Arabic Learning Research Articles

The Contribution of Artificial Intelligence Technologies in Refining the Arabic Language Skills of Its Native Speakers: Achieved and Possible

This study aims to shed light on the applications of Artificial Intelligence (AI) in improving Arabic language skills for speakers. It involves digitizing the language, developing computer programming, and adapting it to Arabic language learners to enhance the learning and teaching process. This study emphasizes the significance of implementing this project, as it can open up new horizons in educational curricula and teaching techniques. Moreover, it can contribute to spreading the use of the Arabic language and facilitating its acquisition, exchange, and dissemination globally, leading to positive outcomes on all levels. The current study also presents the most crucial benefits resulting from the digitization of the Arabic language, including supporting the self-learning strategy that has dominated most traditional methods. It also reinforces the status of the Arabic language in cognitive and scientific systems, blogs, and speech communication. One of the benefits is the easy acquisition and exchange of Arabic language skills, especially with the availability of various smartphone applications that have become indispensable in this era. Furthermore, the study addresses the significant challenges and difficulties facing this project and suggests appropriate solutions to overcome them. To what extent has the Arabic language benefited from this new digital transformation based on AI in the present era? And to what extent can the Arabic language rely on AI in the future so that its speakers can enhance their linguistic skills and proficiency in writing and speaking?

The Effectiveness of Multimedia Usage in Learning Arabic Language (Foreign Language) Based on Student Score Achievement

The Industrial Revolution 4.0 and Educational Revolution 5.0 on the Malaysian higher education system appear to have made learning Arabic much simpler, more accessible, and easier to understand. This study aims to determine the effectiveness of multimedia usage in teaching and learning of Arabic language. The Arabic language achievement scale score was examined through exploratory factor analysis, focusing on three dimensions: teaching method, learning method, and the lecturer’s role in utilising multimedia. The article, which was quantitative research-based, also analysed the relationship between student achievement and these three variables. 266 respondents were selected using the random sampling technique of PLS-SEM analysis. The result showed a weak relationship between lecturers’ roles and score achievement with a correlation of 0.103, followed by the teaching method (0.242). Meanwhile, learning methods have been identified as having a moderate relationship with a correlation of 0.422. The findings also showed that the learning method had the highest mean compared to other factors. This result highlighted that the students are not mentally and physically prepared for optimum multimedia usage in learning Arabic language, with an IPMA performance index of 73.287 compared to the teaching method and lecturer role.

ASSESSMENT SYSTEM FOR ARABIC LANGUAGE LEARNING WITHIN THE INDEPENDENT CURRICULUM

The Arabic Language Learning Assessment System explores a range of evaluative approaches aimed at measuring student progress in Arabic language acquisition. This study delves into various assessment methods and strategies for evaluating communicative competencies, reading, writing, and other linguistic skills pertinent to Arabic. It also highlights the significance of adopting diverse and contextually appropriate assessment techniques. Moreover, the study discusses how an effective assessment framework can enhance students' comprehension and proficiency in Arabic. Findings indicate that the Independent Learning Curriculum significantly contributes to the educational process, with an emphasis on student engagement through both summative and formative assessments. It is recommended that educational institutions innovate by improving learning facilities, particularly through enhanced technological support, such as the integration of projectors in the learning environment. This study underscores the necessity for continuous development in educational tools and strategies to better support Arabic language learning.

ENHANCING ARABIC VOCABULARY MASTERY THROUGH THE USE OF IMAGE MEDIA

In This study, the problem examined is how dhe use of visual media can enhance vocabulary mastery in Arabic language. The objective of this research is to describe dhe use of visual media in impriving vocabulary mastery in Arabic language for students. The benefits of this research for learners are anhanching their Arabic language proficiency. Meanwhile, the benefits for teachers include improving their skills in employing appropriate methods during the learning process and enhancing their ability to select more effective learning media. This research employs a qualitative approach using interview methods. Based on the findings, it is evident that the use of visual media can enhance vocabulary mastery in Arabic language learning. The steps for using visual media to improve Arabic vocabulary mastery are as follows: 1. The teacher presents images of vocabulary words to be taught, and students guess the word depicted; 2. The teacher provides the vocabulary words in Arabic: 3. Students repeart after the teacher; 4. Students memorize the new vocabulary words.

