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All Journal Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban EL-MAQALAH: Journal of Arabic Language Teaching and Linguistics
Fatima El Zahraa
UIN Syarif Hidayatullah Jakarta
Arts Education Languange, Linguistic, Communication & Media

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Onomastic Analysis of Arab Proper Names: Identity Category, Origin, and Quranic Presence Fatima El Zahraa; Fatimaezzahraa El Assali
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.v9i2.51507

Abstract

Accurate identification of the gender of Arab personal names is crucial for proper grammatical and cultural usage. Observing first-semester Arabic Education students using al-‘Arabiyyah Bayna Yadayk (Vol. 1, dars 56, wahdah 7), the name 'Ilham' was treated as male. However, the textbook lists it as female, affecting feminine markers. The study aimed to analyze Arab personal names to determine their gender classification, origin, and Quranic linkage. Three approaches were applied to 30 Arab proper names, selected on the assumption that 15 were male and 15 were female, using dictionary consultation, computational tools (namsor.app and genderize.io), and social media searches. Each name was examined to verify gender, determine its linguistic or geographical origin (Arabic or non-Arabic), and identify its occurrences in the Quran. Based on the three approaches, the overall gender distribution of the names was 40.83% male, 48.33% female, and 10.83% gender-neutral. Most names (93%) were Arabic, with 7% non-Arabic. The origins were predominantly Middle Eastern, with limited representation from other regions. Approximately one-third (33.33%) were mentioned in the Quran. Among the 30 names analyzed, 23 were clearly gendered (10 male, 13 female), 1 was neutral or mutual, and six showed variation across sources. The study showed that naming practices among Arabs reflect identity, social belonging, and cultural continuity. The findings may benefit educators, translators, students, and researchers, although the small dataset and preliminary classification criteria limit them.
Applying the Discovery Learning Approach to Enhance Students' Reading Skills at State Islamic Senior High School 1 West Aceh (An Experimental Study): تطبيق أسلوب التعلم الاكتشافي لترقية قدرة الطلبة على مهارة القراءة في المدرسة الثانوية الإسلامية الحكومية 1 أتشيه الغربية (دراسة تجربية) Hidayatil Muslimah; Delian Agusti Utami; Samsuar A. Rani; Fatima El Zahraa
EL-MAQALAH : Journal of Arabic Language Teaching and Linguistics Vol. 6 No. 1 (2025): EL-MAQALAH: Journal of Arabic Language Teaching and Linguistics
Publisher : The Department of Arabic Language Education, Pascasarjana Universitas Islam Negeri Banda Aceh of UIN Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/maqalah.v6i1.7674

Abstract

This study investigates the application of the discovery learning method to enhance students’ reading skills at State Islamic Senior High School 1, Western Aceh. The research was prompted by classroom observations indicating that Arabic language teachers often rely on conventional approaches, which do not adequately engage students—particularly in the context of reading instruction. As a result, students are limited to passive reception of information through teacher explanations, leading to disinterest, reduced motivation, and poor participation. These challenges highlight the need for a more interactive and student-centered learning strategy. Through a quasi-experimental design involving pre-test and post-test measures, this study demonstrates that the discovery learning method has a significant positive impact on students’ reading proficiency. Statistical analysis using a paired-sample t-test yielded a calculated t-value of 26.73, which far exceeds the critical values at both the 5% (2.09) and 1% (2.86) significance levels. Accordingly, the null hypothesis is rejected in favor of the alternative, confirming the effectiveness of discovery learning in improving reading outcomes.
Co-Authors Delian Agusti Utami Fatimaezzahraa El Assali Hidayatil Muslimah Samsuar A. Rani