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ترقية دوافع تعلم اللغة العربية بالتعليم القائم على المهام Rosiyadi, Meylda; Arifin, Syamsul; Alawiyah, N. Lalah
Kalimatuna: Journal of Arabic Research Vol 2, No 2 (2023): Kalimatuna: Journal of Arabic Research
Publisher : Department of Arabic Education - Faculty of Educational Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/kjar.v2i2.28416

This study departs from the problem of decreasing motivation to learn Arabic and the lack of effective learning techniques used by teachers in learning. This study aims to obtain an overview of increasing motivation to learn Arabic with assignment-based learning. This study uses the Classroom Action Research method with the theory of Kemmis & MC Tagrt with a sample of 20 people. In each cycle, this research is focused on obtaining data on increasing motivation to learn Arabic for the fifth grade students of MIS Nurul Huda Caringin Bogor for the 2022/2023 academic year by using assignment-based learning. The data collection technique used is the distribution of questionnaires and questionnaires. Analysis of this research data with combined analysis, namely the quantitative technique based on the average score of the motivation questionnaire and the questionnaire score, while the qualitative technique is based on the description of the results of the analysis of the average score of the motivation questionnaire and the questionnaire score. The results of this study will prove that this assignment technique can increase the motivation to learn Arabic for the fifth grade students of MIS Nurul Huda Caringin-Bogor.

MODEL OF ARABIC AUTHENTIC ASSESSMENT INSTRUMENTS: SPEAKING (KALĀM) AT MADRASAH ALIYAH Raswan; Alawiyah, N. Lalah; Luthfi, Taufik
ALSINATUNA Vol 8 No 1 (2022): December 2022
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v8i1.1739

Authentic assessment is a model for assessing learning processes and outcomes that differ from ordinary assessments. Authentic judgment must be done in a natural context, not contrived, applied and taught. Authentic assessment is also an assessment mandate in Indonesia's latest curriculum, namely the 2013 Revised Curriculum (revised K.13). The speaking aspect is at the core of successfully learning other aspects of Arabic language skills: listening (istimā'), reading (qirā'ah), writing (kitābah) and culture (Ṡaqafah). With proper speaking assessment will be the capital of success in learning speaking and other aspects of learning Arabic. Therefore, a, this article aims to present an authentic assessment instrument model of aspects of Arabic speaking learning (kalām) based on revision K.13. The research method used is research on the development of 4D models, define (definition), design (Design), develop (Development) and disseminate (trial). The results showed that the speech skills assessment instrument developed in this article has good validity, through expert tests (84%) and public tests (78%). The results of this study state that the developed speech ability assessment instrument is suitable for use.

Kecemasan Berbahasa dalam Arabic Club: Studi Kasus pada SMA IT Daarul Qur’an Mulia Bogor Rizki, Muhamad Mauludi; Alawiyah, N. Lalah; Edidarmo, Toto
Kordinat: Jurnal Komunikasi antar Perguruan Tinggi Agama Islam Vol 24, No 2 (2025): Jurnal Komunikasi antar Perguruan Tinggi Agama Islam
Publisher : Kopertais Wilayah I DKI Jakarta dan Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/kordinat.v24i2.47151

This study aims to analyze the implementation of Arabic Club activities, the level of Arabic language anxiety experienced by students, and the contributing factors to that anxiety at Daarul Qur’an Mulia Islamic Senior High School, Bogor. Although the Arabic Club is designed to enhance Arabic language skills, some students still exhibit symptoms of anxiety, such as shyness, fear of making mistakes, and lack of self-confidence. Employing a qualitative approach with a case study method, data were collected through observation, interviews, FLCAS questionnaire, and documentation. The subjects involved 45 Arabic Club members, the club advisor, and Arabic language teachers. The findings indicate that the club is held weekly using interactive methods such as question-and-answer sessions, text reading, and educational games with digital media. However, FLCAS results show that most students experience moderate anxiety (75.56%), while the rest show high anxiety (24.44%), with no students reporting low anxiety. The highest anxiety level is associated with Fear of Negative Evaluation, followed by Communication Apprehension and Test Anxiety. Internal factors such as lack of self-confidence, limited vocabulary, and insufficient speaking practice are the primary causes of anxiety, while external factors like pressure when speaking in front of teachers also play a role. Strategies used by students and teachers to manage anxiety include independent practice, thorough preparation, gradual exposure, and creating a supportive learning environment. The study concludes that reducing language anxiety requires the integration of affective approaches and communicative teaching techniques tailored to students’ abilities, and the results are expected to serve as a reference for the development of a more effective and student-friendly Arabic Club.Keywords : Arabic Club; language anxiety; language skills; FLCAS.

