Repertoire and Boarding Culture in Arabic Language and Literature at Ma'had Al-Jāmi'ah

Contents: E.-S. Badawi, Foreword. Preface. Part I: Background. K. Versteegh, History of Arabic Language Teaching. K.C. Ryding, Teaching Arabic in the United States. S. Gass, Models of Second Language Acquisition. P.B. Stevens, Is Spanish Really So Easy? Is Arabic Really So Hard?: Perceived Difficulty in Learning Arabic as a Second Language. Part II: Contexts of Arabic Language Teaching. M.A. Nahla, Egypt: Teaching Arabic to Non-Native Speakers in Alexandria University. M.H. Amara, Israel: Teaching Arabic in Israel. S. Hee-man, F. El-Khazindar, South Korea: Teaching Arabic in Korea. J. Dickens, J.C.E. Watson, Britain and Ireland: Arabic Teaching in Britain and Ireland. N. Anghelescu, Rumania: The Arabic Language at the University of Bucharest. Part III: Communicative Competence in Arabic. D. Wilmsen, What Is Communicative Arabic? K.M. Wahba, Arabic Language Use and the Educated Language User. M. Younes, Integrating the Vernacular With FuSHa in the Arabic-as-a-Foreign-Language Classroom. Part IV: The Learners. R.K. Belnap, A Profile of Students of Arabic in U.S. Universities. R. El Essawi, Arabic Language Learners' Needs: Pedagogical, Cognitive, Affective, and Social. Part V: Assessment. J. Eisele, Developing Frames of Reference for Assessment and Curricular Design in a Diglossic L2: From Skills to Tasks (and Back Again). P. Winke, R. Aquil, Issues in Developing Standardized Tests of Arabic Language Proficiency. Part VI: Technology Applications. E. Ditters, Technologies for Arabic Language Teaching and Learning. V. Stevens, Learner Strategies at the Interface: Computer-Assisted Language Learning. W. Samy, Instructional Media and Learning Arabic. A. Babler, Creating Interactive Web-Based Arabic Teaching Material With Authoring Systems. A.N. Madhany, Teaching Arabic With Technology: Word Processing, E-Mail, and the Internet. M. Van Mol, Arabic Receptive Language Teaching: A New CALL Approach. Part VII: Curriculum Development, Design, and Models. M. Abdalla, Arabic Immersion and Summer Programs in The United States. M. Al-Batal, Playing With Words: Teaching Vocabulary in the Arabic Curriculum. K. Brustad, Reading Fluently in Arabic. Z.A. Taha, Towards Pragmatic Competency in Arabic. J. Dickens, Arabic/English Translation and Interpreting Teaching in Britain. Part VIII: Arabic Language Program Administration and Management. M. Sawaie, International Arabic Language Programs. Part IX: Planning for the Future of Arabic Language Learning and Teaching. A. al-Rajhi, A Plan for the Future of Teaching Arabic: A Viewpoint From Within the Arab World. M. Al-Batal, R.K. Belnap, The Teaching and Learning of Arabic in the United States: Realities, Needs, and Future Directions. W.M. Martin, Marketing Arabic as a Second/Foreign Language Program. M. Alosh, H.M. ElKhafaifi, S. Hammoud, Professional Standards for Teachers of Arabic. L. England, Methodology in Arabic Language Teacher Education. Z. Ibrahim, J. Allam, Arabic Learners Heritage Students Redefined: Present & Future.