Artificial Intelligence in Arabic Linguistic Landscape: Opportunities, Challenges, and Future Directions

The widespread use of artificial intelligence applications in current era has created unique opportunities and challenges for the broad linguistic field of Arabic language and the possibility of employing these applications in learning, generating, and proofreading Arabic language. The primary research question addresses the effectiveness and challenges of AI applications in Arabic language contexts. This study tests whether AI tools enhance Arabic language more than traditional methods, despite challenges. A comprehensive literature review of studies was conducted using a focused strategy on Google scholar, employing specific keywords such as “AI” and “Arabic language” and selecting studies related to AI’s role in Arabic language education, translation and processing. This research sheds light on the relationship between AI applications and Arabic language, including a review of the research published in this field to identify the reality of using these applications and the extent of their effectiveness in serving Arabic language. A synthesis of the collected data identified the key themes, including current applications of AI in Arabic language learning, the development if natural language processing tools and the challenges of resource availability. The review highlights the considerable potential of AI in enhancing Arabic language and emphasizing their applications in understating and processing the language. Given the rapid and continuous development of these technologies, this study highlights emerging Arabic achievements in bridging the gap between Arabic language and modern technology and explores the future prospects of AI in Arabic language development. Moreover, this study contributes to the ongoing research on the intersection of Arabic language and AI addressing future research directions and promoting more effective AI-based education al tools for Arabic language.

UTILIZING GRAPHIC DESIGN MEDIA IN THE DEVELOPMENT OF ARABIC LANGUAGE LEARNING

Graphic design is a vital skill across various fields, including Arabic language learning. This skill can be leveraged to produce artistic, informative educational media, thereby enhancing the motivation of both teachers and students in the learning process. This study employs a qualitative descriptive methodology utilizing a literature review approach. Data were collected through the examination of books, journals, and other relevant sources, carefully analyzed in relation to the topic, and then articulated in the researcher's own words, relevant to the context of contemporary Arabic language education. The findings of this study indicate that students are more enthusiastic about participating in the learning process, find it easier to assimilate material, and that graphic-based media can aid teachers in their instructional efforts.

Perkembangan Literasi Digital Bahasa Arab : Peluang dan Tantangan Era 5.0

This study aims to analyze the role and challenges of the Arabic language in the digital context, particularly in the 5.0 technology era. Using a qualitative approach based on literature review, this research examines technological advancements in Arabic language learning through the analysis of various documents, including journals, books, and related publications. The findings indicate that digital technology has opened up significant opportunities in Arabic language learning, such as online teaching, the digitization of classical literature, and personalized learning using artificial intelligence. However, there are notable challenges, such as the digital divide, limited technological skills among educators, and the complexity of digitizing classical manuscripts. The implications of this study highlight that digital literacy is a crucial element in Arabic language teaching in the modern era. This research also emphasizes the need for digital training for educators and the development of more inclusive technologies to support broader access to Arabic language learning.

Fa'āliyyatu Ṭarīqah at-Taqlīd Wa At-Taḥfīẓ Fīī Ta'allumi Mādati Tamrīn al-Lughah al-'Arabiyyah Fīīl Ma'had Al-Īmān Ponorogo

