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All Journal SURAU : Journal of Islamic Education Al-Irfan: Journal Of Arabic Literature and Islamic Studies
Muhammad Nu'man
Universitas Islam Negeri Sunan Ampel Surabaya
Religion Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Other

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Integrasi Nahwu, Sharaf, dan Balaghah sebagai Kerangka Linguistik Arab Klasik serta Implikasinya terhadap Pendidikan Bahasa Arab Modern Maftukh Ghulam Mursyidan; Muhammad Nu'man; Anisah Firdausi Nuzula
SURAU : Journal of Islamic Education Vol. 4 No. 1 (2026): Juni 2026
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/surau.v4i1.10315

Abstract

This study examines the theoretical construction of three classical Arabic linguistic disciplines—nahwu (syntax), sharaf (morphology), and balaghah (rhetoric)—and their relevance to contemporary Arabic language education. Previous studies have generally discussed these disciplines separately, focusing either on grammatical structures, morphological systems, or rhetorical aspects, with limited attention to their integrated contribution to modern Arabic pedagogy. Addressing this gap, the present study aims to develop a comprehensive understanding of how these disciplines collectively function as a pedagogical foundation for Arabic language learning in the twenty-first century. Employing a descriptive qualitative approach and library research methodology, the study analyzes classical sources, including Sibawayh’s al-Kitāb, al-Farahīdī’s Kitāb al-ʿAyn, and al-Jurjānī’s Dalāʾil al-Iʿjāz, alongside contemporary literature on Arabic language teaching. The findings indicate that the integration of nahwu, sharaf, and balaghah forms a conceptual pedagogical framework that supports linguistic accuracy, semantic understanding, and communicative effectiveness in Arabic learning. Furthermore, contemporary educational studies demonstrate that combining classical linguistic principles with interactive and technology-enhanced instructional strategies improves student engagement, critical thinking, and language proficiency. The novelty of this study lies in proposing a conceptual model of integrated nahwu–sharaf–balaghah as a pedagogical foundation for twenty-first-century Arabic language education. This model bridges classical linguistic scholarship and modern educational innovation, contributing to curriculum development and sustainable Arabic language instruction in contemporary global contexts
Literal Translation as a Pedagogical Strategy in Teaching Qira’ah Texts Laili Hanifah; Muhammad Nu'man; Syafiul Naqsya Bandiy
Al-Irfan : Journal of Arabic Literature and Islamic Studies Vol. 8 No. 2 (2025)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-irfan.v8i2.554

Abstract

This study examines the implementation of the literal translation method in Arabic language learning, specifically in developing reading skills (qirā’ah). The research was motivated by the persistent difficulties students face in comprehending Arabic texts due to limited vocabulary and contextual understanding. The study focused on seventh-grade students at MTsN 2 Sidoarjo, where the ability to interpret Arabic texts begins to be systematically cultivated. The main objective was to describe how the literal translation method is applied in the classroom and to analyze its strengths and weaknesses in enhancing comprehension. Using a qualitative descriptive approach, data were collected through classroom observations and literature review. The findings indicate that the literal translation method effectively supports students in grasping sentence structures and lexical meanings, thus easing access to textual content. Nevertheless, the method has notable limitations, particularly its tendency to overlook contextual and inferential meanings. Therefore, while the literal translation method remains relevant as a foundational strategy in qirā’ah instruction, it should be complemented by contextual and communicative approaches to foster a more holistic understanding among learners.
Redefining Arabic Speaking Instruction through Visual-Based Mimicry Memorization Technique Fina Rahmah; Muhammad Nu'man; Ely Mufidah
Al-Irfan : Journal of Arabic Literature and Islamic Studies Vol. 8 No. 2 (2025)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-irfan.v8i2.557

Abstract

This study aims to describe the application of the Mimicry Memorization (Mim-Mem) method with visual media pictorial PPT in learning Arabic language theme من يوميات الأسرة (family daily activities). in class VII MTsN 2 Sidoarjo. The research used the method of classroom action research (PTK) model Kemmis and McTaggart with a qualitative approach combined with simple quantitative analysis. The research subjects totaled 32 students. Learning is carried out through several stages, starting from the introduction of vocabulary with pictures, repetitive sentence imitation exercises, simple questions and answers, to short dialogs in pairs. Visual media in the form of PPT slides helped students understand the context, while the Mim-Mem method trained them to imitate, memorize, and apply vocabulary and sentence structures. This process is proven to increase students' activeness and courage to speak Arabic in front of the class. The results showed an increase in students' speaking skills in four aspects of assessment, namely pronunciation (3.63), vocabulary accuracy (3.72), fluency (3.84), and courage (3.94), with an overall average score of 3.78. This proves that the Mim-Mem method based on visual media is effective for improving students' speaking skills in Arabic language learning
Co-Authors Anisah Firdausi Nuzula Ely Mufidah Fina Rahmah Laili Hanifah Maftukh Ghulam Mursyidan Syafiul Naqsya Bandiy