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Uncovering Arabic Language Errors in Scientific Writing Undergraduate Thesis Context: An Analysis of Translation Aspect Sa'adah, Fina; Inayah, Inayah; Ismail, Ismail; Muhammad Ahsanul Husna; Fikriyah, Dzakiyatul
An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 27 No 1 (2025): An Nabighoh
Publisher : Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/an-nabighoh.v27i1.55-80

This study aims to identify and analyze Indonesian–Arabic translation errors in scientific writing among students of the Arabic Language Education Department at Walisongo State Islamic University. Specifically, it seeks to (1) examine the nature of written language translation, (2) evaluate the quality of student translations based on established criteria, and (3) classify common types of translation errors. Employing a qualitative, product-oriented research design, data were collected using purposive sampling from 39 students. The analysis focused on linguistic errors, with translation quality assessed through the criteria of accuracy, readability, and naturalness. The study identified the following types and frequencies of errors: letter-level errors (288), word structure errors (375), vocabulary errors (436), idiomatic or expression-related errors (336), and sentence-level errors (372). These findings suggest that Arabic language lecturers should consider developing idiomatic expression references, composition textbooks, and translation guides tailored to Indonesian–Arabic contexts. The department is encouraged to incorporate these insights into curriculum development, particularly for the courses “Indonesian–Arabic Translation” and “Academic Composition”.

Uncovering Arabic Language Errors in Scientific Writing Undergraduate Thesis Context: An Analysis of Translation Aspect Sa'adah, Fina; Inayah, Inayah; Ismail, Ismail; Muhammad Ahsanul Husna; Fikriyah, Dzakiyatul
An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 27 No 1 (2025): An Nabighoh
Publisher : Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/an-nabighoh.v27i1.55-80

This study aims to identify and analyze Indonesian–Arabic translation errors in scientific writing among students of the Arabic Language Education Department at Walisongo State Islamic University. Specifically, it seeks to (1) examine the nature of written language translation, (2) evaluate the quality of student translations based on established criteria, and (3) classify common types of translation errors. Employing a qualitative, product-oriented research design, data were collected using purposive sampling from 39 students. The analysis focused on linguistic errors, with translation quality assessed through the criteria of accuracy, readability, and naturalness. The study identified the following types and frequencies of errors: letter-level errors (288), word structure errors (375), vocabulary errors (436), idiomatic or expression-related errors (336), and sentence-level errors (372). These findings suggest that Arabic language lecturers should consider developing idiomatic expression references, composition textbooks, and translation guides tailored to Indonesian–Arabic contexts. The department is encouraged to incorporate these insights into curriculum development, particularly for the courses “Indonesian–Arabic Translation” and “Academic Composition”.

Tāthbīq Nāmūdhāj āt-Tā ‘āllum āl-Qā’īm ‘ālā āl-Māshārī’ bīī-Istīkhdām Wāsāīth Powtoon līī-Tāhsīn Māhārāt āl-kālām Lādāy āt-Tullāb Nabila, Khansa; Inayah, Inayah; Husna, Muhammad Ahsanul; Habibi, Ahyat; Ismail, Ismail
Mantiqu Tayr: Journal of Arabic Language Vol. 5 No. 2 (2025): Mantiqu Tayr: Journal of Arabic Language
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/mantiqutayr.v5i2.5815

One of the reasons students at Al-Azhar 29-BSB Islamic-School don’t yet have basic Arabic-skills is the lack of a learning model that encourages Arabic speaking practice, whether independently, in-class, or socially with school friends. Also, the project offers significant opportunities for active and cooperative learning, specifically through speaking practice using video-based media, and this practice is optimally supported by Powtoon. This study aims to characterize Project-Based Learning and its implementation; characterization of Powtoon in speaking through Project; and the challenges of this practice. This study employed qualitative-approachwith an-explanatory design. Data collected through observation, interviews, and questionnaires. Data analysed by Spradley-model includes: domain, taxonomic, component, and cultural theme analysis. The results showed that the implementation of the Project with Powtoon generally had a students'-confidence, creativity, and Arabic skills. Never the less, there were challenges, such as the limited features of the free version of Powtoon, variations in students' mastery, time-management, and shyness. This study concludes that although the Powtoon-based Project has great potential, the right strategy is needed to overcome these challenges so that Arabic learning is more optimal. Project using Powtoon in kalam, with Gen-Zare rarely done, so the opportunity to develop it is large in the form of research.