In the era of globalization, mastering Arabic has become increasingly important as an international language used in many religious, academic, and professional contexts. The background of this study centers around the growing importance of mastering Arabic in the era of globalization. There for, this study aims to enhance students' Arabic language skills at exploring the effectiveness of the mimicry and memorizing method in teaching of tamrin lughoh at the Al Iman boarding school. The problem is the low ability of students in speaking Arabic and lack of interest and motivation during the learning process in the classroom. The method used quantitative quasi-experimental method with pre-test and post-test design on two groups: experimental group and control group. The results showed a significant improvement in learning tamrin lughoh and improving students' language skills after the application of the Mim-Mem method. The mean score of the experimental group increased from 21.45 to 27.35, while the control group only increased from 21.25 to 26.45. This shows that the Mim-Mem method is effective in learning tamrin lughoh and improving students' language skills. Researchers suggest that future research places more emphasis on implementation and focuses on increasing the achievement of the values and ultimate goals of good Arabic language learning.

The Effect of Teaching Applied Arabic Syntax on Enhancing Reading Skills for Non-native Arabic Learners

The Effect of Teaching Applied Arabic Syntax on Enhancing Reading Skills for Non-native Arabic Learners

L2 Arabic pragmatics in the classroom: Insights from language instructors’ beliefs and practices

Instructional pragmatics praxis has received increased attention in recent years, but a good deal of this literature has focused on the L2 English context. More research is needed to determine the state of instructional pragmatics in other languages, such as Arabic, which has witnessed a foregrounding of interactional and pragmatic competence (Al Masaeed et al., 2020) that has not always been present. Therefore, the current study focused on L2 Arabic instructors in various countries to explore the state of pragmatics teaching in the field of L2 Arabic. To this end, the study utilized an online survey and follow-up interviews to contribute to our understanding of how teachers conceptualize pragmatics, how they approach instruction, and what needs and challenges they report when teaching pragmatics. The study also examined their perceptions of the quality and quantity of material available to them, their perceived levels of self-efficacy in teaching pragmatics, pre-service training, and how pragmatics teaching may differ across proficiency levels and institutional contexts. Data were collected from 52 teachers of Arabic as a second language (referred to here as L2 Arabic teachers) from various countries including USA, Jordan, Egypt, Morocco, Saudi Arabia, and France. Findings showed that while L2 Arabic teachers feel positively and passionately about teaching pragmatics and feel committed to integrating it into their classroom, there is a clear need for additional training and curriculum development to support their teaching of L2 Arabic pragmatics. Many teachers are well poised to benefit from such resources, but many are less prepared and may need a thorough grounding in the principles of instructional pragmatics. Consequently, the study concludes by underscoring the need for additional pre-service training, instructional scaffolding, and institutional support so teachers can be empowered to enhance their L2 Arabic learners’ pragmatic competence.

THE CULTURE OF ARABIC LANGUAGE LEARNING IN THE PERSPECTIVE OF BERNARD SPOLSKY'S LANGUAGE POLICY

<p><em>This article examines the culture of Arabic language learning through the perspective of Bernard Spolsky's language policy. Spolsky defines language policy as language practice, language belief, and language management. In the context of Arabic language learning, language policy includes the implementation of appropriate curricula, effective teaching methods, and sustainable management of education. </em><em>This research uses qualitative studies. Data collection techniques are carried out through observation, interviews and documentation. To perform data analysis, researchers use analytical theory according to Miles and Hiberman by condensing data, presenting data and drawing conclusions. At the data validity checking stage, researchers used triangulation methods and peer discussions.The study's findings are as follows: First, the ministry of religion's policy teaching materials are implemented using the minister of religious affairs' decree number 183 of 2019, and the administration of both madrasas construct learning plans, selecting appropriate learning media and methods. In madrasah Aliyah Negeri 2 Malang, the concept is similar. In developing learning activities, there involves planning for learning. Second, in both madrasas, the actuality of studying Arabic is based on the 2013 curriculum. And the ministry of religion's policy in the field to be more innovative and intensive on learning Arabic, as well as the idea of dimadrasah Aliyah negeri 2 Malang for arabic language learning to be done in a network or from home.</em><em></em></p>

Teaching Functional Morphology to Non-Native Arabic Learners: A Proposed Conceptualization

This study aimed to identify appropriate morphological subjects for inclusion in Arabic language teaching programs for non-Arabic speakers. Through the development of a functional teaching morphology using a descriptive approach and employing questionnaires as research tools, the author assessed the relevance and precision of proposed morphological topics across beginner, intermediate, and advanced language levels. The research findings confirmed the suitability and significance of these topics for teaching Arabic to non-Arabic speakers. Additionally, a comprehensive proposal for teaching functional morphology to non-Arabic-speaking learners was formulated and evaluated. Based on these results, the author put forth a series of recommendations and suggestions for consideration.

