Abstract:This study aims to examine the effect of implementing the Sam'iyah Syafawiyah method based on a communicative approach on students' self-confidence in speaking Arabic through a library research approach. The study employs…
s a qualitative method with a systematic literature review, analyzing and synthesizing scientific sources including books, international and national journals, articles, proceedings, and relevant research findings. Data sources were obtained from scientific databases such as Google Scholar, JSTOR, ScienceDirect, ERIC, and national digital repositories. The findings consistently demonstrate that the Sam'iyah Syafawiyah method integrated with the communicative approach has a positive and significant influence on students' self-confidence in speaking Arabic. This effect operates through four main mechanisms: (1) repetitive drilling builds mastery experience; (2) native speaker audio models provide vicarious experience; (3) the communicative approach reduces affective filters; and (4) intensive practice promotes automaticity in Arabic speech production. This study concludes that the integration of both methods constitutes an effective and recommended pedagogical strategy for improving self-confidence in Arabic speaking.
Penelitian ini bertujuan untuk mengkaji pengaruh penerapan metode Sam'iyah Syafawiyah berbasis pendekatan komunikatif terhadap kepercayaan diri peserta didik dalam berbicara bahasa Arab melalui pendekatan library research (studi kepustakaan). Penelitian menggunakan metode kualitatif dengan kajian literatur sistematis, yakni menganalisis dan mensintesis berbagai sumber ilmiah berupa buku, jurnal nasional dan internasional, artikel, prosiding, dan hasil penelitian yang relevan. Sumber data diperoleh dari berbagai basis data ilmiah seperti Google Scholar, JSTOR, ScienceDirect, ERIC, dan repositori digital nasional. Hasil kajian secara konsisten menunjukkan bahwa metode Sam'iyah Syafawiyah yang diintegrasikan dengan pendekatan komunikatif memberikan pengaruh positif dan signifikan terhadap kepercayaan diri peserta didik dalam berbicara bahasa Arab. Pengaruh ini bekerja melalui empat mekanisme utama: (1) latihan drill berulang membangun mastery experience; (2) model audio native speaker memberikan vicarious experience; (3) pendekatan komunikatif menurunkan filter afektif; dan (4) latihan intensif mendorong otomatisasi produksi ujaran bahasa Arab. Penelitian ini menyimpulkan bahwa integrasi kedua metode tersebut merupakan strategi pedagogis yang efektif dan direkomendasikan untuk meningkatkan kepercayaan diri berbicara bahasa Arab.
Abstract:This study aims to analyze the concepts, characteristics, principles, and dimensions of assessment in Arabic language learning, particularly in the four language skills: listening, speaking, reading, and writing. The study…
dy employed a qualitative approach using a library research design that focused on conceptual analysis of various academic literature relevant to language assessment. The data were collected through documentation techniques from books, scientific journal articles, and academic publications related to the evaluation of Arabic language learning. The data were then analyzed using content analysis to identify, classify, and synthesize various concepts related to language assessment practices. The findings reveal that assessment in Arabic language learning should be authentic, contextual, and oriented toward communicative competence, while integrating linguistic elements with language skills. In addition, assessment should be conducted based on the principles of validity, reliability, objectivity, practicality, transparency, fairness, and sustainability. The novelty of this study lies in its comprehensive explanation of the assessment dimensions across the four Arabic language skills, along with their indicators and assessment techniques. These findings provide implications for educators in designing Arabic language assessments that are more systematic, communicative, and relevant to language learning objectives.
Abstract:The aim of this research was to investigate: (1) the application of the Community Language Learning (CLL) model on students’ speaking competence, (2) the students’ speaking competence before and after the implementation…
ion of the CLL model, and (3) whether there is a significant effect of the CLL model on students’ speaking competence. The population of this study consisted of 248 tenth-grade students at SMA Negeri 5 Padangsidimpuan. Using systematic sampling, a total of 35 students were selected as the sample. This research employed an experimental method. Data were collected through observation and speaking tests, and the results were analyzed using a paired-sample t-test. The findings revealed that the application of the CLL model on students’ speaking ability scored 3.6, categorized as “Very Good”. The students’ mean speaking score before the implementation of CLL was 78.51 (“Good”), which increased to 83.42 (“Very Good”) after the treatment. The t-test calculation yielded a t-value of 7.15, which exceeds the critical t-value of 2.03 at a 5% significance level (df = 35). Therefore, it is concluded that there is a statistically significant effect of the Community Language Learning model on students’ speaking competence among tenth-grade students at SMA Negeri 5 Padangsidimpuan.