Tāthbīq Nāmūdhāj āt-Tā ‘āllum āl-Qā’īm ‘ālā āl-Māshārī’ bīī-Istīkhdām Wāsāīth Powtoon līī-Tāhsīn Māhārāt āl-kālām Lādāy āt-Tullāb Nabila, Khansa; Inayah, Inayah; Husna, Muhammad Ahsanul; Habibi, Ahyat; Ismail, Ismail
Mantiqu Tayr: Journal of Arabic Language Vol. 5 No. 2 (2025): Mantiqu Tayr: Journal of Arabic Language
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/mantiqutayr.v5i2.5815

One of the reasons students at Al-Azhar 29-BSB Islamic-School don’t yet have basic Arabic-skills is the lack of a learning model that encourages Arabic speaking practice, whether independently, in-class, or socially with school friends. Also, the project offers significant opportunities for active and cooperative learning, specifically through speaking practice using video-based media, and this practice is optimally supported by Powtoon. This study aims to characterize Project-Based Learning and its implementation; characterization of Powtoon in speaking through Project; and the challenges of this practice. This study employed qualitative-approachwith an-explanatory design. Data collected through observation, interviews, and questionnaires. Data analysed by Spradley-model includes: domain, taxonomic, component, and cultural theme analysis. The results showed that the implementation of the Project with Powtoon generally had a students'-confidence, creativity, and Arabic skills. Never the less, there were challenges, such as the limited features of the free version of Powtoon, variations in students' mastery, time-management, and shyness. This study concludes that although the Powtoon-based Project has great potential, the right strategy is needed to overcome these challenges so that Arabic learning is more optimal. Project using Powtoon in kalam, with Gen-Zare rarely done, so the opportunity to develop it is large in the form of research.

Tāthbīq Nāmūdhāj āt-Tā ‘āllum āl-Qā’īm ‘ālā āl-Māshārī’ bīī-Istīkhdām Wāsāīth Powtoon līī-Tāhsīn Māhārāt āl-kālām Lādāy āt-Tullāb Nabila, Khansa; Inayah, Inayah; Husna, Muhammad Ahsanul; Habibi, Ahyat; Ismail, Ismail
Mantiqu Tayr: Journal of Arabic Language Vol. 5 No. 2 (2025): Mantiqu Tayr: Journal of Arabic Language
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/mantiqutayr.v5i2.5815

One of the reasons students at Al-Azhar 29-BSB Islamic-School don’t yet have basic Arabic-skills is the lack of a learning model that encourages Arabic speaking practice, whether independently, in-class, or socially with school friends. Also, the project offers significant opportunities for active and cooperative learning, specifically through speaking practice using video-based media, and this practice is optimally supported by Powtoon. This study aims to characterize Project-Based Learning and its implementation; characterization of Powtoon in speaking through Project; and the challenges of this practice. This study employed qualitative-approachwith an-explanatory design. Data collected through observation, interviews, and questionnaires. Data analysed by Spradley-model includes: domain, taxonomic, component, and cultural theme analysis. The results showed that the implementation of the Project with Powtoon generally had a students'-confidence, creativity, and Arabic skills. Never the less, there were challenges, such as the limited features of the free version of Powtoon, variations in students' mastery, time-management, and shyness. This study concludes that although the Powtoon-based Project has great potential, the right strategy is needed to overcome these challenges so that Arabic learning is more optimal. Project using Powtoon in kalam, with Gen-Zare rarely done, so the opportunity to develop it is large in the form of research.

