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All Journal Aphorisme: Journal of Arabic Language, Literature, and Education Mahira: Journal of Arabic Studies & Teaching
Ritonga, Arip Rachman
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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An Analysis of Arabic Writing Skills (Mahārah al-Kitābah) in Tanmiyat Mahārāt al-Qirā’ah wa al-Kitābah Based on the Reference Framework for Teaching Arabic to Non-Native Speakers (IMTA’) with Multiple Teaching and Assessment Strategies Lutfhi Kirani, Lintang; Azizah, Miftahul; Ritonga, Arip Rachman
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 6 No. 2 (2025): 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.v6i2.8524

Abstract

This study aims to analyze Tanmiyat Mahārāt al-Qirā’ah wa al-Kitābah using the IMTA’ Reference Framework for Teaching Arabic to Non-Native Speakers (Development – Instruction – Training). Employing a qualitative descriptive method with a content analysis approach, the research finds that the book fully conforms to the IMTA’ framework. The approach used in this research is qualitative, employing the content analysis methodology. This study utilizes a single instrument, namely documentation, supported by several scholarly references. Based on the collected data, several stages of data analysis were carried out. Based on the analysis, formal writing skills fall under the category of Mustawā al-Tamayyuz (Excellence Level), while non-formal writing skills are categorized under Mustawā al-Tahyiī’ah (Preparation Level). Furthermore, the stages of writing-skill development are situated within cognitive processes and coherence, which correspond to Mustawā al-Kifāyah (Proficiency Level). Furthermore, five stages in the writing process have been analyzed using the IMTA’ framework, and five corresponding strategies for developing writing skills have been identified, all of which align with the principles of the IMTA’ framework.
The Dynamics of Code Mixing between Arabic and the Minangkabau Dialect in Students’ Speech Rismawati, Yanda; Novian, Zailani; Ritonga, Arip Rachman; Ajidin, Salsa Hauna; Dalimunthe, Singgar Mantahari
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 6 No. 2 (2025): 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.v6i2.8540

Abstract

This study aims to identify the patterns of code mixing used by 11th- and 12th-grade students in the religious studies program at State Islamic Senior High School 1 Koto Baru Padang Panjang, who reside in a dormitory that requires daily Arabic communication, and to analyze the factors that trigger its occurrence. Grounded in Suandi’s theoretical classification of inner, outer, and hybrid code mixing, this research examines how these forms appear in students’ spontaneous speech and what socio-linguistic conditions influence their emergence. This study employs a descriptive, qualitative method that incorporates observation and interview techniques. The data for this study were obtained through direct observation of spontaneous dormitory interactions and semi-structured interviews with ten purposively selected 11th- and 12th-grade students of the religious studies program, all of whom are required to use Arabic in daily communication. The data were analyzed using Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing. The findings reveal that the most dominant pattern is inner code-mixing, followed by outer and hybrid forms. Several factors were identified as triggers, including limited mastery of Arabic vocabulary, influence of the Minangkabau mother tongue, socio-cultural habits, expressive needs, media exposure, and practical communication strategies. These results illustrate the complex dynamics of Arabic–Minangkabau linguistic negotiation among dormitory students and highlight the need for contextual and adaptive approaches to Arabic language development that align with learners’ sociocultural realities.
Biological Factors Influencing the Acquisition of Arabic as a Foreign Language Simamora, Mukmin Ridoan; Ritonga, Arip Rachman; Azizah, Mufidah Asri; Rismawati, Yanda; Hamdani, Muhammad
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 6 No. 2 (2025): 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.v6i2.8561

