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Development and evaluation of flashcards as a learning media for Arabic vocabularies in Islamic elementary education Qatrunnada Habibah Salma; Inayah Inayah; Zuanita Adriyani; Fina Saadah
Al-Lisan: Jurnal Bahasa Vol 11 No 1 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i1.7256

Background: Arabic vocabulary instruction in Islamic elementary schools (Madrasah Ibtidaiyah) is often hindered by low student motivation and a reliance on rote memorization, which is particularly ineffective for concrete themes like diseases (al-amrāḍ). This highlights a critical need for developmentally appropriate visual media. Aims: This research aims to: (1) design thematic flashcard media on al-amrāḍ for third-grade students, (2) evaluate the media's validity through expert judgment, and (3) assess its practicality and impact on student engagement. Methods: Employing a Research and Development (R&D) framework, this study utilized the ADDIE model (Analyze, Design, Develop, Implement, Evaluate). The process began with a needs analysis through observation and interviews, followed by the design and validation of flashcards by experts in Arabic language education, media, and linguistics. A limited trial with 22 third-grade students at MI Miftahul Akhlaqiyah, Semarang, was conducted to evaluate practicality and student perceptions through observation and response questionnaires. Results: The flashcards achieved high validity scores from experts: 88% (content), 83% (linguistics), and 75% (media). Student responses were exceptionally positive, with an overall practicality rating of 95%, particularly appreciating the visual appeal, ease of use, and increased motivation. The findings indicate that the flashcards effectively facilitate vocabulary acquisition by creating clear visual-lexical connections. Implications: The al-amrāḍ flashcards are a valid and practical learning medium that effectively addresses pedagogical gaps in elementary Arabic instruction. This research underscores the importance of integrating visual design with linguistic accuracy for young learners. Practically, the flashcards offer an engaging, interactive alternative to traditional methods. Theoretically, it contributes to the discourse on multimedia design for early language acquisition within religious education contexts.

Al-Ta‘Allum al-Qā’im ‘alā al-Ansyiṭah li-Ta‘Allum al-Lugah al-‘Arabiyyah bi al-Madrasah al-Ibtidāiyyah al-Islāmiyyah Nandhera, Alfath; Inayah, Inayah
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 1 (2026): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v7i1.10181

This study aims to describe the implementation of Activity-Based Learning (ABL) in Arabic language instruction on the topic of hobbies and to analyze students’ levels of learning engagement based on four indicators: participation, interest, response, and confidence. This study employs a mixed-methods approach with a concurrent embedded design. The study population consisted of 28 first-grade students at MI Al-Khoiriyyah 02 in Semarang, comprising 12 males and 16 females. Because the population size was relatively small, total sampling was used, meaning the entire population served as the study sample. Qualitative data were obtained through observation and documentation, while quantitative data were collected using a five-point Likert scale questionnaire. Qualitative data were analyzed descriptively regarding the implementation of ABL, while quantitative data were analyzed using descriptive statistics, including scores and percentages across the four indicators. The results of the study indicate that implementing ABL created a more active, interactive, and student-centered learning environment. Students’ learning engagement levels fell into the good-to-very-good categories, with the interest indicator receiving the highest percentage at 91%, followed by participation at 83%, responsiveness at 80%, and confidence at 78%. These findings indicate that ABL is an effective alternative for enhancing students’ engagement in learning while also improving the quality of Arabic language instruction at Madrasah Ibtidaiyah.

