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All Journal Al-Ta'rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Journal of Arabic Language Learning and Teaching
Suharia Sarif
Institut Agama Islam Negeri Sultan Amai Gorontalo
Education Languange, Linguistic, Communication & Media Social Sciences

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Learning Arabic in Heterogeneous Classrooms: Experiences of Non-pesantren Students in Indonesian Islamic Higher Education Adittia Batalipu; Mukhtar I Miolo; Suharia Sarif
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.v14i1.11341

Abstract

 This study explores the lived learning experiences of non-pesantren students in Arabic language learning alongside pesantren students at IAIN Sultan Amai Gorontalo. Although previous studies have examined learning difficulties and competency disparities in Arabic language learning, limited attention has been paid to how non-pesantren students interpret their socio-academic experiences in heterogeneous classrooms. Employing a qualitative phenomenological approach, this study involved 20 non-pesantren students. Data were collected through reflective forms and semi-structured interviews and analyzed using Interpretative Phenomenological Analysis (IPA). The findings reveal that differences in educational background create initial competency gaps that shape students’ psychological and socio-academic experiences. Non-pesantren students initially experienced anxiety and low self-confidence; however, these challenges also fostered motivation and academic adaptation. Interaction with pesantren peers functioned as academic support through collaborative learning and peer assistance. Students also developed self-regulated learning strategies by utilizing digital resources and peer discussions. The study contributes to Arabic language learning research by demonstrating that heterogeneous classrooms function as spaces for academic identity negotiation, peer-mediated adaptation, and learner agency. Therefore, inclusive instructional management is needed to accommodate students from diverse educational backgrounds.
Bridging Declarative and Procedural Knowledge in Arabic Syntax: The Role of Tadrībāt ‘alā al-Anmāth in Developing Students’ Mastery of Nominal and Verbal Sentence Patterns Hairuddin Hairuddin; Asfar Rinaldy; Suharia Sarif; Suleman D. Kadir
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 2 (2026): Journal of Arabic Language Learning and Teaching (JALLT)
Publisher : Universitas Islam Negeri Palangka Raya Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jallt.v4i2.529

Abstract

This study addresses a persistent challenge in Arabic language instruction, namely the gap between students’ theoretical understanding of grammatical rules and their ability to apply those rules in authentic language production. Focusing on the construction of nominal (jumlah ismiyyah) and verbal (jumlah fi‘liyyah) sentence patterns, the study investigated the implementation of the Tadrībāt ‘alā al-Anmāth (pattern-drill) method and its contribution to the development of students’ Arabic syntactic competence. Employing a descriptive qualitative design, the research involved 20 eighth-grade students and one Arabic language teacher at an Islamic junior secondary school in Gorontalo Regency, Indonesia. Data were collected through participant observation, semi-structured interviews, and instructional document analysis, and were analyzed using the Miles and Huberman interactive model. The findings indicate that prior to the intervention, students frequently demonstrated difficulties in organizing syntactic constituents and relied heavily on memorized sentence models. Through systematic and repetitive pattern-based exercises, students showed noticeable improvements in sentence accuracy, structural variation, and confidence in both spoken and written Arabic production. The study further reveals that pattern-drill instruction functions as an effective pedagogical mechanism for transforming declarative grammatical knowledge into procedural language skills. These findings contribute to Arabic language pedagogy by highlighting the value of structured pattern practice in fostering functional syntactic competence and supporting more communicative approaches to grammar instruction.
Co-Authors Adittia Batalipu Asfar Rinaldy Hairuddin Mukhtar I Miolo Suleman D. Kadir