Student Preferences and Rationales for Five Wordwall Game Formats in Arabic Vocabulary Learning

Vocabulary acquisition is a benchmark for language proficiency, which involves writing, reading, listening and speaking skills. A good command of language relies on the individual’s vocabulary size and the level of understanding of a word. In fact, in order to use a language lucidly and effectively, a speaker or writer must choose the most precise words. Thus, vocabulary is a set of words known and used within a language to construct meaning in written texts and communication at large. In learning Arabic language, vocabulary acquisition becomes the main hindrance to the success of the whole language learning. Many students find it difficult to speak and write skillfully in Arabic because of a limited vocabulary. Arabic vocabulary lessons are implicitly applied in the teaching and learning process in classroom, thereby cause difficulties for students to master the language. Therefore, this paper discusses the experiences of Arabic vocabulary learning among the non-native speakers of Arabic from an Arabic teacher’s perspectives. The discussion is also focused on the literature review related to vocabulary in Arabic language learning. Other than that, several recommendations are drawn to help improve the teaching and learning of Arabic vocabulary acquisition in Malaysia.

Vocabulary is an important component in acquisition of a language. The use of teaching aids can improve students’ mastery of vocabulary learning. This study aims to identify the use of teaching aids in the teaching and learning of Arabic Language Vocabulary at National Religious Secondary Schools and Government-aided Religious Schools from the perspective of teachers and students. This study uses a survey based on a set of questionnaire as instrument of data collection method which involves 31 teachers and 324 Form Four students who are randomly selected from secondary schools in Malaysia. The results show that the usage of teaching aids in teaching and learning of Arabic vocabulary is at a moderate level. Pedagogical implications of study show that teachers need to constantly improve the use of textbooks and dictionaries as the main teaching aids and try to enhance students’ mastery of vocabulary learning by diversifying the other types of teaching aids.

This study explores the development of language vocabulary learning media for "Darsu Lughah Al Arabiyah" using the ADDIE model. With a focus on enhancing Arabic language education, we found a gap in effective vocabulary learning tools. We aimed to develop and evaluate a Quizlet-based vocabulary learning media. Through analysis, design, development, implementation, and evaluation stages, we transitioned from identifying the need for improved methods to implementing a technology-based solution. Results showed positive evaluations from media and material expert validators, with 88% and 96% approval rates, and 81.01% of students responded positively. Our findings suggest Quizlet media's suitability for Arabic vocabulary learning, with implications for future language education practices. Highlight: Enhanced Learning: Quizlet improves Arabic vocabulary acquisition in educational settings. Structured Development: ADDIE model ensures systematic creation and evaluation of materials. Positive Response: Students engage positively, indicating Quizlet's effectiveness in language learning. Keywords: Arabic language education, Vocabulary learning media, ADDIE model, Quizlet, Educational technology

Inovasi memahami kosakata (mufradat) bahasa Arab sekaligus juga mufradat Al-Quran merupaka bukti ummat Islam meyakini kebenaran al-Quran dan mengimaninya, hal ini sejalan dengan fungsi al-Quran diturunkan yaitu sebagai Hudan (petunjuk), asy-Syifa (pengobat hati ), al-Burhan ( bukti kebenaran ), adz-Zdikra ( pengingat), al-Bayan ( penjelas), dan al-Mau’izhoh ( pelajaran) . Fungsi-fungsi tersebut dapat tercapai apabila bahasa al-Quran dapat dipahami, khusunya kosakata (mufradat) secara langsung dari bahasa al-Quran itu sendiri. Komunikasi manusia baik berupa tulisan maupun lisan yang dibangun oleh penggunaan kosakata (mufradat) yang tepat dan memadai serta kaya akan bentuk dan maknanya akan memberikan prestise tertentu bagi penggunanya. Oleh karena itu, inovasi pembelajaran kosakata (mufradat) sebagai bagian dari pembelajaran bahasa dapat dijadikan salah satu faktor pendukung untuk memperoleh kemahiran berbahasa (المهارات اللغوية). dan unsur bahasa itu sendiri (العناصر اللغوية).

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.

Abstract: This study aims to support the mastery of Arabic vocabulary through the development of interactive learning media based on Learning Apps for seventh grade student’s junior high school. The background of this research is the limited use of technology based learning media, which causes Arabic vocabulary learning to be less engaging and ineffective. This study employed a Research and Development (R&D) approach using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. At the analysis stage, learning problems, student needs, and relevant materials were identified. The design stage involved planning vocabulary themes, learning objectives, and interactive activities using the Learning Apps platform. The development stage focused on creating interactive vocabulary learning media and validating the product through media and content experts. The validation results showed that the developed media obtained an average feasibility score of 82.1%, categorized as highly feasible. The implementation stage involved applying the media in Arabic learning activities, followed by an evaluation stage through student response questionnaires. The results indicated that 89% of students gave positive responses, stating that the media was attractive, easy to use, and helpful in improving vocabulary mastery and learning motivation. The Learning Apps based interactive learning media developed through the ADDIE model is feasible and effective in enhancing the quality of Arabic vocabulary learning. This study provides an innovative and practical contribution to technology integrated Arabic language instruction.

