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All Journal ELOQUENCE: Journal of Foreign Language Indonesian Journal of Arabic Education and Learning
Luluk Yuliani
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Role of Translanguaging in Enhancing Students’ Enthusiasm in Mu’askar Lughoh: A Linguistic–Psychological Study: Peran Translanguaging dalam Meningkatkan Antusiasme Siswa dalam Mu’askar Lughoh: Studi Linguistik-Psikologis Luluk Yuliani; Icha Gilang Permata
ELOQUENCE : Journal of Foreign Language Vol. 4 No. 3 (2025): DECEMBER
Publisher : Language Development Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/eloquence.v4i3.2993

Abstract

Background: One of the activities that supports Arabic language learning is Mu’askar Lughoh, which applies a translanguaging approach. From both linguistic and psychological perspectives, this approach is considered capable of increasing students’ enthusiasm for learning Arabic. Purpose: This study aims to further explore the translanguaging from a linguistic perspective, translanguaging from a psychological perspective, and assess students’ level of enthusiasm. Method: This research employs a mixed-methods design. Data were collected through interviews, questionnaires, and documentation involving 43 Arabic Language Education students at UIN Sayyid Ali Rahmatullah Tulungagung. The sampling technique used was non-probability sampling with a purposive sampling type. The data were analyzed using Miles and Huberman’s framework along with descriptive statistical analysis. Results and Discussion: From a linguistic perspective, the application of translanguaging helped students understand the material more comprehensively. From a psychological perspective, translanguaging positively contributes to increasing students’ self-confidence and willingness to communicate in Arabic, which in turn fostered greater enthusiasm for participating in Mu’askar Lughoh. The mean level of students’ enthusiasm is 89,93 with a standard deviation of 11.95, which falls into the moderate category. Conclusions and Implications: Application of translanguaging in Mu’askar Lughoh holds significant potential for developing students’ Arabic language proficiency. The organizers of Mu’askar Lughoh can use the research results as evaluation material to boost students’ enthusiasm by reviewing and improving the curriculum, teaching strategies, learning facilities, and non-formal activities. Further research could examine the effectiveness of translanguaging through a longitudinal approach and broaden the analysis to include cultural and social factors that may influence the program’s success, thereby further enhancing student enthusiasm.
Lecturers’ Experiences with Artificial Intelligence in Arabic Language Education: A Narrative Inquiry Riska Khairani Nasution; Zubaidah; Luluk Yuliani; Siti Aisa Sanif; Zuyyina Ilmy Azizah
Indonesian Journal of Arabic Education and Learning Vol. 2 No. 1 (2026): February
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58363/ijael.v2i1.945

Abstract

This study explores a lecturer’s lived experiences in navigating the presence of generative artificial intelligence (AI) within Arabic language education. Using a narrative inquiry approach, the research examines how a lecturer in an Islamic university encounters AI in daily teaching practices, responds to students’ increasing reliance on AI tools, and makes meaning of the ethical complexities that arise from this shift. Data were collected through an in-depth semi-structured interview with one participant and analyzed thematically. The findings reveal that AI has transformed students’ writing and translation behaviors, making their work more structured yet increasingly dependent on automated outputs. While the lecturer acknowledges AI’s potential to assist learning and streamline explanation, concerns emerged regarding plagiarism, diminished original contribution, and weakened critical thinking. AI was perceived not merely as a technical assistant, but as a presence that challenges pedagogical judgment, ethical boundaries, and core values of Islamic education such as honesty, amanah, and adab belajar. This study contributes to the growing discourse on human centered AI integration in Arabic language education by highlighting the ethical reflections and practical decisions educators must negotiate. Future research may broaden participant perspectives and observe long-term changes in teaching practices shaped by AI.
Co-Authors Icha Gilang Permata Riska Khairani Nasution Siti Aisa Sanif Zubaidah Zuyyina Ilmy Azizah