This landmark volume offers an introduction to the field of teaching Arabic as a foreign or second language. Recent growth in student numbers and the demand for new and more diverse Arabic language programs of instruction have created a need that has outpaced the ability of teacher preparation programs to provide sufficient numbers of well-qualified professional teachers at the level of skill required. Arabic language program administrators anticipate that the increases in enrollment will continue into the next decades. More resources and more varied materials are seriously needed in Arabic teacher education and training. The goal of this Handbook is to address that need.The most significant feature of this volume is its pioneer role in approaching the field of Arabic language teaching from many different perspectives. It offers readers the opportunity to consider the role, status, and content of Arabic language teaching in the world today. The Handbook is intended as a resource to be used in building Arabic language and teacher education programs and in guiding future academic research. Thirty-four chapters authored by leaders in the field are organized around nine themes: Background of Arabic Language Teaching; Contexts of Arabic Language Teaching; Communicative Competence in Arabic; The Learners; Assessment; Technology Applications; Curriculum Development, Design, and Models; Arabic Language Program Administration and Management; and Planning for the Future of Arabic Language Learning and Teaching. The Handbook for Arabic Language Teaching Professionals in the 21st Century will benefit and be welcomed by Arabic language teacher educators and trainers, administrators, graduate students, and scholars around the world. It is intended to create dialogue among scholars and professionals in the field and in related fields--dialogue that will contribute to creating new models for curriculum and course design, materials and assessment tools, and ultimately, better instructional effectiveness for all Arabic learners everywhere, in both Arabic-speaking and non-Arabic speaking countries.

Syech Ahmad Chatib Islamic Boarding School, which follows the Salafiyah education system, requires all students to reside in dormitories and communicate in Arabic and English daily. Although the institution has only been operational for three years, its graduates are expected to be proficient in multiple languages. This study aims to examine the Arabic language learning system based on routines designed to familiarize students with speaking the language. Using a qualitative approach with a descriptive method, data collection was conducted through observations, interviews, and documentation. The primary focus of this research is to analyze how the environment influences students' use of Arabic, particularly in daily interactions. The findings indicate that the success of Arabic language learning heavily depends on the creation of a supportive linguistic environment. Speaking fluency, as a crucial aspect of language skills, is difficult to achieve without proper environmental arrangements. Therefore, establishing a language-friendly atmosphere should be a shared responsibility among dormitory administrators and school management. Active participation from all elements of the boarding school in fostering a conducive linguistic environment enhances the effectiveness of learning. Several strategies implemented in creating this environment include vocabulary building (mufrodat), displaying Arabic vocabulary in dormitory areas, daily conversations in Arabic, as well as speech and drama activities conducted in Arabic. Consequently, the boarding school environment plays a significant role in improving students' Arabic language proficiency effectively and sustainably.

This study aims to determine the development of Maharoh-based Arabic language curriculum (competence) in Traditional Islamic Boarding Schools. The rapid development of today's times makes people want that even though a student is in a pesantren, his Arabic language skills must also develop, namely being able to speak Arabic passively and actively. Based on this, the reform of the Arabic learning system and curriculum in Islamic boarding schools is an urgent need, so that Islamic boarding schools can keep pace with the rapid development of science, technology, and information. This research uses a qualitative approach in the form of a case study. With a qualitative approach in the form of a case study, the important findings in this study are the results of curriculum development in curriculum components consisting of; The components of the objectives and development are contained in the objectives of learning Arabic which include the abilities that must be possessed by students in Arabic language skills, namely maharoh (competence) istima, maharoh (competence) kalam, maharoh (competence) qiroah and maharoh (competence) kitabah. The development of content/material components is found in materials related to daily activities. At the same time, the development of process components is found in the use of various strategies and methods by adapting to the material being studied. Developing an evaluation component involves conducting varied evaluations and adjusting the character of the material being taught.

This paper examines the application of paraphrastic and analytical approaches in the appreciation of productive literature, especially for children's literature. Productive literary appreciation is important in fostering children's reading interest and creativity. The paraphrastic approach helps children re-express literary works in their own language, improving understanding and critical thinking skills. On the other hand, the analytical approach allows children to identify intrinsic and extrinsic elements in literary works, providing deeper insights. Through these two approaches, children are not only passive connoisseurs, but also active in creating and exploring new literary works. This paper explains the definition, characteristics, benefits, and examples of the application of both approaches in literary activities in elementary schools. It is hoped that by implementing this method, children can develop a better appreciation of literature and the moral values ​​contained therein, creating a productive and creative learning environment.

