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Muhammad Furqon Almurni
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Ukazh: Journal of Arabic Studies
Published by Institut Muslim Cendekia
ISSN : ""     EISSN : 27971910     DOI : https://doi.org/10.37274/ukazh.v6i4.99
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
Ukazh is a Journal of Arabic studies published four a year, this scientific publication is managed by the Lembaga Penelitian dan Pengabdian Masyarakat (LPPM) Institute Muslim Cindekia (IMC) Sukabumi. This journal focuses on the study of language arabic, in the form of Research Results, Ideas, Theories, Methods and other Actual Problems Related to Arabic studies.This journal openly accepts contributions from experts to publish the results of his research.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 11 Documents
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Peran Guru dalam Menginternalisasi Penggunaan Adawat al-Istifham dan Dhama’ir dari Teks Percakapan Kasmaluddin
Ukazh : Journal of Arabic Studies Vol. 6 No. 4 (2025): Ukazh : Journal of Arabic Studies, December 2025
Publisher : Insitut Muslim Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37274/ukazh.v6i4.99

Abstract

This study examines the role of teachers and pedagogical strategies in internalizing the use of Adawât al-Istifhâm (interrogative words) and Dhama’ir (pronouns) in Arabic conversation learning. Internalizing these communicative elements is crucial to addressing the gap between structural knowledge and speaking practice. This study uses a descriptive qualitative approach grounded in language acquisition theory (Krashen) and social constructivism (Vygotsky). Data were obtained through observation, semi-structured interviews, and documentation during intensive Daurah Ramadhaniyah activities. The results indicate that teachers have four main roles: Language Model, Facilitator (providing scaffolding), Evaluator (error analysis), and Motivator (lowering the affective filter). Effective strategies include chained questioning (as-su’āl al-mutatabi‘), role simulations, and repeated text readings. The novelty of this study lies in the synthesis of these teacher roles within a scaffolding framework for intensive learning contexts. The implication is that successful internalization requires a balance between providing adequate input and affective support that fosters spontaneous speaking habits, characterized by the appropriate use of adawât and dhama’ir.

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