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All Journal Arabi : Journal of Arabic Studies Arabiyatuna : Jurnal Bahasa Arab An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Jurnal Pendidikan Islam International Journal of Arabic Language Teaching IJALT Chalim Journal of Teaching and Learning Lahjatuna: Jurnal Pendidikan Bahasa Arab Jurnal Pendidikan Islam Journal of Arabic Language Learning and Teaching Mohuyula : Jurnal Pengabdian Kepada Masyarakat Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab
Masnun Masnun
Universitas Islam Internasional Darullughah Wadda'wah
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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استخدام طريقة التكرار في تنمية حفظ القرآن (دراسة الحالة في معهد دار اللغة والدعوة بانقيل باسوروان) Umar; M. Isroul Laili; Masnun
Jurnal Pendidikan Islam Vol 11 No 1 (2021)
Publisher : Research Department (Lemlit) Islamic Institute of Darullughah Wadda’wah Bangil, Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/jpi.v11i1.573

Abstract

مستخلص البحث هذا البحث مدفوع بالمشاكل من الحفاظ الذين يشعرون بالصعبة في زيادة الحفظ. احيانا هم يستطيعون لزيادة الحفظ واحيانا يفقدون حفظهم. ولذلك،حضرت طريقة التكرار لتحسين الحفظ وزيادته. إضافة إلى ذلك، طريقة التكرار يمكن أن يقوي القلوب. بناء على المشاكل المذكورة يهدف هذا البحث لوصفية طريقة حفظ القرآن الكريم باستخدام طريقة التكرار. اساليب جمع البيانات المستخدمة في هذا البحث هي المقابلة والملاحظة والتوثيق. اساليب تحليل البيانات المستخدمة هي استقرائية واستنتاجية. أما نتائج البحث هي أن طريقة التكرار فعال لتنمية حفظ القرآن الكريم في معهد دار اللغة والدعوة، بانقيل، باسوروان. العوامل الداعمة هي توفر البنية التحتية الملائمة، القرارات من مدير المعهد الداعمة انضباط الأساتيذ فى التعليم وحالة الفصل جذابا. أما العوامل المعوقة هي الأنشطة من التلاميذ الكثيرة، عدم الإنضباط من التلاميذ على الزمان وعدم الحماسة المداومة من التلاميذ فى اتباع الدراسة.
Project-Based Learning: Principles, Characteristics, and Application in Teaching Grammar Rules Masnun, Masnun; Munjiah, Ma'rifatul; Yasmar, Renti
Arabiyatuna: Jurnal Bahasa Arab Vol. 8 No. 2 (2024)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v8i2.10880

Abstract

This study aims to address the challenges of teaching grammar, which often relies on theoretical material with limited practical application, individual teaching methods, and a teacher-cantered approach. It proposes the use of project-based learning (PjBL) as a model to engage students actively and improve their understanding of grammar. The research, conducted at Nurul Ulum Islamic Religious School for Girls in Kebonsari, Malang, East Java, explores the implementation of the PjBL model in grammar instruction and the nature of the projects used in this context. The model comprises three main stages: pre-action (goal setting, tool selection, and time planning), action (assignment, planning, and evaluation), and post-action. During the action phase, students work collaboratively to construct sentences based on Qur'anic verses, with a specific focus on understanding grammatical rules such as the nominative case for nouns. The findings suggest that this approach fosters students’ initiative, independence, and cooperation while promoting responsibility in problem-solving tasks. This model enhances students' active participation and engagement, making grammar instruction more dynamic and contextually relevant.
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.
Senior Teaches Junior (STJ) Approach in Enhancing Arabic Vocabulary through Kitab Af'al: A Case Study in Malaysia Masnun, Masnun; Hanifansyah, Nur; Khalid, Syarif Muhammad Syaheed bin
Arabi : Journal of Arabic Studies Vol 9, No 2 (2024)
Publisher : IMLA (Arabic Teacher and Lecturer Association of Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24865/ajas.v9i2.851

