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All Journal Jurnal Al-Maqayis Loghat Arabi: Jurnal Bahasa Arab & Pendidikan Bahasa Arab Quality : Journal of Education, Arabic and Islamic Studies
Umar Najih Zein
Universitas Islam Negeri Jurai Siwo Lampung
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Self-Confidence and Arabic Language Achievement: The Mediating Effect of Vocabulary Mastery M Kholis Amrullah; Umar Najih Zein; Wisatrat Wilailak; Ridha Fadillah
Jurnal Al-Maqoyis Vol 12 No 2 (2025)
Publisher : UIN ANTASARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jams.v12i2.18199

Abstract

This study tested the influence of confidence on the Arabic Semester Final Assessment through vocabulary mastery in class X students of MA Walisongo Sukajadi. Highlighting the importance of Arabic language mastery and the affective role of self-confidence, this study aims to analyze the direct and indirect influence of confidence on vocabulary-mediated Arabic PAS. Using a quantitative approach with simple path analysis, 101 students were used as purposive sampling samples. Data were collected from confidence questionnaires, vocabulary tests, and PAS scores; The instrument has been valid and reliable. The results of the analysis showed that confidence did not have a significant effect on vocabulary mastery (p=0,117). In addition, neither self-confidence (p=0,418) nor vocabulary mastery (p=0,634) had a significant influence on Arabic PAS. It was concluded that there was no significant mediating evidence of vocabulary mastery in the relationship between self-confidence and the Arabic Semester Final Assessment in this sample.
The Role of Ushul At-Tarbiyah Al-Islamiyyah in Enhancing Motivation to Learn Arabic Umar Najih Zein; Annisa Salsabilla Rohadatul 'Aisy; M. Kholis Amrullah
Quality : Journal Of Education, Arabic And Islamic Studies Vol. 4 No. 1 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/qwt.v4i1.134

Abstract

This study aims to examine the role of Ushūl at-Tarbiyah al-Islāmiyyah in enhancing students’ motivation to learn Arabic. The study focuses on three main aspects: the fundamental principles of Islamic education relevant to Arabic language learning, the forms of implementation of these principles in the learning process, and their contribution to fostering students’ learning motivation. This research employs a library research approach by reviewing various academic sources, including books, journal articles, and scholarly works related to Islamic educational principles, learning motivation, and Arabic language education. Data were analyzed using content analysis to identify, classify, and synthesize relevant concepts. The findings indicate that Ushūl at-Tarbiyah al-Islāmiyyah, through the integration of ta‘līm and ta’dīb, plays a significant role in strengthening students’ motivation to learn Arabic. Ta‘līm supports structured, systematic, and meaningful instruction, while ta’dīb fosters learning ethics, respect for knowledge, and value awareness, leading to the development of intrinsic motivation. This study contributes theoretically by offering a conceptual foundation for Arabic language learning that is pedagogically effective and spiritually meaningful.
Integration of the Total Physical Response (TPR) Method and the Feedback Method in Minimizing Phonological Interference of the Arabic Language / Integrasi Metode Total Physical Response (TPR) dan Metode Umpan Balik (Feedback) dalam Meminimalisir Interferensi Fonologi Bahasa Arab Amy Shelawah Mukhtarini; Umar Najih Zein; Muhajir Muhajir; Anti Tazkiyatur Robihah; Eka Oktavia
Loghat Arabi : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab VOL 7, NO 1 (MARET 2026): LOGHAT ARABI
Publisher : Universitas Islam DDI AGH Abdurrahman Ambo Dalle Polewali Mandar, Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36915/la.v7i1.551

Abstract

This study aims to analyze phonological interference in Arabic language learning and to formulate an effective strategy through the integration of the Total Physical Response (TPR) method and feedback. This research employs a qualitative approach using a library research design. The focus is on learners in Islamic schools, namely Madrasah Ibtidaiyah (MI), Madrasah Tsanawiyah (MTs), and Madrasah Aliyah (MA), who are generally at beginner to intermediate levels with Indonesian as their first language. The findings indicate that phonological interference is influenced by differences in sound systems, articulatory habits (muscle memory), and psychological factors such as language anxiety. The integration of TPR and feedback is effective in minimizing pronunciation errors through cognitive, motor, and affective approaches. In the comprehension phase, recast is used, while in the production phase, explicit corrective feedback is more effective, with metalinguistic feedback serving as reinforcement. This study proposes the TPR-F model as an adaptive, systematic, and contextual procedure for teaching Arabic phonology in Islamic school settings.Penelitian ini bertujuan menganalisis interferensi fonologi dalam pembelajaran bahasa Arab serta merumuskan strategi melalui integrasi metode Total Physical Response (TPR) dan feedback. Penelitian ini menggunakan pendekatan kualitatif dengan jenis library research. Fokus kajian diarahkan pada pembelajar di MI, Mts, dan MA, yang umumnya berada pada tingkat pemula hingga menengah dengan latar belakang bahasa ibu bahasa Indonesia. Hasil penelitian menunjukkan bahwa interferensi fonologi dipengaruhi oleh perbedaan sistem bunyi, kebiasaan artikulatoris (muscle memory), serta faktor psikologis seperti language anxiety. Integrasi TPR dan feedback efektif meminimalisir kesalahan pelafalan melalui pendekatan kognitif, motorik, dan afektif. Pada fase pemahaman digunakan recast, sedangkan pada fase produksi explicit corrective feedback lebih efektif, dengan metalinguistic feedback sebagai penguatan. Penelitian ini menghasilkan model TPR-F sebagai prosedur pembelajaran fonologi yang adaptif, sistematis, dan kontekstual dalam pembelajaran bahasa Arab di madrasah.
Co-Authors Amy Shelawah Mukhtarini Annisa Salsabilla Rohadatul 'Aisy Anti Tazkiyatur Robihah Eka Oktavia M Kholis Amrullah M. Kholis Amrullah Muhajir Muhajir Ridha Fadillah Wisatrat Wilailak