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Moh. Ainin

Universitas Negeri Malang

Author-ID : 2474367

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The Relationship between Personality Traits of Dayakese Students and Their Strategies in Learning Arabic as a Foreign Language Wahdah, Nurul; Ainin, Moh.; Hamid, M. Abdul
Dinamika Ilmu Dinamika Ilmu Vol 18 No 2, December 2018
Publisher : IAIN Samarinda

This study aims at finding out the relationship between personality traits and Arabic Language Learning Strategies (LLS) for the Dayakese learners of Islamic Senior High School Tumbang Samba, Central Kalimantan, Indonesia. Eighty one students were asked to participate in this study. The instruments used were the Big Five Personality Inventory (BFI) proposed by John (1990) and the Strategy Inventory for Language Learning (SILL) proposed by Oxford (1990). In analysing data, arithmetic mean, standard deviation and correlation coefficient of Pearson were used. The findings can be explained as follows. 1) The agreeableness and conscientiousness traits of Dayakese learners were at moderate levels, and the extroversion, neuroticism and openness to experience traits of them were at high levels. The most preferred personality trait was openness to experience. 2) The language learning strategies used by students on the six strategies were at different levels. The cognitive, compensation, affective and social strategies were at low levels. The memory and metacognitive strategies were at moderate levels. The most popularly strategy used was metacognitive strategies and the least strategy used was cognitive strategies. 3) Although there is not a statistically significant correlation between Dayakese learners ‘personality and Arabic language learning strategies generally, the significant correlations were found between neuroticism trait and memory, metacognitive, and social strategies; and between openness to experience trait and cognitive, compensation, metacognitive, affective and social strategies specifically.

The Relationship between Personality Traits of Dayakese Students and Their Strategies in Learning Arabic as a Foreign Language Wahdah, Nurul; Ainin, Moh.; Hamid, M. Abdul
Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 18 No 2, December 2018
Publisher : IAIN Samarinda

This study aims at finding out the relationship between personality traits and Arabic Language Learning Strategies (LLS) for the Dayakese learners of Islamic Senior High School Tumbang Samba, Central Kalimantan, Indonesia.Â Eighty one studentsÂ Â were asked to participate in this study. The instruments used were the Big Five Personality Inventory (BFI) proposed by John (1990) and Â Â the Strategy Inventory for Language Learning (SILL) proposed by Oxford (1990). In analysing data, arithmetic mean, standard deviation and correlation coefficient of Pearson were used. The findings can be explained as follows. 1) The agreeableness and conscientiousness traits of Dayakese learners were at moderate levels, and the extroversion, neuroticism andÂ Â openness to experience traits of them were at high levels. The most preferred personality trait was openness to experience. 2) The language learning strategies used by students on the six strategies were at different levels. The cognitive, compensation, affective and social strategies were at low levels. The memory and metacognitive strategies were at moderate levels. The most popularly strategy used was metacognitive strategies and the least strategy used was cognitive strategies. 3)Â Although there is not a statistically significant correlation between Dayakese learners â€˜personality and Arabic language learning strategies generally, the significant correlations were found between neuroticism trait and memory, metacognitive, and social strategies; and between openness to experience trait and cognitive, compensation, metacognitive, affective and social strategies specifically.

The Acquisition Of Speaking Skills For Students Based On The Behaviorism And Cognitivism Theories/ Ø§ÙƒØªØ³Ø§Ø¨ Ù…Ù‡Ø§Ø±Ø© Ø§Ù„ÙƒÙ„Ø§Ù… Ù„Ø¯Ù‰ Ø§Ù„Ø·Ù„Ø§Ø¨ ÙÙŠ Ø¶ÙˆØ¡ Ø§Ù„Ù†Ø¸Ø±ÙŠØ© Ø§Ù„Ø³Ù„ÙˆÙƒÙŠØ© ÙˆØ§Ù„Ù…Ø¹Ø±ÙÙŠØ© Gunawan, Gunawan; Ainin, Moh; Bahruddin, Uril
Ijaz Arabi Journal of Arabic Learning Vol 4, No 1 (2021): Ijaz Arabi Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v4i1.10581

