Garuda - Garba Rujukan Digital

Introduction to Arabic Dictation (Imlā’): A Foundational Guide to Writing Accuracy Wira Nama Wira Bangsa; Ahmad Azkia Salam; Nur Aunie Batrisya
Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab Vol. 1 No. 2 (2025): 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.v2i1.3503

The mastery of imlāʾ (Arabic dictation) constitutes a fundamental component of Arabic language learning, yet it often receives less pedagogical attention compared to reading, speaking, and grammar. This study investigates the implementation of Kitāb Imlāʾ by Ustaz Hasan Basri as a practical instructional resource designed to improve students’ spelling accuracy. Employing a qualitative case study at Pondok Pesantren Darullughah Wadda’wah in Pasuruan, Indonesia, the research involved 32 fourth-grade (ibtidāʾī) students through classroom observations, semi-structured interviews, and pre- and post-test dictation tasks. Findings indicate that the systematic use of the kitab, with its step-by-step exercises and repetitive drills, effectively reduced error rates from 38% to 17%. Students demonstrated significant improvement in distinguishing tāʾ marbūṭah from hāʾ and in applying hamzah rules, while teachers confirmed that the kitab provided practical exercises rather than abstract theory. Nonetheless, certain challenges persisted, particularly in mastering hamzah rules and overcoming mother-tongue interference. The study highlights the value of localized, practice-oriented resources in enhancing imlāʾ pedagogy and recommends integrating Kitāb Imlāʾ as a central element in Arabic literacy instruction.

Strategi Pemahaman Masdar melalui Padanan Kata Benda Verbal dalam Bahasa Indonesia Nur Hanifansyah; Menik Mahmudah; Nur Aunie Batrisya
Pedagogy: Journal of Multidisciplinary Education Vol. 2 No. 2 (2025): November 2025
Publisher : PT. Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/pedagogy.v2i2.205

Pemahaman masdar bagi pembelajar pemula bahasa Arab kerap menghadapi hambatan karena keterbatasan padanan langsung dalam bahasa Indonesia. Akibatnya, banyak pelajar hanya menghafalkan pola (wazan) tanpa memahami fungsi semantisnya secara kontekstual. Penelitian ini bertujuan mengembangkan strategi pemahaman masdar dengan mengaitkan konsep verbal nouns dalam bahasa Arab dengan kata benda turunan dari verba dalam bahasa Indonesia, misalnya sentuhan dari menyentuh, pukulan dari memukul, teguran dari menegur, atau ciuman dari mencium. Metode penelitian menggunakan pendekatan kualitatif-deskriptif dengan teknik observasi kelas, wawancara guru, serta tes diagnostik kepada 30 pelajar tingkat pemula di Pondok Pesantren Darullughah Wadda’wah. Analisis data dilakukan melalui tahapan reduksi, penyajian, dan penarikan kesimpulan menurut model Miles & Huberman. Hasil penelitian menunjukkan bahwa 82% pelajar lebih cepat memahami fungsi masdar setelah diberikan padanan kata benda verbal dalam bahasa Indonesia. Selain itu, strategi ini meningkatkan kemampuan pelajar dalam menggunakan masdar dalam kalimat produktif, baik lisan maupun tulisan. Dengan demikian, strategi perbandingan lintas bahasa terbukti efektif sebagai jembatan konseptual dalam pengajaran masdar. Temuan ini berimplikasi pada perlunya pendekatan pedagogis yang lebih kontekstual dan integratif dalam pembelajaran gramatika Arab di pesantren.

Enhancing Arabic Speaking Skills through the Werewolf Role-Playing Game: A Psycholinguistic and Pragmatic Approach Asep Sunarko; Masnun; Nur Aunie Batrisya
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 14 No 1 (2026)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v14i1.10668

Despite growing evidence supporting game-based learning in second-language education, research on non-digital social deduction games for Arabic speaking development remains limited, particularly from integrated psycholinguistic and pragmatic perspectives in Islamic boarding school contexts. This study investigates the effectiveness of the Werewolf role-playing game in enhancing Arabic speaking proficiency through psycholinguistic and pragmatic lenses. Employing a mixed-methods one-group pretest–posttest design, the study involved 30 students at Darullughah Wadda’wah Islamic Boarding School who participated in twelve weekly Werewolf sessions within a maharah kalām course. Data were collected through speaking tests, classroom observations, audio recordings, reflective journals, and semi-structured interviews, and analyzed using Krashen’s Affective Filter Hypothesis, Levelt’s speech production model, and Searle’s speech act theory. The findings indicate a 43% improvement in students’ fluency and confidence scores from pre-test to post-test. The game reduced speaking anxiety, increased spontaneous lexical retrieval, and encouraged active participation in Arabic interaction. Pragmatic analysis revealed the frequent emergence of assertive (31%), directive (28%), expressive (18%), commissive (14%), and declarative (9%) speech acts, demonstrating learners’ growing ability to persuade, negotiate, justify, and manage conversational exchanges. This study proposes a psychopragmatic model of Arabic speaking development in which affective engagement, real-time speech processing, and pragmatic meaning-making interact within a culturally grounded learning environment, highlighting the pedagogical potential of non-digital role-playing games for authentic Arabic communication.

