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All Journal Arabiyatuna : Jurnal Bahasa Arab Aphorisme: Journal of Arabic Language, Literature, and Education Alfuad: Jurnal Sosial Keagamaan
Novian, Zailani
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Innovations in Affective Assessment in Arabic Language Books for Grade VII Based on Communicative Approach Azmy, Muhammad Ulul; Baroroh, R Umi; Novian, Zailani; Salsabila, Sarah
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 2 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i2.13740

Abstract

Arabic language learning in Madrasah Tsanawiyah has implemented a communicative approach that emphasizes real language interaction. However, the Ministry of Religious Affairs' Arabic textbook for seventh grade does not provide assessment instruments that systematically assess the affective domain, so that students' progress in communication cannot be properly measured. This article aims to develop an affective assessment instrument that is integrated with the Ta'aruf material in the seventh grade Arabic textbook. This study uses a modified Borg & Gall Research and Development model, which includes the following stages: needs analysis, instrument design, expert validation, and product revision. The instruments developed are teacher observation sheets and student self-reflection sheets, which are compiled based on Krathwohl's affective taxonomy and a communicative approach. Expert validation was conducted by three validators consisting of two Arabic language education experts and one learning evaluation expert, with a Content Validity Index (CVI) result of 0.87, which is considered valid. This instrument is deemed suitable for use without requiring additional technical training for teachers, and is capable of helping to assess students' courage, self-confidence, cooperation, and respect in the communication process. Thus, this innovation has practical implications for teachers in applying authentic and sustainable affective assessment in the classroom, and can be developed in other chapters or further tested in field learning.
The Dynamics of Code Mixing between Arabic and the Minangkabau Dialect in Students’ Speech Rismawati, Yanda; Novian, Zailani; Ritonga, Arip Rachman; Ajidin, Salsa Hauna; Dalimunthe, Singgar Mantahari
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 6 No. 2 (2025): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v6i2.8540

Abstract

This study aims to identify the patterns of code mixing used by 11th- and 12th-grade students in the religious studies program at State Islamic Senior High School 1 Koto Baru Padang Panjang, who reside in a dormitory that requires daily Arabic communication, and to analyze the factors that trigger its occurrence. Grounded in Suandi’s theoretical classification of inner, outer, and hybrid code mixing, this research examines how these forms appear in students’ spontaneous speech and what socio-linguistic conditions influence their emergence. This study employs a descriptive, qualitative method that incorporates observation and interview techniques. The data for this study were obtained through direct observation of spontaneous dormitory interactions and semi-structured interviews with ten purposively selected 11th- and 12th-grade students of the religious studies program, all of whom are required to use Arabic in daily communication. The data were analyzed using Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing. The findings reveal that the most dominant pattern is inner code-mixing, followed by outer and hybrid forms. Several factors were identified as triggers, including limited mastery of Arabic vocabulary, influence of the Minangkabau mother tongue, socio-cultural habits, expressive needs, media exposure, and practical communication strategies. These results illustrate the complex dynamics of Arabic–Minangkabau linguistic negotiation among dormitory students and highlight the need for contextual and adaptive approaches to Arabic language development that align with learners’ sociocultural realities.
Development of a Psychosociolinguistics-Based Role Play Model in Arabic Language Learning Novian, Zailani; Abdul Munip
Alfuad: Jurnal Sosial Keagamaan Vol. 9 No. 2 (2025)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

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Abstract

This study seeks to investigate the current practices in Arabic language instruction and to formulate a role play-based instructional model grounded in a psychosociolinguistic framework, with the objective of enhancing students speaking proficiency (maharah al-kalam). Employing a qualitative descriptive methodology, data were gathered through classroom observations, in-depth interviews, and document analysis. The participants consisted of Arabic language teachers and junior secondary school students. The findings reveal that instructional activities remain predominantly conventional, characterized by lecture-based delivery and text-centered exercises. Students oral communication skills are notably underdeveloped, primarily due to the absence of communicative and context-driven speaking opportunities. Furthermore, while teachers are generally unfamiliar with the theoretical construct of psychosociolinguistics, they intuitively acknowledge the significance of psychological and social factors in fostering effective language learning. In response to these conditions, a role play instructional model was designed, comprising three integrated stages: preparatory activities (psycholinguistic), role simulation within authentic social contexts (sociolinguistic), and post-activity reflection. This model is deemed pedagogically viable and relevant for broader implementation in Arabic language instruction, particularly in facilitating the development of students speaking competence through interactive, contextualized, and student-centered learning experiences.
Co-Authors Abdul Munip Ajidin, Salsa Hauna Azmy, Muhammad Ulul Baroroh, R Umi Dalimunthe, Singgar Mantahari Rismawati, Yanda Ritonga, Arip Rachman Salsabila, Sarah