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All Journal Thariqah Ilmiah ; Jurnal ilmu-ilmu kependidikan & Bahasa Arab Alsina : Journal of Arabic Studies
Kamila, Annisa Nabhan
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Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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Dawr Tajribat "Bandongan” al-Ta‘līmīyah fī al-Qudrah ‘alá Tarjamat al-Mubtada’ wa-al-Khabar min Wajhat Naẓar Ṭalabat Qism Ta‘līm al-Lughah al-‘Arabīyah Kamila, Annisa Nabhan; Salma, Qatrunnada Habibah; Tsabit, Ubaidillah
Alsina : Journal of Arabic Studies Vol. 6 No. 2 (2024)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.6.2.23367

Abstract

The learning method for the Yellow Book in Islamic boarding schools uses the Arabic translation of Pegon to make its meaning. Pegon Arabic translation is one of the local wisdoms and traditions of studying medieval Islamic texts in the education system implemented by traditional Islamic boarding schools in Java which is still used today. This research takes the form of field research with research methods in the form of qualitative methods, namely data collection techniques by filling out questionnaires and tests. What defines Bandongan is a learning activity that has an approach that prioritizes collective service (collective approach). Mubtada linguistically means starting, so in nahwu science terms mubtada is the term at the beginning of a sentence in the form of ma'rifah. Meanwhile, Khobar is the isim read by Rofa, side by side with mubtada. So the definition of Mubtada Khobar is two isim which form the composition of the number of ismiyyah (perfect sentences). Based on the results of data collection using a questionnaire conducted on 26 students in the PBA 3B class, researchers found that almost 100% of the PBA 3B Class of 2022 students had studied the book. From the test results, it can be seen that almost 80% of students who have studied using the bandongan method have the ability to translate well based on the data presented above, so the author concludes that reciting the Koran using the bandongan method is more common than the sorogan method. In bandongan method activities, students do not need to demonstrate their ability to read or translate the yellow book. And in this activity students only pay attention, write, listen and listen to kiai when translating a book into Javanese. Bandongan has been used for a long time by some Indonesian people in Islamic boarding schools, especially in Central Java and East Java.
Dawr Tajribat "Bandongan” al-Taʿlīmīyah fī al-Qudrah ʿalá Tarjamat al-Mubtada’ wa-al-Khabar min Wajhat Naẓar Ṭalabat Qism Taʿlīm al-Lughah al-ʿArabīyah Kamila, Annisa Nabhan; Salma, Qatrunnada Habibah; Tsabit, Ubaidillah
Alsina : Journal of Arabic Studies Vol. 6 No. 2 (2024)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.6.2.23367

Abstract

This study examines the impact of the bandongan method, utilizing Pegon Arabic translation, on students’ ability to translate mubtada’-khabar structures in medieval Islamic texts. Employing a mixed-method approach, the research involved 26 students from the class of 3B of the Arabic Language Education Study Program at Universitas Islam Negeri Walisongo Semarang. We collected data using questionnaires, tests, and observations. The questionnaire assessed experience and methods, while the test evaluated translation skills. Results indicate that 100% of students have Yellow Book (classical Islamic texts) experience, with 61,5% using bandongan, and 75% achieving high translation scores. However, 69,2% reported recitation difficulties, and 36,4% erred in identifying mubtada’-khabar. These findings suggest bandongan supports initial skills but may be limited by syntactic and non-linguistic challenges, such as Pegon adaptation for non-Javanese students. The study concludes that integrating bandongan with structured syntactic training could enhance outcomes, though further research with larger samples is recommended.
دراسة FLCAS: وقاية القلق اللغوي بالعربية لدى طلاب-الجامعية لتنمية قدرة الكلام Kamila, Annisa Nabhan; Inayah, Inayah; Husna, Muhammad Ahsanul; Waemamu, Waesama-ae; Aini, Tuti Qurrotul
Thariqah Ilmiah: Jurnal ilmu-ilmu kependidikan & Bahasa Arab Vol 13, No 2 (2025): THARIQAH ILMIAH: JURNAL ILMU-ILMU KEPENDIDIKAN DAN BAHASA ARAB
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/thariqahilmiah.v13i2.18016

Abstract

Anxiety when speaking Arabic is a significant challenge for students of the Arabic Language Education Study Program, as it often hinders the development of their speaking skills. This study employed a mixed-methods approach (quantitative and qualitative). Quantitative data were collected using the Foreign Language Classroom Anxiety Scale (FLCAS) and analyzed through descriptive statistics, while qualitative data were obtained through unstructured observations and semi-structured interviews and analyzed using a thematic analysis approach. The results indicate that students’ language anxiety levels fall into the fairly high category, with the majority classified as experiencing high anxiety. Dominant forms of anxiety include spontaneous speaking anxiety, social comparison, performance anxiety, and academic-evaluative anxiety, primarily triggered by fear of making mistakes, low self-confidence, and anxiety related to assessment. Students cope with this anxiety through various cognitive, emotional, and social strategies. In conclusion, reducing language anxiety requires a supportive learning environment and instructional strategies addressing learners’ psychological aspects to improve their Arabic speaking performance. 
Co-Authors Aini, Tuti Qurrotul Inayah Inayah Muhammad Ahsanul Husna Salma, Qatrunnada Habibah Tsabit, Ubaidillah Waemamu, Waesama-ae