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All Journal Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Simfoni: Jurnal Sains dan Sosial Multidisipliner
Rizka Anugrah
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Religion Education Languange, Linguistic, Communication & Media Other

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Takhlilu su’ūbatu tarjamatu an-nash al-arabi ila al-lughah al-indūnisiyah fi al-fasl at-tsālis at-tsanawi bima’had mu’tashim billah pontianak Rizka Anugrah; Dina Nur Alfiyah
Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 4 No. 2 (2021): Lughawiyyat: 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.v4i2.1800

Abstract

The purpose of yhis research is to obtain accuratae data about the translation process, find out the difficulties experienced by students in translating, and find out various steps as a solutian in overcoming difficulties in translating arabic to indonesian lenguage. This research uses qualitative research and collect data using observation, intervies and documentation techniques. And the results of this research is: 1) the arabic translations process in tsalits tsanawi grade does not translate direcly, but is first introduced to the basics of translating so that you understand, such as mastering vocabulary and arabic grammar (nahwu & shorof). Don’t forget that the teacher always motivates at the beginning of the lesson and at the end, and in the process the students are made into several groups to present or translate the reading from the result of the student’s translation. 2) the difficulties experienced by students in translating the reading are due to a luck of vocabulary, good mastery of the rules in arabic, not being able to choose the right word equivalents, being lazy in translating due to not understanding language grammar. 3) efforts that must be made to ovecome difficulties translating means getting used to translating outside of class hours, having group study discussions, and studying a lot with seniors who understand more than them. Don’t forget the students also have to practice prounouncing reading well. Increase their vocabulary, and be able to master arabic grammar.                                                                                                      
Peer Learning Strategies in Improving Reading Skills of Kitab Kuning at Darullughah Wadda’wah Islamic Boarding School, Pasuruan   Rizka Anugrah
SIMFONI: Jurnal Sains dan Sosial Multidisipliner Vol. 1 No. 4 (2026): Agustus 2026
Publisher : Divisi Penelitian Yayasan Simfoni Ilmu Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65430/jssm.v1i4.67

Abstract

This study aims to describe the difficulties experienced by female students in learning to read kitab kuning and to analyze the role of peer learning strategies that emerge in the nightly study activities at Darullughah Wadda’wah Islamic Boarding School, Pasuruan. The study employed a descriptive qualitative approach. Data were collected through observations of learning activities, interviews with female students and teachers, and documentation. Data were analyzed through data reduction, data display, and conclusion drawing, with credibility strengthened through source and technique triangulation. The findings indicate that difficulties in reading kitab kuning are not limited to mastery of nahwu, sharaf, vocabulary, and vowel determination, but are also influenced by motivation and patterns of classroom interaction. Formal learning that tends to be teacher-centered and dominated by sorogan provides some students with more opportunities to listen to explanations than to practice actively with peers. This condition may contribute to boredom and limited participation. In contrast, during nightly study, students spontaneously form small halaqah groups to read texts, ask questions, correct one another’s reading, explain grammatical rules, and assist each other in translation. Peer learning functions as a more communicative, safe, and participatory learning space. Such interaction increases opportunities for practice, provides immediate feedback, strengthens motivation, and builds students’ confidence. The findings suggest that peer learning should not be viewed merely as an additional activity, but as an informal learning ecology that complements formal instruction and supports the gradual development of kitab kuning reading competence.
Co-Authors Dina Nur Alfiyah