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All Journal Al-Ta'rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Studi Arab An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Budimas : Jurnal Pengabdian Masyarakat Jurnal Pendidikan Islam International Journal of Arabic Language Teaching IJALT Kalamuna El-Jaudah : Jurnal Pendidikan Bahasa dan Sastra Arab Jurnal Pendidikan Islam Journal of Arabic Language Learning and Teaching Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab
Moh. Tohiri Habib
Institut Agama Islam Darullughah Wadda'wah
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Optimizing YouTube for Interactive Arabic Learning in Pesantren: Effective Content Creation Strategies Arisandi, Yusuf; Habib, Moh. Tohiri
Jurnal Internasional Pendidikan Bahasa Arab Vol 7 No 02 (2025): International Journal of Arabic Language Teaching (IJALT)
Publisher : Postgraduate of IAIN Metro Lampung Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/ijalt.v7i02.10363

Abstract

In the evolving landscape of Arabic language education, YouTube has emerged as a powerful medium for enhancing listening and speaking skills in Islamic boarding schools, where traditional oral-based instruction predominates. This study aims to explore strategies for optimizing YouTube as an interactive learning tool tailored to the pedagogical and cultural context of pesantren. Using a qualitative case study at Pesantren Darullughah Wadda’wah in East Java, Indonesia, data were collected through semi-structured interviews with 22 participants (10 teachers and 12 students), focus group discussions involving 18 students across three groups, and classroom observations in selected Arabic classes, representing 40 participants with basic to intermediate Arabic proficiency. The findings reveal that structured exposure to Arabic-language YouTube content, combined with visual cues, interactive exercises, and contextual learning, significantly improves comprehension and speaking fluency. However, challenges such as inconsistent content quality, digital distractions, and limited technological access hinder optimal use. The novelty of this research lies in its proposed hybrid learning model, integrating YouTube-based materials with traditional teaching methods to preserve the strengths of oral transmission while embracing digital innovation. This study offers practical recommendations for educators and content creators in designing effective, culturally relevant digital resources for Arabic language learning in pesantren.  
Podcasts as an Innovative Solution for Teaching Arabic: Enhancing Speaking and Listening Skills Habib, Moh. Tohiri; Hanifansyah, Nur; Solehudin, Muhamad; Mahmudah, Menik; Syakur, Sultan Abdus
STUDI ARAB Vol 15 No 2: December 2024
Publisher : Universitas Yudharta Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/sa.v15i2.5784

Abstract

In the modern era of digital education, podcasts have emerged as a dynamic medium to address the gaps in traditional Arabic language teaching, particularly in listening (maharah istima’) and speaking (maharah kalam) skills. Recognizing the challenges of limited exposure to authentic language environments and traditional methods that often fail to engage learners, this study aims to evaluate the effectiveness of podcasts as a pedagogical tool for Arabic language instruction. A qualitative research design was employed, involving 20 advanced-level students (santri) aged 16–18 from Darullughah Wadda’wah, a renowned Islamic boarding school. Participants engaged with curated Arabic podcasts over four weeks, supplemented by group discussions, structured speaking exercises, and comprehension assessments. Data collection included pre- and post-tests, observational notes, audio recordings, and semi-structured interviews. Results indicate a significant improvement in listening skills (30%) and speaking proficiency (25%), with students reporting enhanced vocabulary retention and increased confidence in communication. Observational data highlighted elevated engagement and motivation during podcast-based learning compared to traditional approaches. This study concludes that podcasts are a versatile and innovative medium for fostering language skills, bridging theoretical and practical knowledge gaps. Recommendations include expanding podcast topics and integrating visual aids for broader applicability in diverse educational contexts.
Enhancing Arabic Morphology Learning via Jigsaw: An Experimental Study in a Islamic Boarding School Habib, Moh. Tohiri
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 3 No. 2 (2025): Journal of Arabic Language Learning and Teaching (JALLT)
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jallt.v3i2.366

