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Exploring Teaching Practices in Arabic Language Education: A Qualitative Case Study at an Indonesian Islamic Boarding School Muzakki Abdurrahman; Linura Tuada; Nurul Ilma; Sovia Fahraini; Hisbullah Huda
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.41947

Learning Arabic language is essential in Islamic and formal education, especially in institutions that aim to equip learners with linguistic ability and good character. Bilingual schools involve various factors in the teaching and learning process such as institutional policy, learners' background, and teaching approach. This study aims to examine the practice of Arabic language teaching and learning in SMP Bilingual Terpadu Krian Sidoarjo using a qualitative method. Classroom observations were conducted in 12 meetings over two months, followed by semi-structured interviews with one Arabic language teacher and five selected eighth grade students, as well as document analysis. The results indicate that Arabic language teaching practices apply a mixed instructional strategy combining direct explanation and interactive activities, which support both conceptual understanding and active student involvement. Student participation tends to be dynamic, influenced by lesson design, language proficiency, and self-confidence. The use of bilingual instruction helps students understand the material more easily; however, it may reduce exposure to the target language. Challenges include varying levels of student ability and inconsistent participation, while supporting factors include flexible teaching strategies, diverse techniques, and a positive classroom atmosphere. This study provides insights into Arabic language teaching practices in bilingual schools and highlights important considerations for improving effective teaching and learning processes.

Negotiating Meaning and Authority through Speech Acts: A Pragmatic Study of Arabic Classroom Interaction Muzakki Abdurrahman; Muhammad Alfa Chirul Murtadho; Sovia Fahraini; Muhammad Thohir
Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Vol 9 No 1 April 2026
Publisher : STIQ Amuntai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v9i1.6584

Arabic, as the medium of instruction, plays a central role in fostering communicative interaction between teachers and students. However, differences in linguistic background and communicative competence often pose challenges to effective message delivery and comprehension. In this context, tadāwul af‘āl al-kalām (the exchange of speech acts) serves as a crucial communicative strategy for creating meaningful and effective classroom interactions. This study analyses the forms, functions, and meanings of speech acts in Arabic classroom interaction, as well as their role as a pedagogical communication strategy. A qualitative method with a pragmatic discourse analysis approach was employed, using classroom observation, in-depth interviews, and documentation. Data were thematically analysed based on speech act theory (locutionary, illocutionary, and perlocutionary acts) and functional categories (assertive, directive, expressive, commissive, and declarative). The findings indicate that directive speech acts dominate teacher communication, guiding instructions and learning activities, while students predominantly use assertive speech acts to convey understanding and responses. Expressive and commissive speech acts also emerge in affective and collaborative contexts. These results underscore that speech acts are not merely tools for information delivery but adaptive strategies that foster participatory, reflective, and meaningful classroom interaction. The pedagogical use of af‘āl al-kalām has the potential to strengthen students’ communicative competence and enhance the quality of Arabic language learning.

Strategies for Developing Teachers’ Competence Through Technology-Based Training in Secondary Schools Juwairiyah Dahlan; Muzakki Abdurrahman
Journal of Educational Management Research Vol. 3 No. 1 (2024)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v3i1.401

This study aims to formulate a strategy for developing teacher competency through technology-based training, relevant to the context of schools adopting the Independent Curriculum. The method used is a qualitative, descriptive-analytical approach, combining literature reviews and analyses of school documents available online, as well as theoretical studies on teacher competency, continuous professional development, and the use of ICT in learning. The results of the study produced several main strategies, namely: (1) designing a tiered technology-based training program; (2) strengthening teachers’ digital competency through the TPACK model; (3) building a professional learning community using an online platform; (4) integrating technology training with Islamic boarding school-based programs; and (5) implementing a continuous monitoring and evaluation mechanism. The implications of this study are expected to serve as a reference for secondary schools, especially those with an Islamic boarding school background, in developing teacher competency to support active, creative, and collaborative learning in accordance with the Pancasila Student Profile.

Speech Acts as a Communicative Strategy in Arabic Language Teaching Muzakki Abdurrahman; Mahjatin Nabilah Syarofina; Nur Aqilah Lutfiya Rahma Opier
LISANIA: Journal of Arabic Education and Literature Vol. 10 No. 1 (2026)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/lisania.v10i1.62-77

Arabic language learning requires effective communication between teachers and students to support classroom interaction. Differences in linguistic background and communicative competence may influence how messages are delivered and understood during learning activities. Therefore, tadāwul af‘āl al-kalām (exchange of speech acts) becomes important in creating meaningful classroom communication. Speech acts also function as communicative tools that help teachers manage instruction and assist students in responding appropriately during classroom interaction. Through effective speech acts, the learning process can become more active, interactive, and learner-centered. This study aims to examine the forms, functions, and meanings of speech acts in Arabic classroom interaction and their role as communicative strategies in learning activities. This research employed a qualitative method using a pragmatic discourse analysis approach. Data were collected through classroom observation, interviews, and documentation at grade 10 of MAN 2 Gresik. The analysis focused on speech act dimensions, including locutionary, illocutionary, and perlocutionary acts, as well as speech act categories consisting of directive, assertive, expressive, commissive, and declarative forms. The findings show that teachers predominantly used directive speech acts to organize classroom activities and encourage participation. Students commonly employed assertive speech acts to express understanding and provide responses, while expressive and commissive speech acts appeared in emotional and participatory contexts. These findings indicate that speech acts contribute to classroom interaction by supporting communication, participation, and learner engagement. The use of speech acts in Arabic language learning may help create a more interactive and communicative learning environment.

