Journal of Arabic Language Learning and Teaching (JALLT)
Journal title Journal of Arabic Language Learning and Teaching Initials JALLT DOI Prefix 10.23971/jallt Frequency Two issues per year Online ISSN 2985-4725 Editor-in-chief Assoc Prof. Dr. Nurul Wahdah Managing Editor Mahfuz Rizqi Mubarak Citation Analysis Scopus Citedness |Google Scholar | Dimensions | SINTA | Garuda Journal of Arabic Language Learning and Teaching (JALLT) is a peer-reviewed open-access journal and follows a double-blind review policy. This journal is published by Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Palangka Raya. The journal has been indexed in DOAJ and accredited (SINTA 2) as a scientific journal under the decree issued by the Direktur Jenderal Riset dan Pengembangan, Kementerian Pendidikan Tinggi, Sains dan Teknologi, Indonesia, dated 2 January 2026 (Decree Number 2/C/C3/KPT/2026), with the accreditation valid until 2028. The scope of JALLT addresses Arabic Language Teaching (ALT) areas in the context of Arabic as a foreign and second language in general and specifically in Indonesia. Topics might be about Arabic as a foreign and second language in University, madrasah (Islamic schools), and pesantren (Islamic boarding schools). Is intended to communicate original research and current issues on the subject. The official language of the manuscript to be published in the JALLT journal is multilingual (English and Arabic).
Universitas Islam Negeri Palangka Raya Raya
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. Benefits of open access for the author, include: Free access for all users worldwide Authors retain copyright to their work Increased visibility and readership Rapid publication No spatial constraints Works/articles in this journal as are bound to Creative Commons Attribution-ShareAlike 4.0 International License
Integrating Ecological Values into Arabic Muhadatsah Learning to Promote Students’ Ecological Awareness
The integration of sustainability into language education has received increasing scholarly attention; however, Arabic language instruction has rarely been positioned as a medium for fostering students' ecological awareness. This study investigates the effectiveness of integrating ecological values into Arabic muhadatsah learning to promote ecological awareness among students at an Islamic senior secondary school. Employing a Classroom Action Research design based on the Kemmis and McTaggart model, the study was conducted over two instructional cycles involving 35 tenth-grade students at MA Mursyiduttullab Lembanna. Data were collected through classroom observations, semi-structured interviews, and a 20-item ecological awareness questionnaire and analyzed using descriptive statistics, paired-sample t-tests, thematic analysis, and effect size analysis. The findings indicate that contextual muhadatsah activities incorporating authentic environmental themes significantly enhanced students' ecological awareness, classroom participation, and communicative confidence. The intervention also encouraged students to internalize environmental responsibility through dialogue, collaborative interaction, and reflective communication. These findings demonstrate that Arabic communicative learning can function not only as a means of developing speaking proficiency but also as a pedagogical space for cultivating sustainability values. This study contributes to the intersection of Arabic language pedagogy, ecolinguistics, and Education for Sustainable Development by proposing a contextual and sustainability-oriented muhadatsah model that integrates language learning with ecological value formation.
Copyright (c) 2026 Harpan Masdar MT, Sulaeman, Nur Fadilah Amin https://creativecommons.org/licenses/by-sa/4.0
Integrating Artificial Intelligence into Arabic Language Education: Socio-Technical Perspectives from Islamic Institutions in Southeast Asia
This study examines the integration of artificial intelligence (AI) into Arabic language education in Islamic institutions through a multi-site mixed-methods design across Indonesia and Malaysia. Addressing the limited empirical attention to socio-technical, cultural, and religious dimensions of AI-mediated Arabic learning, the study investigates how AI shapes linguistic development, pedagogical practice, learner autonomy, and institutional decision-making. Data were collected from five educational settings: pesantren in Wonosobo and Bangil, UIN Antasari Banjarmasin, UII Darullughah Wadda’wah Pasuruan, and an Islamic institution in Kedah, Malaysia. Classroom observations, interviews, focus group discussions, surveys, digital artifacts, and learning documents were analyzed through triangulation. The findings show that AI supports Arabic learning most effectively as a micro-scaffolding tool for grammar feedback, vocabulary practice, pronunciation support, error detection, and guided interaction. However, its effectiveness depends on teacher mediation, clear learning objectives, and ethical-pedagogical boundaries. Three main constraints emerged: goal diffusion and over-reliance when AI tasks lack guardrails; uneven digital readiness and infrastructure; and persistent inaccuracies in literary, poetic, and classical Arabic texts requiring dzawq lughawī, rhetorical nuance, and religious interpretation. Comparative findings indicate that Indonesian sites adopted AI more progressively through pesantren-based filters, whereas Kedah applied a selective, needs-based approach grounded in traditional learning preferences. Theoretically, this study proposes a socio-technical model that positions AI as a cognitive accelerator within a teacher-led, value-anchored Arabic learning ecosystem. Practically, it offers principles for guardrailed prompting, ethical AI use, teacher capacity-building, and institutionally grounded AI integration.
