Funun Arabiyyah: Journal of Arabic Education and Literature
Funun Arabiyyah: Journal of Arabic Education and Literature is a journal published three times a year, namely in April, August and December. This Funun Arabiyyah: Journal of Arabic Education and Literature is a scientific journal that focuses on the issue of Arabic Learning and Literature in universities, schools, madrasahs, and/or Islamic boarding schools in Indonesia. We invite academics, researchers, and professionals in the field of Arabic Language Education to strengthen your knowledge in the form of research or in-depth studies. E-ISSN: 3109-015X
Investigation of Arabic Speaking Self-Efficacy of Arabic Undergraduate Students in the Context of Various Variables
This reserach aims to examine the perceptions of Arabic speaking self-efficacy among undergraduate students enrolled in Arabic Translation and Interpreting, Arabic Language and Literature, and Arabic Language Teaching programs, with reference to demographic characteristics. Self-efficacy is considered a crucial factor influencing language learning success, particularly in speaking skills. This research employed a quantitative approach using a survey design. A total of 159 undergraduate students participated in the study. Data were collected using the Arabic Speaking Self-Efficacy Perception Scale and analyzed using the SPSS 15.0 statistical program. The results revealed statistically significant differences in students’ perceptions of Arabic speaking self-efficacy based on class level, type of graduated high school, and university language entrance exam scores. Students with higher academic experience and relevant educational backgrounds tended to demonstrate stronger self-efficacy. In contrast, no statistically significant differences were found based on gender, age, or academic department. These findings suggest that learning experience and educational background play a more influential role than basic demographic factors in shaping students’ Arabic speaking self-efficacy. Therefore, adaptive teaching strategies that emphasize practical language use and increased speaking opportunities are recommended to effectively enhance students’ self-efficacy in Arabic speaking skills.
Copyright (c) 2026 Kübra Alibaşoğlu (Author) https://creativecommons.org/licenses/by-sa/4.0
المنهج النحوي عند علماء الهند في القرن التاسع عشر: دراسة تحليلية في كتاب «فوائد مكية» لعبد الحي اللكنوي
This study examines the grammatical approach adopted by nineteenth-century Indian scholars, focusing on Fawā’id Makkiyah by the prominent linguist ʿAbd al-Ḥayy al-Laknawī. It aims to analyze the theoretical foundations that underpin al-Laknawī’s treatment of Arabic grammatical issues, as well as to investigate his methods of explanation, use of examples, and interpretive strategies in engaging with classical grammatical doctrines. Particular attention is given to identifying the innovative aspects of his approach, especially in reconciling inherited grammatical principles with the intellectual demands of his time. The study further explores the extent to which the Indian scholarly and cultural milieu shaped al-Laknawī’s grammatical perspective, highlighting the interaction between local intellectual traditions and the broader corpus of Arabic linguistic scholarship. In addition, a brief comparative analysis is conducted to situate al-Laknawī’s methodology alongside those of his contemporaries, thereby clarifying both shared tendencies and distinctive features. Methodologically, this research employs a descriptive-analytical approach, combining textual analysis with contextual interpretation to provide a comprehensive understanding of the work under study. The findings reveal that al-Laknawī developed a nuanced and context-sensitive grammatical framework that both preserves classical foundations and introduces subtle interpretive refinements. This study contributes to the historiography of Arabic grammar by foregrounding the role of Indian scholars in its development and by demonstrating the significance of cross-cultural intellectual exchange
Copyright (c) 2026 Dr. Musah Issa Zainudeen (Author) https://creativecommons.org/licenses/by-sa/4.0
Arabic Language Curriculum Design Based on Higher Order Thinking Skills (HOTS) in Islamic Educational Institutions
This study aims to analyze and conceptualize an integrative Higher Order Thinking Skills (HOTS)-based Arabic language curriculum design in Islamic educational institutions. The novelty of this study lies in its integrative framework that combines instructional design models, HOTS pedagogy, and Islamic epistemological perspectives. This research employs a qualitative literature review method by analyzing curriculum policy documents and relevant scientific literature. The data were selected based on relevance, recency, and contribution to HOTS-based curriculum development. The findings reveal a significant gap between curriculum policy and classroom implementation, particularly in teaching materials and assessment practices that remain dominated by LOTS. This study proposes an integrative curriculum model connecting objectives, materials, strategies, and assessment. Theoretically, this study contributes to the development of HOTS-based curriculum design within Islamic education. Practically, it offers a framework for educators and policymakers. However, this study is limited to literature-based analysis and does not include empirical field validation
