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All Journal Dzil Majaz Al-Irfan: Journal Of Arabic Literature and Islamic Studies
Saefullah Azhari
Universitas Islam Negeri Sunan Ampel Surabaya
Religion Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Other

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Arabic Language Learning Difficulties in Indonesian Islamic Schools: Linguistic and Non-Linguistic Perspectives Diana Putri Oktavian; Saefullah Azhari; Nurul Istiqomah
Al-Irfan : Journal of Arabic Literature and Islamic Studies Vol. 9 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-irfan.v9i1.577

Abstract

This study examines the problems of Arabic language learning encountered by eighth-grade students at MTs Taswirul Afkar Surabaya and explores teachers’ efforts to address these challenges. Arabic plays a crucial role in Islamic education; however, its learning process in non-native contexts often faces complex obstacles. This research employs a descriptive qualitative approach, with data collected through classroom observations, semi-structured interviews with teachers and students, and document analysis. The findings reveal that the problems of Arabic learning can be categorized into linguistic and non-linguistic aspects. Linguistically, students experience difficulties in mastering Arabic grammar (qawaid), developing speaking skills (kalam), and acquiring sufficient vocabulary (mufradat). Non-linguistic challenges include limited learning facilities, the predominance of conventional teaching methods, time constraints, and low learning motivation among some students. To overcome these issues, teachers implement several strategies, such as applying step-by-step grammar instruction, using language games (lu‘bah) to enhance speaking skills, assigning daily vocabulary memorization, and creatively utilizing simple and contextual learning media. The results indicate that these efforts contribute positively to increasing student engagement and improving learning outcomes. This study contributes theoretically to the development of Arabic language education by highlighting the interplay between linguistic and non-linguistic factors. Practically, it offers insights for teachers and policymakers to design more innovative, interactive, and motivational Arabic learning practices suited to the Indonesian madrasah context.
Improving Students’ Arabic Vocabulary Acquisition through the Use of Picture Media Nurul Ainiyatus Sholihah; Saefullah Azhari; Nurul Istiqomah
Al-Irfan : Journal of Arabic Literature and Islamic Studies Vol. 9 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-irfan.v9i1.580

Abstract

This study aims to describe the use of picture media in improving Arabic vocabulary (mufrodat) comprehension among seventh-grade students at MTs Taswirul Afkar Surabaya. Learning Arabic vocabulary often poses challenges for students because Arabic words tend to be abstract and require a high level of memorization. Therefore, appropriate learning strategies are needed to help students understand vocabulary in a more concrete manner. Picture media are used as instructional tools to connect Arabic vocabulary with visual representations that are relevant to students’ daily lives. This study employed a qualitative approach with a field research design. The research subjects consisted of seventh-grade students and an Arabic language teacher at MTs Taswirul Afkar Surabaya. Data were collected through observation, interviews, and documentation to obtain an in-depth understanding of the learning process and students’ responses to the use of picture media. The collected data were analyzed using descriptive qualitative analysis, with data validity ensured through the criteria of credibility, transferability, dependability, and confirmability. The findings indicate that the use of picture media helps students better understand and remember Arabic vocabulary, increases learning interest, and encourages active student participation during the Arabic learning process. Therefore, picture media can be considered an alternative instructional strategy for teaching Arabic vocabulary that is contextual and appropriate to the characteristics of students at the madrasah tsanawiyah level.
The Use of Plotagon-Based Video Dialogue Media to Improve Arabic Speaking Skills Niswatul Izzah; Saefullah Azhari; Ahmad Mudzakkir Hasyim
Al-Irfan : Journal of Arabic Literature and Islamic Studies Vol. 9 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-irfan.v9i1.598

Abstract

This study aims to examine the effect of using Plotagon-based video dialogue media on improving students’ Arabic speaking skills (maharah kalam) at grade XI-10 of MAN Sidoarjo. This research employed a quantitative approach with a pre-experimental one-group pretest–posttest design. The research subjects consisted of 38 students. Data were collected through speaking skill tests, observation, and documentation. The speaking skill assessment instrument covered pronunciation, speaking intonation, fluency, vocabulary, and grammatical accuracy. Data were analyzed using the Wilcoxon Signed Rank Test due to non-normal data distribution. The results showed an increase in the students’ average speaking scores from 74 in the pretest to 87 in the posttest. The Wilcoxon test indicated a significant difference between students’ speaking abilities before and after the treatment, with a significance value of 0.000. Furthermore, the effect size calculation yielded an r value of 0.87, which falls into the large effect category. Therefore, it can be concluded that Plotagon-based video dialogue media is effective and has a significant impact on improving students’ Arabic speaking skills.
Digital-Based Evaluation in Arabic Writing: Integrating Educaplay to Enhance Students’ Writing Skills Syifa Aulia; Saefullah Azhari
Al-Irfan : Journal of Arabic Literature and Islamic Studies Vol. 9 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-irfan.v9i1.604