Abstract

This study examines the effectiveness of Kitab Af’al in enhancing Arabic vocabulary acquisition using the Senior Teaches Junior (STJ) approach. The research evaluates how structured peer-teaching frameworks foster vocabulary retention and sustainable learning. A mixed method approach was employed, observing 30 students in a classroom setting. Kitab Af’al, featuring 540 verbs, was taught through techniques like spaced repetition, mnemonic devices, and thematic chunking. Data collection included observations, interviews, and documentation analysis. Results show that the combination of Kitab Af’al with the STJ approach significantly improved vocabulary mastery, while also building students' confidence and leadership. Peer-led sessions created a collaborative learning environment and a repository of effective teaching strategies for future application. This study highlights the synergy between traditional resources and innovative methods, offering a cost-effective and sustainable solution for Arabic language acquisition. It underscores the potential of the STJ model to empower students in resource-constrained educational settings.
فعّالية استخدام بطاقة الأسئلة النّحويّة في تنمية مهارة القراءة (بالتطبيق على طلّاب المستوى الأوّل الثانويّ بمعهد دار اللغة والدعوة بانقيل) Masnun; Muhammad Amin
Lahjatuna: Jurnal Pendidikan Bahasa Arab Vol. 3 No. 2 (2024): Lahjatuna: Jurnal Pendidikan Bahasa Arab
Publisher : Program Studi Pendidikan Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/lahjatuna.v3i2.1628

Abstract

أهداف هذا البحث تتحدّد على السؤالين الرئيسيّين، أوّلاً عما يتعلّق بكيفية استخدام بطاقة الأسئلة النحويّة، وثانياً عما مدى فعّاليتها في تنمية مهارة القراءة لدى طلّاب المستوى الأوّل الثانويّ بمعهد دار اللغة و الدعوة بانقيل جاوى الشرقية. اختار الباحثان في دراستهما المدخل الكمّيّ واعتمدا على المنهج التجريبيّ. واستَخْدَمَا في جمع البيانات المتعلّقة بحالة تعليم مهارة القراءة وموقف مدرّسي مادة تطبيق القراءة أساليب مهمّة، وهي المقابلة والملاحظة والاختبار. في تحليل نتيجة الاختبار القبليّ والبعديّ من كل مجموعة استخدم الباحثان الرموز: اختبار - ت (T-test). وبعد أن قاما بعرض البيانات ثم تحليلها ومناقشتها استخلصا النتائج أنّ استخدام بطاقة الأسئلة النحويّة يكون فعالاً في سبيل ترقية مهارة القراءة لدى طلّاب المستوى الأوّل الثانويّ بمعهد دار اللّغة والدّعوة بانقيل، وأشارا إلى ذلك بانكشاف نتيجة « ت - الاحصائيّ / T-test » = 54،5 أكبر من نتيجة « ت – الجدوليّ / T-table » في المستوى المعنويّ  1 %  = 46،3 ، وأكبر من المستوى المعنويّ 5 % = 66،2، وهذا يعني أنّ فروض هذا البحث مقبولة.
Tajāribu al-Habīb Hasan Baharun Fī Ta’līmi Mahārah al-Kalām Min Manẓūr al-Naẓarriyāt al-Lughawiyyah wa al-Nafsiyyah al-Tarbawiyyah Masnun, Masnun -
Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 4 No. 1 (2021): Lughowiyyat: Jurnal Pendidikan Bahasa Dan Sastra Arab
Publisher : Fakultas Tarbiyah Program Studi Pendidikan Bahasa Arab Universitas Islam Internasional Darullughah Wadda'wah Bangil Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/lughawiyyat.v4i1.450

