Arabiyyatī: Journal of Arabic Language Education
Journal Title: Arabiyyatī: Journal of Arabic Language Education Initials: Arabiyyatī Frequency: 2 times a year (January, July) ISSN: ----- Editor in Chief: Dr. Erlina, M.Ag. DOI: ---- Publisher: Perkumpulan Prodi Pendidikan Bahasa Arab (PPPBA) Arabiyyatī: Journal of Arabic Language Education, published twice a year from 2024 (June and December), is a multilingual (Arabic and English), peer-reviewed journal, and specializes in Arabic Language Education Studies. This journal is published by the Arabic Language Education Study Program Association (PPPBA). The editors welcome scholars, researchers and practitioners of Arabic Studies throughout the world to submit scientific articles for publication through this journal. All articles will be reviewed by experts before being accepted for publication. Each author is fully responsible for the content of the published article.
Analysis of Phonetic Errors in Maharah Qira'ah Students of Mts Central Lampung
This study aims to analyze phonetic errors in reading skills (maharah qira’ah) among eighth-grade students of MTs Ma’arif 22 Bangunrejo, Central Lampung. The main problem addressed in this research is the low accuracy in pronouncing Arabic letters according to their makharijul huruf (articulation points) and phonetic features, which affects students’ comprehension of Arabic texts. This study employs a qualitative descriptive approach with data collected through observation, interviews, and documentation. The data were analyzed through the stages of reduction, display, and conclusion drawing. The findings reveal four main categories of phonetic errors: (1) errors in articulating adjacent letters, (2) errors in distinguishing similar phonetic features, (3) errors in pronouncing semivowels (mad and lin), and (4) fatal errors resulting from widely different sounds. Contributing factors include low learning motivation, non-religious educational backgrounds, regional dialect interference, and limited learning media and teaching variation. The study concludes that effective Arabic phonetic learning requires consistent pronunciation practice, short-text reading drills, and the integration of digital audio-visual media. The implications highlight the need for Arabic language teachers to develop contextual, communicative, and technology-based phonetic teaching strategies to minimize students’ phonetic errors effectively.
Copyright (c) 2025 Intan Nur Asiyah, Erlina, M Afif Amrullah (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
A proposed framework for employing digital applications in teaching Arabic in light of the ADDIE model
The research calls for the integration of modern strategies and technologies into Arabic language teaching to motivate learners and facilitate their active participation, taking into account developmental characteristics and linguistic skills. This research presents a framework for employing digital applications based on the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The results demonstrated the effectiveness of digital applications such as Canva, WordWall, and Google Drive in improving Arabic language skills and increasing learner engagement. The study demonstrates the practical potential of using these tools systematically in preparing and delivering language lessons, with the potential to integrate them into curricula and teacher training programs to improve the quality of education. Keywords: ADDIE model, techniques, Arabic language teaching.
Copyright (c) 2025 Sami Obaad Altowergi (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Challenges of Arabic Language Education Students in The 4th Semester of STIT Madani Yogyakarta in Learning Arabic Based on The Use of Technology
Digital transformation in education has reshaped the paradigm of Arabic language learning in higher education, particularly for female students who face distinctive challenges in adapting technology to master a linguistically complex language. This study aims to analyze and describe the challenges encountered by fourth-semester female students of the Arabic Language Education Study Program at STIT Madani Yogyakarta in technology-based Arabic learning and the strategies they developed to adapt. Employing a qualitative phenomenological approach, data were collected through in-depth semi-structured interviews, observations, and documentation involving four purposively selected female students. The small sample size was intentionally chosen to allow for an in-depth exploration of individual experiences and contextual nuances, consistent with the phenomenological design. Data were analyzed thematically using Braun and Clarke’s framework, emphasizing credibility, transferability, dependability, and confirmability. The findings reveal three main categories of challenges: technical (device limitations, unstable internet, and limited data), psychological (low motivation, distractions, and language anxiety), and socio-economic (financial constraints and an unconducive learning environment). Despite these barriers, participants demonstrated adaptability through self-regulated strategies, including the use of digital platforms, artificial intelligence (AI) tools, and peer collaboration. The novelty of this research lies in its exploration of female student’ lived experiences in Islamic higher education, integrating gender, socio-cultural, and technological perspectives in Arabic language learning. This study highlights the need for hybrid learning models that combine technology with face-to-face interaction, enhance lecturers’ TPACK competencies, and promote gender-responsive curricula for more inclusive Arabic language education in the digital era.
Copyright (c) 2025 Mutik Komalasari, Rika Anggraini, Sri Mulyani, Eko Ngabdul Shodikin (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
أثر الوسائط السمعية البصرية عبر كانڤا على تعلم العربية لدى طلبة الصف الثامن
This study aims to examine the significant effect of the use of audiovisual media based on the Canva application on the learning outcomes of Arabic language class VIII students at MTs Al-Muhajirin Panjang. The background of this study is the importance of using interesting learning media to increase student motivation and understanding. The method used is quantitative with a Quasi-Experimental design, namely pretest-posttest control group design. The research population involved two classes, class 8.1 as the experimental group and 8.2 as the control group, with data collection using validated tests and analysed using SPSS 25. The results showed that the mean score of students in the experimental group (81.40) was higher than the control group (77.20), and the t-test results showed a significance value of 0.000 < 0.05, which means the null hypothesis is rejected and the alternative hypothesis is accepted. The conclusion of this study is that the use of audiovisual media based on the Canva application has a positive effect on students' Arabic learning outcomes.
