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p-Index From 2021 - 2026
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All Journal Edu Cendikia: Jurnal Ilmiah Kependidikan Kitaba : Journal of Interdisciplinary Arabic Learning
Irpan Apandi Batubara
Universitas Islam Negeri Sultan Syarif Kasim Riau
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Influence of Language Environment (Bi'ah Lughawiyah) on the Acquisition of Arabic Speaking Skills (Maharah Kalam) in Ma'had: A Systematic Literature Review Alfan Zuhdi; Irpan Apandi Batubara; Anugrah Ilahi
Kitaba Vol 4, No 1 (2026): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v4i1.39635

Abstract

This study aims to systematically analyze the influence of the language environment (bi'ah lughawiyah) on the effectiveness of Arabic speaking skills (maharah kalam) learning in ma'had-based educational institutions. A Systematic Literature Review (SLR) approach was employed following the PRISMA 2020 protocol to ensure a transparent, reproducible, and rigorous review process. A total of 20 peer-reviewed journal articles published between 2011 and 2025 were selected from DOAJ and SINTA databases after a systematic screening of 200 initial records. Thematic synthesis was conducted to identify patterns, strategies, and outcomes across studies. The findings indicate that both formal environments (classroom instruction, curriculum, textbooks, institutional policies) and informal environments (daily interactions, dormitory activities, muhadharah, Arabic camps, language area systems) significantly contribute to improving students' speaking fluency, accuracy, and confidence. The integration of innovative media, gamification, habitual Arabic communication, and psychological support from teachers and dormitory supervisors effectively reduces speaking anxiety (by up to 78%) and increases learning motivation and class participation (by up to 85%). However, major obstacles persist, including inconsistent use of Arabic outside the classroom, variability in teacher pedagogical and linguistic competence, limited access to technology, and weak supervision of language policies. This study concludes that strengthening the language environment through a participatory, policy-driven, and technology-integrated approach is essential for natural, communicative, and sustainable maharah kalam acquisition in ma'had settings. Theoretical implications extend Krashen's affective filter and input hypotheses to the Islamic boarding school context, while practical implications offer evidence-based guidelines for ma'had leaders, teachers, and policymakers.
Beyond the Classroom: Investigating EFL Students’ Self-Endeavors in Enhancing English Language Learning Within the Emerging AI Era Irpan Apandi Batubara; Khairul Azmi
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Research Articles, April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8509

Abstract

The emergence of artificial intelligence (AI) technologies has transformed English language learning practices in higher education by encouraging more autonomous, flexible, and digitally mediated learning behaviors among students. This study investigates students’ self-efficacy in English language learning in the emerging AI era at an Islamic university in Riau, Indonesia. Using a qualitative case study design, this study conducted a semi-structured interview with 30 university students. The collected data were analyzed using thematic analysis. The results show that students used a variety of self-endeavors to enhance their English language learning, which fall into several main categories: informal English exposure through digital media; self-regulated vocabulary and language development; social interaction and communication practice; autonomous writing and reflective learning; and technology-assisted and AI-oriented learning practices. The study concludes that EFL students in the emerging AI era enhanced their English language learning beyond the classroom through self-directed, technology-mediated, and socially situated learning practices.
Co-Authors Alfan Zuhdi Anugrah Ilahi Khairul Azmi