Abstract

ABSTRACT This study aims to reveal Habib Hasan Baharun's experiments in developing speaking skills from the perspective of linguistic theory and educational psychology. This study uses qualitative approach with historical methods. The data of this study were obtained from interviews, observation and documentation, and were validated using data triangulation techniques. This research resulted in the findings of his experiments in developing speaking skills from the perspective of linguistic theory and educational psychology. In educational psychology theory, two theoretical schools, behaviorism theory and cognitive theory, are in accordance with his experiments. The theories of behaviorism are connectionism theory, classical conditioning theory, and the law of contiguity while the cognitive theories are generative theory, which is every human being has the ability to learn language which was originally obtained from birth. Thus in the language environment he gives full freedom to his students to carry out language activities. In linguistic theory, two streams of theory, structural theory and transformative generative theory, are in accordance with his experiments. The structural theories state "The origin of language is speech, and Language skills are acquired from habits supported by practice and reinforcement." while the transformational generative theories state "language skills are a process of creativity". Keywords: experiment, speaking skill, linguistic theory, educational psychology theory
Model Transfer Lintas Bahasa Arab–Inggris dalam Pendampingan Pembelajaran Bahasa Inggris di Pondok Pesantren Ribath Imam Al Ghazali Nur Hanifansyah; Ahmad Makki Lazuardi; Ahmad Qusairi; Muhamad Solehudin; Masnun Masnun; Segaf Baharun; Menik Mahmudah
Mohuyula : Jurnal Pengabdian Kepada Masyarakat Vol 5, No 1 (2026): Juni
Publisher : Universitas Muhammadiyah Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31314/mohuyula.5.1.1-6.2026

Abstract

Penguatan kompetensi bahasa Inggris di lingkungan pesantren memerlukan pendekatan yang adaptif terhadap latar belakang linguistik santri, khususnya bagi mereka yang telah fasih berbahasa Arab. Pengabdian ini bertujuan merumuskan dan mengimplementasikan model transfer lintas bahasa Arab–Inggris dalam pendampingan pembelajaran bahasa Inggris dasar di Pondok Pesantren Ribath Imam Al Ghazali selama satu bulan. Pendekatan yang digunakan bersifat partisipatif dan kolaboratif dengan memanfaatkan prinsip cross-linguistic transfer dan scaffolding, di mana struktur dan makna bahasa Arab diaktivasi sebagai jembatan konseptual untuk memahami bahasa Inggris. Kegiatan dilaksanakan melalui tahapan orientasi konseptual, integrasi struktur dasar, pemetaan semantik kosakata, serta praktik komunikatif sederhana, dengan evaluasi melalui observasi, tes pemahaman awal dan akhir, serta angket persepsi peserta. Hasil pengabdian menunjukkan bahwa model transfer lintas bahasa efektif dalam menurunkan beban kognitif awal, mempercepat pemahaman struktur kalimat nominal dan fungsi kata tanya, serta memperkuat penguasaan kosakata dasar melalui pemetaan semantik antara kedua bahasa. Selain itu, pendekatan ini meningkatkan kepercayaan diri santri dalam menggunakan bahasa Inggris secara sederhana. Secara konseptual, pengabdian ini menghadirkan model pedagogis kontekstual bagi pesantren bilingual yang memanfaatkan bahasa Arab sebagai modal linguistik strategis dalam penguatan kompetensi bahasa global. Model ini berpotensi direplikasi pada lembaga pendidikan Islam serupa untuk mendukung pengembangan pembelajaran bahasa asing yang lebih efektif dan berkelanjutan.
Developing Inner Speech for Arabic Fluency: Evidence from the Islamic Education Institution in Malaysia Masnun Masnun; Nur Hanifansyah; Menik Mahmudah; Nur Aina Faqihah
An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 28 No 1 (2026): An Nabighoh
Publisher : Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/an-nabighoh.v28i1.277-298

