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All Journal An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab Millah: Journal of Religious Studies Borneo Journal of Language and Education
Naknawa, Dulyawit
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Religion Education Languange, Linguistic, Communication & Media

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The Interaction Between Arabic and Bahasa Melayu in Traditional Islamic Schools in Bangkok: An Analysis and Alternative Approach Yenprasit , Prasert; Naknawa, Dulyawit
Millah: Journal of Religious Studies Vol. 24, No. 2, August 2025
Publisher : Program Studi Ilmu Agama Islam Program Magister, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/millah.vol24.iss2.ar5

Abstract

Traditional Islamic schools are institutions where Arabic and Bahasa Melayu function together as mediums for Islamic learning. This research aims to explore, analyze, and propose strategies for utilizing both Arabic and Bahasa Melayu in teaching. The data was collected through field survey and in-depth interview with 15 teachers and 25 students from 5 traditional Islamic schools that employ Arabic and Bahasa Melayu in their curricula. The findings revealed that Bahasa Melayu represents regional Islam, while Arabic serves as the global language of Islam. In the context of Bangkok, most Muslims are Melayu descent who adapted to Thai culture. Although they may not be able to preserve their Melayu identity in term of language, they can connect their Muslim identity with the Bahasa Melayu in traditional Islamic schools through religious education. Understanding the interaction between Arabic and Bahasa Melayu in this context requires consideration of languages, identity preservation, and cultural heritage. Moreover, this will suggest traditional Islamic schools to develop Arabic and Bahasa Melayu teaching and instruction. To express both global and regional Muslim identities within the context of Bangkok, the capital city with a strong Thai identity.
Learning the Book of Ihya’ ‘Ulum Ad-Din through Anjangsana: Andragogy Practices in a Rotating Arabic Literacy Forum in Situbondo Abdi, Efan Chairul; Muassomah, Muassomah; Halimi, Halimi; Asy’arie, Bima Fandi; Naknawa, Dulyawit
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.v27i2.401-424

Abstract

This study aims to explore the practice of learning to read Arabic texts in the book Iḥyā Ulum ad-Dīn, which then identifies the social role patterns formed within it, and analyzes the principles of andragogy in adult education as reflected through the Anjangsana forum. This study uses an ethnographic approach following a 12-stage developmental research. Data were collected through participant observation during 24 meetings, in-depth interviews with 20 informants, and documentation in the form of recordings, texts from various print media, and digital communication archives. The results indicate that the practice of learning to read Arabic texts during the visit of Iḥyā’ ‘Ulūm ad-Dīn took place through collective sorogan reading by middle-aged and elderly congregants, interpretation of nahwu-ṣarfiyah with typical Islamic symbols, provision of murod in local languages, interactive discussions, and verification of textual variations across printed editions. Learning through the Anjangsana forum exhibits transformative characteristics that can be understood as a form of community of practice. This study offers an alternative, participatory, inclusive, and reflective learning process rooted in local tradition, combining linguistic, spiritual, and socio-religious dimensions.
Arabic Linguistic Creativity in Informal Communication: An Analysis of Non-Standard Expressions and Pragmatic Functions Aditia, Dimas; Naknawa, Dulyawit; Setiawan, Agus; Muhammad, Eqtada Bilhady
Borneo Journal of Language and Education Vol 6 No 2 (2026): Borneo Journal of Language and Education, Vol.6 (No.2), Agustus 2026
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeru Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/benjole.v6i2.12795

Abstract

Arabic language use in university contexts is often dominated by Standard Arabic (fusha) and emphasizes grammatical accuracy. However, in everyday informal interactions, students frequently employ more flexible, creative, and socially driven forms of expression that diverge from formal norms. This phenomenon reflects the dynamic nature of language as a socio-pragmatic resource shaped by interactional needs and community practices. This study aims to: (1) identify the types of non-standard expressions used in students’ everyday conversations; (2) explain the interactional contexts in which these expressions occur; and (3) analyze the pragmatic functions of non-standard expressions in students’ social relationships, including their roles in building solidarity, conveying emotions, strengthening interpersonal bonds, and sustaining group identity. Using a qualitative descriptive design, data were collected through participant observation and in-depth interviews with purposively selected students who actively engage in informal interaction. Data were analyzed with Miles, Huberman, and Saldaña’s interactive model (data condensation, data display, and conclusion drawing/verification). Trustworthiness was strengthened through source triangulation and member checking. The findings reveal 21 non-standard expressions that are recurrent and mutually intelligible within the student community. These expressions fall into six categories—lexical innovation, expressions uncommon in formal norms, shortening/ellipsis, repetition, cross-linguistic adaptation, and creative forms—and cluster across eight recurring interactional contexts. Pragmatically, they function to build solidarity, express emotions and bodily states, maintain relational harmony (facework), and sustain group identity. Overall, non-standard Arabic use should be viewed as an adaptive socio-pragmatic practice that strengthens pragmatic competence in Arabic language education.
Co-Authors Asy’arie, Bima Fandi Dimas Aditia Efan Chairul Abdi Halimi, Halimi Muassomah Muassomah Muhammad, Eqtada Bilhady Yenprasit , Prasert