Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal IZDIHAR Al-Muyassar: Journal of Arabic Education
Fatima El Zahraa
UIN Syarif Hidayatullah Jakarta, Indonesia
Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Identity, Religious Affiliation, and Politeness in an Introductory Arabic Language Textbook Fatima El Zahraa; Heba Tawfiqe Abu Eyadah; Mukhshon Nawawi; Iman Matin; Haniah; Laily Maziyah
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 8 No. 3 (2025): Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature
Publisher : Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jiz.v8i3.41966

Abstract

This study critically examined how an introductory Arabic language textbook for non-native learners represented linguistic variation, including Modern Standard Arabic, regional dialects, and cultural practices. Using qualitative content analysis within a critical discourse framework, the study analyzed Alif Baa (print and digital editions), covering ten instructional units, bilingual glossaries, and 28 video materials featuring fuṣḥā, Egyptian, Levantine, and mixed Arabic varieties. An evaluative checklist was employed to examine representations of non-standard Arabic, politeness strategies, social identities, intercultural communication, Islamic identity, learners’ linguistic ecology, pedagogy, and accessibility. The findings revealed that while the textbook promoted sociolinguistic awareness through selective inclusion of dialectal diversity, it simultaneously privileged dominant norms and limited sociopragmatic complexity. In conclusion, the study argues that Arabic language textbooks should move beyond tokenistic diversity by incorporating critical sociopragmatic explanations, non-native speaker models, and inclusive design principles to support equitable and critically informed language learning
The Effectiveness of Using the Think-Pair-Share Strategy in Teaching Arabic Writing Skills Pardiyah Kunuza Amaliyah; Mawani Maswani; Fatima El Zahraa
Al-Muyassar: Journal of Arabic Education Vol 4 No 2 (2025): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/al-muyassar.v4i2.13545

Abstract

This research aims to explore the results of using the Think-Pair-Share strategy in teaching writing skills and to examine its effectiveness.The researcher used the quantitative method with a type of quasi-experimental design using the nonequivalent control group design. The sample was taken from classes 10-8 and 10-10, each consisting of 33 students. Class 10-10 was the experimental group using the Think-Pair-Share strategy, while class 10-8 served as the control group. The strategy was applied in writing instruction by presenting material through a projector and a workbook. Students understood the texts and vocabulary, then the teacher demonstrated how to arrange words into sentences and paragraphs before giving exercises. After that, the teacher provided questions based on the taught examples. Then, students answered individually (Think), discussed with a partner (Pair), and presented their answers in front of the class (Share).The results of this study proved that the Think-Pair-Share strategy was effective in teaching writing skills. This was evident from the increase in the post-test average score of the experimental group (77.66), which was higher than the control group's average score (58.81). Moreover, the Independent Sample T-Test results showed that the sig (2-tailed) value was 0.01, which was smaller than 0.05, meaning that the null hypothesis (Ho) was rejected, and the alternative hypothesis (Ha) was accepted. The N-Gain test result for the experimental group was 0.55, which, according to the N-Gain effectiveness standard, indicates a moderate level of effectiveness. Keywords: Effectiveness, Teaching Writing Skills, Think-Pair-Share. مستخلص البحثهد? هذا البحث إلى الكش? عن نتائج استخدام إستراتيجية ?كر-زاوج-شارك ?ي تعليم مهارة الكتابة، وكش? ?عالية استخدامها. استخدمت الباحثة ?ي هذا البحث المنهج الكمي مع نوع البحث ذو التصميم شبه التجريبي باستخدام تصميم مجموعة التحكم غير المكا?ئة (Nonequivalent Control Group Design). أخذت العينة من الص? العاشر - 8 والص? العاشر - 10. حيث تكوّن كل منهما من 33 طالبًا، عمل الص? العاشر - 10 ك?ئة تجريبية باستخدام إستراتيجية ?كر-زوج-شارك، والص? العاشر –8 كص? تحكم. طبقت الباحثة الإستراتيجية ?كر-زاوج-شارك ?ي تعليم الكتابة من خلال تقديم المادة عبر جهاز العرض والكتاب الإرشادي. ?هم التلاميذ النصوص والم?ردات، ثم عرض المعلم طريقة ترتيب الكلمات ?ي جمل و?قرات قبل أن أعطى التمارين. بعد ذلك، قدم المعلم أسئلة تستند إلى الأمثلة التي درّست من قبل. ثم أجاب التلاميذ على الأسئلة بشكل ?ردي (?كر)، ثم ناقشوها مع شريك (ناقش)، وأخيرًا قدموا الإجابات أمام الص? (شارك) .أثبتت نتائج هذا البحث أن إستراتيحية ?كر-زاوج-شارك ?ي تعليم مهارة الكتابة كانت ?عالة. ظهر ذلك من خلال زيادة متوسط درجة الاختبار البعدي للمجموعة التجريبية 77،6٦ والتي ?اقت متوسط درجة الإختبار البعدي للمجموعة الضابطة 58،81. علاوة على ذلك أظهرت نتائج اختبار-ت مستقل (Independent Sample T-Test) أن قيمة sig (۲ ذيل) 0،01 مما دلّ على أنها كانت أصغر من0،05 بحيث ال?رضية الص?رية (Ho) مر?وضة، وال?رضية البديلة (Ha) مقبولة. كانت نتيجة اختبار  "N-Gain "المجموعة التجريبية هي ٠،55 و?قا إلى معيار ?عالية  "N-Gain" هذه نتيجة على نسبة متوسطة. الكلمات الم?تاحية: ?عالية، تعليم مهارة الكتابة، ?كر-زاوج-شارك.
Co-Authors Haniah Heba Tawfiqe Abu Eyadah Iman Matin Laily Maziyah Mawani Maswani Mukhshon Nawawi Pardiyah Kunuza Amaliyah