Copyright (c) 2025 Ahmad Nur Mizan Mizan, Zulhannan, Elin Novalia, Tamer Sa’ad Ibrahim Khedr (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
الأسلوب اللغوي في سورة الفاتحة: دراسة لأنماط التعبير والوظائف البلاغية من منظور اللسانيات الحديثة
التعبير والوظائف البلاغية فيها. تعتمد الدراسة المنهج الوصفي التحليلي مع توظيف مقاربة أسلوبية لسانية حديثة لتحليل الأنماط الأسلوبية المميزة في السورة. يكشف التحليل عن بنى بلاغية متميزة تشمل أنماط التكرار، وبنية الطلب، واختيارات معجمية ذات قيمة دلالية عالية تخدم وظائف تواصلية محددة. تُظهر نتائج الدراسة كيف يمكن تفسير العناصر البلاغية الكلاسيكية في السورة بفعالية من خلال الأطر اللسانية الحديثة مثل وظائف اللغة عند جاكوبسون، ونظرية التماسك عند هاليداي، وتحليل الخطاب. حددت الدراسة الوظائف التعبيرية والمرجعية والإفهامية ضمن بنية السورة، إلى جانب الوظائف التفاعلية والتماسكية في تسلسل الآيات. تسهم هذه الدراسة في الدراسات الأسلوبية القرآنية من خلال الجمع بين مفاهيم البلاغة الكلاسيكية والمقاربات اللسانية المعاصرة، مما يقدم رؤى جديدة حول أنماط الخطاب المتعالي الموجود في سورة الفاتحة وأهميتها في التواصل الروحي الإسلامي
Copyright (c) 2025 Miqdarul Khoir Syarofit, Hanik Mahliatussikah, Ria Fauziah Salma (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
تصميم منهج الدورة والتدريبات في اللغة العربية للمستوى التمهيدي في مركز الدورات والتدريبات بجامعة دار السلام كونتور
This research was conducted to analyze the design of the Arabic language education and training curriculum at the pre A1 level based on the CEFR at the Center for Education and Training (Pusdiklat) UNIDA Gontor. The focus of this study is on the Arabic language training provided for intermediate-level participants who are very beginner to learning Arabic actively and communicatively. A qualitative approach and Research and Development (R&D) method using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) were employed in this research. Practically, this study is currently at the second stage, 'design,' of the ADDIE model, following a needs analysis conducted with the training participants. Data were obtained through interviews and documents related to the Arabic language training that has been conducted by the Center for Education and Training UNIDA Gontor which was analyzed throughout content analysis. The research findings indicate that: 1) the majority of Arabic language training participants are intermediate-level students who are just beginning to learn Arabic in an active and communicative manner (introductory level); 2) the Center for Education and Training refers to the language proficiency levels established by the Directorate of Language Development (DLD) at UNIDA Gontor based on the CEFR with modifications; 3) the pre A1 proficiency level at the UNIDA Gontor Training Center allows participants to use Arabic vocabulary in simple and acceptable conversations (self-introduction, personal and environmental questions), read simple sentences, and write Arabic letters correctly according to the rules.
Copyright (c) 2025 muhammad syamsul arifin syamsul, Mohammad Syauqhi Radjfi, Mandrasi Amira Sa’idah (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
استخدام تطبيق "أليف بي" في ترقية المهارات اللغوية لدى الطلاب المبتدئين
Abstract This study examines the linguistic skills essential for learning Arabic, emphasizing its status as one of the world's most spoken languages, with approximately 274 million speakers. The research focuses on the four fundamental language skills: listening, reading, writing, and speaking, asserting that mastery of these skills is crucial for effective use of the Arabic language. Definitions of language by prominent linguists like Ibn Jinni and Ibn Khaldun are discussed, highlighting that language is a system of sounds and structures conveying specific meanings, which underscores the importance of these linguistic skills. The study introduces the "AlifBee" application developed by AlifBee Limited under the Nama Foundation, highlighting its role in facilitating Arabic language learning for non-native speakers through interactive lessons powered by artificial intelligence and modern technology. The app's use of culturally relevant educational materials helps improve beginners' Arabic skills. The challenges faced by beginners in learning Arabic, such as reading and writing difficulties and mastering vocabulary, are also discussed. The study emphasizes the need for engaging educational tools and applications that support the learning objectives. Additionally, it underlines the importance of a communicative approach in teaching Arabic, integrating linguistic theories with the language's primary function as a tool for communication. Furthermore, the research explores the Common European Framework of Reference for Languages (CEFR) and its application in Arabic language teaching, stressing the importance of horizontal and vertical synchronization in acquiring language skills to ensure balanced learning. Finally, the study provides recommendations for improving Arabic language education for beginners, such as creating supportive learning environments, using diverse teaching methods, and continuously assessing progress to provide constructive feedback.
