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Fa’āliyah Ṭarīqah al-Sam’iyyah al-Syafahiyyah Mundamijah bi-Renderforest al-Qāim ‘alā al-Żakāi al-Iṣṭinā’ī li-Ta’līm al-Istimā’ ladai Ṭullāb al-Madrasah al-‘Āliyah Aisyah, Maulida Nur; Inayah, Inayah; Setiawan, Akhmad Yusuf Isnan; Waemamu, Waesama-ae
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 6 No. 2 (2025): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v6i2.8583

This study aims to analyze the effectiveness of the audiolingual method integrated with Renderforest, an artificial intelligence-based platform, in improving the Arabic listening skills of grade X students at MAN 2 Kota Semarang. This quantitative study employed a quasi-experimental design with a non-equivalent control group, comprising two classes of 35 students each, serving as the experimental and control groups. Data were collected through observation and pretest–posttest instruments consisting of 50 multiple-choice questions, analyzed using SPSS 25. The independent sample t-test results showed that the calculated t-value was 1.857, while the table t-value was 1.667. The calculated t-value was greater than the table t-value, indicating a statistically significant difference between students taught using the audiolingual method with Renderforest and those taught without it. The use of Renderforest as an audiovisual medium effectively increased student motivation, participation, and engagement during listening activities. This study concludes that combining the classic audiolingual approach with modern AI-based media is pedagogically relevant and improves students' affective and motivational aspects. Therefore, it is recommended to conduct further research by applying this integration in longer learning durations and higher exercise intensities to optimize its effectiveness in teaching Arabic listening.

Fa’āliyah Ṭarīqah al-Sam’iyyah al-Syafahiyyah Mundamijah bi-Renderforest al-Qāim ‘alā al-Żakāi al-Iṣṭinā’ī li-Ta’līm al-Istimā’ ladai Ṭullāb al-Madrasah al-‘Āliyah Aisyah, Maulida Nur; Inayah, Inayah; Setiawan, Akhmad Yusuf Isnan; Waemamu, Waesama-ae
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 6 No. 2 (2025): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v6i2.8583

This study aims to analyze the effectiveness of the audiolingual method integrated with Renderforest, an artificial intelligence-based platform, in improving the Arabic listening skills of grade X students at MAN 2 Kota Semarang. This quantitative study employed a quasi-experimental design with a non-equivalent control group, comprising two classes of 35 students each, serving as the experimental and control groups. Data were collected through observation and pretest–posttest instruments consisting of 50 multiple-choice questions, analyzed using SPSS 25. The independent sample t-test results showed that the calculated t-value was 1.857, while the table t-value was 1.667. The calculated t-value was greater than the table t-value, indicating a statistically significant difference between students taught using the audiolingual method with Renderforest and those taught without it. The use of Renderforest as an audiovisual medium effectively increased student motivation, participation, and engagement during listening activities. This study concludes that combining the classic audiolingual approach with modern AI-based media is pedagogically relevant and improves students' affective and motivational aspects. Therefore, it is recommended to conduct further research by applying this integration in longer learning durations and higher exercise intensities to optimize its effectiveness in teaching Arabic listening.

ANXIETY IN STUDENTS’ PHONOLOGICAL AND GRAMMATICAL ARABIC LEARNING AT MTS NU 19 PROTOMULYO Afgani, Rahardian Al; Inayah, Inayah; Abu Samra, Asma’ Naim Jamil; Aini, Tuti Qurrotul
Thariqah Ilmiah: Jurnal ilmu-ilmu kependidikan & Bahasa Arab Vol 13, No 2 (2025): THARIQAH ILMIAH: JURNAL ILMU-ILMU KEPENDIDIKAN DAN BAHASA ARAB
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/thariqahilmiah.v13i2.18185

