Arabic Reading Research Articles

The Feasibility of TOAFL Instrument as a Measuring Tool for Reading Skills of Students Faculty of Education

Evaluation of Arabic language learning requires a valid and reliable instrument to measure students' abilities accurately. This study aims to analyze the feasibility of the ITMAM (Ikhtibar Tahdid Mustawa al-'Arabiyyah lil Muta'allimin) instrument as a measuring tool for the Arabic reading skills of STITMA Yogyakarta students. The research method uses a descriptive quantitative approach by analyzing 60 questions tested on 311 students using SPSS version 25 software to test validity, reliability, level of difficulty and discriminatory power. Analysis is needed to ensure the quality of the test instrument that can provide accurate measurement results and become the basis for effective learning evaluation. The results showed that all questions were valid and reliable, with 65% having a moderate difficulty level, 37.7% at an easy level and 3.3% at a difficult level. The results of the Discriminatory Power Test showed that 60% of the questions were accepted well and 40% needed revision so the ITMAM instrument is suitable for use as a standard evaluation tool for Arabic reading ability with several improvements to certain questions.

The Impact of Informative and Narrative Texts on Arabic Language Comprehension in Islamic Education

This study investigates the impact of narrative and informative texts on Arabic reading comprehension in the context of Islamic education. Arabic proficiency is crucial for understanding Islamic teachings, yet the differential effects of narrative and informative texts on comprehension have not been extensively explored. While narrative texts engage students through storytelling, fostering emotional connections and intuitive understanding, informative texts provide factual knowledge, supporting analytical thinking and academic comprehension. The gap in literature lies in the comparative analysis of these two types of texts in Arabic language learning within Islamic education. The primary objective of this study was to evaluate how narrative and informative texts affect Arabic comprehension in 12th-grade students. A comparative methodology was employed, using pre- and post-test assessments to measure reading comprehension after exposure to both text types. Statistical analysis was applied to determine the significance of differences in comprehension scores between narrative and informative texts. The results indicated a significant difference in students' comprehension scores, with narrative texts yielding higher mean scores (87.81) compared to informative texts (73.77), suggesting that narrative texts may be more engaging for students. However, no significant correlation was found between the two text types and overall comprehension, highlighting the influence of factors such as teaching methods and student engagement. The study’s limitation includes its small sample size, which may affect the generalizability of the results. The originality of this study lies in its focus on Arabic language learning in Islamic education, providing insights into how different text types can enhance reading comprehension and support language development in this specific educational context.

The Effects of Electronic Games on Developing Arabic Reading Skills among Kindergarteners in Ma'an Education

The Effects of Electronic Games on Developing Arabic Reading Skills among Kindergarteners in Ma'an Education

Design of Integrating Qalam AI and Language Teacher Competencies in Evaluating Arabic Reading Skill

The development of technology in the field of education saw several advancements. One of these advancements was marked by the massive use of artificial intelligence technology, including in the evaluation of Arabic language learning. In response to this development, technological advancements had to be balanced with human competencies so that learning did not rely entirely on technology but was integrated with human thinking abilities. This research aimed to design an evaluation of Arabic reading skills based on the integration of Qalam AI and language teacher competencies. This study employed a descriptive qualitative approach, which was then practiced in learning through field experiments involving 150 respondents. Data collection methods include interviews, documentation, literature studies, and reading skill tests. The analysis used was descriptive analysis, as it focused solely on the evaluation design based on the integration of Qalam AI and language teacher competencies. Access to Qalam AI technology could be found at the website: https://qalam.ai/. The results of the study indicated that the design of the evaluation for Arabic reading skills based on the integration of Qalam AI and language competencies could be simulated in six stages: 1) Arabic language learning based on Qalam AI, 2) Arabic reading skill tests, 3) Utilization of Qalam AI, 4) Application of language teacher competencies, 5) Diagnosis and placement, 6) Evaluation.

