cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rizka Rivensky
Contact Email
rizkarivensky@iainlhokseumawe.ac.id
Phone
+6282276968894
Journal Mail Official
rizkarivensky@iainlhokseumawe.ac.id
Editorial Address
Jl. Medan B. Aceh, Alue Awe, Kec. Muara Dua, Kota Lhokseumawe, Aceh 24352
Location
Kota lhokseumawe,
Aceh
INDONESIA
Al Mihwar: Jurnal Pendidikan Bahasa Arab dan Kebahasaan
Published by Institut Agama Islam Negeri Lhokseumawe
ISSN : -     EISSN : 29868483     DOI : https://doi.org/10.47766/almihwar
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Al Mihwar is an academic journal published by The Department of Arabic Language Education, Faculty of Education and Teacher Training of IAIN Lhokseumawe. This journal is available for researchers who wish to disseminate their research outcomes in Arabic Language Teaching, Linguistics and Literature. It publishes twice in a year (June and December). The scopes of this journal are Teaching and Learning Arabic for Non-Native, Arabic Teaching Material, Arabic Teaching Strategy, Arabic Teaching Methods, Arabic Teaching Media, Arabic Teaching Instructional Evaluation and Assessment, Arabic Teaching Curriculum, Arabic Teaching Technology, Arabic for Specific Purposes, Arabic Linguistics, Arabic Language Literature, Arabic Language History, and Arabic Islamic Culture
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 37 Documents
 1   2   3   4 
THE IMPORTANCE OF WRITING AND ITS PROBLEMS AMONG STUDENTS OF SYAMSUDDHUHA ISLAMIC BOARDING SCHOOL: أهمية الكتابة ومشكلاتها عند الطلبة بمعهد شمس الضحى Rusda, Ferry
Al Mihwar: Jurnal Pendidikan Bahasa Arab dan Kebahasaan Vol. 2 No. 2 (2024): Al-Mihwar: Jurnal Pendidikan Bahasa Arab dan Kebahasaan
Publisher : Institut Agama Islam Negeri Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/almihwar.v2i2.2815

Abstract

The central issue addressed in this study is the students' inadequate writing skills. Writing proficiency is important for academic success across all subjects taught in Arabic. Students with poor writing abilities encounter difficulties in responding to questions that necessitate written answers in Arabic. This research aims to identify the challenges faced by students at Syamsudhuha Islamic Boarding School in mastering writing skills, to explore the factors contributing to these challenges, and to propose solutions for improving writing instruction. This study employs a descriptive survey methodology, utilizing interviews, questionnaires, and documentation as research instruments to comprehensively describe the existing issues and contributing factors. The findings reveal that students struggle with the application of nahwu and sharaf rules, limited vocabulary, lack of interest in writing. Contributing factors include static teaching methods, absence of instructional media, an ineffective language learning environment, unsystematic vocabulary distribution, and limited goals for Arabic language learning. This study suggested several solutions to these problems: providing language learning facilities and resources, enhancing the language environment, improving the quality of teaching, and incorporating systematic writing practice.
ETHICAL VALUES IN THE LAMIYYAT AL-ARAB: القيم الأخلاقية في لامية العرب Muhammad Ahmad, Barkat
Al Mihwar: Jurnal Pendidikan Bahasa Arab dan Kebahasaan Vol. 2 No. 2 (2024): Al-Mihwar: Jurnal Pendidikan Bahasa Arab dan Kebahasaan
Publisher : Institut Agama Islam Negeri Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/almihwar.v2i2.2820

