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All Journal Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab ARABIYAT Shaut Al-'Arabiyah OKARA: Jurnal Bahasa dan Sastra Lisanudhad Al-Ta'rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Arabi : Journal of Arabic Studies Arabiyatuna : Jurnal Bahasa Arab Dinamika Ilmu Ijaz Arabi Journal of Arabic Learning at-tamkin: Jurnal Pengabdian kepada Masyarakat Al-Khidmah Studi Arab Al-Ma'rifah : Jurnal Budaya, Bahasa dan Sastra Arab Al-Arabi : Jurnal Bahasa Arab dan Pengajarannya = Al-Arabi: Journal of Teaching Arabic as a Foreign Language Al Mahara: Jurnal Pendidikan Bahasa Arab ALSINATUNA Prosiding Konfererensi Nasional Bahasa Arab Abdimas UNWAHAS : Jurnal Pengabdian Masyarakat UNWAHAS TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab 'Arabiyya: Jurnal Studi Bahasa Arab Al-Fusha: Arabic Language Education Journal Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Ar-Rosikhun: Jurnal Manajemen Pendidikan Islam DINAMIKA ILMU: Jurnal Pendidikan Journal of Language, Literature, and Arts (JoLLA) Mahira
Moh. Ainin
Universitas Negeri Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Medicine & Pharmacology Social Sciences Other

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The Relationship between Personality Traits of Dayakese Students and Their Strategies in Learning Arabic as a Foreign Language Wahdah, Nurul; Ainin, Moh.; Hamid, M. Abdul
Dinamika Ilmu Dinamika Ilmu Vol 18 No 2, December 2018
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (618.803 KB) | DOI: 10.21093/di.v18i2.987

Abstract

This study aims at finding out the relationship between personality traits and Arabic Language Learning Strategies (LLS) for the Dayakese learners of Islamic Senior High School Tumbang Samba, Central Kalimantan, Indonesia.  Eighty one students   were asked to participate in this study. The instruments used were the Big Five Personality Inventory (BFI) proposed by John (1990) and   the Strategy Inventory for Language Learning (SILL) proposed by Oxford (1990). In analysing data, arithmetic mean, standard deviation and correlation coefficient of Pearson were used. The findings can be explained as follows. 1) The agreeableness and conscientiousness traits of Dayakese learners were at moderate levels, and the extroversion, neuroticism and   openness to experience traits of them were at high levels. The most preferred personality trait was openness to experience. 2) The language learning strategies used by students on the six strategies were at different levels. The cognitive, compensation, affective and social strategies were at low levels. The memory and metacognitive strategies were at moderate levels. The most popularly strategy used was metacognitive strategies and the least strategy used was cognitive strategies. 3)  Although there is not a statistically significant correlation between Dayakese learners ‘personality and Arabic language learning strategies generally, the significant correlations were found between neuroticism trait and memory, metacognitive, and social strategies; and between openness to experience trait and cognitive, compensation, metacognitive, affective and social strategies specifically.
The Relationship between Personality Traits of Dayakese Students and Their Strategies in Learning Arabic as a Foreign Language Wahdah, Nurul; Ainin, Moh.; Hamid, M. Abdul
Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 18 No 2, December 2018
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (618.803 KB) | DOI: 10.21093/di.v18i2.987

Abstract

This study aims at finding out the relationship between personality traits and Arabic Language Learning Strategies (LLS) for the Dayakese learners of Islamic Senior High School Tumbang Samba, Central Kalimantan, Indonesia.  Eighty one students   were asked to participate in this study. The instruments used were the Big Five Personality Inventory (BFI) proposed by John (1990) and   the Strategy Inventory for Language Learning (SILL) proposed by Oxford (1990). In analysing data, arithmetic mean, standard deviation and correlation coefficient of Pearson were used. The findings can be explained as follows. 1) The agreeableness and conscientiousness traits of Dayakese learners were at moderate levels, and the extroversion, neuroticism and   openness to experience traits of them were at high levels. The most preferred personality trait was openness to experience. 2) The language learning strategies used by students on the six strategies were at different levels. The cognitive, compensation, affective and social strategies were at low levels. The memory and metacognitive strategies were at moderate levels. The most popularly strategy used was metacognitive strategies and the least strategy used was cognitive strategies. 3)  Although there is not a statistically significant correlation between Dayakese learners ‘personality and Arabic language learning strategies generally, the significant correlations were found between neuroticism trait and memory, metacognitive, and social strategies; and between openness to experience trait and cognitive, compensation, metacognitive, affective and social strategies specifically.
The Acquisition Of Speaking Skills For Students Based On The Behaviorism And Cognitivism Theories/ اكتساب مهارة الكلام لدى الطلاب في ضوء النظرية السلوكية والمعرفية Gunawan, Gunawan; Ainin, Moh; Bahruddin, Uril
Ijaz Arabi Journal of Arabic Learning Vol 4, No 1 (2021): Ijaz Arabi Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v4i1.10581

