Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Not a member yet
246 research outputs found
Sort by
Mapping the Application of Language Learning Strategies to the Language Skills: A Content Analysis Based on Oxford\u27s Book
Full text linkThis study aims to map the application of language learning strategies based on Rebecca L. Oxford\u27s theory in her book Language Learning Strategies: What Every Teacher Should Know for four primary skills: listening, speaking, reading, and writing. Using a qualitative approach with content analysis, this study analyzed direct (memory, cognitive, compensatory) and indirect (metacognitive, affective, social) strategies. Data were collected through a literature review and analyzed using the content analysis method based on Klaus Krippendorff\u27s framework. The results showed that memory strategies significantly affected listening and reading skills, cognitive strategies were applied evenly across all skills, while compensatory strategies focused more on speaking skills. Metacognitive and affective strategies are important for learning management, and social strategies support all language skills. The findings guide educators in designing effective teaching methods, particularly in Arabic language learning
Bilingual Education and Arabic Language Learning: A Study of Merdeka Curriculum Practices in Indonesian Madrasah
Full text linkThis study aims to explore implementing the Merdeka Curriculum (MC) in Arabic Language Learning (ALL) through the integration of Madrasah Diniyah Khusus (Madinsus) and a bilingual approach at the MTs level within a pesantren environment. Conducted at Pondok Pesantren Modern al-Falah Jatirokeh, Brebes. This field research employed a qualitative descriptive method to explore strategies, challenges, and impacts of curriculum implementation. Data were collected through observation, interviews, and documentation involving selected students from classes VII and VIII, Arabic and Madinsus students, and the school principal. The findings indicate that the integration of Madinsus and the bilingual model supports a more adaptive, contextual, and competence-based Arabic learning experience aligned with 21st-century educational needs. This innovation serves as a strategic effort by the pesantren to adapt to national curriculum reforms without abandoning traditional Islamic values. This study makes an important contribution to the development of Arabic language learning and serves as a model for future Islamic education policies that can harmonize Islamic traditions with the demands of modern competencies
Developing an Android-Based Application for Arabic Grammar Learning Aligned with the Common European Framework of Reference (CEFR)
Full text linkThis research aims to develop an Arabic educational app that complies with the Common European Framework of Reference for Languages (CEFR) and can be downloaded from the Playstore. In addition, the study seeks to evaluate the authenticity, practicality, and effectiveness of Arabic language learning resources on the Android platform in accordance with CEFR standards. The approach taken in this application adheres to the research and development strategy known as the ADDIE model, which consists of five phases: analysis, design, development, implementation, and evaluation. This technique is applied to improve language skills by encouraging users to deduce correct answers using images, vocabulary, phrases, dialogues, grammar lessons, practice activities, quizzes, and puzzles presented in Arabic. All entry-level Arabic learning materials will be gathered in an application named "Tashol" which can be easily accessed and downloaded via the Playstore on mobile devices. As a result, this research is designed to support not only those learning Arabic but also anyone interested in gaining proficiency in the Arabic language. By utilizing the educational resource Tashol, learners can expand their vocabulary, memorize useful phrases, and understand the fundamentals of Arabic grammar, mastering materials at the A1 level to swiftly enhance their Arabic language skills. The results of this research indicate that the Tashol Android application includes A1 level Arabic learning resources, covering grammatical details, vocabulary enhancement, and relevant expressions, positioning it as a highly versatile educational tool readily available on the Playstore
Social Construction of Visually Impaired Students About The Urgency of Arabic Language Education
Full text linkThis research aims to understand the social construction of visually impaired students regarding the urgency of Arabic language education at the State Islamic University (UIN) Sunan Kalijaga Yogyakarta. Arabic plays an essential role in Islamic academic fields; however, accessibility for visually impaired students in learning the language remains challenging. Using a qualitative approach, this case study explores the experiences, challenges, and perceptions of visually impaired students in relation to Arabic language learning. Data were collected through in-depth interviews with several visually impaired students and the head and staff of the Disability Services Center (PLD) at UIN Sunan Kalijaga. The findings reveal that visually impaired students have a strong understanding of the urgency of Arabic, both for academic purposes and for enhancing future career opportunities. However, they also voiced various barriers, including limited support facilities and incompatible technology with their needs. This study is expected to provide insights for developing more inclusive policies in Arabic language education for visually impaired students in Islamic higher education settings
Exploring Speaking Anxiety Among Indonesian Arabic Language Learners: The Mediating Role of Personality Traits
Full text linkThis research investigates the determinant factors of public speaking anxiety among Indonesian university students through both pedagogical and socio-psychological lenses. Public speaking anxiety is a prevalent phenomenon in language acquisition, potentially affecting communicative competence and academic achievement, especially in the context of foreign language learning. This study explores the influence of academic motivation, intolerance of uncertainty, and the Big Five personality traits (openness, conscientiousness, agreeableness, extraversion, and neuroticism) as potential mediators in shaping speaking anxiety among Indonesian Arabic students in Islamic higher education. The research was conducted among students enrolled in Arabic Language Education programs at several state Islamic religious higher education institutions (PTKIN) in Indonesia. Structural Equation Modelling (SEM) was used to analyze the data, collected via self-report questionnaires. The results show that academic motivation does not significantly influence openness, while intolerance of uncertainty does. Of the Big Five traits, only openness and extraversion significantly affect speaking anxiety. Academic motivation influences conscientiousness, but not extraversion, while intolerance of uncertainty affects extraversion, but not agreeableness. Openness and extraversion mediate the relationship between academic motivation and speaking anxiety