Engagement of University Students in Online Arabic Learning During the Pandemic Era

Engagement of University Students in Online Arabic Learning During the Pandemic Era

Arabic Language Learning Strategy for Elementary School Graduates in Pondok Pesantren Yusuf Abdussatar Kediri Lobar West Nusa Tenggara, Indonesia

This article discusses the Arabic language learning strategy for elementary school graduates at Pondok Pesantren Yusuf Abdussatar, Kediri Lobar, West Nusa Tenggara. The background of this research is based on the importance of mastering Arabic as a means of communication and understanding religious texts in Islamic boarding schools. However, elementary school graduates who enter pesantren often have limitations in Arabic language skills. Therefore, effective learning strategies are needed to facilitate their understanding. This article examines the various methods used, ranging from the communicative approach, context-based learning, to the use of interactive media and a supportive learning environment. This research uses qualitative methods with observation, interview and document analysis techniques. The results show that the applied learning strategies succeeded in improving students' learning motivation and their Arabic language skills, especially through the combination of theory and hands-on practice. In addition, the active involvement of teachers and the support of an intensive boarding school environment play an important role in the success of the learning process. This article recommends further development on the integration of technology in Arabic language learning to improve the efficiency and effectiveness of learning in Islamic boarding schools.

Blooket: Alternative media for Arabic vocabulary learning for university students in Islamic boarding schools

The utilization of digital platforms is one of the key factors in the success of learning activities. This applies to Arabic language learning activities for specific purposes for students. Instructors and teachers can leverage digital platforms to provide students with new experiences in the learning process. One digital platform that can serve as an alternative medium is Blooket. This study aims to explore Arabic language classes for specific purposes with the aid of an educational game platform. Therefore, the researcher employs qualitative research to gain an in-depth understanding of the various phenomena occurring during these activities. The researcher uses observation techniques to monitor the atmosphere and interactions among students during the class. Documentation is also used to gather data in the form of supporting documents for these activities. The data is then analyzed using the Miles, Huberman, and Saldana analysis model, which consists of three stages: data condensation, data presentation, and conclusion drawing. The results of the study indicate that Arabic language classes for specific purposes consist of several activities. First, the instructor begins with an introduction to the Arabic language for the purpose of pilgrimage by inviting a pilgrimage guide. The skill focus of the learning is vocabulary mastery related to the conduct of the pilgrimage. Next, the instructor uses the educational game platform Blooket to motivate students and provide them with a new and engaging learning experience in Arabic. Students enthusiastically participate in the series of class activities. In addition, they gain new experiences regarding the use of the Blooket digital platform in Arabic language learning.

Differentiated Instruction as a Form of Merdeka Belajar in Arabic Language Learning

The purpose of this study is to examine and describe the concepts and principles of differentiated instruction models and examples of their implementation in Arabic language learning. This is an effort to determine practical procedural steps that can be taken and followed by Arabic language teachers to benefit from differentiated instruction. Through differentiated instruction, it is expected that the role of the teacher is not just to exhaust the material, but to optimize the learning process of each student; differentiation becomes a prerequisite for the learning process, not just an additional element that is “nice to have”. To achieve this goal, this research uses a literature study approach with an inductive descriptive method design to present views and theories about differentiated instruction and how it is applied in Arabic language learning. With this approach, this research seeks to explore theories and opinions regarding differentiated instruction models, analyze them, and utilize them to be used as procedural steps in Arabic language learning. The results of this research indicate that the differentiated instruction model can be a learning solution that can be implemented to answer the needs of diverse students. Differentiated instruction is learning that begins with a diagnostic assessment to map the characteristics of students so that teachers are able to design learning well according to students' needs. Differentiated instruction can be applied through content, process and product aspects. It is hoped that the results of this research can provide benefits for teachers and provides insight into the application of differentiated instruction in Arabic language learning. Keywords: Differentiated learning model, Arabic learning, Merdeka belajar