Copyright (c) 2026 Ridha Darmawaty, Nur Aina Faqihah, Asep Sunarko, Yusuf Arisandi https://creativecommons.org/licenses/by-sa/4.0
Internationalizing Arabic Language Materials in Pesantren Education: An ACTFL-Based Evaluation of Durusullughah al Arabiyah
Despite the growing importance of international proficiency standards in foreign language education, studies evaluating Arabic textbooks in pesantren contexts using the ACTFL framework remain scarce. This study examines the alignment of Durusullughah al Arabiyah, a textbook used at Pesantren Almuslim, with ACTFL proficiency standards across listening, speaking, reading, and writing skills. Employing a qualitative content analysis approach, the study analyzed communicative functions, proficiency levels, and pedagogical patterns embedded in the textbook using ACTFL descriptors. The findings reveal that the textbook largely corresponds to the ACTFL Novice Mid level, as reflected in its contextual vocabulary, simple dialogues, drill-based exercises, and communicative tasks related to learners’ daily experiences. The Direct Method employed in the textbook supports the gradual development of basic communicative competence through repetitive and contextualized language practice. However, instructional activities remain predominantly teacher-centered and rely heavily on controlled communication, providing limited opportunities for interpretive interaction and spontaneous language production. The study highlights the potential compatibility between pesantren-based Arabic language pedagogy and international proficiency frameworks. It contributes to the advancement of Arabic textbook evaluation grounded in global standards while extending ACTFL-related scholarship within the context of Islamic boarding school education.
Copyright (c) 2026 Mahdi Wahyuni Salam, Iswan Fadlin, Tulus Musthofa https://creativecommons.org/licenses/by-sa/4.0
Accelerated Arabic Speaking Instruction through a Multiple Intelligences Framework: Innovation and Pedagogical Transformation at an Indonesian Language Center
The growing demand for effective Arabic language instruction has encouraged educational institutions to develop innovative learning models that accelerate communicative competence while accommodating diverse learner characteristics. However, studies examining the integration of accelerated learning and Multiple Intelligences (MI) theory in Arabic speaking instruction remain limited. This study investigates the design and implementation of an MI-based accelerated learning program for Arabic speaking skills at Markaz Arabiyah Kediri, Indonesia. Using a qualitative case-study approach, data were collected through observations, semi-structured interviews with institutional leaders, instructors, staff, and students, as well as document analysis. The data were analyzed through data reduction, categorization, interpretation, and verification. The findings indicate that the AKBARNAS program is an intensive competency-based acceleration model that promotes authentic communication through dialogue, presentations, debates, and collaborative interaction. The program systematically integrates various domains of intelligence, including linguistic, logical-mathematical, bodily-kinesthetic, visual-spatial, and naturalistic intelligences, into instructional and assessment activities. This integration contributes to improved speaking fluency, grammatical accuracy, confidence, engagement, and critical thinking skills among learners. The study highlights the potential of MI-based accelerated learning as an innovative pedagogical framework that aligns instructional intensity with learner diversity, offering valuable insights for advancing communicative Arabic language education in diverse educational settings.
Copyright (c) 2026 Amzaludin, R.Taufiqurrochman, Dewi Chamidah, Rico Andrian https://creativecommons.org/licenses/by-sa/4.0
Postmethod Pedagogy in Arabic-Speaking Instruction: A Contextual Case Study in an Indonesian Modern Islamic Boarding School
This study arises from the need to understand the learning of speaking skills in a more contextual way within the Modern Islamic Boarding School environment, given that previous studies still tend to highlight only the partial effectiveness of language methods or programs. This study aims to analyze how the learning strategy for speaking skills at Darul Qiyam Kerinci Modern Islamic Boarding School is constructed and implemented within the framework of postmethod pedagogy, particularly through the parameters of particularity, practicality, and possibility. The research uses a qualitative approach with a case study design. The subject of this study is the practice of learning Arabic Speaking skills in the pesantren environment, while the informants are the teachers of the boarding school who are directly involved in teaching Arabic and developing the language environment, who are purposively selected for their active involvement and willingness to participate. Data were collected through semi-structured interviews, observations, and document analysis, and then analyzed using thematic analysis. The results of the study show that speaking learning strategies are constructed contextually through the language environment, teachers' pedagogical reflections, and layered language practices. This strategy not only strengthens students' Speaking skills, but also shapes their courage, linguistic agency, and social identity. The practical implication of this study is that speaking skills instruction needs to be designed holistically by connecting language policy, authentic communicative practice, and the teacher’s role as a reflective practitioner.
Copyright (c) 2026 Abdul Muid, Bisri Mustofa, Faisal Mahmoud Adam, Mamluatul Hasanah, Muassomah, Sutaman https://creativecommons.org/licenses/by-sa/4.0
Enhancing Arabic Vocabulary Learning through ActiveInspire Interactive Media: A Quasi-Experimental Study in Islamic Secondary Education
Vocabulary mastery constitutes a fundamental component of Arabic language learning, yet conventional instructional approaches often fail to foster active student engagement and effective vocabulary retention. This study investigated the effectiveness of ActiveInspire as an interactive digital learning medium for improving Arabic vocabulary mastery among junior secondary students. A quantitative approach with a quasi-experimental, non-equivalent control group design was employed. The participants comprised 20 ninth-grade students at Madrasah Tsanawiyah Negeri 17 Tanah Datar, assigned to an experimental group and a control group. Data were collected through classroom observations, interviews, documentation, and vocabulary achievement tests, and analyzed using normality, homogeneity, and independent t-tests. The findings revealed a statistically significant difference between the two groups, with the calculated t-value (3.27) exceeding the critical t-value (2.10), confirming the positive effect of ActiveInspire on students' vocabulary mastery. Students exposed to ActiveInspire demonstrated greater vocabulary acquisition, retention, and contextual use than those receiving conventional instruction. These findings provide empirical evidence that interactive digital media can enhance vocabulary learning outcomes while promoting classroom engagement, suggesting that ActiveInspire represents a promising pedagogical tool for technology-enhanced Arabic language instruction.
