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All Journal Al Ishlah Jurnal Pendidikan LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Ilyas Ilyas
Institut Agama Islam Negeri Bone
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Improving Modern Pondok Students' Arabic Language Skills in Indonesia: Language Institutions as Language Improvement Central Ilyas Ilyas; Muh. Rasmi; Muhammad Rusydi
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i2.5095

Abstract

Islamic boarding schools, or pesantrens, have long played a significant role in the educational landscape of Indonesia, particularly in fostering religious and linguistic knowledge. This research focuses on three modern Islamic boarding schools in Indonesia: Al-Junaidiyah Biru in Bone Regency, IMMIM Putra Makassar in South Sulawesi, and Darussalam Gontor in Ponorogo. Central to the study is the role of the Language Improvement Centre (LIC) at these institutions, which demonstrates crucial innovations in Arabic language learning. The research employs a qualitative method. Data were gathered through interviews with educators, observations of classroom practices, and analysis of curriculum documents. This methodology provided a comprehensive understanding of the LICs' impact on Arabic language education. The study identifies several key functions of the LICs: a) designing Arabic language learning programs that align with the skills students are expected to master; b) conducting regular and organized assessments of students' Arabic language proficiency; and c) developing new teaching approaches based on these assessments. These roles collectively contribute to a robust enhancement of Arabic language learning within the pesantrens. The findings highlight the LICs' effectiveness in fostering a rich and innovative Arabic language learning environment. This research underscores the importance of these centers in the broader context of Islamic education in Indonesia. Future research could explore further innovations introduced by LICs and assess their long-term impacts on students' proficiency and engagement with the Arabic language.
GRAMMATICAL ERRORS IN WRITTEN ENGLISH: A CASE STUDY OF MALE AND FEMALE EFL STUDENTS ACROSS DIFFERENT MOTHER TONGUES Ilyas Ilyas; Asman Bin Mohd Tahir; Nursidah Nursidah
Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v11i2.8370

Abstract

This study investigates grammatical errors in English writing produced by male and female EFL students from different mother tongue backgrounds (Makassarese, Bugis, and Javanese). Using a qualitative descriptive case study design, six participants, three males and three females, were asked to compose 150-200 words essay on the topic “The Benefits of Using Cell Phones” to examine how gender and mother tongue influence grammatical accuracy. The errors were identified and categorized using Dulay et al.’s (1982) surface strategy taxonomy, consisting of omission, addition, misformation, and misordering. The analysis revealed that the Bugis male student demonstrated the highest frequency of omission errors, while the Makassarese male student produced the fewest. Both male and female students showed similar patterns in addition errors, with the Bugis and Makassarese female students recording the highest counts. Misformation errors were most frequently found in the Bugis male student and the Makassarese female student, whereas misordering errors were also common among the same two participants. Overall, the findings indicate that mother tongue plays a substantial role in shaping the types and frequencies of grammatical errors committed by male and female EFL learners. These results highlight the importance of recognizing linguistic background in instructional planning, enabling educators to design targeted teaching strategies to improve grammatical accuracy. Moreover, the findings can assist curriculum developers in constructing more inclusive and effective programs that address the specific learning needs of students from diverse mother tongue backgrounds.
Co-Authors Asman Bin Mohd Tahir Muh. Rasmi Muhammad Rusydi Nursidah Nursidah