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All Journal Lisanudhad QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Al-Ma'rifah : Jurnal Budaya, Bahasa dan Sastra Arab Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab LISANAN ARABIYA: Jurnal Pendidikan Bahasa Arab SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab Aphorisme: Journal of Arabic Language, Literature, and Education Absorbent Mind Al-Lahjah : Jurnal Pendidikan, Bahasa Arab dan Kajian Linguistik Arab Lingua Franca Tadris: Jurnal Pendidikan Islam Journal Of Arabic Language Studies And Teaching Social Science Academic Journal of Conflict and Social Class (JCSC) Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab
Salma, Kunti Nadiyah
Institut Agama Islam Sunan Giri Ponorogo
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Journal : Journal Of Arabic Language Studies And Teaching

 1 
Implementasi Teori Four Aspects of Language Learning dalam Pembelajaran Bahasa Arab bagi Siswa Berkebutuhan Khusus Hasan, Laili Mas Ulliyah; Vetiana, Gautama Veri; Salma, Kunti Nadiyah
Journal of Arabic Language Studies and Teaching Vol. 5 No. 1 (2025): May 2025 / مايو ٢٠٢٥
Publisher : Universitas Islam Negeri Sunan Ampel Surabaya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jalsat.2025.5.1.52-66

Abstract

This study examines how MTs Wachid Hasyim Surabaya, an inclusive school, apply William Francis Mackey's Four Aspects of Language Learning Theory to teach Arabic to special needs pupils in Grade 8. The study focuses on the application of phonetics, grammar, semantics, and graphology to improve students' learning of the Arabic language.  A qualitative approach is used to analyze teaching methods, learning materials, and student progress in inclusive classroom settings. Findings suggest that incorporating phonetic exercises helps students, particularly those with speech impairments, enhance their pronunciation. Grammar instruction is adapted to incorporate visual and interactive media, supporting students with ADHD and those who are slow learners. Semantic teaching is reinforced through contextual storytelling and role-playing, making it easier for students to grasp meaning. Graphology-based techniques can help children with learning disabilities improve their writing and reading skills. The study highlights the importance of multimodal and adaptive teaching methods in meeting a range of learning needs. This study provides suggestions for enhancing teaching strategies based on Mackey's framework and facilitates the development of inclusive Arabic language teaching models.
Co-Authors Abdul Wahab Rosyidi Ahmed Shalabi, Essam Mustafa Almuzakir Almuzakir Amrullah, Sulton Azali Ana, Sri Asrofin, Dian Asy'Syahid, Muhammad Abdu Farshen, Muhammad Faisal Agha Hasan, Laili Mas Ulliyah Hisyam Zaini Holilulloh, Andi Khowarizmi Abdul Karim Kurniasari, Anis Nila Laili Mas Ulliyah Hasan Laili Mas Ulliyah Hasan Mamluatul Hasanah Mar'ati, Tiara Mustika Hanum Miftah Muttaqin Muassomah Muassomah Mubarak, Aniz Faizatul Nurharini, Firdausi Pramesti, Ika Pratama, Toni Diyan Putra, Wahyu Hanafi R. Umi Baroroh Ramadhani, Rifky Kamila Rofiah, Nurul Rohman, Muhamad Asvin Abdur Syamsul Hadi Syamsul Muqorrobin, Syamsul Thamir Thamir As-Saady Tiara Mustika Hanum Mar'ati Umma Khoirotus Soleckah Ummul Fadhilah Arrobiah Uril Bahruddin, Uril Vetiana, Gautama Veri Wahyu Hanafi Putra Wijayanti, Lisma Meilia Yulina, Friska Dwi Yunarta, Taufik