The increasingly massive development of technology makes language learning no longer limited to only being in the classroom, but can be done anywhere using digital devices. Vocabulary is one of the important parts of language acquisition because vocabulary is the initial stage of mastering the four language skills. This study aims to determine the influence of the use of Quizlet in mastering the Arabic vocabulary of Arabic Language and Literature students, student perceptions of the use of the application in learning Arabic vocabulary, and acceptance of the technology used in quizlet.com. This study used an experimental design and was conducted on 25 Arabic Language and Literature students. This study used several data collection techniques, including pretest-posttest, perception questionnaires, and Technology Acceptance Model (TAM) questionnaires. The results of this study explained that the value of the posttest was greater than the pretests and the results of the T-Test showed a significant difference. These results are supported by a perception questionnaire that shows that students consider the use of the quizlet.com application to be effectively used in learning Arabic vocabulary. As well as the results of the TAM questionnaire showed that students were satisfied with the use of quizlet.com in learning Arabic vocabulary. The results of this study can be a recommendation for Arabic teachers, that quizlet.com can be used as a medium for learning Arabic vocabulary both in the classroom and outside the classroom.

Learning Arabic vocabulary (mufradāt) often faces challenges in achieving effectiveness, particularly in motivating students to actively participate and deeply understand the material. Many conventional methods have significantly failed to improve students' listening and speaking skills. This study aims to analyze the effectiveness of using the Aural-Oral Approach in teaching Arabic vocabulary (mufradāt). The Aural-Oral Approach, which emphasizes intensive listening and speaking skills, can enhance students' vocabulary acquisition in Arabic. This study was conducted at Madrasah Diniyah Takmiliyah (MDT) Ar-Rahman Bogor using a quantitative approach with a quasi-experimental design. The research sample consisted of 60 students divided into two groups: the experimental group using the Aural-Oral Approach and the control group using conventional methods. Data were collected through interviews and vocabulary tests before and after the intervention. The results of the data analysis showed a significant increase in Arabic vocabulary skills in the experimental group compared to the control group. This study's novelty lies in applying the Aural-Oral Approach in the context of Arabic language learning at the MDT level, which has not been extensively explored before. These findings indicate that the Aural-Oral Approach effectively improves Arabic vocabulary mastery. Therefore, it is recommended that this method be more widely implemented in Arabic language teaching to maximize student learning outcomes.

Although vocabulary learning is a fundamental aspect of Arabic language acquisition, it is often perceived as monotonous and ineffective, particularly in Ma’had settings where access to technological resources is limited. This study explores the implementation of a project-based learning (PBL) model using mind maps to improve Arabic vocabulary learning and examines students' responses to this pedagogical approach. A descriptive qualitative method was employed, focusing on female students at Ma’had Babul Khairat. Data were gathered through observations, questionnaires, and documentation, and analyzed using Miles and Huberman's framework, which involves data reduction, data presentation, and conclusion drawing. The findings reveal that the PBL model integrated with mind maps offers an innovative and effective solution for Arabic vocabulary acquisition in resource-constrained settings. Students reported that the approach was engaging and interactive, making it easier to remember and internalize vocabulary. Additionally, the use of mind maps significantly enhanced their motivation, interest, and active participation in the learning process. The method also encouraged collaboration and creativity among students, fostering a more dynamic and student-centered learning environment. These results highlight the potential of project-based learning with mind mapping as a practical pedagogical tool in Ma’had settings. This model not only addresses the challenges of traditional vocabulary learning but also contributes to the development of innovative teaching strategies that align with the needs and preferences of students in such educational contexts

This study aims to gain an in-depth understanding of the implementation process of the Project-Based Learning (PjBL) model integrated with Deep Learning to enhance Arabic vocabulary acquisition among elementary school students within the framework of the Merdeka Curriculum. A qualitative approach with a case study design was employed, focusing on exploring students’ learning experiences, teachers’ instructional strategies, and classroom interaction dynamics during the application of the model. The research was conducted at SD Islam Terpadu Al Furqon Madina, involving one Arabic language teacher and ten fifth-grade students as research participants. Data were collected through participatory observation, in-depth interviews, and documentation of students’ project outcomes. The findings reveal that implementing PjBL integrated with Deep Learning enhances students’ active engagement in Arabic vocabulary learning, strengthens conceptual understanding, and fosters deep thinking skills through collaborative and reflective activities. The teacher acts as a facilitator, guiding students toward meaningful learning supported by contextual learning media. These findings underscore the significance of project-based pedagogical innovation in enriching Arabic language learning experiences in elementary schools, aligning with the Merdeka Curriculum’s emphasis on active, collaborative, and contextual learning.

