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All Journal LiNGUA: Jurnal Ilmu Bahasa dan Sastra Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab Abjadia, International Journal of Education QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Arabi : Journal of Arabic Studies Arabiyatuna : Jurnal Bahasa Arab Ijaz Arabi Journal of Arabic Learning IZDIHAR El-Tsaqafah: Jurnal Jurusan PBA Prosiding Konfererensi Nasional Bahasa Arab MANAZHIM Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Salwatuna: Jurnal Pengabdian Kepada Masyarakat Tanwir Arabiyyah: Arabic as Foreign Language Journal English Language Teaching Journal Jurnal Islam Nusantara Alsinatuna PANDALUNGAN : Jurnal Pengabdian kepada Masyarakat Maharaat Lughawiyyat Al-Hayat: Journal of Islamic Education
Mamluatul Hasanah
Staff Ruang Baca Jurusan Teknik Sipil Fakultas Teknik Universitas Brawijaya
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Implementation of the Grammatical Translation Method in I'rob Jurumiyah Learning at Madrasah Diniyah An-Nur Batu Nabiilah, Alaikin; Hasanah, Mamluatul; Faisol, Faisol
Tanwir Arabiyyah: Arabic as Foreign Language Journal Vol 4, No 2 Desember (2024)
Publisher : Universitas Muhammadiyah Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31869/aflj.v4i2.5991

Abstract

Madrasah Diniyah An Nuur Batu faces challenges in teaching Arabic grammar (nahwu i'rob jurumiyah) due to traditional methods. This research investigates the effectiveness of the grammatical translation method in addressing these challenges. The study employed a qualitative case study approach, gathering data through interviews with educators, the headmaster, and students, as well as observations and document analysis. The findings reveal that the grammatical translation method significantly enhances i'rob jurumiyah learning at the madrasah. The method involves using the students' native language as the medium of instruction, with the teacher actively presenting material and students passively receiving it. This approach focuses on teaching grammatical rules, leading to improved understanding and application of nahwu concepts. The supporting factors for the implementation of the grammatical translation method in learning i'rob jurumiyah at Madrasah Diniyah An Nuur Batu are adequate facilities, a supportive Arabic language learning environment and the background of students, the creativity of educators in teaching, the existence of nadzom by Madrasah Diniyah An Nuur Batu, and the existence of additional exciting methods
Arabic Language Environment for Islamic Boarding School Student Language Acquisition: Capturing Language Input, Interaction, and Output Muttaqin, Imam; Bakheit, Bakri Mohamed; Hasanah, Mamluatul
Al-Hayat: Journal of Islamic Education Vol. 8 No. 3 (2024): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i3.624

Abstract

This study aims to learn more about the Arabic language environment and its relationship to input, interaction and output in student language acquisition. The approach used is a qualitative approach with a case study type. Determination of informants using purposive techniques. Data collection techniques include observation, interviews, and documentation. Data analysis using the Miles, Huberman and Saldana models, namely data condensation, data presentation, and conclusions. The results of the study show that the Arabic language environment consists of a formal Environment containing classroom learning, Mhārh al-qirāʼah, mhārh al-kitābah, al-Istimāʻ wa-al-kalām, Informal Environment containing language activities outside the classroom; ilqāʼ al-mufradāt, al-muḥādathah, al-tawʻiyah al-dīnīyah, al-khaṭṭ al-ʻarabī, muhadlarah, and maḥkamat al-lughah. Related to input, interaction, and output, the Arabic language environment is concerned with formal and informal environments. The formal environment of language input in the form of structured teacher utterances originates from dialogue and language exercises, patterned language interactions between individual teachers and groups of students and interactions between groups of teachers and groups of students, while the language output is in the form of structured student utterances according to Arabic language structure patterns. While the informal environment of language input in unstructured teacher utterances originates from natural language, the language interaction in it is patterned, the interaction between individual teachers and individual students or vice versa, while the language output is in the form of student utterances obtained naturally. It should be noted that this study is limited to the aspects of the Arabic Language Environment and Language Acquisition. The findings of this study show the importance of an Arabic language environment that can enrich language input, interaction, and output in the language acquisition process.
ARCS (Attention, Relevance, Confidence, Satisfaction) Model as Extrinsic Motivation in Arabic Language Learning: Teachers' Perspectives and Experiences Erlina, Erlina; Hamid, M. Abdul; Daroini, Slamet; Hasanah, Mamluatul; Muassomah, Muassomah
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 1 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i1.10636

