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All Journal Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab AT TA´DIB Abjadia, International Journal of Education OKARA: Jurnal Bahasa dan Sastra Lisanudhad Diwan : Jurnal Bahasa dan Sastra Arab Arabi : Journal of Arabic Studies Arabiyatuna : Jurnal Bahasa Arab al-Afkar, Journal For Islamic Studies Ijaz Arabi Journal of Arabic Learning Educan : Jurnal Pendidikan Islam Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban IZDIHAR An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab Al-Ma'rifah : Jurnal Budaya, Bahasa dan Sastra Arab Al Mahara: Jurnal Pendidikan Bahasa Arab LISANAN ARABIYA: Jurnal Pendidikan Bahasa Arab ALSINATUNA REiLA: Journal of Research and Innovation in Language Aphorisme: Journal of Arabic Language, Literature, and Education Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Thariqah Ilmiah ; Jurnal ilmu-ilmu kependidikan & Bahasa Arab SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) Mantiqu Tayr: Journal of Arabic Language Tanwir Arabiyyah: Arabic as Foreign Language Journal Alinea: Jurnal Bahasa, Sastra, dan Pengajaran Jurnal Bima: Pusat Publikasi Ilmu Pendidikan Bahasa dan Sastra Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Alsinatuna Perspektif: Jurnal Pendidikan dan Ilmu Bahasa Journal of Arabic Language Learning and Teaching JURISTA : Jurnal Hukum dan Keadilan LISANIA: Journal of Arabic Education and Literature Ruang Pengabdian: Jurnal Pengabdian kepada Masyarakat CMES (Center of Middle Eastern Studies) Lisanudhad: Jurnal Bahasa, Pembelajaran, dan Sastra Arab International Journal of English Learning and Applied Linguistics (IJELAL)
Alif Cahya Setiyadi
Universitas Darussalam Gontor
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Manhaj Taʿlīm al-Lughah al-ʿArabiyyah li al-Nāṭiqīn bi Ghayrihā (Dirāsah Waṣfiyyah li al-Dawrah al-Tadrībiyyah al-Mukaththafah fī al-Lughah al-ʿArabiyyah bi Markaz al-Lughah, Jāmiʿat Dār al-Salām Gontor) Alif Cahya Setiyadi; Agung Prawoto
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 3 No. 1 (2016): Jurnal Lisanudhad: Jurnal pendidikan bahasa, dan sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

The Arabic language training program organized by the Language Center of Universitas Darussalam Gontor is an intensive educational initiative designed to develop learners’ proficiency in the four essential language skills: speaking, listening, reading, and writing. The program provides a comprehensive set of language activities supported by a curriculum specifically designed to achieve its instructional objectives. Arabic instruction in this program follows an integrated curriculum that combines classroom learning with extracurricular language activities to create a continuous Arabic-speaking environment throughout the day. Consequently, the instructional approaches employed inside the classroom differ from those implemented outside the classroom in order to maximize language exposure and communicative practice. This study provides a detailed descriptive analysis of the instructional curriculum used in the intensive Arabic training program at the Language Center of Universitas Darussalam Gontor. It examines the curriculum design as well as the teaching methods and instructional techniques applied in delivering the program's learning materials.
Al-Ism fī Kitāb Al-Naḥw al-ʿAṣrī li-Sulaymān Fayyāḍ Alif Cahya Setiyadi
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 2 No. 1 (2015): Jurnal Lisanudhad: Jurnal pendidikan bahasa, dan sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

Numerous books on Arabic grammar have been produced, each employing different methodologies and approaches to the study of syntax. Among these works, Al-Naḥw al-ʿAṣrī by Sulaymān Fayyāḍ is regarded as one of the most important references for simplifying the rules of Arabic grammar. The book adopts a distinctive methodology and instructional approach in teaching Arabic syntax. One of Sulaymān Fayyāḍ's grammatical views is his definition of the noun (ism) as every word that denotes an entity perceived either through the senses or by the intellect, without reference to time. He further argues that lexical items fall into three grammatical case categories: the nominative, accusative, and genitive. In addition, he treats the dependent elements (al-tawābiʿ), which may occur in all three grammatical cases, as an independent topic separate from the discussion of nouns classified according to these case endings. One of the distinguishing features of this book is its clear presentation of grammatical rules through numerous examples organized in tabular form, making the material easier to understand and apply.
Istrātījiyyah Taʿlīm al-Lughah al-ʿArabiyyah al-Faʿʿālah fī Maʿmal al-Lughah li-Ṭalabah Maʿhad Dār al-Salām Kuntūr Fūnūrūkū Alif Cahya Setiyadi
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 1 No. 2 (2014): Jurnal Lisanudhad: Jurnal pendidikan bahasa, dan sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

