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All Journal MIQOT: Jurnal Ilmu-ilmu Keislaman Al-Ta'rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Arabiyatuna : Jurnal Bahasa Arab Studi Arab An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab Al-Arabi : Jurnal Bahasa Arab dan Pengajarannya = Al-Arabi: Journal of Teaching Arabic as a Foreign Language Prosiding Konfererensi Nasional Bahasa Arab Budimas : Jurnal Pengabdian Masyarakat International Journal of Arabic Language Teaching IJALT Kalamuna INTAJUNA: Jurnal Pendidikan, Pengajaran, Bahasa, dan Sastra Arab El-Jaudah : Jurnal Pendidikan Bahasa dan Sastra Arab Al-MIKRAJ: Jurnal studi Islam dan Humaniora Lughawiyah: Journal of Arabic Education and Linguistics Journal of Arabic Education, Linguistics, and Literature Studies Lahjatuna: Jurnal Pendidikan Bahasa Arab Journal of Arabic Language Learning and Teaching Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab Pedagogy: Journal of Multidisciplinary Education
Menik Mahmudah
Sekolah Tinggi Agama Islam Al-Yasini Pasuruan Indonesia
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Journal : Journal of Arabic Language Learning and Teaching

 1 
Enhancing Arabic Literacy in Islamic Boarding School: The Role and Pedagogical Implications of Interactive Whiteboard Technology Hanifansyah, Nur; Baharun, Segaf; Solehudin, Muhamad; Arisandi, Yusuf; Mahmudah, Menik; Syakur, Sultan Abdus
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.v3i2.361

Abstract

The integration of Interactive Whiteboard (IWB) technology into Arabic literacy instruction has drawn growing interest, particularly in pesantren (Islamic boarding schools), where traditional methods still prevail. Existing research largely addresses general or ESL contexts, leaving a gap in understanding IWB use in Islamic educational settings. This study explores the effectiveness of IWBs in enhancing Arabic reading proficiency, with a focus on student engagement, comprehension, and pedagogical outcomes. A mixed-methods approach was employed, involving 60 third-grade Tsanawiyah students at Pesantren Darullughah Wadda’wah. Using a quasi-experimental design, the study included pre- and post-tests, classroom observations, and interviews. Results show a significant improvement in reading skills, with post-test scores increasing by 24.4 percentage points (from 54.2 to 78.6; p < 0.01, d = 1.15). IWBs also promoted interactive learning and peer collaboration. Qualitative data supported these findings, highlighting enhanced student participation and classroom engagement. Despite positive outcomes, challenges such as insufficient teacher training and limited infrastructure were noted. The study contributes to the discourse on digital transformation in Arabic education and suggests that IWBs can effectively bridge traditional and modern pedagogical approaches in pesantren, offering a scalable model for improving literacy and learner interaction in Islamic educational contexts.
Teaching the Art of Introduction: Barāʾat al-Istihlāl as a Strategy in Arabic Language Pedagogy Mahmudah, Menik; Hanifansyah, Nur; Batrisya, Nur Aunie
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.v4i1.404

Abstract

In Arabic language pedagogy, students often demonstrate adequate grammatical accuracy yet struggle to produce introductions that are thematically coherent, rhetorically engaging, and contextually appropriate, reflecting a limited integration of classical rhetorical principles in modern writing instruction. This study explores the pedagogical value of Barāʾat al-Istihlāl, a classical rhetorical device traditionally used in Arabic literature to craft meaningful openings, within the context of modern Arabic language teaching. Conducted at Pondok Pesantren Darullughah Wadda’wah with 30 male Aliyah-level students, the research employed a qualitative design involving classroom observations, focus group discussions, and interviews. Findings reveal that practicing rhetorical openings not only enhanced students’ ability to write coherent and stylistically engaging introductions but also enriched their vocabulary, with learners acquiring ten to fifteen new lexical items per session. Furthermore, the practice cultivated emotional sensitivity, training students to align openings with appropriate moods and contexts such as using uplifting language for joyful occasions or solemn expressions for serious ones thereby fostering both linguistic awareness and rhetorical taste (al-Ḥass al-Lughawī wa al-Dhawq al-Balāghī). The study concludes that Barāʾat al-Istihlāl is a powerful pedagogical strategy that bridges classical rhetorical heritage with contemporary education, offering dual benefits for written composition and oral communication. Implications suggest its integration into writing classes and public speaking training to enhance students’ linguistic competence, cultural sensitivity, and persuasive ability.
Co-Authors Agil, Abdurrahman Ahmad Ali, Muhammad Najib Arifin, Ahmad Azira, Nurul Baharun, Segaf Batrisya, Nur Aunie Fudhla, Afaf Juharoh Khalid, Syarif Muhammad Syaheed bin Lazuardi, Achmad Makki Maghfiroh, Lailil Mahliatussikah , Hanik Masnun Masnun Masnun Moh. Tohiri Habib Muhamad Solehudin Nur Aunie Batrisya Nur Aunie Batrisya Nur Hanifansyah Nurul Murtadho Sari, Nanda Khafita Somadani, Haikalus Sultan Abdus Syakur Syaheed, Syarif Muhammad Syakur, Sultan Abdus Wahyudi, Iqmal Wardana, Mustahar Ali Zulpina, Zulpina