The Effectiveness of using Marhaban.Academy Cartoon Movie on TikTok to Improve Students’ Arabic Listening Skills Azzahra, Qurrota Ayun; Inayah, Inayah; Zuhrudin, Achmad; Fihris, Fihris; Samra, Asma’ Na’im Jamil Abu
Insyirah: Jurnal Ilmu Bahasa Arab dan Studi Islam Vol. 8 No. 1 (2025): June 2025
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/insyirah.v8i1.13170

TikTok was selected as a learning platform due to its potential to foster an engaging educational environment that aligns with students' digital habits. This study aims to explore the use of the TikTok account marhaban.academy in teaching Arabic listening skills to students at Al-Azhar 29 BSB Islamic Preparatory School, as well as to evaluate its effectiveness. The research adopts a quasi-experimental quantitative design. Data were collected through observation and testing, including pre-tests and post-tests administered to eighth-grade students. The sample consisted of 50 students from classes VIII C and VIII D. Data were analyzed using descriptive statistics, normality and homogeneity tests, and an independent samples t-test. The hypothesis testing resulted in t count = 2.096, exceeding the critical value t table = 2.021 at a 0.05 significance level, indicating a significant improvement in students' listening skills. The findings demonstrate that TikTok, specifically marhaban.academy, serves as an effective medium for enhancing Arabic listening skills. Moreover, its popularity as a social media platform opens new opportunities for integrating Arabic language instruction across the four core skills—listening, speaking, reading, and writing—in schools, particularly at the junior high school level.

The Effectiveness of using Marhaban.Academy Cartoon Movie on TikTok to Improve Students’ Arabic Listening Skills Azzahra, Qurrota Ayun; Inayah, Inayah; Zuhrudin, Achmad; Fihris, Fihris; Samra, Asma’ Na’im Jamil Abu
Insyirah: Jurnal Ilmu Bahasa Arab dan Studi Islam Vol. 8 No. 1 (2025): June 2025
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/insyirah.v8i1.13170

TikTok was selected as a learning platform due to its potential to foster an engaging educational environment that aligns with students' digital habits. This study aims to explore the use of the TikTok account marhaban.academy in teaching Arabic listening skills to students at Al-Azhar 29 BSB Islamic Preparatory School, as well as to evaluate its effectiveness. The research adopts a quasi-experimental quantitative design. Data were collected through observation and testing, including pre-tests and post-tests administered to eighth-grade students. The sample consisted of 50 students from classes VIII C and VIII D. Data were analyzed using descriptive statistics, normality and homogeneity tests, and an independent samples t-test. The hypothesis testing resulted in t count = 2.096, exceeding the critical value t table = 2.021 at a 0.05 significance level, indicating a significant improvement in students' listening skills. The findings demonstrate that TikTok, specifically marhaban.academy, serves as an effective medium for enhancing Arabic listening skills. Moreover, its popularity as a social media platform opens new opportunities for integrating Arabic language instruction across the four core skills—listening, speaking, reading, and writing—in schools, particularly at the junior high school level.

The Effectiveness of using Marhaban.Academy Cartoon Movie on TikTok to Improve Students’ Arabic Listening Skills Azzahra, Qurrota Ayun; Inayah, Inayah; Zuhrudin, Achmad; Fihris, Fihris; Samra, Asma’ Na’im Jamil Abu
Insyirah: Jurnal Ilmu Bahasa Arab dan Studi Islam Vol. 8 No. 1 (2025): June 2025
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/insyirah.v8i1.13170

TikTok was selected as a learning platform due to its potential to foster an engaging educational environment that aligns with students' digital habits. This study aims to explore the use of the TikTok account marhaban.academy in teaching Arabic listening skills to students at Al-Azhar 29 BSB Islamic Preparatory School, as well as to evaluate its effectiveness. The research adopts a quasi-experimental quantitative design. Data were collected through observation and testing, including pre-tests and post-tests administered to eighth-grade students. The sample consisted of 50 students from classes VIII C and VIII D. Data were analyzed using descriptive statistics, normality and homogeneity tests, and an independent samples t-test. The hypothesis testing resulted in t count = 2.096, exceeding the critical value t table = 2.021 at a 0.05 significance level, indicating a significant improvement in students' listening skills. The findings demonstrate that TikTok, specifically marhaban.academy, serves as an effective medium for enhancing Arabic listening skills. Moreover, its popularity as a social media platform opens new opportunities for integrating Arabic language instruction across the four core skills—listening, speaking, reading, and writing—in schools, particularly at the junior high school level.

