive learning with clear stages like concept building, modeling, and practice. However, previous studies have often overlooked the importance of combining structured learning models with contextual themes in improving writing proficiency. Addressing this gap, the present study is going to investigate the application of the Genre-Based Approach using the Teaching Learning Cycles Model in Arabic writing instruction. The study is based upon the theme of Travel. The target population is 32 students. A qualitative approach with a descriptive method was used, whereby data were collected through classroom observation, assignments, tests, FGD, and documentation. Data were analyzed using descriptive analysis techniques. The results show that the GBA with the TLC Model provide gradual learning, through the introduction of concepts, modeling, and practice activities in group and individual settings. It also integrated the 4C skills of 21st-century learning: critical thinking, communication, collaboration, and creativity. Students' learning mastery increased from 39.72% to 87.19% with a mean increase from 60.28 to 81.67 after the intervention. The learning process was also rated positively by observers. This study concludes that GBA with the TLC Model is effective in improving Arabic writing skills through structured, contextual, and collaborative learning experiences.
Alternative Education Strategy in The New Normal Era: إستراتيجية التعليم البديلة في العصر العادي الجديد Ashari, Mohamad Yahya; Mahfudhoh, Rifatul
Journal of Arabic Language Teaching Vol. 2 No. 1 (2022): 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.v2i1.1301

Abstract

Covid 19 pandemic forces the humanbeing to change their habits and forces the teachers to innovate in their teaching. The application of approaches, methods, strategies and technics can make the students diligent in their study such as self-direct learning. The purposes of the paper are defining the strategy of Self-direct learning, the teacher role and the steps of Self-direct learning strategy. The paper uses qualitative approach by implementation of literature study and uses the procedures of miles and hubberman in data collecting and data analysis. The findings of the paper are : 1) The strategy of Self-direct learning that forces the students to upgrade the knowledge, the competence and the achievement based on personal inisiative in studying design, implementation and evaluation. 2) The strategy of Self-direct learning that forces the teacher to be the contact, supervisor and programmer in teaching. 3) The steps of Self-direct learning strategy composed of 3 (three) steps that are design, implementation and evaluation. The originality of the paper is The strategy of Self-direct learning forces the student freedom and awareness in studying. The paper type is literature study. إن جائحة كوفيد 19 شجع الناس على تحويل سلوكهم وشجع المدرسين على الابتكار في عملية التعليم بالغرفة الدراسية. فتطبيق عدة مداخل وطرائق واسترتيجيات وتكنيكات يجعل الطلاب نشيطين في التعلم منها إستراتيجية التعليم الموجه ذاتيا. اتجهت الدراسة إلى البحث عن تعريف إستراتيجية التعليم الموجه ذاتيا ودور المدرس فيها وخطواتها في التعليم. وأصبح نوع الدراسة دراسة مكتبية نظرية، فاستخدمت الدراسة مدخل البحث الكيفي مع تطبيق منهج الدراسة المكتبية واستخدمت منهج ميلس وهوبرمان في جمع وتحليل البيانات. توصلت الدراسة إلى: (1) إن استراتيجية التعليم الموجه ذاتيا هي التي تشجع الطلاب على تنمية المعرفة والمهارة والانجاز مؤسسة على المبادرة الشخصية في تصميم التعلم وتنظيم تنفيذه وتقويمه. و(2) إن استراتيجية التعليم الموجه ذاتيا تشجع المدرس على أن يكون متصلا ومرشدا ومنظما في التعليم. و(3) إن خطوات استراتيجية التعليم الموجه ذاتيا تكونت من 3 (ثلاث) خطوات، منها: التصميم والتنفيذ والملاحظة والتقويم. الاستفادة من هذه الدراسة بأن استراتيجية التعليم الموجه ذاتيا شجعت الطلاب على الدراية والاستقلال في التعلم.
Implementation Of Direct Reading Thinking Activity In Learning To Read In Arabic Lessons Ashari, Mohamad Yahya; Huda, Mokhammad Miftakhul; Mahfudhoh, Rifatul
Journal of Arabic Language Teaching Vol. 3 No. 1 (2023): 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.v3i1.1801

Abstract

This study focused on the study of the implementation of the strategy DRTA (Directed Reading Thinking Activity) in learning to read in MTsN 15 Jombang. Obstacles faced in implementing the DRTA strategy and solutions made by Arabic teachers in the face of blocks in the teaching and learning process in Class 8-F. The research method used in this study is qualitative research. This research was conducted in MTsN 15 Jombang by involving the components in the madrasah as a data source or the research subject. The methods that researchers use in this study to collect data are observation methods, interview methods, and documentation methods. Based on the data findings in the field, the researcher can conclude that the process of implementation of the strategy DRTA in learning to read can be classified as part of the read-aloud, reading in the liver, and reading the analytical. Therefore, the strategy requires students to gain the ability to understand the text of a precise reading through systematic learning steps, ranging from reading aloud or inwardly to drawing conclusions based on the assignment given by connecting various knowledge that students have before and after reading. Implementation of the DRTA strategy, there are several obstacles faced. Still, Arabic teachers also make some efforts to overcome these obstacles so that Arabic language learning in Grades 8-F can run optimally, one of which is by forming study groups and student assignments and providing motivation to students by always giving confidence about the benefits of Arabic for the future of students both in religious life in the face of the global era.
Co-Authors Ashari, M Yahya Ashari, Mohamad Yahya Huda, Mokhammad Miftakhul