Abstract

Lamiyyat al-Arab by Al- Shanfara is an honest mirror of pre-Islamic life, reflecting its good and bad, and a pinnacle of artistic maturity. This study is a model for revealing psychological value-based phenomena in the lives of pre-Islamic people in general and Saʿālīk in particular. This paper aims to extract the most important moral values in the Lamiyyat Al-Arab, analyzing the verses of the Al-Lamiyyat related to values, while comparing them with others. The paper used the inductive, analytical, and deductive approach. The results show that Lamiyyat al-Arab expresses the values of courage, pride, kindness, generosity, and others. The life of nomadism and the dryness of nature contributed to the uniqueness of Al-Shanfara’s poetry. Al-Lamiyyat expressed a class of society, namely the Saʿālīk, through the values and morals prevailing among them. The poet expressed these values through many expressions. The poet used Bahr Al-Taweel through which he expressed the values of courage, pride, and kindness. The moral values mentioned in the Lamiya are approved by Islam and common sense. The researcher recommends more specialized studies on Lamiyyat al-Arab and other Arabic literature studies such as the artistic aspect, rhetorical, eloquence, semiotic, musical, aesthetic, and other studies.
THE USE OF WORDWALL AS A MEDIUM FOR EVALUATING ARABIC LANGUAGE LEARNING FOR CLASS VII MTS NAHDHATUL WATHAN DINIYYAH ISLAMIYYAH TEBABAN: استخدام وسيلة “Wordwall” لتقييم تعليم اللغة العربية للصف السابع بمدرسة نحضة وطن الدينية الإسلامية المتوسطة الإسلامية في تبابان Nadhifa, Shofiatin; Suparmanto, Suparmanto; Norratimah, Allya; Meliani, Meliani; Saputra, Hari
Al Mihwar: Jurnal Pendidikan Bahasa Arab dan Kebahasaan Vol. 2 No. 2 (2024): Al-Mihwar: Jurnal Pendidikan Bahasa Arab dan Kebahasaan
Publisher : Institut Agama Islam Negeri Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/almihwar.v2i2.2941

Abstract

As times change, technological development is also accelerating, requiring the learning process to stay updated in line with technological advancements, especially in Arabic language learning. Arabic language learning is known to be difficult and tedious. Therefore, innovative and engaging methods and media are needed to enhance learning enthusiasm and minimize boredom among students during the learning process, leading to enjoyable and effective learning. In response to this, researchers used the Wordwall website as a learning medium for evaluating Arabic language learning. The purpose of this research is to introduce the Wordwall website, which can be used as an evaluation medium. The Wordwall media has many interesting features suitable for creating questions, making it effective for evaluating Arabic language learning and preventing students from getting bored with passive learning media. The method used in this research is descriptive qualitative with field research, employing data reduction techniques. The results show that the Wordwall media is very effective as an evaluation medium for Arabic language learning, as seen from the enthusiasm of students in responding to learning, creating a fun classroom environment and active students during the learning process. This media is very effective when applied at various school levels because it is rich in features that can be adjusted according to the level of the students. The use of Wordwall media as an evaluation medium has a positive impact on better learning outcomes because students are more active in the learning process.
POSITIONING THE WORD 'LUGHATAN' AS HAL: المسألة في ترجيح كون "لغة" حالًا Jamal, Danial
Al Mihwar: Jurnal Pendidikan Bahasa Arab dan Kebahasaan Vol. 2 No. 2 (2024): Al-Mihwar: Jurnal Pendidikan Bahasa Arab dan Kebahasaan
Publisher : Institut Agama Islam Negeri Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/almihwar.v2i2.2995

Abstract

This study examines the use of the word 'lughatan' in everyday language from the past to the present, The word is often positioned (i’rab) as 'al-manshub 'ala naz'i al-khafid' rather than as 'hal'. This research aims to reinforce the classification of 'lughatan' as 'hal' in Arabic sentences and to explain the underlying reasons for this classification. By employing a descriptive-analytical methodology, the study seeks to analize divergent opinions among Nahwu scholars regarding the positioning of 'lughatan', both as 'al-manshub 'ala naz'i al-khafid' and 'hal', and the rationale for these positions. The data analysis concludes that 'lughatan' is appropriately positioned as 'hal' in various Arabic sentence constructions. The justification for this is that positioning should be understood straightforwardly, avoiding unnecessary complexity in the interpretation process.
APPLYING THE DIALOGUE METHOD IN TEACHING THE ARABIC LANGUAGE AT SMAIT AL-ARABIYAH: تطبيق طريقة الحوار في تعليم اللغة العربية Salam, Adnin A.; Safaini, Safaini
Al Mihwar: Jurnal Pendidikan Bahasa Arab dan Kebahasaan Vol. 2 No. 2 (2024): Al-Mihwar: Jurnal Pendidikan Bahasa Arab dan Kebahasaan
Publisher : Institut Agama Islam Negeri Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/almihwar.v2i2.3083