Implementation of the Use of Instagram @gramatika_arab in Developing Arabic Language Skills for Students of Arabic Language Education of UIN Sunan Kalijaga

Instagram is one of social media equipped with various features and used as a medium of information and communication. One of its functions is to make it easier for Arabic learners to access Instagram accounts that provide several audio-visual-based Arabic content. This research is a qualitative content analysis with Instagram @gramatika_arab as the subject. Data sources in this study consist of primary data sourced from Instagram @gramatika_arab and secondary data in the form of several scientific journals relevant to this study. The data collection method used is the documentation method while data analysis is carried out during the research. The results showed that Instagram @gramatika_arab become one of the accounts providing audio-visual based Arabic content that is widely accessed by Arabic language learners, especially for students of state islamic universities in Indonesia. It is even accessed by several other countries such as Malaysia, Thailand, and Morocco. Content in the form of Arabic quizzes, pamphlets, and handwriting can attract and facilitate Arabic learners in understanding the material. In addition, Arabic language learners can easily access these contents anytime and anywhere.

The Development of a Mini Dictionary Ibtikar Jadid in the Arabic Language Subject in Integrated Middle School

This research aims to make Arabic language learning more innovative and interesting. both methods and materials. Moreover, learning Arabic because it depends on mastering vocabulary. The aim achieved in this research is to find out how to develop a mini dictionary and determine the validity of the mini dictionary as a supporting book for Arabic language subjects by experts. This research uses a type of research and development which aims to develop both products and activities. According to Borg and Gall. The results of this scientific research are: This book is in the form of a mini dictionary, small in size and easy to carry. This book is designed for class VIII students who have vocabulary material that has not been included in the vocabulary table in the unit book. This “new innovation” mini dictionary has a very high level of validity. Based on the results of content material experts 98.21% and teaching method experts 94.11%. Both received very good marks, which indicates that this dictionary is suitable for use in learning.

Development of Competency-Based Arabic Language Curriculum in Traditional Islamic Boarding Schools

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.

Implementation of Direct Correction Technique in Improving Students’ Motivation towards Arabic Language Learning at MTs Muhammadiyah Pasui

Direct correction technique is part of the evaluation method that has an important role in improving language mastery, and has implications for increasing student motivation. This study aims to analyse whether Direct correction can increase students’ learning motivation in Arabic language learning with the object of research at Islamic Junior High School (MTs) Muhammadiyah Pasui. Then there are two problem formulations. First, what are the factors or obstacles that affect Arabic language learning at MTs Muhammadiyah Pasui. Second, how Direct correction increases the motivation of learning Arabic vocabulary of MTs Muhammadiyah Pasui students’. To answer the research problem, this research uses a descriptive Quantitative method with data collection methods using interviews and questionnaires. The analysis technique uses validity test and reliability test. This study concluded that first, students’ obstacles in learning are influenced by the lack of mufradat vocabulary and the majority of students’ have difficulty in reading the Qur'an, which has an impact on their inability to identify letters. Second, students’ lack of interest is influenced by students’ low level of understanding of the material, with the application of Direct correction teachers can measure students’ level of understanding and students’ can immediately correct mistakes after evaluation activities. Third, with the application of Direct correction the teacher is able to foster student learning motivation, the indicators are that students’ are active in learning, students’ pay more attention to learning, students’ become more excited and feel facilitated.