Abstract

The purpose of this study was to reveal the acquisition situation and atmosphere of the speaking skills for Students of KMI Pondok Modern Gontor Ponorogo in the views of the Behaviorism and Cognitivism, the factors influencing the acquisition process of the speaking skills, the linguistics problems in the acquisition process of the speaking skills and the resolutions. This research applied a case study using a descriptive qualitative approach. The data was collected using active participant observation, passive non-participant observation, interviews, and documentaries methods. The Miles Huberman model was then used to analyze the data. The results of the research showed that, first, the situations in the speaking skills acquisition include the language instructional classes situation, the islamic studies instructional classes situation, and the situation of using the language in the extra-curricular and everyday life activities. In those situations, students interactively combined the use both behaviorism and cognitivism theories, although the implementation of behaviorism priciples is more dominant. Moreover, the implementation of both theories was highly supported by the language atmospheres in the classrooms and outside the classrooms, as well as the discipline enforcement in the language implementation. Second, the factors influencing the speaking skills acquisition process among others were the area and situation diversities for doing simulation (practice), imitation and repetitions, the availability of many areas and situations for practicing and building the habit, the presence of a mentor among students, language atmosphere in the classroom, language atmosphere outside the classrooms,  the presence of language role models, feedback and reinforcement, the implementation of discipline, court and monitoring board committee, motivation and self-confidence. Third, the linguistic problems in the acquisition process of students’ speaking skills among others were the phonemic system, word arabization, changes in the words meaning, mistakes in the language structure, the use of Indonesian particle and the occurance of local dialect. The resolutions that had been taken by the institution (the boarding school of Gontor) to deal with those problems were correcting the speaking errors, providing language training for the board committee, delivering good language style, providing speaking model, practicing the pronunciation, teaching grammar for middle and upper level students, and giving harder punishment for those who intentionally offended the language practice regulation.
تطبيق طريقة تقديم القصة السردية في ضمن الطريقة المباشرة لترقية مهارة الكلام لطلبة الفصل الثاني بالمدرسة الثانوية الإسلامية Junda Miladya; Moh. Ainin; Moh. Khasairi
Al-Arabi: Journal of Teaching Arabic as a Foreign Language Vol 1, No 2 (2017): Al-Arabi : Journal of Teaching Arabic as a Foreign Language
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um056v1i2p33-48

Abstract

Abstract: This research aims at describing: (1) design of using direct method in paired storytelling method to improve the student grade two’s speaking skill at upper secondary islamic school, (2) procedure of using direct method in paired storytelling method to improve the student grade two’s speaking skill at upper secondary islamic school. This research used Classroom Action Research. The result of this research showed that (1) this Classroom Action Research was designed in four step, that is determine which method in accordance with the condition of the student, prepare medium of learning, made strides of learning, planned of learning speaking skill, and prepare the criteria of assesment. (2) this Classroom Action Research was conducted in three cycles. Student’s scores increased to “very good” predicate with average score as big as “82” even 7 students acquired “excellent” predicate by the end of the meeting. Keywords: Paired Storytelling Method, Direct Method, Speaking skill. 
TATHBÎQU THORÎQOTU "STUDENTS TEAMS-ACHIEVMENT DIVISIONS" LITARQIYATI MAHÂRATI AL-QIRÂ'ATI WA AL-KITÂBATI FÎ AL-MADRASAH AL-MUTAWASSITHAH Muhammad Sholehuddin; Nurhidayati Nurhidayati; Moh. Ainin
Al-Arabi: Journal of Teaching Arabic as a Foreign Language Vol 3, No 2 (2019): Al-Arabi : Journal of Teaching Arabic as a Foreign Language
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um056v3i2p121-132

