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All Journal International Journal of Arabic Language Teaching IJALT El-Jaudah : Jurnal Pendidikan Bahasa dan Sastra Arab
Sultan Abdus Syakur
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Interactive Whiteboard as a Medium for Nahwu Learning: Bridging Technology and Arabic Grammar Education Masnun; Segaf Baharun; Sultan Abdus Syakur
Jurnal Internasional Pendidikan Bahasa Arab Vol 7 No 01 (2025): International Journal of Arabic Language Teaching (IJALT)
Publisher : Postgraduate of IAIN Metro Lampung Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/ijalt.v7i01.9977

Abstract

People who have mastered Nahwu often struggle to adjust to using technology. This research investigates the integration of Interactive Whiteboards (IWBs) as a transformative tool in Nahwu (Arabic syntax) learning, addressing the longstanding challenges associated with traditional pedagogical approaches. The study emphasizes the unique contribution of IWBs in bridging the gap between traditional Nahwu instruction and technology-based learning by incorporating multimodal strategies, such as dynamic diagrams, real-time feedback, and interactive sentence-building exercises. These features not only enhance student engagement but also simplify the comprehension of intricate grammatical rules, making Nahwu more accessible to modern learners. The qualitative research involved 30 students and 5 educators from an Islamic boarding school, utilizing interviews, focus group discussions, classroom observations, and document analysis. Key findings demonstrate that IWBs significantly improve cognitive retention, student participation, and the overall effectiveness of Nahwu instruction. Practical recommendations include providing robust teacher training on IWB integration, designing interactive lesson plans tailored to the needs of Generation Z learners, and leveraging IWB capabilities to foster collaborative and inquiry-based learning environments. This study highlights IWBs as a cornerstone in modernizing Arabic grammar education, offering actionable insights for educators and institutions aiming to implement technology-driven teaching solutions effectively.
Mnemonic Storytelling as a Psycholinguistic Approach to Enhancing Arabic Writing Competence Nur Hanifansyah; Menik Mahmudah; Sultan Abdus Syakur
El-Jaudah : Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 5 No. 2 (2024): El-Jaudah: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Department of Arabic Education of State Collage for Islamic Studies of Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/ej.v5i2.2029

Abstract

Imagine a classroom where Arabic writing, often perceived as a rigid and intimidating skill, transforms into an engaging narrative journey filled with vivid stories and emotional connections. What if students could master complex grammatical structures and expand their vocabulary not through rote memorization, but by weaving them into unforgettable tales? This study breaks conventional norms by introducing mnemonic storytelling as a revolutionary psycholinguistic strategy to enhance Arabic writing competence among students at Darullughah Wadda’wah Islamic Boarding School. The research employs a qualitative approach, involving 30 students aged 16–18 years, selected through purposive sampling. Over six weeks, participants engaged in weekly mnemonic storytelling sessions, integrating key grammatical rules and vocabulary into culturally rich narratives. Data were collected via observations, semi-structured interviews, and analysis of writing samples. The findings reveal significant improvements in grammar retention, vocabulary acquisition, and creative expression, underscoring the effectiveness of mnemonic storytelling as an emotionally engaging and cognitively efficient teaching tool. This study not only redefines how Arabic writing is taught but also advocates for storytelling as a core pedagogical strategy. Future research should explore its adaptability across diverse educational settings to amplify its impact on language education.
Mnemonic Storytelling as a Psycholinguistic Approach to Enhancing Arabic Writing Competence Nur Hanifansyah; Menik Mahmudah; Sultan Abdus Syakur
El-Jaudah : Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 5 No. 2 (2024): El-Jaudah: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Department of Arabic Education of State Collage for Islamic Studies of Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/ej.v5i2.2029

Abstract

Imagine a classroom where Arabic writing, often perceived as a rigid and intimidating skill, transforms into an engaging narrative journey filled with vivid stories and emotional connections. What if students could master complex grammatical structures and expand their vocabulary not through rote memorization, but by weaving them into unforgettable tales? This study breaks conventional norms by introducing mnemonic storytelling as a revolutionary psycholinguistic strategy to enhance Arabic writing competence among students at Darullughah Wadda’wah Islamic Boarding School. The research employs a qualitative approach, involving 30 students aged 16–18 years, selected through purposive sampling. Over six weeks, participants engaged in weekly mnemonic storytelling sessions, integrating key grammatical rules and vocabulary into culturally rich narratives. Data were collected via observations, semi-structured interviews, and analysis of writing samples. The findings reveal significant improvements in grammar retention, vocabulary acquisition, and creative expression, underscoring the effectiveness of mnemonic storytelling as an emotionally engaging and cognitively efficient teaching tool. This study not only redefines how Arabic writing is taught but also advocates for storytelling as a core pedagogical strategy. Future research should explore its adaptability across diverse educational settings to amplify its impact on language education.
Co-Authors Baharun, Segaf Masnun Masnun Menik Mahmudah Nur Hanifansyah