Arabic Learning Research Articles

PENGARUH INTERAKSI EDUKATIF GURU SERTA DISIPLIN BELAJAR SISWA TERHADAP HASIL BELAJAR BAHASA ARAB

This study examines how student learning discipline and teacher-student interactions affect Arabic language learning results at SMP Queen Ibnu Sina Genteng in the 2023–2024 academic year. The study uses a pretest-posttest control group and a quasi-experimental approach. Purposive sampling strategies were used to choose 30 students for the experimental group and another 30 students for the control group. The Arabic language learning outcome is the dependent variable, whereas educational interaction and student learning discipline are the independent variables. The Wilcoxon Signed Rank Test and Mann-Whitney U Test (significance level of 0.05) are used to analyze the data from the interaction and learning discipline assessments that are part of the study instruments. The findings show that learning discipline and educational engagement have a major impact on Arabic language learning outcomes. The two variables have a positive association, as indicated by the Paired Sample T-Test's significant value of 0.000 (<0.05). The students performed well, as evidenced by their average Arabic language acquisition outcome of 96.33. To sum up, learning discipline and teacher-student interaction are essential to improving Arabic language learning results at SMP Queen Ibnu Sina Genteng. signifikan interaksi edukatif serta disiplin belajar terhadap hasil belajar bahasa Arab . Uji Paired Sample T - Test menampilkan nilai signifikan 0 , 000 ( <0 , 05 ) , sehingga ada ikatan positif antara kedua variabel tersebut . Hasil belajar bahasa Arab rata - rata siswa menggapai 96 , 33 , menampilkan hasil yang baik . Akhirnya , interaksi edukatif guru serta disiplin belajar berfungsi berarti dalam tingkatkan hasil belajar bahasa Arab di SMP Queen Ibnu Sina Genteng

Design and Development of the Game "Kitabah For Kids" Augmented Reality Technology for Arabic language learning

Penelitian ini membahas tentang rancang bangun aplikasi "Kitabah for Kids" untuk mendukung pembelajaran bahasa Arab bagi anak-anak. Aplikasi ini dirancang untuk menyediakan media pembelajaran yang interaktif, menarik, dan sesuai dengan kebutuhan anak-anak. Dalam proses pengembangannya, penilaian dari para ahli di bidang desain dan konten pembelajaran menjadi input yang berharga untuk memastikan aplikasi ini memenuhi standar kualitas yang dibutuhkan. model pengembangan yang digunakan adalah pegembangan stanford university dengan tahapan empathy, define, ideate, prototype, dan test untuk merancang dan mengembangkan aplikasi "kitabah for kids" sebagai media pembelajaran bahasa arab untuk anak-anak. Hasil validasi dari para ahli menunjukkan bahwa aplikasi "Kitabah for Kids" telah mempertimbangkan dengan baik aspek desain dan konten pembelajaran bahasa Arab. Dari sisi desain, aplikasi ini dinilai intuitif, mudah diakses, dan mampu menjaga atensi anak-anak melalui fitur interaktif yang menarik. Sedangkan dari sisi konten, materi pembelajaran yang disajikan dianggap sesuai dengan kurikulum bahasa Arab yang berlaku, sehingga dapat menjadi sumber belajar yang efisien dan relevan. Meskipun demikian, masukan dari para ahli juga mengidentifikasi beberapa aspek yang perlu ditingkatkan, seperti penyempurnaan navigasi, struktur informasi yang lebih jelas, serta penambahan fitur interaktif lainnya. Dengan memperhatikan saran-saran tersebut, pengembangan aplikasi "Kitabah for Kids" diharapkan dapat menjadi alat bantu pembelajaran bahasa Arab yang efektif dan menyenangkan bagi anak-anak.