<i>Al-Intiqaiyyah</i> Method to Improve <i>Maharah Al-Qira'ah</i> Skills in Arabic Language Learning

This study aims to analyze the application of the al-intiqaiyyah method to improve Arabic reading skills (maharah al-qira’ah) in grade VIII Islamic Junior High School (MTs) students. This study fills the gap in previous studies by focusing on improving reading skills and exploring the flexibility of eclectic methods in adjusting learning to students' needs. This study uses a descriptive qualitative approach to analyze the application of the al-intiqaiyyah method in maharah al-qira’ah learning at State Islamic Junior High School (MTsN) 2 Palu City. Data were obtained through interviews, observations, and documentation, then analyzed using condensation techniques, data presentation, and concluding. Data validity was tested through triangulation of sources and methods. Implementing the al-intiqaiyyah method in maharah al-qira’ah learning at MTsN 2 Palu City involves three stages: preparation, implementation, and evaluation. This eclectic method combines audiolingual, grammar-translation, and task-based learning approaches to improve students' understanding of Arabic texts, pronunciation, and vocabulary. Evaluation is carried out through formative and summative assessments. As a result, students can understand sentence structures, apply grammar rules, and improve their speaking and writing skills through practical exercises. This approach supports a deeper and more applicable understanding of learning Arabic. This study was limited to minimal supporting facilities and a sample from one school, so the results are less generalizable. Further research is recommended to test the eclectic method in various schools with different conditions, expand the use of technology, and explore its impact on other language skills.

The Impact of Reciprocal Teaching Strategy on the Achievement of Fifth Grade Students in Arabic Reading in Erbil Governorate.

The goal of this study was to find out how the mutual teaching method affected the reading skills of fifth graders in Erbil Governorate. The experimental method used in the study was to look at how the independent variable affected the dependent variable by gathering data and using the right statistics analysis to get the results. The study population was all fifth-graders in Erbil Governorate who were learning reading in Arabic during the 2022–2023 school year. To make sure the study tool was valid and reliable statistically, an exploratory sample of 35 female students was chosen. The study sample was split into two groups: an experimental group with 33 students studying Arabic reading using the reciprocal teaching strategy and a control group with 33 students studying Arabic reading using traditional teaching methods. The study found that students in the experimental group got better at reading Arabic after receiving and giving lessons back and forth. This is a statistically significant result, which means that the students in the experimental group did better. As they used strategies that helped them understand what they were reading and became more aware of it, like the question the student asks, his explanations of words and structures they didn't understand, his guesses about what might happen in the text, his reading of the picture that went with the text, and his summary of the text he asked about and his predictions about what would happen in it. All of this makes him more aware of the texts.

Pengenalan Huruf Hijaiyah Melalui Metode Bernyanyi dengan Menggunakan Media Flash Card pada Anak Usia 4-5 Tahun di Tempat Pendidikan Al-Qur’an (TPA) Babussalam Desa Sabuk Empat Lampung Utara Tahun Ajaran 2024

The work program planned to be implemented in Sabuk Empat Village includes: Teaching good manners and akhlakul karimah, introducing hijaiyah letters using Flash Card media, teaching Arabic vocabulary, teaching Arabic reading and writing, teaching fiqh, du'a-do' a daily, and short surahs. The work program carried out at the PKM STAI Ibnu Rushd 2024 activities is running smoothly as it should. PKM students have had a positive impact on the children of TPA Babussalam. Based on the results of activities, observations and implementation, the PKM program has been planned, prepared and implemented.

Guessing Meaning Strategies and Arabic Reading Comprehension Ability Among Chinese College Students

Guessing word meanings is vital for acquiring deep reading and adequate text comprehension, as the study implies that the cross-sectional approach quantitatively assesses the effect of guessing meaning strategies on Chinese university Arabic students' reading performance. There was significant evidence of the perfect relationship between the mastery of the guessing meaning strategy and the improvement of reading comprehension scores presented through the analysis of Chinese universities' data (r = 0.306, p < 0.01). It shows the vital importance of these approaches in raising reading skills. Students are well-positioned to carry out word investigation in terms of the etymology or roots of words, whether they are antonyms, synonyms, or synonymous phrases that help them deduce the meanings of words they are not familiar with and find out the meanings or explanations systematically in their reading. Guessing meaning strategies should be used in the Arabic language teaching curriculum in China to ensure that Arabic instructors can make learning enjoyable, thus value learning and acquiring language competencies. Additionally, different language contexts should be examined by future research to know the educational benefits and implications of these strategies.