Abstract

Abstract: This study aims to describe the implementation of Student Teams - Achievement Divisions (STAD) to improve the reading and writing skills of students in grade VII Madrasah Tsanawiyah Darul Falah Singosari and describe the improvement in students' reading and writing abilities with the Student Teams - Achievment Divisions (STAD) method. This study uses a qualitative approach to the type of Classroom Action Research (CAR) which is carried out with several cycles. Each cycle is carried out in two meetings consisting of 4 stages, namely (1) planning, (2) implementation, (3) observation, and (4) reflection. Data analysis of the application of this method by comparing the scores obtained by students in cycle 1 and cycle 2. Indicators of increasing students' reading ability can be seen in the increase in the average value of students in the first cycle with enough category with a percentage of completeness 57.89%, while in the second cycle is sufficient with a percentage of completeness 63.15%. Indicators of increasing students' writing ability can be seen in the increase in the average value of students in the first cycle with a good category with a percentage of completeness of 52.63%, while in the second cycle is good with a percentage of completeness of 68.42%.المستخلص: تهدف هذه الدراسة إلى وصف تنفيذ "Student Teams – Achievment Divisions" (STAD) لتحسين مهارات القراءة والكتابة لدى طلاب الصف السابع. تستخدم هذه الدراسة منهجًا نوعيًا لنوع بحث الفصل الإجرئي الذي يتم تنفيذه مع عدة دورات. يتم تنفيذ كل دورة في اجتماعين يتكونان من 4 مراحل ، هما (1) التخطيط ، (2) التنفيذ ، (3) الملاحظة ، (4) التفكير. 1 أظهرت النتائج أن تطبيق طريقة "Student Teams – Achievment Divisions" (STAD) يمكن أن يحسن قدرات الطلاب على القراءة والكتابة. يمكن ملاحظة مؤشرات زيادة قدرة الطلاب على القراءة في الزيادة في متوسط قيمة الطلاب في الدورة الأولى مع فئة كافية مع نسبة اكتمال بنسبة 57.89 ٪ ، بينما في الدورة الثانية كافية مع نسبة اكتمال 63.15 ٪. يمكن ملاحظة مؤشرات زيادة قدرة الطلاب على الكتابة في الزيادة في متوسط قيمة الطلاب في الدورة الأولى مع فئة جيدة بنسبة اكتمال بلغت 52.63 ٪ ، بينما في الدورة الثانية جيدة مع نسبة اكتمال 68.42 ٪.الكلمة الرئيسية: طريقة "Student Teams – Achievment Divisions" (STAD)، مهارة القراءة، مهارة الكتابة
Learning Arabic Language by Analyzing the Linguistic Expressions in the Verses of Surah al-Fatikhah l Ta’allum al-Lugah al-‘Arabiyyah min Khilali Tahlil al-Ta’birat al-Lugawiyyah fi Ayati Surah al-Fatikhah Agung Setiyawan; Moh. Ainin; Uril Bahruddin; Ahmad Arifin B. Sapar
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 13, No 2 (2021): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (997.418 KB) | DOI: 10.24042/albayan.v13i2.8682

