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All Journal Abjadia, International Journal of Education Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Journal of Educational Management Research
Muzakki Abdurrahman
Universitas Islam Negeri Sunan Ampel Surabaya
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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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

Abstract

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

Abstract

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

Abstract

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.
Co-Authors Huda, Hisbullah Juwairiyah Dahlan Linura Tuada Muhammad Alfa Chirul Murtadho Muhammad Thohir Nurul Ilma Sovia Fahraini Sovia Fahraini