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All Journal Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab Al-Ma'rifah : Jurnal Budaya, Bahasa dan Sastra Arab Aphorisme: Journal of Arabic Language, Literature, and Education
Najib, Ahmad Farhan Rif'an
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Religion Humanities Education Languange, Linguistic, Communication & Media

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Aṡar al-Yūtyūb Kawasīlah Ta‘līmiyyah Tafā‘uliyyah fī Tanmiyyah Mahārah al-Kalām Ladāi Ṭullāb al-Marḥalah al-Mutawassiṭah Putri, Syifa Firdausi; Wahyudi, Muhammad; Najib, Ahmad Farhan Rif'an; Azizah, Shofa Afifah Nur
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 6 No. 1 (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.v6i1.7754

Abstract

This study aims to examine YouTube as an interactive educational tool to improve Arabic speaking skills among middle school students. As digital media becomes increasingly integrated into the learning process, YouTube provides audio-visual content that can simulate real-life conversational contexts, making it a relevant learning resource in today’s language teaching. This study uses a quantitative quasi-experimental design. Thirty female second-grade students were purposively selected and evenly divided into an experimental group, which received Arabic-speaking instruction through YouTube videos, and a control group, which was taught using traditional methods. The study's hypothesis states that there is a statistically significant difference in speaking skill improvement between students who use YouTube and those who receive conventional instruction. To test this hypothesis, an independent samples t-test was used. The study lasted six weeks, during which data were collected through pre-tests and post-tests, interviews with teachers, and documentation of teaching materials and student progress. Statistical analysis was carried out using SPSS and revealed a significant improvement in the experimental group’s speaking ability, with a post-test mean of 42.13 and an N-Gain of 0.60 (moderate), compared to the control group’s mean of 26.53 and N-Gain of 0.11 (low), indicating that YouTube was much more effective in improving speaking performance. These results indicate that YouTube impacts Arabic language instruction as a practical and engaging strategy to develop students’ communicative competence. Although the findings are promising, the small sample size and the study’s focus on a single institution call for broader research to verify these results. Therefore, other researchers in the same field are expected to address these limitations.
Fa‘āliyat Istikhdām al-Wasā’iṭ al-Ta‘līmīyah al-Sam‘īyah al-Baṣarīyah fī Ta‘līm Tamrīn al-Lughah al-‘Arabīyah Amin, Ahmad Mustofa; Setiyadi, Alif Cahya; Najib, Ahmad Farhan Rif'an; Imron, Ali; Utomo, Wahyu Cahyo Budi
Al-Ma‘rifah Vol 22 No 1 (2025): Al-Ma'rifah: Jurnal Budaya, Bahasa, dan Sastra Arab
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/almakrifah.22.01.08

Abstract

The issue of low motivation and poor student performance in Arabic language learning remains a major challenge in many educational institutions. One contributing factor is the continued use of monotonous and minimally interactive teaching methods. This study aims to examine the effectiveness of interactive audio-visual learning media, particularly PowerPoint-based presentations, in enhancing students’ motivation and learning outcomes in language exercise (tamrīn al-lughah) lessons. The research was conducted in the 2025 academic year at the Islamic Modern Institute Darussalam Gontor, Ponorogo, using a quantitative approach and a quasi-experimental design. The study involved two groups: an experimental class that received instruction through audio-visual media, and a control class that followed conventional teaching methods. Statistical analysis using the Independent Samples T-Test showed a significant difference between the two groups. The experimental class achieved an average score of 8.48, while the control class only reached 6.32, with a significance value of 0.02 (< 0.05). These results indicate that interactive audio-visual media can significantly improve student engagement and comprehension in Arabic language learning. This study underscores the importance of pedagogical innovation, particularly the integration of multimedia tools, in creating a more dynamic and effective learning environment for foreign language acquisition.
Wordwall Game as an Interactive Medium in Arabic Vocabulary Acquisition for Novice Learners Najib, Ahmad Farhan Rif'an; Setiyadi, Alif Cahya; Mahmudi, Ihwan; Muhyiddin, Luthfi
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 17 No 2 (2025): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ewqxn123

Abstract

Vocabulary acquisition remains one of the key challenges in learning Arabic among novice learners, particularly when instruction relies heavily on conventional lecture-based and rote memorization methods. These traditional approaches often result in low learner motivation and limited retention. This article presents the evaluation of the effectiveness of Wordwall: Arabic Games for Arabic novice learners or beginners as an interactive medium to enhance Arabic vocabulary mastery. A quantitative experimental method was employed using a pretest-posttest control group design. The participants consisted of 30 third-grade KMI students at Pondok Modern Darussalam Gontor, divided equally into an experimental group (n=15), which received instruction using Wordwall games, and a control group (n=15), which used conventional teaching methods. The data were analyzed using an independent sample t-test to determine significant differences in vocabulary mastery. The results revealed that the experimental group showed a statistically significant improvement compared to the control group (Sig. 0.000 < 0.05). Furthermore, questionnaire responses indicated higher levels of engagement and motivation among students in the experimental group. These findings suggest that game based digital tools such as Wordwall can serve as effective and engaging alternatives in Arabic vocabulary instruction for beginners.
Derivation and Inflection Inaccuracies: A Morphological Error Matrix for Improving Arabic Writing Competence in the Pesantren Context Setiyadi, Alif Cahya; Najib, Ahmad Farhan Rif'an; Mahmudi, Ihwan; Malik, Muhammad Khoirul
An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 27 No 2 (2025): An Nabighoh
Publisher : Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/an-nabighoh.v27i2.265-284

Abstract

This study aims to identify and analyze morphological errors found in students’ weekly insha’ writings within the Pesantren (Islamic boarding school) environment. These errors, especially in derivation (ishtiqāq) and verb conjugation (taṣrīf), indicate limited consolidation of essential sharf principles. Despite the consistent implementation of weekly insha’ activities, dominant error patterns persist, revealing a gap between morphological theory and actual language use. Data were collected from students’ written works, semi-structured interviews with teachers and learners, and classroom observations to capture the teaching learning context. A qualitative content analysis was applied using a deductive-inductive coding process to classify errors into categories such as incorrect fi‘l forms, wazn inconsistencies, and misuse of ism patterns violating sharf rules. A morphological error-tracking matrix was designed to map and interpret these morphological deviations systematically. The findings demonstrate that limited contextual reinforcement and lack of applied practice contribute to recurring errors. Consequently, this study highlights the need to reorient sharf instruction toward integrative and practice-based approaches, with the morphological error-tracking matrix serving as both diagnostic and pedagogical innovation.
Co-Authors Ali Imron Alif Cahya Setiyadi Amin, Ahmad Mustofa Azizah, Shofa Afifah Nur Ihwan Mahmudi Malik, Muhammad Khoirul Muhammad Wahyudi Muhyiddin, Luthfi Putri, Syifa Firdausi Utomo, Wahyu Cahyo Budi