Copyright (c) 2024 Lukman Al Hakim, Achmad Idris Kamalullah, Tuti Qurrotul Aini, Achmad Tabrani, Ali Mahmoud Al-Asmai Ismail (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
An Audiobook Media Model for Learning Arabic Vocabulary Based on Noice for the Visually Impaired
مستخلص البحث تركز هذه البحث على الاستفادة من التقدم التكنولوجي المترافق مع تعليم المفردات العربية للمكفوفين. تهدف هذه البحث إلى تحسين ميزات منصة Noice لتطوير كتاب صوتي لتعلم المفردات العربية. من المتوقع أن توفر نتائج هذه البحث طريقة بديلة للمكفوفين لتعلم المفردات العربية من خلال الأساليب السمعية. تعتمد طريقة البحث على نموذج التطوير 4D (Thiagarajan, Dorothy, and Melvyn)، والذي يتكون من أربع مراحل: التعريف، التصميم، التطوير، والنشر. تشمل نتائج هذا البحث: 1) إنشاء كتاب صوتي فعال لتعلم المفردات العربية يساعد المكفوفين على فهم المفردات العربية من خلال الاستماع؛ 2) استخدام منصة Noice بفعالية لتطوير الكتب الصوتية بمادة تعلم المفردات العربية؛ 3) يمكن تشغيل كتاب تعلم المفردات العربية الصوتي للمكفوفين الذي تم تطويره عبر منصة Noice بسهولة وراحة على أجهزة الكمبيوتر (لابتوب) والهواتف الذكية التي تعمل بنظام Android/iPhone طالما أنها متصلة بالإنترنت.
Copyright (c) 2025 Shofiyyah Shofiyyah, Rida Putri Nurfaiza, Laela Fathiyatunnisa, Andri Ilham (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Implementation of Reciprocal Teaching Learning Strategies for Teaching Nahwu
This study delineates the design and implementation of the reciprocal teaching-learning strategy within a Nahwu Science curriculum and subsequently examines student perceptions of this pedagogical intervention. Employing a descriptive qualitative methodology, the research focused on a cohort of nineteen fourth-semester students enrolled in the Arabic Language Education Study Program (Class B) during the 2024 academic year. Data were gathered through systematic observation of instructional sessions, in-depth interviews with participants, and the collection of learning artifacts and documentation. The findings indicate that the reciprocal teaching strategy constitutes a viable pedagogical approach for Nahwu instruction. Its efficacy is attributed to a framework that actively engages students in the learning process, fostering independent and collaborative comprehension of the material, facilitating a deeper conceptual grasp through structured discussion and questioning, and culminating in the demonstration of acquired knowledge via assessed assignments.
Copyright (c) 2025 Atyatul Fidlya, Mu Ida Nur Fadilah, Nuril Mufidah (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
The Application of Developmentally Appropriate Practice Learning Strategies to Improve Students' Arabic Learning Outcomes
This study aims to evaluate the effect of using Developmentally Appropriate Practice (DAP) learning strategies with Index Card Match media on student learning outcomes in mufradāt material in class VIII-B MTs. This research is a classroom action research. In this study, 31 class VIII-B students of MTs Ar-Rasyidiyah were divided into five groups. Learning outcomes data is measured using multiple-choice tests and descriptions that are relevant to the mufradāt material. Data analysis using the t-test showed that students who used the DAP learning strategy with Index Card Match media experienced a significant increase in learning outcomes compared to conventional methods. This study concluded that the application of the DAP learning strategy with Index Card Match media could improve student learning outcomes on mufradāt material in class VIII-B MTs Ar-Rasyidiyah, with the acquisition of an average score on the pretest of 66 and an average score on the post-test of 99. Follow-up studies can involve larger samples and different learning materials to generalize these findings further. This research provides valuable insights into effective teaching strategies and highlights the importance of incorporating appropriate media to enhance student learning outcomes.
Developmentally Appropriate Practice (DAP)
Copyright (c) 2024 Ade Arip Ardiansyah, Nanang Kosim, Aini Deo Rahmi Sudiana, Aziz Firmansyah, Abdelhak Belabed (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Implementation of Arabic Karuta to Improve the Student’s Arabic Vocabularies in the Elementary School of Muhammadiyah Kauman
The purpose of this study is to determine the outcomes of the design and implementation of karuta media for learning Arabic vocabulary among fifth-grade students at Kauman Muhammadiyah Elementary School. This form of research is known as research and development or R&D, and follows the D4 paradigm of defining, designing, developing, and distributing. The research methodology adopted is descriptive quantitative. The sample employed in this study was the full population of class V Students at Kauman Muhammadiyah Elementary School, which included three classes totaling 58 people. The cluster sampling approach was used to conduct the sampling. The research tools were a posttest and a pretest. Based on the Dependent Sample Test results, the significance level was 0.000, which is less than 0.05. Based on the findings of this study, it was determined that was rejected due to considerable variations from the outcomes of implementing karuta media. The pretest resulted in a mean of 58.10, while the posttest yielded 71.72. These results demonstrate that Karuta media is an efficient medium for acquiring Arabic language.