Copyright (c) 2026 Kamaluddin, Septika Rudiamon, Achmad Yani, Olivia Levan’s, Nurlaila, Rizka Widayanti https://creativecommons.org/licenses/by-sa/4.0
Reconceptualizing Speaking Self-Efficacy and Learning Motivation in Arabic Higher Education: Evidence from Indonesian Islamic Universities
Speaking competence occupies a central position in Arabic language education, yet students in Arabic Language Education programs often encounter psychological challenges that affect their confidence and motivation to develop oral communication skills. While previous studies have discussed speaking proficiency, anxiety, and motivation in foreign language learning, the relationship between speaking self-efficacy and learning motivation in the context of Arabic higher education, particularly in Indonesian Islamic universities, remains insufficiently explored. Therefore, this study investigates the correlation between speaking self-efficacy and learning motivation among students of the Arabic Language Education Study Program. A quantitative correlational design was employed, involving all 62 third-semester students at UIN Sulthan Thaha Saifuddin Jambi through total sampling. Data were collected using a validated Likert-scale questionnaire and analyzed using descriptive statistics and Pearson’s Product-Moment correlation. The results showed that students’ speaking self-efficacy and learning motivation were generally at moderate to high levels. The magnitude dimension emerged as the strongest component of self-efficacy, while persistence in effort was the dominant indicator of motivation. The correlation analysis revealed a strong and significant positive relationship between speaking self-efficacy and learning motivation (r = 0.893; p < 0.001). These findings suggest that strengthening students’ speaking self-efficacy through successful learning experiences, constructive feedback, and emotion regulation may substantially enhance their motivation to learn Arabic speaking skills.
Copyright (c) 2026 Nida Ul Khasanah, Budi Sanjaya, Zakiyatunnisa Al Mubarokah https://creativecommons.org/licenses/by-sa/4.0
Bridging Declarative and Procedural Knowledge in Arabic Syntax: The Role of Tadrībāt ‘alā al-Anmāth in Developing Students’ Mastery of Nominal and Verbal Sentence Patterns
This study addresses a persistent challenge in Arabic language instruction, namely the gap between students’ theoretical understanding of grammatical rules and their ability to apply those rules in authentic language production. Focusing on the construction of nominal (jumlah ismiyyah) and verbal (jumlah fi‘liyyah) sentence patterns, the study investigated the implementation of the Tadrībāt ‘alā al-Anmāth (pattern-drill) method and its contribution to the development of students’ Arabic syntactic competence. Employing a descriptive qualitative design, the research involved 20 eighth-grade students and one Arabic language teacher at an Islamic junior secondary school in Gorontalo Regency, Indonesia. Data were collected through participant observation, semi-structured interviews, and instructional document analysis, and were analyzed using the Miles and Huberman interactive model. The findings indicate that prior to the intervention, students frequently demonstrated difficulties in organizing syntactic constituents and relied heavily on memorized sentence models. Through systematic and repetitive pattern-based exercises, students showed noticeable improvements in sentence accuracy, structural variation, and confidence in both spoken and written Arabic production. The study further reveals that pattern-drill instruction functions as an effective pedagogical mechanism for transforming declarative grammatical knowledge into procedural language skills. These findings contribute to Arabic language pedagogy by highlighting the value of structured pattern practice in fostering functional syntactic competence and supporting more communicative approaches to grammar instruction.
Copyright (c) 2026 Hairuddin, Khairul Asyfar, Suharia Sarif, Suleman D. Kadir https://creativecommons.org/licenses/by-sa/4.0
Designing Interactive Digital Media for Arabic Reading Learning: Development and Validation of Ayo Qira
The limited availability of interactive digital learning media and students’ difficulties in comprehending Arabic reading texts remain significant challenges in developing Arabic reading skills (mahārah qirā’ah) in Islamic secondary education. This study aimed to design and validate Ayo Qira (Ayo Qirā’ah Asyik), a Genially-based interactive learning medium developed to support independent and engaging Arabic reading instruction. The study employed a Research and Development (R&D) approach using the Hannafin and Peck model, encompassing needs assessment, design, development, and implementation stages. Data were collected through student needs analysis questionnaires involving 50 eleventh-grade students, semi-structured interviews with Arabic language teachers, and expert validation instruments. The validation results indicated a mean score of 4.71 out of 5, categorizing the media as highly feasible for instructional use. The developed media integrates reading materials, vocabulary enrichment, comprehension activities, and game-based formative assessments within a flexible digital learning environment. The findings demonstrate that Ayo Qira provides an innovative learning resource that supports students’ engagement with Arabic texts while facilitating autonomous learning. This study contributes to the growing body of research on technology-enhanced Arabic language learning by offering a validated digital media model that can be adapted for reading instruction in similar educational contexts.
Copyright (c) 2026 Wihada Ahliya Shakira, Zukhaira https://creativecommons.org/licenses/by-sa/4.0
Artificial Intelligence and the Zone of Proximal Development: Investigating ChatGPT as Digital Scaffolding in Arabic Language Learning
Learning Arabic as a foreign language is frequently characterized by episodes of regression, in which learners temporarily struggle to perform skills that were previously acquired. Within Vygotsky’s Zone of Proximal Development (ZPD), such regression may signal the need for scaffolding that enables learners to progress beyond their current level of competence. While recent studies have highlighted the growing use of artificial intelligence in language education, limited research has examined how ChatGPT functions as a form of digital scaffolding in supporting learners during periods of regression. This study investigates the role of ChatGPT as digital scaffolding in Arabic language learning among non-native speakers. Employing a descriptive qualitative exploratory design, the study involved 28 university students from different regions of Indonesia. Data were collected through semi-structured interviews and classroom observations and analyzed thematically. The findings indicate that ChatGPT operates as an adaptive, responsive, and dialogic scaffolding tool that assists learners in overcoming temporary learning difficulties, facilitating self-regulated learning, and promoting reflective engagement with Arabic language tasks. However, its support remains transitional rather than fully substitutive, as meaningful learning development continues to depend on authentic social interaction with teachers and peers. The study contributes to the emerging discourse on AI-mediated learning by conceptualizing ChatGPT as transitional digital scaffolding that supports learners’ progression from assisted performance toward greater autonomy within the ZPD framework.
