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All Journal TARBIYA : Journal Education in Muslim Society Cordova Jurnal al-Afkar, Journal For Islamic Studies ELP (Journal of English Language Pedagogy) English Education, Linguistics and Literature Journal
Muhammad Mugni Assapari
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Contrastive Analysis of Phonology (Sounds, Speech, Stress, and Intonation) of Arabic and Indonesian Languages Habiburrahman; Kurnia Wahyuni; Muhammad Mugni Assapari
al-Afkar, Journal For Islamic Studies Vol. 7 No. 3 (2024)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v7i3.1030

Abstract

Phonology has a crucial role in the early stages of learning both native and foreign languages. This research aimed to analyze the phonological differences between Arabic and Indonesian, focusing on aspects such as sound systems, pronunciation, stress, and intonation. This study was classified as a literature review. The method employed was a descriptive contrastive analysis, comparing contrasting differences in Arabic and Indonesian through a pedagogical linguistic approach. The results showed that the vowel sounds in Arabic consist of fathah, fathah thowilah, kasrah, kasrah thowilah, dhommah, dhommah and thowilah which significantly impact the meaning of the language. On the other hand, Indonesian vowel sounds /i/, /u/, /e/, /ә/, /o/, and /a/ did not influence meaning and tended to remain consistent in their speech functions. Regarding stress and intonation, Indonesian utilized these elements to differentiate meaning when spoken with flat, high, and low tones in delivering news or interrogative sentences. In contrast, Arabic stress and intonation patterns were based on the position of consonants, syllables, and the length of vowels.
English : English Liana Putri; Muhammad Mugni Assapari
ELP (Journal of English Language Pedagogy) Vol. 10 No. 1 (2025): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v10i1.985

Abstract

      In a globalized world, English proficiency is essential for academic and professional success, significantly influencing educational and economic opportunities. Speaking skills are pivotal in language learning, serving various cultural and social functions in daily life. This study investigates the impact and factors influencing the effectiveness of Task-Based Speaking Activities in enhancing English speaking skills among MTS Al Ittihad students. Utilizing a quantitative research approach, this quasi-experimental design examined learners' speaking proficiency before and after implementing Task-Based Speaking Activities. Results indicate a marked improvement in students' speaking skills, with mean scores rising from 50.54 (pre-test) to 74.46 (post-test). Hypothesis testing further supports this finding, revealing a significant value of 0.00 (p < 0.05), demonstrating the effectiveness of Task-Based Speaking Activities on learners' proficiency. Initial assessments highlighted challenges in vocabulary, grammar, fluency, and pronunciation, emphasizing the need for innovative teaching strategies. The observed improvements underscore the activities' success in engaging students and enhancing their language comprehension and communication abilities.
Code-Switching, Translanguaging, and Linguistic Identity in Multilingual Arabic Language Learning Sahrani; Azis, Abdul; Lu’luil Maknun; Muhammad Mugni Assapari
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 12 NO. 2 2025
Publisher : Faculty of Educational Sciences, UIN (State Islamic University) Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v12i2.50609

