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All Journal Jurnal Ilmiah Peuradeun Al-Jawhar : Journal of Arabic Language
Mahbub Humaidi Aziz
Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Politeness Strategies in Arabic-Indonesian Classroom Communication: A Sociolinguistic Study Moh Iqbal Dwi Hidayatullah; Mahbub Humaidi Aziz; Muhammad Auladun Akbar; Aulia Rahman; Fathorrahman Fathorrahman
Al-Jawhar : Journal of Arabic Language Vol 4 No 1 (2026): Al-Jawhar : Journal of Arabic Language, Volume 4 (Nomor 1), Juni 2026
Publisher : Diwan Media Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69493/ajoal.v4i1.97

Abstract

Linguistic politeness is an essential aspect of fostering effective communication and creating a conducive learning environment in foreign language education. This study aims to analyze the politeness strategies employed in Arabic language learning interactions at MAN 2 Kota Batu from a sociolinguistic perspective. The study adopted a descriptive qualitative approach, with data sources consisting of teachers’ and students’ utterances during Arabic language instruction, interview data, and classroom observations. Data were analyzed using Brown and Levinson’s politeness theory, Holmes’ language choice theory, Hymes’ ethnography of communication, and Poplack’s code-switching theory. The findings reveal that teachers employed various politeness strategies, including softened direct strategies, positive politeness, negative politeness, indirect strategies, and avoidance strategies. These strategies were used in delivering instructions, making requests, giving reprimands, and providing corrective feedback to students. Furthermore, Arabic–Indonesian code-switching and code-mixing were found to serve important pedagogical and social functions, including clarifying instructional content, facilitating students’ comprehension, maintaining interpersonal relationships between teachers and students, and constructing a bilingual classroom identity. In the process of correcting language errors, teachers employed recasts, prompting, indirect correction, and praise-before-correction techniques to preserve students’ confidence. Students’ responses indicated that the implementation of these politeness strategies enhanced learning comfort, classroom participation, willingness to answer questions, and learning motivation. The study concludes that linguistic politeness functions not only as a communicative tool but also as a socio-pedagogical strategy that supports the effectiveness of bilingual Arabic learning in the madrasah context.
Formation of Socially Caring Character and Humble Behavior Through Arabic Language Learning in Islamic High Schools Mahbub Humaidi Aziz; Ahmad Fadhel Syakir Hidayat; Isnainiyah Isnainiyah; Azwar Annas; Rifqi Aulia Rahman; Buhori Buhori; Bima Fandi Asy’arie
Jurnal Ilmiah Peuradeun Vol. 14 No. 2 (2026): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v14i2.2441

Abstract

The growing disconnect between academic achievement and students’ moral-social development has become a major challenge in contemporary Islamic education, particularly as character formation often remains detached from everyday classroom practice. Although Arabic language learning contains ethical, spiritual, and social dimensions rooted in Islamic traditions, it is still predominantly positioned as a technical-linguistic subject emphasizing grammar and language proficiency. This study aims to examine how Arabic language learning functions as a pedagogical medium for fostering social awareness and humble behavior among students in Islamic secondary schools. Employing a qualitative case study approach, this study involved 45 informants consisting of school leaders, Arabic language teachers, and students. Data were collected through classroom observations, semi-structured interviews, focus group discussions, and document analysis, and then analyzed using the interactive model of Huberman and Saldaña. The findings reveal that social awareness and humility are cultivated through value-oriented classroom interaction, reflective dialogue, collaborative learning, teachers’ role modeling, and school-based social activities integrated into Arabic language instruction. Ultimately, this study reconceptualizes Arabic language learning as a morally mediated social practice and positions Arabic teachers as moral agents shaping students’ ethical dispositions within Islamic educational contexts.
Co-Authors Ahmad Fadhel Syakir Hidayat Aulia Rahman Azwar Annas Bima Fandi Asy’arie Buhori Buhori Fathorrahman Fathorrahman Isnainiyah Isnainiyah Moh Iqbal Dwi Hidayatullah Muhammad Auladun Akbar Rifqi Aulia Rahman