Copyright (c) 2026 Nur Fuadi Rahman, Devi Rafika Sari, Edy Murdani Z, Muhammad Ainur Roziqi https://creativecommons.org/licenses/by-sa/4.0
Designing an Interactive Video Based Learning Tool Using Minecraft to Enhance Arabic Reading Skills in Modern Islamic Boarding School
Arabic language instruction has long been a priority at Islamic Modern Boarding School Darussalam Gontor For Girls Campus 3. Among the core subjects is Muthola’ah, which emphasizes reading comprehension of Arabic texts, especially for firstyear intensive students with three sessions per week. However, observations indicate a lack of student engagement and motivation, partly due to the absence of interactive learning media. To address this, the present study aims to develop a video based instructional medium utilizing Minecraft to enhance students Arabic reading proficiency. This research employs the Research and Development (R&D) method following the ADDIE model, involving needs analysis, design, development, implementation, and evaluation stages. Data were collected through interviews, tests, questionnaires, and documentation, with a quantitative analysis conducted using paired sample t tests. Findings demonstrate that the Minecraft based video significantly improves students reading skills, as evidenced by a notable increase in posttest scores. Furthermore, students responded positively to the media, highlighting its engaging nature and its capacity to make Arabic texts more accessible. The study contributes to the field of Arabic language education by integrating gamification elements into language instruction, offering a practical and innovative approach for enhancing reading comprehension in Islamic boarding school settings.
Copyright (c) 2026 Moh. Ilham Fahreza, Alif Cahya Setiyadi, Tiara Eki Wahyu Rinawati https://creativecommons.org/licenses/by-sa/4.0
Integrating The ASSURE Model in Animation Based Differentiated Instruction for Arabic Language Learning
An appropriate and student-centered learning strategy is highly needed, especially to accommodate the diverse abilities, interests, and learning styles of students. This study aims to explore the use of the ASSURE model in differentiated Arabic language learning using the Plotagon application. The study was conducted on 30 seventh-grade students at MTs Qur’anic Scientia in the 2025/2026 academic year. This study employs a descriptive qualitative approach, utilizing data collection techniques that include observation, interviews, and documentation. This study employs the six stages of the ASSURE model to analyze research findings. The findings indicate that the use of differentiated learning, facilitated by Plotagon media, can address the diverse characteristics of students and enhance their engagement and desire to learn. When communicating in Arabic, students demonstrate high enthusiasm, active participation, and increased self-confidence. These results reinforce the belief that the use of learning media that aligns with students' characteristics enhances the learning process. This study confirms that the ASSURE model and digital animation media can function as an innovative alternative to improve the quality of Arabic language learning in madrasahs.
Copyright (c) 2026 Yasmadi, Sri Indah Lestari, Ilya Husna, David D. Perrodin https://creativecommons.org/licenses/by-sa/4.0
Integrating Song-Based Multimedia into Arabic Listening Instruction: Development, Validation, and Effectiveness Testing
Listening is a fundamental language skill that supports the development of overall communicative competence; however, Arabic listening instruction in secondary schools often remains constrained by conventional teaching approaches and limited use of engaging learning media. This study aimed to develop and evaluate the effectiveness of song-based video media for improving students’ Arabic listening skills. Employing a Research and Development (R&D) approach, the study adopted the ADDIE model, encompassing analysis, design, development, implementation, and evaluation stages. The developed media integrated Arabic songs, synchronized subtitles, visual animations, and scaffolded listening activities grounded in multimedia learning principles. The product was validated by media and content experts before being implemented with 24 eighth-grade students at MTs Al-Hidayah Batu, Indonesia. Data were collected through observations, interviews, validation questionnaires, student response surveys, and pretest–posttest assessments. Expert validation indicated that the media was pedagogically and technically feasible, achieving scores of 90% from the media expert and 80% from the content expert. The effectiveness results revealed a significant improvement in listening performance, with mean scores increasing from 53.54 to 81.45 and an average N-Gain score of 0.60, indicating moderate effectiveness. The findings suggest that song-based video media provides an engaging and effective approach to enhancing Arabic listening skills and contributes to the advancement of technology-enhanced Arabic language learning
Copyright (c) 2026 Lika Harnika, Mamluatu Solihah, Sutaman https://creativecommons.org/licenses/by-sa/4.0
Arabic Speaking Class Student’s Perception Towards Oral Corrective Feedback
This study investigated university students' perceptions of oral corrective feedback (OCF) in Arabic speaking classes at State Islamic University Ar-Raniry, Banda Aceh. Employing a qualitative approach, semi-structured interviews were conducted with twelve purposively selected students from a cohort of seventy enrolled in Arabic speaking courses at an Islamic higher education institution in Indonesia. Data were analyzed using Braun and Clarke's (2006) thematic analysis framework. The findings revealed that students unanimously perceived OCF as essential for their Arabic speaking development. Explicit correction emerged as the most preferred feedback type, particularly among lower-achieving students, while high-achieving students favored clarification requests that promote self-repair. Students' affective responses were shaped primarily by the timing and manner of delivery, with post-performance and collective feedback strongly preferred over mid-performance correction, which triggered anxiety and embarrassment. OCF was perceived to improve phonological accuracy, morphosyntactic precision, self-monitoring capability, and speaking confidence. The study recommends that instructors diversify feedback strategies according to learners' proficiency levels and prioritize supportive, post-performance delivery to maximize pedagogical effectiveness.