Reading Anxiety in Arabic University Students

Reading anxiety measures are newly available in English, but none is available in Arabic. The goals of the present study were to adapt the English Reading Anxiety in College Students (RACS) scale to Arabic-speaking college students (RACS-Arabic), evaluate its reliability and other psychometric properties in comparison to the English US sample, and assess its relation to self-assessments of reading ability and measured reading ability. A sample of 226 undergraduate university Arabic-speaking students completed measures of reading anxiety, general and social anxiety, reading self-concept, perception of reading ability, and reading skills. Results showed the brief 10-item RACS-Arabic demonstrated high reliability. Factor loadings were compared to the original RACS English US sample, suggesting reading anxiety in Arabic to be more about reading out loud in front of people and less about not understanding what is read. Results also indicated that reading anxiety was a significant predictor of reading self-concept and self-perception of reading ability after controlling for general and social anxiety, demonstrating the reading-specific nature of reading anxiety. Unlike the English US sample, which demonstrated small but significant associations between reading anxiety and reading fluency, no significant correlation was observed in this sample between RACS-Arabic and oral vowelized word reading efficiency. Future research is needed to explore the relationship between reading anxiety and different measures of Arabic reading ability.

Developing Role Playing Games for the Skill of Reading the Arabic Language

This research aims to develop Arabic reading skills learning media based on Role Playing Games. This research discusses efforts to increase interest and motivation in reading and understanding Arabic texts among students. This study applies the ADDIE model in the development of Role Playing Games-based learning media in MAN 1 Bogor in the Gaza semester of the 2023/2024 academic year. The Media Role Playing Games developed have been validated by media, language, and material experts. The validation results showed that this medium was very good, with a percentage of 97% of media experts, 86% of linguists, and 98% of material experts. In addition, the response from teachers also showed positive results with a percentage of 95%. User tests of students also gave satisfactory results, with one-on-one tests obtaining 86%, small group tests 94%, and large group tests 89%. Based on the results of validation and user tests, it can be concluded that the learning media of Arabic reading skills based on Role Playing Games is very feasible to use for grade XI MAN students. In addition, student responses show that this Arabic-based Role Playing Games media is interesting, easy to use, and can be accessed and played for free on smartphones.

Inovasi Pembelajaran Mufradat dengan Video dan Subtitle Bahasa Arab di PP. Hasan Munjahid Grobogan

This research demonstrates the implementation of innovative learning through the utilization of Arabic-language videos and subtitles adopted by Pondok Pesantren Hasan Munjahid Grobogan. The study aims to provide insights into how the combination of videos and subtitles enriches students' learning experiences, particularly in mufradat learning. A qualitative approach was employed, utilizing classroom action observation, interviews, and documentation for data collection. The gathered data will be qualitatively analyzed. Results indicate that the innovative use of Arabic-language videos and subtitles in Pondok Pesantren Hasan Munjahid effectively facilitates mufradat understanding and alleviates students' boredom. Positive responses are reflected in increased interest and motivation, impacting task performance during video sessions. While the approach has merits, identified shortcomings include some students struggling to grasp content. Therefore, recommendations include Arabic reading and writing training, additional materials provision, and individual guidance to optimize learning outcomes.

AraRead: A Mobile Application for Enhancing Arabic Reading Skills in Moroccan Children with Dyslexia

This study explores the effectiveness of AraRead, a mobile application, designed to improve Arabic reading skills among children with dyslexia in Moroccan primary schools. The research aimed to investigate the impact of this application on reading ability and student motivation. Employing a pre-test/post-test design, the study involved 36 participants who used the application over a period of seven weeks. The findings validate previous research conducted in other contexts, demonstrating that such digital tools can significantly aid children with dyslexia in enhancing their reading skills. Additionally, the study revealed that AraRead not only improves reading proficiency but also increases motivation and fosters self-directed learning among learners. These results highlight the significant efficacy of mobile applications in overcoming learning challenges and enhancing student motivation, offering valuable insights for incorporating technology into educational practices specifically for children with dyslexia.

