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All Journal Mantiqu Tayr: Journal of Arabic Language Al Maghazi : Arabic Language in Higher Education
Abushihab, Eiman F.
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Education Languange, Linguistic, Communication & Media

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Tāḥlīl Kitāb TOAFL “Muqārrār Tāḥdīd āl-Mustāwā” āl-Mustānīdī īlā āl-Iṭār āl-Ūrūbī āl-Mārjāʿī āl-Mushtārāk līl-Lughāt Syarofit, Miqdarul Khoir; Mahliatussikah, Hanik; Alfan, Muhammad; Abushihab, Eiman F.
Mantiqu Tayr: Journal of Arabic Language Vol. 5 No. 2 (2025): Mantiqu Tayr: Journal of Arabic Language
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/mantiqutayr.v5i2.6390

Abstract

The rising demand for standardized Arabic language proficiency tests, especially for international institutions like Al-Azhar University in Egypt, underscores the need to evaluate current assessment tools for validity and global alignment. This study analyzes the TOAFL Muqarrar Taḥdīd Mustawā textbook using the Common European Framework of Reference for Languages (CEFR) to assess its suitability for testing the language skills of prospective students of Al-Azhar University in Egypt. Employing a descriptive qualitative method with quantitative data estimation, the study examined the number of questions, their distribution across language skills (listening, reading, writing, grammar), difficulty levels, and CEFR classification (A1–C2). Findings show that most items are concentrated at the intermediate levels (B1–B2), with limited coverage of advanced levels (C1–C2). Additionally, the distribution of skills is uneven, and questions lack integration within realistic contexts. The study recommends enhancing content diversity, incorporating higher-order thinking and critical reasoning tasks, and improving the integration of skills to align more closely with CEFR standards. This research offers a structured evaluation model for Arabic language testing materials, providing a systematic approach to analyze test content and language proficiency alignment. The study recommends aligning local Arabic language assessments with international frameworks, such as the CEFR, to enhance students’ academic readiness and competitiveness in global academic contexts.
Tāhlīlu Āsālībā Tā’ālumī āt-Thullābāh Mā’ārīf Metro fīī ād-Dārsī āl-Lughoh āl-Ārobīyāh Oktafia, Anita; Syaifullah, Muhammad; Agus Mushodiq, Muhamad; Abushihab, Eiman F.
Al Maghazi : Arabic Language in Higher Education Vol. 2 No. 1 (2024): Al Maghazi : Arabic Language in Higher Education
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/al.v2i1.1108

Abstract

This article aims to analyze student learning styles to help students recognize and develop their learning potential to the maximum. Learning Style is an easy way to absorb, manage, store and apply information. By knowing one's learning style, one can help the effectiveness of learning, maximize learning potential, increase self-confidence, and adapt learning according to individual needs. This research is qualitative in nature using descriptive analysis methods. Data collection was carried out through observation, interviews, learning style questionnaires and documentation. The number of samples taken was 24 students determined using purpose sampling techniques. Sources of information were obtained from survey results regarding learning styles, and interviews obtained from students. After analysis, the results show that students have a preference for visual learning more than other learning styles. Based on several factors, including more responsive visual learning materials, ease of understanding, ability to visualize vocabulary, use of interactive media and learning creativity. Having these four factors makes learning easier for students who have a visual learning style to accept. Thus, it can be concluded that understanding student learning styles and their use in learning Arabic can improve student learning achievement well. However, it needs to be acknowledged that this research has several weaknesses. Therefore, the author hopes that there will be further research that can explore how to identify individual learning styles to ensure optimal learning.
Co-Authors Agus Mushodiq, Muhamad Alfan, Muhammad Mahliatussikah , Hanik Muhammad Syaifullah, Muhammad Oktafia, Anita Syarofit, Miqdarul Khoir