في البرنامج العلاجي لتعليم اللغة العربية المكثف بالجامعة كياهي الحاج عبد الرحمن واحد بكالونجان الإسلامية الحكومية(SRL) تعليم علم النحو على ضوء التعلم المنظم الذاتي

Muhammad Zayinil Akhas; M. Fairuz Rosyid; Ahmad Ubaedi Fathuddin

doi:10.58194/eloquence.v4i2.2702

Authors

Muhammad Zayinil Akhas UIN K.H. Abdurrahman Wahid Pekalongan, Indonesia
M. Fairuz Rosyid UIN K.H. Abdurrahman Wahid Pekalongan, Indonesia
Ahmad Ubaedi Fathuddin UIN K.H. Abdurrahman Wahid Pekalongan, Indonesia

DOI:

https://doi.org/10.58194/eloquence.v4i2.2702

Keywords:

Self-Regulated Learning, Arabic Grammar, Remedial Program, Intensive Arabic Course, Language Learning Strategy

Abstract

Background: Grammar teaching in Arabic language learning often fails to encourage student independence and motivation, especially in the context of remedial programs.

Purpose: This study aims to examine the application of Self-Regulated Learning (SRL) strategies in grammar teaching in an intensive Arabic remedial program at UIN K.H. Abdurrahman Wahid Pekalongan.

Method: This study employs a qualitative descriptive approach with a non-experimental field design, involving 23 students selected purposefully due to their low grammar proficiency. Data were collected through observation, SRL questionnaires, pre- and post-tests, and in-depth interviews. Data analysis was conducted qualitatively and quantitatively to evaluate the effectiveness of the SRL strategy and its impact on grammar mastery.

Results and Discussion: The results of the study showed a significant improvement in students' grammar comprehension after the implementation of the SRL strategy. Students demonstrated increased independence, motivation, and engagement in grammar learning. SRL components such as planning, self-monitoring, and reflection were proven effective in addressing grammar learning challenges in an intensive short-term environment.

Conclusions and Implications: These findings indicate that integrating SRL into Arabic grammar instruction can improve learning outcomes and foster student independence. This study contributes to the development of SRL theory in language learning and offers practical implications for designing more effective remedial programs in Arabic language education. The integration of Self-Regulated Learning in Arabic grammar instruction in remedial programs not only improves mastery of the material but also fosters the independent learning character essential for long-term academic development. Therefore, this approach is recommended for widespread adoption in Arabic language learning programs in higher education, with the support of policies, faculty training, and adequate learning resources.

References

[1] V. Chairina, “Kedudukan Bahasa Inggris Sebagai Bahasa Pengantar Dalam Dunia Pendidikan,” pp. 354–364, 2019. https://doi.org/10.31227/osf.io/xdqjg

[2] L. Mohamed, A. Mourad, F. A. Alhakim, and M. D. El Hak, “Word-Level vs Sentence-Level Language Identiﬁcation: Application to Algerian and Arabic Dialects,” in The 4th International Conference on Arabic Computational Linguistics, 2018, vol. 142, pp. 246–253.https://doi.org/10.1016/j.procs.2018.10.484

[3] R. D. Rahmawati and S. N. Ainun, “Pengaruh metode pembelajaran al miftah untuk meningktkan pemahaman ilmu nahwu dan shorof santri as salma bahrul ulum tambakberas,” J. Educ. Dev. Inst. Pendidik. Tapanuli Selatan, vol. 9, no. 3, pp. 200–203, 2021. https://doi.org/10.37081/ed.v9i3.

[4] S. Sangidah, R. A. Sholihah, and S. Muqorrobin, “Kemampuan Keterampilan Membaca Arab antara Siswa Putra dan Putri di Madrasah Tsanawiyah,” Aphorisme J. Arab. Lang. Lit. Educ., vol. 3, no. 1, pp. 68–79, 2022. https://doi.org/10.37680/aphorisme.v3i1.1197

[5] F. Isbah, M. F. Rosyid, and N. U. Tamama, “Evaluation Implementation of the Arabic Language Intensification Program (PIBA) in Islamic Higher Education,” vol. 8, no. 2, pp. 1–23, 2016. https://doi.org/10.29240/jba.v8i2.11129.

[6] R. Rahmadani, M. Rohmah, and V. Sinta, “Pengaruh Self Regulated Learning (SRL) Terhadap Kecakapan Akademik Siswa di MA Nurul Huda Sukaraja OKU Timur,” J. Ilm. Multi Sci., vol. 14, no. 2, pp. 63–68, 2022. https://doi.org/10.30599/jti.v14i2.1673.

[7] M. Oktariani, “Pengaruh Problem Solving terhadap Berpikir Kreatif di Moderasi Self-Regulated Learning,” Akad. J. Mhs. Humanis, vol. 4, no. 2, pp. 659–668, 2024. https://doi.org/10.37481/jmh.v4i2.1057.

[8] M. H. Mahmoodi, B. Kalantari, and R. Ghaslani, “Self-Regulated Learning (SRL), Motivation and Language Achievement of Iranian EFL Learners,” Procedia - Soc. Behav. Sci., vol. 98, pp. 1062–1068, 2014. https://doi.org/10.1016/j.sbspro.2014.03.517.

[9] M. Mahriyuni, I. Pramuniati, and D. R. Sitinjak, “Interlanguage development among the learners of Indonesian language in Paris,” Indones. J. Appl. Linguist., vol. 14, no. 1, pp. 206–219, May 2024. https://doi.org/10.17509/ijal.v14i1.70394

[10] Zimmerman, “Becoming a Self-Regulated Learner: Beliefs, Techniques, and Illusions,” Routledge, vol. 5841, no. JUNE 2002, p. 315, 2022. https://doi.org/10.1207/s15430421tip4102.

