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All Journal Gudang Jurnal Multidisiplin Ilmu JURNAL MULTIDISIPLIN ILMU AKADEMIK
Arin Hamid
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Interferensi Bahasa Ibu Terhadap Artikulasi Mahasiswa Pendidikan Bahasa Arab Di UIN Sumatera Utara Medan Ratu Alifah Nasyaa; Arin Hamid; Paisal Zunaidi; Althaf Rifqi Alfarabi
Gudang Jurnal Multidisiplin Ilmu Vol. 2 No. 12 (2024): GJMI - DESEMBER
Publisher : PT. Gudang Pustaka Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59435/gjmi.v2i12.1199

Abstract

Penelitian ini mengkaji bagaimana bahasa ibu membentuk pola kesalahan fonologi yang dilakukan oleh mahasiswa Pendidikan Bahasa Arab Universitas Islam Sumatera Utara Medan. Metode yang digunakan pada penelitian ini adalah metode kualitatif. Melalui analisis kualitatif terhadap data wawancara, penelitian ini mengidentifikasi berbagai jenis kesalahan fonologi yang sering terjadi, seperti substitusi, adisi, dan delesi bunyi. Hasil penelitian menunjukkan bahwa kesalahan-kesalahan tersebut sebagian besar disebabkan oleh interferensi bahasa ibu, yaitu kecenderungan mahasiswa untuk menerapkan aturan fonologi bahasa ibu dalam memproduksi bunyi bahasa Arab. Temuan penelitian ini memiliki implikasi yang signifikan bagi praktik pengajaran bahasa Arab. Pengajar perlu menyadari bahwa interferensi bahasa ibu merupakan fenomena yang wajar dalam proses pembelajaran bahasa kedua. Oleh karena itu, pengajar perlu mengembangkan strategi pengajaran yang dapat meminimalkan dampak negatif dari interferensi bahasa ibu.
ANALISIS HAMBATAN SANTRI DALAM MEMBACA ARAB GUNDUL DI PESANTREN SALAFI AT-TIBYAN Alim Budiman; Arin Hamid
JURNAL MULTIDISIPLIN ILMU AKADEMIK Vol. 2 No. 6 (2025): Desember
Publisher : CV. KAMPUS AKADEMIK PUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jmia.v2i6.7229

Abstract

This study aims to analyze the challenges faced by students in reading unvowelled Arabic texts (kitab kuning) at the Salafi-based At-Tibyan Islamic boarding school. The research focuses on linguistic, pedagogical, psychological, and environmental factors that contribute to students’ limited literacy in classical Arabic texts. Using a library research method, this study examines scholarly literature, including academic journals, books, and previous research findings. The results indicate that the primary difficulties stem from weak mastery of Arabic grammar (nahwu and sharaf), limited vocabulary, and insufficient systematic reading practice. Pedagogical barriers are linked to traditional teacher-centered methods, while psychological factors such as learning anxiety and low self-confidence exacerbate the issue. Furthermore, the learning environment, which prioritizes spoken Arabic without balancing it with textual literacy training, contributes to a mismatch in students’ language competencies. This research highlights the need for holistic, innovative, and adaptive instructional strategies to improve students’ ability to read classical Arabic texts effectively.
Co-Authors Alim Budiman Althaf Rifqi Alfarabi Paisal Zunaidi Ratu Alifah Nasyaa