This study aims to determine the perception of students of class VII MTsN 1 Pandeglang towards the use of Teams Games Tournament (TGT) type cooperative learning model in increasing motivation to learn Arabic. The research method used is a quantitative survey with a sample of 88 students selected randomly. Data were collected through a Likert scale questionnaire that had been tested for validity and reliability. The results showed that 92% of respondents had a positive perception of the use of TGT in Arabic language learning, with the majority (47%) strongly agreeing that TGT increased their learning motivation. TGT is considered effective because it makes learning more interesting, fun, and interactive. The model involves learners actively in group games and provides rewards, which is in line with Maslow's hierarchy of needs theory. The study also confirmed that TGT can increase learners' intrinsic motivation, encourage active participation, and change negative perceptions towards learning Arabic. The implication of this study is the enrichment of Arabic language learning techniques with TGT as an effective option, as well as the expansion of educators' perspectives to pay more attention to the psychological aspects of learners. This research provides a valuable contribution to the scientific development of Arabic language education that is more innovative, effective, and relevant to the needs of learners in the modern era.
Understanding Arabic reading texts (fahmul maqru') is not just reading, but requires mastery of vocabulary and the ability to understand the content of the text carefully. This phenomenon is a challenge for students of class X of MA Darut Taqwa, coupled with the monotonous method of lectures and the use of package books. Therefore, this study aims to determine the influence of Smart Apps Creator (SAC) interactive learning media on increasing students' fahmul maqru'. This study uses an experimental method with a one group pretest-posttest design. The results of the normality test showed that the data was distributed normally. The N-gain Score of 0.7321 is in the high category and the N-gain percentage of 73.21% is quite effective. The t-test showed a significant increase from pretest (60.50) to posttest (88.83), with a difference of 28.33 points. Thus, SAC media has a significant and quite effective effect on increasing students' fahmul maqru'.
This study aims to analyze the role of Mahkamah al-Lughah in improving Arabic speaking competence (maharah al-kalam) at Pondok Pesantren Modern Nurul Hakim Tembung. The background of this research is based on the low speaking ability of santriyati due to lack of motivation and ineffective learning methods. Mahkamah al-Lughah, which is a judicial simulation in Arabic, is an innovative approach in the pesantren environment to train santri to think critically, compose arguments, and actively use Arabic in daily life. This research uses a descriptive qualitative approach with data collection methods through observation, interviews, and documentation. The results showed that Mahkamah al-Lughah is effective in improving the speaking skills of santri because it is supported by a conducive language environment, exemplary management and teachers, and systematic procedures through the role of jasus (language scouts). The inhibiting factors found include a lack of self-confidence and the influence of local languages in the association of santri. This study recommends strengthening the role model and motivation from the teachers as well as developing evaluation procedures that are more educational and constructive.
This study aims to explore the effectiveness of the communicative approach supported by digital technology in muhadatsah learning (Arabic speaking skills) among secondary-level students. The communicative approach was chosen as it addresses the limitations of traditional methods. The research employed a classroom action research method conducted in two cycles, involving tenth-grade students at STIT Madani Yogyakarta. Data were collected through observations, interviews, speaking proficiency tests, and motivation questionnaires. The results indicated a significant improvement in all three aspects of speaking skills, with gains ranging from 25% to 32%. Furthermore, students demonstrated increased confidence and learning motivation following the implementation of interaction-based instruction and the use of digital media, such as conversation applications and online learning platforms. The main challenges identified were limited internet. These findings affirm that the integration of the communicative approach with digital technology fosters more interactive and adaptive learning, in line with the demands of the digital era. Therefore, adequate infrastructure and teacher training are essential for sustainable implementation.
Speaking skill (Maharah Kalam ) is one of the essential competencies to be mastered in Arabic language learning. However, it often does not receive sufficient attention in formal Arabic language classes. Therefore, extracurricular activities such as the Arabic Club are seen as an effective solution to develop Arabic language skills, particularly Maharah Kalam. This study adopts a quantitative approach using a survey method and data analysis conducted through the SPSS application. The research sample consisted of 38 students who actively participated in the Arabic Club extracurricular program at SMPS Muhammadiyah 01 Medan. The results indicate a positive and significant influence between students' active participation in the Arabic Club and their speaking skill (Maharah Kalam). This study highlights that practice-based learning outside the classroom, such as through extracurricular programs li ke the Arabic Club, plays an important role in enhancing students' Arabic speaking abilities at SMPS Muhammadiyah 01 Medan.