The purpose of this study was to reveal the acquisition situation and atmosphere of the speaking skills for Students of KMI Pondok Modern Gontor Ponorogo in the views of the Behaviorism and Cognitivism, the factors influencing the acquisition process of the speaking skills, the linguistics problems in the acquisition process of the speaking skills and the resolutions. This research applied a case study using a descriptive qualitative approach. The data was collected using active participant observation, passive non-participant observation, interviews, and documentaries methods. The Miles Huberman model was then used to analyze the data. The results of the research showed that, first, the situations in the speaking skills acquisition include the language instructional classes situation, the islamic studies instructional classes situation, and the situation of using the language in the extra-curricular and everyday life activities. In those situations, students interactively combined the use both behaviorism and cognitivism theories, although the implementation of behaviorism priciples is more dominant. Moreover, the implementation of both theories was highly supported by the language atmospheres in the classrooms and outside the classrooms, as well as the discipline enforcement in the language implementation. Second, the factors influencing the speaking skills acquisition process among others were the area and situation diversities for doing simulation (practice), imitation and repetitions, the availability of many areas and situations for practicing and building the habit, the presence of a mentor among students, language atmosphere in the classroom, language atmosphere outside the classrooms,Â the presence of language role models, feedback and reinforcement, the implementation of discipline, court and monitoring board committee, motivation and self-confidence. Third, the linguistic problems in the acquisition process of studentsâ€™ speaking skills among others were the phonemic system, word arabization, changes in the words meaning, mistakes in the language structure, the use of Indonesian particle and the occurance of local dialect. The resolutions that had been taken by the institution (the boarding school of Gontor) to deal with those problems were correcting the speaking errors, providing language training for the board committee, delivering good language style, providing speaking model, practicing the pronunciation, teaching grammar for middle and upper level students, and giving harder punishment for those who intentionally offended the language practice regulation.

KETAKSAAN SILABUS MATA PELAJARAN BAHASA ARAB TAHUN 2016 UNTUK JENJANG MENENGAH ATAS Moh. Ainin; Imam Asrori
Arabi : Journal of Arabic Studies Arabi : Journal of Arabic Studies | Vol. 4 No. 2 December 2019
Publisher : IMLA (Arabic Teacher and Lecturer Association of Indonesia)

The Ministry of National Education has developed the 2016 Arabic language learning syllabus for high school level (SMA and MA) with specialization programs. This syllabus is often complained by Arabic teachers. This study was conducted with a qualitative approach because the data were analyzed in the form of information presented in narrative form and the results of the analysis were also presented in a narrative-qualitative manner. Data were analyzed using the interactive model of Miles and Huberman and strengthened by the Krippendorff model content analysis technique. Based on the results of a study of the contents of the syllabus, it was found that there were substantial ambiguities. This imposedness includes imposed identity and imposed content. The ambiguity was present in the form of imposed identity in the mention of names of subjects (subjects of Arabic language and literature, courses in Arabic, even subjects of Indonesian / French). The ambiguity of content includes: inconsistencies between components, KD formulation, cognitive-psychomotor domains, language skills (receptive-productive, and impersonal meaning.

Dayakese Students’ Beliefs About Arabic Language Learning and Their Relation with The Language Learning Strategies Nurul Wahdah; Moh. Ainin; M. Abdul Hamid
Jurnal Alsinatuna Vol 4 No 1 (2018): December 2018
Publisher : Arabic Education Program IAIN Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v4i1.1589

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.