Teaching the Art of Introduction: Barāʾat al-Istihlāl as a Strategy in Arabic Language Pedagogy Menik Mahmudah; Nur Hanifansyah; Nur Aunie Batrisya
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.v4i1.404

In Arabic language pedagogy, students often demonstrate adequate grammatical accuracy yet struggle to produce introductions that are thematically coherent, rhetorically engaging, and contextually appropriate, reflecting a limited integration of classical rhetorical principles in modern writing instruction. This study explores the pedagogical value of Barāʾat al-Istihlāl, a classical rhetorical device traditionally used in Arabic literature to craft meaningful openings, within the context of modern Arabic language teaching. Conducted at Pondok Pesantren Darullughah Wadda’wah with 30 male Aliyah-level students, the research employed a qualitative design involving classroom observations, focus group discussions, and interviews. Findings reveal that practicing rhetorical openings not only enhanced students’ ability to write coherent and stylistically engaging introductions but also enriched their vocabulary, with learners acquiring ten to fifteen new lexical items per session. Furthermore, the practice cultivated emotional sensitivity, training students to align openings with appropriate moods and contexts such as using uplifting language for joyful occasions or solemn expressions for serious ones thereby fostering both linguistic awareness and rhetorical taste (al-Ḥass al-Lughawī wa al-Dhawq al-Balāghī). The study concludes that Barāʾat al-Istihlāl is a powerful pedagogical strategy that bridges classical rhetorical heritage with contemporary education, offering dual benefits for written composition and oral communication. Implications suggest its integration into writing classes and public speaking training to enhance students’ linguistic competence, cultural sensitivity, and persuasive ability.

Stand Up and Speak: Implementing the ‘Qum Takallam’ Method to Foster Arabic Oral Expression Segaf Baharun; Nur Hanifansyah; Nur Aunie Batrisya
Insyirah: Jurnal Ilmu Bahasa Arab dan Studi Islam Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/insyirah.v9i1.14620

The mastery of Arabic mahārah kalām (speaking skills) remains one of the most challenging aspects of foreign language pedagogy, especially in non-Arabic speaking contexts where learners often possess adequate knowledge of vocabulary and grammar but struggle with fluency, confidence, and spontaneous oral performance. This study introduces and evaluates the Qum Takallam method, a pedagogical approach that requires students to “stand up and speak” in Arabic for ten minutes on a chosen or spontaneous topic. Conducted at Darullughah Wadda’wah Boarding School in Pasuruan, Indonesia, the research employed a mixed-methods design involving 30 intermediate-level male students. Data were collected through pre- and post-tests of oral expression, classroom observations, and semi-structured interviews, and analyzed using paired sample t-tests and thematic analysis. The quantitative results demonstrated significant improvements across fluency, vocabulary, and confidence, with large effect sizes, while accuracy improved more modestly. Qualitative findings revealed that the method reduced anxiety, fostered autonomy, and encouraged peer learning, although some students continued to struggle with coherence and persistent grammatical errors. These outcomes align with previous research on communicative and experiential learning yet extend the discussion by situating spontaneous stand-up speaking within Arabic pedagogy. Overall, the Qum Takallam method provides a simple, low-cost, and sustainable strategy for integrating structured oral practice into Arabic curricula. By balancing linguistic creativity with communicative competence, it contributes to developing confident and expressive Arabic speakers, while highlighting the need to complement fluency-focused approaches with explicit grammar instruction.

Enhancing Arabic Speaking Skills through the Werewolf Role-Playing Game: A Psycholinguistic and Pragmatic Approach Asep Sunarko; Masnun; Nur Aunie Batrisya
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 14 No 1 (2026)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v14i1.10668

Despite growing evidence supporting game-based learning in second-language education, research on non-digital social deduction games for Arabic speaking development remains limited, particularly from integrated psycholinguistic and pragmatic perspectives in Islamic boarding school contexts. This study investigates the effectiveness of the Werewolf role-playing game in enhancing Arabic speaking proficiency through psycholinguistic and pragmatic lenses. Employing a mixed-methods one-group pretest–posttest design, the study involved 30 students at Darullughah Wadda’wah Islamic Boarding School who participated in twelve weekly Werewolf sessions within a maharah kalām course. Data were collected through speaking tests, classroom observations, audio recordings, reflective journals, and semi-structured interviews, and analyzed using Krashen’s Affective Filter Hypothesis, Levelt’s speech production model, and Searle’s speech act theory. The findings indicate a 43% improvement in students’ fluency and confidence scores from pre-test to post-test. The game reduced speaking anxiety, increased spontaneous lexical retrieval, and encouraged active participation in Arabic interaction. Pragmatic analysis revealed the frequent emergence of assertive (31%), directive (28%), expressive (18%), commissive (14%), and declarative (9%) speech acts, demonstrating learners’ growing ability to persuade, negotiate, justify, and manage conversational exchanges. This study proposes a psychopragmatic model of Arabic speaking development in which affective engagement, real-time speech processing, and pragmatic meaning-making interact within a culturally grounded learning environment, highlighting the pedagogical potential of non-digital role-playing games for authentic Arabic communication.

Title

Found 6 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 6 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 6 Documents
Search