Copyright (c) 2026 Ilham Kholiq (Author) https://creativecommons.org/licenses/by-sa/4.0
Towards a Learner-Centered Paradigm: Reconstructing Arabic Language Curriculum for Multidisciplinary University Students
This study aims to reconstruct the Arabic language curriculum by integrating a learner-centered design paradigm. The reconstruction focuses on two core principles: aligning curricular objectives with specific departmental graduate profiles and accommodating the diverse characteristics of multidisciplinary learners. Conducted at the Department of Arabic, The New College, Chennai, India, the research employed a qualitative descriptive methodology. Data were gathered from 30 undergraduate non-Arabic major students-divided into two cohorts-through semi-structured interviews, classroom observations, and document analysis. The findings propose a four-step reconstruction framework: (1) reformulating instructional objectives to prioritize context-relevant language skills (e.g., reading comprehension for Islamic Studies, speaking skills for Communication); (2) redesigning teaching materials around thematic, field-specific texts and vocabulary; (3) adopting differentiated instructional strategies, including diagnostic pre-testing, heterogeneous grouping, and multimodal methods; and (4) redesigning assessments to be skill-based and aligned with the new objectives. The study concludes that this reconstructed, learner-centric curriculum is essential for enhancing the relevance, effectiveness, and overall quality of Arabic language education in multidisciplinary university settings.
Copyright (c) 2026 Dr K M A Ahamed Zubair (Author) https://creativecommons.org/licenses/by-sa/4.0
مكانة اللغة العربية في سياق الثقافة المحلية بمادورا
This study aims to explore the relationship between the Arabic language and the local culture of the Madurese community in the context of the rokat tradition in Pao Taber Hamlet, Jelbudan Village, Dasuk District, Sumenep Regency. Rokat is a traditional ritual that serves as a means of seeking safety, protection, and well-being. Alongside the development of Islamic teachings, this tradition has undergone a process of Islamization through the integration of religious elements such as the recitation of prayers, verses from the Qur'an, and shalawat, all delivered in Arabic. This research adopts a qualitative approach with a phenomenological method, collecting data through in-depth interviews with five informants and literature review. The findings demonstrate that Arabic in the rokat ritual functions not merely as a liturgical language but as a symbolic marker of Islamic religiosity, sacred authority, and collective identity. More importantly, this study reveals that Arabic operates as a mechanism of cultural negotiation, mediating the integration of Islamic values with residual Hindu-Buddhist elements embedded in local tradition. Unlike previous studies that tend to describe the rokat ritual from a general anthropological or cultural perspective, this research highlights the central role of language as a strategic instrument in constructing and legitimizing the socio-religious identity of the Jelbudan community. Thus, the rokat tradition represents not only a form of cultural continuity but also a dynamic process of identity formation shaped through linguistic symbolism.
Copyright (c) 2026 Rousul Firdaus, Husnul Khotimah (Author) https://creativecommons.org/licenses/by-sa/4.0
The Practice of Teaching Arabic Speaking Skills at Sunan Drajat University
This study aims to describe the implementation of mahārah kalām learning at UNSUDA Lamongan and to analyze its effectiveness in improving students’ speaking competence. Using a qualitative descriptive approach, data were collected through observation, interviews, and documentation. The findings show that the implementation of mahārah kalām learning falls into the category of highly effective. This is evidenced by several indicators: (1) students’ motivation level reached 80%; (2) activeness in attending lectures was 90%; (3) students’ positive evaluation of interactive materials reached 90%; and (4) intensive question–answer practice occurred throughout the learning process. These results indicate that the applied instructional strategies successfully encouraged active participation and enhanced students’ oral communication skills in Arabic. The study recommends strengthening continuous speaking practice programs to sustain and improve these achievements.
