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All Journal Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab UIN Palangka Raya Journal of Arabic Language Learning and Teaching
Mustahar Ali Wardana
Universitas Islam Internasional Darullughah Wadda'wah
Education Languange, Linguistic, Communication & Media Social Sciences

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Pragmatic Functions of Speech Acts in Arabic Language Learning: A Case Study from Madura Mustahar Ali Wardana; Segaf Baharun
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 13 No 1 (2025)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v13i1.9979

Abstract

Despite growing recognition of communicative competence in second language acquisition, Arabic instruction in Islamic boarding schools (pesantren) often remains focused on grammar, overlooking pragmatic competence. This gap limits students’ ability to use Arabic appropriately in real-life interactions, particularly in directive and assertive forms of speech. This study addresses that gap by exploring how students at Darul Lughah Waddirosatil Islamiyah in Madura perform Arabic speech acts within an immersive environment. The research aims to analyze the variation and functions of directive and assertive speech acts and how these contribute to effective communication and pedagogy. Using a qualitative case study design, data were collected through observations, interviews, and document analysis involving 30 advanced-level students. Results show that students strategically adjust their speech based on roles, social hierarchy, and interactional context often using indirect forms and politeness markers. These patterns emerged naturally through immersion rather than formal instruction. The findings highlight the importance of integrating pragmatics into Arabic curricula, emphasizing culturally and contextually appropriate communication. Such integration promotes not only language fluency but also socio-religious sensitivity, aligning Arabic education with both communicative and ethical goals.
Curiosity, Student-Generated Questions, and Multilingual Mediation in Arabic Vocabulary Learning: A Malaysian Islamic School Case Study Muhammad Muhith; Muassomah Muassomah; Abdul Wahab Rosyidi; Mustahar Ali Wardana; Ahmad Syauqi Rabbany; Nur Aina Faqihah
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 3 (2026): Journal of Arabic Language Learning and Teaching (JALLT)
Publisher : Universitas Islam Negeri Palangka Raya Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jallt.v4i3.573

Abstract

Arabic vocabulary learning can become more contextually meaningful when learners are given opportunities to identify lexical gaps and ask about words drawn from their everyday experiences. This study examines how curiosity-related inquiry, student-generated questions, vocabulary recording, peer noticing, and multilingual mediation interact in Arabic vocabulary learning at a Malaysian Islamic school. Using a qualitative case study design supported by descriptive learning evidence, the study involved 60 Form Four students aged 16-17 years at Maktab Mahmud Yan, Kedah, Malaysia, during a two-month program from November to December 2022. Data were collected through participant classroom observations, students’ vocabulary logs, documented questions, teacher field notes, and informal student responses, and were analyzed primarily through inductive thematic analysis. The findings show that student-generated questions made lexical knowledge gaps visible and connected Arabic vocabulary with familiar objects, actions, routines, and local expressions. Vocabulary logs enabled individual questions to become shared lexical input, while approximately 1,200–2,000 recorded items represented accumulated lexical exposure rather than vocabulary mastery. The multilingual setting also required Indonesian teachers to negotiate meanings across Malaysian Malay, Indonesian, and Arabic before providing appropriate Arabic equivalents. Arabic verbal appreciation was associated with greater observable willingness to ask and participate. The study highlights student-generated inquiry, lexical documentation, peer noticing, and multilingual mediation as interconnected processes in contextual Arabic vocabulary learning.
Co-Authors Abdul Wahab Rosyidi Ahmad Syauqi Rabbany Baharun, Segaf Muassomah Muassomah Muhammad Muhith Nur Aina Faqihah