Abstract

The Dialogue method is considered one of the most effective ways to teach Arabic, as it helps students achieve fluency in pronunciation and sentence construction. Hence, the researchers aim to implement this method in their Arabic teaching due to the struggle of students at SMAIT Al-Arabiyah with sentence construction. The research questions are: What is the process of learning Arabic using the Dialogue method at SMAIT Al-Arabiyah, and how effective is learning Arabic using the this method? The objectives of the research are to identify the process of learning Arabic through the Dialogue method at SMAIT Al-Arabiyah and to assess its effectiveness. Researchers hypothesize that the Dialogue method effectively enhances Arabic conversation skills. They employed experimental research methods and found that the application of the Dialogue method involved four sessions: an initial meeting for method explanation and pre-test, two sessions for method application, and a final session for post-test. The results showed that the method is effective, with an average pre-test score of 67.60 and a post-test score of 72.39, and a T score of 3.57. These findings indicate that this method is highly suitable for improving students' speaking abilities.
Female Students' Perceptions on the Corrective Language Program for Speaking Skills at Jabal Nur Islamic Boarding High School, Paloh Lada: تصورات الطالبات عن برنامج تصحيح اللغة لمهارة الكلام في المدرسة العالية بمعهد جبل نور بالوه لدا Fadhila, Nadira; Islamy, Hijriyana
Al Mihwar: Jurnal Pendidikan Bahasa Arab dan Kebahasaan Vol. 3 No. 1 (2024): Al-Mihwar: Jurnal Pendidikan Bahasa Arab dan Kebahasaan
Publisher : Institut Agama Islam Negeri Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/almihwar.v3i1.2788

Abstract

Students continued to make language errors when speaking Arabic, despite being penalized for not following the rules. To address this issue, a corrective language program was introduced to help students differentiate between correct and incorrect sentences, allowing them to speak Arabic accurately. This study aims to investigate students' perceptions of the corrective language program in enhancing speaking skills at Jabal Nur Islamic Boarding High School, Paloh Lada. The research adopts a quantitative descriptive approach through a survey study. The target population includes all 200 female high school students at Jabal Nur Paloh Lada. Using Slovin’s formula, the researcher determined a sample size of 67 female students. Data was gathered through questionnaires, with responses evaluated using a Likert scale. The results indicate that most students responded either neutrally or positively, predominantly selecting the third and fourth options on the scale. In terms of the program’s effectiveness in improving speaking skills, the findings suggest that the corrective language program is highly beneficial. It aids students in speaking Arabic correctly by broadening their vocabulary and reinforcing language concepts taught during the sessions. However, some students still struggle with incorrect language use and maintain an Arabic-Indonesian accent, mainly due to insufficient repetition of vocabulary and linguistic concepts during the corrective language sessions. The results imply that consistent practice and increased reinforcement are essential to maximize the effectiveness of the corrective language program in improving students’ Arabic-speaking proficiency.
Enhancing Vocabulary Proficiency Through Mahfuzhat Learning for First-Grade Female Students at Ulumuddin Islamic Boarding School: إتقان المفردات من خلال تعلم المحفوظات لطالبات الصف الأول في المدرسة الثانوية بمعهد علوم الدين Zulaikha, Ti; Syukran
Al Mihwar: Jurnal Pendidikan Bahasa Arab dan Kebahasaan Vol. 3 No. 1 (2024): Al-Mihwar: Jurnal Pendidikan Bahasa Arab dan Kebahasaan
Publisher : Institut Agama Islam Negeri Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/almihwar.v3i1.2789