Translanguaging and identity construction among Indonesian–English bilinguals on X social media platform: A computer-mediated discourse analysis Muzakki Abdurrahman
Al-Lisan: Jurnal Bahasa Vol 11 No 2 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i2.7829

Background: The evolution of communication in the digital era has led to increasingly flexible and dynamic language practices in everyday interactions. Social media, serving as a virtual public space, enables bilingual and multilingual users to combine multiple languages within a single utterance, a phenomenon known as translanguaging. Aims: This study aims to identify the forms of translanguaging in posts on the X platform and analyze their role in shaping users’ digital identities during institutional crises. Methods: The research employs a qualitative approach using Susan Herring’s (2004) Computer-Mediated Discourse Analysis (CMDA) framework. The dataset consists of a small purposive corpus of seven posts discussing academic sexual harassment cases on Indonesian X, collected through documentation and analyzed through coding, categorization, and interpretative analysis. Results: The findings revealed that code-mixing is the dominant form of translanguaging, accompanied by limited instances of hybrid language forms. These linguistic practices function to express emotions, reinforce opinions, deliver social criticism, and address systemic institutional issues. The examined cases indicate that translanguaging serves as a highly deliberate, context-sensitive discursive strategy to navigate context collapse, manage audience design, and establish positioning in digital interactions. Furthermore, language choices project fluid, multifaceted personas, shifting between intellectual, critical, and empathetic positionings. Implications: The study demonstrates that translanguaging is not merely a linguistic phenomenon but also a social practice closely tied to citizen agency, self-representation, and the dynamics of digital communication during crisis situations.

Learning Technology Innovation in the Digital Era: Implementing Interactive Learning Media in Contemporary Education at Indonesian Junior High Schools Muzakki Abdurrahman; Muhammad Nu'man
Al-Wazan: Journal of Arabic Education Vol. 4 No. 2 (2026)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-wazan.v4i2.917

The rapid advancement of digital technology has transformed educational practices by encouraging the integration of interactive learning media into classroom instruction. While previous studies have primarily focused on evaluating the effectiveness of digital learning media or developing instructional products, limited attention has been given to understanding how interactive media are implemented in authentic classroom settings. This study aims to examine the implementation of interactive learning media in Indonesian junior high schools and identify the factors influencing its effectiveness. A qualitative case study approach was employed. Data were collected through classroom observations, semi-structured interviews, and document analysis and analyzed using data condensation, data display, and conclusion drawing. The findings indicate that interactive learning media enhance student engagement, motivation, classroom interaction, and conceptual understanding while enabling teachers to deliver learning materials in more creative, systematic, and student-centered ways. However, their successful implementation remains constrained by limited technological infrastructure, unequal internet access, teachers' digital competence, students' readiness, and institutional support. This study contributes to the literature on technology-enhanced learning by demonstrating that effective implementation depends not only on digital tools but also on the interaction among pedagogical competence, technological readiness, learner participation, and institutional support. The findings provide practical implications for educators and policymakers in designing sustainable technology-based learning strategies.

Translanguaging and identity construction among Indonesian–English bilinguals on X social media platform: A computer-mediated discourse analysis Muzakki Abdurrahman
Al-Lisan: Jurnal Bahasa Vol 11 No 2 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i2.7829

Background: The evolution of communication in the digital era has led to increasingly flexible and dynamic language practices in everyday interactions. Social media, serving as a virtual public space, enables bilingual and multilingual users to combine multiple languages within a single utterance, a phenomenon known as translanguaging. Aims: This study aims to identify the forms of translanguaging in posts on the X platform and analyze their role in shaping users’ digital identities during institutional crises. Methods: The research employs a qualitative approach using Susan Herring’s (2004) Computer-Mediated Discourse Analysis (CMDA) framework. The dataset consists of a small purposive corpus of seven posts discussing academic sexual harassment cases on Indonesian X, collected through documentation and analyzed through coding, categorization, and interpretative analysis. Results: The findings revealed that code-mixing is the dominant form of translanguaging, accompanied by limited instances of hybrid language forms. These linguistic practices function to express emotions, reinforce opinions, deliver social criticism, and address systemic institutional issues. The examined cases indicate that translanguaging serves as a highly deliberate, context-sensitive discursive strategy to navigate context collapse, manage audience design, and establish positioning in digital interactions. Furthermore, language choices project fluid, multifaceted personas, shifting between intellectual, critical, and empathetic positionings. Implications: The study demonstrates that translanguaging is not merely a linguistic phenomenon but also a social practice closely tied to citizen agency, self-representation, and the dynamics of digital communication during crisis situations.

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