Arabic Curriculum Planning Management

This study aims to explore the management of Arabic curriculum planning in Indonesian higher education, focusing on the effectiveness of planning in addressing challenges in teaching and learning Arabic. Utilizing a qualitative approach and library research methods, the study analyzes literature related to curriculum management and its implementation at three higher education institutions. The findings reveal that the curriculum planning process involves stages of needs analysis, goal formulation, content development, teaching strategies, and evaluation, although the depth and approach vary between institutions. The study identifies that while the integration of technology into the curriculum has begun, the level of implementation differs. Multicultural aspects and labor market orientation are also focal points, with results showing that while some institutions have integrated modules for business and diplomatic Arabic, multicultural aspects remain limited. These findings underscore the need for a more holistic curriculum planning approach that is responsive to digital advancements and sensitive to cultural diversity and labor market needs. The study recommends developing a comprehensive curriculum management model to enhance the relevance and effectiveness of Arabic language learning in Indonesia.

Methods of Arabic Language Learning

implemented in educational settings, including the Direct Method, Natural Method, Grammar-Translation Method, Audiolingual Method, and Suggestopedia. A qualitative approach is employed to evaluate the strengths and weaknesses of each method, as well as their impact on students' language proficiency. The findings reveal that each method possesses unique advantages in enhancing Arabic language skills, with different emphases on aspects such as communication, grammatical understanding, and context of use. The Direct and Natural Methods are found to be effective in improving speaking and listening skills, while the Grammar-Translation Method provides a deeper understanding of language structure. Additionally, Suggestopedia offers an innovative approach through relaxation and motivation techniques. The study concludes that a combination of various methods, tailored to meet students' needs, can create a more comprehensive and effective learning experience in mastering the Arabic language.

Penerapan Direct Method dalam Meningkatkan Prestasi Belajar Peserta Didik pada Mata Pelajaran Bahasa Arab Kelas 1C MTs di Pondok Pesantren Daarul Rahman Jakarta

This research is motivated by the problem of low grades in Arabic language learning subjects in class 1C MTs Daarul Rahman Islamic Boarding School, South Jakarta. The research method used is Classroom Action Research (PTK), data collection techniques with observation, oral and written tests, documentation. In this study, the subjects were students of class 1C MTs Daarul Rahman Islamic Boarding School, South Jakarta in the 2022/2023 school year consisting of 40 students. The object in this study is the improvement of students' learning achievement in Arabic language subjects using the direct method of class 1C MTs Daarul Rahman Islamic Boarding School, South Jakarta. The increase in students' learning achievement in Arabic language subjects has increased, it can be seen from each cycle that changes have occurred. In the pre-cycle the results were 62%, increased in cycle 1 with a result of 66%, and in cycle 2 increased with a result of 73%. From the learning activities that have been carried out, the learning achievement of students' Arabic language has increased and has reached the predetermined success criteria, it shows that the direct method is successful in improving students' Arabic language in class 1C MTs Daarul Rahman Islamic Boarding School, South Jakarta.

Automatic Pronunciation Assessment and Feedback for Arabic Learners: A Review

Automatic Pronunciation Assessment and Feedback for Arabic Learners: A Review

Strengthening Islamic Religious Education Values in Developing Independent Character

This study explores the strengthening of Islamic Religious Education values at the Nyai Ahmad Dahlan Ponorogo Child Welfare Institution (LKSA NAD) in developing foster children's independence. This study uses a qualitative approach with a case study. Data were collected through interviews, observations, and documents. Validity was tested by triangulation, and data analysis was carried out using the Miles interactive model, including collection, condensation, presentation, and conclusion. Strengthening the values of Islamic Education (PAI) at LKSA NAD plays a vital role in developing the character of independence of foster children. Strengthening the values of PAI at LKSA NAD is carried out through material, habituation, and lectures. Strengthening the material includes memorisation of the qur'an, interpretation, the qur'an and hadith, aqidah akhlaq, fiqh, and imla, qira'ah (recitation), arabic language learning, muhadarah (speech), al-Islam and Muhammadiyah, tartil reading the qur'an. Habituation is carried out through activities at the Ramadhan short-term boarding school, obligatory and sunnah worship, while lectures are given in religious study (kajian). This program has successfully increased foster children's independence, especially in making independent decisions, understanding moral values, and preparing themselves professionally with Islamic ethics. Foster children realise the benefits of this program in facing independent life in the future, although it was initially challenging. Materials such as memorising the qur'an, aqidah akhlaq, fiqh, and muhadarah are essential in strengthening PAI values. This study shows that strengthening Islamic Education values significantly contributes to increasing foster children's independence through Islamic ethics and responsible decision-making skills.