Abstract

Mahfuzat learning is one of the subjects implemented in secondary education within religious studies institutes. It is a means of imparting eloquent phrases containing wisdom, sayings, and the philosophy of life in the Arabic language. It is derived from the Hadith, the words of companions, the followers, the righteous predecessors, and the Sufis, in addition to the creative works of poets. Through this subject, students can enhance their vocabulary acquisition, comprehension, and mastery of the language. Hence, this study aims to explore how first-grade female students at Ulumuddin Islamic Boarding School acquire vocabulary through Mahfuzhat learning and to identify the challenges they face in the process. Using a qualitative approach with a descriptive method, data was collected through observations, interviews, and documentation. The findings reveal that vocabulary mastery through Mahfuzhat learning is effectively facilitated by incorporating singing techniques and repeated vocabulary practice, both individually and in groups. However, students face challenges such as difficulty maintaining concentration during lessons and weak memorization abilities. The findings imply that integrating engaging techniques, such as singing and repetition, can enhance students’ vocabulary acquisition in Mahfuzhat learning, though strategies to improve focus and memory retention are still needed.
The Impact of Audio-Lingual Approaches on Vocabulary Acquisition: تأثير الطريقة السمعية الشفهية اللغوية على اكتساب المفردات Widiyana, Ayu; Fahrurrazi
Al Mihwar: Jurnal Pendidikan Bahasa Arab dan Kebahasaan Vol. 3 No. 1 (2024): Al-Mihwar: Jurnal Pendidikan Bahasa Arab dan Kebahasaan
Publisher : Institut Agama Islam Negeri Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/almihwar.v3i1.2813

Abstract

The Audio-Lingual Method is a well-known approach in Arabic language instruction, aimed at enhancing language proficiency. This method focuses on teaching foreign languages by emphasizing listening and reading comprehension. Vocabulary (mufradat), which refers to the collection of words known to an individual or within a language, plays a crucial role in constructing sentences and enriching students' language skills. However, students often encounter challenges in understanding Arabic, both in conversations and texts, particularly when learning vocabulary. Mastering Arabic vocabulary is essential for comprehension; nevertheless, without adequate vocabulary acquisition, it becomes difficult for learners to express themselves effectively in oral and written forms. This study aims to evaluate the effectiveness of the Audio-Lingual Method among grade XI students at MAN Lhokseumawe. A quantitative research approach was employed, utilizing Quasi-Experimental design with nonequivalent control group techniques. The study population included students from classes XIa, XIb, and XIc, with class XIb serving as the control group and class XIc as the experimental group. Each group consisted of 24 students. The findings of the study confirmed the research hypothesis. Based on the Wilcoxon Signed-Ranks Test, the p-value was < 0.05 (0.00), indicating that the alternative hypothesis (Ha) is accepted, while the null hypothesis (Ho) is rejected. These results demonstrate the effectiveness of the Audio-Lingual Method in enhancing students' vocabulary acquisition. The findings imply that the Audio-Lingual Method effectively enhances students’ Arabic vocabulary and should be applied more widely in language instruction.  
Students’ Perceptions of Using Kahoot in Arabic Language Learning: تصورات الطلاب عن استخدام كاهوت في تعلم اللغة العربية Afifah, Niswatul; Jannah, Rauzatul
Al Mihwar: Jurnal Pendidikan Bahasa Arab dan Kebahasaan Vol. 3 No. 1 (2024): Al-Mihwar: Jurnal Pendidikan Bahasa Arab dan Kebahasaan
Publisher : Institut Agama Islam Negeri Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/almihwar.v3i1.3445