Abstract:This study aims to analyze the communication strategy employed by the NEI-DT Foundation in building community trust through a community-based healthcare service program in Tritunggal Hamlet, Banyuasin Regency, South Sumatra,…
tra, Indonesia. The study is motivated by the importance of organizational communication strategies in enhancing public participation and program legitimacy within rural communities characterized by limited access to information, geographical constraints, and community-oriented social structures. Adopting a constructivist paradigm, this research employs a qualitative approach using an intrinsic case study design. Data were collected through in-depth interviews, non-participant observation, and document analysis involving seven informants, including foundation representatives, community leaders, and program beneficiaries. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, encompassing data condensation, data display, and conclusion drawing. The findings reveal that the foundation’s communication strategy involves identifying community characteristics, developing simple and contextually relevant messages, utilizing a combination of digital and traditional communication channels, and engaging local leaders as communication intermediaries. Program information is disseminated through village heads, neighborhood leaders, women’s community groups (PKK), social media platforms such as WhatsApp and Facebook, and mosque loudspeaker announcements. The study further demonstrates that the communication pattern reflects the Two-Step Flow of Communication model, in which community leaders function as opinion leaders who mediate organizational messages before they reach the wider community. Community trust is cultivated through the social legitimacy of local leaders, interpersonal communication, direct experiences with program benefits, and the consistency of services provided by the foundation. The study concludes that the effectiveness of community-based organizational communication strategies in rural settings is determined not only by message content and media utilization but also by the organization’s ability to establish interpersonal relationships, adapt communication practices to local cultural contexts, and actively involve community leaders within the communication network. This research contributes to the advancement of community-based organizational communication studies by providing empirical insights into trust-building processes in rural community development programs
Abstract:Children’s oral language development is a fundamental component of early literacy, classroom participation, social communication, and later academic achievement. The growing use of digital technologies in early childhood…
od and primary education has created new opportunities for supporting children’s speaking, listening, vocabulary development, storytelling, expressive language, and communicative confidence. However, the pedagogical contribution of digital technologies remains dependent on how teachers design, mediate, assess, and respond to children’s language learning. This article presents a conceptual narrative literature review that maps, integrates, and critically describes theoretical perspectives and empirical findings on the use of digital technologies in children’s oral language learning. The review draws on selected Scopus-indexed studies and relevant theoretical literature on sociocultural theory, scaffolding, pedagogical content knowledge, TPACK, digital play, professional vision, and formative assessment. The analysis identifies four major themes: digital technologies as mediational tools, teacher practices in digitally mediated oral language instruction, pedagogical and institutional challenges, and instructional responses for meaningful digital integration. The findings suggest that digital technologies such as video-recorded performance, SMART boards, e-storybooks, digital drama, robotics-based storytelling, language screening applications, and virtual interactions can support oral language development when embedded in active, dialogic, and teacher-mediated pedagogy. The review concludes that a pedagogy-first approach is needed to ensure that digital technologies are used not as isolated tools, but as resources for scaffolding, dialogue, play, feedback, formative assessment, and children’s active language participation.
Abstract:The rise of social media platforms like TikTok has created new avenues for informal language learning. This study employs a qualitative content analysis to investigate the pedagogical strategies within the popular Indonesian…
sian TikTok hashtag #learningenglishwithmrfaisal. The research aims to identify the types of English language content, teaching strategies, and pedagogical approaches used by the creator, Mr. Faisal. A systematic analysis was conducted on a purposive sample of 10 public TikTok videos from the hashtag. Data collection involved video observation, transcription, and documentation of multimodal elements, followed by a thematic analysis. Key findings reveal a primary focus on pronunciation drills and practical vocabulary, delivered through highly repetitive and multimodal techniques. Mr. Faisal effectively combines verbal repetition, visual cues (on-screen text, mouth close-ups), exaggerated facial expressions, and motivational speaking to facilitate learning and maintain engagement. The study concludes that TikTok serves as a significant platform for informal digital language learning, particularly for micro-learning and confidence-building. These findings suggest that formal educators can adopt similar engaging, bite-sized techniques, while content creators can leverage multimodal design to enhance instructional video effectiveness.