Implementation of Role-Playing Strategies in Increasing Maharah Kalam in State Universities

Maharah Kalam learning in PKPBA at the Faculty of Science and Technology. Arabic learning activities for five consecutive days, from Monday to Friday, make students bored and tired. So, to minimize these problems, variations, and innovations applied by teachers are needed to encourage students to be more communicative in using Arabic. The goal of this study is to understand how the implementation of role-playing strategies (Role Play) improves Maharah Kalam. This study is descriptive qualitative research which is to illustrate, describe, interpret, explain also answer in more detail the problems to be studied by studying as much as possible an individual, a group, or an event. The data collection method in this study is observation. The population in this study were all PKPBA students of Faculty of Science and Technology 2 and the sample in this research were all PKPBA students of Faculty of Science and Technology 2 totaling 40 people. Data analysis techniques used in this study include conclusion drawing, namely concluding also verification. The results of the implementation of the application are designed through 3 stages, namely: (1) Introduction which includes greetings then asking how are you to explain the learning scenario with role-playing strategies, (2) Core which includes the implementation of learning using role-playing strategies per group, and (3) closing which includes learning evaluation. Keywords: Maharah Kalam, Arabic Language Learning, Role-Playing Strategies

Cognitive Approach to the Use of Multimedia in Maharoh Kalam Learning

Mastery of speaking skills in learning Arabic often faces challenges related to student engagement and the effectiveness of traditional teaching methods. Conventional teaching methods are usually considered less attractive and unable to meet the learning needs of students effectively. This study aims to explore the use of multimedia based on a cognitive approach to improving students' speaking skills in the Special Arabic Language Learning Program (PKPBA) UIN Malang. Qualitative research methods were used, involving in-depth observations and interviews with students and faculty to collect data on the experience and impact of multimedia use. The results showed that multimedia designed with a cognitive approach significantly improved students' speaking skills, increased motivation, and enriched the learning experience. These findings make an important contribution to cognitive theory by demonstrating the practical application of multimedia in language learning, as well as providing guidance for educators in designing more effective learning materials. This research also emphasizes the need for inclusive technology development, attention to ethics, and the protection of users' data. Keywords: Speaking Skills, Multimedia, Cognitive

Evaluation Implementation of the Arabic Language Intensification Program (PIBA) in Islamic Higher Education

This article discusses the evaluation of the implementation process of the Arabic Language Intensification Program (PIBA) at UIN K.H. Abdurrahman Wahid Pekalongan, analyzes student responses to the program, and explores their expectations regarding the Arabic language learning method at the higher education level. The research approach is qualitative evaluative, aimed at assessing the implementation of the intensive Arabic language program. The evaluation model used is Stake’s Model, which includes three stages: Antecedents (background), Transaction (process), and Outcomes (results). Data were collected from primary sources (teachers and students) and secondary sources (placement test scores, final program grades, and satisfaction survey reports). Data collection was carried out through observation, interviews, and documentation. The results indicate that the program improves Arabic language proficiency, particularly for students with a general education background, although challenges such as varying effectiveness and the need to improve tutor planning remain. Final grades were generally positive, but students expressed a desire for more speaking practice, a more suitable schedule, representative classes, and more varied and interactive teaching methods.

Development of Augmented Reality Video Media to Improve Mastery of Tahiat Arabiya Arabic Language Course Students

This study aims to develop Augmented Reality (AR) based learning media in the form of videos to improve the mastery of Tahiyyat Arabiyah vocabulary in students who take Arabic language courses. This media is designed to help students understand and memorize Arabic mufrodat more interactively and interestingly through the use of AR technology. The development model used in this research is ADDIE, which includes five stages: analysis, design, development, implementation, and evaluation. The research subjects involved early semester students of Arabic language courses at Institut Agama Islam Negeri Sheikh Nurjati Cirebon, with the participation of 53 students in the initial survey and 33 students and seven lectures in the product trial. The results showed that the use of AR video contributed significantly in improving the mastery of Arabic vocabulary, especially those related to Tahiyyat Arabiyah. Students who used this media showed improvement in terms of vocabulary mastery and proper pronunciation. In addition, AR video was considered very effective in terms of visual appearance and ease of use. Respondents rated this media as able to increase learning motivation and provide a more interactive learning experience compared to traditional methods. However, there are some technical challenges, such as device compatibility that only supports the Android system. This research makes a new contribution in the context of Arabic language learning and shows that AR technology has great potential to be adopted in foreign language learning more widely.

