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All Journal Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Alsina : Journal of Arabic Studies
Luthfi Anisatin
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences

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Development of Multimodal Animation–Based Digital Arabic Vocabulary Teaching Materials Ahmad Afandi; Luthfi Anisatin; Very Aulia Rahman; Maghfiratun Maghfiratun
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 9 No. 2 (2025): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jta.v9i2.43474

Abstract

This study addresses the lack of structured, curriculum-aligned multimodal animation-based instructional media for Arabic vocabulary learning in Islamic higher education language programs. This study aimed to design animation-based Arabic vocabulary learning media using a multimodal learning approach. The research employed a research and development (R&D) method based on the ADDIE model. It was conducted up to the Analysis and Design stages at the Program Pengembangan Bahasa Arab (PPBA), Universitas Muhammadiyah Malang (UMM). Data were collected through classroom observations, student interviews, and the analysis of instructional materials to identify learners’ needs, material limitations, and media-related challenges in vocabulary learning. The results of the analysis indicated that vocabulary instruction was dominated by conventional, text-based methods, resulting in low learner engagement, limited vocabulary retention, and difficulties in contextual vocabulary use. Learning materials lacked multimodal support and a structured progression of difficulty, while instructional media showed minimal integration of visual and auditory elements. Based on these findings, an animation-based instructional design was developed, integrating visual illustrations, audio pronunciation, contextual example sentences, and formative assessment components. The study contributes theoretically by strengthening MALL (Mobile-Assisted Language Learning) design epistemology through multimodal animation alignment, and practically by offering a replicable, context-appropriate design model for Arabic vocabulary instruction in Islamic educational environments. The proposed framework establishes clear directions for development-stage validation, learner-agency balance, and interface signaling of skill-material alignment, ensuring accessibility for diverse learner profiles.
Variations of Code-Switching in Arabic Classroom Interaction: Strategic Efforts in Managing Bilingual Instruction Luthfi Anisatin; Uril Bahruddin; Bisri Mustofa; Sohila Ahmad Esmatt
Alsina : Journal of Arabic Studies Vol. 8 No. 2 (2026)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.8.2.32378

Abstract

Intensive Arabic programs in Indonesia are built on a contradiction: they are designed to maximize exposure to Arabic, yet they enrol beginners who cannot yet use Arabic to learn Arabic. This study examines how lecturers in one such program manage the boundary between Arabic and Indonesian during instruction, and what that management implies for language policy in comparable settings. A qualitative case study was conducted at the Language Development Center of UIN Sunan Ampel Surabaya. It combined nine weeks of classroom observation across eighteen beginner classes, in which 444 switch events were recorded, with semi-structured interviews with nine lecturers and eighteen students. Analysis proceeded interactively, with structural categories fixed a priori and pedagogical motives derived inductively. Rather than treating switching as a lapse in target-language discipline, the study argues that it is better understood as part of the instructional design of intensive programs. Teacher preparation and institutional language policy should therefore be organized around that recognition.
Co-Authors Ahmad Afandi Bisri Mustofa Maghfiratun Maghfiratun Sohila Ahmad Esmatt Uril Bahruddin, Uril Very Aulia Rahman