Abstract

This study aims to provide an in-depth examination of how biological factors, including brain development, cognitive capacity, neurological processes, and age-related maturity, influence the acquisition of Arabic as a foreign language. The research method used a literature review method, analyzing empirical studies, books, and relevant academic articles published between 2015 and 2025. The literature was systematically selected through Scopus, Google Scholar, and Crossref, following PRISMA guidelines, and analyzed using a thematic narrative approach. The research findings indicate that Arabic language acquisition is strongly influenced by the phenomenon of the critical period, which is the phase when language learning is most optimal before the age of 12, when neural plasticity is at its peak. Nevertheless, neurological studies have shown that the adult brain is still capable of acquiring Arabic through neuroplastic processes that allow the reorganization of neural networks and the activation of key linguistic areas. Furthermore, differences in cognitive capacity also help explain variations in vocabulary retention and grammatical competence among learners. His study emphasizes the importance of understanding biological factors, such as brain maturation, neurolinguistic processes, working memory capacity, and age differences, in Arabic language learning. Teachers need to adjust teaching methods and materials according to learners’ cognitive stages and age, using consistent language exposure and guided practice. Integrating these biological findings can enhance learning effectiveness and support the development of an adaptive curriculum.
The Correlation Between Self-Efficacy and Academic Arabic Writing Ability among Arabic Language Education Students Ritonga, Arip Rachman; Ritonga, Murni Sari; Ritonga, Raja Doli Jaya; Siregar, Namora Pogu
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 6 No. 2 (2025): 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.v6i2.8613

Abstract

This study aims to analyze the correlation between self-efficacy and Arabic academic writing ability among students in the Arabic Language Education Study Program at several universities in Indonesia. The research is grounded in the premise that success in academic writing is not solely determined by linguistic proficiency but is also significantly influenced by psychological factors, particularly students’ self-efficacy in managing complex academic writing demands. Employing a quantitative approach with a correlational design, the study involved 41 Arabic Language Education students from various Islamic Religious Higher Education Institutions in Indonesia, specifically: UIN Sunan Kalijaga Yogyakarta, UIN Maulana Malik Ibrahim Malang, UIN Sultan Syarif Kasim Riau, UIN Imam Bonjol Padang, UIN Ar-Raniry Banda Aceh, UIN Sunan Ampel Surabaya, UIN Syekh Ali Hasan Ahmad Addary, and Universitas Muhammadiyah Yogyakarta. The research sample was selected using a cluster random sampling technique. Data were collected via a self-efficacy questionnaire focusing on Arabic academic writing skills and were subsequently analyzed using simple linear regression. The results indicate a positive and significant correlation between self-efficacy and Arabic academic writing proficiency (R = 0.808; R² = 0.654; p < 0.05). These findings demonstrate that self-efficacy accounts for 65.4% of the variance in students’ academic writing ability. Students with higher levels of self-efficacy tend to exhibit superior writing quality, particularly in terms of perseverance, self-confidence, and the accurate application of linguistic conventions. Ultimately, this study underscores the importance of integrating pedagogical strategies that prioritize the reinforcement of psychological aspects in the development of Arabic academic writing skills.
Bentuk Code-mixing Bahasa Arab Santri dan Ustaz Pondok Pesantren Darussalam Parmeraan, Kabupaten Padang Lawas Utara: Pendekatan Sosiolinguistik Ritonga, Arip Rachman; Rahmawati, Dini
Mahira: Journal of Arabic Studies & Teaching Vol. 3 No. 3 (2025)
Publisher : Pendidikan Bahasa Arab Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/mahira.2025.33.03

Abstract

The multilingual environment at Pondok Pesantren Darussalam Parmeraan, where santri and ustaz alternate among Arabic, Indonesian, and Batak Mandailing, creates a natural setting for code-mixing in daily communication. This study aims to identify the forms and directions of code-mixing, examine the motivations for its use, and analyze its sociolinguistic functions in both educational and social interactions. A descriptive qualitative approach was employed, with data collected through observation, semi-structured interviews, and documentation, and analyzed using the Miles and Huberman interactive model. The findings indicate that the dominant forms of code-mixing are insertion, alternation, and congruent lexicalization, occurring outwardly (between Arabic and non-Arabic languages) and inwardly (between Indonesian and Batak Mandailing). Code-mixing functions as a communicative strategy, strengthens group solidarity, and reinforces religious identity within the pesantren community. This study contributes to understanding multilingual communication in Islamic educational settings and provides new insights into tri-lingual code-mixing, a rarely examined phenomenon in Indonesian sociolinguistics.
Co-Authors Ajidin, Salsa Hauna Azizah, Miftahul Azizah, Mufidah Asri Dalimunthe, Singgar Mantahari Dini Rahmawati Hasanah, Huswatul Hermansyah Lbs, Freddy Lutfhi Kirani, Lintang Muhammad Hamdani, Muhammad Novian, Zailani Rismawati, Yanda Ritonga, Murni Sari Ritonga, Raja Doli Jaya Salsabilah, Ismi Simamora, Mukmin Ridoan Siregar, Namora Pogu