The Implementation of Little Circle Arabic Learning to Improve Speaking Skills of Senior High School Students

Speaking skills are one of the barometers of someone's proficiency in learning a foreign language. Consequently, speaking skills are being widely developed in madrasahs. However, most students experience the highest language anxiety in speaking skills, as seen in the case of 10th grade students at MA Nurul Ulum. Recognizing this fact, researchers have proposed a new innovation in the learning process through the implementation of the Little Circle Arabic Learning (LCAL) in teaching speaking skills. This study aims to improve students’ skills in speaking Arabic. The research utilizes the classroom action research method according to the theories of Stephen Kemmis and MC Taggart, conducted in two cycles (8 meetings), with four steps in each cycle: planning, action, observation, and reflection. The subjects of this study are 22 students from the 10th grade at MA Nurul Ulum. The results show an improvment in speaking skills due to the average score of speaking skills evaluation by 10.5 in cycle I, from 75.4 (C) to 85.9 (B). Then, Then the researchers made improvement and repair in the cycle II until it became there was a further increase of 5.6 to 91.5 (A). Therefore, the LCAL model can enhance the Arabic speaking skills of 10th grade students at MA Nurul Ulum.

AI Concepts Integration in Developing E-Muhadathat Kits For Non-Arabic Speakers

Recent educational reforms focus on strategically integrating technology into teaching, aligning with the principles of the fourth industrial revolution (IR 4.0). Among the swiftly evolving technologies in language learning is Artificial Intelligence (AI), particularly in the form of Natural Language Processing (NLP). This technology has been applied to create the E-Muhadathat kit, an interactive Arabic conversation simulation tool designed to enhance communication skills for non-Arabic speaking students in Malaysian public universities. This study aims to investigate the role of AI in education, address the challenges in developing AI-based Arabic language learning software, and propose a model for the E-Muhadathat kit tailored for non-Arabic speakers. This literature review uses documentary methods to gather information from journals, conference proceedings, articles, dissertations, and digital books from databases such as Google Scholar, Springer Link, Science Direct, and Research Gate. The collected data undergoes descriptive analysis based on thematic categorization. The findings indicate that the concept of AI consists of three core components: machine learning, deep learning, and neural networks. Arabic linguists have recognized several challenges in developing AI-based software, such as orthographic, morphological, syntactic, anaphoric, and semantic ambiguities. Moreover, the E-Muhadathat kit's design integrates machine learning and deep learning techniques, featuring applications for both spoken and written language. The study's findings support educators and researchers aiming to create Arabic language software tailored for non-native speakers in Malaysian higher education institutions. As a result, the study advocates for further investigation into the use of AI in Arabic language education to enhance the communication abilities of non-native speakers in Malaysia.

Design of Heyzine Flipbook Based Arabic E-Module as an Alternative Teaching Material for Basic’s Level

One innovation in learning Arabic is using digital platforms such as Heyzine Flipbook (HF), which has been proven to increase student motivation. This research aims to develop and analyze the product design of the Arabic Learning E-module via HF. The method used is “Research & Development” (R&D) with the ADDIE model. The focus of this article is at MIN 2 East Lampung. Several applications (Canva, Quizizz, and Wordwall) are supported to create product designs for Arabic learning materials. Then, the product feasibility test involved six validators, namely material and language experts, who got 83.9%, learning media experts got 84.7%, and learning design experts got 83.5%. In the small group test, the score was 87.5%, while in the significant group test, the score was 67.3%. In terms of effectiveness, the application of this product shows very good results, with an average increase in student grades of 57.0%. In this way, all students achieve completeness after the Arabic e-module development product via HF can be implemented optimally.