Learning motivation is the key to student success, but learning Arabic is often challenging. This study examines using Arabic Scrabble media as an innovation in Arabic language learning. This research aims to: 1) describe Arabic language learning using Arabic Scrabble media; 2) evaluate the success of using Arabic Scrabble media; 3) understand students' perceptions of Arabic Scrabble. This type of research is descriptive and explanatory with a mixed method (quantitative and qualitative). Data collection was done through interviews, observation, documentation, and questionnaire. Data analysis used Miles and Huberman’s theory in data reduction, data presentation, and conclusion drawing. The results of this study indicate that: 1) the use of Arabic Scrabble media provides benefits in terms of motivation, engagement, and vocabulary understanding; 2) Arabic Scrabble media is more effective when used in small groups; 3) 85% of students confirmed that Arabic Scrabble media is highly effective in vocabulary learning. This research implies that Arabic Scrabble media can be an effective alternative to increase students’ learning motivation in Arabic language learning. Thus, teachers can utilize this media to create a more fun, interactive, and meaningful learning atmosphere.
This study aims to develop the ARAB BETA learning application as an interactive medium to enhance students’ pronunciation skills in al-ashwat al-‘Arabiyyah (Arabic phonetics). The background of this research is based on the limitations of existing learning applications such as Duolingo and Kahoot, which do not offer specific features for intensive practice in the pronunciation of Arabic letters. The method used is Research and Development (RD) referring to the Borg and Gall development model. The research subjects were seventh-grade students at MTs Darul Musthofa Seluma during the second semester of the 2024/2025 academic year. Data collection techniques involved validation tests conducted by subject matter experts, media experts, and language experts, as well as limited trials involving students. The research findings indicate that the ARAB BETA application is feasible for use as an interactive learning medium in ilmu ashwat, with an average validation score categorized as "highly valid." The implication of this development is the availability of an Android-based digital learning medium that facilitates systematic and engaging instruction in al-ashwat al-‘arabiyyah.
Based on the theory, the mimicry memorization method is one of the methods that is considered effective in learning mufrodat because it is based on pronunciation and memorization. The application of the mimicry memorization method in learning mufrodat is not always effective even though the theory says so, this is due to several problems that cause the learning objectives not to be achieved and this often happens in educational institutions, one of which is MTs Al-Ittihadiyah Mamiyai Medan. The purpose of this research is to find out the inhibiting factors, as well as find solutions to the problems that occur in the field. This research uses a descriptive qualitative approach. Data were obtained in several ways, namely, literature review, in-depth interviews and participatory observation. The data were analyzed in four ways, namely, reduction, presentation, conclusion drawing and triangulation. The results of this study indicate that there are two inhibiting factors in the form of internal and external as well as alternative solutions that can be done in each problem that occurs
This study aims to describe the implementation of Arabic learning strategies through Shobahul Lughoh activities at MTs Al Hidayah Jatigunting Wonorejo, as well as to determine students' Arabic language skills as a result of the application of these strategies. The research method used is descriptive qualitative approach, with data collection techniques in the form of observation, interviews, and other supporting documentation. The results show that Shobahul Lughoh activities are carried out regularly every morning before learning begins, by involving all students in the practice of speaking Arabic through dialog, daily vocabulary, and simple expressions. This strategy is proven to be able to increase students' confidence, active participation, and speaking ability in Arabic, resulting in a conducive, communicative, and enthusiastic learning environment. This research also shows that language habituation through daily practice is effective in building students' communicative competence. Thus, the implementation of Shobahul Lughoh is one of the good and sustainable strategies in improving the quality of Arabic language learning at the madrasah tsanawiyah level.