Language education scholars agree that one of the primary goals of language teaching is to enable students to speak the language fluently and develop proficiency in listening, reading, and writing. To achieve this objective, language teachers today require advanced instructional media, one of which is the language laboratory. Darussalam Gontor Islamic Boarding School has utilized a language laboratory to enhance its students’ Arabic proficiency and to serve as an effective medium for teaching language skills through specialized instructional strategies. These strategies are designed to encourage students to apply correct grammatical structures by listening to authentic Arabic and English spoken by native speakers. The implementation of these strategies is adapted to students’ proficiency levels, which are classified into three categories: beginner, intermediate, and advanced.
Tammām Hassān Wa Ārāuhu Ḥaula Tajdīd An- Naḥwi (Dirāsah Waṣfiyyah Taḥlīliyyah Fī Kitābihi Al- Lugah Al-‘Arabiyyah Ma’nāhā Wa Mabnāhā) Alif Cahya Setiyadi; Ummu Sa’adah
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 6 No. 2 (2019): Lisanudhad: Journal Bahasa, Pembelajaran dan Sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

كان علم النحو هو علم مهم في تعلم اللغة العربية؛ لأن نشأته لحفظ اللسان من الخطأ الشائع عندئذ. ولكن ما زال النحو علماً صعباً في العربية، وتجد هذه الصعوبة إلى اليوم، بدليل على أن كثيراً من الطلاب لم يفهم النحو جيداً بعد تعلمه بضع سنين، بل أشد من ذلك، يعني أن تعلمهم النحو لم يحملهم إلى فهم اللغة العربية. فمن هنا ظهرت حركة تجديدية التي دعا إليها النحاة في هذا العصر. ومن المشكلة الموجودة كانت من المهم أن يعرف بعض وجوه التجديد الذي حمله النحاة في هذا العصر، فكان أحسن النحاة الذي له آراء في هذا الشيء هو تمام حسان. إنه عالم لغوي الذي قد أخرج آراء كثيرة في اللغة العربية خاصة في النحو، وألف هو كتباً كثيرة، ومنها كتاب اللغة العربية معناها ومبناها. هذا الكتاب رآها الآخرون كاختراع في اللغة العربية، وهذا الكتاب هو آية رائعة في اللغة العربية. الهدف في كتابة هذا البحث العلمي بهذا الموضوع هو لمعرفة تجديد النحو الذي يولد من فكرة تمام حسان في أحد كتبه وهو كتاب "اللغة العربية معناها ومبناها". فنتائج البحث التي حصلتها الباحثة هي: أن تمام حسان قسم الكلم إلى سبعة أقسام وهي: الاسم، والصفة، والفعل، والضمير، والخالفة، والظرف، والأداة. وأنه رفض فكرة العامل النحوي وبدله بفكرة التعليق وذلك بواسطة القرائن. وأنه أنشأ نظرية تضافر القرائن ليحصل على المعنى الوظيفي. وأنه فرق بين الزمن الصرفي والزمن النحوي من ناحية وظيفته. وجواز الترخص في القرينة –استفادها أو عدمها– في أمن اللبس، حتى إذا لا يستفاد أحد القرائن كان المعنى الذي وصله مفهوماً مراده ومقصوده. وهذا لأن النحو ارتجى لحفظ أصالة اللغة العربية من تجديدها المدافع لتطورها.
Naẓariyyat Ibn Khaldūn fī Iktisāb al-Lughah Alif Cahya Setiyadi
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 1 No. 1 (2014): Jurnal Lisanudhad: Jurnal pendidikan bahasa, dan sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

