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All Journal Al Ishlah Jurnal Pendidikan Inspiring: English Education Journal Tanwir Arabiyyah: Arabic as Foreign Language Journal
Raodhatul Jannah
Institut Agama Islam Negeri Parepare
Education Languange, Linguistic, Communication & Media Mathematics Other

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Enhancing Guided Writing Skills: The Impact of Mufradat and Qawaid Mastery in Arabic Language Learning Herdah Herdah; Raodhatul Jannah; Nurul Atika; Mirdawati Mirdawati
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6764

Abstract

Mastery of mufradat (vocabulary) and qawaid (grammar) is crucial in Arabic language acquisition at all educational levels, including at Madrasah Aliah YMPI Rappang. Proficiency in these areas is strongly linked to students’ ability to produce insya' muwajjah (guided writing). This study employed an ex post facto design to examine the relationship between mufradat and qawaid mastery and Arabic writing skills. The population consisted of 113 eleventh-grade students, from which a sample of 53 was selected through proportionate stratified random sampling using the Slovin formula. Data collection involved standardized tests measuring vocabulary, grammar, and guided writing proficiency. Analysis was conducted using product-moment correlation and multiple linear regression techniques. Findings revealed that mufradat mastery (X₁) had a significant positive effect on writing skills (Y), with a correlation coefficient of 0.140. Qawaid mastery (X₂) showed a stronger impact, with a coefficient of 0.536. Combined, both variables significantly influenced writing ability, as evidenced by an F-value of 22.879. These results underscore the importance of integrating vocabulary and grammar mastery into the Arabic curriculum to enhance students’ writing competence. Targeted instructional strategies focusing on both elements can substantially support students’ language development.
Enhancing Muhadatsah Skills Through Structured Question Cards in Arabic Language Learning Herdah Herdah; Raodhatul Jannah; Rara Mutiah; Rahmatika Rahmatika
Tanwir Arabiyyah: Arabic as Foreign Language Journal Vol 6, No 1: June (2026)
Publisher : Universitas Muhammadiyah Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31869/aflj.v6i1.8159

Abstract

This study aims to evaluate the effectiveness of structured question cards in improving the muhadatsah (Arabic speaking) skills of students in the Arabic Language Education Study Program at IAIN Parepare. The research was motivated by the limited fluency and coherence observed in students’ oral production, indicating the need for an instructional medium that provides systematic scaffolding. A quasi-experimental design employing a pre-test and post-test without a control group was used, involving 20 students as participants. In addition to oral tests, data were collected through classroom observations across four treatment sessions and interviews to examine supporting and inhibiting factors throughout the learning process. Results revealed a significant improvement in students’ speaking skills, with mean scores rising from 64.3 to 82.7, representing a 28.6% increase. A t-test value of 9.84, which exceeded the critical value at the 0.05 significance level, confirmed the significant impact of the media on muhadatsah development. The study also found that a supportive classroom environment, systematically designed cards, and collaborative practice served as major facilitating factors, whereas variations in initial ability and limited class time posed challenges. These findings suggest that structured question cards constitute an effective and practical instructional medium for enhancing learners’ oral communicative performance in Arabic language education.
Pedagogical Translanguaging in Multilingual EFL Classrooms: Evidence from an Indonesian Islamic Higher Education Yessicka Noviasmy; Raodhatul Jannah
Inspiring: English Education Journal Vol. 9 No. 2 (2026): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v9i2.18233

Abstract

The growing multilingual environment of Islamic higher education provides a valuable context for examining how students draw on multiple languages in English as a Foreign Language (EFL) learning. This study investigates translanguaging practices among students in the Arabic Language Education Program at Institut Agama Islam Negeri (IAIN) Parepare, with particular attention to the use of Arabic, Indonesian, and English in classroom interaction. Adopting a qualitative case study design, the study collected data through classroom observations, semi-structured interviews, and document analysis involving 28 students and one English lecturer. The findings show that students strategically used Arabic for conceptual support, Indonesian for negotiating meaning, and English for language production. These translanguaging practices facilitated vocabulary comprehension, collaborative learning, the activation of prior linguistic knowledge, and classroom participation. Both students and the lecturer generally perceived translanguaging as a beneficial pedagogical strategy that supported comprehension and increased students’ confidence in EFL learning. The study demonstrates that translanguaging can serve as a pedagogical resource in multilingual EFL classrooms when Arabic and Indonesian are strategically mobilized to support comprehension and interaction while preserving meaningful opportunities for English production. These findings suggest that EFL lecturers in multilingual Islamic higher education can productively integrate students’ existing linguistic repertoires into classroom practices rather than treating languages other than English merely as sources of interference.
Co-Authors Herdah Herdah Mirdawati Mirdawati Nurul Atika Rahmatika Rahmatika Rara Mutiah Yessicka Noviasmy