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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Al Mahara: Jurnal Pendidikan Bahasa Arab
Musdizal
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Education Languange, Linguistic, Communication & Media

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Analysis of Arabic Reading Skills at Modern Islamic Boarding School Arafah Sungai Penuh, in The 12th Grade Of Aliyah : Analisis Kemampuan Membaca Bahasa Arab di Pondok Pesantren Modern Arafah Sungai Penuh, pada Kelas XII Aliyah Sindi Febria Fitri; Musdizal
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 10 No. 1 (2024)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/almahara.2024.0101-08

Abstract

Reading and understanding Arabic is crucial as it facilitates comprehension of texts, improves communication, and enhances reading skills. In Arabic, reading skills are known as "mahārah qirā’ah" This research aims to determine Arabic reading and comprehension proficiency among Modern Islamic Boarding School students, Arafah Sungai Penuh. The research method used is a case study with data collection techniques through a test of 14 multiple-choice questions. The population of this study consists of the 12th-grade students of Aliyah. The researcher employed the total sampling technique to collect data based on the population size, meaning all 12th-grade students were included as samples. The results of the study show that vocabulary meaning can be mastered by students with an average score of 52% in the "fair" category, while word position is at 87% in the "excellent" category, sentence translation at 94% in the "excellent" category, identifying the main idea at 88% in the "excellent" category, and identifying the title at 95% in the "excellent" category. Keywords: Arabic, Proficiency, Reading   Abstrak Kemampuan membaca dan memahami bahasa arab merupakan hal yang penting untuk dikuasai karena dapat memudahkan kita untuk memahami teks, menyampaikan ide, dan dapat meningkatkan keterampilan membaca. Dalam bahasa arab keterampilan membaca di kenal dengan istilah maharoh qiro’ah. Tujuan penelitian ini adalah untuk mengetahui tingkat kemampuan membaca dan memahami bahasa arab pada santri dan santriwati Pondok Pesantren Modern Arafah Sungai Penuh. Metode penelitian yang digunakan adalah studi kasus dengan teknik pengumpulan data melalui tes dalam bentuk soal pilihan ganda yang terdiri dari 14 soal. Populasi dari penelitian ini adalah santri dan santriwati kelas XII aliyah. Mengacu pada jumlah populasi, peneliti menggunakan teknik total sampling untuk mendapatkan data. Artinya, seluruh santri dan santriwati kelas XII aliyah dijadikan sampel. Hasil penelitian menunjukkan untuk arti kosa kata dapat dikuasai oleh siswa dengan rata-rata nilai 52% dengan kategori cukup, Sedangkan untuk kedudukan setiap kata 87% dengan kategori bagus sekali, menerjemahkan kalimat 94% dengan kategori bagus sekali, menemukan ide pokok 88% dengan kategori bagus sekali, dan untuk menemukan judul 95% dengan kategori bagus sekali. Kata Kunci: Bahasa Arab, Kemampuan, Membaca
Effective EFL Teachers: Non-English Department Students’ Perspectives Lena Febriana; Daflizar; Musdizal
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6543

Abstract

This study investigated the perspectives of non-English major students at an Islamic institution of higher education in Indonesia regarding the attributes of effective English as a Foreign Language (EFL) lecturers. The study aimed to identify key factors students consider important in learning English and to explore teaching strategies that enhance learning effectiveness. A quantitative survey method was employed, involving 300 students from various non-English majors. Data were analyzed using ANOVA to examine differences among groups, followed by post-hoc Tukey tests to identify specific group differences. The results indicated that students rated communication skills (M = 4.52, SD = 0.61) and teaching methods (M = 4.47, SD = 0.65) as the most important attributes of effective EFL lecturers. These were followed by lecturer credibility (M = 4.32, SD = 0.68) and knowledge of English (M = 4.29, SD = 0.70). Additional influential factors included the quality of interpersonal relationships between lecturers and students, fairness in assessment, and organization and preparation in teaching. Furthermore, the study found that the strategic use of the mother tongue (L1) in instruction increased students' confidence in using English. The implications of this study underscore the importance of flexible teaching approaches that accommodate diverse learning styles. The use of interactive methods, educational technology, and clear material delivery can significantly enhance the effectiveness of English language teaching in higher education settings.
Investigating Academic Writing: Exploring English Department Students’ Perceptions of Challenges Habi Sabda Ihsan; Musdizal
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.7264

Abstract

Academic writing is a crucial component of university education, yet it remains one of the most challenging skills for EFL students. This study investigates the perceptions of English Department students at IAIN Kerinci regarding the challenges they face in academic writing. Using a mixed-method approach, the research involved four undergraduate students who had completed academic writing courses in previous semesters. Data were collected through writing performance tests and semi-structured interviews. The quantitative findings indicate that students performed well in content (average score: 7.5) but struggled significantly with writing coherence (4.5). Vocabulary and grammar showed standard capability (6.875 and 6.25). The qualitative results revealed deeper challenges, including difficulties in constructing coherent paragraphs, selecting appropriate vocabulary, applying complex grammar structures, and managing writing anxiety. Contributing factors included lack of motivation, limited reading habits, and insufficient exposure to academic texts. Furthermore, students emphasized the importance of feedback from lecturers and self-reflection as key strategies for development. The findings suggest that while students may be confident in generating ideas, they require more support in expressing those ideas effectively through structured, cohesive academic writing. This study contributes to the field by highlighting the need for integrating linguistic, motivational, and strategic instruction in EFL academic writing contexts.
Effective EFL Teachers: Non-English Department Students’ Perspectives Lena Febriana; Daflizar; Musdizal
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6543

Abstract

This study investigated the perspectives of non-English major students at an Islamic institution of higher education in Indonesia regarding the attributes of effective English as a Foreign Language (EFL) lecturers. The study aimed to identify key factors students consider important in learning English and to explore teaching strategies that enhance learning effectiveness. A quantitative survey method was employed, involving 300 students from various non-English majors. Data were analyzed using ANOVA to examine differences among groups, followed by post-hoc Tukey tests to identify specific group differences. The results indicated that students rated communication skills (M = 4.52, SD = 0.61) and teaching methods (M = 4.47, SD = 0.65) as the most important attributes of effective EFL lecturers. These were followed by lecturer credibility (M = 4.32, SD = 0.68) and knowledge of English (M = 4.29, SD = 0.70). Additional influential factors included the quality of interpersonal relationships between lecturers and students, fairness in assessment, and organization and preparation in teaching. Furthermore, the study found that the strategic use of the mother tongue (L1) in instruction increased students' confidence in using English. The implications of this study underscore the importance of flexible teaching approaches that accommodate diverse learning styles. The use of interactive methods, educational technology, and clear material delivery can significantly enhance the effectiveness of English language teaching in higher education settings.
Co-Authors Daflizar Habi Sabda Ihsan Lena Febriana Sindi Febria Fitri