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All Journal An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab Al-Lahjah : Jurnal Pendidikan, Bahasa Arab dan Kajian Linguistik Arab Asalibuna HuRuf Journal : International Journal of Arabic Applied Linguistic ARKHAS: Journal of Arabic Language Teaching Proceeding International Conference on Education Naatiq: Journal of Arabic Education
Faiqoh, Putri Kholida
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Religion Arts Education Languange, Linguistic, Communication & Media Social Sciences Other

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(البيئة العربية ودورها في تنمية مهارة الكلام (دراسة متعددة في معهد الأمانة الحديث كريان سيدووارجو و معهد دار الحكمة الحديث تاوانج ساري تولونج أجونج Faiqoh, Putri Kholida
Asalibuna Vol. 2 No. 02 (2018): Volume 02, Nomor 02, Desember 2018
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asa.v2i2.1133

Abstract

Language Environment Approach (Bi’ah Lughowiyah) is a language learning approach that aims to enhance the ability of learners in a foreign language through the utilization of the environment as a learning resource. Speaking skills (Maharah Kalam) are one type of productive skills of learners who require the ability to pronounce sounds correctly, it is a major part of the curriculum of foreign language learning. The Al-Amanah Islamic Boarding School and Darul Hikmah Islamic Boarding School is two of the cottages that there are several activities that aim to develop the ability to speak with students in Arabic, such as Mufrodat Kulla Yaum, Usbu' al-'Araby, Muhadharah, and all of activities about daily speaking skills until monthly. But unfortunately, most students of this cottage did not speak Arabic correctly because mixed by language of their region (Jawa). This research uses a qualitative approach, as well as the type of Multisite research. The results of this study are: 1) The role of Bi'ah Arobiyah in developing Maharah Kalam at the cottage, in terms of the psychological, the role is very helpful, but less. In terms of pedagogic, the role is ineffective. In terms of instructional, there is major role. 2) Supporting factors of Bi'ah Arobiyah that affect the ability of students to speaking Arabic, the position and the positive appreciation of all the inhabitants of the cottage to the Arabic language, Arabic learning materials, Language Activator Division of cottage, rules and punishment, the implementation of the teaching-learning processing a fun atmosphere, and strong motivation of most students. And the inhibiting factors are: the lack of a good education funding for the implementation of Bi'ah Arobiyah, at least media language learning, and most students of this cottage did not speak Arabic correctly because mixed by language of their region. And to solve the problems, intensive evaluation followed by corrections in learning is needed.
The Use of Gamification in Arabic Vocabulary Learning: A Literature Study Aza, Fahema Hadia; Renata, Yessica Tiara; Faiqoh, Putri Kholida
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

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Abstract

In the digital era, teachers are required to integrate technology optimally in learning. One of the methods used in learning Arabic vocabulary is gamification. The approach in this research uses a literature study. Literature study is conducted by collecting references consisting of several previous studies, then compiled to draw conclusions. To maintain the accuracy of the content, the researcher will re-read carefully the collected literature. The purpose of this study is to describe the use of gamification in learning Arabic vocabulary and identify digital platforms that support it. The results obtained from several game platforms, including Kahoot!, Wayground, Wordwall, and Educaplay, can be used as media for learning Arabic vocabulary. However, there are challenges in implementing gamification methods, such as limited tools and teacher skills in utilising the platform. Therefore, some actions are needed, such as digital integrated learning training and training in memorizing Arabic vocabulary, so that gamification-based learning can be applied optimally.
Co-Authors 'Aini, Putri Nur Anggi Nurul Baity Aza, Fahema Hadia Azza, Fahema Hadia Baity, Anggi Nurul Farida Gadoum, Hamida Hamida Gadoum Naimah, Ilfa Nurul Hanani Renata, Yessica Tiara Sholihuddin, Ahmad Umar Faruq Yessica Tiara Renata