Abstract

The teaching of Arabic writing often faces challenges, particularly students’ low motivation, limited vocabulary mastery, and the lack of interactive digital evaluation tools. This study aims to examine the use of Educaplay as a digital-based evaluation medium to enhance students’ Arabic writing skills. A mixed-method approach was employed, involving observation, questionnaires, and pre-test and post-test assessments administered to 40 tenth-grade students. The findings show a clear improvement in students’ writing performance, as indicated by higher post-test scores compared to pre-test results. Improvements were observed in creativity, text organization, vocabulary use, and grammatical accuracy. In addition, students expressed positive perceptions regarding the usability, interactivity, and motivational impact of Educaplay. These findings imply that integrating interactive digital evaluation tools such as Educaplay can effectively support the development of Arabic writing skills and promote more engaging learning environments.
Arabic Songs and Aural Linguistic Competence: Between Phonological Sensitivity and Verbal Aesthetics Mafazatul Lutfiyah; Saefullah Azhari; Nurul Istiqomah
Dzil Majaz: Journal of Arabic Literature Vol. 4 No. 1 (2026): January-April
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar, Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/dzilmajaz.v4i1.871

Abstract

Arabic listening (maharah istima') remains one of the most challenging language skills for junior secondary students due to differences in learning readiness, limited engaging instructional media, and low classroom participation. This study aims to evaluate the effectiveness of differentiated learning using Arabic songs in improving the maharah istima' ability of eighth-grade students at MTs Taswirul Afkar Surabaya. The research employed a qualitative and Quantitative approach with action Research design involving 28 students and one Arabic language teacher. Data were collected over four months (February–May 2024) through participatory observation, in-depth interviews, document analysis, and group discussions. Differentiated learning was implemented through content, process, and product differentiation using Arabic songs such as Ummi, Madrasati, Qasidah Burdah, and Ana Muslim. The findings indicate substantial improvement in students' listening skills. The average score increased from 65.2 in the initial assessment to 78.4 after the first cycle, while the second cycle demonstrated an overall gain of 20.4 points (31.3%) compared with the baseline. Learning mastery improved from 32% to 64%, accompanied by high student enthusiasm (91%) and active participation (95%). This study contributes practical evidence that integrating differentiated learning with Arabic songs provides an effective, enjoyable, and inclusive strategy for enhancing Arabic listening competence in Islamic junior secondary education
The Interplay Between Imla’ Mastery and Writing Errors in Maharah Kitabah: A Case Study at Junior High School Laila Nailil Ighfariyah; Saefullah Azhari; Nurul Istiqomah
Al-Irfan : Journal of Arabic Literature and Islamic Studies Vol. 8 No. 2 (2025)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-irfan.v8i2.550

Abstract

This study investigates the difficulties faced by junior high school students in developing maharah kitabah (writing skills) within Arabic language learning, focusing on errors from the perspective of imla’ (Arabic orthography). The problem arises from students’ limited exposure to Arabic in their previous learning environments, which impacts their ability to write correctly and fluently. Common challenges identified include difficulties in mastering Arabic letters, vocabulary limitations, grammatical errors, and incorrect connections between letters. To address these issues, effective learning strategies and environmental support—particularly from parents—are crucial. The research employs a qualitative descriptive approach consisting of four stages: data collection, data reduction, data presentation, and conclusion drawing. The participants were students of Madrasah Tsanawiyah Taswirul Afkar Surabaya. The findings indicate that the majority of students demonstrate fairly good writing proficiency; however, a small proportion still struggle with specific imla’ aspects, particularly in writing the hamzah and in adding or omitting letters unintentionally. The study contributes to understanding the relationship between imla’ mastery and Arabic writing performance, emphasizing the importance of integrating orthographic awareness in Arabic writing instruction. These insights can guide educators in designing more effective pedagogical approaches to improve maharah kitabah among learners of Arabic at the junior high school level.
Co-Authors Ahmad Mudzakkir Hasyim Diana Putri Oktavian Laila Nailil Ighfariyah Mafazatul Lutfiyah Niswatul Izzah Nurul Ainiyatus Sholihah Nurul Istiqomah Nurul Istiqomah Nurul istiqomah Syifa Aulia