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All Journal Al-Ta'rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Al-Musyrif : Jurnal Bimbingan dan Konseling Islam Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab
Wardana, Mustahar Ali
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Konseling Islam Melalui Terapi Berpikir Positif untuk Mengelola Stres Ketua Himpunan dan Organisasi Rasyadi, Ahmad Fitra; Wardana, Mustahar Ali
Al Musyrif: Jurnal Bimbingan dan Konseling Islam Vol 7 No 1 (2024): April
Publisher : Program Studi Bimbingan dan Konseling Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/almusyrif.v7i1.1447

Abstract

This research aims to determine the process and results of Islamic Counseling through Positive Thinking Therapy to Manage Stress for the General Chair of HMP and UKM at the Faculty of Da'wah and Communication (FDK) Islamic State University of Sunan Ampel  Surabaya (UINSA). This problem was answered by researchers using qualitative research methods by case study analysis general chairs of HMP and UKM at FDK UINSA. The analysis used observation and interview techniques. The counseling process used cognitive restructuring to manage stress of the general chairs of HMP and UKM by changing negative perceptions into positive using thought records. The results of positive thinking therapy showed that there was a change in the connotation of negative thoughts which have been successfully transferred into positive thoughts by the counselee untill can suppress stress due to problems that arise and are felt by the counselee.
Pragmatic Functions of Speech Acts in Arabic Language Learning: A Case Study from Madura Wardana, Mustahar Ali; Baharun, Segaf
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 13 No 1 (2025)
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v13i1.9979

Abstract

Despite growing recognition of communicative competence in second language acquisition, Arabic instruction in Islamic boarding schools (pesantren) often remains focused on grammar, overlooking pragmatic competence. This gap limits students’ ability to use Arabic appropriately in real-life interactions, particularly in directive and assertive forms of speech. This study addresses that gap by exploring how students at Darul Lughah Waddirosatil Islamiyah in Madura perform Arabic speech acts within an immersive environment. The research aims to analyze the variation and functions of directive and assertive speech acts and how these contribute to effective communication and pedagogy. Using a qualitative case study design, data were collected through observations, interviews, and document analysis involving 30 advanced-level students. Results show that students strategically adjust their speech based on roles, social hierarchy, and interactional context often using indirect forms and politeness markers. These patterns emerged naturally through immersion rather than formal instruction. The findings highlight the importance of integrating pragmatics into Arabic curricula, emphasizing culturally and contextually appropriate communication. Such integration promotes not only language fluency but also socio-religious sensitivity, aligning Arabic education with both communicative and ethical goals.
From Sentence Anxiety to Paragraph Confidence: A Pedagogical Study of Arabic Writing Development Mahmudah, Menik; Fudhla, Afaf; Azira, Nurul; Juharoh; Wardana, Mustahar Ali
Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab Vol. 2 No. 1 (2026): Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/almuhawaroh.v2i1.4151

Abstract

Writing anxiety remains a persistent challenge in Arabic language education, often hindering learners’ engagement and development in maharah kitābah. This study investigates the effectiveness of paragraph-based writing instruction in transforming learners’ writing experiences from sentence-level anxiety to paragraph-level confidence. Employing a qualitative pedagogical research design, the study was conducted with intermediate-level learners of Arabic and utilized classroom observations, learners’ written paragraphs, and semi-structured interviews as primary data sources. The findings indicate that paragraph-focused instruction reduces writing anxiety by lowering cognitive load and providing a psychologically safe space for meaning construction. Learners reported increased confidence, greater willingness to write, and higher engagement during writing activities. Rather than emphasizing immediate grammatical accuracy, paragraph-based tasks encouraged sustained participation, revision, and linguistic experimentation. The study concludes that paragraph-by-paragraph instruction serves as an effective pedagogical strategy for addressing affective barriers in Arabic writing development. By integrating cognitive and emotional considerations into instructional design, this research contributes to the advancement of learner-centered Arabic writing pedagogy.
Co-Authors Azira, Nurul Baharun, Segaf Fudhla, Afaf Juharoh Menik Mahmudah Rasyadi, Ahmad Fitra