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All Journal Ijaz Arabi Journal of Arabic Learning
Abdullah, Nurazzelena
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Languange, Linguistic, Communication & Media

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The Practical Application Of Malakah Theory In The Learning Of Arabic Language/ التطبيق العملي لنظرية الملكة اللغو ية في تعلم اللغة العربية Haron, Sueraya Binti Che; Abdullah, Nurazzelena; Al Rawahi, Mohammed Mabrook Salim; Alobeidani, Mohammed Juma Mohammed; Ahmat Safri, Norazman
Ijaz Arabi Journal of Arabic Learning Vol 7, No 2 (2024): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v7i2.26230

Abstract

Learning Arabic requires a practical approach and theory to ensure the desired results. This research explores the theory presented by Ibn Khaldun, "Linguistic faculty theory," which integrates the Arabic language into the learner's core until it becomes second nature. This paper used qualitative research methods to collect and analyze data by reviewing the literature on the subject, such as magazines, books, and others. The results revealed that the entire theory can be summarized into three main stages: input, storage, and output. The process begins with listening to Arabic, followed by memorization and practice. Ibn Khaldun based his theory on the belief that language serves the primary purpose of communication. By following the stages correctly, learners can ensure that the received language is as sound and pure as the language being expressed. The study calls for the widespread adoption of this theory across educational institutions through reforming curricula and teaching methodologies and enhancing extracurricular activities and educational facilities. The integration of a strong, pure, and solid Arabic language culture should also be considered when designing the Arabic language program, in addition to providing opportunities and an environment to practice it.
The Issue Of Arabic Speaking Skills Among Malay Learners: What Is Missing? Che Haron, Sueraya Binti; Abdullah, Nurazzelena; Haron, Sabrina Che; Mohamed Mokhtar, Mohd Ieruwan
Ijaz Arabi Journal of Arabic Learning Vol 8, No 1 (2025): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v8i1.26521

Abstract

The persistent challenges Malay learners face in acquiring Arabic speaking skills have been extensively studied for decades, yet practical solutions remain elusive. Previous research has approached this issue with the intent of solving it from various angles, including curriculum design, teaching methodologies, learning strategies, and extracurricular activities involving both educators and students, yet the problem persists essentially unchanged. This paper adopts a novel approach by examining the gaps in our efforts to address the issue. It seeks to identify where our strategies falter, what crucial elements are lacking, and where we should begin anew. Embracing the notion that returning to Arabic tradition may offer valuable insights, this study delves into Ibn Khaldun's concept of "malakah," which provides a nuanced discussion of Arabic language instruction. This approach inherently emphasizes the practical dimension of language acquisition. The study underscores the deficiencies in current approaches and proposes pragmatic solutions to bridge the gap.
Assessing The Effectiveness Of The 'Read With Miley' Program In Developing Reading Skills Among Chinese Children Teachers' Perspective/ تقييم فعالية برنامج 'اقرأ مع مايلي' في تنمية مهارة القراءة لدى الأطفال الصينيين من منظور المعلمين Sedira, Amel; Abdullah, Nurazzelena; Che Haron, Sueraya; Mamat, Ariffin; Nawi, Amani; Yusup, Agung
Ijaz Arabi Journal of Arabic Learning Vol 8, No 3 (2025): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v8i3.33069

Abstract

With the growing interest in teaching Arabic to non-native, Chinese-speaking children—particularly in contexts related to religious and cultural identity—there is a critical need to evaluate innovative educational programs that address linguistic and cultural challenges. This study examines the effectiveness of the "Read with Miley" program in developing Arabic reading skills for this demographic, focusing on teachers' perspectives. Using a mixed-methods approach, the research combined a closed-ended questionnaire to gauge general perceptions with in-depth interviews to explore specific challenges and opportunities. The study sample consisted of five teachers who had fully and repeatedly implemented the program. Results indicated that the program successfully enhanced foundational skills, such as letter recognition and vowel reading, with strong approval for core materials, including the textbook. However, limitations were observed in using interactive digital tools, which hindered student engagement. Interviews revealed systemic and organizational challenges, highlighting the need for intensive teacher training on modern technologies and age-based class restructuring to optimize individualized interaction. Key recommendations include integrating AI-driven educational activities, fostering collaborations with digital design experts, and adopting flexible methodologies to accommodate learners’ linguistic and cultural diversity. These findings provide a practical framework for policymakers to refine Arabic language programs in non-Arabic-speaking environments.
Co-Authors Ahmat Safri, Norazman Al Rawahi, Mohammed Mabrook Salim Alobeidani, Mohammed Juma Mohammed Che Haron, Sueraya Che Haron, Sueraya Binti Haron, Sabrina Che Haron, Sueraya Binti Che Mamat, Ariffin Mohamed Mokhtar, Mohd Ieruwan Nawi, Amani Sedira, Amel Yusup, Agung