Abstract

This study aims to explore the perspectives and experiences of 32 Arabic language teachers in West Sumatra in providing extrinsic motivation through the ARCS (Attention, Relevance, Confidence, Satisfaction) model and its effectiveness, as well as the obstacles they face in the practice. This study is motivated by the view that intrinsic motivation alone is not sufficient; students also need extrinsic motivation as a reinforcement and driver in the Arabic language learning process. Using a phenomenological approach, data were collected through observation and online interviews, then analyzed using the Miles and Huberman model, which includes data condensation, data presentation, and conclusion drawing. The results showed that: (1) the majority of teachers perceive the importance of extrinsic motivation and apply it through various strategies that can be categorized in the ARCS model (Attention, Relevance, Confidence, Satisfaction), and also by Piaget's developmental theory of teaching Arabic language materials from easy to difficult; (2) The main obstacles in implementing extrinsic motivation in the form of the ARCS model include internal factors such as low interest and negative perceptions of students towards Arabic, as well as external factors such as limited support from schools and families; (3) the majority of teachers consider extrinsic motivation in the form of the ARCS model to be effective in increasing enthusiasm, creativity, long-term interest, as well as students' learning abilities and achievements. However, its effectiveness is still assumptive and contextual because it has not been tested quantitatively. This study provides practical implications for Arabic language teachers in designing learning strategies that integrate extrinsic motivation effectively, especially through the application of techniques in the ARCS model, thoroughly and contextually.
The Quality Learning of Extensive Reading with Synergetic Learning Approach Fitriyana, Azizah; Hasanah, Mamluatul; Syuhadak
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 1 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i1.11104

Abstract

This research aims to measure the quality prediction of extensive reading learning with synergetic learning approach. This research begins with a phenomenon that reading skills in the PBA study program aim to achieve speaking skills, active students in making assignments and collecting them arranged in a disciplined and structured manner and the phenomenon of active learning in class, students exchange the results of their reading assignments and collaborate in presenting to their friends and Lecturer's experience in teaching extensive reading for more than 20 years. Departing from the curiosity of this phenomenon, the researcher will explore and analyze the factors that quality of learning extensive reading with synergetic learning approach. This research is a descriptive quantitative, data analysis using the Structural Equation Modeling Partial Least Square (SEM - PLS) method. The results showed that extensive reading complied with the Ministry of Education, Culture and Research's quality standards at 80%, a very good level, and had a positive impact on lecturer behavior, student behavior, the learning environment, educational materials, educational media, and the education system. Extensive reading meets the criteria of synergetic learning theory at 85%, which is a very good value. It has a positive impact on educational outcomes, including team building, shared goals, cooperative learning, problem solving, shared assessment, continuous learning, and feedback. The theoretical results of this research showed that the quality learning of the extensive reading with synergetic learning approach has a positive impact on input, process, output, and outcomes. These are important aspects that indicate Outcome-Based Education.
Developing Effective Arabic Speaking Skills Teaching Materials: Integrating Speech Acts in a Genre-Based Approach Imamuna, Alfa Naja; Hasanah, Mamluatul; Nurhadi, Nurhadi; Asrori, Imam
ALSINATUNA Vol 10 No 1 (2024): December 2024
Publisher : Arabic Education Department, Faculty of Education and Teacher Training, State Islamic University of K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v10i1.9339

Abstract

This research is based on the identification of issues encountered at State Islamic High School 2 Malang city, that speaking skills are often not prioritized in the classroom as evidenced by the absence of Arabic language teaching materials and the teachers' focus on reading and writing activities only. The aim of this study is to produce speaking skills teaching materials focusing on speech acts based on a genre-based approach, aligned with the learning outcomes expected by the Merdeka curriculum, and to evaluate the feasibility of these materials. This research employs a development research methodology involving five stages, which are needs analysis, design, development, feasibility testing, evaluation. Data collection techniques in this study include observation, interviews, questionnaires, and documentation. The results of the study are: 1) a speaking skills teaching materials focusing on speech acts based on a genre-based approach, incorporating various types of texts or functional communicative expressions, which is aligned with learning outcomes and student needs, and 2) the feasibility test results of the teaching materials obtained from experts reached a percentage of 87.6%, and the product readability questionnaire by students reached 81.4%. Both include to the "excellent" category and suitable for classroom application.
The effectiveness of developing instructional materials designed for vocabulary acquisition among visually impaired students using the Braille method Saat, Abdus; Hasanah, Mamluatul; Faisol, Faisol; Haidar, Ali
Abjadia : International Journal of Education Vol 10, No 2 (2025): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v10i2.32668

