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Zakia Jauharotul Munfarida
UIN Sunan Gunung Djati Bandung
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Interference Between Indonesian and Arabic: Kalam and Tarjamah Approach Khopipah Rohmatillah; Zakia Jauharotul Munfarida; Muhamad Maulana Yusup
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/gdcs.v62i.3353

Abstract

This research aims to analyze the interference between Arabic and Indonesian languages in speech and translation. Interference is defined as the influence of the source language (Arabic) on the target language (Indonesian) in the translation process. This research uses a qualitative method with text analysis and interview techniques. Research data was obtained from the results of online interviews and analysis of translation texts. Based on the research conducted, it shows that there is language interference between Arabic and Indonesian languages in Speech and Translation at the phonological, morphological, syntactic, and semantic levels. This interference is caused by several factors, namely the dominance of the mother tongue (Indonesian), lack of mastery of Arabic, and the habit of using Indonesian language structures in Arabic. Finally, this interference has an impact on the quality of speech and translation, so it is necessary to find solutions. Solutions that can be done include improving Arabic language proficiency, for example by maturing the mastery of the 4 skills (Istima', kalam, qiro'ah, and kitabah), training translation skills, and using appropriate dictionaries and references.
The Implementation of Task-Based Language Teaching (TBLT) in Arabic Language Instruction at Madrasah Aliyah: a Qualitative Analysis of Processes and Challenges Ela Saela; Muhamad Maulana Yusup; Zakia Jauharotul Munfarida
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/gdcs.v62i.3282

Abstract

This study aims to explain the planning and implementation processes of the Task-Based Language Teaching (TBLT) approach in Arabic language instruction at Madrasah Aliyah (MA), as well as to identify the challenges that arise from the perspectives of teachers, students, and the learning environment. The research focuses on analyzing the three main stages of TBLT: the Pre-Task phase, the Task Cycle, and the Language Focus. A descriptive qualitative method was employed, utilizing observation, in-depth interviews, and documentation as data collection techniques. The data were analyzed using the Miles and Huberman model, involving data reduction, data display, and conclusion drawing, and were validated through source and technique triangulation. The findings indicate that TBLT is effective in improving students’ speaking skills, language fluency, motivation, and engagement when tasks are designed to be authentic and relevant to students’ lives. Teachers are able to facilitate communicative interaction through group work, negotiation of meaning, and scaffolding. However, the implementation still faces several obstacles, including teachers’ limited understanding of TBLT, difficulties in designing authentic tasks, students’ limited vocabulary, and insufficient learning facilities. The effectiveness of TBLT greatly depends on teacher readiness, institutional support, and the quality of task design; therefore, training and the provision of contextual learning resources are necessary.
Co-Authors Ela Saela Khopipah Rohmatillah Muhamad Maulana Yusup