Student Engagement with the Arabic Language on Social Media: A Media Exposure Approach to Language Learning

Competence is skills that are closely related to the effectiveness of person’s performance in a particular field. Similarly in education, competence is the key to student success, and also the great competence of the majors chosen by the students will lead to increased quality of majors. Arabic Language Education Department in IAIN Kendari is a department that prepares students to become educators and scientists in Arabic language which has competence in Arabic were nice and had a high competitiveness. This research uses descriptive analysis method with qualitative approach based on case study design. The data collection is done by in-depth interviews, observation, documentation, and open questionnaire. The results showed (1) a strategy to increase student competence in Arabic language on Arabic language education department at IAIN Kendari still ineffective that was described by least of activities that support the increased student’s competence in Arabic language and also its lack of consistency in implementing additional programs for students of Arabic language education department (2) the helping and resistoring factors to increase student’s competence contained on lecturer’s performance in the classroom, facilities of language learning, and student’s motivation. lecturer’s performance in the classroom has given many help to increase student’s competence in Arabic, facilities to assist in learning the Arabic language still needs to be cared and activated again or making the new and interesting activities, and student’s motivation in the study of Arabic is still lacking is due to the absence of another place for practicing the Arabic language competencies that they have acquired, and also the lack of student’s interest in attention of learning at the classroom caused by the bored atmosphere of the class (3) the problem solving by formulating a strategy based on suggestions and feedback from lecturers and students in Arabic language education department is a path that can be taken by Arabic language education department in IAIN Kendari to improve student’s competence in Arabic language.

This article discusses Arabic Language Learning (mufrodat) in class VIII students of Mts Minhajul Haq Purwakarta by using Crossword media because the learning outcomes of mufrodat in Arabic language learning in general students' scores still have not reached the Minimum Completeness Criteria (KKM), this is because the Arabic language learning process is still considered difficult by students. Also, the Arabic language learning process still feels monotonous for students. This study aims to improve the mufrodat learning outcomes of 8th-grade students of Mts Minhajul Haq in Arabic Language Subjects using Crossword media (al-kalimat al-mutaqothi'ah). The method used by researchers is the classroom action research method (PTK) with data collection techniques through observation, tests, and field notes. The results of this study indicate that Crossword media (TTS) can improve students' mufrodat learning outcomes in Arabic language learning in class VIII Mts Minhajul Haq Purwakarta. This can be seen from the average pretest results of 58.67, then the average results of Mts Minhajul Haq students have increased from the posttest results to 89.65. Thus this Crossword media can be an alternative solution for Arabic language teachers because Crossword has characteristics including; fun, easy, provides challenges for students, and adds curiosity to students to find answers.

The main problem in this research is the lack of use of learning media which results in students' lack of attention to Arabic language learning. This research aims to (1) find out what students' needs are for Android-based Arabic vocabulary learning media using codular (2) find out the validity of the learning media developed; and (3) knowing the practicality of the learning media being developed. This research is research and development by adapting the 4-D model, namely define, design, development, disseminate. The research instruments used were interview sheet instruments, validation sheets, and practicality sheets. The data analysis technique used is descriptive statistical analysis. The results of this research are android-based Arabic vocabulary learning media for Arabic language lessons at Muhammadiyah Fullday Jopang Manganti Elementary School, especially for class III. This learning media consists of five discussions, each discussion consisting of mufradat, images, sounds, and exercises to support student learning. The research results show that (1) the average results show that students need Android-based Arabic vocabulary learning media using Kodular to support Arabic language learning in class III with a percentage of 100%. (2) the results of research validation analysis by three validators obtained an average learning media validation of 3.92 with a very valid category. (3) the results of trials conducted on 17 students and 1 Arabic language teacher also obtained results with an average score of 3.92 in the very practical category

The Arabic language, the only Semitic language, has been destined to remain universal due to the revelation of the Holy Qur’an. Learning the language is an aspiration for Muslims, who number about a billion worldwide. Indonesia, the largest country in terms of Muslims, has a significant Muslim population, making teaching the Arabic language in schools and universities necessary. However, students face difficulties in learning the language, particularly in expressing themselves orally in the classical language. This study aims to analyze the linguistic and non-linguistic difficulties faced by students in the Arabic Language Education Department and provide practical solutions to overcome these difficulties. The research uses an inductive method, collecting data through observation, interviews, and documents. The study results include the creation of an Arab environment in the Arabic Language Teaching Department, which relies on integrated strategies. This environment consists of six steps: extracurricular activities, requiring students to speak Arabic while studying, exploring technology for teaching Arabic to non-native speakers, dialogue with native speakers, using the Arabic language booklet, and organizing workshops with Arabic-speaking professors. This artificial environment can be created with strong effort, determination, will, and cooperation between students and teachers to become an effective and influential strategy.

