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<![CDATA[Istiratijiyatu Ta'allum al-Lughah al-Arabiyyah biwasfiha Lughah Ajnabiyah 'Inda al-Talamidz fi al-Madrasah al-Tsanawiyah al-Islamiyah al-Hukumiyyah 1 Banjar 'Abra Ikhtilaafi al-Jinsi wa al-Syu'bah - ]]>
<![CDATA[Nurul Wahdah]]>
<![CDATA[ Al-Arabi: Journal of Teaching Arabic as a Foreign Language Vol 1, No 2 (2017): Al-Arabi : Journal of Teaching Arabic as a Foreign Language ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um056v1i2p3-15
<![CDATA[This causal comparative study aims at finding out the language learning strategies (LLS) in Arabic as a foreign language used by students across gender and majors at State Islamic Senior High School 1 Banjar, South Kalimantan, Indonesia. There were 127 (one hundred and twenty seven) students who were asked to participate in this study. The instruments were adapted from The Strategy Inventory for Language Learning (SILL) proposed by Oxford (1990). In analysing data, arithmetic mean, deviation standard and independent sample test were used. The results of the study revealed that 1) the most popularly strategy used by students at State Islamic Senior High School 1 Banjar was metacognitive, 2) there is a significant difference in using Arabic language learning strategies between female and male students with p=0.017 ≤ 0.05, 3) there is a significant difference in using Arabic language learning strategies between and between social science major and natural science major students with p=0.02 ≤0.05. This indicated that the differences across gender and majors in using language learning strategies (LLS) in Arabic as a foreign language are found.Keywords: Language learning Strategies, Arabic as foreign language, and gender and majors difference.]]>
<![CDATA[Dayakese Students’ Beliefs About Arabic Language Learning and Their Relation with The Language Learning Strategies ]]>
<![CDATA[Nurul Wahdah]]>;
<![CDATA[Moh. Ainin]]>;
<![CDATA[M. Abdul Hamid]]>
<![CDATA[ Jurnal Alsinatuna Vol 4 No 1 (2018): December 2018 ]]>
Publisher : <![CDATA[Arabic Education Program IAIN Pekalongan ]]>
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DOI: 10.28918/alsinatuna.v4i1.1589
<![CDATA[Language learners often bring their personal philosophy into foreign language learning. Beliefs about language learning might support to selecting the ways of learning in foreign language. This study aims at finding out the correlation between Dayakese students’ beliefs about language learning and their learning strategies in Arabic as a foreign language at Central Borneo, Indonesia. Sixty-one students were asked to participate in this study. The instruments used were Beliefs about Language Learning (BALLI) proposed by Horwitz (1988) and Strategy Inventory for Language Learning (SILL) proposed by Oxford (1990). In analyzing data, arithmetic mean, standard deviation and correlation coefficient of Pearson product moment were used. The findings can be explained as follows. 1) The aptitude, learning difficulty, and communication and learning strategies dimensions were at medium level, while nature of language learning and motivation & expectation dimensions were at high level. Generally, Dayakese students’ beliefs about Arabic language learning were at medium level; 2) The popular strategies used by Dayakese students were metacognitive and affective strategies; 3) The significant correlations were found between Dayakese students’ beliefs about language learning and their Learning Strategies in Arabic as a foreign language with coefficient correlation 0.431.]]>
<![CDATA[BERMAIN PERAN SEBAGAI DUBBER:IMPLEMANTASI INOVATIF PENDEKATANAURAL ORAL DALAM PEMBELAJARAN KETERAMPILAN KALAM ]]>
