Arabic Learning Research Articles

Improving Modern Pondok Students' Arabic Language Skills in Indonesia: Language Institutions as Language Improvement Central

Islamic boarding schools, or pesantrens, have long played a significant role in the educational landscape of Indonesia, particularly in fostering religious and linguistic knowledge. This research focuses on three modern Islamic boarding schools in Indonesia: Al-Junaidiyah Biru in Bone Regency, IMMIM Putra Makassar in South Sulawesi, and Darussalam Gontor in Ponorogo. Central to the study is the role of the Language Improvement Centre (LIC) at these institutions, which demonstrates crucial innovations in Arabic language learning. The research employs a qualitative method. Data were gathered through interviews with educators, observations of classroom practices, and analysis of curriculum documents. This methodology provided a comprehensive understanding of the LICs' impact on Arabic language education. The study identifies several key functions of the LICs: a) designing Arabic language learning programs that align with the skills students are expected to master; b) conducting regular and organized assessments of students' Arabic language proficiency; and c) developing new teaching approaches based on these assessments. These roles collectively contribute to a robust enhancement of Arabic language learning within the pesantrens. The findings highlight the LICs' effectiveness in fostering a rich and innovative Arabic language learning environment. This research underscores the importance of these centers in the broader context of Islamic education in Indonesia. Future research could explore further innovations introduced by LICs and assess their long-term impacts on students' proficiency and engagement with the Arabic language.

THE USE OF WORDWALL AS A MEDIUM FOR EVALUATING ARABIC LANGUAGE LEARNING FOR CLASS VII MTS NAHDHATUL WATHAN DINIYYAH ISLAMIYYAH TEBABAN

As times change, technological development is also accelerating, requiring the learning process to stay updated in line with technological advancements, especially in Arabic language learning. Arabic language learning is known to be difficult and tedious. Therefore, innovative and engaging methods and media are needed to enhance learning enthusiasm and minimize boredom among students during the learning process, leading to enjoyable and effective learning. In response to this, researchers used the Wordwall website as a learning medium for evaluating Arabic language learning. The purpose of this research is to introduce the Wordwall website, which can be used as an evaluation medium. The Wordwall media has many interesting features suitable for creating questions, making it effective for evaluating Arabic language learning and preventing students from getting bored with passive learning media. The method used in this research is descriptive qualitative with field research, employing data reduction techniques. The results show that the Wordwall media is very effective as an evaluation medium for Arabic language learning, as seen from the enthusiasm of students in responding to learning, creating a fun classroom environment and active students during the learning process. This media is very effective when applied at various school levels because it is rich in features that can be adjusted according to the level of the students. The use of Wordwall media as an evaluation medium has a positive impact on better learning outcomes because students are more active in the learning process.

Analysis of Syntactic Errors in Arabic Textbook-Based Instructional Materials and Their Implications for Arabic Learning at Madrasah Aliyah

Textbooks are essential components in learning, but errors are often found, including syntax. It aims to analyze some of the errors found in the textbook used as a reference in learning Arabic at MA Madinatul Ulum and explain the implications of these errors on Arabic Learning. This research uses library research with an applied linguistic approach in error analysis. Data was collected using documentation techniques related to Arabic textbooks, books, journals, and other written works. The data analysis used is a content analysis technique with several steps: identifying, interpreting, and correcting. The research showed that significant syntactic errors were identified. However, the textbook covers various aspects of Arabic skills, such as listening, speaking, reading, and writing, with various cognitive, psychomotor, and affective tasks. These errors deviate from standard Arabic grammar norms, compromising instructional quality, affecting student evaluations, and posing challenges for teachers. By involving language experts in developing instructional materials, providing training for teachers, and promoting the use of alternative learning resources, it is hoped that syntactic errors in instructional materials can be minimized, thereby enhancing the quality of Arabic learning. Recommendations include thoroughly reviewing and improving materials to ensure adherence to educational standards emphasizing syntactic accuracy. Future research should expand to encompass broader aspects of Arabic instruction beyond syntax, encompassing morphology and semantics to enhance educational effectiveness

فعالية استخدام لعبة الكلمات المسلسلة لتعليم مهارة الكلام في الصف العاشر بالمدرسة الثانوية المنار فرامبون عانجوك