Copyright (c) 2025 Arif Widodo (Author) https://creativecommons.org/licenses/by-sa/4.0
مكانة اللغة العربية في دعم تنمية المجتمع: دراسة أدبية حول الدوافع والأساليب في عصر 5.0
The Arabic language is a common bond among people in the Maghreb and the Mashreq, and a great link between a number of nations. Its connection is one of the strongest ties, and colloquial language alone is insufficient to unite these peoples, even though it is now spoken everywhere and has different dialects, because each people has its own unique way of speaking it. The Arabic language greatly influences other languages, and one manifestation of this influence is that many of the world's languages use the Arabic script for writing. It is also the key to knowledge, the lamp of understanding, and the means of perceiving what a person finds and what falls under their eyes and ears. It enables its owner to send rays of his thoughts to his people, so that they may perceive the light of his insights and find no obstacles of dogma in their path that would prevent the seekers from achieving his goal.
Copyright (c) 2025 Ana Achoita (Author) https://creativecommons.org/licenses/by-sa/4.0
The Role of Visual, Auditory, and Kinesthetic Learning Styles in Optimizing Arabic Language Learning
Learning style is one of the supporting factors for students in obtaining learning material. However, each individual has a different learning style, including visual, auditory and kinesthetic. Therefore, a teacher is required to be active and innovative in creating learning, so that students can maximize learning in their own way. To answer the problem formulation of what are the characteristics of visual, auditory and kinesthetic learning styles in Arabic language learning? The research uses qualitative methods with a literature study approach to theoretically examine the characteristics of visual, auditory and kinesthetic learning styles in Arabic language learning. Based on studies conducted by researchers, it was found that the visual learning style tends to be used for learning Arabic through the media of images, videos and writing. Meanwhile, the auditory learning style supports listening and speaking skills through methods such as discussions, lectures or listening to audio. Meanwhile, the kinesthetic learning style provides benefits in movement-based learning activities, practice and direct experience, such as role playing. By understanding this learning style, a teacher can develop more adaptive learning to improve Arabic language learning.
Copyright (c) 2025 Nur Azizah, Adelia Irsyadillah Al Hidjaz, Alma Idatun Nahlah, Rewan Khalil Abd-elsalam Elhewy (Author) https://creativecommons.org/licenses/by-sa/4.0
The Strategies for Cultivating an Arabic Language Environment
This study aims to describe the strategy of forming an effective Arabic language environment in Islamic boarding schools. Arabic as the main language in Islamic literature requires a learning approach that is not only theoretical, but also practical through the creation of a linguistic environment. This study uses a qualitative approach with a descriptive method. Data collection was carried out through in-depth interviews, participatory observations, and documentation. The research informants consisted of pesantren caregivers, Arabic teachers, and students. The results of the study show that the strategy of forming an Arabic environment in Islamic boarding schools is carried out through various programs, such as the habit of speaking Arabic in daily communication, muhadatsah (conversation) training, speech competitions, and the preparation of a structured schedule for the use of Arabic. The main supporting factors include support from pesantren leaders, commitment of teaching staff, and student discipline. The inhibiting factors include limited learning facilities, lack of professional teaching staff, and differences in the background of students' ability in Arabic. This study concludes that the success of the strategy for the formation of an Arabic language environment is highly dependent on the continuity of programs, institutional support, and a conducive pesantren culture.
Copyright (c) 2025 Aisyah Hanun Nabilah, Fahrur Rosikh, Nurhafizah Mashitha Kholish (Author) https://creativecommons.org/licenses/by-sa/4.0
Integration of Semantic Approaches in Arabic Mufradat Learning at Pesantren Mamba'ul Ulum Turen Malang
This study explores the integration of semantic approaches in teaching Arabic vocabulary (mufradat) at Pondok Pesantren Mamba’ul Ulum Turen Malang, aiming to enhance students’ understanding of word meanings within contextual and cultural frameworks. Employing a qualitative phenomenological method, data were collected through in-depth interviews, participant observations, and documentation involving students and teachers. Findings reveal that semantic approaches improve students’ comprehension by linking words to real-life contexts and cultural values, fostering a deeper and more meaningful acquisition beyond rote memorization. Despite challenges such as ambiguous word meanings, limited learning resources, and varying teacher competencies, the approach effectively enriches lexical and grammatical knowledge and strengthens communication skills in religious and social settings. Unique teaching practices incorporating authentic religious texts and collaborative semantic analysis further support this integration. Moreover, cultural meanings embedded in vocabulary connect language learning to the students’ social and religious identity, highlighting the importance of culturally responsive pedagogy. This research concludes that semantic-based teaching not only enhances language competence but also nurtures critical thinking and spiritual development, providing a comprehensive model for Arabic language education in pesantren contexts.