<p style="text-align: justify;"><em>The literary proficiency test in learning the Arabic language does not stand alone, but rather has a small part in the test of learning the Arabic language. At the same time, literature tests should be conducted to determine students' in-depth understanding of the Arabic language. With literary activities, students will be trained in Arabic language skills including istima', kalam, kitabah, qira'ah. The purpose of this article is to learn about the basic concepts of literature, learn about literature in learning the Arabic language, and learn about literary proficiency tests in learning the Arabic language. This article specifically discusses literary proficiency tests in assessing Arabic language learning. The article method used is desk research which takes data sources from literary theories. The results of the discussion show that (1) Literature is the expression of human thoughts, ideas, experiences and feelings through written or oral works in an imaginative form that is conveyed by exalting the value of beauty. (2) Literary activities in learning the Arabic language can be classified into four stages, which are information, concept, perspective, and appreciation. (3) The literary proficiency test tool is the same as the verbal and linguistic proficiency test tool, and differs only in content. The answers asked by test questions can consist of choosing answers and compiling your own answers. The contents of this material also make it easier for teachers to prepare and develop literary proficiency tests in learning the Arabic language.</em><em></em></p>

This study uses a qualitative approach with a case study design to analyze the implementation of differentiated Arabic language teaching modules at MTs Negeri 4 Sidoarjo. Data were collected through in-depth interviews, classroom observations, and analysis of related documents. The subjects of the study consisted of Arabic teachers and students in classes using the teaching modules. The data analysis technique used was thematic analysis. This study shows that implementing differentiated Arabic language teaching modules improved students' Arabic language skills, especially regarding text comprehension and oral production. The teaching modules designed by considering the differences in students' ability levels allowed teachers to provide a more personalized approach, thus helping students with different levels of ability to develop according to their potential. In addition, the differentiation approach positively increased student motivation and active participation in the learning process. The results of this study provide important implications for the development of the Arabic language curriculum and teaching strategies at the MTs level. Further training is needed for teachers in designing and implementing differentiated teaching modules in order to accommodate the diverse learning needs of students. In addition, this study encourages the development of more innovative and adaptive teaching modules to improve the quality of Arabic language learning in madrasah.

Sunnah means words, actions, agreements and attributes referred to Rasulullah S.A.W. Authentic understanding of Sunnah needs a careful examination of meaning in literal and contextual aspects. Literal meaning can be recognized through Sunnah text without referring to reason of hadith revelation. Literal understanding of Sunnah text needs high Arabic language skills to avoid mistakes in understanding Sunnah text and cause fraud upon Rasulullah S.A.W. From practical aspect, understanding literal meaning of Sunnah text needs mastery of Arabic language from three aspects which are meaning of words, meaning based on the word`s position in the sentence and meaning of words according to situation. In this study, the researcher focused on the roles of Arabic language in determination of corrupted understandings of Sunnah mentioned in books of previous scholars caused by mistakes from Arabic language aspect whether intended or not. This study aims to examine the roles of Arabic language in determination of Sunnah corruption. Method implemented in this study is qualitative method. Data was obtained based on document analysis by focusing on books related to Sunnah, Tauhid and Fiqh. Textual examination meanwhile was taken from books of Arabic language discipline related to knowledge of Saraf, Nahu and Balaghah. This study found that the main cause of corrupted Sunnah understandings to appear is due to mistakes in understanding Sunnah text from Arabic language aspect. From aspect of effect, ignorance of Arabic language in understanding Sunnah text causes the meaning to be wrongly concluded from the exact meaning and becomes the basis for corrupted understandings. In conclusion, Arabic language skills are a need to determine mistakes occurring in understanding of Sunnah meaning and further study should be focused on Arabic language skills among deviant sects.

