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All Journal Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Jurnal Ilmiah Research Student Jurnal Sains Student Research Jurnal Nakula: Pusat Ilmu Pendidikan, Bahasa Dan Ilmu Sosial MERDEKA: Jurnal Ilmiah Multidisiplin Jurnal Ilmiah Nusantara Moral : Jurnal Kajian Pendidikan Islam
M Yunus Abu Bakar
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Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Social Sciences Other

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Strategi Pembelajaran bahasa yang efektif: Antara Kompetensi, Produksi, dan Pembentukan Kemampuan Siti Nur Sofirotul Jannah; Alfi Manzilatur Rokhmah; M Yunus Abu Bakar
JURNAL ILMIAH NUSANTARA Vol. 2 No. 3 (2025): Jurnal Ilmiah Nusantara
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jinu.v2i3.4837

Abstract

Language learning encompasses various complex aspects, one of which is the mastery of key issues such as competence and performance, comprehension and production, as well as the debate between nature and nurture in language acquisition. This article provides a detailed discussion on how these aspects play a role in the learning process and explores strategies that can be used to develop and strengthen them. This study is supported by various theoretical references and research findings in the fields of applied linguistics and language education.
Fostering Inclusive Arabic Language Education through a Humanistic Approach Mewujudkan Pendidikan Bahasa Arab yang Inklusif melalui Pendekatan Humanistik Hanna Nor Fadhilah; Ika Oktaviani; M Yunus Abu Bakar
JURNAL ILMIAH NUSANTARA Vol. 2 No. 4 (2025): Jurnal Ilmiah Nusantara Juli
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jinu.v2i4.5057

Abstract

This article explores the application of humanistic approaches in Arabic language learning, emphasizing the holistic development of students, which includes cognitive, emotional, and social aspects. Humanistic theories, such as Maslow’s Hierarchy of Needs, Carl Rogers’ Student-Centered Learning, intrinsic motivation, emotional intelligence, and Islamic humanism, serve as the foundation for a learning process that prioritizes students' individual needs over mere academic achievement. The role of the teacher as a facilitator is highlighted, where the teacher not only imparts knowledge but also creates a supportive environment to encourage student engagement, critical thinking, and emotional growth. Furthermore, the article examines the challenges of implementing humanistic approaches, such as diverse student needs, time constraints, limited resources, and lack of understanding of the approach itself, while offering potential solutions to address these obstacles. Ultimately, the article concludes that the humanistic approach in Arabic language education creates a meaningful, dynamic, and supportive learning environment that fosters the overall growth of students, not only academically but also socially and emotionally.
Karakteristik Belajar dan Language Anxiety dalam Pembelajaran Bahasa Arab: Analisis Konseptual dan Implikasi Paedagogis Octavia Putri Purnama Syari; Johan Rafaro; Ikfina Himmatus Saadah; M Yunus Abu Bakar
Moral : Jurnal kajian Pendidikan Islam Vol. 3 No. 1 (2026): Maret : Moral : Jurnal kajian Pendidikan Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/moral.v3i1.1966

Abstract

Arabic language learning is influenced not only by cognitive ability but also by students’ learning characteristics, including affective, social, and physiological dimensions, particularly the phenomenon of language anxiety that often hinders language performance. This study aims to analyze the relationship between students’ learning characteristics and the emergence of language anxiety in Arabic language learning, as well as to formulate its implications for instructional strategies. This research employs a qualitative approach through a conceptual study based on relevant literature concerning learning characteristics and language anxiety. The findings indicate that variations in students’ characteristics contribute to different levels of anxiety across the four language skills: listening, speaking, reading, and writing. Language anxiety is multidimensional and affects students’ participation, motivation, and academic performance. Therefore, Arabic language instruction should be designed using differentiated, communicative, and student-centered approaches while fostering a supportive learning environment. The study highlights the importance of the teacher’s role as a facilitator who understands students’ cognitive and affective dynamics in order to create more effective, humanistic, and responsive Arabic language learning.
Linguistik Generatif-Transformatif Noam Chomsky dan Implementasinya dalam Pembelajaran Bahasa Arab Zuhrotus Saniyyah; Sovia Sovia; Nayla Hikmah Khoirun Nisa; M Yunus Abu Bakar
Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial Vol. 4 No. 3 (2026): Mei : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/nakula.v4i3.2827

Abstract

Arabic language instruction in various educational institutions today is still dominated by the structuralist paradigm, which emphasizes the mechanical memorization of patterns and repetition without addressing aspects of linguistic creativity. This study aims to explore the essence of Generative-Transformational Linguistic Theory proposed by Noam Chomsky and to formulate innovative ways to implement it in Arabic language learning. The approach taken in this study is qualitative, specifically a literature review (library research). Data were collected through primary and secondary literature, which were then examined using content analysis methods through the steps of simplification., categorization, and interpretation. The research findings indicate that Generative-Transformative Theory shifts the focus of learning from imitation to creation through the use of the Language Acquisition Device (LAD). Through the dichotomy of deep structure and surface structure, students are guided to perform various transformational operations such as substitution (al-ibdal), expansion (al-ittisa’), elision (al-hadzf), and addition (al-ziyadah). This principle is also found to align with the classical linguist Ibn Jinni’s thoughts on the concepts of Asl and Furu’. This research suggests that teachers of grammar and word structure should change how they teach strategies into a cognitive-creative process that enables students to independently and authentically generate an unlimited number of new utterances.
Co-Authors Ahmad Zidqy Azmy Hilmani Ahsanil ‘Azami Alfi Manzilatur Rokhmah Amin Putri, Rokhmatul Khoiro Anjani Rohmatul Ummah Dela Maulindah Hamdah Hanyfah Hana Zafira Zahra Subagyo Hanna Nor Fadhilah Ika Oktaviani Ikfina Himmatus Saadah Intan Dwi Safitri Johan Rafaro Khurun In kamila M.Syarifur Rijal Wahyullah Maulidah Syahrisyarifah Muhammad Irsyad Salsabila Nabiila Tsuroyya Azzahra Nayla Hikmah Khoirun Nisa Ni’ma Rohmatul Hidayah Nur Mafaza Karima Octavia Putri Purnama Syari Rahma Sekarningrum Septa Nur Laila Ali Siti Nur Sofirotul Jannah Siti Rahmatur Riskiyah Sovia Sovia Zuhrotus Saniyyah