Copyright (c) 2025 Mohammad Makinuddin, Asmaa Rosyida (Author) https://creativecommons.org/licenses/by-sa/4.0
تأثير وسيلة بطاقة الدومينو على ترقية مهارة الكتابة لطلاب الصف السابع من المدرسة المتوسطة الحكومية 2 باجيران لامونجان
An Arabic language teacher at the Second State Junior High School of Bajiran usually uses lectures and exercises in teaching. However, sometimes they are unable to accommodate the diversity of students’ learning styles. This affects the decline in students’ enthusiasm and active participation in the learning process. Due to this problem, the researcher was encouraged to innovate in the learning process by applying an interactive and enjoyable teaching medium, namely the domino card method, to improve students’ Arabic writing skills. The problem in this study lies in how to apply the domino card method to enhance Arabic learning and to what extent this method affects students’ creativity. This research is a quantitative study with an experimental design, aiming to identify more effective learning by conducting an experiment using the domino card method in improving students’ Arabic writing. The research instruments used were tests, interviews, observations, and documentation. The data analysis technique employed the dependent t-test formula. The results of this study showed the effect of applying the domino card method in improving writing skills, as evidenced by the results of data analysis using a paired sample t-test, where the calculated t-value (t = 8.175) was greater than the table t-value (t = 2.032). It was proven that the application of the domino card method was able to increase students’ motivation and enthusiasm for learning. The engaging learning activities had a positive impact on improving writing skills (maharah al-kitābah).
Copyright (c) 2025 Isna Finurika, Wardah Khoirunnisa’, Rahma Milladunna 'Ilma (Author) https://creativecommons.org/licenses/by-sa/4.0
Analysis of Arabic Language Learning at Karangsawo Paciran Lamongan Junior High School
This study aims to analyze the Arabic language learning process at Karangsawo Pacira Lamongan Superior Junior High School, focusing on teaching methods, the role of teachers, learning media, and student learning motivation. Arabic as one of the important subjects in Islamic-based schools requires an effective learning approach in order to improve students' linguistic competence and understanding of Islam. This study uses a qualitative approach with observation, interview, and documentation methods to collect data from teachers, students, and learning documents. The results of the analysis show that Arabic language learning in this school has been carried out with various strategies, but there are still several obstacles such as the limitation of digital learning media and the lack of variety of teaching methods. In addition, student motivation tends to fluctuate depending on the teacher's approach to delivering the material. Therefore, innovation in learning methods and training for teachers is needed to improve the quality of Arabic language learning. This research is expected to be a reference for other schools in developing more effective and contextual Arabic language learning.
Copyright (c) 2025 Taufik Bangga, Ahmad Abu Nafi, Muhammad Na’im Alkuzaini (Author) https://creativecommons.org/licenses/by-sa/4.0
تأثير نموذج التعلم القائم على حل المشكلات على تحسين مهارات الكتابة
Writing skills are an important aspect of Arabic language learning, but they remain a challenge for students, particularly at As-Sa'diyah Boarding School. Students in class 1E have difficulty constructing appropriate sentences, choosing the right vocabulary, and expressing their ideas coherently. One of the causes of this is that learning does not actively involve students. This study uses a quantitative approach with a quasi-experimental design. Data was collected through observation, interviews, documentation, tests, and questionnaires, and then analyzed using a t-test. The results of this study show that the implementation of the Problem-Based Learning model was carried out through five core stages: problem orientation, task organization, group investigation, presentation of results, and final reflection. This approach encouraged students to be more active, collaborative, and skilled in constructing Arabic texts in a coherent and contextual manner. The results of the one-tailed paired t-test (df = 16) showed that t-calculated = 9.443 was greater than t-table = 1.746 at α = 0.05, with p < 0.001. Therefore, H0 was rejected and Ha was accepted. Meanwhile, the control group only experienced a small increase from 68.82 to 70.23, which was not statistically significant. The improvements in the experimental group included more coherent sentence structure, more appropriate vocabulary use, and the ability to express ideas more clearly and logically. The questionnaire results showed that 88.24% of students felt that the PBL model made it easier for them to understand and write Arabic texts in an engaging, active, and contextual manner.
