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All Journal Journal of Arabic Language Learning and Teaching Jurnal Pendidikan dan Kebudayaan
Muhammad Ari Saputra
Sekolah Tinggi Agama Islam Negeri Mandailing Natal
Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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DISCOURSE ANALYSIS OF “SINDBAD AND THE PIRATES’ PIT” Muhammad Ari Saputra
Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) Vol. 2 No. 3 (2022): November 2022 : Jurnal Pendidikan dan Kebudayaan (JURDIKBUD)
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurdikbud.v2i3.1459

Abstract

This Study sets out the author's view of discourse analysis and illustrates the approach with an analysis of discursive “Sindbad and the Pirates’ Pit” movies discourse in contemporary Britain, specifically in higher education. It includes a condensed theoretical account of critical discourse analysis, a framework for analysing discursive events, and a discussion of discursive practices, as well as analysis of samples of the discourse of higher education. The paper concludes with a discussion of the value of critical discourse analysis as a method in social scientific research, and as a resource for social struggle.
Development and Preliminary Evaluation of the SpeakSmart Pocket Guide for Arabic and English Vocabulary and Speaking Practice Rahmat Linur; Dedisyah Putra; Muhammad Ari Saputra
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 3 (2026): Journal of Arabic Language Learning and Teaching (JALLT)
Publisher : Universitas Islam Negeri Palangka Raya Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jallt.v4i3.577

Abstract

Students learning Arabic and English in Indonesian madrasahs may recognize vocabulary yet still struggle to retrieve it during oral interaction. This study developed and preliminarily evaluated the SpeakSmart Pocket Guide at Madrasah Aliyah Negeri Insan Cendekia Mandailing Natal, Indonesia. Thirty students aged 15–17 years participated in 16 classroom sessions; five of these students were purposively interviewed, together with one Arabic teacher and one English teacher. Needs analysis combined classroom observation, semi-structured interviews, and syllabus analysis. Two validators whose collective expertise covered Arabic and English language education and instructional media conducted formative expert review before implementation. Qualitative evidence identified restricted productive vocabulary access, dependence on scripts, reluctance to initiate speech, and limited communicative support. During implementation, students reported easier access to vocabulary and greater willingness to attempt pair and role-play interaction, while teachers perceived the guide as useful for structuring speaking activities. The findings support preliminary usability, accessibility, and classroom applicability rather than vocabulary or speaking gains. Because item-level validation scores were not retained in the supplied research record, no quantified validity claim is made.
Co-Authors Dedisyah Putra Rahmat Linur