Copyright (c) 2024 Muh Naim Madjid, Dalila Nadya Pratama, Zawawi bin Ismail (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Evaluative Analysis of The Implementation “Merdeka Belajar-Kampus Merdeka” (MBKM) Curriculum in Arabic Language Education Programs
This research aims to evaluate the implementation of the Merdeka Belajar-Kampus Merdeka (MBKM) curriculum in the Arabic Language Education study program in Indonesia. The study utilizes an evaluative research approach to provide critical insights into the effectiveness and challenges of implementing the MBKM curriculum. Data is gathered through a qualitative method, primarily focusing on literature review techniques. The research findings shed light on the dual implementation of the MBKM curriculum within and outside the study program. Specifically, the MBKM curriculum in the Arabic Language Education study program is implemented with a 5-1-2 format. The evaluation highlights certain considerations for the MBKM curriculum in the Arabic Language Education study program. These considerations include addressing the misalignment of course equivalencies or conversions with the MBKM program chosen by students, addressing dual curriculum programs, and mitigating biases in focus areas of study and graduate competencies. Additionally, attention is drawn to the pedagogical competencies that need to be emphasized for non-education students participating in the Teaching Assistance program within Educational Units. Furthermore, the research identifies potential challenges related to internship programs, emphasizing the importance of avoiding creating a cheap workforce that only adheres to industrial logic.
Copyright (c) 2024 Mohammad Zaelani Musonif, Kholisin Kholisin, Hanik Mahliatussikah, Ziad Abdulrazzaq Esmael (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Linguistic Problems of Arabic Learning in Various Indonesian Formal Schools (2019-2023): A Systematic Literature Review
Arabic language learning in Indonesia has become an important part of the formal education curriculum at various school levels. However, this learning process is not free from various linguistic problems that hinder its effectiveness. Students often face difficulties in understanding and using Arabic language correctly, which is influenced by differences in linguistic structures and characteristics between Arabic and their mother tongue. These problems include aspects of morphology, syntax, semantics and phonology, which require special attention so that learning Arabic can run more effectively. This research aims to create a concept map of current linguistic problems in Arabic language learning that occur in Indonesia in the 2019-2023 period. Using a systematic literature review method, this research examines various relevant studies and scientific articles in order to identify and analyze linguistic problems that arise in Arabic language learning at primary, middle and high school and even university levels. The results of this research produce a concept map of linguistic problems which are divided into four main areas: morphology, syntax, semantics and phonology. It is hoped that the concept map resulting from this research can become the basis for more effective learning development strategies and can help educators overcome linguistic problems faced in learning Arabic in Indonesia.
Copyright (c) 2024 Muhammad Yahya Abdullah, Alfi Alfarezy, Apri Wardana Ritonga, Mohammad Khalil Mohammad Alramadeen (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Arabic Hack: Arabic Language Learning Methods in the Digital Era
The digital era has brought significant changes in Arabic language learning methods, presenting new opportunities and challenges for learners and teachers. This research examines various Arabic learning methods that can be implemented in the digital era such as mobile applications, e-learning platforms, and social media. This research is a literature study with a qualitative descriptive approach. The data is taken from the latest sources in the form of books, journals, articles, web, and so on. The data collection technique was carried out with documentation techniques. Data analysis used content analysis. The findings of this study include Arabic language learning media Online Class (E-Learning) such as Moodle, Zoom Meeting, Google Classroom and Offline Classroom learning media (Conventional) such as LCD Projector, Video and Audio, Computer, Tablet, Smartphone. Thus the conclusion is that the use of digital technology in Arabic language learning is very effective in increasing student interaction, engagement, and learning motivation. Digital technology can also adapt to individual learning needs and styles. However, challenges such as limited technological infrastructure, digital skills of teachers and students, and gaps in internet access still need to be overcome. A balanced integration between online and offline learning methods can provide optimal results in Arabic language acquisition in the digital era.
Copyright (c) 2024 Hadid Asfar, Ilya Husna, M.A., Saidur Rahman (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Orthography: Error Analysis of Speech Texts of Arabic Language Education Students
This study examines orthography errors in Arabic speech texts of fourth semester students of the Arabic Language Education Study Program at IAIN Palangka Raya, where not all students are able to correctly describe the sounds of the language into writing. Orthography is the specification of sounds in a language that is mapped or described from a particular writing, in this case, Arabic. This research uses a descriptive qualitative approach by using primary data sources such as Arabic speech texts and secondary data from relevant literature. The data collection stage includes literature study, interviews, observation, and documentation, while data analysis uses orthographic methods with basic techniques (orthographic sorting technique) and advanced techniques (comparative linking technique). The results show that orthographic errors in Arabic script can be divided into two types: first, single errors which include the addition or subtraction of vowels and consonants, subtraction of consonant punctuation marks, and letter changes. Second, errors with two or more types. The factors underlying these errors include sociolinguistic and psycholinguistic aspects of IAIN Palangka Raya students.
