GRAMMATICAL EXAMPLES AND INTRINSIC MOTIVATION IN ALFIYAH LEARNING AT AN INDONESIAN PESANTREN
DOI:
https://doi.org/10.20414/cordova.v16i1.14886Abstract
This study examines how three patterns of grammatical examples in Alfiyah instruction affect the intrinsic motivation of 46 female students in the special 3A class at Madrasah Muallimin Muallimat, Pesantren Bahrul Ulum, Tambakberas, Jombang. The three patterns include repeated vocabulary across nahwu chapters, stable simple lexico-grammatical arrangements, and unfamiliar Qur’anic verses that did not appear in the fiqh and hadith books studied by the students at the same time. This study used a quantitative one-group pretest-posttest design. Data were collected through an adapted 30-item Intrinsic Motivation Inventory after validity and reliability testing. The data were analyzed descriptively and inferentially, then interpreted through Self-Determination Theory, formal operational stage, and metalinguistic awareness. The findings show that students’ intrinsic motivation decreased from a pretest mean of 3.87 (SD = 0.42) to a posttest mean of 3.31 (SD = 0.28). The smaller posttest SD indicates that students’ responses became more homogeneous around a lower motivation level, while the difference-score SD (0.32) shows that the magnitude of decline still varied across students. A paired sample t-test confirmed a significant decline, t(45) = -11.84, p < .001, with a large effect size, dz = -1.75. The findings indicate that overly repetitive, overly simple, and weakly contextualized examples may reduce interest, cognitive challenge, and learning relatedness in Alfiyah instruction
Downloads
References
Abrutyn, S., & Zhang, J. (2024). Morality, Affect, and Reputation in the making of a Motivated Social Self. Sociological Theory, 42(1), 73–96.
Almelhes, S. (2024). Enhancing Arabic Language Acquisition: Effective Strategies for Addressing Non-Native Learners’ Challenges. Education Sciences, 14(10), 1116. https://doi.org/10.3390/educsci14101116
Deci, E., & Ryan, R. (2008). Self-Determination Theory: A Macrotheory of Human Motivation, Development, and Health. Canadian Psychology, 49, 182–185. https://doi.org/10.1037/a0012801
Edwards, H., & Kirkpatrick, A. (1999). Metalinguistic Awareness in Children: A Developmental Progression. Journal of Psycholinguistic Research, 28, 313–329. https://doi.org/10.1023/a:1023275214000
Evans, P., Vansteenkiste, M., Parker, P., Kingsford-Smith, A., & Zhou, S. (2024). Cognitive Load Theory and Its Relationships with Motivation: A Self-Determination Theory Perspective. Educational Psychology Review, 36(1), 7.
Gagné, M., Parker, S. K., Griffin, M. A., Dunlop, P. D., Knight, C., Klonek, F. E., & Parent-Rocheleau, X. (2022). Understanding and Shaping the Future of Work with Self-Determination Theory. Nature Reviews Psychology, 1(7), 378–392.
Hamidah, H., Rahmah, Y., Hasanah, U., Selvianor, S., & Ajahari, A. (2024). Developing Arabic Grammar Materials Based on Contextual Learning at Islamic Boarding School in Indonesia. Al-Ta’rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya, 12(1), 133–146. https://doi.org/10.23971/altarib.v12i1.8292
Oga-Baldwin, W. (2015). Supporting the Needs of Twenty-First Century Learners: A Self-Determination Theory Perspective. Springer. https://doi.org/10.1007/978-981-287-230-2_3
Oga-Baldwin, W. (2019). Acting, Thinking, Feeling, Making, Collaborating: The Engagement Process in Foreign Language Learning. System. https://doi.org/10.1016/j.system.2019.102128
Oga-Baldwin, W. (2024). Validation Crisitunity. Studies in Second Language Acquisition, 47, 1108–1120. https://doi.org/10.1017/s0272263124000597
Piaget, J. (1972). Intellectual Evolution from Adolescence to Adulthood. Human Development, 51, 40–47. https://doi.org/10.1159/000112531
Richards, J., & Reppen, R. (2014). Towards a Pedagogy of Grammar Instruction. RELC Journal, 45(1), 25. https://doi.org/10.1177/0033688214522622
Ryan, R., & Deci, E. (2000a). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25 1, 54–67. https://doi.org/10.1006/ceps.1999.1020
Ryan, R., & Deci, E. (2000b). Self-Determination Theory And The Facilitation Of Intrinsic Motivation, Social Development, And Well-Being. The American Psychologist, 55 1, 68–78. https://doi.org/10.1037/0003-066x.55.1.68
Ryan, R., & Deci, E. (2020). Intrinsic and Extrinsic Motivation from a Self-Determination Theory Perspective: Definitions, Theory, Practices, and Tuture Directions. Contemporary Educational Psychology. https://doi.org/10.1016/j.cedpsych.2020.101860
Ryan, R. M., Duineveld, J. J., Di Domenico, S. I., Ryan, W. S., Steward, B. A., & Bradshaw, E. L. (2022). We Know this Much is (Meta-Analytically) True: A Meta-Review of Meta-Analytic Findings Evaluating Self-Determination Theory. Psychological Bulletin, 148(11–12), 813.
Saputra, I. H., Omar, M. B. C., & Suparmanto, S. (2022). KAFÂATU AT-THULLABI BI QAWÂIDI AN-NAHWI WA-SHARFI WA’ALÂQATIHÂ LIQUDROTIHIM ‘ALA QIRÂATIL KUTÂBI AL-ASFARI (AT-TURATSI). El-Tsaqafah: Jurnal Jurusan PBA, 21(1), 15-39.
Sulaikho, S., Hamid, M. A., & Machmudah, U. (2026). Pedagogical Patterns of Grammatical Examples in Alfiyah Notebooks at an Indonesian Pesantren. Al-Lahjah : Jurnal Pendidikan, Bahasa Arab Dan Kajian Linguistik Arab, 9(1), 1139–1148. https://doi.org/https://doi.org/10.32764/tf1g3k11
Wahba, K., Taha, Z., & Giolfo, M. (2022). Teaching and Learning Arabic Grammar. Routledge. https://doi.org/10.4324/9781003034209
Xu, J., & Li, C. (2022). Timing of Form-Focused Instruction: Effects on EFL Learners’ Grammar Learning. Studies in Second Language Learning and Teaching, 12(3), 405–433. https://doi.org/10.14746/ssllt.2022.12.3.4
Additional Files
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Siti Sulaikho -, M. Abdul Hamid, Abdul Wahab Rosyidi
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