Speaking Arabic is one of the four skills that must be learned to master Arabic, which contains five elements, namely: speech, vocabulary, rhetoric, fluency, understanding. To make learning easier, researchers use a series of sentence games, because students tend to easily spread things in a fun way.The use of stringed sentence game methods in the learning of speech skills in class X MA Al Manar, aims to learn the results of the application of methods used in learning as well as expected students to be able to apply speaking skills in activities in the classroom using stringed games. The researchers used quantitative research methods, with data collection methods followed by observations, interviews, tests and documentation to find out the effectiveness of the use of string sentence games in Arabic language learning, especially speech skills.After the research process for six meetings in class X MIPA Al Manar Prambon Nganjuk, using the method of a series of sentence game. The test results showed the student's T score count: 6,759, while the T score Table: 2.080 shows the effectiveness of the use of this stringed sentence game.

REVITALIZING ARABIC LANGUAGE LEARNING IN THE ERA OF 5.0: THE ROLE OF SOCIAL MEDIA IN BI'AH LUGHAWIYYAH

This study aims to investigate methods for revitalizing Arabic language learning in the 5.0 era, emphasizing the role of social media in enhancing students' educational experiences within the linguistic environment (Bi'ah Lughawiyyah). As digital technology becomes increasingly integrated into daily life, it is essential to adapt language learning strategies to leverage social media as an effective educational tool. Through a literature review approach, this research analyzes various studies on the use of social media in the context of Arabic language learning, considering contemporary theoretical concepts relevant to the 5.0 era. The findings are anticipated to offer new insights for educators in Arabic language education, facilitating the development of more relevant and effective learning strategies in this digital age.

Modern vs Traditional: Comparative Study of Efficacious Arabic Language Learning Methods

Ineffective use of learning methods in the conditions and circumstances of students caused the obtained learning objective not achieved or below the standard. This case was determined to be the background for this research. This article described and analyzed the comparative of efficacious methods, modern and traditional learning methods, in Arabic learning. This type of research was an experimental research with a descriptive quantitative approach. The population of this study were fourth-grade students in class IV-A, IV-B and IV-C at MI Al-Ma'had An-Nur Bantul Yogyakarta. Meanwhile, the sample for this research was class IV-A and IV-B with each class consisting of 21 students. The sample in this research was selected with purposive sampling technique. Data collection were obtained through tests, observations, interviews and documentation. Hypothesis testing in this study used a paired sample t-test calculated using the SPSS version 25 application. The results of this study showed that there was a difference in success between modern learning methods of 84.05 and traditional learning methods of 64.05 in accordance with the results of the paired sample test (t-test). Hence, it can be concluded that the results after modern learning methods implementation are considered more effective to apply in the Arabic language learning process. It was expected that the results of this research could be a reference for teachers in determining suitable learning methods for students in the teaching and learning process.

PEMANFAATAN E-LEARNING SEBAGAI MEDIA EVALUASI PEMBELAJARAN BAHASA ARAB DI MADRASAH

Distance learning or what we usually know as e-learning. E-learning is a learning process using computer technology and computer networks or what we commonly know as the internet. E-learning is used by students to learn through computers. As we know, electronic-based learning is a new technique in terms of the teaching and learning process. This study aims to describe the use of e-learning-based learning media using the kahoot platform in Arabic language learning in class XI.A MA Assulami, Langko, Lingsar. This application works by means of game-based learning or can be called by. The intention is to involve more active participation between students and educators through ongoing learning competitions. The data collection technique used is observation by teaching students in the school. With this platform, learning becomes more interactive which will make teaching and learning activities more fun and certainly will not make the classroom atmosphere saturated when the teaching and learning process takes place.

Enhancing Arabic Vocabulary Mastery through Digital Literacy: Overcoming Challenges and Implementing Effective Strategies

This study explores the implementation of digital literacy-based learning strategies in Arabic vocabulary (mufrodat) education, aiming to enhance students' comprehension and proficiency. Despite its potential, several challenges impede effective application, including limited access to technology and infrastructure, inadequate digital literacy skills, insufficient authentic assessment methods, and lack of support and guidance from educators. To address these challenges, this study recommends improving technological access and infrastructure, enhancing digital literacy skills through targeted training and workshops, developing authentic assessment methods, and providing comprehensive support and guidance for teachers. The implementation of these solutions necessitates collaboration among government bodies, educational institutions, teachers, and students. This research significantly contributes to the field of Arabic language education by integrating digital literacy, thereby enhancing the overall quality of education. The findings provide valuable insights for educators in designing effective learning strategies, for policymakers in formulating supportive educational policies, and for researchers in conducting further studies on digital literacy and Arabic language learning. The study underscores the importance of digital literacy in modern education and its role in fostering improved learning outcomes.