<![CDATA[NURUL WAHDAH]]>
<![CDATA[ Prosiding Konferensi Nasional Bahasa Arab No 2 (2016): Prosiding Konferensi Nasional Bahasa Arab II ]]>
Publisher : <![CDATA[Prosiding Konferensi Nasional Bahasa Arab ]]>
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<![CDATA[Belajar bahasa Arab tidak hanya sekedar belajar tata bahasa atau sekedar mendengarkan bunyi-bunyi bahasa Arab, tetapi harus sering mempraktikkan bahasa tersebut baik secara lisan atau tertulis. Keterampilan Kalam (berbicara dalam berbahasa Arab) merupakan salah satu keterampilan bahasa yang dapat dikuasai oleh pembelajar bahasa Arab melalui pembiasaan atau praktik terus-menerus. Untuk proses pembiasaan berbicara dalam bahasa asing pendekatan yang dilakukan antara lain dengan pendekatan aura-oral. Pendekatan ini memberikan perhatian utama kepada kegiatan latihan (drill), yaitu: menghafal kosa kata dan berdialog. Pada sisi lain pendekatan ini lebih mengutamakan kesahihan dan keakurasian bahasa. Karakteristik pendekatanaura-oral di atas teraplikasi pada latihan berbicara bahasa Arab dengan berlatih sebagai pengisi suara dalam film (dubber).Strategi ini menuntut pembelajar untuk berlatih mengungkapkan percakapan bahasa Arab secara berulang-ulang sampai pembelajar dapat menyesuaikan antara suara mereka dengan gerakan yang terdapat di dalam film dengan benar dan tepat. Kata Kunci: Keterampilan Kalam, Pendekatan Aural-Oral, Bermain Peran Dubber]]>
<![CDATA[The application of Albert Bandura's Social Cognitive Theory: A Process in Learning Speaking Skill ]]>
<![CDATA[Aulia Mustika Ilmiani]]>;
<![CDATA[Nurul Wahdah]]>;
<![CDATA[Mahfuz Rizqi Mubarak]]>
<![CDATA[ Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol 5, No 2 (2021): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban ]]>
Publisher : <![CDATA[UIN Sunan Gunung Djati Bandung ]]>
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DOI: 10.15575/jpba.v5i2.12945
<![CDATA[Albert Bandura's social cognitive theory is a theory that connects behaviorist and cognitive learning theory. This theory assumes that people can pay attention to others through observation, reinforcement, and modeling to learn new information and behavior. Based on this principle, the Arabic Language Education study program lecturer at IAIN Palangka Raya started learning maharah kalam by inviting students to review videos as a pilot, to be imitated and practiced. The purpose of this study is to describe the learning process of Mahārah Kalam using social cognitive theory. Using descriptive qualitative methods, research data is generated through the process of observation, interviews and documentation. The results showed that there were four basic activities of learning maharah kalam using social cognitive theory. First, observing the pronunciation of a conversational sentence from a learning video. Second, remembering the pronunciation of the sentence either in the form of vocabulary or the question word used. Third, replicating pronunciation by imitating conversational sentences according to the learning video. Fourth, showing abilities by exploring conversations, as well as the pronunciation learned]]>
<![CDATA[Dayakese Students’ Beliefs About Arabic Language Learning and Their Relation with The Language Learning Strategies ]]>
<![CDATA[Nurul Wahdah]]>;
<![CDATA[Moh. Ainin]]>;
<![CDATA[M. Abdul Hamid]]>
<![CDATA[ Jurnal Alsinatuna Vol 4 No 1 (2018): December 2018 ]]>
Publisher : <![CDATA[Arabic Education Program IAIN Pekalongan ]]>
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DOI: 10.28918/alsinatuna.v4i1.1589