Copyright (c) 2026 Azwir, Ahmad Arifin bin Sapar, Zulkhairi, Muhammad Yasir https://creativecommons.org/licenses/by-sa/4.0
The Role of the Language Courses Department in Supporting Listening Readiness among Novice Arabic Learners in a Pesantren
This study aims to examine the role of the Language Courses Department (LCD) as a supporting institution in the development of listening readiness among novice Arabic learners in a pesantren context. Although Pondok Modern Darussalam Gontor provides an intensive Arabic-speaking environment, many new students still struggle to comprehend spoken Arabic, indicating that exposure alone is insufficient. This condition underscores the need for institutional support that fosters learners’ psychological, cognitive, and behavioral readiness for listening. Using a qualitative descriptive approach, data were collected through observations, semi-structured interviews, and documentation involving LCD administrators, tutors, and novice learners. Data analysis followed Miles and Huberman’s interactive model. The findings show that LCD performs a multidimensional role as mentor, mediator, motivator, and inspirator through structured listening activities, graded audio-visual materials, interactive practice, and emotional-academic support. These efforts reduce listening anxiety, enhance familiarity with spoken Arabic, improve attentional focus, and encourage responsive learner behavior. Rather than yielding immediate achievement gains, LCD programs function as preparatory support that strengthens listening readiness as a foundation for effective language immersion and formal instruction.
Copyright (c) 2026 Ahmad Farhan Rif’an Najib, Faqih Nur Fahmi, Yoke Suryadarma, Zidane Taqiyyurrahman, Ikhwan Achmadi, Khansa Nabila https://creativecommons.org/licenses/by-sa/4.0
“Pretending to Be Cikgu”: Role Reversal Pedagogy in Peer-Led Arabic Vocabulary Learning in Malaysia
Conventional Arabic vocabulary instruction in many Islamic secondary schools remains predominantly teacher-centered, relying heavily on memorization and teacher-led repetition, which often results in limited learner engagement, weak active retrieval, and low long-term vocabulary retention particularly in verb-based forms with complex morphological patterns. Responding to these pedagogical limitations, this study investigates the impact of role reversal pedagogy implemented through peer-led choral recitation in Arabic vocabulary learning within a Malaysian educational context. The instructional practice, locally conceptualized as “Pretending to Be Cikgu,” assigns selected students to temporarily assume the role of teacher by leading their peers in collective recitation of verb-based vocabulary drawn from Kitab Af‘āl al-Yawmiyyah. Employing a qualitative classroom-based research design, data were collected through classroom observations, student reflections, and teacher field notes. The findings reveal that peer-led choral recitation enhances learner engagement, collective participation, and vocabulary internalization. Students acting as instructional leaders demonstrated higher levels of responsibility, confidence, and active retrieval, while peers benefited from structured repetition and reduced speaking anxiety. The approach functioned as both a cognitive and social scaffold, reinforcing memory consolidation of morphologically inflected Arabic verbs and fostering a collaborative learning environment. The study concludes that role reversal pedagogy offers a learner-centered instructional model that addresses key shortcomings of conventional vocabulary instruction by shifting responsibility from teacher to students, promoting deeper lexical internalization and socially distributed learner autonomy in Arabic vocabulary learning.
Copyright (c) 2026 Masnun, Ahmad Durrun Nafis, Syaza Auni Irdyna https://creativecommons.org/licenses/by-sa/4.0
Repeat After Me: Affective Scaffolding for Arabic Speaking Fluency
Despite the widespread use of repetition in Arabic speaking instruction, empirical research examining its affective scaffolding dimension particularly teacher vocal modulation as an emotional and psychomotor support remains limited.This study investigates the role of affective scaffolding in enhancing Arabic speaking fluency through the “Repeat After Me” technique in a pesantren-based classroom. Using a quasi-experimental mixed-method design, sixty male students were divided into experimental and control groups over eight weeks of instruction. The experimental group received teacher-guided vocal scaffolding involving tone modulation, rhythmic pacing, and empathetic feedback, while the control group practiced standard repetition. Quantitative results revealed significant improvements in fluency (Cohen’s d = 0.89) and a notable reduction in language anxiety among the experimental group. Qualitative findings from interviews indicated that collective repetition fostered emotional safety, enjoyment, and imitation of native-like pronunciation, despite physical fatigue. The integration of affective and psychomotor elements transformed repetition into an engaging, embodied learning process that strengthened confidence and rhythmical accuracy. This study concludes that teacher vocal modulation functions as both an emotional regulator and a psychomotor model, offering a holistic framework for Arabic language pedagogy that unites sound, emotion, and bodily expression.
Copyright (c) 2026 Segaf Baharun, Moh. Tohiri Habib, Nurul Azira, Adham Hasif https://creativecommons.org/licenses/by-sa/4.0
Scaffolding Arabic Syntax Learning: An Examination of Introductory Nahwu Materials for Novice Students
This study investigates the pedagogical structure and scaffolding mechanisms within Pengantar Belajar Ilmu Nahwu by Al-Habib Hasan bin Ahmad Baharun, a foundational Arabic syntax textbook widely used in pesantren education in Indonesia. While previous studies on Arabic grammar learning have primarily emphasized external scaffolding through instructional strategies or digital technologies, limited attention has been paid to the internal scaffolding embedded within traditional nahwu textbooks themselves. Grounded in Vygotsky’s Sociocultural Theory and the scaffolding framework of Wood, Bruner, and Ross, this qualitative content analysis examines how the text sequentially supports novice learners in mastering Arabic syntax. The findings identify three interrelated scaffolding stages conceptual, procedural, and integrative through which syntactic awareness is progressively developed using simplified examples, repetitive sentence patterns, and contextualized explanations. A distinctive pedagogical feature of the book is its early emphasis on phonological recognition (ḍammah, fatḥah, and kasrah) prior to introducing abstract grammatical terminology, which functions as a cognitive bridge for beginners. The study concludes that Pengantar Belajar Ilmu Nahwu exemplifies an effective model of internal scaffolding, demonstrating how traditional Arabic grammar materials can align with contemporary educational psychology to support novice syntax learning in pesantren and similar educational contexts.
