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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Albariq: Jurnal Pendidikan Bahasa Arab
Muh. Jabir
Universitas Islam Negeri Datokarama Palu
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Perceptions of 2022 PBA UIN Datokarama Palu Students Regarding the Use of Duolingo in Improving Arabic Vocabulary Mastery Khatiar Rahmat; Nursyam; Muh. Jabir; Ubay; Zaitun
Albariq: Jurnal Pendidikan Bahasa Arab Vol. 6 No. 02 (2025): Albariq
Publisher : Program Studi Pendidikan Bahasa Arab (PBA), Universitas Islam Negeri Datokarama Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/albariq.v6i02.181

Abstract

This study aims to describe the perceptions of students of the Arabic Language Education Department at UIN Datokarama Palu, Class of 2022, regarding the use of the Duolingo application in improving their Arabic vocabulary mastery. The research is based on the need for engaging and flexible learning media that can support continuous vocabulary acquisition, considering that conventional learning methods are often perceived as lacking variety and authentic contextual exposure to the Arabic language. This study employs a descriptive qualitative approach involving seven purposively selected students based on their active use of Duolingo. Data were collected through interviews, observations, and documentation, and analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The findings indicate that most students hold positive perceptions of Duolingo, particularly due to its interactive features such as reading, listening, writing, and speaking exercises, which help enrich vocabulary gradually. Gamification elements, including points, levels, and daily streaks, also contribute to increased motivation and consistency in independent learning. However, several challenges are also identified, including limited vocabulary relevant to academic needs, dependence on a stable internet connection, and a tendency among some learners to pursue streaks without fully understanding the material. Overall, Duolingo is viewed as a sufficiently effective supplementary tool for enhancing Arabic vocabulary mastery, although its use becomes more optimal when combined with contextual materials and supported by lecturer guidance in formal learning environments.
THE CONCEPT OF IMMERSIVE LEARNING IN ARABIC LANGUAGE EDUCATION: A THEORETICAL ANALYSIS AND ITS IMPLEMENTATION Muhammad Fikri Arrasyid; Muh. Jabir; Nursyam
SOSIOEDUKASI Vol 15 No 3 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i3.9561

Abstract

This study aims to describe the concept of immersive learning in Arabic language education, analyze its theoretical foundations from the perspective of second language acquisition, and explain its implementation within the Indonesian context. The research employs a qualitative library research method, in which data were collected through documentation techniques from books, journal articles, dissertations, and other credible academic sources, then analyzed using content analysis to identify, categorize, and synthesize relevant concepts and theoretical propositions. This study argues that immersive learning positions Arabic as the primary medium of instruction rather than merely an object of study, requiring intensive exposure, comprehensible input, meaningful interaction, and active language production. Theoretically, this approach is firmly grounded in Krashen's comprehensible input theory, Vygotsky's sociocultural theory, Swain's comprehensible output theory, and the Interaction Hypothesis, all of which emphasize a balance between input, guided assistance, and output. In the Indonesian context, implementation may be more feasibly pursued through a partial immersion model developed gradually across planning, language environment building, and skill-based practice, particularly for maharah istimāʿ and maharah kalām. This study contributes theoretically and practically to the development of more communicative and contextual Arabic instruction.
Co-Authors Khatiar Rahmat Muhammad Fikri Arrasyid Nursyam Nursyam Ubay Zaitun