---
title: "Peer Teaching Method Integrated with Card Media — Rizal 2023"
description: "This study addresses weak Arabic syntax (nahwu) skills among school students."
authors: ["Muhammad Rizal", "Mohamad Zaka Al Farisi", "Asep Sopian"]
year: 2023
venue: "Arabiyatuna: Jurnal Bahasa Arab 7"
source: "http://journal.iaincurup.ac.id/index.php/ARABIYATUNA/article/view/5860"
doi: "10.29240/jba.v7i1.5860"
licence: "CC BY-NC-SA (journal licence per DOAJ; Arabiyatuna: Jurnal Bahasa Arab)"
summary_licence: "Elamur Cosmic License"
canonical: "https://research.elamur.ai/free/en/papers/rizal-2023-peer-teaching-method-integrated-card/"
---
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# Peer Teaching Method Integrated with Card Media: Its Implementation in Arabic Syntax Learning

**Authors:** Muhammad Rizal, Mohamad Zaka Al Farisi, Asep Sopian · **Institutions:** [Indonesia University of Education](https://md.research.elamur.ai/free/en/universities/indonesia-university-of-education/) · **Year:** 2023 · **Venue:** Arabiyatuna: Jurnal Bahasa Arab 7 · **Licence:** CC BY-NC-SA (journal licence per DOAJ; Arabiyatuna: Jurnal Bahasa Arab)

**Links:** [Publisher's page](https://doi.org/10.29240/jba.v7i1.5860) · [PDF](https://journal.iaincurup.ac.id/index.php/ARABIYATUNA/article/download/5860/pdf) · [DOI 10.29240/jba.v7i1.5860](https://doi.org/10.29240/jba.v7i1.5860) · [OpenAlex](https://openalex.org/W4367693478)

**Citations:** 2 citations (OpenAlex, 2026-10-14)

## Summary
This study addresses weak Arabic syntax (nahwu) skills among school students. The authors attribute these weak skills to monotonous teaching methods and little use of learning media. They tested whether combining peer teaching with card media helps. In peer teaching, stronger students tutor classmates who are behind. The researchers ran a quasi-experiment involving 58 eighth-graders at Darul Quran Junior High School in Aceh, setting the treatment group against a comparison group that was not equivalent to it. One group learned through peer teaching with cards, and the other was taught conventionally. Syntax ability was measured with pre-tests and post-tests and compared using the N-Gain statistic. Student attitudes were collected through a Likert-scale questionnaire and analysed descriptively. The experimental group gained far more than the control group, which the authors classify as "moderate" effectiveness. Students also rated the approach positively overall. The work matters mainly as classroom evidence that grammar teaching built on peer interaction and concrete materials can work better than lecture-style instruction.

## Key points
- Design: quasi-experiment with a non-equivalent control group; 58 students; instruments were tests and a Likert-scale questionnaire, analysed with descriptive statistics and the N-Gain test.
- Mean N-Gain was 56.18 in the experimental group versus 17.87 in the control group, rated as moderate effectiveness.
- The overall questionnaire result was 78.95%, placed in the positive category.
- The questionnaire indicators were format, relevance, interest, satisfaction and confidence:
  - interest scored 77.93%;
  - confidence scored 77.38%;
  - satisfaction was the lowest at 76.60, though still positive.
- The authors contrast their results with Susanti and Falah's study, which also used card media but paired it with an inductive method and the NHT model. Both studies received positive responses, but in different categories.

## Interesting ideas
- Measuring improvement as gain from a pre-test, and comparing it with a control group's gain, separates the effect of the intervention from simple repeated exposure. — For Mova (learn): Report each training change as a pre/post gain on a fixed test set, set against a control run without the change. This guards against crediting improvements to the wrong cause.
- Having more fluent learners tutor weaker ones, with nothing from the teacher, frames learning as transfer between peers of unequal skill. — For Mova (learn): A stronger witness parser could act as tutor on the sentence types where a weaker one fails. Tutoring would be limited to those cases rather than copying everything, keeping the silver data targeted.
- Breaking the evaluation of a method into several named dimensions (format, relevance, interest, satisfaction, confidence) reveals which aspect is weakest, which one aggregate score would hide. — For Mova (answer): Score readers on separate axes, such as correctness, grounding in the text world, and quality of the explanation. A good total would then not mask a weak explainability step.
- The paper argues that grammar learned only as theory does not turn into real language skill unless it is practised on actual material. — For Mova (answer): School-course tests could check that grammatical analysis is actually used to answer questions about real texts, not just produced as an isolated tree.

*Our summary of the paper, in our own words — not its text. The work belongs to its authors; read it at the links above.*

Fields: [Linguistics & languages](https://md.research.elamur.ai/free/en/shelves/linguistics/)

Topics: [Semitic languages](https://md.research.elamur.ai/free/en/topics/semitic-languages/)

## Cite

The paper itself, not this page. BibTeX from the library's record of the work.

```bibtex
@inproceedings{rizal2023peer,
  title = {{Peer Teaching Method Integrated with Card Media: Its Implementation in Arabic Syntax Learning}},
  author = {Rizal, Muhammad and Farisi, Mohamad Zaka Al and Sopian, Asep},
  booktitle = {Arabiyatuna: Jurnal Bahasa Arab 7},
  year = {2023},
  doi = {10.29240/jba.v7i1.5860},
  url = {https://doi.org/10.29240/jba.v7i1.5860}
}
```

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- [↑ back to papers of 2023](https://md.research.elamur.ai/free/en/papers/2023/page/8/)

## References

48 references, 0 of them with a card of ours. ↗ leads to the work, «find» searches for one we have no id for yet.

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