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All Journal International Journal of Arabic Language Teaching IJALT Alsinatuna
Roojil Fadillah
Muhammadiyah University of Yogyakarta
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Other

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Transliteration As a Pedagogical Scaffold In Introductory Arabic Instruction For Non-Native Learners Abdul Hakim Ishaak; Roojil Fadillah; Danilyn T. Abingosa
ALSINATUNA Vol 11 No 2 (2026): June 2026
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/hr326k40

Abstract

Teaching Arabic to non-native beginners presents challenges, especially when learners encounter unfamiliar sounds and a new writing system. Many instructors use transliteration to support pronunciation and initial comprehension, although its educational value remains debated. This study examines transliteration as a temporary instructional scaffold in early Arabic learning for non-native beginners. Conducted with students enrolled in introductory Arabic classes at Mindanao State University–Iligan Institute of Technology, the study draws on the concept of educational scaffolding in second language pedagogy. Using classroom observation and learner feedback, it investigates how transliteration influences pronunciation and reading accuracy, reduces initial learning challenges, and facilitates the transition to Arabic script. The findings suggest that when used strategically and temporarily, transliteration supports phonological awareness and learner confidence without replacing mastery of Arabic orthography. The study proposes a balanced approach that employs transliteration as a transitional learning scaffold rather than a permanent instructional tool. The findings highlight the importance of withdrawing transliteration as learners gain greater independence.
Beyond Memorization: Integrating Archery into Arabic Vocabulary Instruction Fajarudin Latif; Roojil Fadillah; Annisah Misdayanti
Jurnal Internasional Pendidikan Bahasa Arab Vol 8 No 01 (2026): International Journal of Arabic Language Teaching (IJALT)
Publisher : Postgraduate of Universitas Islam Negeri Jurai Siwo Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/ijalt.v8i01.11426

Abstract

Many students struggle with Arabic vocabulary because memorization-heavy instruction feels monotonous and often neglects the cognitive, affective, and psychomotor dimensions of learning, which can undermine motivation and engagement. This study responds by integrating archery into vocabulary instruction, using Bloom’s taxonomy to examine learning across those three domains. The study involved 25 tenth graders at Daarut Tauhid High School, Bandung, using a descriptive quantitative case study design. Data were collected through questionnaires and classroom observations, then analyzed using descriptive statistics and thematic analysis. The archery-based method scored an overall feasibility of 85.4% which is categorized as “very feasible”. The reported benefits were clustered into three domains: cognitive (vocabulary understanding, retention and application), psychomotor (focus, coordination and readiness to learn) and affective (motivation, confidence and enthusiasm). The novelty of this study lies in integrating archery as a sport-based activity into Arabic vocabulary instruction and examining its educational potential across the cognitive, affective, and psychomotor domains of Bloom’s taxonomy. By extending vocabulary learning beyond conventional memorization, the study offers an alternative approach to Arabic language teaching and provides preliminary evidence of the feasibility and potential value of combining physical activity with language learning.
Co-Authors Abdul Hakim Ishaak Annisah Misdayanti Danilyn T. Abingosa Fajarudin Latif