<![CDATA[Language learners often bring their personal philosophy into foreign language learning. Beliefs about language learning might support to selecting the ways of learning in foreign language. This study aims at finding out the correlation between Dayakese students’ beliefs about language learning and their learning strategies in Arabic as a foreign language at Central Borneo, Indonesia. Sixty-one students were asked to participate in this study. The instruments used were Beliefs about Language Learning (BALLI) proposed by Horwitz (1988) and Strategy Inventory for Language Learning (SILL) proposed by Oxford (1990). In analyzing data, arithmetic mean, standard deviation and correlation coefficient of Pearson product moment were used. The findings can be explained as follows. 1) The aptitude, learning difficulty, and communication and learning strategies dimensions were at medium level, while nature of language learning and motivation & expectation dimensions were at high level. Generally, Dayakese students’ beliefs about Arabic language learning were at medium level; 2) The popular strategies used by Dayakese students were metacognitive and affective strategies; 3) The significant correlations were found between Dayakese students’ beliefs about language learning and their Learning Strategies in Arabic as a foreign language with coefficient correlation 0.431.]]>
<![CDATA[FA’ALIYATU ISTIRAATIJIYAT RIWAYATI AL-QHOSHAHI AR_RAQMIYYAH LITARQIYATI QUDRATU AT-TULLAB ‘ALA MAHAARATI AL-KALAM ]]>
<![CDATA[Ellisa Qudratul Jannah]]>;
<![CDATA[Nurul Wahdah]]>;
<![CDATA[Yulia Rahmah]]>
<![CDATA[ El-Tsaqafah : Jurnal Jurusan PBA Vol. 20 No. 1 (2021): Juni 2021 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Mataram ]]>
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<![CDATA[This study aims to determine the effectiveness of the Digital Storytellingstrategy in improving students’ speaking skills. This study uses a quantitativeresearch method of experimental type or true experimental design using a pretestposttestcontrol group design. Participants in the study were class VIII participantsat an Integrated Islamic Junior High School (SMP IT) in Palangka Raya City. . Fromthis study found the following results: 1. participants in the control class showed anincrease in speaking ability seen from the average value of the pretest and posttestresults, namely the pretest average value of 77.02 increased to 92.64 in the averagevalue. average posttest results. So it can be concluded that participants’ speakingskills can improve even if they do not use digital story telling (DST) strategies.2. Participants from the experimental class showed an increase in speaking abilityseen from the average value of the pretest and posttest results, namely the averagepretest value of 76.02, an increase in the average value of the posttest results to94.41. So it can be concluded that the digital story telling (DST) strategy can improveparticipants’ speaking skills. 3. The comparison of the posttest average value of theexperimental class and the control class using the Mann Whitbey test because thedata is not normally distributed, a significance value of 0.084 is obtained, which isgreater than 0.05, so there is no significant difference in learning outcomes betweenthe experimental class participants who learn to use a digital story telling (DST)strategy with control class participants who do not use this strategy. However,because the posttest average value of the experimental class was higher, the digitalstory telling (DST) strategy was more effective for the participants in this study.]]>
<![CDATA[Pembinaan Kepercayaan Diri Ibu-Ibu dalam Baca Al-Qur’an Melalui Kegiatan Mengaji Bersama ]]>
<![CDATA[Cindy Dwi Rohmah]]>;