The intercultural aspect is an important component in Arabic language teaching in Indonesia. That is because intercultural understanding is the basis for learners to be able to communicate and interact in Arabic effectively and efficiently. This paper examines the importance of the role of intercultural knowledge and understanding in teaching Arabic as a foreign language for Indonesian learners. The aim of this paper is to form an intercultural understanding of the teaching of Arabic language as an intercultural understanding for Indonesian students. The method used in studying this research is the method of studying literature with a qualitative approach. Data collection is done by managing material from books, journals, research results, and newspapers. The method used in reviewing this research is a literature study. To find out the use of cultural aspects in teaching Arabic, as a foreign language, this study will discuss four al, namely: (1) The Role of Culture in Language (2) Intercultural Competence in Language Learning (3) Language Teacher, Cultural Teacher (4) Intercultural in Arabic Language Culture. The conclusion of this paper is the importance of intercultural understanding in shaping intercultural aspects in the learning of Arabic at the level of Indonesian students. His contribution is that the paper can be used as a basic reference to shape the intercultural aspect and become a fundamental reference in developing the intercultural aspect of the Arabic language in Indonesia especially for students.

This study aimed at developing an instructional unit in Arabic language based on literary awareness and test its effectiveness on developing the skills of literary appreciation among second year scientific secondary school students in Jordan. The participants of the study consisted of (80) female students from the second year of scientific secondary school at Al-Baqa’a Comprehensive Secondary School for Girls. The sections were randomly assigned into two groups, so that Division (C) represented the experimental group that was taught using the developed unit, and Division (A) represented the control group that studied using the usual way. To achieve the objectives of the study, the unit was developed, the literary appreciation test was prepared, and the test was applied to the two groups before and after teaching, as the experimental and control group studied for (20) days in the second semester of the academic year (2021/2022), and the results of the statistical analysis showed the absence of statistically significant differences in literary appreciation skills between the experimental and control groups on the pre-test among students of the second grade of scientific secondary school in Jordan, and the existence of statistically significant differences between the experimental and control groups in the literary appreciation test in favor of the experimental group attributed to the development of the unit based on literary awareness. In light of the results the study recommended conducting more studies on the development of academic units in other branches of Arabic language, with the concern of curriculum makers in the inclusion of literary awareness in the Arabic language.

This study aims to examine the development of Arabic and English language culture in modern Islamic boarding schools (pesantren) through a qualitative approach using a literature review method. The research focuses on linguistic dynamics as a form of the pesantren's adaptation to the challenges of educational globalization. Data were collected from credible written sources such as journal articles, academic books, conference proceedings, and research reports published between 2015 and 2025. The analysis process was carried out in three main stages: data reduction, thematic classification, and interpretative conclusion drawing. The findings show that the language culture of Arabic and English in modern pesantren has undergone a transformation through three phases: traditional, transitional, and modernization. Arabic, which was originally textual in nature, has expanded to become communicative, while English has been integrated as a tool for global communication. This transformation is supported by institutional strategies such as the creation of a language environment, the implementation of bilingual policies, and visionary leadership. This study makes a significant contribution to understanding the adaptive strategies of pesantren in shaping a contextual and future-oriented language culture.

This paper studies the history of Arabic language culture among the Muslims of Sri Lanka since 9 A.C. The Arab merchants’ relationship with Sri Lankan empire has become a major turning point for the Arabic verbal communication development in early period. Before the colonial era, Arabic language was commonly used, which lead to the establishment of institutes for Arabic language teaching and learning even after the independence. Today there are five types of institutions offering Arabic language courses in Sri-Lanka. The Government schools conduct two types of examination certification in Arabic language subjects. While Madrasas (Religious base schools) offer eight years sharia certificate courses in Arabic language, government established universities offer such courses at degree level. The Jamia Naleemia, a private university also offers degree courses in Arabic Language. However, with all these establishments, language skills among the students specific are very much inadequate. Lack of developed Arabic Language curriculum, teaching material, teacher capacity and good learning environment are some of the reasons hindering the progress. The descriptive analytical study results suggest that the language curriculum and human resource development should be the main focus so as to improve the students’ language skills development for them to be in Arabic language as a foreign language. This would be a qualified product toward institution as well as country contribution.