Blending Languages: Code-Switching and Code-Mixing in Academic Arabic Communication in Abu Dhabi
Full text linkThis research is motivated by the multilingual proficiency of Mohamed Bin Zayed University for Humanities (MBZUH) students in Abu Dhabi. The aim of this study is to identify the forms of code-switching and code-mixing and to understand the reasons behind their occurrence in the speech of MBZUH students. The method used is descriptive research with a qualitative approach. Data analysis is conducted using the padan method and the SPEAKING method. The data sources for this study are local and international students at MBZUH, while the data itself consists of student utterances or conversations. The data collection techniques used involve two methods: the (simak) method with the (simak libat cakap) technique and the (cakap) method with the (pancing) and (cakap semuka) techniques. The results of this study identified two types of code-switching: internal and external, as well as two types of code-mixing: internal and external. Additionally, the study found three factors influencing code-switching and four factors influencing code-mixing in the speech of MBZUH students in Abu Dhabi
Balancing Global and Local Standards: A Study of Al-\u27Arabiyyah Baina Yadaik in the Context of Indonesian Islamic Education
Full text linkThis study evaluates the suitability of the textbook Al-‘Arabiyah Baina Yadaik based on Amani and Awatif’s criteria and the Directorate General of Islamic Education Decree (KEPDIRJENPENDIS) No. 3302 of 2024. It examines: (1) the textbook’s quality per Amani and Awatif’s standards, (2) its alignment with KEPDIRJENPENDIS policy, and (3) its strengths and weaknesses. Using qualitative library research and content analysis, data were collected through documentation and analyzed descriptively. The results show that the textbook meets Amani and Awatif’s standards, though it lacks a reference list and does not adequately address individual learner differences. According to KEPDIRJENPENDIS, it is suitable for grades 7–9 students. Strengths include QR-code features for interactive learning, the four Arabic language skills development, and integration of Arab-Islamic cultural values. In conclusion, Al-‘Arabiyah Baina Yadaik is useful for Arabic language education and aligns with current educational standards and policies.
Language and Culture of Young Arabs in Banjarmasin
Full text linkThis study aimed to know the use of Arabic language and the application of Arabic culture by young people of Arab descent in Banjarmasin City in their daily lives. The methodology used is qualitative research with an ethnographic approach. Data collection was done through observation, interviews, and documentation. Interviews were conducted with young people of Arab descent who live in Banjarmasin City. The results showed that the beginning of the arrival of Arabs to Banjarmasin City was related to their journey from Surabaya, then sailed by sea to Nagara, continued to Kuin in Banjarmasin City and then formed a settlement from their community which was later called an Arab village. The language and culture of the Arab descendants of Banjarmasin city are diverse, with code-mixing and code-switching, wedding traditions, religious events, food, and more. But, not all of them use the language and practice typical Arabic culture very strongly. Their language, culture and daily activities often follow those of general Banjarmasin people
Exploring AI Capabilities in Arabic Grammar: Comparative Analysis of ChatGPT and Gemini
Full text linkThis study aims to compare the performance of ChatGPT and Gemini in analyzing i\u27rāb Marfû’ât al-Asmâ’\u27, a critical aspect of Arabic grammar for determining the grammatical roles of words in sentences. The analysis uses 11 examples from the book Mulakhash Qawâ\u27id al-Lugah al-\u27Arabiyyah by Fuad Ni\u27mah, focusing on identifying grammatical components such as mubtada\u27, khabar, isim ashbah, isim kāda, khabar inna, fā\u27il, nā\u27ib al-fā\u27il, na\u27at, \u27atf, tawkid, and badal. The study employs the Mann-Whitney test to assess statistical significance and the Cosine Similarity Index (CSI) to measure semantic similarity. Results show that ChatGPT outperforms Gemini with a significant value of 0.019, while the CSI score of 0.800 indicates high similarity between the models\u27 outputs. ChatGPT excels in providing detailed and accurate analyses, while Gemini is more suitable for concise answers but may lack precision. These findings highlight the unique strengths of each model and underscore the necessity of manual correction to ensure the accuracy and relevance of results, particularly in technology-based Arabic grammar learning
Arabic Orthography: Development of Kahoot and Gamification Website-Based Writing Materials to Improve Understanding of Writing Rules
Full text linkThis study aims to design and develop Arabic orthography instructional materials using the Kahoot platform integrated with gamification to enhance students’ understanding of Arabic writing rules. The research employed a Research and Development (R&D) approach using the ADDIE model, involving 60 students from MAN 1 Boalemo. The development process included needs analysis, content design, material digitization, validation, implementation, and evaluation. Expert validation confirmed high feasibility with ratings of 88% (media expert), 83% (content expert), and 92% (language expert). Trial implementation showed strong acceptance from both teachers (89%) and students (80%). Learning effectiveness was measured through pretest and posttest, with mean scores improving from 58.85 to 84.20. Paired sample t-tests indicated statistically significant improvement (p < 0.05), while normality tests confirmed data distribution was normal. The results suggest that gamified instructional design using Kahoot effectively boosts student motivation, engagement, and mastery of Arabic orthography. This work contributes to the field by offering an engaging, scalable, and pedagogically sound solution for Arabic language learning in digital environments