Exploring Arabic Teachers’ Motivational Strategies in Teaching Arabic in Indonesia Toto Edidarmo; Alawiyah, N. Lalah; Rahim, Husni
Asalibuna Vol. 9 No. 01 (2025): Volume 09, Nomor 01, Juni 2025
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v9i01.5682

Abstract: This study describes and report effective motivational strategies used by Arabic language teachers in Indonesia to enhance students’ proficiency. A descriptive survey was conducted with 100 teachers from 11 provinces: Nanggroe Aceh Darussalam, North Sumatra, South Sumatra, Riau, Lampung, Banten, DKI Jakarta, West Java, Central Java, South Sulawesi, and North Maluku. Respondents were selected based on professional qualifications, with most having completed the Teacher Professional Education (PPG) program. Findings indicate that the most effective strategies include rewards and recognition, contextual approaches, modeling-based learning, the use of technology and interactive media, and providing challenges and opportunities for achievement. Teachers also emphasized the importance of creating a positive and supportive learning environment to strengthen student motivation. Analysis shows that 22% of respondents prioritized rewards such as gifts, points, or praise, while 20% highlighted the creation of a positive and interactive environment. About 18% stressed linking learning to real-life applications such as scholarships, careers, and religious practice. Meanwhile, 15% emphasized varied and innovative methods, including games, technology, Arabic clubs, and project-based learning. Personal and emotional approaches were considered important by 12%, while direct modeling of Arabic language use accounted for 8%, and student involvement in learning and assessment was noted by 5%. Overall, the study highlights that a combination of rewards, engaging environments, contextual relevance, and innovative teaching strategies significantly enhances both intrinsic and extrinsic motivation. These findings contribute to improving the quality of Arabic language teaching in Indonesia by aligning motivational strategies with students’ needs, learning contexts, and broader educational goals. Abstrak: Penelitian ini bertujuan menjelaskan dan melaporkan strategi motivasi yang efektif digunakan guru bahasa Arab di Indonesia untuk meningkatkan kemampuan berbahasa siswa. Metode penelitian adalah survei deskriptif dengan melibatkan 100 guru bahasa Arab dari 11 provinsi: Nanggroe Aceh Darussalam, Sumatera Utara, Sumatera Selatan, Riau, Lampung, Banten, DKI Jakarta, Jawa Barat, Jawa Tengah, Sulawesi Selatan, dan Maluku Utara. Responden dipilih berdasarkan kualifikasi profesional, mayoritas telah menyelesaikan Pendidikan Profesi Guru (PPG). Hasil penelitian menunjukkan strategi motivasi yang dianggap paling efektif meliputi penggunaan reward dan pengakuan, pendekatan kontekstual, pembelajaran berbasis pemodelan, pemanfaatan teknologi dan media interaktif, serta pemberian tantangan dan kesempatan berprestasi. Guru juga menekankan pentingnya menciptakan lingkungan belajar yang positif, menyenangkan, dan mendukung perkembangan motivasi siswa. Analisis data menunjukkan sebagian besar responden menekankan pemberian reward berupa hadiah, poin, atau pujian (22%) serta penciptaan lingkungan belajar positif dan interaktif (20%). Selain itu, 18% responden menilai penting mengaitkan pembelajaran dengan kehidupan nyata, manfaat, dan tujuan praktis seperti beasiswa, karier, maupun ibadah. Sebanyak 15% menekankan penggunaan metode variatif dan inovatif seperti permainan, teknologi, Arabic club, atau proyek. Pendekatan personal dan emosional mendapat perhatian 12% responden, sementara pemberian teladan praktik bahasa Arab langsung mencapai 8%, dan pelibatan siswa aktif dalam pembelajaran serta penilaian sebesar 5%. Temuan ini menegaskan bahwa kombinasi antara reward, lingkungan belajar yang menyenangkan, relevansi materi, serta metode inovatif dapat secara signifikan meningkatkan motivasi intrinsik dan ekstrinsik siswa dalam pembelajaran bahasa Arab.