Copyright (c) 2024 Oca Oktavia, Yulia Rahmah, Aulia Mustika Ilmiani (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Exploring the Efficacy of “Mufradat Astronaut” Learning Media in Enhancing Arabic Vocabulary Proficiency: A Case Study of Second-grade Students at MI Khadijah Malang
The effectiveness of educational tools in enhancing learning outcomes is a crucial area of exploration in pedagogical research. This study focuses on evaluating the impact of Mufradat Astronaut learning media, a novel pictorial learning tool designed to integrate learning with play, on the proficiency levels of second-grade students at MI Khadijah Malang. Drawing from Kurt Lewin's theory of Classroom Action Research, the research employs a systematic approach encompassing planning, action, observation, and reflection phases. Through the integration of mufradat images onto the Mufradat Astronaut prism board, aligned with the curriculum, this study investigates the extent to which the utilization of Mufradat Astronaut media contributes to enhanced mufradat mastery among students. The findings reveal a significant improvement, with a remarkable 50.05% increase in mufradat mastery observed from pre-cycle to cycle III. This research underscores the transformative potential of Mufradat Astronaut media as an engaging and effective alternative learning medium. Beyond its immediate impact on student proficiency, the study advocates for fostering a culture of innovation among educators, encouraging the adoption of dynamic and enjoyable teaching methodologies to facilitate deeper student understanding.
Instructional Media, Astronaut Mufradat, Mastery of Mufradat
Copyright (c) 2024 Mi'ratussalamah, Nur Anisah Ridwan, Muhammad Lukman Arifianto, Saja Jamal Ibrahim Hamdan (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
استطلاع جمال اللغة أمّا و إمّا في القرآن لتشجيع أنشطة التفكير في تعلم اللغة العربية الحديثة
هذا البحث هو بحث تحليلي للأدب هدفه الرئيسي تحليل جمال لغة القرآن من خلال معنى الحرفين (أمّا) و (إمّا) ومزاولة معنى هذين الحرفين على أنشطة التفكير المطلوبة في عملية التعلم، وخاصة اللغة العربية في القرن 21. تم تنفيذ خلفية هذا البحث وهي: أولا، لم يكن هناك بحث يتعلق باستخدام الحرفين (أمّا) و (إمّا) في القرآن. ثانيا، لإثراء اللغة العربية من أجل فهم عميق لعناصرها اللغوية. ثالثا، المساهمة في التعاليم والتعليم الإسلامي من خلال محو الأمية القرآنية. يستخدم هذا البحث منهجية دراسة الأدبيات، حيث تستخدم جهود جمع البيانات هي البيانات الثانوية. أظهرت نتائج هذه الدراسة أن استخدام (أمّا) و (إمّا) في القرآن له آثار كبيرة على طريقة التفكير وفهم النص. يساعد (أمّا) على توضيح النقاط المهمة والتأكيد عليها، مما يقود القارئ إلى فهم أعمق ومركز. وفي الوقت نفسه، يقدم (إمّا) التفكير البديل، ويشجع المرونة والإبداع في التفكير، ويساعد في اتخاذ القرار بناء على تحليل الاحتمالات. أما بالنسبة لتعلم اللغة العربية في القرن 21، فيمكن أن يستفيد من الفهم العميق عن (أمّا) و (إمّا) لتحسين كفاءات التفكير النقدي والإبداعي لدى الطلاب.
جمال اللغة في القرآن، الحرفان أمّا و إمّا، أنشطة التفكير، تعلم اللغة العربية الحديثة
Copyright (c) 2024 Nilam Cahya Munandar, Yufni Faisol, Hanomi, Abdelkader Abdelhadi (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
The Complexity of Arabic Scrabble : Problems and Analysis of Using Arabic Alphabet in Scrabble
English scrabble is a prestigious language board game in the world. In addition to being a medium of vocabulary mastery, English scrabble is also an international tournament. Ironically, this is not shared by Arabic scrabble even though it is one of the languages that most speakers and learners learn. The uniqueness of Arabic and the difference in structure with English are the main factors causing the stagnant Arabic scrabble game. Finding the complexity of problems in terms of language structure and Arabic scrabble components is the purpose of this study. By coming up with a theory that will make Arabic scrabble more adaptively accepted by even non-native speakers. Descriptive qualitative methods were used in this study with data sourced from observations, interviews, and literature studies. The subjects observed and interviewed were students of UHAMKA Arabic Language Education. Other sources refer to related books and journals. The data were analyzed using comparative and reduction techniques. Overall, the inequality of tile distribution of the Arabic alphabet and the English alphabet, then diacritical symbols (harakat) as Arabic vowels, and the need for editions that are friendly to foreign speakers are the three points of the final results of this study.