Language is a uniquely human phenomenon that distinguishes human beings from all other creatures. Humans are born with the biological organs necessary for speech as well as cognitive abilities that enable them to acquire language. Various theories have been proposed to explain the process of language acquisition, each emphasizing a different primary factor underlying this process. Among the most influential are behaviorist, cognitive, and innatist (nativist) theories. In addition to these well-known perspectives, Ibn Khaldun presented important ideas on first language acquisition in his Muqaddimah. Although his views have received comparatively little attention, Ibn Khaldun is widely recognized as a distinguished Muslim thinker, the founder of sociology, a political scholar, a philosopher of history, and an eminent linguist. This article examines Ibn Khaldun’s theory of first language acquisition, highlighting the close relationship between language and society. According to Ibn Khaldun, language exists only within a social community because it functions as the primary means of communication and interaction among people. His theory emphasizes that language acquisition is fundamentally rooted in social life and human interaction.
The The Effectiveness of TPACK and PWIM Learning Models in Improving Arabic Learning Outcomes for Eighth-Grade Students at MTsN 3 Sragen Academic Year 2025/2026 Ratna Ayu; Alif Cahya Setiyadi
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 5 No. 3 (2025): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v5i3.2831

Abstract

In the era of digital transformation, innovation in learning methodologies has become a crucial aspect for Islamic educational institutions like MTsN 3 Sragen to maintain instructional quality. However, issues regarding low Arabic learning outcomes among 8th-grade students persist, driven by a reliance on traditional methods and diverse educational backgrounds. This study compares the effectiveness of the TPACK and PWIM models against traditional methods in enhancing learning achievement. Employing a quantitative Quasi-Experimental approach with One-Way ANOVA and N-Gain Score analysis, the results demonstrate that the TPACK model is the most effective, achieving an N-Gain score of 75.98%, surpassing PWIM (60.9%) and traditional methods (38.49%). Consequently, technology integration through TPACK serves as a strategic solution to enhance the efficiency of Arabic language learning in madrasahs.
Education on John Dewey’s Pragmatism (Critical Analysis Study of John Dewey's View on Education) Alif Cahya Setiyadi; Fuad L Anshori; ⁠Moh. Ilham Fahreza
al-Afkar, Journal For Islamic Studies Vol. 9 No. 3 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v9i3.2347

Abstract

This study aims to analyze the concept of John Dewey's Pragmatism Education. As far as the author reads, John Dewey's Education is oriented towards Pragmatism by carrying out the concepts of "Learning by Doing" and Progressive Education. Dewey's educational reform was motivated by his passion for traditional dogmatic and authoritarian approaches to education. In the preparation of this article, the author uses the Library Research method by analyzing the concept of Dewey's thoughts from his works so that it becomes a complete concept. The results of this study have at least two important points, first, John Dewey's Pragmatism Education Concept emphasizes the urgency of experience for students to become provisions in community life. Second, Dewey's concept of education is considered to still have confusion from its method, substance, and axiology, so some Western scientists to Muslims criticize the concept.
EVALUASI IMPLEMENTASI BI’AH LUGHAWIYYAH DALAM PENGEMBANGAN MAHĀRAH AL-KALĀM SANTRI PEMULA DI PESANTREN MAWARIDUSSALAM Zulkifli Ismail Ginting; Alif Cahya Setiyadi; Ahmad Farhan Rif'an Najib
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.10296