Abstract

Surah Al-Fatikhah is very important to understand, because this surah is the main surah in the Qur’an which contains several hidden meanings that need to be understood by every Muslim. Surah Al-Fatikhah must be read in every prayer, but several people do not understand its meaning. This paper aimed to reveal the secrets of sentence phrases in the Surah Al-Fatikhah. The research data were obtained from several classical books (tafsir) and several journal articles discussing Surah Al-Fatikhah. The results showed that Surah Al-Fatikhah contains an implicit message which is reflected in 3 main points, namely: (1) the sentence, such as: deleting alif in the bismillah sentence, the use of "al" in the word ‘Hamdu’ and ‘Alamin’ (2) the word choice, such as: the use of the word al-Rahman, al-Rahim, Rabb al-'Alamin, Malik, Yaum al-din , al-Sirat, al-Mustaqim, al-Magdub, and al-Dallin and (3) sentence structure such as: a statement in the form of a sentence with the intention of the command used in the sentence ‘al-Hamdu lillahi Rabbil ‘Alamin, especially an objective in the expression of “Iyyaka Na'budu wa Iyyaka Nasta’in” as in the study of Balagah chapter al-Qasr in Ma'ani, and equating the word “al-Sirat al-Mustaqim” with al-Din al-Ḥaq as in the study of Balagah chapter al-Majaz in Bayan. Therefore, through this research, by understanding the meaning of the message contained in the Surah Al-Fatikhah, it would hopefully help a Muslim become more motivated in performing prayers.
KETAKSAAN SILABUS MATA PELAJARAN BAHASA ARAB TAHUN 2016 UNTUK JENJANG MENENGAH ATAS Moh. Ainin; Imam Asrori
Arabi : Journal of Arabic Studies Arabi : Journal of Arabic Studies | Vol. 4 No. 2 December 2019
Publisher : IMLA (Arabic Teacher and Lecturer Association of Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (230.43 KB) | DOI: 10.24865/ajas.v4i2.137

Abstract

The Ministry of National Education has developed the 2016 Arabic language learning syllabus for high school level (SMA and MA) with specialization programs. This syllabus is often complained by Arabic teachers. This study was conducted with a qualitative approach because the data were analyzed in the form of information presented in narrative form and the results of the analysis were also presented in a narrative-qualitative manner. Data were analyzed using the interactive model of Miles and Huberman and strengthened by the Krippendorff model content analysis technique. Based on the results of a study of the contents of the syllabus, it was found that there were substantial ambiguities. This imposedness includes imposed identity and imposed content. The ambiguity was present in the form of imposed identity in the mention of names of subjects (subjects of Arabic language and literature, courses in Arabic, even subjects of Indonesian / French). The ambiguity of content includes: inconsistencies between components, KD formulation, cognitive-psychomotor domains, language skills (receptive-productive, and impersonal meaning.
Dayakese Students’ Beliefs About Arabic Language Learning and Their Relation with The Language Learning Strategies Nurul Wahdah; Moh. Ainin; M. Abdul Hamid
Jurnal Alsinatuna Vol 4 No 1 (2018): December 2018
Publisher : Arabic Education Program IAIN Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v4i1.1589

Abstract

Language learners often bring their personal philosophy into foreign language learning. Beliefs about language learning might support to selecting the ways of learning in foreign language. This study aims at finding out the correlation between Dayakese students’ beliefs about language learning and their learning strategies in Arabic as a foreign language at Central Borneo, Indonesia. Sixty-one students were asked to participate in this study. The instruments used were Beliefs about Language Learning (BALLI) proposed by Horwitz (1988) and Strategy Inventory for Language Learning (SILL) proposed by Oxford (1990). In analyzing data, arithmetic mean, standard deviation and correlation coefficient of Pearson product moment were used. The findings can be explained as follows. 1) The aptitude, learning difficulty, and communication and learning strategies dimensions were at medium level, while nature of language learning and motivation & expectation dimensions were at high level. Generally, Dayakese students’ beliefs about Arabic language learning were at medium level; 2) The popular strategies used by Dayakese students were metacognitive and affective strategies; 3) The significant correlations were found between Dayakese students’ beliefs about language learning and their Learning Strategies in Arabic as a foreign language with coefficient correlation 0.431.
IMPLEMENTASI PENDEKATAN SAINTIFIK DI ERA KURIKULUM 13 DALAM PEMBELAJARAN BAHASA ARAB: RELEVANKAH? Moh. Ainin
Prosiding Konferensi Nasional Bahasa Arab No 3 (2017): PROSIDING KONFERENSI NASIONAL BAHASA ARAB III
Publisher : Prosiding Konferensi Nasional Bahasa Arab