الطالبات جاء من الخلفية تربوية مختلفة مثل من المدرسة الثانوية العامة والثانوية المهنية و المدرسة الثانوية الإسلامية الحكومية ومن المعهد. الطالبات أقل ثقة في تعليم اللغة العربية، لكن الطالبات ذوي الخلفيات في المدرسة الثانوية العامة والمهنية قبل لم دراسة اللغة العربية في المدرسة، هن تستطيع على متابعة قدرة تعليم اللغة العربية بجيد من الطالبات التي هن من الخلفية تربوية من خريجي المدرسة الثانوية الإسلامية الحكومية و من المعهد التي قد تفهمن تعليم اللغة العربية أفضل. اهداف هذه الدراسة هو لمعرفة الخلفية تربوية الطالبات ومعرفة قدرة الطالبات على اتباع في تعليم اللغة العربية. هذا النوع من البحث هو بحث نوعي باستخدام منهج وصفي. تستخدم تقنية جمع البيانات الملاحظة والمقابلات والتوثيق. نتائج الدراسة أن الخلفية تربوية الطالبات من الخلفية تربوية تختلف عن عدد الطالبات في المسكن ا C البالغ عددهن 81 فردا، و35٪ من الطالبات من خريجي المدارس الثانوية والمهنية، و25٪ من ذوي الخلفيات التعليمية من المعهد. قدرة الطالبات في اتباع تعليم اللغة العربية أن 35٪ من الطلاب من المدرسة الثانوية العمة والمهنية ، 15٪ قدرة هن على فهم تعليم اللغة العربية، و 25٪ من الطالبات المدرسة الثانوية الإسلامية الحكومية في اللغة العربية 17٪ قدرة هن على فهم تعليم اللغة العربية، ومن 21٪ الطالبات من المعهد ، 19٪ قدرة هن على فهم تعليم اللغة العربية. لذلك الاستنتاج أن قدرة الطالبات بناء على الخلفية التربوية في اتباع تعليم اللغة العربية بقول جيدة.
Arabic is one of the languages that has an important position in the context of religion, culture, and education in Indonesia, especially in the madrasah environment. Mastery of this language not only serves as a communication skill, but also as a medium to instill Islamic values and social norms inherent in the madrasah education system. Therefore, the selection and use of language in Arabic textbooks needs to be critically examined, especially related to aspects of power relations that can be implied in the learning text. This study aims to analyze the interaction of language and power contained in the Class IX Arabic textbook published by the Directorate of KSKK Madrasah, Directorate of Islamic Education, Ministry of Religious Affairs of the Republic of Indonesia in 2020. The research approach uses qualitative methods with critical discourse analysis focused on the study of linguistic elements, text structure, and socio-cultural contexts that form meaning and assert positions of power through language in the textbook. The research Data were obtained through the analysis of textbook texts, focusing on the identification of linguistic strategies used to establish and maintain certain ideologies and social norms. Meanwhile, the results showed that the language in the textbook contains elements that support the realization of institutional power and religious ideology through the choice of words, preparation of materials, and narrative constructs that are directed to form the attitude and understanding of learners in accordance with the values that want to be instilled by educational institutions. The findings of this study make an important contribution to the development of Arabic teaching materials that are not only oriented to the transfer of knowledge, but also able to open a reflective and critical space for hidden power relations in the learning language. Thus, learning materials are expected to support a more inclusive educational process and empower learners in the context of madrasah.
This study aims to assess the efficacy of the Al-Ta'biir al-Ḥurr (Free Expression) approach in enhancing Arabic speaking abilities among eleventh-grade pupils at MA Nurul Haromain, Yogyakarta. The research, which employed a quantitative method with a pre-experimental One-Group pre–test–post–test design, included 30 students whose speaking performance was evaluated using a rubric that included fluency, grammatical correctness, vocabulary, and speaking confidence. The Wilcoxon Signed-Rank Test and normalized gain (N-gain) analysis were used to evaluate the data. The findings showed a statistically significant improvement in students' Arabic-speaking skills, with a high N-gain score of 0.8268. According to these results, the Al-Taʿbīr al-Ḥurr approach promotes the Development of students' speaking abilities by encouraging active participation and unprompted oral expression. Generally speaking, the research indicates that this method might be used as a learner-centered teaching strategy to improve Arabic speaking abilities in classroom environments
Amid growing global attention to the Palestinian cause, Arabic-language social media has become a key site for expressing solidarity and identity. This study addresses the importance of examining how digital discourse constructs humanitarian solidarity through linguistic and multimodal practices. Drawing on Peled’s concept of linguistic solidarity and Yus’s framework of cyberpragmatics, the research adopts a qualitative approach to analyze posts, hashtags, emojis, and visuals on X (Twitter) that convey support for Palestine. The findings indicate that digital solidarity emerges through the pragmatic interaction of linguistic, visual, and affective resources. Arabic serves as a marker of collective identity and cultural belonging, while English and digital symbols facilitate transnational reach and inclusivity. This interplay underscores how online language functions as a performative act that not only communicates political stance but also enacts empathy and shared humanity. Ultimately, the study contributes to understanding the moral and pragmatic dimensions of language in digital activism and highlights its role in sustaining transnational networks of solidarity.