Abstract

Arabic morphology (Sharaf) is essential in mastering the Arabic language, yet traditional rote-learning methods in Pesantren often lead to passive learning and low retention. This study explores the effectiveness of the Jigsaw Method a cooperative learning strategy in improving Sharaf learning at Madrasah Tsanawiyyah Darullughah Wadda’wah, involving 60 students aged 13–15. Using a qualitative approach, data were gathered through classroom observations, interviews, and focus group discussions. The findings reveal that the Jigsaw Method significantly enhanced student engagement, motivation, comprehension, and confidence in peer-based learning. It also reduced anxiety and encouraged active participation. Despite these benefits, challenges such as vocabulary retention and the need for structured implementation remain. This study addresses a pedagogical gap in Sharaf instruction within Pesantren and supports the value of cooperative learning models in Arabic language education. Further research is recommended to assess long-term impacts and extend the method’s application to areas like Nahwu and Balaghah.
Phonological and Grammatical Errors in Arabic Speaking Skills: Insights from Female Banjar Learners of Islamic Boarding School Habib, Moh. Tohiri; Sari, Alvia Putri Prima; Amini, Nurul; Wahyudi, Iqmal
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 13 No 1 (2025)
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v13i1.9844

Abstract

Mastering a foreign language requires not only memorization but also overcoming deeply ingrained linguistic habits. For Banjar learners studying Arabic, phonological and grammatical challenges pose significant barriers to fluency. This study explores the phonological and grammatical errors encountered by Banjar learners in Arabic speaking skills at Pesantren Darullughah Wadda'wah Putri. Through a qualitative descriptive approach, it identifies the prevalent types of errors, their underlying causes, and potential pedagogical strategies for improvement. The findings reveal significant phonological issues, including substitutions of Arabic phonemes influenced by the Banjar dialect, as well as grammatical inconsistencies due to overgeneralization and limited exposure to authentic Arabic structures. The study highlights native language interference, lack of phonetic training, and psychological barriers, such as fear of criticism, as primary causes of these challenges. Proposed solutions include intensive phonetic drills, immersive language environments, context-based grammar instruction, and the integration of cultural and technological resources. This research contributes to Arabic language pedagogy by providing targeted strategies to enhance the proficiency of Banjar learners, bridging linguistic gaps while respecting their cultural identity.
الأسس المهمة في تطوير المواد التعليمة في تعليم اللغة العربية Anggara, Syamfa Agny; Habib, Moh. Tohiri
Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 1 No. 2 (2018): Lughowiyyat: Jurnal Pendidikan Bahasa Dan Sastra Arab
Publisher : Fakultas Tarbiyah Program Studi Pendidikan Bahasa Arab Universitas Islam Internasional Darullughah Wadda'wah Bangil Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/lughawiyyat.v1i2.133

Abstract

مستخلص البحث في تطوير المواد التعليمية، له المبادئ المهمة التي تلعب دورًا رئيسيًا في نجاح المواد التعليمية. يهدف البحث إلى إيجاد أهم عنصر في تطوير المواد التعليمية. استخدم الباحث هذا البحث على المدخل الكيفي بالدراسة المكتبية. تشير نتائج هذه الدراسة إلى أن بعض المكونات التي لها تأثير كبير في تطوير المواد التعليمية للغة العربية منها: (1) دقة المحتوى، فيما تتعلق بصلاحية المحتوى وملاءمة المحتوى. (2) دقة التغطية، فيما يتعلق بمرونة وعمق المواد وكذلك سلامة المفاهيم التي نوقشت على أساس مجال العلوم. (3) هضم المواد التعليمية، فيما يتعلق بسهولة المواد التعليمية بإتمام فهمها للمستخدمين. من المتوقع أن تكون نتائج هذا البحث اسهاما إيجابيا لخزائن العلوم في تطوير المواد التعليمية خاصة في تعلم اللغة العربية. الكلمات الرئيسية: تطوير المواد التعليمية، تعليم اللغة العربية
Living the Language: Self-Regulated Arabic Usage among Pesantren University Students in Indonesia Baharun, Segaf; Habib, Moh. Tohiri
Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 7 No. 1 (2026): Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat (P3M) STAI DR. KHEZ. Muttaqien Purwakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52593/klm.07.1.04