Al-Ta‘Allum al-Qā’im ‘alā al-Ansyiṭah li-Ta‘Allum al-Lugah al-‘Arabiyyah bi al-Madrasah al-Ibtidāiyyah al-Islāmiyyah Nandhera, Alfath; Inayah, Inayah
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 1 (2026): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v7i1.10181

This study aims to describe the implementation of Activity-Based Learning (ABL) in Arabic language instruction on the topic of hobbies and to analyze students’ levels of learning engagement based on four indicators: participation, interest, response, and confidence. This study employs a mixed-methods approach with a concurrent embedded design. The study population consisted of 28 first-grade students at MI Al-Khoiriyyah 02 in Semarang, comprising 12 males and 16 females. Because the population size was relatively small, total sampling was used, meaning the entire population served as the study sample. Qualitative data were obtained through observation and documentation, while quantitative data were collected using a five-point Likert scale questionnaire. Qualitative data were analyzed descriptively regarding the implementation of ABL, while quantitative data were analyzed using descriptive statistics, including scores and percentages across the four indicators. The results of the study indicate that implementing ABL created a more active, interactive, and student-centered learning environment. Students’ learning engagement levels fell into the good-to-very-good categories, with the interest indicator receiving the highest percentage at 91%, followed by participation at 83%, responsiveness at 80%, and confidence at 78%. These findings indicate that ABL is an effective alternative for enhancing students’ engagement in learning while also improving the quality of Arabic language instruction at Madrasah Ibtidaiyah.

Instructional Design for Teaching Manṣūbāt al-Asmā' Based on the Pyramid Theory at the Madrasah Aliyah Rahmawati, Neli Dian; Inayah, Inayah; Siddiq, Mahfudz; Al Aufa, Muhammad Miftah
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 2 (2026): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v7i2.10209

This article aims to design instructional materials for teaching manṣūbāt al-asmā' based on the Pyramid Theory at the MA level. The method employed is descriptive-analytical, using a library research approach and drawing on classical nahwu texts and contemporary Arabic language education literature. The data comprise primary sources (the classical nahwu texts Jāmi' al-Durūs al-'Arabiyyah, Al-Ājurrūmiyyah, al-Imriṭī, and Alfiyyah Ibn Mālik) and secondary sources (educational theory literature and journal articles published between 2021 and 2026). The journal articles were retrieved from Google Scholar, DOAJ, and Sinta-indexed Arabic-education journals. Data were collected through four stages: source identification, classification, analysis, synthesis, and instructional design development, and analyzed using source triangulation, whereby every component of the design is verified against at least three mutually reinforcing references. The findings show that the fourteen functions can be organized into three pyramid layers: the base layer (maf'ūl bih, maf'ūl muṭlaq, maf'ūl lahu, maf'ūl fīh, maf'ūl ma'ah), the middle layer (al-ḥāl, tamyīz, al-mustatsnā, al-munādā), and the top layer (khabar fi'l nāqiṣ, khabar aḥruf, ism inna, ism lā al-nāfiyah li al-jins, al-tābi' li al-manṣūb). This design is grounded in constructivism, Bloom's Taxonomy, and the principle of al-tadrīj, and is complemented by structured learning steps, learning techniques that vary by layer, and a system of formative and summative evaluation.

Contribution of Vygotskian-Language-Environment to Enhancement of Speaking Skills Among the Students of Fadl Al-Fadhlan Elina Novitasari; Inayah Inayah; Waesama-ae Waemamu
Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 4 No. 2 (2025): Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ta.v4i2.48169

The purpose of this study is to describe and qualitatively analyze the implementation of the language environment based on Lev Vygotsky’s theory in the practice of speaking skills among students of Fadl Al-Fadhlan Islamic Institute in Semarang. This research employed a qualitative approach with a descriptive field method, using observation, interviews, and documentation as data collection techniques. Data were analyzed following the Miles and Huberman model, which involves data reduction, data display, and conclusion drawing. The findings reveal that language environment programs—such as compulsory Arabic classes, conversation sessions, lectures, public lectures, and speech training—align with the concepts of social interaction, the Zone of Proximal Development (ZPD), and scaffolding. These programs focus on developing fluency, accuracy, logical structure, communicative competence, vocabulary mastery, clear pronunciation, and students’ confidence in speaking Arabic. However, variations in students’ language proficiency remain a challenge, as the time required to achieve the expected competencies differs. The uniqueness of this study lies in its integration of Vygotsky’s sociocultural theory with applied field analysis in a contemporary Arabic context, providing an original qualitative model that significantly contributes to the development of speaking skill pedagogy in Arabic language education institutions.

