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All Journal Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Proceeding of International Conference of Islamic Education
Zulkifli Hayad
Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Pedagogical Mechanisms of Arabic Language Acquisition in Instagram-Based Microlearning: A Case Study of @guncelarapca Muhammad Syafii Tampubolon; Ali Saif; Zaid Barzenji; Widiyanto Widiyanto; Zulkifli Hayad
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 10 No. 1 (2026): 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.v10i1.54750

Abstract

The increasing use of social media for educational purposes has created new opportunities for microlearning in language education. This study investigates the pedagogical mechanisms of Arabic instructional content published on the Instagram account @guncelarapca. Employing a qualitative case study design and content analysis approach, the research examined 74 instructional posts selected from 186 publications between January and June 2025. Data were collected through systematic digital observation and documentation of visual content, captions, hashtags, and engagement indicators, guided by Microlearning Theory, Second Language Acquisition, and Digital Pedagogy. The findings reveal that instructional content was delivered through static images, carousel posts, and short video reels, with vocabulary-focused materials dominating the dataset, followed by fixed expressions and semantic comparisons. The content consistently exhibited core microlearning characteristics, including brevity, a single instructional focus, limited informational density, and visual organization. Structurally, each post functioned as an independent, modular learning unit without evidence of sequential curriculum design or progressive pathways. User engagement was documented through platform-based metrics such as likes and comments, which reflect user interaction patterns rather than learning outcomes. This study contributes to digital language education literature by providing empirical documentation of how microlearning-oriented Arabic content is structured and disseminated on social media. The findings offer a descriptive foundation for future research examining learner experiences, instructional effectiveness, and language acquisition processes in social media-based environments
THE ROLE OF ILQĀ' MUFRADĀT ACTIVITIES IN DEVELOPING FEMALE STUDENTS' STIT MADANI YOGYAKARTA ARABIC SPEAKING SKILLS Faiza Alifia Ahmad; Ghaziatus Sifa; Zulkifli Hayad
Proceeding of International Conference of Islamic Education Vol. 3 (2025): Proceeding of International Conference on Islamic Education
Publisher : Institut Islam Mamba'ul 'Ulum Surakarta

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Abstract

The purpose of this study is to determine the role of ilqā’ al-mufradāt activities in improving students' ability to communicate in Arabic within the university environment. One method of learning vocabulary is through ilqā’ al-mufradāt, which involves introducing new vocabulary, collective pronunciation, transcription, repetition, memorization, and sentence construction (jumlah mufīdah). This study employed a descriptive qualitative method, with data collected through documentation and interviews. The results show that ilqā’ al-mufradāt plays an important role in enhancing vocabulary mastery at the cognitive level, which serves as the foundation for developing speaking skills. Students find it easier to recognize and remember new vocabulary and begin to get used to forming simple sentences. However, vocabulary acquisition alone has not directly improved speaking fluency. The study suggests the need for more communicative, interactive, and contextual teaching methods. Identified obstacles include limited contextual application, a learning environment that does not fully support active Arabic practice, and students’ low confidence in using the language.
Co-Authors Ali Saif Faiza Alifia Ahmad Ghaziatus Sifa Muhammad Syafii Tampubolon Widiyanto Widiyanto Zaid Barzenji