Abstract

The language environment, or bi’ah lughawiyyah, is a crucial element in second language acquisition, particularly speaking skills. However, its management in many Islamic boarding schools is often inconsistent and lacks systematicity. This study focuses on evaluating the implementation of bi’ah lughawiyyah at the Mawaridussalam Islamic Boarding School in Deli Serdang and analyzing its contribution to the speaking skills of novice students. Using a qualitative case study approach, the research stages include participant observation, semi-structured interviews, and documentation, with data analysis techniques based on the Miles and Huberman model. The research findings reveal that the implementation of the language environment is carried out through a structured system supported by a hierarchical driving organization, involving teachers and student organizations. Featured programs include ilqā’ al-mufradāt (learning to read and understand the language), disciplinary control through the Language Court, and expressive activities such as the Arabic Club and Language Expo. The integration of organizational structure, communication habits, and strict supervision creates an active and consistent communication ecosystem. The main conclusion confirms that systematically managed bi'ah lughawiyyah provides an intensive practice space for novice students to interact using Arabic in everyday life. The success of this model lies in the synergy between disciplinary regulations and creative activities that motivate students to speak freely. Thus, this language ecosystem provides a strong foundation for accelerating students' speaking skills from an early age in an effective, comprehensive, and sustainable manner within the Islamic boarding school environment, supporting the quality of their communicative competence. ABSTRAK Lingkungan bahasa atau bi’ah lughawiyyah merupakan elemen krusial dalam pemerolehan bahasa kedua, khususnya keterampilan berbicara, namun pengelolaannya di banyak pesantren sering kali tidak konsisten dan kurang sistematis. Penelitian ini berfokus mengevaluasi implementasi bi’ah lughawiyyah di Pesantren Mawaridussalam Deli Serdang serta menganalisis kontribusinya bagi kemampuan berbicara santri pemula. Menggunakan pendekatan kualitatif studi kasus, tahapan penelitian meliputi observasi partisipatif, wawancara semi-terstruktur, dan dokumentasi, dengan teknik analisis data model Miles dan Huberman. Temuan penelitian mengungkapkan bahwa implementasi lingkungan bahasa dilaksanakan melalui sistem terstruktur yang didukung organisasi penggerak berjenjang, melibatkan guru dan organisasi santri. Program unggulan mencakup ilqā’ al-mufradāt, muhādatsah, kontrol disiplin melalui Mahkamah Bahasa, serta kegiatan ekspresif seperti Arabic Club dan Language Expo. Integrasi antara struktur organisasi, pembiasaan komunikasi, dan pengawasan ketat menciptakan ekosistem komunikasi yang aktif dan konsisten. Simpulan utama menegaskan bahwa bi’ah lughawiyyah yang dikelola secara sistematis memberikan ruang praktik intensif bagi santri pemula untuk berinteraksi menggunakan bahasa Arab dalam keseharian. Keberhasilan model ini terletak pada sinergi antara regulasi disiplin dan kegiatan kreatif yang memotivasi santri berbicara tanpa beban. Dengan demikian, ekosistem bahasa ini menjadi fondasi kuat dalam mengakselerasi kemahiran berbicara santri sejak dini secara efektif, komprehensif, dan berkelanjutan di lingkungan lembaga pendidikan pesantren tersebut guna menunjang kualitas kompetensi komunikatif mereka.  
MORPHOPHONOLOGICAL BEHAVIOR OF -ize AND -ify SUFFIXATION IN ENGLISH VERBAL DERIVATION: A CORPUS-BASED STUDY Abd Jabar; Zeny Luthvia; Diska Fatima Virgiyanti; Ervin Yudianto; Alif Cahya Setiyadi; Moses James Olenyo Malande
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 6 No. 2 (2026): Emerging Trends and Innovations in English Language Teaching: Insights from Lin
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v6i2.21

Abstract

This study examines the morphophonological behavior of the English derivational suffixes -ize and -ify, focusing on their influence on primary stress placement in derived verbs. Using a descriptive corpus-based approach, the study analyzes English words ending in -ize and -ify retrieved from Sketch Engine, with phonetic transcription and stress placement verified through Oxford dictionary entries. The data were classified based on suffix type, base form, derived form, and the phonetic transcription of both the base and suffixed forms. The findings show that -ize is largely stress-neutral, as most derived verbs preserve the stress pattern of their base forms. By contrast, -ify tends to be more stress-sensitive, frequently leading to stress reassignment toward the antepenultimate syllable. Although the two suffixes differ in their degree of stress sensitivity, both display a strong tendency toward antepenultimate stress in derived verbs. The study also identifies several irregular patterns, indicating that stress placement in English derivation is shaped not only by suffixation but also by lexical, prosodic, and historical factors. These findings underline the close interaction between morphology and phonology in English word formation and offer useful implications for pronunciation instruction and morphological awareness in English Language Teaching.
Separation Symbols in Al-Muqaddimah Ath-Thalaliyyah of Al-Mu’allaqāt by Tharafah ibn Al-ʿAbd: A Semiotic Analysis Habib Muharrom Sudarmawan; Hanik Mahliatussikah; Alif Cahya Setiyadi; Moh. Fery Fauzi; Wildan Kamil Basyari
LISANIA: Journal of Arabic Education and Literature Vol. 10 No. 1 (2026)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/lisania.v10i1.99-118