Contribution of Vygotskian-Language-Environment to Enhancement of Speaking Skills Among the Students of Fadl Al-Fadhlan Elina Novitasari; Inayah Inayah; Waesama-ae Waemamu
Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 4 No. 2 (2025): Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ta.v4i2.48169

The purpose of this study is to describe and qualitatively analyze the implementation of the language environment based on Lev Vygotsky’s theory in the practice of speaking skills among students of Fadl Al-Fadhlan Islamic Institute in Semarang. This research employed a qualitative approach with a descriptive field method, using observation, interviews, and documentation as data collection techniques. Data were analyzed following the Miles and Huberman model, which involves data reduction, data display, and conclusion drawing. The findings reveal that language environment programs—such as compulsory Arabic classes, conversation sessions, lectures, public lectures, and speech training—align with the concepts of social interaction, the Zone of Proximal Development (ZPD), and scaffolding. These programs focus on developing fluency, accuracy, logical structure, communicative competence, vocabulary mastery, clear pronunciation, and students’ confidence in speaking Arabic. However, variations in students’ language proficiency remain a challenge, as the time required to achieve the expected competencies differs. The uniqueness of this study lies in its integration of Vygotsky’s sociocultural theory with applied field analysis in a contemporary Arabic context, providing an original qualitative model that significantly contributes to the development of speaking skill pedagogy in Arabic language education institutions.

Contribution of Vygotskian-Language-Environment to Enhancement of Speaking Skills Among the Students of Fadl Al-Fadhlan Elina Novitasari; Inayah Inayah; Waesama-ae Waemamu
Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 4 No. 2 (2025): Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ta.v4i2.48169

The purpose of this study is to describe and qualitatively analyze the implementation of the language environment based on Lev Vygotsky’s theory in the practice of speaking skills among students of Fadl Al-Fadhlan Islamic Institute in Semarang. This research employed a qualitative approach with a descriptive field method, using observation, interviews, and documentation as data collection techniques. Data were analyzed following the Miles and Huberman model, which involves data reduction, data display, and conclusion drawing. The findings reveal that language environment programs—such as compulsory Arabic classes, conversation sessions, lectures, public lectures, and speech training—align with the concepts of social interaction, the Zone of Proximal Development (ZPD), and scaffolding. These programs focus on developing fluency, accuracy, logical structure, communicative competence, vocabulary mastery, clear pronunciation, and students’ confidence in speaking Arabic. However, variations in students’ language proficiency remain a challenge, as the time required to achieve the expected competencies differs. The uniqueness of this study lies in its integration of Vygotsky’s sociocultural theory with applied field analysis in a contemporary Arabic context, providing an original qualitative model that significantly contributes to the development of speaking skill pedagogy in Arabic language education institutions.

A STUDY OF THE FOREIGN LANGUAGE CLASSROOM ANXIETY SCALE (FLCAS): PREVENTING FOREIGN LANGUAGE ANXIETY AMONG UNIVERSITY STUDENTS TO IMPROVE ENGLISH SPEAKING ABILITY Annisa Nabhan Kamila; Inayah Inayah; Muhammad Ahsanul Husna; Waesama-ae Waemamu; Tuti Qurrotul Aini
Thariqah Ilmiah: Jurnal ilmu-ilmu kependidikan & Bahasa Arab Vol 13, No 2 (2025): THARIQAH ILMIAH: JURNAL ILMU-ILMU KEPENDIDIKAN DAN BAHASA ARAB
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/thariqahilmiah.v13i2.18016

Anxiety when speaking Arabic is a significant challenge for students of the Arabic Language Education Study Program, as it often hinders the development of their speaking skills. This study employed a mixed-methods approach (quantitative and qualitative). Quantitative data were collected using the Foreign Language Classroom Anxiety Scale (FLCAS) and analyzed through descriptive statistics, while qualitative data were obtained through unstructured observations and semi-structured interviews and analyzed using a thematic analysis approach. The results indicate that students’ language anxiety levels fall into the fairly high category, with the majority classified as experiencing high anxiety. Dominant forms of anxiety include spontaneous speaking anxiety, social comparison, performance anxiety, and academic-evaluative anxiety, primarily triggered by fear of making mistakes, low self-confidence, and anxiety related to assessment. Students cope with this anxiety through various cognitive, emotional, and social strategies. In conclusion, reducing language anxiety requires a supportive learning environment and instructional strategies addressing learners’ psychological aspects to improve their Arabic speaking performance.