Copyright (c) 2024 Fauzan Hakami, Muaz Kalimatun Nabil, Doni Wahidul Akbar, Miatin Rachmawati, Ammar Madi (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
البنائية لتعلم اللغة العربية التوصلي على أساس علم اللغة العربية الإجتماعي
This research investigates the application of a constructivist approach in the context of Arabic language learning, focusing on the communicative aspects, with a theoretical foundation based on sociolinguistics. The main objective of this study is to explore how the constructivist approach can be optimized in the context of sociolinguistics-based Arabic language learning to enhance students' communication skills. A qualitative research method is used to gain an in-depth understanding of the learning process and students' experiences in developing their Arabic language proficiency. Data collection techniques involve classroom observations, interviews with teachers, and document analysis. The results of the study indicate that the constructivist approach applied in Arabic language learning can motivate students, enable student-centered learning, and integrate social and cultural aspects into the learning process. The implications of this research highlight the importance of adopting a contextual and student-oriented approach in Arabic language teaching, taking into account social, cultural, and communicative aspects of language learning. These findings provide significant contributions to practical and theoretical understanding in the development of effective and contextual Arabic language learning methods. Keywords: Constructivism, Arabic Language Learning, Communicative, Sociolinguistics
Copyright (c) 2024 Nadia Imelda, Nurelisa Putri Ayu, Marhamah Ulfa, Abdul Moneim Abdullah Khalaf (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
اختلاف الإمام الكسائي مع النحاة الآخرين في النحو
Abstract The research question is: What are the differences between Imam Al-Kisai and other grammarians in Nahw (Arabic grammar)? This research is comparative using a qualitative approach. The comparative method aims to compare the value of one or more independent variables across two or more communities, individuals, different times, or a combination of all these factors. This research is library research, allowing the researcher to explore and analyze relevant and appropriate written sources, such as books, articles, and other documents, to support a comprehensive understanding of the research topic. The findings of this research are: The differences between Imam Al-Kisai and other grammarians in Nahw include the following issues: the subject of the noun occupied by another, whether "na'am" and "bi'sa" are verbs or nouns, the verbal nature of the style of exclamation, the permissibility of advancing the predicate of "ma zala" and similar expressions, the permissibility of conjunction before the completion of the news in the context of "inna", the factor acting on the excluded noun, the permissibility of softening the vocative triliteral if its middle letter is a vowel, the factor raising the present tense verb, the operation of "hatta", advancing the object and the subject on the conditional answer, the permissibility of advancing the object of the conditional sentence over the conditional particle, and the issue of "kuntu azunnu an al-‘aqrab" or the "Zanburiyyah" issue. مستخلص البحث أما سؤال البحث هو: ما اختلاف الإمام الكسائي مع النحاة الآخرين في النحو. نوع هذا البحث هو بحث مقارن باستخدام النهج الكيفي. طريقة المقارنة هي البحث الذي يهدف إلى مقارنة قيمة متغير مستقل أو أكثر في مجتمعين أو أكثر، في شخص أو أكثر، أو في أوقات مختلفة، أو في مزيج من كل ذلك. وهذا البحث هو البحث المكتبي مما مما يتيح للباحث استكشاف وتحليل المصادر المكتوبة ذات الصلة والمناسبة، مثل الكتب والمقالات والوثائق الأخرى، بهدف دعم جهود الفهم الشامل لموضوع البحث. ونتائج هذا البحث هي: أن اختلاف الإمام الكسائي مع النحاة الآخرين في النحو هو: في مسألة ناصب الاسم المشغول عنه، هل "نعم وبئس" فعلان أم اسمان؟، فعلية أسلوب التعجب، جواز تقديم خبر ما زال وما في معناها، جواز العطف في موقف إن قبل تمام الخبر، العامل في المستثنى، جواز ترخيم المنادى الثلاثي إذا كان أوسطه متحركا، عامل الرفع للفعل المضارع، عمل حتى، تقديم المنصوب والمرفوع على جواب الشرط، جواز تقديم المفعول بالجزاء على حرف الشرط، مسألة "كنت أظن أن العقرب" أو المسألة الزنبورية
Copyright (c) 2024 Muhammad Rafif Irfan, Fakhrurozi, Ade Muhammad Ritonga, Abdulfattah Esmail Abdullah Ahmed (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
The Impact of Implementing Mind Mapping to Enhance Vocabulary Acquisition in Arabic Language Learning at Universiti Teknologi MARA (UiTM)
This study explores the use of mind maps as an engaging and creative note-taking tool that incorporates words, colors, lines, and images. The primary goal of mind maps is to create visual and graphic representations of topics, ultimately facilitating note-taking, reinforcement, and retrieval of learned information. The use of mind maps supports visual learning styles and has been shown to improve students' speaking skills. The results of the study indicate a 42% improvement in speaking skills, as well as increased learning motivation, evidenced by a decrease in boredom levels among students learning Arabic. This study suggests further development using digital technology to expand the use of mind maps in various learning contexts. This abstract provides a comprehensive overview in a concise and clear format, including the research objectives, main methods, obtained results, and recommendations for future research. تستكشف هذه الدراسة استخدام الخرائط الذهنية كأداة لتدوين الملاحظات بشكل جذاب وإبداعي باستخدام الكلمات والألوان والخطوط والصور. الهدف الرئيسي من الخرائط الذهنية هو إنشاء تمثيلات بصرية ورسومية للمواضيع، مما يسهل في النهاية تدوين الملاحظات وتعزيز واسترجاع المعلومات المتعلمة. يدعم استخدام الخرائط الذهنية أساليب التعلم البصرية وقد ثبت أنها تحسن مهارات التحدث لدى الطلاب. تشير نتائج الدراسة إلى تحسن بنسبة 42% في مهارات التحدث، بالإضافة إلى زيادة الدافع للتعلم، كما يتضح من انخفاض مستويات الملل بين الطلاب أثناء تعلم اللغة العربية. تقترح هذه الدراسة تطويرًا إضافيًا باستخدام التكنولوجيا الرقمية لتوسيع استخدام الخرائط الذهنية في سياقات التعلم المختلفة. يوفر هذا الملخص نظرة شاملة في شكل موجز وواضح، بما في ذلك أهداف البحث والأساليب الرئيسية والنتائج التي تم الحصول عليها والتوصيات للبحوث المستقبلية.