Softskill Base Arabic Language Teaching Model in Improving Talaqul Kalam for College Student in Universitas Sains Al-Quran Jawa Tengah Wonosobo

Arabic language learning has a major problem related to its renewal. Arabic language learning is always identical with grammatical (Qawa’id) aspects which seem to be rigid, complicated, and confusing. There are two major Arabic language learning orientations: as body of knowledge and mastery. The purpose of this research is to produce an Arabic language learning model based on soft skills to effectively improve the students’ Talaqah al kalaam at Universitas Sains Al-Qur’an (UNSIQ), Wonosobo, Central Java, Indonesia. This research was considered as a field study in the form of Research and Development (R&D) involving students from each faculty of Universitas Sains Al-Qur’an (UNSIQ), Wonosobo, Central Java, Indonesia. The research data were collected through observation, in-depth interview, questionnaire, test, and documentation. The collected data were then analyzed through several stages: (a) initial-product test analysis, (b) limited data trial result analysis, (c) extensive data trial result analysis, and (d) student learning response analysis. The research results showed that the Arabic language learning model based on soft skills had fulfilled the validity elements through Expert Judgment method and been considered very effective proven by the significant improvement in post-test results. This model was also proven practical proven by the test results showing that the supporting instruments, such as Course Learning Unit, Learning Module, Semester Learning Plan, Test Instrument, and Learning Implementation Sheet, were very good.

Research on the Innovation of Arabic Interrogative Sentence Teaching Strategies

This study investigates innovative teaching strategies for Arabic interrogative sentences, aiming to enhance language learners’ proficiency and comprehension in this linguistic domain. The target audience for these strategies includes Arabic language instructors and learners seeking to improve their language skills. To achieve the objectives of the current research, the researcher designed 3 tables to identify the distinctions and commonalities between English and Arabic while recognizing the unique characteristics of each language. By examining syntactic structures, verb conjugation patterns, and cultural nuances, this research seeks to provide valuable insights into the complexities of Arabic interrogatives and offer practical pedagogical approaches for language instruction. This study also aims to address the significance of employing the right strategies in second language acquisition by providing a comprehensive review of existing literature on teaching Arabic interrogatives and proposing innovative pedagogical approaches based on cognitive grammar theory. This research then seeks to contribute to the field of Arabic language teaching by offering practical solutions to the challenges associated with interrogative sentence learning, thus empower learners to navigate real-world scenarios effectively and engage meaningfully with Arabic interrogative structures. In short, this research underscores the importance of adopting innovative teaching strategies for Arabic interrogative sentences to facilitate language learners’ proficiency and comprehension. By providing practical insights and pedagogical approaches, this study aims to enrich language instruction and contribute to the broader discourse on language teaching and learning.

Analysis of the Impact of Language Acquisition Factors on Listening Skills Using Structural Equation Modeling in Arabic Language Education Students at State Islamic University Raden Intan Lampung

Background. The selection of language acquisition factors as a research topic is urgent due to the lack of clarity on which factor most significantly supports language competence, particularly in receptive skills like listening in Arabic learning. Understanding this is crucial to assist learners in maximizing their potential. Purpose. This quantitative study, using an explanatory design, investigates the influence of affective, cognitive, and social factors on the improvement of students' listening skills in Arabic. The data was analyzed using Structural Equation Modelling (SEM). Method. The research involved students from the Arabic Language Education Study Program at UIN Raden Intan Lampung. Data were collected via questionnaires measuring the impact of the three factors on listening competence (maharah istima') and analyzed using SEM to assess the relationships between these factors. Results. The results indicate that cognitive factors (e.g., intelligence, talent, and learning styles) have a minimal influence on listening competence. Affective factors (e.g., motivation, personality, and anxiety) have a moderate effect, while social factors, particularly attitude, have the strongest influence on improving listening skills. Conclusion. This study highlights the importance of focusing on social factors to improve listening skills in Arabic learning. Educators can enhance their teaching methods by addressing these key factors, ensuring better student outcomes and more effective language acquisition.

