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All Journal Langkawi: Journal of The Association for Arabic and English JOLLT Journal of Languages and Language Teaching Indonesian Journal of Research and Educational Review (IJRER) AKSARA: Jurnal Bahasa dan Sastra
Khaerah, Miftahul
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Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Analisis ungkapan sarkasme dalam Bahasa Bugis: Kajian leksikologi Khaerah, Miftahul; Hasaniyah, Nur
Aksara: Jurnal Bahasa dan Sastra Vol 24, No 1 (2023): AKSARA: Jurnal Bahasa dan Sastra
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/aksara/v24i1.pp100-112

Abstract

Bugis language is one of the regional languages in Indonesia, especially in South Sulawesi. Along with the development of the era of globalization which is increasing rapidly making language also experience development, thus affecting the style of language. Language style consists of several kinds, one of which is sarcasm. This study aims to describe the form, meaning, and factors that influence the occurrence of sarcasm in Bugis language. The type of research used is qualitative. Sources of data were obtained from oral data, Bugis-Indonesian dictionaries, books, and relevant previous articles. Data collection was carried out using editing techniques (collecting and checking data), organizing (recording and presenting facts), and founding (analyzing data findings), while data analysis was carried out using Miles and Huberman's data analysis techniques, namely data reduction, data display, and withdrawal. conclusion. This study found the results that the 21 data that had been obtained and analyzed by researchers contained a form of expression of Bugis language sarcasm that was often used as a form of designation sarcasm. Then, the factor that most often influences is the joke factor because it is to liven up the atmosphere.Keywords: Expression, Sarcasm, Bugis Language
Development of Laban Notation Learning Design Based on Direct Instruction Model in Higher Education Khaerah, Miftahul; Sumiani, Sumiani; Linda, Johar
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 1 (2024): December
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i1.2766

Abstract

This study's objective is to develop a Laban notation learning design based on the direct instruction model in dance notation courses. The research method used is Research and Development (R&D) with the 4-D Thiagarajan development model, which includes the stages of define, design, and development. This research was conducted at the Dance Study Program, Department of Performing Arts, Faculty of Arts and Design, Makassar State University. Data were collected through observation, questionnaires, literature studies, and expert validation. The results of the study indicate that based on the needs analysis, students have a high level of need for a more structured Laban notation learning design. The application of the direct instruction model is considered to be able to improve students' understanding of Laban notation. The Laban notation learning design based on direct instruction developed in this study produces a Semester Learning Plan (SLP) product. The results of expert validation show that the product meets the valid criteria, while the results of the trial show that this learning design is qualified and effective in improving students' understanding.
Translate Self-Review (TSR) Method Based on Culturally Responsive Teaching (CRT) for Arabic Writing Learning in Higher Education Sulaeman, Islamiyah; Muassomah, Muassomah; Khaerah, Miftahul; Fawzani, Nurul; Zahroh', Fatimatuz; Akbarunnaja, Muhammad Ataya; Avivah, Nadiya
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10242

Abstract

Arabic writing skills at the higher education level were still experiencing stagnation, which required efforts to improve learning. This research was presented as an exploration of overcoming this problem. This research aimed to describe the application of the Translate Self-Review (TSR) method based on the Culturally Responsive Teaching (CRT) approach in arabic writing learning in higher education along with students' perceptions of this learning. This research used qualitative-descriptive method, and data was collected through questionnaire, observations, and documentation, then it was analyzed using Miles and Huberman analysis techniques. This research results highlighted that although there was a positive response from students towards the use of this method in creating an enjoyable learning experience and facilitating cross-cultural relationships, there was still a gap between theory and practice, indicating obstacles in improving Arabic writing skills in elementary-level inclusive classes. This research underlined the importance of adapting learning methods that were more appropriate to students' level of understanding and extending them to higher levels of education to obtain a more holistic picture. The TSR method based CRT approach offered potential in creating an inclusive learning environment, but needed modification to effectively meet the needs of diverse learners and improve Arabic writing skills at the higher education level.
The Impact of Mind Map as Project-Based Learning on Arabic Vocabulary Learning Outcomes at Ma’had Babul Khairat Khaerah, Miftahul; Muassomah, Muassomah; Afifah, Afifah; Fitra, Muh. Naufal; Maidah, Nur; Sya'rawi, Muhammad Irham
Langkawi: Journal of The Association for Arabic and English Vol 10, No 2 (2024)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v0i0.8495

Abstract

Although vocabulary learning is a fundamental aspect of Arabic language acquisition, it is often perceived as monotonous and ineffective, particularly in Ma’had settings where access to technological resources is limited. This study explores the implementation of a project-based learning (PBL) model using mind maps to improve Arabic vocabulary learning and examines students' responses to this pedagogical approach. A descriptive qualitative method was employed, focusing on female students at Ma’had Babul Khairat. Data were gathered through observations, questionnaires, and documentation, and analyzed using Miles and Huberman's framework, which involves data reduction, data presentation, and conclusion drawing. The findings reveal that the PBL model integrated with mind maps offers an innovative and effective solution for Arabic vocabulary acquisition in resource-constrained settings. Students reported that the approach was engaging and interactive, making it easier to remember and internalize vocabulary. Additionally, the use of mind maps significantly enhanced their motivation, interest, and active participation in the learning process. The method also encouraged collaboration and creativity among students, fostering a more dynamic and student-centered learning environment. These results highlight the potential of project-based learning with mind mapping as a practical pedagogical tool in Ma’had settings. This model not only addresses the challenges of traditional vocabulary learning but also contributes to the development of innovative teaching strategies that align with the needs and preferences of students in such educational contexts
Co-Authors Akbarunnaja, Muhammad Ataya Avivah, Nadiya Fawzani, Nurul Fitra, Muh. Naufal Joharlinda, Joharlinda Maidah, Nur Muassomah Muassomah Muhammad Afif Muslimah (F54210032) Nur Hasaniyah Sulaeman, Islamiyah Sya'rawi, Muhammad Irham Zahroh', Fatimatuz