Istimâ' Ibtidâ'i course in the Arabic Language Education Department at the State University of Malang refers to the Al-‘Arabiyyah baina Yadaik material only in the form of learning audio. The aims of this study were to: 1) use the material “Academic Arapça” to improve listening skills of undergraduate students in Arabic Language Education Department, and 2) improve listening skills in undergraduate students of Arabic language after using the material “Academic Arapça”. The method research is a classroom action research with quantitative data processing. The results from this research can be concluded that the learning outcomes of students in listening learning obtained an average pretest score of 71 .57 and a post-test of 94.47. Furthermore, the result from the N-Gain is in the high category with a percentage of 81, 18%, which show an increase in results in the use of “Academic Arapça” for the special learning process of the Arabic language department.

Language anxiety is a significant challenge that students encounter when speaking a foreign language. It encompasses self-perceptions, emotions, and behaviors related to learning in language classes, often manifesting as negative thoughts, fear of failure, and nervousness. This anxiety can hinder students' speaking abilities. Therefore, this study aims to identify the factors contributing to language anxiety and assess its level in students’ speaking skills using the Horwitz Foreign Language Anxiety Scale (FLCAS). The research employs a quantitative survey method. The study population consists of 146 students from the Arabic Language Education Department for the academic year 2023-2024, with a sample of 60 students selected through incidental sampling. Data were collected using questionnaires. The findings reveal that language anxiety among students stems from three main factors: communicative anxiety due to psychological influences, assessment anxiety influenced by teachers and peers, and test anxiety triggered by situational factors. The overall level of language anxiety among students in the Arabic Language Education Department at Lhokseumawe State Islamic Institute averages 31, or 51.67%. This suggests that while students are aware of the causes of their anxiety, they still make an effort to speak. The results indicate a strong determination among students to overcome their language anxiety and continue practicing Arabic despite their struggles. However, there is no correlation between the questionnaire scores and the students' muhadatsah (speaking) lesson scores.

This study aims to analyze the use of social media in developing Arabic language learning in class XII MA Abadiyah Pati. Along with the development of technology, social media has become an inseparable part of students' lives, including in the learning process. This study uses a qualitative approach with a descriptive method to understand how the use of social media can improve students' motivation and understanding in learning Arabic. The results of the study show that the methods used by teachers are able to provide new enthusiasm and motivation to students in deepening Arabic language learning. In addition, students gain new insights related to the use of social media more usefully, especially in the context of education. They also gain skills in building personal branding through social media, which further strengthens their understanding and confidence in mastering the material they choose themselves. From a qualitative approach perspective, this study raises the hypothesis that the integration of social media in Arabic language learning can have a positive impact on students, both in terms of understanding the material and learning motivation.

The aim of this research is to describe the use of social media in Indonesian language learning used by teachers and students at school. It aims to determine the effectiveness of implementing this learning through the use of Instagram. Furthermore, it seeks to identify the obstacles students face in implementing learning in class VII Indonesian language lessons in junior high school. This research adopts a descriptive qualitative approach, utilizing data sources from documents, teachers, and students. Data collection was carried out through observation techniques, interviews, and documentation studies. The author employed a descriptive research design in conducting this research. This design was chosen to obtain actual research data about learning activities that occurred in class VII Indonesian language lessons in junior high school. The research results demonstrate that social media is highly beneficial in facilitating teaching and learning activities. During learning, students are expected to be independent in seeking out all information related to the subject matter. Overall, students' readiness was considered quite good as they were able to respond to assignments given via social media platforms, particularly Instagram.