In teaching Arabic as a Foreign Language (AFL), a common problem often appears: students aren't able to speak well even after years of learning. This happens when students can’t communicate well even after a long time in formal classes. The problem comes up partly from very organized ways of teaching that don't focus enough on using language in real situations. However, learning a first language at home, called Home-Based Language Acquisition (HBLA), works very well because it's natural and immersive. This research finds a missing piece: there isn't a full model that recreates the HBLA system for use in AFL classrooms. The goal of this research is to change how Arabic is taught by using key ideas from HBLA. Specifically, the research aims to create a complete teaching model that can fix the difference between what students know about grammar and what they can do in communication. A qualitative design research method was used, with a Systematic Literature Review (SLR) guided by the PRISMA framework. Information from journal articles, books, and academic papers was gathered, checked, and studied for themes to find the main ideas of HBLA. These ideas were then put together to create a clear conceptual model. The findings show that the SLR identified four basic HBLA principles: (1) lots of understandable input, (2) social interaction with help, (3) a good emotional environment, and (4) learning that is based on real situations and focused on function. Based on these principles, the study suggests a combined HBLA teaching model (HBLA-IPM), which has four connected parts: deep input, mediated interaction, emotional support, and functional outcomes. Together, these parts create a full learning environment that changes the focus from just teaching grammar to using language in a meaningful way. It concludes that the HBLA-IPM offers a new theoretical and practical way to change Arabic language teaching. The model especially encourages teachers to change from just giving knowledge to helping and guiding, and it asks curriculum designers to use competency-based syllabi and real assessments. Although it's conceptual and needs more real-world testing, this model gives a strong framework for creating more human, effective, and empowering learning experiences, with the final goal of making confident and skilled Arabic language speakers.
This study investigates the implementation of Artificial Intelligence (AI) in the Arabic Language Content Development Curriculum at a higher education institution, grounded in a constructivist theoretical framework. The primary aim of the study is to analyze changes in students’ learning outcomes who took a course before and after the AI implementation, and to examine the influence of confounding variables such as age, gender, origin school/region, and core subject on improvements in Arabic language learning outcomes. The research design is a true experimental design with a single experimental group applied to students in the Arabic Language and Literature program. Participants met inclusion criteria with a minimum sample size of 32 respondents. Data were collected through pretests and posttests, questionnaires, observations, and focused interviews. The instruments included sentence-construction items with difficulty levels from easy to hard (11 items) and evaluations of the Istimak Baseline, Istimak Advanced, and Ta’bir Shafawi Baseline courses. Statistical analysis encompassed pretest–posttest comparisons and significance tests on several item pairs (p 0.05). Overall, there was an increase in the average score of learning outcomes after the AI intervention, indicating improved understanding of Arabic material. Significant improvement overall was achieved in some item pairs; several items showed pattern variation that warrants further contextual analysis. Confounding variables exhibited different trends across categories (age, gender, origin region, core subject), with AI benefits more evident for certain groups. Participants’ attitudes toward AI showed a positive perception regarding fairness, transparency, and relevance of the material, though concerns about data privacy, plagiarism, and potential over-reliance emerged. The findings support a constructivist framework combined with AI to provide more interactive, personalized, and contextual Arabic language learning. AI tools such as LingQ contribute to personalization, increased engagement, and ongoing feedback, while requiring ethical guidelines for AI use, privacy protection, and efforts to maintain academic integrity and reduce bias. Limitations include the single-group experimental design and potential Hawthorne effects. Recommendations include developing AI ethics guidelines, SAP training for instructors, and risk mitigation strategies such as human–AI balance and fair access for all students.