IMPLEMENTASI PENDEKATAN SAINTIFIK DI ERA KURIKULUM 13 DALAM PEMBELAJARAN BAHASA ARAB: RELEVANKAH? Moh. Ainin
Prosiding Konferensi Nasional Bahasa Arab No 3 (2017): PROSIDING KONFERENSI NASIONAL BAHASA ARAB III
Publisher : Prosiding Konferensi Nasional Bahasa Arab

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Abstrak: Kurikulum merupakan bagian integral dari sistem pembelajaran. Sebagai bagian integral, keberadaan kurikulum merupakan instrumern utama yang dijadikan pijakan untuk mengetahui keberhasilan pembelajaran, baik dari sisi proses maupun hasil. Kebermaknaan kurikulum akan terwujud manakala kurikulum tersebut selalu diupdate sesuai dengan kebutuhan masyarakat dan perkembangan jaman. Sejak awal tahun duaribuan, kurikulum Pembelajaran Bahasa Arab di Indonesia selalu mengalami perubahan yaitu dari kurikulum Berbasis Kompetensi, Kurikulum Tingkat Satuan Pendidikan, dan yang terkahir Kurikulum tahun 2013 (K13). Dalam K 13 ini, pendekatan pembelajaran yang ditetapkan untuk semua matapelajaran, termasuk bahasa Arab adalah pendekatan saintifik. Pertanyaannya adalah apakah pendekatan ini relevan atau aplicable untuk pembelajaran bahasa Arab bagi siswa yang notabena masih tingkat pemula? Berdasarkan hasil pemikiran konseptual dan data empiris di lapangan dapat dikemukakan, bahwa pendekatan ini kurang relevan dan kurang aplikatif untuk diimplementasikan dalam pembelajaran bahasa Arab. Pembelajaran bahasa, khususnya bahasa Arab memiliki pendekatan tersendiri yang diadopsi baik dari teori linguistik maupun psikologi belajar. Apabila pendekatan saintifik ini dipaksakan untuk diterapkan, maka keterpaksaan itu pada pembelajaran membaca dan menulis. Kata kunci: Pembelajaran bahasa Arab, tingkat pemula, pendekatan saintifik, relevankah.

PEMBELAJARAN BAHASA ARAB MOTIVASIONAL MOH. AININ
Prosiding Konferensi Nasional Bahasa Arab No 1 (2015): Prosiding Konferensi Nasional Bahasa Arab I
Publisher : Prosiding Konferensi Nasional Bahasa Arab

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Motivasi merupakan energi utama seseorang untuk melakukan suatu tindakan. Dalam konteks Pembelajaran Bahasa Arab (PBA), motivasi merupakan faktor utama untuk menentukan keberhasilan belajar. Saat ini, motivasi belajar bahasa Arab di madrasah/sekolah tidak sebagaimana yang diharapkan. Fenomena ini disebabkan oleh faktor internal dan eksternal. Terkait dengan permasalahan ini, perlu diupayakan pembelajaran bahasa Arab yang motivasional sehingga peserta didik merasa senang dan bangga belajar bahasa Arab. Implikasinya, PBA baik dari sisi proses maupun hasil menjadi berkualitas.

تعليم اللغة العربية في المدارس على أساس فرضيتي المدخل اللغوي واكتساب اللغة (إسهام تعليمي لتنمية مهارات اللغة العربية) Moh. Ainin
Prosiding Konferensi Nasional Bahasa Arab No 7 (2021): Prosiding Konferensi Nasional Bahasa Arab VII
Publisher : Prosiding Konferensi Nasional Bahasa Arab

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PELATIHAN PEMBUATAN BAHAN AJAR BAHASA ARAB BERBASIS POWERPOINT BAGI GURU MTs KABUPATEN DAN KOTA KEDIRI Moh Ainin dkk
Prosiding Konferensi Nasional Bahasa Arab No 4 (2018): Prosiding Konferensi Nasional Bahasa Arab IV
Publisher : Prosiding Konferensi Nasional Bahasa Arab

