Garuda - Garba Rujukan Digital

Efficacy of Role Play Method Through Communication and Critical Thinking Approach in Arabic Reading Skills Kiptiyana; Inayah, Inayah; Zun, Ellina Dwi Faning; Waemamu, Waesama-ae
Mantiqu Tayr: Journal of Arabic Language Vol. 6 No. 1 (2026): 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.v6i1.7070

Arabic reading instruction in Indonesian secondary schools still faces major challenges due to the dominance of teacher centered and conventional learning practices that limit students’ engagement, communication, and critical thinking. In response to 21stcentury learning demands that emphasize communication and critical-thinking skills, this study proposes an integrative instructional model that combines the role play method with communicative and critical thinking approaches to enhance Arabic-reading skills. This study aims to determine the effectiveness of the role play method through a communicative and critical thinking approach on reading skills. This research is a quantitative approach with a quasi-experimental nonequivalent control group design. The participants were seventh grade students of Madrasah Tsanawiyyah Nahdlatul Ulama 19 Protomulyo Kaliwungu South selected through purposive sampling and divided into experiment and control classes. Data were collected through a reading comprehension test and analyzed using the Mann Whitney U test. The result indicated a significant difference in reading skill improvement between the two groups, with an Asymp. Sig. (2-tailed)= 0.000<0.05. This study contributes empirical evidence by repositioning reading from a passive activity into an interactive and analytical learning process through role play based instruction. The findings are expected to broaden the application of role play beyond productive skills and provide a practical pedagogical model aligned with 21stcentury competencies. Future research is recommended to examine this model in wider educational contexts, integrate digital learning tools, and conduct longitudinal and qualitative studies to explore its long-term impact on Arabic-reading development.

Efficacy of Role Play Method Through Communication and Critical Thinking Approach in Arabic Reading Skills Kiptiyana; Inayah, Inayah; Zun, Ellina Dwi Faning; Waemamu, Waesama-ae
Mantiqu Tayr: Journal of Arabic Language Vol. 6 No. 1 (2026): 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.v6i1.7070

Arabic reading instruction in Indonesian secondary schools still faces major challenges due to the dominance of teacher centered and conventional learning practices that limit students’ engagement, communication, and critical thinking. In response to 21stcentury learning demands that emphasize communication and critical-thinking skills, this study proposes an integrative instructional model that combines the role play method with communicative and critical thinking approaches to enhance Arabic-reading skills. This study aims to determine the effectiveness of the role play method through a communicative and critical thinking approach on reading skills. This research is a quantitative approach with a quasi-experimental nonequivalent control group design. The participants were seventh grade students of Madrasah Tsanawiyyah Nahdlatul Ulama 19 Protomulyo Kaliwungu South selected through purposive sampling and divided into experiment and control classes. Data were collected through a reading comprehension test and analyzed using the Mann Whitney U test. The result indicated a significant difference in reading skill improvement between the two groups, with an Asymp. Sig. (2-tailed)= 0.000<0.05. This study contributes empirical evidence by repositioning reading from a passive activity into an interactive and analytical learning process through role play based instruction. The findings are expected to broaden the application of role play beyond productive skills and provide a practical pedagogical model aligned with 21stcentury competencies. Future research is recommended to examine this model in wider educational contexts, integrate digital learning tools, and conduct longitudinal and qualitative studies to explore its long-term impact on Arabic-reading development.

Efficacy of Role Play Method Through Communication and Critical Thinking Approach in Arabic Reading Skills Kiptiyana; Inayah, Inayah; Zun, Ellina Dwi Faning; Waemamu, Waesama-ae
Mantiqu Tayr: Journal of Arabic Language Vol. 6 No. 1 (2026): 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.v6i1.7070

Arabic reading instruction in Indonesian secondary schools still faces major challenges due to the dominance of teacher centered and conventional learning practices that limit students’ engagement, communication, and critical thinking. In response to 21stcentury learning demands that emphasize communication and critical-thinking skills, this study proposes an integrative instructional model that combines the role play method with communicative and critical thinking approaches to enhance Arabic-reading skills. This study aims to determine the effectiveness of the role play method through a communicative and critical thinking approach on reading skills. This research is a quantitative approach with a quasi-experimental nonequivalent control group design. The participants were seventh grade students of Madrasah Tsanawiyyah Nahdlatul Ulama 19 Protomulyo Kaliwungu South selected through purposive sampling and divided into experiment and control classes. Data were collected through a reading comprehension test and analyzed using the Mann Whitney U test. The result indicated a significant difference in reading skill improvement between the two groups, with an Asymp. Sig. (2-tailed)= 0.000<0.05. This study contributes empirical evidence by repositioning reading from a passive activity into an interactive and analytical learning process through role play based instruction. The findings are expected to broaden the application of role play beyond productive skills and provide a practical pedagogical model aligned with 21stcentury competencies. Future research is recommended to examine this model in wider educational contexts, integrate digital learning tools, and conduct longitudinal and qualitative studies to explore its long-term impact on Arabic-reading development.

