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All Journal Journal of Education Action Research Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam El-Jaudah : Jurnal Pendidikan Bahasa dan Sastra Arab Ukazh : Journal of Arabic Studies Transformatif: Jurnal Pengabdian Masyarakat Srawung: Journal of Social Sciences and Humanities Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Maslamah
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Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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Implementasi Metode Bernyanyi dalam Meningkatkan Kosa Kata Bahasa Arab TK Alam Surya Mentari Muhamadiyah Surakarta: Penelitian Putri Ristika Ayuni; Maslamah
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 3 No. 3 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 3 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v3i3.410

Abstract

Arabic language learning is one of the subjects that can be taught to early childhood students. One of the methods used to teach Arabic to young children is the singing method, which helps them memorize Arabic vocabulary more easily. The purpose of this study is to examine the implementation of the singing method in enhancing and facilitating children's ability to memorize vocabulary (mufrodat).This study employs a qualitative research approach, utilizing observation techniques to analyze the learning process involving kindergarten students at TK Alam Surya Mentari Surakarta as the research subjects. The data analysis technique consists of three stages: data processing, data analysis, and interpretation of the results.The findings indicate that children tend to prefer the singing method in learning Arabic, as it helps them memorize vocabulary more effectively. During the learning process, teachers introduce various themes such as colors, numbers, and objects. Additionally, teachers incorporate posters or images when introducing vocabulary to children. This approach is considered effective in enhancing children's understanding and interest in learning Arabic.
Hubungan Kesediaan Berkomunikasi dengan Kecemasan Berbicara Bahasa Arab Bima Tafriha, Intiha; Maslamah
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 1 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

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Abstract

This study aims to analyze the relationship between willingness to communicate (WTC) and Arabic speaking anxiety among ninth-grade students of MTs Negeri 4 Karanganyar. The background of the study arises from the finding that Arabic speaking skills are often hindered by language anxiety, which affects students' participation in classroom communication activities. This study uses a quantitative approach with a survey technique. Data collection instruments include the Willingness to Communicate Scale (McCroskey, 1992) and the Public Speaking Anxiety Scale (PSAS) to measure speaking anxiety. The research sample consisted of 61 students, obtained through a random sampling technique based on Slovin's formula from a population of 155 students. Data analysis was conducted using the Pearson product-moment correlation to examine the strength of the relationship between variables. The results showed a significant negative correlation between willingness to communicate and anxiety in speaking Arabic (r = –0.893; p < 0.05). These findings indicate that the higher the students' willingness to communicate, the lower the level of speaking anxiety they experience. An R Square value of 0.798 shows that willingness to communicate contributes 79.8% to Arabic speaking anxiety, while the remainder is influenced by factors beyond this study. Overall, this research confirms that strengthening willingness to communicate plays an important role in reducing Arabic-speaking anxiety. The implications of this study emphasize the need for learning strategies that encourage bravery, provide broader speaking opportunities, and create a non-threatening classroom environment so that students are more active in communication practice.
Co-Authors Abdul Ghofur Ahmad Fitri, Ahmad Bima Tafriha, Intiha Giyoto Hafidah Inayatur Rosyidah Islam, Saiful Kholief, Nawafie Muflihat, Tantrie Aryani Muhammad Nanang Qosim Muhammad Nur Kholis Putri Ristika Ayuni Rafsanjani, Mohammad Reza Saifur Rohman Yahya, Nadjibah