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Abstrak: Powerpoint merupakan salah satu microsoft office yang bermanfaat untuk presentasi. Powerpoint juga bisa digunakan untuk membuat bahan ajar bahasa Arab. Dengan adanya powerpoint sebagai salah satu bahan ajar bahasa Arab diharapkan siswa bisa menerima pelajaran dengan senang dan bisa termotivasi lebih dalam lagi mempelajarinya. Kegiatan penerapan ipteks ini adalah Pelatihan Pembuatan Bahan Ajar Bahasa Arab berbasis powerpoint untuk guru bahasa Arab MTs Kabupaten dan Kota Kediri. Pelatihan ini bertujuan untuk mengenalkan kepada guru-guru bahasa Arab MTs konsep bahan ajar berbasis powerpoint dan meningkatkan keterampilan mereka dalam membuat bahan ajar bahasa Arab berbasis powerpoint di lembaga masing-masing. Setelah diadakan pelatihan, diharapkan guru memiliki pengetahuan dan keterampilan dalam membuat bahan ajar berbasis powerpoint. Metode yang digunakan dalam kegiatan ini adalah ceramah, praktik, latihan, pembimbingan individual, dan konsultasi. Dari hasil kegiatan, diperoleh kesimpulan bahwa guru bahasa Arab MTs Kabupaten dan Kota Kediri mengenal konsep bahan ajar berbasis powerpoint dan mereka dapat membuatnya untuk proses pembelajaran bahasa Arab pada tingkat MTs.Kata Kunci: powerpoint, pembelajaran bahasa Arab, SMA/MA

PEMBELAJARAN BAHASA ARAB BERBASIS HIPOTESIS INPUT DAN PEMEROLEHAN (KONSTRIBUSI PEDAGOGIK UNTUK PENINGKATAN KETERAMPILAN BERBAHASA ARAB) Moh. Ainin
Prosiding Konferensi Nasional Bahasa Arab No 7 (2021): Prosiding Konferensi Nasional Bahasa Arab VII
Publisher : Prosiding Konferensi Nasional Bahasa Arab

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Pembelajaran bahasa Arab di madrasah atau di sekolah dihadapkan pada berbagai permasalahan. Diantara permasalahan yang lebih menonjol dan katagori klasik adalah kelemahan siswa dalam menggunakan bahasa Arab sebagai alat komunikasi lisan dan tulis. Banyak variabel sebagai penyebab permasalahan tersebut baik yang bersifat mikro maupun makro. Banyak cara untuk memecahkan permasalahan tersebut. Di antara cara yang belum mendapat perhatian dan dipandang relevan serta aplikatif untuk diterapkan yaitu penerapan Hipotesi Input dan Pemerolehan yang digagas oleh Krashen. Untuk mewujudkan kedua hipotesis ini dalam peningkatan kemampuan berbahasa Arab siswa adalah (1) menghadirkan penutur asli dalam pembelajaran bahasa Arab, (2) guru menggunakan bahasa Arab sebagai media komunikasi di kelas secara gradual sesuai dengan tingkat kemampuan siswa, (3) pemberian kesempatan kepada siswa untuk menggunakan bahasa Arab, baik secara lisan maupun tulis, (4) pembentukan lingkungan berbahasa Arab baik lingkungan formal maupun informal, (5) penggunaan metode pembelajaran yang komunikatif-interaktif, (6) materi ajar berbasis kebutuhan siswa (kontekstual), (7) pemberian tugas berbasis keterampilan, dan (8) penilaian senyatanya. Kata kunci: hipotesis Input, hipotesis pemerolehan, peningkatan keterampilan berbahasa Arab