Enhancing Arabic Language Learning in Class VIII MTsN 5 Jombang: An Evaluation Using the CIPP Model

This qualitative study used CIPP model to assess Arabic language learning for Class VIII at MTsN 5 Jombang. Data collection was carried out by interviews, observation and documentation. The research respondents consisted of 3 Arabic teachers and 29 students of Class VIII-F, including 15 boys and 14 girls. Analysis of the findings including contextual, input, process and product dimensions. The results show that Arabic learning is enhanced by a supportive environment, good infrastructure, and cultural elements with rich Islamic cultural heritage. The program is supported by a balanced curriculum and well-equipped facilities. However, the curriculum must be updated following the latest national curriculum, Emancipated Curriculum, and teachers must be trained to remain relevant. Constant supervision is required to improve the quality of teaching and student engagement. The results of the evaluation showed that 80% of students met the minimum competency standards. However, more interactive teaching for speaking skills need improvement.

THE IMPORTANCE OF WRITING AND ITS PROBLEMS AMONG STUDENTS OF SYAMSUDDHUHA ISLAMIC BOARDING SCHOOL

The central issue addressed in this study is the students' inadequate writing skills. Writing proficiency is important for academic success across all subjects taught in Arabic. Students with poor writing abilities encounter difficulties in responding to questions that necessitate written answers in Arabic. This research aims to identify the challenges faced by students at Syamsudhuha Islamic Boarding School in mastering writing skills, to explore the factors contributing to these challenges, and to propose solutions for improving writing instruction. This study employs a descriptive survey methodology, utilizing interviews, questionnaires, and documentation as research instruments to comprehensively describe the existing issues and contributing factors. The findings reveal that students struggle with the application of nahwu and sharaf rules, limited vocabulary, lack of interest in writing. Contributing factors include static teaching methods, absence of instructional media, an ineffective language learning environment, unsystematic vocabulary distribution, and limited goals for Arabic language learning. This study suggested several solutions to these problems: providing language learning facilities and resources, enhancing the language environment, improving the quality of teaching, and incorporating systematic writing practice.

Digitalizing Arabic Teaching for Non-Native Speakers in Sri Lanka: Challenges and Opportunities

Arabic is an important language for Muslims, as it is the language of the Quran and essential religious texts. In Sri Lanka, the Muslim community prioritizes teaching and learning Arabic to ensure a deep connection with their faith. Arabic teaching is integrated across various sectors, including Madrasas, schools, universities, and community programs. However, in Sri Lanka, Arabic teaching traditionally depends on conventional methods, but there's a pressing need for digitalization. This study aims to find the challenges associated with integrating digital technologies in Arabic language teaching for non-native speakers in Sri Lanka, to confirm the effectiveness of existing digital tools and resources in facilitating Arabic language learning in Sri Lanka, and to explore opportunities for enhancing Arabic language teaching through digital platforms in the Sri Lankan context. The researcher used descriptive and analytical methods to complete this study. To meet the objectives of the study, primary and secondary data were used with qualitative and quantitative approaches. This study addresses the challenges and opportunities in digitalizing Arabic teaching for non-native speakers in Sri Lanka. This study concluded that, by developing vast online resources and interactive platforms, suitable materials for local needs, and integrating digital assessment tools, the research highlights how digital transformation can enhance the effectiveness and accessibility of Arabic language teaching in Sri Lanka. The findings aim to provide actionable insights for policymakers, teachers, and technology developers to overcome barriers and maximize the benefits of digital learning in this context.