This study aims to identify the challenges in learning Nahwu at STAIN Mandailing Natal and to explore inclusive learning strategies that accommodate the diverse educational backgrounds of students. Such diversity, which includes students from Islamic boarding schools, madrasahs, and general schools, affects their level of understanding and motivation in studying Nahwu. The research employed a qualitative approach with data collected through semi-structured interviews, classroom observations, questionnaires, and document analysis. The findings reveal that students from general school backgrounds face greater difficulties in comprehending Nahwu material, whereas those from Islamic boarding schools demonstrate stronger prior knowledge. Inclusive learning strategies, such as the use of visual media and cross-background study groups, were found effective in enhancing students’ comprehension. However, challenges remain in implementing supplementary guidance outside the classroom. This study concludes that Nahwu learning needs to be designed in a more inclusive, adaptive, and responsive manner to meet the diverse needs of students, ensuring that the learning process becomes more effective and equitable.
The learning of Arabic numeracy (ʿadad wa al-maʿdūd) in many Islamic boarding schools is still dominated by a grammatical approach based on five complex number categories, often resulting in high cognitive load, frequent errors, and low student confidence. This study aims to examine the effectiveness of the Maʿdūd Classification method, which simplifies traditional classification into two main paths—mudhakkar and muʾannath—implemented through seven systematic teaching stages to reduce cognitive burden and improve Arabic numeracy mastery. The study employed a mixed-method design using a quasi-experimental one-group pretest–posttest model involving 30 beginner-level students at Darul Lughah Waddirasatil Islamiyah Islamic Boarding School, supported by interviews and participatory observation. The Paired Samples t-test showed a significant increase in mean scores from 46.00 to 88.07 (t = −81.49, df = 29, p 0.001), along with reduced standard deviation and coefficient of variation, indicating more consistent learning outcomes. Qualitative findings confirmed reduced memorization demands, clearer conceptual patterns, and a more positive learning experience. These results demonstrate that Maʿdūd Classification is an effective cognitive-load-based instructional model for improving Arabic numeracy literacy.
Arabic-language podcasts can play a significant role in shaping netizens’ perceptions of social norms, including language's role as a tool of communication, as they serve as a primary source of knowledge and cultural values. This study seeks to fill this gap by applying Fairclough's Critical Discourse Analysis to an Arabic podcast. The analysis employs a Systemic Functional Linguistics approach drawing on Norman Fairclough's three-dimensional framework: textual analysis, discursive practice, and social practice. Data were collected from public comments on social media platforms and analyzed to identify linguistic patterns, discourse strategies, and the construction of ideology and cultural identity. By examining the podcast channel comment section, the findings highlight the importance of advancing critical sociolinguistic studies in the digital sphere, particularly within the context of Indonesia–Arab interactions, and open opportunities for broader research across other online platforms and communities
This research aims to discover how the process of implementing the Arabic oratory program at Minhaj al-Haq Institute is and to discover the effect of this program in improving the speaking skill of students in the eighth semester. This research relied on the descriptive qualitative approach. The researcher obtained the results: The implementation of this program is arranged so that the institute allocates a special official for this program. The work of this official is to plan the program by: 1) creating the schedule and systems 2) distributing the official paper 3) setting the time. As for the students, they have the preparation: writing the text, listening and correcting it with the room professors, and memorizing the text. As for the effect of this program on speaking skills, the students in the eighth semester improve their language after starting this program due to their reading of books to research topics and the development of their courage in speaking Arabic in front of their fellow students as a result of their training and public speaking performance.
This research discusses YouTube video animation as a learning medium how the utilization of YouTube video animation as a learning medium in improving the Arabic vocabulary of class IV students of MIS Bina Santri Medan. Given the important role of media in supporting the success of the process and the achievement of expected learning outcomes, teachers should fully understand it as an integral part of the learning process in madrasah and is one aspect that must be of concern to teachers. The approach used in this research is a descriptive qualitative approach. Data collection methods were conducted through interviews, observations and documentation through class IV teachers of MIS Bina Santri Medan. Data analysis was carried out using the Miles and Huberman method, namely data reduction, data presentation and conclusion drawing. The results showed that using YouTube animated videos in vocabulary learning made it easier for teachers to convey material to students. Learning activities become more active, interesting and interactive so as to foster student motivation and interest in learning and have a positive impact on student vocabulary mastery. Audio visual media is very effective in learning at the MI level because in addition to cognitive it is also a stimulus for students' psychomotor.