Implementation of Imla Method in Mahārah al-Kitābah Learning to Students’IX Class MTsNU Nurul-Huda Mangkang Semarang: Taṭbīq Tarīqah al-Imla’ li at-Ta’limi Mahārah al-Kitābah Lada Ṭullābu ash-Shaffi at-Tāsi’u MtsNU Nurul-Huda Mangkang Semarang Ummu Zahrotun Ni'mah; Inayah Inayah; Ismail Ismail; Ikhrom Ikhrom
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 11 No. 1 (2025)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/almahara.2025.0111-03

The Imla method (IM) is a classical learning method that has the potential to be developed in the context of contemporary Arabic language learning (ALL). This is supported by the need for orthography in ALL and the basis for teaching writing skills (WS). This study aims to explore the implementation of the IM in learning maharah-kitabah Class IX MTs-NU Nurul-Huda Mangkang-Semarang; and analyze the supporting and inhibiting factors. This research uses a qualitative approach of explanatory descriptive method. The research sample was 35 ninth-grade students who were studying theme 4. Data analysis used Spradley's model, including four stages, domain, taxonomy, component, and cultural-theme analysis. The results showed the implementation stages of the IM include: teacher writes sentences, reads, and asks students to follow him. They are asked to pay attention, read, and remember the writing before it is erased, and write it back in the books. Thus, founded aspects of WS, namely spelling-accuracy, grammatical-understanding, ability to form-sentences, vocabulary-mastery, as well as student motivation and activeness. Supporting factors include the use of appropriate media, teachers mastering language skills, and teachers being able to choose appropriate methods. The inhibiting factors include lack of interest, limited time, lack of infrastructure, and unsupportive environment. Keywords: Arabic Learning, ALL, Dictation, Imla Method, Orthography, Writing Ability, Writing Skill, Transferred Dictation,

Implementation of Imla Method in Mahārah al-Kitābah Learning to Students’IX Class MTsNU Nurul-Huda Mangkang Semarang: Taṭbīq Tarīqah al-Imla’ li at-Ta’limi Mahārah al-Kitābah Lada Ṭullābu ash-Shaffi at-Tāsi’u MtsNU Nurul-Huda Mangkang Semarang Ummu Zahrotun Ni'mah; Inayah Inayah; Ismail Ismail; Ikhrom Ikhrom
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 11 No. 1 (2025)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/almahara.2025.0111-03

The Imla method (IM) is a classical learning method that has the potential to be developed in the context of contemporary Arabic language learning (ALL). This is supported by the need for orthography in ALL and the basis for teaching writing skills (WS). This study aims to explore the implementation of the IM in learning maharah-kitabah Class IX MTs-NU Nurul-Huda Mangkang-Semarang; and analyze the supporting and inhibiting factors. This research uses a qualitative approach of explanatory descriptive method. The research sample was 35 ninth-grade students who were studying theme 4. Data analysis used Spradley's model, including four stages, domain, taxonomy, component, and cultural-theme analysis. The results showed the implementation stages of the IM include: teacher writes sentences, reads, and asks students to follow him. They are asked to pay attention, read, and remember the writing before it is erased, and write it back in the books. Thus, founded aspects of WS, namely spelling-accuracy, grammatical-understanding, ability to form-sentences, vocabulary-mastery, as well as student motivation and activeness. Supporting factors include the use of appropriate media, teachers mastering language skills, and teachers being able to choose appropriate methods. The inhibiting factors include lack of interest, limited time, lack of infrastructure, and unsupportive environment. Keywords: Arabic Learning, ALL, Dictation, Imla Method, Orthography, Writing Ability, Writing Skill, Transferred Dictation,

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