Copyright (c) 2026 Muhamad Solehudin, Aufa Hanin Salsabil, Sultan Abdus Syakur https://creativecommons.org/licenses/by-sa/4.0
Teaching the Art of Introduction: Barāʾat al-Istihlāl as a Strategy in Arabic Language Pedagogy
In Arabic language pedagogy, students often demonstrate adequate grammatical accuracy yet struggle to produce introductions that are thematically coherent, rhetorically engaging, and contextually appropriate, reflecting a limited integration of classical rhetorical principles in modern writing instruction. This study explores the pedagogical value of Barāʾat al-Istihlāl, a classical rhetorical device traditionally used in Arabic literature to craft meaningful openings, within the context of modern Arabic language teaching. Conducted at Pondok Pesantren Darullughah Wadda’wah with 30 male Aliyah-level students, the research employed a qualitative design involving classroom observations, focus group discussions, and interviews. Findings reveal that practicing rhetorical openings not only enhanced students’ ability to write coherent and stylistically engaging introductions but also enriched their vocabulary, with learners acquiring ten to fifteen new lexical items per session. Furthermore, the practice cultivated emotional sensitivity, training students to align openings with appropriate moods and contexts such as using uplifting language for joyful occasions or solemn expressions for serious ones thereby fostering both linguistic awareness and rhetorical taste (al-Ḥass al-Lughawī wa al-Dhawq al-Balāghī). The study concludes that Barāʾat al-Istihlāl is a powerful pedagogical strategy that bridges classical rhetorical heritage with contemporary education, offering dual benefits for written composition and oral communication. Implications suggest its integration into writing classes and public speaking training to enhance students’ linguistic competence, cultural sensitivity, and persuasive ability.
Copyright (c) 2026 Menik Mahmudah, Nur Hanifansyah, Nur Aunie Batrisya https://creativecommons.org/licenses/by-sa/4.0
An Analysis of the Use of Transitive and Intransitive Verbs in Arabic: A Quantitative Descriptive Study of University Students in Malaysia
This study addresses a research gap concerning the limited empirical evidence on learners’ understanding and use of transitive and intransitive verbs in Arabic as a foreign language, particularly within the Malaysian higher education context. The study aims to examine students’ levels of comprehension and usage patterns of these verb types, as well as to identify related morphological difficulties. Adopting a quantitative descriptive approach, data were collected through a questionnaire administered to 91 undergraduate students enrolled in the LG 242 course at Universiti Teknologi MARA (UiTM), Malaysia. The data were statistically analyzed using SPSS, focusing on mean scores and standard deviations to determine students’ levels of understanding and usage. The findings indicate that students demonstrate a generally high level of understanding of transitive and intransitive verbs, with mean scores ranging from 3.60 to 4.14. However, persistent difficulties were identified in accurately distinguishing between the two verb types, largely due to insufficient mastery of Arabic morphological systems. The novelty of this study lies in its integration of morphological understanding with the functional use of verbs in daily communication, an aspect that has received limited attention in previous research. The findings contribute to the literature on Arabic language pedagogy and offer practical implications for enhancing instructional and assessment strategies in teaching Arabic morphology at the tertiary level.
Copyright (c) 2026 Mohamad Rofian Ismail, Aiman Hakim Azemaizan, Azman Che Mat https://creativecommons.org/licenses/by-sa/4.0
Curriculum Foundations for Arabic Language Education in the AI Era: Holistic, Juridical, and Technological Perspectives
Arabic Language Education (ALE) in Indonesia faces a persistent gap between curricular goals and actual learner proficiency, exacerbated by limited integration of artificial intelligence (AI) in instruction. This study investigates how AI can transform ALE in Indonesia by aligning technological innovation with cultural and spiritual values. Employing a qualitative exploratory design, the research integrates documentary analysis, meta-synthesis, and comparative case studies from Malaysia, the UAE, and Saudi Arabia three nations leading in AI adoption for Arabic instruction. It also draws empirical data from an AI-assisted pilot project at Fatimah Azzahro Islamic Boarding School, West Java. Results reveal that intelligent tutoring systems, personalized learning platforms, and spiritually embedded AI tools significantly enhance engagement, retention, and contextual understanding. The Indonesian pilot recorded a 77% rise in student engagement and 67% in long-term retention, demonstrating the effectiveness of culturally responsive AI integration. Comparative insights highlight the need for a hybrid paradigm combining AI with value-based education rooted in national ideology and Qur’anic ethics. The study advocates for a holistic ALE framework that bridges philosophical ideals with scalable, technology-driven solutions. This model positions Indonesia to develop an ALE system that is globally competitive, spiritually grounded, and responsive to the demands of Society 5.0.