Efficacy of Role Play Method Through Communication and Critical Thinking Approach in Arabic Reading Skills Kiptiyana; Inayah, Inayah; Zun, Ellina Dwi Faning; Waemamu, Waesama-ae
Mantiqu Tayr: Journal of Arabic Language Vol. 6 No. 1 (2026): 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.v6i1.7070

Arabic reading instruction in Indonesian secondary schools still faces major challenges due to the dominance of teacher centered and conventional learning practices that limit students’ engagement, communication, and critical thinking. In response to 21stcentury learning demands that emphasize communication and critical-thinking skills, this study proposes an integrative instructional model that combines the role play method with communicative and critical thinking approaches to enhance Arabic-reading skills. This study aims to determine the effectiveness of the role play method through a communicative and critical thinking approach on reading skills. This research is a quantitative approach with a quasi-experimental nonequivalent control group design. The participants were seventh grade students of Madrasah Tsanawiyyah Nahdlatul Ulama 19 Protomulyo Kaliwungu South selected through purposive sampling and divided into experiment and control classes. Data were collected through a reading comprehension test and analyzed using the Mann Whitney U test. The result indicated a significant difference in reading skill improvement between the two groups, with an Asymp. Sig. (2-tailed)= 0.000<0.05. This study contributes empirical evidence by repositioning reading from a passive activity into an interactive and analytical learning process through role play based instruction. The findings are expected to broaden the application of role play beyond productive skills and provide a practical pedagogical model aligned with 21stcentury competencies. Future research is recommended to examine this model in wider educational contexts, integrate digital learning tools, and conduct longitudinal and qualitative studies to explore its long-term impact on Arabic-reading development.

Fa'āliyyah al-Faṣl ad-Dirāsī al-Maqlūb fī Taḥsīn Mahārat al-Kalām lit-Ṭullāb fī Madrasah Tsanawiyah Islamiyyah Hukumiyyah Level Fadhli, Muhammad Miftah Al Aufa Ilal; Maghfurin, Ahmad; Inayah; Rahmawati, Neli Dian; Samra, Asma’ Naim Jamil Abu
Mantiqu Tayr: Journal of Arabic Language Vol. 6 No. 1 (2026): 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.v6i1.7236

This study investigates the effectiveness of the Flipped Classroom model in enhancing Arabic speaking skills among eleventh-grade students at State Islamic Senior High School 1 Semarang. Given the critical importance of Arabic speaking skills for academic and professional success, despite the common challenges in acquiring these skills at the Madrasah Aliyah level, the study aims to assess the model's impact on pronunciation, intonation, fluency, vocabulary, and grammar. Employing a quasi-experimental design with a one-group pre-test/post-test procedure, 36 students participated, with 32 completing the study. Data were collected through oral performance tests and structured observations. The results indicate a significant improvement in students' Arabic speaking abilities, with the average total score rising from 14.59 in the pre-test to 17.75 in the post-test. Notable gains were observed across all evaluated areas, including pronunciation and intonation, fluency, vocabulary, and grammar. These findings suggest that the Flipped Classroom model effectively enhances speaking proficiency by promoting independent learning outside the classroom and facilitating active classroom interaction, thus improving students' readiness and confidence. This research contributes to foreign language education by demonstrating the positive impact of the Flipped Classroom model on language acquisition and offers valuable insights for educators seeking innovative teaching methods. Future research could explore the long-term effects of this model on other language skills and investigate the role of technological tools and online platforms in further enhancing language learning outcomes.

Fa'āliyyah al-Faṣl ad-Dirāsī al-Maqlūb fī Taḥsīn Mahārat al-Kalām lit-Ṭullāb fī Madrasah Tsanawiyah Islamiyyah Hukumiyyah Level Fadhli, Muhammad Miftah Al Aufa Ilal; Maghfurin, Ahmad; Inayah; Rahmawati, Neli Dian; Samra, Asma’ Naim Jamil Abu
Mantiqu Tayr: Journal of Arabic Language Vol. 6 No. 1 (2026): 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.v6i1.7236