This study examines the forms, causes, and impacts of student anxiety in learning Arabic phonology and grammar at MTs NU 19 Protomulyo. Employing a descriptive qualitative approach with limited quantitative support, the research utilizes classroom observations, semi-structured interviews, document analysis, and an adapted Foreign Language Classroom Anxiety Scale (FLCAS). Participants were purposively selected, focusing on students exhibiting linguistic anxiety, with the Arabic teacher serving as a key informant. Findings indicate that students experience communication apprehension, test anxiety, and fear of negative evaluation, particularly in pronunciation and grammatical usage (nahwu-ṣharaf). These anxieties stem from low self-confidence, assessment pressure, and classroom social dynamics, which together reduce participation and comprehension. The study underscores the need for effective supportive teaching strategies to improve Arabic language learning

ANXIETY IN STUDENTS’ PHONOLOGICAL AND GRAMMATICAL ARABIC LEARNING AT MTS NU 19 PROTOMULYO Afgani, Rahardian Al; Inayah, Inayah; Abu Samra, Asma’ Naim Jamil; Aini, Tuti Qurrotul
Thariqah Ilmiah: Jurnal ilmu-ilmu kependidikan & Bahasa Arab Vol 13, No 2 (2025): THARIQAH ILMIAH: JURNAL ILMU-ILMU KEPENDIDIKAN DAN BAHASA ARAB
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/thariqahilmiah.v13i2.18185

This study examines the forms, causes, and impacts of student anxiety in learning Arabic phonology and grammar at MTs NU 19 Protomulyo. Employing a descriptive qualitative approach with limited quantitative support, the research utilizes classroom observations, semi-structured interviews, document analysis, and an adapted Foreign Language Classroom Anxiety Scale (FLCAS). Participants were purposively selected, focusing on students exhibiting linguistic anxiety, with the Arabic teacher serving as a key informant. Findings indicate that students experience communication apprehension, test anxiety, and fear of negative evaluation, particularly in pronunciation and grammatical usage (nahwu-ṣharaf). These anxieties stem from low self-confidence, assessment pressure, and classroom social dynamics, which together reduce participation and comprehension. The study underscores the need for effective supportive teaching strategies to improve Arabic language learning

ANXIETY IN STUDENTS’ PHONOLOGICAL AND GRAMMATICAL ARABIC LEARNING AT MTS NU 19 PROTOMULYO Afgani, Rahardian Al; Inayah, Inayah; Abu Samra, Asma’ Naim Jamil; Aini, Tuti Qurrotul
Thariqah Ilmiah: Jurnal ilmu-ilmu kependidikan & Bahasa Arab Vol 13, No 2 (2025): THARIQAH ILMIAH: JURNAL ILMU-ILMU KEPENDIDIKAN DAN BAHASA ARAB
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/thariqahilmiah.v13i2.18185

This study examines the forms, causes, and impacts of student anxiety in learning Arabic phonology and grammar at MTs NU 19 Protomulyo. Employing a descriptive qualitative approach with limited quantitative support, the research utilizes classroom observations, semi-structured interviews, document analysis, and an adapted Foreign Language Classroom Anxiety Scale (FLCAS). Participants were purposively selected, focusing on students exhibiting linguistic anxiety, with the Arabic teacher serving as a key informant. Findings indicate that students experience communication apprehension, test anxiety, and fear of negative evaluation, particularly in pronunciation and grammatical usage (nahwu-ṣharaf). These anxieties stem from low self-confidence, assessment pressure, and classroom social dynamics, which together reduce participation and comprehension. The study underscores the need for effective supportive teaching strategies to improve Arabic language learning

دراسة FLCAS: وقاية القلق اللغوي بالعربية لدى طلاب-الجامعية لتنمية قدرة الكلام Kamila, Annisa Nabhan; Inayah, Inayah; Husna, Muhammad Ahsanul; Waemamu, Waesama-ae; Aini, Tuti Qurrotul
Thariqah Ilmiah: Jurnal ilmu-ilmu kependidikan & Bahasa Arab Vol 13, No 2 (2025): THARIQAH ILMIAH: JURNAL ILMU-ILMU KEPENDIDIKAN DAN BAHASA ARAB
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/thariqahilmiah.v13i2.18016

