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Modeling Student Expectation Formation through SAPS: An Indicator Relationship Analysis among Arabic Language Students M. Kholis Amrullah; Agus Riwanda; Wisetrat Wilailak; Faisal Mubarak; Fatwa Arifah
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 14 No 1 (2026)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v14i1.11307

Arabic learning plays a strategic role in religious scholarship, intercultural communication, and global engagement in Indonesia. Despite extensive research on Arabic pedagogy, limited attention has been given to students’ future-oriented expectations across higher education institutions. This study investigates the expectations of Arabic language students in four Islamic universities in Metro, Indonesia, using the Scale to Assess Possible Selves (SAPS). The findings reveal that although students’ current conditions are weakly associated with their learning expectations, there is a significant collective shift toward higher future aspirations. The ideal self emerges as a strongest motivational predictor than the ought-to self, indicating that positive future self-visions play a central role in shaping engagement and long-term commitment. However, a discrepancy remains between students’ self-concepts and their actual learning experiences. The study underscores the importance of strengthening reflective mentoring, curriculum alignment, and authentic learning exposure to foster sustainable motivation, professional identity formation, and academic development among Arabic language students in the contemporary global context.

The Role of Ushul At-Tarbiyah Al-Islamiyyah in Enhancing Motivation to Learn Arabic Umar Najih Zein; Annisa Salsabilla Rohadatul 'Aisy; M. Kholis Amrullah
Quality : Journal Of Education, Arabic And Islamic Studies Vol. 4 No. 1 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/qwt.v4i1.134

This study aims to examine the role of Ushūl at-Tarbiyah al-Islāmiyyah in enhancing students’ motivation to learn Arabic. The study focuses on three main aspects: the fundamental principles of Islamic education relevant to Arabic language learning, the forms of implementation of these principles in the learning process, and their contribution to fostering students’ learning motivation. This research employs a library research approach by reviewing various academic sources, including books, journal articles, and scholarly works related to Islamic educational principles, learning motivation, and Arabic language education. Data were analyzed using content analysis to identify, classify, and synthesize relevant concepts. The findings indicate that Ushūl at-Tarbiyah al-Islāmiyyah, through the integration of ta‘līm and ta’dīb, plays a significant role in strengthening students’ motivation to learn Arabic. Ta‘līm supports structured, systematic, and meaningful instruction, while ta’dīb fosters learning ethics, respect for knowledge, and value awareness, leading to the development of intrinsic motivation. This study contributes theoretically by offering a conceptual foundation for Arabic language learning that is pedagogically effective and spiritually meaningful.

Modeling Student Expectation Formation through SAPS: An Indicator Relationship Analysis among Arabic Language Students M. Kholis Amrullah; Agus Riwanda; Wisetrat Wilailak; Faisal Mubarak; Fatwa Arifah
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 14 No 1 (2026)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v14i1.11307

Arabic learning plays a strategic role in religious scholarship, intercultural communication, and global engagement in Indonesia. Despite extensive research on Arabic pedagogy, limited attention has been given to students’ future-oriented expectations across higher education institutions. This study investigates the expectations of Arabic language students in four Islamic universities in Metro, Indonesia, using the Scale to Assess Possible Selves (SAPS). The findings reveal that although students’ current conditions are weakly associated with their learning expectations, there is a significant collective shift toward higher future aspirations. The ideal self emerges as a strongest motivational predictor than the ought-to self, indicating that positive future self-visions play a central role in shaping engagement and long-term commitment. However, a discrepancy remains between students’ self-concepts and their actual learning experiences. The study underscores the importance of strengthening reflective mentoring, curriculum alignment, and authentic learning exposure to foster sustainable motivation, professional identity formation, and academic development among Arabic language students in the contemporary global context.

The Implications of Dialectal Differences in the Arabian Peninsula on Teaching Arabic as a Foreign Language Fatwiah Noor; Zein Ridha; Bakri Mohammed Bkheet Ahmed; M. Kholis Amrullah
Al-Muyassar: Journal of Arabic Education Vol 5 No 3 (2026): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/n3q5hr62

Arabic exhibits diverse dialectal varieties shaped by geographical, social, cultural, and historical conditions. This study describes the use and characteristics of four major Arabic dialect groups: Levantine (Shāmiyyah), Egyptian, Maghrebi, and Gulf (Khalījiyyah) Arabic. It examines linguistic differences among these groups and their implications for teaching Arabic as a foreign language. The study employs library research, with data collected through documentation and literature review. The data comprise studies on Arabic dialects and their implications for foreign-language teaching, while sources include books, journals, scholarly articles, previous studies, conference papers, reports, and relevant audiovisual materials. Data were analyzed through content analysis by examining, comparing, and interpreting information from various sources to identify usage characteristics and linguistic differences across the dialect groups. Findings indicate that differences are primarily evident in phonology, vocabulary, and linguistic structures. In Egyptian Arabic, the phoneme qāf (ق) may be realized as a glottal stop (ء), while in some Maghrebi varieties, particularly Moroccan Darija, qāf (ق) may be realized as /g/. Some Levantine varieties also show phonological changes, such as the realization of dhāl (ذ) as dāl (د). Despite these differences, all four groups maintain a close relationship with Modern Standard Arabic (MSA). Dialectal variation is influenced by geography, society, culture, migration, language contact, and language-use patterns. Such diversity has significant implications for foreign-language teaching because differences in pronunciation, vocabulary, and structures may challenge learners communicating with native speakers. Therefore, understanding MSA and dialectal variations in contextual use is essential for developing learners’ Arabic communicative competence in real-life situations.

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