Abstract

This study examines the symbolic representation of separation in the first five verses of Al-Muqaddimah Ath-Thalaliyyah that opens Tharafah bin al-‘Abd al-Bakrī’s al-Mu‘allaqāt. The research aims to reveal how symbols of loss and longing are constructed through poetic imagery related to the poet’s separation from his beloved, Khaulah. The study employs a descriptive qualitative method using Michael Riffaterre’s semiotic framework, including heuristic and hermeneutic readings, as well as the identification of the matrix, model, variants, and hypogram. The heuristic reading focuses on linguistic structures, while the hermeneutic reading interprets deeper literary meanings within the poem’s cultural context. The findings show that emotional suffering caused by separation functions as the matrix governing the poem’s symbolic structure. This meaning is represented through images of abandoned ruins, fading tattoo marks, and ships crossing the waterways of Dad Valley as symbols of memory and Khaulah’s departure with her tribe. The analysis also reveals an intertextual relationship with Imru’ al-Qays’ al-Mu‘allaqāt, especially in the motif of companions consoling a grieving lover. The study also shows that symbolic expressions in the poem reflect the emotional condition of the poet and the cultural traditions of pre-Islamic Arab society. In addition, the use of semiotic analysis helps uncover implicit meanings that are not directly expressed in the text. This study contributes to Arabic literary studies by showing how Riffaterre’s semiotic theory uncovers symbolic structures and cultural meanings in classical Arabic poetry.
Co-Authors Abd Jabar Abdul Hafidz Bin Zaid Abdurrahman Muhammad Achmad Bun Alim Afin Al Aufi Afnan Arummi Agung Prawoto Agung Prawoto Agus Yasin Ahmad Farhan Rifan Najib Ahmad Hidayatullah Zarkasyi Ahsanu Ibadillah, Faris Ali Imron Amelia Salis Ramdani Amin, Ahmad Mustofa Anhar Anhar Arsya Shafarul Nawenza Arya Wira Nugraha Aufa Alfian Musthofa Aufa Alfian Musthofa Aufa Alfian Musthofa Awaliyah, Nurul Aida Azmi Zarkasyi Br Maha, Marheni Danial Hilmi Diska Fatima Virgiyanti Ervin Yudianto Fadhil Muhammad Fajar Amin Fajar Amin Fatim, Al Lastu Nurul Fauzi, Moh. Fery Fera Favirotus Siyam Fuad L Anshori Fuad L Anshori Ghazali Awaluddin Habib Muharrom Sudarmawan Hendrokumoro, Hendrokumoro Heru Saiful Anwar Himmatul Mahmudah Humayra, Alifka Ihwan Mahmudi Imam Asrori Isnainurrohman, Abdillah Jalaluddin Khansa Nabila Khansa Nabila Khoirul Fata, Khoirul Khomisah Khomisah Luthfi Muhyiddin Madani Ahmadan Mahliatussikah , Hanik Mikael Marasabessy Mochammad Firdaus Moh. Ilham Fahreza Mohammad Aris, Sakiinah Mohammad Mahasim Soleh Moses James Olenyo Malande Muhammad Dliya Elhaq Muhammad Fadhlan Muhammad Khoirul Malik Muhammad Syamsul Arifin, Muhammad Syamsul Muhammad Wahyudi Muhammad Yunus Anis Muhyiddin, Luthfi Muttaqin, Hasan Nabila, Khansa Najib, Ahmad Farhan Rif'an Neda Azzah Saniyyah Neni Naqiyah Nisa, Salma Sholochatun Nofiem Taufiqul Akbar NURUL HIDAYAH Pafi Rahmatullah Al Gifari Putra, Alde Mulya Putri, Nurmayahati Mulia Qonita, Sumayyah Alifatun Rafiandra Latif Ratna Ayu Risna Rianti Sari Riza Nurlaila Rokhayati, Siti Rosyifah Nur Syafawani Sania Karimah Liputo Silmy, Ahmad Nahidl Siti Aisyah Subli Ansyah Subroto, Dewi Intan Galih Sumayyah Alifatun Qonita Supianudin, Asep Sutaman Tiara Eki Wahyu Rinawati Traf, Maram Tyas Pradhita Astari Tyas Pradhita Astari, Tyas Pradhita Ummu Sa'adah Ummu Sa’adah Utomo, Wahyu Cahyo Budi Wildan Kamil Basyari Yusuf Al Manaanu Yusvita Kusuma Wardani Zaki Abdul Muhaimin Zeny Luthvia Zulkifli Ismail Ginting ⁠Moh. Ilham Fahreza