Abstract:This study aims to analyze the social function of bini traditional poetry in the maintenance of the socio-cultural identity of local communities in Londalusi, East Rote District, Rote-Ndao Regency. The focus of the research…
rch is directed at the identification of the educational, normative, symbolic, integrative, and communicative functions of oral traditions related to the life cycle of society, including birth, marriage, and death. This study uses a qualitative approach with ethnographic-descriptive design. Data was collected through in-depth interviews and documentation of traditional narratives submitted by two key informants, namely traditional speakers (manehelo) and local traditional leaders. Data analysis was carried out thematically to map the social function of traditional narratives in the context of people's social lives. The results of the study show that traditional narratives and traditional bini poetry play an important role as a medium for inheriting traditional values, collective memory, local cosmology, and inter-generational social ethics. This oral tradition functions as a means of informal education, a regulator of social norms, a symbol of representation of the Rote people's worldview, a strengthening of social cohesion, and a cultural communication medium that maintains the continuity of the socio-cultural identity of the local community. This research confirms that the oral tradition of bini is not just an aesthetic expression, but a living and adaptive socio-cultural system. These findings contribute to strengthening the study of oral literature and cultural anthropology, especially in the context of Indonesian archipelago communities.
Abstract:Arabic language learning in pesantren is not conducted solely through the formal curriculum but also through habituation processes that are internalized in the students’ daily lives. Bī’ah lughawiyyah functions as a language…
language environment that serves as a hidden curriculum at Pesantren Ar-Raudlatul Hasanah, namely an implicit curriculum that shapes language competence in a natural and sustainable manner. This study aims to analyze the role of bī’ah lughawiyyah as a hidden curriculum and its influence on the improvement of students’ speaking ability (mahārat al-kalām). This research employs a qualitative approach with a case study design. The research participants consist of students, Arabic language instructors, and pesantren administrators. Data were collected through participant observation, in-depth interviews, and documentation of language-related activities. The data were analyzed thematically through the stages of data reduction, data display, and conclusion drawing, with data validity strengthened through source and method triangulation. The findings indicate that bī’ah lughawiyyah functions as a hidden curriculum through Arabic language policies, the exemplary practices of instructors, the habituation of communication in daily pesantren life, and non-formal social reinforcement. These practices contribute positively to the enhancement of students’ kalām ability, particularly in terms of speaking confidence, fluency, and spontaneity in oral communication. The findings confirm that bī’ah lughawiyyah as a hidden curriculum plays a strategic role in Arabic language acquisition. Therefore, optimizing the language environment should be positioned as an integral component of Arabic language curriculum development in pesantren.
Abstract:This study investigates the forms and functions of illocutionary acts in the film Norah (2023) using a qualitative descriptive approach. The research problem centers on how dialogic interactions and rural Saudi socio-cultural…
tural contexts shape the distribution of illocutionary types. Data were collected via observation and note-taking, then classified according to Searle’s five categories (assertive, directive, commissive, expressive, declarative) and analyzed through three stages: data collection, analysis, and presentation. The findings reveal that illocutionary speech acts in the film Norah are dominated by directives in the form of commands, prohibitions, and invitations, which highlight the speaker’s role in controlling actions. In addition, expressive and commissive acts appear in the form of advice, requests, and polite expressions that function to maintain harmony and interpersonal closeness. Overall, the use of illocutionary acts in the film reflects social relations and the dynamics of everyday interaction in rural Arab society.
Abstract:This study aims to describe the teaching strategy of Indonesian teachers in learning speaking skills of MA Muhammadiyah Palleko students in Takalar Regency. The focus of the research is directed at the types of strategies…
s used by teachers, their application in learning activities, and factors that affect the effectiveness of learning speaking skills. The research uses a qualitative approach with a descriptive method. Data is collected through observation, interviews, and documentation, then analyzed through data reduction, data presentation, and conclusion drawn. The results of the study showed that teachers used several learning strategies, namely communicative strategies, group discussions, presentations, questions and answers, and role plays. The strategy is applied to increase students' speaking courage, ability to convey ideas, and their involvement in the learning process. However, the effectiveness of the strategy is still influenced by several obstacles, such as low student confidence, limited learning media, and suboptimal feedback by teachers. This study concludes that the teaching strategy of Indonesian teachers has been able to support the improvement of students' speaking skills, but still requires continuous innovation, especially in media development, strengthening motivation, and providing opportunities for wider speaking practice.