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All Journal Alfaz (Arabic Literatures for Academic Zealots) Ethical Lingua: Journal of Language Teaching and Literature Alsinatuna
Arina Haque
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media

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Variasi Aksen dan Leksem Dialek Arab: (Kajian Sosiodialektologi pada Dialek Libya Timur dan Barat) Wildana Wargadinata; Syifa Rifani; Arina Haque
Alfaz (Arabic Literatures for Academic Zealots) Vol 9 No 2 (2021): December 2021
Publisher : Jurusan Bahasa dan Sastra Arab Fakultas Ushuluddin dan Adab UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/alfaz.Vol9.Iss2.5139

Abstract

The research aims: (1) to describe the differences in accent and lexeme variations in the eastern and western Libyan dialects; and (2) to describe the social factors of Libyan society that cause dialect variations. The method used is descriptive qualitative with data sources from interviews with native Libyan speakers. Direct interviews carried out the data collection technique. The results of this study are: (1) Libyan dialect variations between the Eastern and Western Libyan dialects are divided into accent and lexeme variations. The researcher found three different accent variations of the two dialects. The differences in accent include phonetic differences with accelerations and changes in pronunciation. Meanwhile, in the lexeme, researchers found 20 variations of the lexeme. These variations include onomasiological symptoms in most of the vocabulary and semasiological symptoms in some of the lexemes; (2) The factors causing the emergence of dialect variations are: The influence of geographic location; The social condition of the Libyan people; The tradition of settling down and being close to the family after marriage; The society that divided was considered a disgrace. Meanwhile, two factors influence the similarity between the Libyan dialect and Fushah Arabic, namely: the Libyan dialect Lexem can be derived from the Fushah language; The Libyan dialect axon is a Fushah language experiencing affixes and accelerations in pronunciation.
Implementation of Kahoot! As A Learning Tool to Develop Mastery of Arabic Mufrodat for Class X Students at MA Al-Anwar Sarang Iffat Maimunah; Habil Abyad; Arina Haque; Kristina Imron
ALSINATUNA Vol 10 No 1 (2024): December 2024
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v10i1.9644

Abstract

Kahoot! Is a digital application that has great potential in its development as a learning media. Technological advances that go hand in hand with obstacles and challenges demand innovative learning media, especially in Arabic language learning. This study aims to explore the Kahoot! learning media as a game media to improve mufradat mastery in class X students of MA Al-Anwar Sarang and review student responses to its implementation. The method used in this study is experimental with descriptive qualitative techniques. Data collection methods use observation, interview, and questionnaire techniques. In analyzing the data, researchers used the effectiveness of learning media approaches as a benchmark for application assessment. The results of this study explain the strategies and steps of the Kahoot! learning media can be implemented innovatively through various products by utilizing the application's features. Student responses to the implementation of the Kahoot! game media are very positive and interactive, so learning is easy to understand, interesting, and creative to apply in the learning process at school. This application has also been proven to increase students' enthusiasm for learning. It acts as a quiz innovation that can improve the quality of student involvement in learning in the classroom. Developing technology-based learning media, such as Kahoot!, requires creativity in creating practical innovations for the teaching and learning process. Teachers are expected to be more creative in choosing learning media to improve students' mufradat memorization.
An Analysis of IRF (Initiation-Response-Feedback) Pattern in Online English Classroom Happy Cruzia Rini; Arina Haque
Ethical Lingua: Journal of Language Teaching and Literature Vol. 12 No. 2 (2025): Volume 12 No 2 October 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.856

Abstract

Classroom is an environment where students and teachers can develop their communication skills. Interactions between the teacher and students in the classroom are a hallmark of communication during the teaching and learning process. Classroom activities rely heavily on interaction between students. It also affects students' academic performance. Therefore, it is essential to understand how a teacher implements classroom interaction. This study was designed to examine the types of IRF (Initiation-Response-Feedback) patterns and the most common type employed in online classroom interactions. In this pattern, there are the teacher's questions, students' responses, and the teacher's feedback. It was a descriptive qualitative study that employed classroom recording to obtain the data. The teaching and learning process involved 30 students and 1 English teacher in the online classroom. The findings revealed that all the types of IRF patterns used by the teachers and learners are procedural questions, convergent questions, divergent questions, display questions, referential questions, Socratic questions, specific response, open-ended or student-initiated, Silence, silence AV, acknowledging a correct answer, indicating an incorrect answer, praising, expanding or modifying students' answer, repeating, summary, and criticizing. This study indicated that teacher and students' initiative and response dominated the IRF pattern in this classroom. The instructor has utilized numerous types of beginning feedback. In contrast, neither work-related nor non-work-related comments were used in the discussion by students. The IRF pattern in this classroom benefited the instructor in keeping the students motivated.
Co-Authors Habil Abyad Happy Cruzia Rini Iffat Maimunah Kristina Imron Syifa Rifani Wildana Wargadinata