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Abstract

Abstrak: Kurikulum merupakan bagian integral dari sistem pembelajaran. Sebagai bagian integral, keberadaan kurikulum merupakan instrumern utama yang dijadikan pijakan untuk mengetahui keberhasilan pembelajaran, baik dari sisi proses maupun hasil. Kebermaknaan kurikulum akan terwujud manakala kurikulum tersebut selalu diupdate sesuai dengan kebutuhan masyarakat dan perkembangan jaman. Sejak awal tahun duaribuan, kurikulum Pembelajaran Bahasa Arab di Indonesia selalu mengalami perubahan yaitu dari kurikulum Berbasis Kompetensi, Kurikulum Tingkat Satuan Pendidikan, dan yang terkahir Kurikulum tahun 2013 (K13). Dalam K 13 ini, pendekatan pembelajaran yang ditetapkan untuk semua matapelajaran, termasuk bahasa Arab adalah pendekatan saintifik. Pertanyaannya adalah apakah pendekatan ini relevan atau aplicable untuk pembelajaran bahasa Arab bagi siswa yang notabena masih tingkat pemula? Berdasarkan hasil pemikiran konseptual dan data empiris di lapangan dapat dikemukakan, bahwa pendekatan ini kurang relevan dan kurang aplikatif untuk diimplementasikan dalam pembelajaran bahasa Arab. Pembelajaran bahasa, khususnya bahasa Arab memiliki pendekatan tersendiri yang diadopsi baik dari teori linguistik maupun psikologi belajar. Apabila pendekatan saintifik ini dipaksakan untuk diterapkan, maka keterpaksaan itu pada pembelajaran membaca dan menulis. Kata kunci: Pembelajaran bahasa Arab, tingkat pemula, pendekatan saintifik, relevankah.
PEMBELAJARAN BAHASA ARAB MOTIVASIONAL MOH. AININ
Prosiding Konferensi Nasional Bahasa Arab No 1 (2015): Prosiding Konferensi Nasional Bahasa Arab I
Publisher : Prosiding Konferensi Nasional Bahasa Arab

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Abstract

Motivasi merupakan energi utama seseorang untuk melakukan suatu tindakan. Dalam konteks Pembelajaran Bahasa Arab (PBA), motivasi merupakan faktor utama untuk menentukan keberhasilan belajar. Saat ini, motivasi belajar bahasa Arab di madrasah/sekolah tidak sebagaimana yang diharapkan. Fenomena ini disebabkan oleh faktor internal dan eksternal. Terkait dengan permasalahan ini, perlu diupayakan pembelajaran bahasa Arab yang motivasional sehingga peserta didik merasa senang dan bangga belajar bahasa Arab. Implikasinya, PBA baik dari sisi proses maupun hasil menjadi berkualitas.
Co-Authors Abdul Basith Achmad Tohe Agung Setiyawan Agung Setiyawan Ahmad Arifin B. Sapar Ahmad Dzulfikar Al Farobi Ahmad Dzulfikar Al Farobi Alfa Naja Imamuna Ali Ma'sum Alifa Nur Nafisah Anwar Sanusi Anwar Sanusi Anwar Sanusi Azkia Muharom Albantani Dadang Firdaus Deni Maulana Eko Bowo Wicaksono Enjang Burhanudin Yusuf Faishol Mahmud Adam Ibrahim Faizal Habibie Fikha Ilma Hayati Rukmana Fityan Fikrut Tamam Gunawan Gunawan Hamid, M. Abdul Hamid, M. Abdul Haniah Haniah Husnatul Hamidiyyah Siregar Husnatul Hamidiyyah Siregar Ibnu Hafid Alfarisy Iffat Maimunah Iffat Maimunah Imam Asrori Imam Asrori, Imam Irhamni Irhamni Irhamni Ismail Ubaidillah Ismail Ubaidillah Hoesni Junda Miladya Kiki Cahya Muslimah Lailana Aulia Rahmah Laily Maziyah Laksono Trisnantoro M. Abdul Hamid M. Abdul Hamid M. Abdul Hamid Moch Wahib Dariyadi Moh. Khasairi Mohammad Ahsanuddin Muashomah Muassomah Muassomah Muassomah Muassomah Muassomah Muhammad Alfan Muhammad Lukman Arifianto Muhammad Sholehuddin Nur Fuady Rahman Nurhidayati Nurhidayati Nurul Fitria Nurul Wahdah Nurul Wahdah Nurul Wahdah, Nurul Rendi Pramadi Suharmon Suharmon Syarif Husein Torkis Lubis Torkis Lubis Uril Bahruddin Uril Bahruddin Uril Bahruddin, Uril Wahdah, Nurul Wildana Wargadinata Yoke Suryadarma Zubaidah, Zubaidah