Copyright (c) 2025 Dina Aulia Magviroh, Rohmatun Nurul Hidayah, Mustain Mustain (Author) https://creativecommons.org/licenses/by-sa/4.0
تطبيق التعلم القائم على المشاريع في تعليم مهارة الكتابة لدى طلاب قسم اللغة اللغة العربية وآدابها في جامعة ماجيني
This study aims to describe the implementation of a project-based learning model in teaching Arabic writing skills to students in the Arabic Language and Literature Study Program at the State Islamic College of Majene. Arabic writing skills, as one of the fundamental skills in Arabic language learning, requires creative and applicable instructional strategies. The project-based learning model was selected because it promotes an active, collaborative learning process centered on real-life projects that are relevant to students’ experiences. This research employed a descriptive qualitative approach, with data collected through observations, interviews, and documentation of student projects. The findings indicate that the implementation of project-based learning significantly enhanced students’ motivation, engagement, and writing proficiency. Students showed notable improvements in writing structure, grammatical accuracy, and creativity in content development. In addition, this model also fostered critical thinking and collaborative skills. Therefore, project-based learning can serve as an effective alternative approach for teaching Arabic writing skills in other higher education institutions
Copyright (c) 2025 Fikriyah Mahyaddin, Arif Widodo (Author) https://creativecommons.org/licenses/by-sa/4.0
استخدام طريقة المناقشة في مجموعات صغيرة لترقية مهارة القراءةلدى طلاب الصف الثامن بمدرسة الأزهر المتوسطة الإسلامية 18 سلا تيجا
This study aims to investigate the use of the Small Group Discussion (SGD) method in improving the reading skills of eighth-grade students at SMP Islam Al-Azhar 18, Salatiga in the 2023/2024 academic year. The research is a classroom action research (CAR) conducted in two cycles, each consisting of four stages: planning, implementation, observation, and reflection. The subjects of this study were 25 students. The findings indicate a significant improvement in students’ reading skills after the implementation of the Small Group Discussion (SGD) method, as reflected in the increase in student learning outcomes. The pre-cycle results showed that 60% (15 students) had not yet met the Minimum Mastery Criteria (KKM), set at 80, while 40% (10 students) scored above the KKM. In the first cycle, 64% (16 students) met the KKM, while 36% (9 students) did not. This demonstrates an improvement from the pre-cycle to the first cycle. To achieve the expected completion indicators, further learning improvements were carried out in the second cycle. After the second cycle, the results were satisfactory, with 84% (21 students) meeting the KKM and 16% (4 students) still not achieving it. This shows that the learning improvements in the second cycle were successful, and the expected indicators were properly achieved.
Copyright (c) 2025 Muhammad Rifqi Al Amin, Dewi Rusliyani (Author) https://creativecommons.org/licenses/by-sa/4.0
Implementation of Arabic Language Learning at Kanjeng Sepuh Sidayu Gresik Islamic Senior High School
This study aims to describe the implementation of Arabic language learning at MA Kanjeng Sepuh Sidayu Gresik, including the planning, implementation, and evaluation processes, as well as identifying supporting and inhibiting factors faced in the process. This study uses a descriptive qualitative approach with data collection techniques in the form of observation, in-depth interviews, and documentation. The subjects of the study consisted of Arabic teachers, students and vice principals of the madrasah. The results of the study indicate that Arabic language learning at MA Kanjeng Sepuh has been implemented in accordance with the curriculum structure, although it is still predominantly using conventional methods. The implementation of learning includes planning, implementation and evaluation activities. Learning using the vocabulary guessing game is very good. Supporting factors include the enthusiasm of teachers and students in learning Arabic as well as a conducive madrasah environment and support from the madrasah. Meanwhile, the obstacles faced include low student learning motivation, limited innovation in the use of communicative and contextual learning methods.
Copyright (c) 2025 Rizka Zahrotul Jannah, Sinta Amalia Putri, Fahrur Rosikh, M. Fathor Rohman https://creativecommons.org/licenses/by-sa/4.0
تطبيق نموذج التعلم الاكتشافي لتحسين إتقان المفردات لدى الطلاب لمستوى المتوسطة في بانيونجي
The Discovery Learning Model is a learning process where students are able to assimilate a concept by observing, digesting, understanding, categorizing, hypothesizing, explaining, and drawing conclusions. The purpose of this research is to determine the application of the discovery learning model in vocabulary learning for MTs-level students. The research method used is descriptive qualitative research. The results of this study indicate that the discovery learning model in vocabulary teaching applied by the teacher in the classroom begins with the teacher playing an audio recording of the vocabulary to be taught, and the students listen until the audio is finished. Then, the teacher pronounces the vocabulary while showing pictures, and the students imitate the teacher and look at the displayed pictures. Next, the students search for relevant information to determine the vocabulary by opening the LKS book chapter on vocabulary to recall the vocabulary that the teacher has played. After that, the students discuss with their group members to determine the vocabulary that has been played and write it down to memorize it. Finally, the students present the vocabulary notes they have compiled with their group members.