[11] D. Torre and B. J. and Daley, “Cyclical phases and processes of self-regulated learning,” Med. Teach., vol. 45, no. 5, pp. 464–465, May 2023. https://doi.org/10.1080/0142159X.2023.2186342

[12] Y. V. Kryucheva and I. V. Tolstoukhova, “The concept of ‘self-organization’ in the context of modern education,” Rev. Tempos e Espaços em Educ., vol. 15, no. 34, p. e17213, 2022. https://doi.org/10.20952/revtee.v15i34.17213

[13] N. Nasirin, L. Supriadi, and D. Wahyudin, “Teaching Grammar for Contemporary Generations at Cendekia Al-Ruwaq Al-Azhar Al-Sharif Secondary School, Pandan Duri, East Lombok, for the academic year 2022-2023,” J. Ilm. Profesi Pendidik., vol. 9, no. 2, pp. 802–808, 2024. https://doi.org/10.29303/jipp.v9i2.2221.

[14] M. Hussin, H. Salleh, and T. Supriyatno, “Application Of Mysur In Improving Arabic Grammar Mastery,” Ijaz Arab. J. Arab. Learn., vol. 6, no. 1, pp. 307–318, 2023. https://doi.org/10.18860/ijazarabi.v6i1.21048.

[15] U. S. Halimah, “Evaluasi Program Pembelajaran Bahasa Arab Dengan Model Context Input Process Product,” UIN Walisongo Semarang, 2019.

[16] E. Alvi and R. M. Gillies, “Teachers and the teaching of self-regulated learning (SRL): The emergence of an integrative, ecological model of SRL-in-context.,” Educ. Sci., vol. 10, no. 4, pp. 1–19, 2020. https://doi.org/10.3390/educsci10040098.

[17] B. Kramarski and O. Heaysman, “Promoting teachers’ SRL with professional vision experiences of live-actors simulations and video technology,” New Dir. Teach. Learn., vol. 2023, no. 174, pp. 57–64, 2023. https://doi.org/10.1002/tl.20549.

[18] A. ZANUDIN, “Pengaruh Pelaksanaan Program Intensif Bahasa Arab Terhadap Skor Ujian Imka Mahasiswa Uin Walisongo Semarang,” Uin Walisongo Semarang, 2019.

[19] A. R. Suryanti and et al. Tambunan, “Intercultural Communicative Competence Levels of Indonesian EFL Students: A Preliminary Study in a Higher Education Contex,” Langkawi J. Assoc. Arab. English, vol. 7, no. 2, p. 134, 2021. https://doi.org/10.31332/lkw.v7i2.2870.

[20] E. Pénzesné Kónya, M. Haigh, and J. Křeček, Environmental sustainability education for a changing world. 2021. https://doi.org/10.1007/978-3-030-66384-1.

[21] D. A. Kolb, Lifelong Learning and Integrative Development. 2015.

[22] C. T. Fosnot, “Constructivism: A psychological theory of learning,” Constr. Theory, Perspect. Pract., vol. 0, p. 320, 2005. 10.47453/eduprof.v7i1.374.

[23] “Teamwork & collaborative learning: Strategies for effective group work in higher education,” Teaching and Learning Transformation Center. [Online]. Available: https://tltc.umd.edu/instructors/resources/teamwork-collaborative-learning.

[24] D. V and Y. A, “Constructivism: A Paradigm for Teaching and Learning,” Arts Soc. Sci. J., vol. 7, no. 4, 2016. https://doi.org/10.4172/2151-6200.1000200.

[25] D. Bulent, B. Erdal, A. Ceyda, T. Betul, C. Nurgul, and D. Cevahir, “An analysis of teachers questioning strategies,” Educ. Res. Rev., vol. 11, no. 22, pp. 2065–2078, 2016. https://doi.org/10.5897/ERR2016.3014.

[26] H. H. Hussein and A. Lakizadeh, “A systematic assessment of sentiment analysis models on iraqi dialect-based texts,” Syst. Soft Comput., vol. 7, p. 200203, Dec. 2025. https://doi.org/10.1016/j.sasc.2025.200203.

[27] J. Biggs, “Teaching for Quality Learning at University. Assessing for learning quality: II. Practice,” Teach. Qual. Learn. Univ., no. September, pp. 165–203, 1999.

[28] A. R. Sofa, A. Aziz, and M. Ichsan, “Pendidkan Bahasa Arab: Problematika dan Solusi dalam Studi Pembelajaran Bahasa Arab,” J. Inov. Penelit., vol. 1, no. 9, pp. 1761–1774, 2021. https://doi.org/10.47492/jip.v1i9.355.

[29] S. Chukhanov and N. Kairbekov, “The importance of a semantic approach in understanding the texts of the Holy Quran and Sunnah,” Pharos J. Theol., vol. 105, no. 3, Jun. 2024. 10.46222/pharosjot.105.36. https://doi.org/10.46222/pharosjot.105.36.

[30] M. Assalihee, N. Bakoh, Y. Boonsuk, and J. Songmuang, “Transforming Islamic Education through Lesson Study (LS): A Classroom-Based Approach to Professional Development in Southern Thailand,” Educ. Sci., vol. 14, no. 9, 2024. 10.3390/educsci14091029. https://doi.org/10.3390/educsci14091029.