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All Journal Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Alibbaa': Jurnal Pendidikan Bahasa Arab
Sovia Fahraini
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Education Languange, Linguistic, Communication & Media Other

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Aristotelian Rhetoric and Arabic Balāghah in Teaching Arabic as a Foreign Language: A Conceptual Comparative Study Muhammad Dhiya’ Syaifullah; Kamal Yusuf; Sovia Fahraini
Alibbaa': Jurnal Pendidikan Bahasa Arab Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026) | in progress
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.v7i1.22504

Abstract

This study examines the conceptual relationship between Aristotelian rhetoric and Arabic balāghah within the context of Teaching Arabic as a Foreign Language (TAFL), with a particular focus on speaking skills (maharah al-kalām). Using a conceptual comparative approach, the study analyzes primary rhetorical texts and relevant secondary literature to identify differences in epistemological orientation, rhetorical mechanisms, and pedagogical implications. The findings reveal that Aristotelian rhetoric is grounded in rational–pragmatic persuasion, positioning language as an instrument to influence audiences, whereas Arabic balāghah is oriented toward the appropriateness of meaning and context, viewing language as a system of contextualized meaning. These differences result in distinct approaches to speech design, rhetorical evaluation, and assessment in TAFL. The study argues that uncritical adoption of Aristotelian rhetorical frameworks risks neglecting the language-specific and contextual nature of Arabic rhetoric. Consequently, it proposes an integrative pedagogical perspective that combines the structural strengths of Aristotelian rhetoric with the linguistic–pragmatic foundations of Arabic balāghah to enhance the teaching of Arabic speaking skills.
Negotiating Meaning and Authority through Speech Acts: A Pragmatic Study of Arabic Classroom Interaction Muzakki Abdurrahman; Muhammad Alfa Chirul Murtadho; Sovia Fahraini; Muhammad Thohir
Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Vol 9 No 1 April 2026
Publisher : STIQ Amuntai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v9i1.6584

Abstract

Arabic, as the medium of instruction, plays a central role in fostering communicative interaction between teachers and students. However, differences in linguistic background and communicative competence often pose challenges to effective message delivery and comprehension. In this context, tadāwul af‘āl al-kalām (the exchange of speech acts) serves as a crucial communicative strategy for creating meaningful and effective classroom interactions. This study analyses the forms, functions, and meanings of speech acts in Arabic classroom interaction, as well as their role as a pedagogical communication strategy. A qualitative method with a pragmatic discourse analysis approach was employed, using classroom observation, in-depth interviews, and documentation. Data were thematically analysed based on speech act theory (locutionary, illocutionary, and perlocutionary acts) and functional categories (assertive, directive, expressive, commissive, and declarative). The findings indicate that directive speech acts dominate teacher communication, guiding instructions and learning activities, while students predominantly use assertive speech acts to convey understanding and responses. Expressive and commissive speech acts also emerge in affective and collaborative contexts. These results underscore that speech acts are not merely tools for information delivery but adaptive strategies that foster participatory, reflective, and meaningful classroom interaction. The pedagogical use of af‘āl al-kalām has the potential to strengthen students’ communicative competence and enhance the quality of Arabic language learning.
Co-Authors Kamal Yusuf Muhammad Alfa Chirul Murtadho Muhammad Dhiya’ Syaifullah Muhammad Thohir Muzakki Abdurrahman