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All Journal Al-Lisan Wahana Akademika: Jurnal Studi Islam dan Sosial Wahana Akademika: Jurnal Studi Islam dan Sosial Al-Lisan: Jurnal Bahasa
Fina Saadah, Fina
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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ANALISIS KESALAHAN BERBAHASA DAN PERANANNYA DALAM PEMBELAJARAN BAHASA ASING Saadah, Fina
Wahana Akademika: Jurnal Studi Islam dan Sosial Vol 14, No 1 (2012): Wahana Akademika
Publisher : Kopertais Wilayah X Jawa Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/wa.v14i1.351

Abstract

Abstract:Errors made by second/foreign language learner occur when the learner has not learnt some of the language items then consistently gets them wrong. Some experts see errors normal as unseparated part of language learning process, while others consider them as a form of deviation which shows learner’s failure to apply the language system. The sources of errors may come from interference (learner’s first language influence), the target language complexity, or teaching and learning system. Errors can be classified into some categories: linguistic, surface, comparative, and their effect toward communication. With its paedagogical background, error analysis comes to solve learners’ language through procedure: data collection, errors identification, errors description, errors explanation, errors classification, and evaluation. The result of error analysis can be used for many benefits, including: determining the order of teaching materials, determining linguistic materials which need special treatment and more drills and exercises, improving teaching remedially, choosing language items for evaluating or testing learners’ language proficiency, and avoiding the same errors in the future.   Key words:Pembelajaran bahasa, kesalahan berbahasa, analisis kesalahan berbahasa.
ANALISIS KESALAHAN BERBAHASA DAN PERANANNYA DALAM PEMBELAJARAN BAHASA ASING Saadah, Fina
Wahana Akademika: Jurnal Studi Islam dan Sosial Vol 14, No 1 (2012): Wahana Akademika
Publisher : Kopertais Wilayah X Jawa Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/wa.v14i1.351

Abstract

Abstract:Errors made by second/foreign language learner occur when the learner has not learnt some of the language items then consistently gets them wrong. Some experts see errors normal as unseparated part of language learning process, while others consider them as a form of deviation which shows learner’s failure to apply the language system. The sources of errors may come from interference (learner’s first language influence), the target language complexity, or teaching and learning system. Errors can be classified into some categories: linguistic, surface, comparative, and their effect toward communication. With its paedagogical background, error analysis comes to solve learners’ language through procedure: data collection, errors identification, errors description, errors explanation, errors classification, and evaluation. The result of error analysis can be used for many benefits, including: determining the order of teaching materials, determining linguistic materials which need special treatment and more drills and exercises, improving teaching remedially, choosing language items for evaluating or testing learners’ language proficiency, and avoiding the same errors in the future.   Key words:Pembelajaran bahasa, kesalahan berbahasa, analisis kesalahan berbahasa.
Development and evaluation of flashcards as a learning media for Arabic vocabularies in Islamic elementary education Salma, Qatrunnada Habibah; Inayah, Inayah; Adriyani, Zuanita; Saadah, Fina
Al-Lisan: Jurnal Bahasa Vol 11 No 1 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i1.7256

Abstract

Background: Arabic vocabulary instruction in Islamic elementary schools (Madrasah Ibtidaiyah) is often hindered by low student motivation and a reliance on rote memorization, which is particularly ineffective for concrete themes like diseases (al-amrāḍ). This highlights a critical need for developmentally appropriate visual media. Aims: This research aims to: (1) design thematic flashcard media on al-amrāḍ for third-grade students, (2) evaluate the media's validity through expert judgment, and (3) assess its practicality and impact on student engagement. Methods: Employing a Research and Development (R&D) framework, this study utilized the ADDIE model (Analyze, Design, Develop, Implement, Evaluate). The process began with a needs analysis through observation and interviews, followed by the design and validation of flashcards by experts in Arabic language education, media, and linguistics. A limited trial with 22 third-grade students at MI Miftahul Akhlaqiyah, Semarang, was conducted to evaluate practicality and student perceptions through observation and response questionnaires. Results: The flashcards achieved high validity scores from experts: 88% (content), 83% (linguistics), and 75% (media). Student responses were exceptionally positive, with an overall practicality rating of 95%, particularly appreciating the visual appeal, ease of use, and increased motivation. The findings indicate that the flashcards effectively facilitate vocabulary acquisition by creating clear visual-lexical connections. Implications: The al-amrāḍ flashcards are a valid and practical learning medium that effectively addresses pedagogical gaps in elementary Arabic instruction. This research underscores the importance of integrating visual design with linguistic accuracy for young learners. Practically, the flashcards offer an engaging, interactive alternative to traditional methods. Theoretically, it contributes to the discourse on multimedia design for early language acquisition within religious education contexts.
Development and evaluation of flashcards as a learning media for Arabic vocabularies in Islamic elementary education Salma, Qatrunnada Habibah; Inayah, Inayah; Adriyani, Zuanita; Saadah, Fina
Al-Lisan: Jurnal Bahasa Vol 11 No 1 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i1.7256

Abstract

Background: Arabic vocabulary instruction in Islamic elementary schools (Madrasah Ibtidaiyah) is often hindered by low student motivation and a reliance on rote memorization, which is particularly ineffective for concrete themes like diseases (al-amrāḍ). This highlights a critical need for developmentally appropriate visual media. Aims: This research aims to: (1) design thematic flashcard media on al-amrāḍ for third-grade students, (2) evaluate the media's validity through expert judgment, and (3) assess its practicality and impact on student engagement. Methods: Employing a Research and Development (R&D) framework, this study utilized the ADDIE model (Analyze, Design, Develop, Implement, Evaluate). The process began with a needs analysis through observation and interviews, followed by the design and validation of flashcards by experts in Arabic language education, media, and linguistics. A limited trial with 22 third-grade students at MI Miftahul Akhlaqiyah, Semarang, was conducted to evaluate practicality and student perceptions through observation and response questionnaires. Results: The flashcards achieved high validity scores from experts: 88% (content), 83% (linguistics), and 75% (media). Student responses were exceptionally positive, with an overall practicality rating of 95%, particularly appreciating the visual appeal, ease of use, and increased motivation. The findings indicate that the flashcards effectively facilitate vocabulary acquisition by creating clear visual-lexical connections. Implications: The al-amrāḍ flashcards are a valid and practical learning medium that effectively addresses pedagogical gaps in elementary Arabic instruction. This research underscores the importance of integrating visual design with linguistic accuracy for young learners. Practically, the flashcards offer an engaging, interactive alternative to traditional methods. Theoretically, it contributes to the discourse on multimedia design for early language acquisition within religious education contexts.
Co-Authors Adriyani, Zuanita Inayah Inayah Salma, Qatrunnada Habibah