Co-Authors Abd Rauf Hassan Abdul Basith Abdul Wahab Naf'an Abdul Wahab Rosyidi Ach. Rifqiy Al Nabiil Ach. Rifqiy Al Nabiil Achmad Tohe Agung Heru Setiadi Agung Setiyawan Agung Setiyawan, Agung ahmad arifin Ahmad Arifin B. Sapar Ahmad Dzulfikar Al Farobi Ahmad Karnel, Muhammad Iqbal Ahmad Kholil Ahmad Syaifudin Al Farobi, Ahmad Dzulfikar Al Nabiil, Ach Rifqiy Alfa Naja Imamuna Alfa Naja Imamuna Ali Ma'sum Alifa Nur Nafisah Alnabiil, Ach. Rifqiy Alsokari, Tareq Andaru Bahy, Moh. Buny Anwar Sanusi Arifianto, Muhammad Lukman Arya Wahyu Pratama Asih, Zwesty Kendah Ath-Thukhi, Ahmad Muhammad Aulia Rahman Aulia Rahman Azkia Muharom Albantani B. Sapar, Ahmad Arifin Bima Fandi Asy'arie Chairul Umam Dadang Firdaus Dadang Firdaus Dina Mutiatunnisa Eko Bowo Wicaksono Erlina Erlina Faishol Mahmud Adam Ibrahim Faisol, M Faizal Habibie Farika Riskiyah Fikha Ilma Hayati Rukmana Fityan Fikrut Tamam Gunawan Gunawan Habibie, Faizal Hamid, M. Abdul Hamid, M. Abdul Haniah Hasanah, Ummi Herlina Aulia Hoesni, Ismail Ubaidillah Husnatul Hamidiyyah Siregar Husnatul Hamidiyyah Siregar Ibnu Hafid Alfarisy Ibnu Hafid Alfarisy Iffat Maimunah Iffat Maimunah Imam Asrori Iqbal Akmalun Ni'am Irhamni Junda Miladya Kholilurrohman, Muchammad Kholisin Kholisin Khuluq, Muchsinul Kiki Cahya Muslimah Kirom, Abdul Lailana Aulia Rahmah Laily Maziyah Laksono Trisnantoro Lando, Natalia S. Luthfatul Qibtiyah M. Abdul Hamid Mahbub Humaidi Aziz Maimunah, Iffat Maulana, Deni Mhd Firdaus Lubis Miladya, Junda Moh. Buny Andaru Bahy Moh. Fauzan Moh. Khasairi Mohammad Ahsanuddin Mohammed Abdulaziz Mohammed AhmedEltigani Mokhtar, Marzni Mohamed Mualim Wijaya Muashomah Muassomah Muassomah Muassomah Muassomah Muassomah Muchammad Kholilurrohman Muhammad Ahsan Thoriq Muhammad Alfan Muhammad Sholehuddin Muhammad Syaifullah Muhammad Taufan Muhammad Tisna Nugraha, Muhammad Tisna Nur Fuady Rahman Nur Fuady Rahman Nur ‘Azah Nurhidayati Nurhidayati Nurhidayati Nurhidayati Nurul Fitria Nurul Murtadho Nurul Wahdah Nurul Wahdah Nurul Wahdah, Nurul Nurwijayanti Rahmah, Maulidah Rahman, Mohammad Fajar Fauzi Rahmi, Shilla Rendi Pramadi Rendi Pramadi Rico Fenda Pradana Rukmana, Fikha Ilma Hayati Sahkholid Nasution Sahrani, Sahrani sanusi, Anwar Siregar, Husnatul Hamidiyyah Sobirin, Sahrul Suharmon Suharmon SYAIFUDIN, MOH. Syarif Husein Syarif Husein Syarifaturrahmatullah, Syarifaturrahmatullah Torkis Lubis Torkis Lubis Torkis Lubis Umi Machmudah Uril Bahruddin, Uril Uswatun Hasanah Wahdah, Nurul Wahib Dariyadi, Moch. Wicaksono, Eko Bowo Wildana Wargadinata Wirmansyah, Aulia Fadhila Yoke Suryadarma Zainul Arifin Zainul Fuat Zubaidah R, Zubaidah Zubaidah, Zubaidah Zulpina, Zulpina

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