Copyright (c) 2024 Muhammad Dzulfikri Al Imany, Yusraini, Mustar, Maslinawati Mohamad (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
The Concept of Idols in Qur’an: A Semiotic Analysis of Roland Barthes
This research aims to uncover the changing meanings of the concept of idols and to symbolically approach the meanings behind verses using terms such as الأصنام, الأوثان, and لأنصاب in the Quran. The background of this writing stems from the human tendency to believe in God but falter in expressing servitude to Allah SWT. Humans constantly seek the essence of God, yet errors persist from the prophetic era to the present day. There is a tendency to adhere blindly to the teachings of ancestors who inherited these mistakes. To understand this issue further, this research will utilize Roland Barthes' semiotics. The methodology involves literature review supported by descriptive analysis. The results of semiotic research on verses and interpretations regarding the meaning of idols in the Quran, reviewed using the concepts of Jahiliyyah and Islam, will reveal a change in meaning due to the transition of certain practices from the pre-Islamic era into Islam. The concept of idols in these three terms refers to something worshiped as a manifestation, resemblance, and offering as a method of worship.
Copyright (c) 2024 Mahmud Fajar Harahap, Nadhira Syifa Awliya, Aep Saepurrohman, Agus Karim, Mostafa Farouk Abdelaleem Muhmood (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Semantic Field of Teacher Terms in Ta`lim al-Muta`'allim Book by Sheikh Al-Zarnuji
Ta'lim Muta'allim is a book written by Shaykh al-Zarnuji that delves into the manners and guidelines for studying according to Islamic teachings. Throughout the text, the term "teacher" is extensively used with various equivalents, such as مدرس، معلم، أستاذ، شيخ and أهل العلم. This study aims to analyze the meanings of these terms in the book using semantic field theory to understand the relationship between the meanings of different words. This will help identify the relationships and differences between each of these terms. The research method used is qualitative, involving data collection techniques such as documentation and quotations. The data analysis method employed is semantic field analysis. The research results show that the lexemes أستاذ، معلم، شيخ، مدرس, and أهل العلم have many similarities, including the shared meaning of "teacher” although the meaning of each lexeme can change according to the context. Additionally, there are fundamental differences between each lexeme, serving as both characteristics and differentiators.
Copyright (c) 2024 Wahdan Abdul Manan, Abdul Hadi, Zulli Umri Siregar, Anwer Rakan Shallal (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Micro and Meso Discourse Analysis on Arabic Vocabulary Videos Based TikTok from Fairclough's Perspective
The trend of utilizing technology in education enhances the achievement of learning objectives. TikTok's presence fosters innovation in Arabic language learning. This study employs Norman Fairclough's theory, analyzing microstructural (vocabulary, sentences, lexical meaning) and mesostructural (discourse production and consumption) discourse. The goal is to critically analyze Arabic language learning videos on TikTok. This qualitative research uses TikTok videos and netizen comments. Data collection methods included observation, basic tapping techniques, and advanced SLC with note-taking. Validity techniques were consistent observation and time extension. Instruments included the researcher, data cards, and recapitulation sheets. The study analyzed 20 video samples with 752 words and 128 sentences. Vocabulary analysis found 2 collocation groups and 10 set groups. Sentence classification based on communication context identified 15 interrogative, 45 declarative, 6 exclamatory, and 20 imperative sentences. Sentence structure classification found 5 argumentative, 1 exposition, 1 descriptive, and no narrative texts. Lexical analysis identified 150 nouns, 23 adjectives, and 46 verbs. Content production varied by account type. Text consumption analysis revealed diverse comment models: interest, criticism, suggestions, and interactions between netizens and content creators. Continuously creating engaging Arabic learning content on TikTok can boost public interest and dispel the stigma that Arabic is difficult.
Copyright (c) 2024 Winda Nur Lathifah, Singgih Kuswardono, Khaldi Hicham (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Mushtarak Lafzhi Analysis of نظر and its Derivation in Al-Qur’an
The Qur'an is a book revealed to the Prophet Muhammad in the Arabic language. Arabic was chosen as the language of the Qur'an not only because the Prophet Muhammad was Arab, but also because Arabic has special qualities compared to other languages. According to Ibn Kathir, Arabic is the clearest, most extensive, most eloquent language, and it provides a sense of peace when spoken. Like other languages that experience the phenomenon of a word having multiple meanings, Arabic also has this feature, known as mushtarak lafzi. Mushtarak lafzi creates ambiguity in meanings, making interpretation challenging. Based on this background, this research examines the mushtarak lafzi of the word نظر in the Qur'an. The method used in studying the word نظر is descriptive with a qualitative approach. Data collection techniques include literature study, and the analysis is conducted using semiotic analysis based on Roman Jakobson's semiotic theory. The results of this research show that the word نظر has seven meanings in the Qur'an: to see, to witness, to wait, to observe, to consider, to think, and to view. Similar research has been conducted by Muhammad Ridfan in his thesis titled "The Meanings of the Words Nazara, Basara, and Ra’a in the Qur'an." However, his research focuses on comparing the meanings of the words نظر with رأي and بصر, whereas this study examines the word نظر in terms of its usage to indicate one of its meanings in a specific verse.
