Peran Guru dalam Menginternalisasi Penggunaan Adawat al-Istifham dan Dhama’ir dari Teks Percakapan
Main Article Content
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.
Downloads
Article Details
Section
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Content License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notice:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
How to Cite
References
Abdalla, E. A. M. A. (2024). A Model For Teaching Arabic Grammar In Light Of The Common European Framework Of Reference For Languages. Ijaz Arabi Journal of Arabic Learning, 7(3). https://doi.org/10.18860/ijazarabi.v7i3.27825
Abidin, Z., Ahmad, F., Qusairi, A., & Mubarak, F. (2025). Integrating Traditional and Modern Leadership in Education: Strategies to Increase Effectiveness. JoIEM (Journal of Islamic Education Management), 6(2), 72–78. https://doi.org/10.30762/joiem.v6i2.6295
Al-Qastawy, R. K. A. (2020). أهمية الضمير في الأسلوب العربي الفصيح. Arts for Linguistic & Literary Studies, 7, 57–97. https://doi.org/10.53286/arts.v1i7.270
Andi Nurul Hidayatullah. (2025). Inovasi Strategi Pembelajaran Bahasa Arab Berbasis Keterampilan Komunikatif. Dinamika Pembelajaran : Jurnal Pendidikan Dan Bahasa, 2(4), 183–194. https://doi.org/10.62383/dilan.v2i4.2535
Astawa, N. T., Sueca, N., Nerawati, N. G. A. A., Widiana, I. W., & Deng, J. (2025). Building Language Literacy and Moral Values: Evaluation of the Use of Mother Tongue in Religious Education Learning. International Journal of Language Education, 9(3), 676–700.
Ghanad, A. (2023). An Overview of Quantitative Research Methods. INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS, 06. https://doi.org/10.47191/ijmra/v6-i8-52
Goes, F. R., Meerhoff, L. A., Bueno, M. J. O., Rodrigues, D. M., Moura, F. A., Brink, M. S., Elferink-Gemser, M. T., Knobbe, A. J., Cunha, S. A., Torres, R. S., & Lemmink, K. A. P. M. (2021). Unlocking the potential of big data to support tactical performance analysis in professional soccer: A systematic review. European Journal of Sport Science, 21(4), 481–496. https://doi.org/10.1080/17461391.2020.1747552
Golder, P. N., Dekimpe, M. G., An, J. T., van Heerde, H. J., Kim, D. S. U., & Alba, J. W. (2023). Learning from Data: An Empirics-First Approach to Relevant Knowledge Generation. Journal of Marketing, 87(3), 319–336. https://doi.org/10.1177/00222429221129200
Hew, K. F., Huang, W., Du, J., & Jia, C. (2023). Using chatbots to support student goal setting and social presence in fully online activities: Learner engagement and perceptions. Journal of Computing in Higher Education, 35(1), 40–68. https://doi.org/10.1007/s12528-022-09338-x
Krashen, S. (1982). Principles and practice in second language acquisition.
Lee, N., & Chen, C.-H. (2025). Constructive alignment in studio-based learning: Enhancing design education through the zone of proximal development. International Journal of Technology and Design Education. https://doi.org/10.1007/s10798-025-10021-2
Li, S., & Akram, H. (2024). Navigating Pronoun-Antecedent Challenges: A Study of ESL Academic Writing Errors. Sage Open, 14(4), 21582440241296607. https://doi.org/10.1177/21582440241296607
Mansour, N. (2024). Students’ and facilitators’ experiences with synchronous and asynchronous online dialogic discussions and e-facilitation in understanding the Nature of Science. Education and Information Technologies, 29(12), 15965–15997. https://doi.org/10.1007/s10639-024-12473-w
M.Hum, P. D. I. N. S. (2024). Keterampilan Menganalisis Kesalahan Berbahasa: Modal Menjadikan Guru Bahasa Indonesia sebagai Polisi Bahasa, Dokter Bahasa, dan Hakim Bahasa. PT. RajaGrafindo Persada - Rajawali Pers.