This study investigates the challenges faced by students in the Arabic Language Education Department at STIT Al-Hilal Sigli, in developing speaking skills, as well as the strategies employed by lecturers to address these challenges. Using a descriptive-analytical method, data were collected through observation, interviews, questionnaires, and documentation. Findings reveal that students’ speaking difficulties stem from both internal and external factors. Internal factors include limited vocabulary mastery, insufficient practice, lack of confidence, fear of making mistakes, low motivation, and difficulty in sentence construction and idea generation. External factors involve the absence of a supportive language environment, limited opportunities for interaction, perceptions of Arabic as a difficult language, peer ridicule, time constraints, and insufficient learning media. To address these issues, lecturers encourage students to use Arabic actively in classroom interactions, integrate Arabic-based learning media, foster listening habits, create a language environment at least twice a week, and implement reward-and-punishment strategies.

The gap in research regarding the integration of grammar and morphology in modern Arabic language education curricula in Indonesia has prompted this study. This research aims to analyze the teaching of nahwu and sharaf in the instructional process of students in the Arabic Language Education Department at Islamic University of Riau in Indonesia, employing a sequential explanatory approach. The methodology includes observations, interviews, and document analysis. The findings reveal a shift in the curriculum from a separate traditional system to an integrated approach, highlighting essential components for effective Arabic language teaching, the importance of integrated language skills, and the advantages of technology-based automated assessment for monitoring student progress. The implications suggest that effective teaching of nahwu and sharaf requires a comprehensive approach that combines various language teaching components and leverages technology for assessment and progress tracking. This research contributes to the development of more effective and integrated Arabic language teaching strategies at the higher education level in Indonesia.

The use of technology in learning Arabic has become the main focus in efforts to increase the effectiveness and attractiveness of learning. This research discusses various approaches and technological applications that can be used to enrich the Arabic language learning experience. Online-based learning methods, use of mobile applications and interactive multimedia platforms are the main aspects explored. Evaluation of learning outcomes shows that technology integration can improve students' understanding of grammar, vocabulary and speaking competence in Arabic. The application of technology in Arabic language learning is expected to make a significant contribution to the progress of language education by utilizing the potential of modern technology. This research aims to determine the use of digital technology in Arabic language learning in class V of MIS Ikhlasiyah Tuamang. The method used is descriptive qualitative. The sample in this study was all class V students of MIS Ikhlasiyah Tuamang. Data collection techniques use observation, interviews and documentation. The data analysis technique uses theories from Milex and Huberman, namely reducing data, presenting data, and concluding data. The results of this research show that there is minimal use of digital technology in Arabic language learning in class V of MIS Ikhlasiyah Tuamang. This is shown from the results of interviews and observations that have been carried out, that in class V MIS Ikhlasiyah Tuamang, Arabic language learning very rarely uses digital technology, teachers more often use Arabic textbooks as a learning medium.