Abstract

Background: Arabic-speaking fluency remains a central yet challenging goal in Malaysian Islamic education, where Arabic functions as both a religious and academic language. Although students receive formal instruction in grammar, vocabulary, and reading, many still rely on mental translation before speaking, limiting spontaneity and confidence. Inner speech, which is understood as silent Arabic self-talk, subvocal rehearsal, and internal sentence formulation, offers a cognitive pathway for strengthening oral fluency. Research Objectives: This study examines the extent to which students in Islamic educational institutions in Malaysia develop inner speech in Arabic and investigates how it contributes to speaking fluency, confidence, and self-regulation. Methodology: A mixed-methods design involving 60 final-year secondary and diploma-level students from two Islamic education institutions in Kedah, Malaysia, was employed. Data were collected through questionnaires, semi-structured interviews with 15 participants, classroom observations, and institutional documents. Quantitative data were analyzed using descriptive statistics, chi-square testing, Pearson correlation, and partial correlation, whereas qualitative data were examined through thematic analysis and triangulation. Results: The findings show that 68.3% of students regularly used Arabic inner speech. Advanced learners demonstrated stronger direct Arabic formulation, whereas beginners remained dependent on Malay-to-Arabic mental translation. A significant relationship was found between the proficiency level and the inner speech pattern, χ²(2)=15.34, p<0.001, Cramer’s V=0.51. Arabic inner speech was also moderately correlated with perceived speaking fluency, r=0.58, p<0.001. Unique Contribution: This study extends inner speech theory to Arabic language acquisition in Islamic educational contexts and introduces inner Arabic thought as a measurable psycholinguistic factor in fluency development. Conclusion: By supporting rehearsal, vocabulary retrieval, self-correction, confidence building, and emotional regulation, inner speech functions as a cognitive bridge between linguistic knowledge and spontaneous Arabic speaking. Recommendations: Digital-based inner speech training through AI voice assistants, speech-recognition tools, or mobile Arabic self-talk diaries should be explored in future studies to strengthen internal rehearsal, reduce mental translation, and improve spontaneous Arabic fluency.
“Pretending to Be Cikgu”: Role Reversal Pedagogy in Peer-Led Arabic Vocabulary Learning in Malaysia Masnun Masnun; Ahmad Durrun Nafis; Syaza Auni Irdyna
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 1 (2026): Journal of Arabic Language Learning and Teaching (JALLT)
Publisher : Universitas Islam Negeri Palangka Raya Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jallt.v4i1.506

Abstract

Conventional Arabic vocabulary instruction in many Islamic secondary schools remains predominantly teacher-centered, relying heavily on memorization and teacher-led repetition, which often results in limited learner engagement, weak active retrieval, and low long-term vocabulary retention particularly in verb-based forms with complex morphological patterns. Responding to these pedagogical limitations, this study investigates the impact of role reversal pedagogy implemented through peer-led choral recitation in Arabic vocabulary learning within a Malaysian educational context. The instructional practice, locally conceptualized as “Pretending to Be Cikgu,” assigns selected students to temporarily assume the role of teacher by leading their peers in collective recitation of verb-based vocabulary drawn from Kitab Af‘āl al-Yawmiyyah. Employing a qualitative classroom-based research design, data were collected through classroom observations, student reflections, and teacher field notes. The findings reveal that peer-led choral recitation enhances learner engagement, collective participation, and vocabulary internalization. Students acting as instructional leaders demonstrated higher levels of responsibility, confidence, and active retrieval, while peers benefited from structured repetition and reduced speaking anxiety. The approach functioned as both a cognitive and social scaffold, reinforcing memory consolidation of morphologically inflected Arabic verbs and fostering a collaborative learning environment. The study concludes that role reversal pedagogy offers a learner-centered instructional model that addresses key shortcomings of conventional vocabulary instruction by shifting responsibility from teacher to students, promoting deeper lexical internalization and socially distributed learner autonomy in Arabic vocabulary learning.
Co-Authors Ahmad Durrun Nafis Ahmad Makki Lazuardi Ahmad Qusairi Baharun, Segaf Khalid, Syarif Muhammad Syaheed bin M Isroul Laili M. Isroul Laili Menik Mahmudah Menik Mahmudah Muhamad Solehudin Muhammad Amin muhammad zaini muhammad zaini Munjiah, Ma'rifatul Nur Aina Faqihah Nur Hanifansyah Renti Yasmar Sultan Abdus Syakur Syaza Auni Irdyna Umar zawawi ahmad