Morgan, H. (2024). Using Triangulation and Crystallization to Make Qualitative Studies Trustworthy and Rigorous. The Qualitative Report, 29(7), 1844–1856. https://doi.org/10.46743/2160-3715/2024.6071
Nikmah, K. (2020). Interrogative Sentence: A Contrastive Study of Arabic and Indonesian. Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature, 2(3), 183–200. https://doi.org/10.22219/jiz.v2i3.10148
Nisha, P. R. (2024). Comparing Grammar Translation Method and Communicative Language Teaching in EFL Context: FOSTER: Journal of English Language Teaching, 5(1), 40–48. https://doi.org/10.24256/foster-jelt.v5i1.159
Nurhasanah, Hopeman, T. A., & M.Pd, R. Y. (2025). Pendekatan SAVI dalam Pembelajaran: Konsep, Strategi, dan Implementasi. Kaizen Media Publishing.
Qusairi, A. (2024). Strategi Pembinaan untuk Meningkatkan Profesionalisme Guru di Sekolah. Jurnal Inovatif Manajemen Pendidikan Islam, 3(2), 227–238. https://doi.org/10.38073/jimpi.v3i2.1698
Qusairi, A., Fikri, H., & Akbar, M. (2025). Integrating Tradition and Modernity: Educational Management Strategies. Nidhomiyyah: Jurnal Manajemen Pendidikan Islam, 6(1), 1–14. https://doi.org/10.38073/nidhomiyyah.v6i1.1946
Reynolds, B. L., & Kao, C.-W. (2021). The effects of digital game-based instruction, teacher instruction, and direct focused written corrective feedback on the grammatical accuracy of English articles. Computer Assisted Language Learning, 34(4), 462–482. https://doi.org/10.1080/09588221.2019.1617747
Sato, M., & Loewen, S. (2022). The Research–Practice Dialogue in Second Language Learning and Teaching: Past, Present, and Future. The Modern Language Journal, 106(3), 509–527. https://doi.org/10.1111/modl.12791
Schlunegger, M. C., Zumstein-Shaha, M., & Palm, R. (2024). Methodologic and Data-Analysis Triangulation in Case Studies: A Scoping Review. Western Journal of Nursing Research, 46(8), 611–622. https://doi.org/10.1177/01939459241263011
Smith, J., Sulek, R., Van Der Wert, K., Cincotta-Lee, O., Green, C. C., Bent, C. A., Chetcuti, L., & Hudry, K. (2023). Parental Imitations and Expansions of Child Language Predict Later Language Outcomes of Autistic Preschoolers. Journal of Autism and Developmental Disorders, 53(11), 4107–4120. https://doi.org/10.1007/s10803-022-05706-9
Timmis, I. (2022). Theory and practice in materials development. In The Routledge Handbook of Materials Development for Language Teaching. Routledge.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (Vol. 86). Harvard university press.
Wendt, B., Huisman-de Waal, G., Bakker-Jacobs, A., Hautvast, J. L. A., & Huis, A. (2022). Exploring infection prevention practices in home-based nursing care: A qualitative observational study. International Journal of Nursing Studies, 125, 104130. https://doi.org/10.1016/j.ijnurstu.2021.104130
Westengard, B. L. (2023). Language acquisition in the theological classroom: A case study in comprehensible input. Teaching Theology & Religion, 26(4), 135–143. https://doi.org/10.1111/teth.12649
Yibing, D., Hussin, M., & Seman, M. (2024). Research on the Innovation of Arabic Interrogative Sentence Teaching Strategies. Forum for Linguistic Studies, 6(4), 474–484. https://doi.org/10.30564/fls.v6i4.6671
Zhu, J. (2021). Promoting Conceptual Development of the Second Conditional in the Classroom Zone of Proximal Development. Language and Sociocultural Theory, 7(2), 129–150. https://doi.org/10.1558/lst.39031