Anwāʿu al-Naʿt wa Aghrāḍuhu fī Kitāb Durūs al-Lughah al-ʿArabiyyah li Imām Zarkashiy wa Imām Syubbāniy

The book "Durusul Lughoh al-Arabiyah" is an Arabic learning book that is used widely in Indonesia, especially in Pesantren Modern. There are many discourses on Morphology (Nahwu) in this book that is interesting to be seen deeply. One of these discourses is an-na’tu. This article wants to analyze the various kinds of an-Na'tu and their objectives in the book "Durusul Lughoh al-Arabiyah" juz 1 written by Imam Zarkasyi and Imam Syubbani. The objectives of this research are: To know the sentences in which there are an-Na'tu in the book "Durusul Lughoh al-Arabiyah", and to know the kinds of an-Na'tu and their purpose in that book. Researchers used qualitative research with descriptive methods. To get the data, Researchers used documentation as well as using content analysis to analyze the data. The results obtained by the researcher are: 1) the sentences in which there are an-Na'tu in the book "Durusul Lughoh al-Arabiyah" there are 286 sentences. 2) The types are an-Na'tu al-haqiqi al-mufrod 266 sentences, an-Na'tu al-haqiqi al-jumlah al-ismiyah 13 sentences, and an-Na'tu al-haqiqi syibhu al-jumlah 7 sentences. From this result, perhaps this article will be one of the resources to explore the discourses of Morphology (Nahwu) in this book.

The Significance of the Language Laboratory for Arabic Non-Native Speakers in the Arabic Teaching Institutes of Sri Lanka

In Sri Lanka, where Arabic is not a native language, the Establishment of Arabic language laboratories presents significant opportunities for enhancing linguistical proficiency among non-native speakers. This study aims to explore the impact of Arabic language laboratories on language proficiency and cultural understanding among non-native speakers in the Arabic teaching institutes of Sri Lanka and evaluate the effectiveness of technological tools in Arabic language laboratories for facilitating language acquisition among non-native speakers in the Arabic teaching institutes of Sri Lanka. This study concluded that Establishing Arabic language labs in the Arabic teaching institutes of Sri Lanka is a strategic investment, offering diverse benefits beyond linguistic proficiency. These labs foster cultural awareness and open avenues for academic and professional growth. Recommendations include investing in technology, updating the curriculum to reflect linguistic and cultural trends, and providing teacher training. Cultural immersion programs and ongoing research are also crucial. Collaboration with international partners and promoting Arabic learning are essential for enriching educational experiences and fostering a globally competitive workforce.

Design and Implementation of an Arabic Learning Website

Design and Implementation of an Arabic Learning Website

Investigating the Validity and Reliability of WTC Construct In L2 Arabic: A Case Study

The main goal of learning Arabic is to develop practical linguistic skills among learners centered around the concept of willingness to communicate (WTC). WTC refers to learners' strong desire and readiness to speak in specific contexts or situations. A critical challenge is how to accurately measure WTC in Arabic language learning using a valid and reliable instrument. Understanding WTC is crucial as it indicates learners' motivation to use Arabic, enhances their speaking proficiency, and creates a supportive linguistic environment. Research on WTC in Arabic language learning is currently limited, necessitating further exploration in this area. Consequently, this study aims to develop a valid and reliable WTC measurement instrument for Arabic language learners using a quantitative approach, incorporating both Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) methods. The participants for this research are 204 Arabic language learners, and a survey was utilized for data collection. The WTC instrument employed in this study is an adaptation of existing instruments, modified to align with the context of Arabic language learning and the specific conditions of Indonesian learners. The findings reveal that the WTC construct has yielded valid and reliable items that can be used to measure WTC among learners in Arabic language learning. Furthermore, there are three main dimensions within this construct, namely, the context of online, classroom, and offline. Thus, it is hoped that the WTC construct developed can be utilized to measure aspects of WTC among Arabic language learners, thereby enabling the determination of further steps in realizing linguistic behaviors