PurposeThis research explores the potential incorporation of Indonesian folklore, particularly the folklore of the origin of Bandung, into Arabic language teaching materials. Integrating local cultural elements into language instruction can enhance students' language learning experience and promote a deeper understanding of Indonesian culture.Design/methodology/approachThe origin city of Bandung is one of the famous folklore stories in Indonesia that originates from West Java. Through ethnographic studies, various aspects of the folklore of the origin of the city of Bandung will be examined, which can be utilized in Arabic language teaching. This includes analyzing the linguistic structure, vocabulary and cultural references embedded in the story. Additionally, we will explore how teachers can effectively incorporate this folklore into their teaching materials to create engaging and culturally relevant Arabic language lessons.FindingsThis research aims to contribute to developing innovative and culturally responsive language learning by investigating the use of Indonesian folklore in Arabic language instruction. It aims to empower teachers and students by fostering a deeper appreciation of Indonesian culture while improving Arabic language proficiency. This approach enhances language learning outcomes, promotes cultural awareness and cultivates a deeper connection between students and the local culture. By embracing folklore, teachers can create dynamic and meaningful language learning experiences that empower students to become proficient Arabic speakers with a strong appreciation for Indonesian wisdom and culture.Research limitations/implicationsOverall, using folklore as a foreign language teaching material provides significant advantages for students in developing a deeper understanding of language, cultural skills and interest in the language and culture being studied. This approach improves language learning outcomes, promotes cultural awareness and fosters deeper relationships between students and local culture so that foreign language (Arabic) learning is effective. By embracing folklore, teachers can create dynamic and meaningful language learning experiences that empower students to become proficient Arabic speakers with a strong appreciation for local Indonesian wisdom and culture.Practical implicationsPractically, this involves understanding the social, political, economic or cultural context in which the folklore arose, as well as new interpretations that provide a broader understanding of the stories' values, messages or conflicts. In contributing to knowledge, this research has implications for insight into linguistic knowledge and learning a second language in the norms of the first language without shifting the culture of the first language.Social implicationsEmpirically, this study combines an interdisciplinary approach to folklore research that can bring a new understanding of the relationship between folklore and other fields such as linguistics, literature, anthropology or psychology. This approach can produce a more comprehensive insight into folklore and its influence on various aspects of life. Contributing to social impact, introducing culture in learning materials is an educational tourism attraction for students. This also has an impact on public policy that tourism education about folklore is introduced as teaching and used as further field study for students.Originality/valueThis research conceptualizes the diversity of Indonesian culture integrated into the instructional materials of Arabic language learning in Indonesia through folklore. To integrate folktales into the learning process, families, traditions and rituals need to play a role in preserving and educating. Researchers can develop new insights, broaden our understanding of culture and traditions and enrich our knowledge and cultural heritage. These new approaches have the potential to yield discoveries and a deeper understanding of folklore as an important cultural heritage. This research explores the potential incorporation of Indonesian folklore, particularly the folklore of the origin of Bandung, into Arabic language teaching materials. Integrating local cultural elements into Arabic language teaching for Indonesian speakers can enhance students' language learning experience and promote a deeper understanding of Indonesian culture through Arabic language teaching as a foreign language.

This study examines Indonesian language learning in class X SMA Budi Agung Medan, focusing on the development of audiovisual-based learning media using Macromedia Flash software. The 2013 curriculum necessitates adaptable learning media to facilitate students' independent learning with teachers as facilitators. However, the current text-based learning approach is limited. The research used the research and development (R&D) method with the ADDIE development model. Data were collected from media and material experts, as well as lecturers and teachers in Indonesian language studies and learning media. The results showed that the audiovisual-based learning media received a feasibility value of 84.0% (appropriate) for media and 81.0% (adequate) for material. The teacher's response to the media was 80.76%, while the student's response was 80.2%. This study highlights the importance of implementing effective learning media in line with the 2013 curriculum to enhance the learning experience.

The purpose of this paper is to describe the implementation of authentic assessment and assessment instruments used in carrying out authentic assessments in Japanese language learning in class X SMK Negeri 1 Singaraja. Data collection methods used in this study were observation, interviews and document study. Data were analyzed using qualitative descriptive analysis. The subjects used in this study were class X SMK Negeri 1 Singaraja. The object of this research is the implementation and assessment instruments used for the implementation of authentic assessment in Japanese language learning in class X SMK Negeri 1 Singaraja. The results showed that the implementation of authentic assessment in Japanese language learning in class X SMK Negeri 1 Singaraja includes knowledge assessment using oral test techniques and assignments. Attitude assessment uses observation or observation techniques and attitude assessment journals. Assessment of skills using performance appraisal techniques. The assessment instruments used for the implementation of authentic assessment in Japanese language learning in class X SMK Negeri 1 Singaraja are online RPP, syllabus, knowledge assessment rubric, attitude assessment journal, speaking skills assessment rubric, writing skills assessment rubric and listening skills assessment rubric.

This simulation is motivated by the world of education now continuing to keep up with the times to attend various education in the learning process. One of them is by using audio-visual media as learning media. This simulation aims to describe the use of audio-visual media in Indonesian language learning in class IV SDI Koawena, and the supporting and inhibiting factors in the use of audio-visual media in learning. This simulation uses a qualitative approach. The subjects of this simulation are class IV students at SDI Koawena. The simulation results show that the implementation of Indonesian language learning using audio-visual media is running in accordance with the teaching module that we created, the learning components have also been fulfilled to the maximum. There are still a few obstacles, such as not having an LCD, which makes the learning process unpleasant due to the limited tools used