Enhancing Speech-to-Text and Translation Capabilities for Developing Arabic Learning Games: Integration of Whisper OpenAI Model and Google API Translate

This study tackles language barriers in computer-mediated communication by developing an application that integrates OpenAI’s Whisper ASR model and Google Translate machine translation to enable real-time, continuous speech transcription and translation and the processing of video and audio files. The application was developed using the Experimental method, incorporating standards for testing and evaluation. The integration expanded language coverage to 133 languages and improved translation accuracy. Efficiency was enhanced through the use of greedy parameters and the Faster Whisper model. Usability evaluations, based on questionnaires, revealed that the application is efficient, effective, and user-friendly, though minor issues in user satisfaction were noted. Overall, the Speech Translate application shows potential in facilitating transcription and translation for video content, especially for language learners and individuals with disabilities. Additionally, this study introduces an Arabic learning game incorporating an Artificial Neural Network using the CNN algorithm. Focusing on the “Speaking” skill, the game applies to voice and image extraction techniques, achieving a high accuracy rate of 95.52%. This game offers an engaging and interactive method for learning Arabic, a language often considered challenging. The incorporation of Artificial Neural Network technology enhances the effectiveness of the learning game, providing users with a unique and innovative language learning experience. By combining voice and image extraction techniques, the game offers a comprehensive approach to enjoyably improving Arabic speaking skills.

The Innovation of Arabic Teaching Material Development in the Digital Era at Al-Fityan School Gowa IT High School

In facing the ever-evolving digital era, the development of Arabic teaching materials at Al-Fityan School Gowa IT High School requires innovations that are able to meet the needs of modern and effective learning. This article discusses various innovations applied in the development of Arabic teaching materials, ranging from the integration of multimedia technology to the utilization of interactive e-learning platforms. The main purpose of these innovations is to improve learning effectiveness, expand accessibility, and support students' various learning styles. Using qualitative research method through case study design, this article analyzes the implementation of digital technology in Arabic teaching materials at Al-Fityan School Gowa IT High School. Data were obtained through semi-structured in-depth interviews and analyzed with three stages of Miles and Huberman's qualitative data analysis technique: data reduction, data presentation and conclusion drawing. The results showed that the use of mobile applications, learning videos and other digital aids significantly increased students' interest and understanding of Arabic. The article also identifies challenges faced, including limited infrastructure and teacher readiness. Recommendations are given for the continued development of adaptive and inclusive digital teaching materials, in order to create a more dynamic and effective Arabic learning experience in this digital era.

Teaching Pronunciation to EFL Learners at the Tertiary Level: Perspectives of Professors at Saudi Universities

This study aimed to provide a novel, focused program for instructing English pronunciation to Saudi EFL university students, grounded upon identified mistake patterns. In addition, to execute the customized curriculum in pronunciation instruction for a group of Saudi EFL students. Furthermore, to evaluate the efficacy of the tailored curriculum by measuring enhancements in pronunciation accuracy. Additionally, to investigate the attitudes and experiences of EFL professors at various Saudi universities regarding the designated pronunciation curriculum using surveys. The researchers adopted the analytical-descriptive research method, utilizing the questionnaire as a tool for collecting data from thirty-three EFL university professors who teach English at different Saudi universities. The main findings of this study were: excessive focus on instructing individual phonemes, prioritization of suprasegmentals; overdependence on standardized evaluations. The significant levels of disagreement suggest that these techniques may not adequately meet the pronunciation requirements of Arabic EFL learners. Allocating time for pronunciation may possess some merit, while its execution necessitates additional investigation. The consensus on communicative instruction suggests potential for this methodology if effectively employed. Technological tools were regarded as beneficial instruments, consistent with studies on computer-assisted pronunciation instruction. The efficacy of customizing curriculum to address faults made by Arabic learners; Emphasis on pronunciation instruction within educational institutions. The main recommendations were adopting communicative instructional methodologies for teaching pronunciation enhances the growth of EFL learners, employing technological equipment acts as advantageous tools in enhancing pronunciation education, and additional comparison investigations and lectures must be undertaken to establish a correlation between the phonological systems of learners' native language and the target language.