Arabic Language Education (ALE) in Indonesia
Copyright (c) 2025 Adhia Nugraha, Isop Syafe'i https://creativecommons.org/licenses/by-sa/4.0
A Proposal for a Modern Curriculum for the Arabic Language Syntax and Morphology
This paper presents a proposal for a modern curriculum for Arabic that includes answers to questions related to its syntax, inflection, and derivation. To introduce the proposal, the paper discusses a problem related to theoretical linguistic research conducted on Arabic, which is that most of these studies aim only to refine the linguistic theories and improve the theoretical frameworks, rather than serving the Arabic language. This paper, therefore, presents a proposal related to the future investigations of Arabic within modern theoretical frameworks, to be implemented within a cultural scheme or an intellectual initiative that utilizes the efforts, knowledge, and interests of the Arab scholars and students of Arabic for the purpose of finding new answers to various questions related to the constructions and properties of Arabic. The paper then provides examples of the linguistic questions and cultural issues that may be investigated using the modern linguistic theories and frameworks, so that new answers may be reached. The paper illustrates the advantages of such a program in terms of enhancing the interests of the new generations in investigating Arabic and studying it using the effective methods, as well as developing the students’ analysis, critical thinking, and problem-solving abilities at all stages.
Copyright (c) 2025 Rashid Al-Balushi https://creativecommons.org/licenses/by-sa/4.0
Enhancing Arabic Morphology Learning via Jigsaw: An Experimental Study in a Islamic Boarding School
Arabic morphology (Sharaf) is essential in mastering the Arabic language, yet traditional rote-learning methods in Pesantren often lead to passive learning and low retention. This study explores the effectiveness of the Jigsaw Method a cooperative learning strategy in improving Sharaf learning at Madrasah Tsanawiyyah Darullughah Wadda’wah, involving 60 students aged 13–15. Using a qualitative approach, data were gathered through classroom observations, interviews, and focus group discussions. The findings reveal that the Jigsaw Method significantly enhanced student engagement, motivation, comprehension, and confidence in peer-based learning. It also reduced anxiety and encouraged active participation. Despite these benefits, challenges such as vocabulary retention and the need for structured implementation remain. This study addresses a pedagogical gap in Sharaf instruction within Pesantren and supports the value of cooperative learning models in Arabic language education. Further research is recommended to assess long-term impacts and extend the method’s application to areas like Nahwu and Balaghah.
Experimental Study in A Islamic Boarding School
Copyright (c) 2025 Moh. Tohiri Habib https://creativecommons.org/licenses/by-sa/4.0
The The Manhaji Method: An Innovative Approach to Enhancing Arabic Language Learning Through Qur’anic Integration
Despite the proliferation of Arabic teaching methods, many traditional approaches such as the Grammar-Translation and Granada methods often isolate grammar instruction or postpone engagement with authentic texts, limiting learners’ contextual understanding. Addressing this gap, the present study examines the Manhaji Method an integrative approach that begins with Qur’anic verses and enables learners to inductively extract grammatical (naḥw) and morphological (sarf) rules. The study aims to analyze the implementation, pedagogical benefits, and challenges of this method in Arabic language education. Employing a descriptive-analytical library research design, relevant literature and teaching practices were reviewed to assess the method’s impact. Findings indicate that the Manhaji Method significantly enhances comprehension of Qur’anic vocabulary, fosters learner autonomy, and bridges theoretical knowledge with practical application. Nevertheless, its highly structured nature can pose difficulties for novice learners, necessitating adaptive instructional strategies. These insights suggest that while the Manhaji Method offers a holistic and scalable framework for improving both Arabic proficiency and Qur’anic literacy, its application should consider learner readiness and instructional flexibility. This study contributes to the discourse on innovative Arabic pedagogy and underscores the potential of integrating religious texts meaningfully into language instruction.
Copyright (c) 2025 Windi Kusuma Ningsih, Radiatul Napisah, Ilman Al Warits , Muhammad Irfani Sahuda https://creativecommons.org/licenses/by-sa/4.0
Enhancing Arabic Literacy in Islamic Boarding School: The Role and Pedagogical Implications of Interactive Whiteboard Technology
The integration of Interactive Whiteboard (IWB) technology into Arabic literacy instruction has drawn growing interest, particularly in pesantren (Islamic boarding schools), where traditional methods still prevail. Existing research largely addresses general or ESL contexts, leaving a gap in understanding IWB use in Islamic educational settings. This study explores the effectiveness of IWBs in enhancing Arabic reading proficiency, with a focus on student engagement, comprehension, and pedagogical outcomes. A mixed-methods approach was employed, involving 60 third-grade Tsanawiyah students at Pesantren Darullughah Wadda’wah. Using a quasi-experimental design, the study included pre- and post-tests, classroom observations, and interviews. Results show a significant improvement in reading skills, with post-test scores increasing by 24.4 percentage points (from 54.2 to 78.6; p < 0.01, d = 1.15). IWBs also promoted interactive learning and peer collaboration. Qualitative data supported these findings, highlighting enhanced student participation and classroom engagement. Despite positive outcomes, challenges such as insufficient teacher training and limited infrastructure were noted. The study contributes to the discourse on digital transformation in Arabic education and suggests that IWBs can effectively bridge traditional and modern pedagogical approaches in pesantren, offering a scalable model for improving literacy and learner interaction in Islamic educational contexts.