This study aims to understand how to analyse the language corpus and be able to apply it properly and to improve the Arabic vocabulary of new students of UIN Jakarta majoring in Arabic Language Education (PBA) through the application of sketch engine. The application of sketch engine in learning Arabic vocabulary is still very rarely applied. This sketch engine is the first time applied to new students of UIN Jakarta in the special guidance of al-'Arabiyah al-Mukasyafah. The research method used is descriptive method with qualitative approach (field research). While data collection techniques are done by observation, interviews, and documentation. Based on the results of the study, there are three stages carried out; 1) presentation of conceptual material 2) presentation of skill material 3) evaluation of activities 4) reflection of activities. From these four stages, students are able to apply their applicative knowledge in using the sketch engine. All students who were divided into 4 groups were able to follow the steps of corpus analysis very well through reports in the form of working papers. In addition, the application of this sketch engine is able to increase students' Arabic vocabulary skills through finding word collocations and finding various meanings that fit the vocabulary.

This research aims to find out and describe the development of pocketbooks for Arabic vocabulary learning (mufradât) based on anti-radicalism for students majoring in Arabic Language Education (PBA) FTIK IAIN Pekalongan. This study's results are expected to make a real contribution to the advancement or development of Arabic vocabulary learning media (mufradât) based on anti-radicalism and add scientific insight into the development of Arabic vocabulary learning media (mufradât) based on anti-radicalism. This development research uses analysis, design, development, implementation, and evaluation (ADDIE) models. The results showed: (1) The resulting product form in the form of pocketbook Arabic vocabulary (mufradât) based on anti-radicalism size 11 cm x 15cm with a total of 61 pages. The first section contains an introduction (foreword and table of contents), the second part of the material's content, the Arabic vocabulary (mufradât) based on anti-radicalism, and the last page a list of libraries. This book is made practically and interestingly to make it easier for users and not dull for students. This pocketbook media can be reproduced easily so that every student can have it personally; (2) Based on the assessment of experts, it can be concluded that this pocketbook medium is worthy of use in Arabic vocabulary (mufradât). The material expert rated the results 71 in the category of "Very Worthy" or very good, while the media expert rated the 67 products in the category "Worthy" or acceptable. The student questionnaire results on the assessment of pocketbooks as a medium of Learning Arabic received a score of 79.95 in the category of "Very Worthy" or Very Good.

This article reports on a quasi-experimental study conducted to determine the effectiveness of storytelling in enhancing students’ Arabic vocabulary acquisition and interest in the technique. The experiment was carried out with 24 Primary 6 students over a period of one and a half weeks at a well-established madrasah in Singapore. Two instruments were used to collect data on Arabic vocabulary acquisition and student interest in storytelling, namely Wesche and Paribakht's (1996) Vocabulary Knowledge Scale and an Interest-in-Storytelling questionnaire. To address the research questions, the study used descriptive statistics, independent samples t-test and paired samples t-test. The main observations were: i) the control group obtained a higher mastery of Arabic vocabulary after the experiment was conducted, which was due to their relatively higher academic ability; ii) the two groups had unequal ability from the very onset of the study; iii) based on Cohen’s d effect size of 3.68, the storytelling technique had a tremendous effect on the treatment group's Arabic vocabulary acquisition; and (iv) students expressed a general interest in storytelling as a means of learning Arabic vocabulary where a majority (83%) liked storytelling as a method to discover new words. The study made some recommendations on how teachers can improve their practices of storytelling to increase students' learning of Arabic vocabulary .

Learning strategies are used in a series of learning systems that play a very important role in its success. This research is motivated by the variations in the use of learning methods that are carried out by Arabic language teachers at MTs Swasta Fajrul Iman Patumbak to deliver Arabic learning materials to students, so that students are able to master competencies in accordance with existing learning objectives. Where it is known that in learning Arabic students must be able to master four skills. Listening skills, speaking skills, reading skills and writing skills. Of course, here the teacher must master and use methods that are in accordance with the learning material. The type of research that the author does is a qualitative approach. The results of this study are the teacher's Arabic vocabulary learning strategy using grammar translation strategies (Tariqah al-Qawa'id wa al-Tarjamah), direct strategies (al-Tariqah al-Mubasyarah), reading strategies (Tariqah al-qira'ah ), and Audio-Lingual strategy (al-Tariqah al-Sam'iyyah wa al-Syafawiyyah). The obstacles faced by students and teachers during the process of learning Arabic vocabulary include the obstacles faced by teachers are the lack of interest of students in learning Arabic, the weakness of students' learning enthusiasm due to lack of desire to learn Arabic vocabulary, and students do not understand the meaning of the importance of learning Arabic vocabulary, and the lack of Arabic practice. While the obstacles faced by students include lack of mastery of Arabic vocabulary so that it is difficult to pronounce Arabic, difficulty in memorizing Arabic texts and difficulty in compiling sentences using Arabic.