Al-Qur’an, mushtarak lafzi, nazara, Roman Jakobson,
Copyright (c) 2024 Sandi Aryawan, Dedi Wahyudi, Muhammad Ibnu Pamungkas, Ahmed Khalid Mohammad (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Analysis of Illocutionary Acts and Interrogative Meaning in the Hadith of Arba'in Nawawi: A Balaghah Study
Abstract This research examines illocutionary speech acts and interrogative meaning in the Hadith of Arba'in Nawawi from the perspective of balaghah science. The aim is to understand the meaning and message of the Prophet Muhammad SAW through interrogative sentences (istifham) in the hadith. This research uses a qualitative descriptive approach by analyzing 42 Arba'in Nawawi hadiths data. The results of the research show that there are ten istifham sentences in 6 hadiths which contain istifham sentences which have the following meanings: tasywiq (Encouragement), istib'ad (improbability), amr (command), inkar (denial), taqrir (affirmation), ta 'ajjub (Astonishment), and nafy (negation). The illocutionary speech acts found include assertive (declaring, claiming, confirming), directive (arousing curiosity, directing, ordering, warning, asking for attention), and expressive (expressing disbelief and admiration). This research contributes to understanding the meaning of the Prophet Muhammad SAW through the approach to the meaning of istifham and illocutionary speech acts and admiring the rhetoric and choice of words used by the Prophet Muhammad SAW in conveying the guidance of the Islamic religion. Keywords: Illocutionary Act, Interrogative Meaning, Arba'in Nawawi, Balaghah.
Copyright (c) 2024 Aji Rizqi Ramadhan -, Hairuddin Arsyad, Maman Abdurrahman, Miqdad Abdul (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
تأثير استخدام محتوى قناة (Arab Podcasts) على اليوتيوب في مهارة الكلام لدى طلاب الصف العاشر في المدرسة الثانوية الإسلامية الحكومية الأولى شربون
مستخلص البحث أهمية مهارة الكلام في تعيلم اللغة العربية على الحاجة إلى استخدام وسائل التعليم التي تكون تفاعلية ومثيرة للاهتمام الطلاب. يمكن أن يكون استخدام وسائل التواصل الاجتماعي مثل اليوتيوب وسيلة فعالة لتحسين مهارة الكلام لدى الطلاب. في مجال التعليم، أصبح يوتيوب مصدرًا لوسائط التعلم التي يمكن أن تلبي احتياجات الجيل الرقمي. يستطيع يوتيوب زيادة اهتمام الطلاب بالتعلم ودعم أسلوب التعلم للجيل الرقمي في الوقت الحالي. كان الهدف الرئيسي من هذه الدراسة هو استكشاف وفهم تأثير استخدام المحتوى من قناة Arabic Podcasts على موقع اليوتيوب كمواد تعليمية إضافية مهارة الكلام لدى الطلاب. استخدام هذا البحث نهجًا كميًا مع طريقة ما قبل التجريب ونوع بحث من التصميم التجريبي-التجريبي للمجموعة الواحدة. فيما يتعلق بنتائج هذا البحث ، تأثير استخدام محتوى قناة اليوتيوب Arab Podcasts، تظهر النتائج أن 36 طالبًا في الاختبار السابق حصلوا على متوسط 45.2 وفي الاختبار اللاحق على 67.3 على الرغم من أن متوسط الفرق بين نتائج الاختبار السابق والاختبار اللاحق كان 22.1. وهذا يعني أن هناك فرقًا بين مهارة الكلام قبل وبعد استخدام محتوى قناة اليوتيوب Arabic Podcasts.
الكلمات المفتاحية: التأثير، مهارة الكلام، اليوتيوب، Arab Podcasts.
Copyright (c) 2024 Melani, Nanin Sumiarni, Khasan Aedi, Zakariyya Muhammad Abdullahi (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Learning Arabic in the Digital Era: Challenges and Effective Strategies
The learning of Arabic language has undergone significant changes with the development of digital technology. This article aims to formulate the understanding of Arabic language learning in the digital era, explore challenges, and discover effective strategies to overcome them. This research utilizes the Library Research method with content analysis techniques. The research findings indicate that Arabic language learning in the digital era is a process of teaching and learning utilizing technology to enhance effectiveness and accessibility. Key challenges include digital divide, limited access to quality resources, the need for technology training for educators, and a lack of direct interaction with native speakers. Effective solutions include reducing the digital divide by improving internet access, providing quality digital resources, technology training for educators, and facilitating direct interaction with native speakers. Despite significant challenges, the potential to enhance the quality of Arabic language learning through digital innovation is substantial. With the right approach, Arabic language learning can become more effective, engaging, and inclusive in this digital era
Copyright (c) 2024 Rezkya Afril, Ilya Husna (Author) https://creativecommons.org/licenses/by-nc-sa/4.0