The Impact of Arabic Reading Comprehension on Students’ Writing Skills in Selected Senior Arabic Secondary Schools in Jigawa State

This study explores the impact of Arabic reading comprehension on students’ writing skills in selected senior Arabic secondary schools in Jigawa State. Through a comprehensive analysis involving reading and writing tests administered to 250 students, the research aims to identify the relationship between students' reading proficiency and their writing abilities. Findings indicate a moderate level of reading comprehension but below-average writing skills. The absence of a standardized curriculum and insufficient teacher training are highlighted as significant factors affecting students' performance. Recommendations include the development of a unified curriculum, enhanced teacher training, and increased resource provision.

Pengaruh Metode Hafalan Mufrodat Dalam Peningkatan Keterampilan Membaca Bacaan Bahasa Arab

Learning Arabic is not as easy as learning our first language, namely Indonesian or Bugis, Mandar, Makassar. Teaching foreign languages, especially Arabic, is different from other languages, because teaching Arabic prioritizes several skills, namely listening skills, reading skills, speaking skills and writing skills. This study aims to determine the influence of memorization methods in improving Arabic reading comprehension in grade X students of Madrasah Aliyah Negeri 2 (MAN 2) Polewali Mandar, Matakali District, Polewali Mandar Regency. This study involved two variables, namely the independent variable is the influence of the mufrodat memorization method while the bound variavel is the ability to read Arabic readings of learners. This type of research uses a type of quantitative descriptive research. The subjects of this study were students of grade X Madrasah Aliyah Negeri 2 (MAN 2) Polewali Mandar, with sampling techniques. Furthermore, the research instruments used were test sheets and questionnaires to determine the effect of the Mufradat memorization method in improving Arabic reading comprehension in grade X students of Madrasah Aliyah Negeri 2 (MAN 2) Polewali Mandar. The data obtained were analyzed using descriptive statistical analysis. The results proved that mastery in memorizing mufradat has a strong influence on Arabic reading skills as evidenced by a significant correlation between variable X (mastery of memorizing mufradat) and variable Y (skill in reading Arabic reading). This is proven by obtaining a value of 0.005 (0.000 < 0.005) the relationship is linear, which means that the higher the level of mastery of memorizing mufradat, the higher the ability to read Arabic readings in students

Unleashing the Power of Reading: Effective Strategies for Non-Native Arabic Language Learners

This study delves into the realm of enhancing reading skills for non-native Arabic language learners, exploring effective strategies to unlock the full potential of reading comprehension. Despite the limited existing research in this domain, the study aims to shed light on various perspectives that can contribute to a deeper understanding of the subject. this study aspires to pave the way for the development of more comprehensive and effective learning strategies for non-native Arabic language learners, ultimately fostering a heightened appreciation for the power of reading in language acquisition. This research employs a literature review methodology to collect, analyze, and synthesize relevant literature related to effective strategies in developing Arabic reading skills for non-native learners. The research findings highlight the effectiveness of various reading strategies for non-native Arabic learners. The findings of this research reveal that the direct memory strategy enhances Arabic reading through direct recall and vocabulary retention, crucial for non-native learners. Consistent use and tools like digital apps build learners' memory foundation. Additionally, the Direct Cognitive, Compensation, Indirect Cognitive, Affective, and Social Strategies contribute significantly, offering diverse approaches for non-native learners to excel in Arabic qira'ah (reading skills).

تعليم مهارة القراءة باستخدام الكتاب العربية للناشئين لطالبات الصف الثاني بالمدرسة الثانوية "المنورة" عوديرجو-ديوك-جومبانج

This research aims to discuss the teaching of reading skills using the book "Al-Arabiyyah li al-Nasyi’in" among eighth-grade female students at MTs Al-Munawaroh in Dsn. Ngemplak, Ds. Ngudirejo, Kec. Diwek, Jombang. A field approach is used in this study, employing observation and interviews as research tools. Through direct observation, the researcher observed the teaching patterns used, such as structured lectures, group discussions, and practical exercises. Interviews with the students provided data on their perceptions of reading skill instruction using the book. The results of this study indicate that teaching reading skills using the book "Al-Arabiyyah li al-Nasyi’in" at MTs Al-Munawaroh is effective in helping students develop Arabic reading skills. Through structured lectures, students gain an understanding of relevant theories and information. Through group discussions, they can interact with classmates to enhance their understanding and broaden their knowledge. Practical exercises provide opportunities for students to apply their reading skills in real-life contexts. However, the study also identifies several challenges in teaching reading skills, including resource limitations and the need for more effective teaching strategies. While the book "Al-Arabiyyah li al-Nasyi’in" has proven to be effective, there is a need for improvement in utilizing available resources and developing more innovative strategies to enhance reading skill instruction. This research provides a better understanding of teaching reading skills in the context of Islamic education using the book "Al-Arabiyyah li al-Nasyi’in". The findings of this study can contribute to curriculum development and Arabic language instruction in Islamic educational environments, as well as provide insights for educators to enhance student reading instruction.