Pengaruh Penggunaan Platform Quizizz Terhadap Partisipasi Kelas dalam Pembelajaran Mufradat Dewi, Annisa Rahmawati; Alawiyah, N. Lalah; Raswan, Raswan
Kordinat: Jurnal Komunikasi antar Perguruan Tinggi Agama Islam Vol.23 No.1 (2024): Jurnal Komunikasi antar Perguruan Tinggi Agama Islam
Publisher : Kopertais Wilayah I DKI Jakarta dan Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/kordinat.v23i1.44976

This study aims to reveal the impact of the Quizizz platform on enhancing classroom participation in Mufradat learning. The focus of this research is on the issue of low student participation in Mufradat learning at MI Al-Mursyidiyah Pamulang, which is often perceived as boring and uninteresting. This study employs a quantitative approach with a pre-experimental method using a one-group pretest-posttest design. Data were collected through observation, documentation and classroom participation questionnaires. The research subjects consisted of 32 students from class six B of MI Al-Mursyidiyah. Data analysis was conducted using the "t-test" formula to evaluate the effect of the Quizizz platform on improving classroom participation in Mufradat learning. The t-test results showed a value of 18.797 with a degree of freedom (df) of 31, while the values were 2.0395 at a 5% significance level and 2.744 at a 1% significance level. These results indicate thatis greater than at5% and 1% significance levels, with a P-value < 0.001. Therefore, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted, meaning that the use of the Quizizz platform has a significant impact on improving classroom participation in Mufradat learning.

Kecemasan Berbahasa dalam Arabic Club: Studi Kasus pada SMA IT Daarul Qur’an Mulia Bogor Mauludi Rizki, Muhamad; Alawiyah, N. Lalah; Edidarmo, Toto
Kordinat: Jurnal Komunikasi antar Perguruan Tinggi Agama Islam Vol. 24 No. 2 (2025): Jurnal Komunikasi antar Perguruan Tinggi Agama Islam
Publisher : Kopertais Wilayah I DKI Jakarta dan Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/kordinat.v24i2.46622

This study aims to analyze the implementation of Arabic Club activities, the level of Arabic language anxiety experienced by students, and the contributing factors to that anxiety at Daarul Qur’an Mulia Islamic Senior High School, Bogor. Although the Arabic Club is designed to enhance Arabic language skills, some students still exhibit symptoms of anxiety, such as shyness, fear of making mistakes, and lack of self-confidence. Employing a qualitative approach with a case study method, data were collected through observation, interviews, FLCAS questionnaire, and documentation. The subjects involved 45 Arabic Club members, the club advisor, and Arabic language teachers. The findings indicate that the club is held weekly using interactive methods such as question-and-answer sessions, text reading, and educational games with digital media. However, FLCAS results show that most students experience moderate anxiety (75.56%), while the rest show high anxiety (24.44%), with no students reporting low anxiety. The highest anxiety level is associated with Fear of Negative Evaluation, followed by Communication Apprehension and Test Anxiety. Internal factors such as lack of self-confidence, limited vocabulary, and insufficient speaking practice are the primary causes of anxiety, while external factors like pressure when speaking in front of teachers also play a role. Strategies used by students and teachers to manage anxiety include independent practice, thorough preparation, gradual exposure, and creating a supportive learning environment. The study concludes that reducing language anxiety requires the integration of affective approaches and communicative teaching techniques tailored to students’ abilities, and the results are expected to serve as a reference for the development of a more effective and student-friendly Arabic Club.