Development of Arabic Language Learning in Indonesia at 19th – 21st Century

Arabic language learning has a long history in Indonesia, starting from the 19th century. This article aimed to provide a comprehensive historical overview of the development of Arabic language learning in Indonesia from the 19th century to the 21st century. A qualitative approach and the historical review method with quasi descriptive research model were applied. This article examined the evolution of teaching methods, curriculum and media used in Arabic language learning. In this research, the primary sources were the official reports, curriculum, textbooks, journals, and historical records, as well as secondary sources such as academic literature and research publications. This article traced the shifts and transformations in Arabic language teaching practices in Indonesia. Through content analysis and historical interpretation, key milestones, trends and factors were identified which shaped the trajectory of Arabic language learning over the past three centuries. The findings revealed diverse influences, ranging from the traditional Islamic education system to modern learning models that keep up with the times. This article highlighted the unique challenges and adaptations that have characterized the development of Arabic language learning in Indonesia. By offering a historical perspective on the evolution of Arabic language learning methods and approaches, this article contributed to a deeper understanding of the current state of Arabic language education in Indonesia. The insights gained from this research could inform the future strategies and policies aimed at improving the quality and effectiveness of Arabic language learning and preserving the nation's cultural and linguistic heritage.

Cooperative Learning Model in Arabic Language Learning in Class V Madrasah Ibtidaiyah

Cooperative Learning Model in Arabic Language Learning in Class V Madrasah Ibtidaiyah

Al-Alaaqah Baina Kafa’ah Azzatiyah wal Qolaq Fii Ta’allum Al-Lughah Al- ‘Arabiyah Lii Thullab Qismu Ta’liim Al-Lughah Al-‘Arabiyah

This study investigates the relationship between anxiety and self-efficacy in Arabic language learning. The study included ninety participants from the Arabic language education program. A correlational research design and a quantitative approach were used in the study. Data were gathered using anxiety and self-efficacy questionnaires related to learning Arabic. The data processing procedure included descriptive statistical analysis, including means, and inferential statistics employing correlation tests. Based on the research, the average self-efficacy score of students attending Arabic language lessons is 3.47, while the average anxiety score of students taking Arabic language classes is 3.01. 4) Students in the Arabic language education program at the State Islamic Religious Institute Palangkaraya have a 47.9% self-efficacy influence on their level of anxiety in learning Arabic, with 52.1% of their self-efficacy being influenced by other variables that the researcher did not look into. 3) Students' self-efficacy and anxiety in learning Arabic are significantly correlated.

Utilization of Gamification in Arabic Language Learning to Increase Student Motivation and Achievement

Technological developments in the current era of globalization are essential in the world of Education. There is much technology that supports learning. In the current digital era, technology and Education have introduced gamification as an innovative method to increase student motivation and learning achievement in higher Education. However, gamification’s negative impact on academics still requires further research. This research aims to determine the effect of using gamification in increasing motivation and achievement. The method used in this research is a quantitative survey method. This method can show that this research is in the form of data containing numbers. This data was obtained by using Google Forms to create a questionnaire containing questions, which were then distributed to respondents who would get the results. So, the researchers will discuss these results in the results and discussion. The results of this research show and explain that gamification in learning Arabic can increase the interest, motivation, and achievement of college students in the Arabic language learning process. The conclusion of this research shows that gamification can increase enthusiasm for learning and student involvement in the learning process. The limitation of this research is that the researcher only focuses on the influence of gamification in increasing student motivation and achievement in higher Education. The researcher’s hope for future researchers is that they can further develop and explain in detail the influence of gamification in Arabic language learning to increase student motivation and achievement in higher Education.

'Akhlaqiyyaat Ta’allum Al-Lughat Al-‘Arabiyyaat Fii Al-Qarn Al-Haadii Wa ‘Ishriin

The 21st century makes learning Arabic with existing technology requires attention to learning ethics. The ethics of learning Arabic in the 21st century with technology involves manners towards the Arabic language, technology, teachers and fellow learners. A learner needs to respect Arabic as a noble and holy language, use technology wisely and responsibly, and respect the role of the teacher as the main source of learning. In addition, learners also need to maintain manners towards fellow learners by respecting, helping, and maintaining each other's feelings in the process of learning Arabic. The application of Arabic learning ethics in the 21st century with technology can be done through several concrete steps. First, learners need to study Arabic seriously, use Arabic properly and correctly, and avoid using Arabic for inappropriate things. Second, learners need to follow the instructions for using Arabic language learning applications properly and avoid misusing applications for plagiarism or spreading false information. Third, learners should remain active in communicating with teachers, ask questions when experiencing difficulties, and respect the explanations and guidance given. Fourth, in interactions with fellow students, respect each other, avoid insults, and maintain an attitude of mutual help and support in understanding learning materials.