Abstract

Abstract This qualitative case study examines how code-switching and translanguaging operate in multilingual Arabic language classrooms and how they shape learners’ linguistic identity. Grounded in sociolinguistic variation theory and translanguaging perspectives, the study was conducted in an Arabic Language Education programme at an Indonesian university. Participants were 25 undergraduate students and 2 instructors. Data were collected through six classroom observations, semi-structured interviews with ten students and two instructors, and analysis of instructional documents. The findings show that learners shifted among Arabic, Bahasa Indonesia, English, and local languages when they faced lexical, grammatical, or conceptual difficulty. Instructors also used strategic code-switching to clarify Arabic concepts and sustain participation. These practices supported comprehension, reduced anxiety, and enabled students to negotiate academic, religious, and social identities. Arabic was associated with pride, religious affiliation, and academic belonging, whereas rigid Arabic-only expectations sometimes limited participation. The study argues that selective code-switching and translanguaging can function as pedagogical resources when they support, rather than replace, Arabic proficiency development.   Abstrak Penelitian studi kasus kualitatif ini mengkaji bagaimana alih kode dan translanguaging berlangsung dalam kelas bahasa Arab multibahasa serta bagaimana keduanya membentuk identitas linguistik mahasiswa. Berlandaskan teori variasi sosiolinguistik dan perspektif translanguaging, penelitian dilakukan pada program Pendidikan Bahasa Arab di sebuah universitas di Indonesia. Partisipan terdiri atas 25 mahasiswa sarjana dan 2 dosen. Data dikumpulkan melalui enam observasi kelas, wawancara semi-terstruktur dengan sepuluh mahasiswa dan dua dosen, serta analisis dokumen pembelajaran. Temuan menunjukkan bahwa mahasiswa berpindah antara bahasa Arab, Bahasa Indonesia, bahasa Inggris, dan bahasa daerah ketika menghadapi kesulitan leksikal, gramatikal, atau konseptual. Dosen juga menggunakan alih kode secara strategis untuk menjelaskan konsep bahasa Arab dan menjaga partisipasi kelas. Praktik ini membantu pemahaman, mengurangi kecemasan, dan memungkinkan mahasiswa menegosiasikan identitas akademik, religius, dan sosial. Bahasa Arab dikaitkan dengan kebanggaan, afiliasi religius, dan keberadaan akademik, sedangkan tuntutan penggunaan bahasa Arab secara kaku kadang membatasi partisipasi. Penelitian ini menegaskan bahwa alih kode dan translanguaging yang selektif dapat menjadi sumber pedagogis apabila mendukung, bukan menggantikan, pengembangan kemahiran bahasa Arab.  
Improving Students’ Vocabulary Mastery by Using Crossword Puzzle Technique Sindi Maulidia; Muhammad Mugni Assapari; Soni Ariawan
English Education, Linguistics, and Literature Journal Vol. 4 No. 2 (2025): February - July
Publisher : Program Studi Magister Tadris Bahasa Inggris UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Many high school students face several challenges in mastering vocabulary. Students need help to improve their English vocabulary mastery and need more self-confidence. The crossword puzzle technique was used in this study to enhance students' vocabulary mastery at SMKS Tarbiyatul Qurro. This study employed Classroom Action Research with 20 students in second grade. Observation and tests were used as instruments for data collection. This study shows that applying the crossword puzzle technique can improve students' vocabulary mastery. The student's vocabulary mastery showed significant improvement, as evidenced by the increasing average scores from 55.25 in the pre-test to 67.75 in the post-test cycle 1 and 77 in the second cycle 2. On the other hand, in cycle 1, teacher observation results were 50%, which increased to 81.25% in cycle 2. This means that the teacher performed the crossword puzzle technique more frequently from cycle 1 to cycle 2. Similarly, student observation results improved from 56.25% in cycle 1 to 78.125% in cycle 2. This means that the students followed the crossword puzzle procedures more frequently from cycle 1 to cycle 2. In conclusion, the students' vocabulary mastery showed significant improvement through the application of the crossword puzzle technique.
UNIVERSITY STUDENTS’ PERCEPTION AND CHALLENGES OF USING TIKTOK AS CREATIVE PLATFORM IN LEARNING SPEAKING Hery Rahmat; Mirnawati Mirnawati; Muhammad Mugni Assapari
Cordova Journal Vol. 15 No. 1 (2025): Juni 2025
Publisher : The Center for Language Development, Mataram State Islamic University.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/cordova.v15i1.14097

Abstract

TikTok, as a popular social media platform among the younger generation, offers a unique potential to support English language learning through interactive short video formats. This study aims to explore the perceptions of university students as well as the challenges faced regarding the use of TikTok as creative platform in learning speaking skills. This study uses a descriptive qualitative approach involving twenty-six fifth semester students as research subjects. Data were collected through open-ended questionnaire and interviews to understand students' perception and challenges regarding the use of TikTok as creative learning platform in improving students' speaking. The research results show that the majority of students have a positive perception of for TikTok as creative learning platform for its effectiveness and enjoying learning. This study also revealed several challenges faced by students, such as internet connection issues and data quota as well as difficulty in maintaining focus while studying. The research demonstrates how digital creative platforms like TikTok can enhance access to innovative and effective learning methods, support the development of essential language skills, and address challenges related to technology infrastructure.
Co-Authors Abdul Azis Habiburrahman Hery Rahmat Kurnia Wahyuni Liana Putri Lu’luil Maknun Mirnawati Mirnawati Sahrani, Sahrani Sindi Maulidia Soni Ariawan