This research discusses the social role of the Jawa Deli community in shaping the linguistic and cultural identity of Javanese descendants born in Sumatra. Using a qualitative approach with ethnographic methods, this study involved in-depth interviews, participant observation, and document studies with 40 participants from 4 districts (Deli Serdang, Serdang Bedagai, Batu Bara, and Langkat). Data were collected through daily interactions, also considering the use of everyday language, including phonetic, phonological, syntactic, and semantic aspects, to understand the linguistic adaptations that occurred. The research results indicate that 40% of participants still actively use the Javanese language, 35% understand but do not actively use it, and 25% do not master Javanese. Regarding cultural identity, 45% have a strong attachment to Javanese culture, 30% have a moderate attachment, and 25% have integrated other cultures into their identity. The main factors influencing this identity are the social environment, education, and media exposure. The Jawa Deli family and community serve as central points in the transmission of cultural values and language through oral traditions, social activities, and customary practices. However, the influence of modernization and interaction with multicultural society has led to processes of acculturation and assimilation that impact the identity changes of the younger generation. This research emphasizes that cultural and linguistic identity are not static but continuously evolve in accordance with social dynamics. These findings provide insight into the preservation of Javanese culture in North Sumatra and strategic efforts to maintain cultural heritage amidst the currents of globalization.

Although Arabic language learning based on Artificial Intelligence (AI) has developed rapidly, comprehensive studies on how this technology is transforming the fundamental paradigms of Arabic language education remain scarce. Therefore, this research aims to explore the changing paradigms of Arabic language learning through the use of AI. This study employs a qualitative descriptive approach and is primarily a literature review. Data were collected from various recent sources, including books, journals, articles, websites, and more. The data collection technique used was documentation, and the analysis was conducted using content analysis. The findings of this study encompass AI-based learning of Arabic vocabulary (mufradat), grammar (qowaid), translation (tarjamah), language skills (maharah), communicative learning, and assessment of Arabic learning. The conclusion drawn from this research is that the use of AI can serve as an interactive tool that enhances students' Arabic language learning abilities and opens up opportunities for more flexible, effective, and efficient educational approaches. Future research could focus on the development of AI tools tailored specifically for different dialects of Arabic and investigate the long-term impact of AI on Arabic language proficiency across diverse learner demographics.

Purpose- this study aims tofind out and analyze the appropriate curriculum in Arabic learning during the covid-19 pandemic, where at this time the covid-19 pandemic is increasing and its spread is growing rapidly, so it becomes a challenge for a teacher to overcome the learning so that it continues as it should. , including learning Arabic.
 
 Design/Methodology/Approach- This study used a qualitative approach with a library research method that used books and other literatures as the main object. This research was analyzed descriptively on the content to provide a clear, objective, systematic, analytical and critical description and description of the appropriate Arabic language learning curriculum during the COVID-19 pandemic.
 
 Findings- 4 basics in the development of the Arabic language learning curriculum during the pandemic: 1) the preparation of learning objectives must be adapted to the circumstances of students and socialized to parents to work together to achieve these goals. 2) the content or material content is designed in such a way as to get students to lead to higher order thinking skills. 3) During the learning process the teacher is required to be as creative as possible to guide learning, the use of appropriate methods and media is very influential. 4) evaluation based on project is highly recommended to avoid the possibility of students cheating on each other.
 Research Limitation/Implications- This study cannot cover all in detail about Arabic language skills, because in essence during the current COVID-19 pandemic, teachers need more ways in which subject matter can be conveyed properly to students. However, this study can provide a comprehensive picture of the needs of Arabic language teachers in teaching, one of which is the use of learning technology.