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p-Index From 2021 - 2026
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Siti Shalihah
Postgraduate Of Sultan Maulana Hasanuddin State Islamic University, Banten 42122, Indonesia
Religion Humanities Education Library & Information Science Other

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Presentation Analysis Element Linguistics in Textbook for Language Teaching Arabic or Non-Arabic Speakers Yayan Umyanah; Moch Muizzuddin; Siti Shalihah
Journal of Educational Sciences Vol. 10 No. 6 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.6.p.1257-1270

Abstract

Arabic language textbooks play a central role in developing student’s linguistic competence, particularly for non-native learners at the secondary education level. This study aims to analyze the presentation of linguistic elements in the Grade XI Arabic language textbook published by the Ministry of Religious Affairs of the Republic of Indonesia in 2020. Using a qualitative content analysis approach, the research examined three thematic chapters: Shopping, Health, and Journey. The analysis focused on six linguistic components: phonology, morphology, syntax, semantics, pragmatics, and stylistics. Findings indicate that phonology, morphology, syntax, and semantics are consistently presented through listening activities, grammatical explanations, dialogues, reading texts, and vocabulary development. Morphological and syntactic elements are explicitly integrated through qawa'id sections, while semantic aspects are reinforced through contextualized vocabulary and meaning interpretation. However, phonological coverage remains limited, as the textbook does not provide explanations of Arabic sound production, including articulation points and sound characteristics. Furthermore, pragmatic and stylistic elements are not explicitly incorporated, reducing opportunities for learners to develop sociocultural awareness and communicative appropriateness. These findings suggest that the textbook effectively supports foundational linguistic competence and language learning for non-native Arabic learners. Nevertheless, supplementary instructional materials and teacher intervention remain essential for achieving comprehensive language acquisition.
Analysis of Instagram Content “@Juniata_Siregar” In Online Arabic Language Learning Siti Tsamrotul Fuady; Yuyun Rohmatul Uyuni; Siti Shalihah
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.1693-1707

Abstract

The advancement of digital technology has transformed the paradigm of language learning, including Arabic, from conventional methods toward a more interactive, social media based approach. Instagram, as one of the most popular platforms, is now utilized by Arabic language educators to deliver learning materials in a creative and engaging way. This study aims to analyze Arabic learning content posted by the Instagram account @juniati_siregar, focusing on content presentation strategies, linguistic aspects, and audience engagement. The research employs a qualitative descriptive content analysis method, with data collected through observation of posts published between January and July 2025. The results indicate that the content produced by Juniati Siregar predominantly features themes of vocabulary (mufradāt), daily expressions (ta‘bīrāt), and basic grammar (nahwu-ṣaraf), which are presented attractively through visual illustrations, bilingual captions (Arabic-Indonesian), and pronunciation audios. The strategic use of reels and infographics effectively enhances follower interaction, particularly in posts that demonstrate language use in communicative contexts. In conclusion, the @juniati_siregar account successfully offers an adaptive model for Arabic language learning in the digital era through an edutainment approach, serving as a valuable reference for teachers and learners in optimizing social media as a platform for independent and collaborative learning.
Co-Authors Moch Muizzuddin Siti Tsamrotul Fuady Yayan Umyanah Yuyun Rohmatul Uyuni