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All Journal Arabiyatuna : Jurnal Bahasa Arab LISANIA: Journal of Arabic Education and Literature
Khairul Mizan
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Religion Education Languange, Linguistic, Communication & Media Social Sciences

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Problems of Learning Arabic for Non-Islamic School Graduate Students at the Arabic Language Education Program at Sultan Thaha Saifuddin State Islamic University Jambi Dwi Arian Putra Mandaka; Wachida Muhlis; Ibnu Hajar; Khairul Mizan; Rohmatun Luluk Isnaini
LISANIA: Journal of Arabic Education and Literature Vol. 7 No. 2 (2023)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/lisania.v7i2.148-158

Abstract

This research discusses the problems of learning Arabic for non-Islamic boarding school graduate students in the Arabic Language Education Study Program at the Sultan Thaha Saifuddin Jambi State Islamic University (UIN Sulthan Thaha Saifuddin Jambi). This research aims to explain and describe the problems faced when learning Arabic for UIN Sulthan Thaha Saifuddin Jambi students who are non-Islamic boarding school graduates. The method used in this research is a descriptive qualitative method with a case study approach. The data collection technique uses observation, interviews, and documentation techniques. This research aims to find the right solution to deal with the problems found so that it can have a positive impact on non-Islamic boarding school students in learning Arabic. The results of this research show that in the process of learning Arabic at UIN Sulthan Thaha Saifuddin Jambi, there are several problems, including linguistic problems, such as problems of phonetics, morphology, and structure, as well as problems of a non-linguistic nature such as learning motivation, learning facilities, teaching methods, learning time, and learning environment.
Optimizing Arabic Text Listening Skills through the Numbered Head Together Strategy Khairul Mizan; Muassomah Muassomah; Lapas Zoni; Ahmad Iqbal Alkampary; Wachida Muhlis
Arabiyatuna: Jurnal Bahasa Arab Vol 8, No 1 May (2024)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v8i1.9082

Abstract

The study aimed to explore the application of the NHT strategy in optimizing the learning of Arabic text listening skills and to describe students' responses to its use. A lack of practice in listening results in difficulties in interacting. These difficulties are also caused by students' lack of motivation and interest, as well as a lack of vocabulary and limited understanding of sentence structure. Therefore, an alternative is needed to minimize the problem. The strategy is called Numbered Head Together (NHT). This research employed a quantitative approach with a survey method. Data were collected through observations, interviews, and questionnaires. Questionnaire data was analysed using SPSS 25. The results of the study elucidated six steps in the application of the NHT strategy: a) material preparation; b) numbering, where the teacher formed groups and assigned each group member a number from 1-5; c) listening to the text, where students were asked to listen to the text either using audio-visuals or directly from the teacher; d) asking questions, where each question given by the teacher had an identification number; e) discussion process, where students were asked to discuss the given questions; f) submission of discussion results, where students with numbers matching the question number had the responsibility to answer the question. Students' responses to the NHT strategy, measured by indicators such as interest, involvement, and perceived impact, obtained a score of 1,505 out of a maximum of 1,725, with a percentage of 87.24% (very satisfying). This research provides practical implications for improving students' learning motivation and response. Its contributions include a better understanding of the effectiveness of this strategy and providing empirical evidence for teachers to develop more effective learning strategies.
Co-Authors Ahmad Iqbal Alkampary Dwi Arian Putra Mandaka Ibnu Hajar Lapas Zoni Muassomah Muassomah Rohmatun Luluk Isnaini Wachida Muhlis