Abstract

As technology continues to advance and integrate into education, the Kahoot application has emerged as a valuable tool for technology-based learning. Hence, this study explores the perceptions of Arabic language education students at IAIN Lhokseumawe regarding the use of Kahoot in their learning process. The research aims to assess students' responses to Kahoot in Arabic language learning to determine whether their perception is positive or negative. This study follows a descriptive quantitative approach, using questionnaires as the primary data collection method. The research population includes all Arabic language education students at IAIN Lhokseumawe, with a sample of 61 students selected based on the Slovin formula. The findings indicate that students hold a highly positive perception of Kahoot in Arabic language learning, with an overall approval rating of 92% and an average score of 4.61. This result is based on five key perception indicators which are student engagement: 93% (average score: 4.68), effectiveness: 92% (average score: 4.60), interest in the application: 93% (average score: 4.69), student learning interest: 92% (average score: 4.62) and student motivation: 90% (average score: 4.52). These results suggest that Kahoot is well-received and contributes positively to students' learning experiences in Arabic language education at IAIN Lhokseumawe. The findings imply that Kahoot effectively enhances student engagement, motivation, and interest in Arabic language learning, suggesting that technology-based tools should be more widely integrated into language education.
Language Anxiety in Speaking Skills among the Students of Arabic Language Teaching Department at the State Islamic Institute of Lhokseumawe: القلق اللغوي في مهارة الكلام لدى طلبة قسم تدريس اللغة العربية بالجامعة الإسلامية الحكومية لهؤسماوى Teriza, Rana; Kurniawan, Edo
Al Mihwar: Jurnal Pendidikan Bahasa Arab dan Kebahasaan Vol. 3 No. 1 (2024): Al-Mihwar: Jurnal Pendidikan Bahasa Arab dan Kebahasaan
Publisher : Institut Agama Islam Negeri Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/almihwar.v3i1.3447

Abstract

Language anxiety is a significant challenge that students encounter when speaking a foreign language. It encompasses self-perceptions, emotions, and behaviors related to learning in language classes, often manifesting as negative thoughts, fear of failure, and nervousness. This anxiety can hinder students' speaking abilities. Therefore, this study aims to identify the factors contributing to language anxiety and assess its level in students’ speaking skills using the Horwitz Foreign Language Anxiety Scale (FLCAS). The research employs a quantitative survey method. The study population consists of 146 students from the Arabic Language Education Department for the academic year 2023-2024, with a sample of 60 students selected through incidental sampling. Data were collected using questionnaires. The findings reveal that language anxiety among students stems from three main factors: communicative anxiety due to psychological influences, assessment anxiety influenced by teachers and peers, and test anxiety triggered by situational factors. The overall level of language anxiety among students in the Arabic Language Education Department at Lhokseumawe State Islamic Institute averages 31, or 51.67%. This suggests that while students are aware of the causes of their anxiety, they still make an effort to speak. The results indicate a strong determination among students to overcome their language anxiety and continue practicing Arabic despite their struggles. However, there is no correlation between the questionnaire scores and the students' muhadatsah (speaking) lesson scores. The findings imply that reducing language anxiety through supportive teaching can enhance students’ confidence in speaking Arabic.

Page 3 of 4 | Total Record : 37

 1   2   3   4 

Filter by Year

2022 2025


Reset
Filter By Issues
All Issue Vol. 3 No. 2 (2025): Al-Mihwar: Jurnal Pendidikan Bahasa Arab dan Kebahasaan Vol. 3 No. 1 (2024): Al-Mihwar: Jurnal Pendidikan Bahasa Arab dan Kebahasaan Vol. 2 No. 2 (2024): Al-Mihwar: Jurnal Pendidikan Bahasa Arab dan Kebahasaan Vol. 2 No. 1 (2023): Al-Mihwar: Jurnal Pendidikan Bahasa Arab dan Kebahasaan Vol. 1 No. 2 (2023): Al-Mihwar: Jurnal Pendidikan Bahasa Arab dan Kebahasaan Vol. 1 No. 1 (2022): Al Mihwar : Jurnal Pendidikan Bahasa Arab dan Kebahasaan