Anxiety when speaking Arabic is a significant challenge for students of the Arabic Language Education Study Program, as it often hinders the development of their speaking skills. This study employed a mixed-methods approach (quantitative and qualitative). Quantitative data were collected using the Foreign Language Classroom Anxiety Scale (FLCAS) and analyzed through descriptive statistics, while qualitative data were obtained through unstructured observations and semi-structured interviews and analyzed using a thematic analysis approach. The results indicate that students’ language anxiety levels fall into the fairly high category, with the majority classified as experiencing high anxiety. Dominant forms of anxiety include spontaneous speaking anxiety, social comparison, performance anxiety, and academic-evaluative anxiety, primarily triggered by fear of making mistakes, low self-confidence, and anxiety related to assessment. Students cope with this anxiety through various cognitive, emotional, and social strategies. In conclusion, reducing language anxiety requires a supportive learning environment and instructional strategies addressing learners’ psychological aspects to improve their Arabic speaking performance.

دراسة FLCAS: وقاية القلق اللغوي بالعربية لدى طلاب-الجامعية لتنمية قدرة الكلام Kamila, Annisa Nabhan; Inayah, Inayah; Husna, Muhammad Ahsanul; Waemamu, Waesama-ae; Aini, Tuti Qurrotul
Thariqah Ilmiah: Jurnal ilmu-ilmu kependidikan & Bahasa Arab Vol 13, No 2 (2025): THARIQAH ILMIAH: JURNAL ILMU-ILMU KEPENDIDIKAN DAN BAHASA ARAB
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/thariqahilmiah.v13i2.18016

Anxiety when speaking Arabic is a significant challenge for students of the Arabic Language Education Study Program, as it often hinders the development of their speaking skills. This study employed a mixed-methods approach (quantitative and qualitative). Quantitative data were collected using the Foreign Language Classroom Anxiety Scale (FLCAS) and analyzed through descriptive statistics, while qualitative data were obtained through unstructured observations and semi-structured interviews and analyzed using a thematic analysis approach. The results indicate that students’ language anxiety levels fall into the fairly high category, with the majority classified as experiencing high anxiety. Dominant forms of anxiety include spontaneous speaking anxiety, social comparison, performance anxiety, and academic-evaluative anxiety, primarily triggered by fear of making mistakes, low self-confidence, and anxiety related to assessment. Students cope with this anxiety through various cognitive, emotional, and social strategies. In conclusion, reducing language anxiety requires a supportive learning environment and instructional strategies addressing learners’ psychological aspects to improve their Arabic speaking performance.

دراسة FLCAS: وقاية القلق اللغوي بالعربية لدى طلاب-الجامعية لتنمية قدرة الكلام Kamila, Annisa Nabhan; Inayah, Inayah; Husna, Muhammad Ahsanul; Waemamu, Waesama-ae; Aini, Tuti Qurrotul
Thariqah Ilmiah: Jurnal ilmu-ilmu kependidikan & Bahasa Arab Vol 13, No 2 (2025): THARIQAH ILMIAH: JURNAL ILMU-ILMU KEPENDIDIKAN DAN BAHASA ARAB
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/thariqahilmiah.v13i2.18016

Anxiety when speaking Arabic is a significant challenge for students of the Arabic Language Education Study Program, as it often hinders the development of their speaking skills. This study employed a mixed-methods approach (quantitative and qualitative). Quantitative data were collected using the Foreign Language Classroom Anxiety Scale (FLCAS) and analyzed through descriptive statistics, while qualitative data were obtained through unstructured observations and semi-structured interviews and analyzed using a thematic analysis approach. The results indicate that students’ language anxiety levels fall into the fairly high category, with the majority classified as experiencing high anxiety. Dominant forms of anxiety include spontaneous speaking anxiety, social comparison, performance anxiety, and academic-evaluative anxiety, primarily triggered by fear of making mistakes, low self-confidence, and anxiety related to assessment. Students cope with this anxiety through various cognitive, emotional, and social strategies. In conclusion, reducing language anxiety requires a supportive learning environment and instructional strategies addressing learners’ psychological aspects to improve their Arabic speaking performance.

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

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

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.

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