TADRIS MAHARAH AL-QIRA'AH FI DLAU AL-MADKHAL AL-BINA'I AL-IJTIMA'I Alawiyah, N. Lalah
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 1 No. 2 (2014)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v1i2.1145

Social constructivism, which is often called Vygotsky’s constructivist theory, is the latest teaching and learning approach which emphasizes on the importance of culture and social context or social interaction for knowledge development. Social constructivists view learning not only as individual process but also as a social process. Guided with social constructivism, this article aims to discuss its application in reading teaching. The implication of the models of learning recommended based on social constructivism are collaborative learning, cooperative learning, peer-scaffolding, reciprocal teaching, and contextual learning. DOI: 10.15408/a.v1i2.1145

ANALISIS TERJEMAHAN TEKS AKADEMIK MAHASISWA PROGRAM STUDI PENDIDIKAN BAHASA ARAB Alawiyah, N. Lalah; Royani, Ahmad; Nawawi, Mukhshon
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 3 No. 2 (2016)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v3i2.4642

This research was aimed to deal with the research question about how the strategy was used to translate Indonesian language academic texts into Arabic in structural aspect, its strategy in semantical aspect, and its appropriateness in terminological aspect. Qualitative research was applied in this study and content analysis was used for the analysis. The source of this research was the authentic examples of the students’ work Department of Arabic Language FITK UIN Syarif Hidayatullah in translation subject. The data used in this study were the verbal expressions in students’ works. The result found from 150 identified strategies, it was found 7 translation strategies discovered from students’ works from Indonesian language into Arabic. Based on the strategies found, it can be concluded that the translation of academic texts was still oriented to the first language. From the aspect of target language, the academic terminology was appropriately used, standardized and clear, although some mistakes found from the aspect of structure.DOI: 10.15408/a.v3i2.4642

Model Pembelajaran Bahasa Arab Berbasis Kebutuhan Mahasantri Pesantren Mahasiswa Alawiyah, N. Lalah; Muttaqin, Zainal; Taqi, Anas Zein
Kalimatuna: Journal of Arabic Research Vol. 1 No. 1 (2022): Kalimatuna: Journal of Arabic Research
Publisher : Department of Arabic Education - Faculty of Educational Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/kjar.v1i1.25299

This study aims to describe 1) students' perceptions of the purpose of learning Arabic in terms of its relevance to their learning needs; 2) female students' perceptions of Arabic teaching materials; 3) language skills (listening, speaking, reading, and writing) which are priorities and student required;; and 4) Evaluation of the desired learning. To achieve this goal, the research approach that is considered relevant in this research is a qualitative approach with a case study approach. Data were collected through questionnaires and interviews. The research results obtained are: 1) The objectives to be achieved by students are the ability to read and understand lecture material sourced from Arabic books. 2) The subject matter desired by students is related to listening, speaking, and reading skills, and relates to linguistic elements consisting of sounds, vocabulary (mufradat) word forms, and sentence structures that suit the needs (tanzhim psychology). 3) Taking into account the objectives and material above, various eclectic methods can be used with an emphasis on the touchable grammar method (thariqah qawa'id wa tarjamah) and the reading method. To practice speaking skills in communicating Arabic, the sam'iyyah syafawiyah method can be used. 4) Evaluation must be carried out programmatically using various tools, especially tests, both oral and written. This test can be objective or subjective.

ترقية دوافع تعلم اللغة العربية بالتعليم القائم على المهام Rosiyadi, Meylda; Arifin, Syamsul; Alawiyah, N. Lalah
Kalimatuna: Journal of Arabic Research Vol. 2 No. 2 (2023): Kalimatuna: Journal of Arabic Research
Publisher : Department of Arabic Education - Faculty of Educational Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/kjar.v2i2.28416

This study departs from the problem of decreasing motivation to learn Arabic and the lack of effective learning techniques used by teachers in learning. This study aims to obtain an overview of increasing motivation to learn Arabic with assignment-based learning. This study uses the Classroom Action Research method with the theory of Kemmis & MC Tagrt with a sample of 20 people. In each cycle, this research is focused on obtaining data on increasing motivation to learn Arabic for the fifth grade students of MIS Nurul Huda Caringin Bogor for the 2022/2023 academic year by using assignment-based learning. The data collection technique used is the distribution of questionnaires and questionnaires. Analysis of this research data with combined analysis, namely the quantitative technique based on the average score of the motivation questionnaire and the questionnaire score, while the qualitative technique is based on the description of the results of the analysis of the average score of the motivation questionnaire and the questionnaire score. The results of this study will prove that this assignment technique can increase the motivation to learn Arabic for the fifth grade students of MIS Nurul Huda Caringin-Bogor.

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