Copyright (c) 2025 Nur Khozin , Anyes Lathifatul Insaniyah https://creativecommons.org/licenses/by-sa/4.0
Arabic Language Learning AT MTs Mazro'atul Ulum Paciran Lamongan
This study aims to describe and analyze the Arabic language learning process at MTs Mazra'atul Ulum Paciran Lamongan, including the methods used, challenges faced, and efforts made to improve the quality of learning. The background of this study is based on the importance of mastering Arabic as the main language in Islamic studies, especially in Islamic boarding school-based madrasah environments. The research method used is descriptive qualitative with data collection techniques through observation, interviews, and documentation. The results of the study indicate that Arabic language learning at MTs Mazra'atul Ulum uses various methods such as qawa'id wa tarjamah, muhadatsah, and mubasyaroh. However, there are several obstacles faced, including low student motivation, limited learning media, and lack of competence of some teachers. To overcome these obstacles, the madrasah has made various efforts such as teacher training, development of learning media, and implementation of more communicative learning methods. This study concludes that Arabic language learning at MTs Mazra'atul Ulum has shown positive developments, but still requires strengthening in terms of pedagogy and supporting facilities so that learning objectives can be achieved optimally.
Copyright (c) 2025 Anisatin Islamiyah, Aisy Wildatil Aimmah, Angga Saputra https://creativecommons.org/licenses/by-sa/4.0
Learning Theory: Constructivism Theories and The Implications for Arabic Language Teaching
This study aims to analyse constructivism's theory and its implications for Arabic language learning. This study departs from the assumption that there is no perfect theory in learning. All theories have advantages and disadvantages, and the idea of applying these theories in learning Arabic is the right step for language teachers, especially Arabic to realise the goals that have been set. This research uses a qualitative approach with the type of literature (library research) where the author seeks to collect data related to the theory of learning constructivism in Arabic language learning through books, scientific journals, seminar proceedings, previous studies, and other scientific writings. This stage is used to increase the flexibility of the offer of the constructivist language learning theory in Arabic language learning. The results of the study show that the theory of constructivism focuses on the practical application of language through conversation simulation and real problem-solving. Students are engaged in activities that are close to real-life situations, such as role-playing, to functionally apply Arabic, creating a well-rounded and holistic approach to learning Arabic.
Copyright (c) 2025 Abdul Muid, Aminah Aminah https://creativecommons.org/licenses/by-sa/4.0
The Strategy of Arabic Language Teachers in Implementing Differentiated Learning in the Merdeka Curriculum
This research aims to deeply examine the strategies used by Arabic language teachers in implementing differentiated learning in the Merdeka Curriculum at Jatirenggo State Elementary School Glagah Lamongan. The background of this study is based on the importance of applying a learning approach that is responsive to the individual learning needs of students in order to create inclusive, adaptive, and student-centered learning. The Merdeka Curriculum provides teachers with the flexibility to design learning that suits the characteristics of students, thus requiring teachers to have specific strategies to manage differentiated learning, especially in the Arabic language subject, which has its own complexities. This research uses a descriptive qualitative approach with data collection techniques through observation, in-depth interviews, and documentation of Arabic language teachers at the institution. The research results show that Arabic language teachers implement three main forms of differentiation strategies, namely content differentiation, process differentiation, and product differentiation. Content differentiation is carried out through the presentation of materials that are varied visually and audibly, as well as the use of digital learning media. Process differentiation is implemented through grouping students based on their initial abilities and providing tiered assignments. Meanwhile, product differentiation focuses on giving students the freedom to choose the final form of their assignments, such as creating dialogues, posters, or recordings of conversations. Teachers also adapt their teaching styles based on students' learning styles (visual, auditory, kinesthetic).
Copyright (c) 2025 Zakiyatul Abidah https://creativecommons.org/licenses/by-sa/4.0