Copyright (c) 2025 Nur Hanifansyah, Segaf Baharun, Muhamad Solehudin, Yusuf Arisandi, Menik Mahmudah, Sultan Abdus Syakur https://creativecommons.org/licenses/by-sa/4.0
Developing Speaking Skills in Arabic Learners who are Non-Native Speakers: A Descriptive and Analytical Study
This study explores the development of speaking skills among Arabic language learners who are non-native speakers, considering it a fundamental skill for achieving effective communication that allows learners to participate confidently in various life situations. The research emphasizes the importance of the interactive aspect of teaching, drawing on social and cultural theories that view interaction as a key means of language acquisition. The study presents the various challenges faced by learners, including linguistic difficulties, cultural gaps, and the fear of making mistakes, and proposes a range of solutions to address these challenges, such as adopting interactive activities, promoting active listening, and providing constructive feedback. It also recommends the use of modern technology to create a communicative environment that transcends the limits of the traditional classroom, offering learners opportunities to interact with native Arabic speakers in diverse ways. The study further advocates for the development of educational programs that consider cultural diversity and integrate Arabic culture into the educational content, aiming to enhance learners' understanding of the linguistic and cultural context, which in turn helps build their confidence when speaking, in line with the guidelines of the American Council on the Teaching of Foreign Languages.
guidelines of the American Council on the Teaching of Foreign Languages (ACTFL)
Copyright (c) 2025 Amar Faryat https://creativecommons.org/licenses/by-sa/4.0
Arabic Language Education Assessment through International Experiences: A Comparative Analysis
This study explores the evolving role of educational assessment in enhancing the learning process, shifting from merely measuring academic achievement to a comprehensive tool for evaluating all educational aspects. Using an analytical approach, the research reviews relevant literature and applies this analysis to practical models in educational institutions. The findings highlight the importance of developing integrated assessment systems that leverage data analysis to provide effective feedback to students, teachers, and educational institutions. The study also reveals the strong connection between assessment and modern pedagogies, where each educational approach requires specific assessment tools. Key findings emphasize the need to foster excellence and creativity among learners and illustrate how assessments can drive the development of educational practices. This research offers both theoretical and practical frameworks for improving assessment practices in educational settings. Additionally, it provides actionable recommendations for enhancing educational quality through optimal use of data and assessment. Ultimately, the research contributes to modern education by introducing new tools and methods for evaluating learning, improving educational decision-making, and strengthening the teacher's role as a facilitator of learning.
Copyright (c) 2025 Nadia ElMeftahy https://creativecommons.org/licenses/by-sa/4.0
Bridging Language Learning and Entrepreneurship: Examining Arabic Language Students’ Potential in Developing 'Arabic for Specific Purposes' Module Projects
This research explores the potential of Arabic language students in Indonesia to develop "Arabic for Specific Purposes" (ASP) modules, focusing on integrating entrepreneurial concepts into language learning. The study aims to examine the factors influencing students' engagement in entrepreneurship and how a structured curriculum can enhance both their entrepreneurial skills and Arabic proficiency. Using a mixed-methods approach, the study surveyed 136 students from Arabic Language Education programs across various Indonesian universities, gathering both quantitative data on students' attitudes toward entrepreneurship and qualitative insights into their experiences in ASP module development. The findings revealed that most students show strong interest in creating practical Arabic modules, especially for real-world applications. However, they require further training in communication skills, curriculum design, and market awareness. The study suggests that incorporating entrepreneurial competencies into the curriculum—especially in market analysis and user-centered design—would benefit students. It recommends providing structured support and training to bridge knowledge gaps and enhance students' entrepreneurial potential. Future research could explore how gender dynamics and real-world entrepreneurial simulations influence ASP module development in language education.
Copyright (c) 2025 Maziyyatul Muslimah, Moh Sholeh Afyuddin, Machrup Eko Cahyono, Satria Adi Pradana https://creativecommons.org/licenses/by-sa/4.0
Implementation of Arabic Language Learning Media in Islamic Universities: Benefits and Problems
Learning media plays a crucial role in facilitating effective teaching and learning activities. As instructional aids, media support educators in delivering material and enhancing student comprehension. In Arabic language learning, the four linguistic skills—Istima’ (listening), Kalam (speaking), Qira’ah (reading), and Kitabah (writing)—require diverse media tailored to their specific functions and objectives. This study explores the implementation of learning media in Arabic language education within Islamic higher education institutions, focusing on the benefits and challenges encountered. Employing a qualitative descriptive method, data were collected through observations, interviews, and documentation. The findings reveal that various types of media are utilized, including audio, visual, audio-visual, and interactive multimedia formats. While these media provide significant benefits in enhancing student engagement and comprehension, challenges such as resource limitations and adaptation issues persist. This study contributes to efforts aimed at optimizing the use of learning media to improve the quality of Arabic language education in Islamic higher education institutions.
Copyright (c) 2025 Isna Mufidah, Siti Khoiriyah, Nurul Ainiy https://creativecommons.org/licenses/by-sa/4.0
The Interference of The Indonesian Language in The Daily Arabic Conversation Among Female Students at an Islamic High School in Indonesia
Interference is the process of language transfer, where elements from the mother tongue (first language) are integrated into the second language (target language). This research aims to determine (1) the forms of Indonesian language interference in daily Arabic conversations among female students at Madrasah Aliyah Islamiyah Nurul Haramain NWDI Narmada, West Lombok, and (2) the factors causing Indonesian language interference in these daily conversations. A qualitative research approach using the case study method was employed, with data collection techniques including observation, interviews, and documentation. The findings of this study indicate that (1) two types of language interference occur among the female students: syntactic interference and phonological interference, and (2) five factors contribute to the Indonesian language interference in daily Arabic conversations, including (1) difficulties in understanding language grammar, (2) limited vocabulary memorization, (3) lack of awareness in using the target language, (4) teaching methods in the classroom, and (5) beginners in learning Arabic.
Copyright (c) 2025 Nurul Insani, Baiq Widia Nita Kasih https://creativecommons.org/licenses/by-sa/4.0