<![CDATA[Muslimah Muslimah]]>;
<![CDATA[Nurul Wahdah]]>
<![CDATA[ Bubungan Tinggi: Jurnal Pengabdian Masyarakat Vol 4, No 3 (2022) ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/btjpm.v4i3.5860
<![CDATA[Pembinaan ini bertujuan untuk meningkatkan kepercayaan diri ibu-ibu dalam baca Al-Qur’an didampingi oleh mahasiswa dan dosen melalui salah satu program KKN Tematik yaitu belajar dan mengaji bersama ibu-ibu rumah tangga di Sidomulyo. Proses pengabdian menggunakan pendekatan Asset Based Community Development (ABCD). Sebelum pembinaan dilakukan, kepercayaan diri ibu-ibu dalam baca Qur’an masih kurang, hal ini nampak berdasarkan hasil observasi, yakni ibu-ibu ketika pengajian seperti habsyi tampil percaya diri melantunkan syair namun ketika yasinan untuk pembacaan kalam illahi ibu-ibu belum berani sehingga dilimpahkan kembali pada ibu-ibu lansia yang sudah berpengalaman. Hasil pembinaan kepercayaan diri ibu-ibu dalam baca Al-Qur’an melalui kegiatan mengaji bersama, yang dilaksanakan selama 3 bulan dengan pendekatan ABCD dapat disimpulkan bahwa kepercayaan diri ibu-ibu dalam baca Al-Qur’an meningkat dengan adanya pembinaan, yang mana membantu ibu-ibu mengatasi hal-hal yang membuat kurang percaya diri seperti merasa bacaannya kurang bagus tajwidnya atau kurang percaya diri dengan lagu mengajinya, maka di sinilah pembinaan ini berperan. This guidance aims to increase the confidence of mothers in reading the Qur'an accompanied by students and lecturers through one of the Thematic Community Service Programs, namely studying and reciting the Koran with homemakers in Sidomulyo. The service process uses the Asset Based Community Development (ABCD) approach. Before the training was carried out, the confidence of the mothers in reading the Qur'an was still lacking; this could be seen based on the results of observations, namely the mothers during the recitation such as habsyi appeared confident in reciting poetry, but when the yasinan for the reading of the divine kalam, the mothers did not have the courage to do so—transferred back to experienced elderly mothers. The results of fostering mothers' self-confidence in reading the Qur'an through joint recitation activities with the ABCD approach show that mothers' self-confidence in reading the Qur'an increases with coaching, which helps mothers overcome these problems. -Things that make you less confident, such as feeling that your recitation isn't good enough or you don't have confidence in the song you recite; this is where this coaching comes into play. ]]>
<![CDATA[Bimbingan Belajar Bahasa Inggris Sebagai Upaya Peningkatan Kosakata Siswa di SDN 1 Kalampangan ]]>
<![CDATA[Dendy Pratama Putra]]>;
<![CDATA[Nanik Ariningsih]]>;
<![CDATA[Nurul Wahdah]]>
<![CDATA[ Dikmas: Jurnal Pendidikan Masyarakat dan Pengabdian Vol 3, No 1 (2023): March ]]>
Publisher : <![CDATA[Magister Pendidikan Nonformal Pascasarjana Universitas Negeri Gorontalo ]]>
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DOI: 10.37905/dikmas.3.1.107-112.2023
<![CDATA[Kegiatan yang rutin dilaksanakan sebagai bimbingan pembelajaran kosa kata bagi siswa yang memiliki dasar pemahaman bahasa inggris rendah hadirnya Merdeka Belajar Kampus Merdeka (MBKM) yang dilaksanakan oleh mahasiswa IAIN Palangka Raya sebagai salah satu program Asistensi mengajar (AM) sebagai program mahasiwa dalam membantu para guru dalam mengajar dan merupakan proses dari bagian bimbingan rutin kepada siswa dalam segala aspek pembelajaran terutama bahasa inggris yang di tuntut pada peningkatan segi pemahaman kosakata yang telah membuat siswa kesulitan dalam mengartikan setiap pelajaran yang di berikan oleh guru ketika belajar maka dari itu pengabdian ini berfokus pada metode seris lerning ialah metode yang tepat digunakan karena hasil yang di dapatkan kian meningkat seiring pembelajaran di berlakukan.]]>