Abstract

Arabic language education in pesantren-based Islamic universities increasingly emphasizes self-regulated learning to encourage authentic language use beyond formal classrooms. However, empirical evidence on how learners independently sustain Arabic across social, academic, and digital domains remains limited, particularly in Islamic higher education contexts. This study examines the extent of self-regulated Arabic usage and identifies motivational, social, and digital factors supporting learner autonomy among university students in Indonesia. Using a convergent mixed-methods design, data were collected from 60 undergraduate students at Darullughah Wadda’wah International Islamic University, a pesantren-based institution in Pasuruan, East Java, Indonesia, through questionnaires, interviews, and observations. The findings reveal that 65% of students use Arabic daily in informal interaction, religious activities, and digital communication. Advanced learners show higher autonomous engagement (78.6%) compared to intermediate (64.0%) and beginner students (52.4%). Integrative motivation, peer support, and engagement with Arabic digital religious content significantly predict independent language use, while spontaneous oral production remains the main challenge. The study concludes that Arabic functions as a lived linguistic, academic, and spiritual identity practice in pesantren-based Islamic higher education. Practically, it recommends strengthening peer-supported language immersion and Arabic-based digital environments to sustain learner autonomy beyond classroom instruction.
Repeat After Me: Affective Scaffolding for Arabic Speaking Fluency Baharun, Segaf; Habib, Moh. Tohiri; Azira, Nurul; Hasif , Adham
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 1 (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.v4i1.413

Abstract

Despite the widespread use of repetition in Arabic speaking instruction, empirical research examining its affective scaffolding dimension particularly teacher vocal modulation as an emotional and psychomotor support remains limited.This study investigates the role of affective scaffolding in enhancing Arabic speaking fluency through the “Repeat After Me” technique in a pesantren-based classroom. Using a quasi-experimental mixed-method design, sixty male students were divided into experimental and control groups over eight weeks of instruction. The experimental group received teacher-guided vocal scaffolding involving tone modulation, rhythmic pacing, and empathetic feedback, while the control group practiced standard repetition. Quantitative results revealed significant improvements in fluency (Cohen’s d = 0.89) and a notable reduction in language anxiety among the experimental group. Qualitative findings from interviews indicated that collective repetition fostered emotional safety, enjoyment, and imitation of native-like pronunciation, despite physical fatigue. The integration of affective and psychomotor elements transformed repetition into an engaging, embodied learning process that strengthened confidence and rhythmical accuracy. This study concludes that teacher vocal modulation functions as both an emotional regulator and a psychomotor model, offering a holistic framework for Arabic language pedagogy that unites sound, emotion, and bodily expression.
Classroom Action Research on Digital Interactive Learning for Arabic Speaking Development in Islamic Junior High Schools Habib, Moh. Tohiri
Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab Vol. 1 No. 1 (2025): Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/almuhawaroh.v1i1.2495

Abstract

The rapid advancement of digital technology offers new opportunities for transforming language education, yet developing Arabic speaking proficiency (Maharah Kalam) remains a significant challenge in Islamic junior high schools. This study aims to evaluate the effectiveness of interactive digital learning media in enhancing Arabic speaking skills among Grade 8 students at Madrasah Tsanawiyah Darullughah Wadda’wah (MTs Dalwa). Employing a quasi-experimental design, 30 students were purposively selected and divided equally into an experimental group and a control group. The experimental group engaged with AI-assisted pronunciation tools, gamification-based vocabulary learning applications, and augmented reality (AR) conversation simulations, while the control group received traditional textbook-based instruction and teacher-led drills. Data were collected using pre- and post-tests to assess speaking proficiency (covering fluency, pronunciation, vocabulary usage, and grammatical accuracy), complemented by classroom observations and semi-structured interviews with students and teachers. The findings revealed that the experimental group exhibited a statistically significant improvement, with a 32.5% increase in post-test scores compared to a 12.3% improvement observed in the control group. Additionally, qualitative feedback indicated that students experienced higher engagement, reduced speaking anxiety, and enhanced motivation. Despite these positive outcomes, challenges such as technical limitations and the need for structured teacher training were noted. In conclusion, the integration of interactive digital tools in Arabic language instruction can effectively enhance speaking proficiency, bridging the gap between theoretical knowledge and practical communication skills in Islamic educational settings. Further research is recommended to address implementation challenges and explore long-term retention effects.
Co-Authors Ali, Muhammad Najib Alvia Putri Prima S Amini, Nurul Anggara, Syamfa Agny Azira, Nurul Baharun, Segaf Fadhel Mubarak Hasif , Adham Iswan, Syahrul M. Yusuf Harun, M. Yusuf Masnun Masnun Menik Mahmudah Muhamad Solehudin Nur Hanifansyah Sari, Alvia Putri Prima Syakur, Sultan Abdus Syamfa Agny Anggara Wahyudi, Iqmal