Exploring Immediate Memory and Its Influencing Factors Among Young Arabic Readers: Insights from Letter and Symbol Recall Performance

Exploring Immediate Memory and Its Influencing Factors Among Young Arabic Readers: Insights from Letter and Symbol Recall Performance

Taṭbīq Namūżaj al-Ta’līm al-Ta’āwuni litarqiyyah Mahārah al-Qirā’ah li Ṭullāb al-Madrasah al-Mutawassiṭah

This study aims to determine the effectiveness of the Cooperative Think Pair Share Model on Reading Ability in Understanding Arabic reading texts in Eighth Grade Students of MTs Ma'arif Balong Ponorogo. The method used in this study is a quantitative approach of the experimental model with a quasi-experimental research type. The sample in this study consisted of 28 students in the experimental class and 26 students in the control class. Data collection in this study used test techniques, observation, and interviewing techniques. The data analysis used is the Independent Sample t-test and N-Gain test. The results showed that (1) There is a difference in reading ability in understanding reading texts between using the think pair share learning model (experimental class) and not using the think pair share learning model (control class) in the Arabic language subject. This is evidenced by using an independent sample t-test, which results in less than 0.05, meaning Ho is rejected and Ha is accepted. (2) there is effectiveness in improving reading ability in understanding Arabic Reading texts, as evidenced by the N-Gain score of 67.9%, which is categorized as quite effective, so it can be concluded that the cooperative learning model think pair share is effectively used for the Eighth Grade students of MTs Ma'arif Balong Ponorogo.

The Influence of Ummi Method Using Mother Tongue Approach on Arabic Reading Skills

Students’ reading skills depend on their teacher and effective teaching methods are crucial, especially for Arabic language teachers. The Ummi method designed for learning to read the Quran is easy and enjoyable. The Ummi method can be applied to teaching reading in Arabic because the language used in the Quran is Arabic. The Ummi method has three mother tongue approaches: the Direct method, Repetition, and Affection. This study employs a quantitative approach with a quasi-experimental, non-equivalent control group design. The research population includes students from SMP Laboratorium Percontohan UPI Bandung, with purposive sampling techniques. Class VII-C is the experimental sample, while Class VII-D is the control sample. Data collection involved observation, interviews, pre-tests, and post-tests. The main objective of this research is to demonstrate the effect of the Ummi method through the mother tongue approach, on the skills of reading Arabic texts. The hypothesis test result showed a significance value of 0.009<0.05, which rejects Ho and accepts Ha. The experimental class had a mean gain score of 23.4531, higher than the control class’s 13.9219. It was concluded that the Ummi method through the mother tongue approach, significantly improves Arabic reading skills.

Constraining current neuroanatomical models of reading: the view from Arabic.

There is a growing interest in imaging understudied orthographies to unravel their neuronal correlates and their implications for existing computational and neuroanatomical models. Here, we review current brain mapping literature about Arabic words. We first offer a succinct description of some unique linguistic features of Arabic that challenge current cognitive models of reading. We then appraise the existing functional neuroimaging studies that investigated written Arabic word processing. Our review revealed that (1) Arabic is still understudied, (2) the most investigated features concerned the effects of vowelling and diglossia in Arabic reading, (3) findings were not always discussed in the light of existing reading models such as the dual route cascaded, the triangle, and the connectionist dual process models, and (4) current evidence is unreliable when it comes to the exact neuronal pathways that sustain Arabic word processing. Overall, despite the fact that Arabic has some unique linguistic features that challenge and ultimately enrich current reading models, the existing functional neuroimaging literature falls short of offering a reliable evidence about brain networks of Arabic reading. We conclude by highlighting the need for more systematic studies of the linguistic features of Arabic to build theoretical and neuroanatomical models that are concurrently specific and general.