A STUDY OF THE FOREIGN LANGUAGE CLASSROOM ANXIETY SCALE (FLCAS): PREVENTING FOREIGN LANGUAGE ANXIETY AMONG UNIVERSITY STUDENTS TO IMPROVE ENGLISH SPEAKING ABILITY Annisa Nabhan Kamila; Inayah Inayah; Muhammad Ahsanul Husna; Waesama-ae Waemamu; Tuti Qurrotul Aini
Thariqah Ilmiah: Jurnal ilmu-ilmu kependidikan & Bahasa Arab Vol 13, No 2 (2025): THARIQAH ILMIAH: JURNAL ILMU-ILMU KEPENDIDIKAN DAN BAHASA ARAB
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/thariqahilmiah.v13i2.18016

Anxiety when speaking Arabic is a significant challenge for students of the Arabic Language Education Study Program, as it often hinders the development of their speaking skills. This study employed a mixed-methods approach (quantitative and qualitative). Quantitative data were collected using the Foreign Language Classroom Anxiety Scale (FLCAS) and analyzed through descriptive statistics, while qualitative data were obtained through unstructured observations and semi-structured interviews and analyzed using a thematic analysis approach. The results indicate that students’ language anxiety levels fall into the fairly high category, with the majority classified as experiencing high anxiety. Dominant forms of anxiety include spontaneous speaking anxiety, social comparison, performance anxiety, and academic-evaluative anxiety, primarily triggered by fear of making mistakes, low self-confidence, and anxiety related to assessment. Students cope with this anxiety through various cognitive, emotional, and social strategies. In conclusion, reducing language anxiety requires a supportive learning environment and instructional strategies addressing learners’ psychological aspects to improve their Arabic speaking performance.

A STUDY OF THE FOREIGN LANGUAGE CLASSROOM ANXIETY SCALE (FLCAS): PREVENTING FOREIGN LANGUAGE ANXIETY AMONG UNIVERSITY STUDENTS TO IMPROVE ENGLISH SPEAKING ABILITY Annisa Nabhan Kamila; Inayah Inayah; Muhammad Ahsanul Husna; Waesama-ae Waemamu; Tuti Qurrotul Aini
Thariqah Ilmiah: Jurnal ilmu-ilmu kependidikan & Bahasa Arab Vol 13, No 2 (2025): THARIQAH ILMIAH: JURNAL ILMU-ILMU KEPENDIDIKAN DAN BAHASA ARAB
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/thariqahilmiah.v13i2.18016

Anxiety when speaking Arabic is a significant challenge for students of the Arabic Language Education Study Program, as it often hinders the development of their speaking skills. This study employed a mixed-methods approach (quantitative and qualitative). Quantitative data were collected using the Foreign Language Classroom Anxiety Scale (FLCAS) and analyzed through descriptive statistics, while qualitative data were obtained through unstructured observations and semi-structured interviews and analyzed using a thematic analysis approach. The results indicate that students’ language anxiety levels fall into the fairly high category, with the majority classified as experiencing high anxiety. Dominant forms of anxiety include spontaneous speaking anxiety, social comparison, performance anxiety, and academic-evaluative anxiety, primarily triggered by fear of making mistakes, low self-confidence, and anxiety related to assessment. Students cope with this anxiety through various cognitive, emotional, and social strategies. In conclusion, reducing language anxiety requires a supportive learning environment and instructional strategies addressing learners’ psychological aspects to improve their Arabic speaking performance.

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