<![CDATA[Pendampingan Belajar Melalui Pemanfaatan Permainan Edukatif Tebak Kata Siswa SDN 1 Kalampangan ]]>
<![CDATA[Erni Hidayanti]]>;
<![CDATA[Nurul Wahdah]]>;
<![CDATA[Setria Utama Rizal]]>;
<![CDATA[Istiyati Mahmudah]]>;
<![CDATA[Uci Mellynia Anjani]]>
<![CDATA[ Jurnal Pengabdian kepada Masyarakat Nusantara Vol. 3 No. 2.2 (2023): Jurnal Pengabdian kepada Masyarakat Nusantara ]]>
Publisher : <![CDATA[Cv. Utility Project Solution ]]>
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<![CDATA[Pandemi Covid-19 yang menimpa berbagai negara termasuk Indonesia telah menyebabkan perubahan signifikan di sejumlah bidang kehidupan, termasuk pendidikan. Banyak peserta didik yang kemampuan nya menurun akibat pembelajaran daring. Tujuan dari kegiatan pendampingan belajar melalui pemanfaatan permainan edukatif tebak kata ini adalah untuk meningkatkan kemampuan dan pemahaman siswa terhadap pembelajaran IPAS materi bagian-bagian tumbuhan dan contohnya sehingga kriteria ketercapaian tujuan pembelajaran dapat tercapai. Metode yang digunakan merupakan metode Service Learning (SL) yang berlangsung dalam dua tahapan yakni perencanaan dan pelaksanaan. Hasil pengabdian menunjukkan bahwa pendampingan belajar siswa melalui pemanfaatan permainan edukatif tebak kata menunjukkan perkembangan kemampuan siswa menjadi lebih baik. Hasilnya menunjukkan pemahaman siswa mengenai materi bagian-bagian tumbuhan menjadi lebih optimal. Banyak siswa yang mencapai kriteria ketercapaian tujuan pembelajaran dan siswa yang menunjukkan perkembangan kemampuan percaya diri nya dalam berpendapat dan mengemukakan gagasan nya hingga menemukan jawaban yang tepat. Siswa tidak lagi merasa takut akan jawaban yang kurang tepat. Dengan demikian kegiatan ini bermanfaat baik untuk siswa, sehingga kesulitan yang dialami pada pembelajaran di kelas dapat teratasi.]]>
<![CDATA[PENGKADERAN SUMBER DAYA MANUSIA SEBAGAI PENERUS TENAGA PENDIDIK DI TPA AL-MUHAJIRIN SIDOMULYO ]]>
<![CDATA[Nadira Fajri]]>;
<![CDATA[Muslimah Muslimah]]>;
<![CDATA[Nurul Wahdah]]>;
<![CDATA[Hamidah Hamidah]]>
<![CDATA[ Jurnal Pendidikan dan Pengabdian Masyarakat Vol. 5 No. 3 (2022): Agustus ]]>
Publisher : <![CDATA[FKIP Universitas Mataram ]]>
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DOI: 10.29303/jppm.v5i3.3781
<![CDATA[Kegiatan pengabdian kepada masyarakat bertujuan memberikan pengkaderan dalam bentuk pelatihan bagi remaja untuk menjadi tenaga pendidik yang memiliki kemampuan dalam mengajar dengan baik, dari segi keahliannya dalam bidang mengajar di TPA dan meningkatkan kepercayaan diri menggunakan metode yang menarik serta menyenangkan seperti metode bernyanyi. Metode pelaksanaan pengabdian menggunakan pendekatan ABCD (Asset Based Community Development) yaitu perencanaan awal dengan mendata dan identifikasi sumber daya dan kebutuhan masyarakat; pelaksanaan dilakukan dengan melibatkan masyarakat dalam prosesnya; dan evaluasi yang dilakukan selama proses dan akhir pengkaderan. Hasil dari pengabdian ini menunjukkan bahwa remaja di Sidomulyo yang awalnya hanya orang tertentu yang mau sebagai pengajar al-Quran dengan metode yang monoton dan berlangsung apa adanya, menjadi memiliki kepercayaan diri dan lebih siap menjadi pengajar al-Quran setelah dilakukan pelatihan dalam kegiatan pengkaderan oleh mahasiswa dan dosen dalam program KKN Tematik sehingga pembelajaran al-Qur’an di TPA AL-Muhajirin menyenangkan dan efektif mencapai tujuan dan merekrut lebih banyak siswa yang berpartisipasi sebagai peserta didik.]]>