Abstract

The urgency to develop Arabic vocabulary learning materials in Braille for visually impaired beginner students arises as a response to the persistent inequality of access to education within Islamic boarding schools (pesantren). The scarcity of specialized instructional media tailored to the characteristics of visual disabilities has hindered vocabulary acquisition, a crucial element in building reading skills and Arabic text comprehension. In this context, the development of Braille-based learning materials through a systematic instructional design approach—specifically the ADDIE model—offers a practical and inclusive educational solution.This study adopts a Research and Development (RD) methodology, utilizing the ADDIE framework, which comprises five stages: Analysis, Design, Development, Implementation, and Evaluation. The analysis phase involved field observations, in-depth interviews, and document reviews to assess the actual learning needs of visually impaired students at Pondok Pesantren Nurul Qur’an in Probolinggo. Based on this analysis, thematic vocabulary materials were designed around students’ daily environments, such as body parts, school facilities, daily activities, and food. The content was produced in Arabic Braille and enriched with interactive exercises, including letter arrangement, word matching, multiple-choice questions, and progressive reading and memorization tasks.The materials were validated by experts in Arabic language education, Braille methodology, and inclusive education. The results confirmed high pedagogical and technical feasibility. A limited trial with four students showed significant improvement in Braille reading skills, vocabulary comprehension, and self-confidence in independent learning. This innovation affirms the right to equitable and dignified education for students with disabilities and promotes inclusive pedagogical practices within Islamic educational institutions.
Material Development for Arabic Writing Skills Based on International Standards l Tathwir al-Mawad al-Dirasiyyah li Maharah al-Kitabah fi Dhau’i al-Ma‘ayir al-‘Alamiyyah Nuraini, Nuraini; Asrori, Imam; Hasanah, Mamluatul
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 14 No 2 (2022): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/albayan.v14i2.13901

Abstract

The main source of language teaching is teaching materials. The important aspects in developing the language curriculum depend on these materials and their use in the language. Preparing materials must be adapted to the competencies and needs of the students. This study aimed to develop the teaching materials of arabic writing skills for the beginners levels based on intenational standards. The documents were the arabic writing materials for the beginers levels. Meanwhile, interview was conducted with the directur and teacher of Arabic language and the students of Islamic Study Programs, with an expert in the curriculum of arabic language and the material of arabic writing skills. The finding of this study were the material for writing skill of arabic language for the beginners levels which based on internationals standards. The materials teaching of the beginers levels were suitable with the levels of arabic learners which developed by the American Council on the teaching of foreign language (ACTFL). It consist the levels of arabic learning, thus are Novice, Intermediate, Advance and Superiors levels. The results of this study showed that the writing skills for the beginers levels must be started with the writtng diction, simple sentences, and short paragraphs. The results proved that materials teaching of arabic writing skills for the beginers levels is effective for Improving the students competency in arabic writing. Thus, this research suggest the students needs to be involved to solve the problem related to the Arabic language skills of students from diverse educational backgrounds.
Co-Authors Ahmad Makki Hasan Ahmad Mubaligh Alfiatus Syarofah Ali Haidar Anak Agung Gede Sugianthara Asy'ari, Hasyim Asy’ari, Hasyim Bakheit, Bakri Mohamed Daroini, Slamet Dewi, Aprilianing Tyas Tri Tungga ElJack Ibrahim, Nahla Ibrahim Elok Rufaiqoh, Elok Erlina Erlina Faisol Faisol Fitriyana, Azizah Habibie, Azman Sidi Habsyi, Nabilai Hamid, M. Abdul Ibrahim, Faisal Mahmoud Adam Imam Asrori Imam Muttaqin, Imam Imamuna, Alfa Naja Khuluq, Muchsinul Langgeng Budianto Lateef Onireti Ibraheem Luthviyah Romziana Mahliatussikah , Hanik Maulana, Puji Maulidya, Hanifah Mohammad Ahsanuddin Muasshomah, Muasshomah Muassomah Muassomah Muassomah Nabiilah, Alaikin Nabil, Muhamad Naufan Niswah, Luthfiyyatin Nur Azizah Nuraini Nuraini Nurhadi Octavia, Poppy Adenila Penny Respati Yurisa Risna Rianti Sari Romziana, Lutviyah Romziyana, Lutviyah Rosid, Abdur Saat, Abdus Salma, Kunti Nadiyah Shidiq, Fauzie Muhammad Suryanto, Bradhiansyah Tri Syuhadak Syuhadak, Syuhadak Uqba, M Sholih Salimul Uril Bahruddin, Uril Wildana Wargadinata Wulandhari, Rafida Esty