This study investigates the effectiveness of the Flipped Classroom model in enhancing Arabic speaking skills among eleventh-grade students at State Islamic Senior High School 1 Semarang. Given the critical importance of Arabic speaking skills for academic and professional success, despite the common challenges in acquiring these skills at the Madrasah Aliyah level, the study aims to assess the model's impact on pronunciation, intonation, fluency, vocabulary, and grammar. Employing a quasi-experimental design with a one-group pre-test/post-test procedure, 36 students participated, with 32 completing the study. Data were collected through oral performance tests and structured observations. The results indicate a significant improvement in students' Arabic speaking abilities, with the average total score rising from 14.59 in the pre-test to 17.75 in the post-test. Notable gains were observed across all evaluated areas, including pronunciation and intonation, fluency, vocabulary, and grammar. These findings suggest that the Flipped Classroom model effectively enhances speaking proficiency by promoting independent learning outside the classroom and facilitating active classroom interaction, thus improving students' readiness and confidence. This research contributes to foreign language education by demonstrating the positive impact of the Flipped Classroom model on language acquisition and offers valuable insights for educators seeking innovative teaching methods. Future research could explore the long-term effects of this model on other language skills and investigate the role of technological tools and online platforms in further enhancing language learning outcomes.

Fa'āliyyah al-Faṣl ad-Dirāsī al-Maqlūb fī Taḥsīn Mahārat al-Kalām lit-Ṭullāb fī Madrasah Tsanawiyah Islamiyyah Hukumiyyah Level Fadhli, Muhammad Miftah Al Aufa Ilal; Maghfurin, Ahmad; Inayah; Rahmawati, Neli Dian; Samra, Asma’ Naim Jamil Abu
Mantiqu Tayr: Journal of Arabic Language Vol. 6 No. 1 (2026): 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.v6i1.7236

This study investigates the effectiveness of the Flipped Classroom model in enhancing Arabic speaking skills among eleventh-grade students at State Islamic Senior High School 1 Semarang. Given the critical importance of Arabic speaking skills for academic and professional success, despite the common challenges in acquiring these skills at the Madrasah Aliyah level, the study aims to assess the model's impact on pronunciation, intonation, fluency, vocabulary, and grammar. Employing a quasi-experimental design with a one-group pre-test/post-test procedure, 36 students participated, with 32 completing the study. Data were collected through oral performance tests and structured observations. The results indicate a significant improvement in students' Arabic speaking abilities, with the average total score rising from 14.59 in the pre-test to 17.75 in the post-test. Notable gains were observed across all evaluated areas, including pronunciation and intonation, fluency, vocabulary, and grammar. These findings suggest that the Flipped Classroom model effectively enhances speaking proficiency by promoting independent learning outside the classroom and facilitating active classroom interaction, thus improving students' readiness and confidence. This research contributes to foreign language education by demonstrating the positive impact of the Flipped Classroom model on language acquisition and offers valuable insights for educators seeking innovative teaching methods. Future research could explore the long-term effects of this model on other language skills and investigate the role of technological tools and online platforms in further enhancing language learning outcomes.

Fa'āliyyah al-Faṣl ad-Dirāsī al-Maqlūb fī Taḥsīn Mahārat al-Kalām lit-Ṭullāb fī Madrasah Tsanawiyah Islamiyyah Hukumiyyah Level Fadhli, Muhammad Miftah Al Aufa Ilal; Maghfurin, Ahmad; Inayah; Rahmawati, Neli Dian; Samra, Asma’ Naim Jamil Abu
Mantiqu Tayr: Journal of Arabic Language Vol. 6 No. 1 (2026): 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.v6i1.7236

This study investigates the effectiveness of the Flipped Classroom model in enhancing Arabic speaking skills among eleventh-grade students at State Islamic Senior High School 1 Semarang. Given the critical importance of Arabic speaking skills for academic and professional success, despite the common challenges in acquiring these skills at the Madrasah Aliyah level, the study aims to assess the model's impact on pronunciation, intonation, fluency, vocabulary, and grammar. Employing a quasi-experimental design with a one-group pre-test/post-test procedure, 36 students participated, with 32 completing the study. Data were collected through oral performance tests and structured observations. The results indicate a significant improvement in students' Arabic speaking abilities, with the average total score rising from 14.59 in the pre-test to 17.75 in the post-test. Notable gains were observed across all evaluated areas, including pronunciation and intonation, fluency, vocabulary, and grammar. These findings suggest that the Flipped Classroom model effectively enhances speaking proficiency by promoting independent learning outside the classroom and facilitating active classroom interaction, thus improving students' readiness and confidence. This research contributes to foreign language education by demonstrating the positive impact of the Flipped Classroom model on language acquisition and offers valuable insights for educators seeking innovative teaching methods. Future research could explore the long-term effects of this model on other language skills and investigate the role of technological tools and online platforms in further enhancing language learning outcomes.

Title

Found 88 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 88 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 88 Documents
Search