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All Journal IZDIHAR Alibbaa': Jurnal Pendidikan Bahasa Arab
Zailani Novian
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Education Languange, Linguistic, Communication & Media Other

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Bridging Fusha and ‘Ammiyah: Rethinking Arabic as a Foreign Language Curriculum in Diglossic Contexts Nursyahidatul Urwati; Zailani Novian; Abd Syakur; Sarah Salsabila; Hesti Agustin
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.v7i1.22726

Abstract

Although Arabic diglossia between fusha and ‘ammiyah has been widely examined in sociolinguistic studies, Arabic as a Foreign Language curricula in Indonesia largely remain fusha-centered and structurally oriented, with limited attention to the sociolinguistic and communicative realities of Arabic-speaking communities. This study addresses this gap by examining the functional use of fusha and ‘ammiyah in social interaction and analyzing their implications for Arabic language curriculum development in Indonesia. Employing a descriptive qualitative approach based on a critical review of relevant sociolinguistic and pedagogical literature, this research synthesizes conceptual findings on Arabic diglossia and curriculum orientation. The findings indicate that the dominance of a fusha-centered structural approach creates a mismatch between learners’ linguistic competence and the communicative practices of native Arabic speakers, who predominantly rely on ‘ammiyah in everyday interaction. This study contributes to Arabic language pedagogy by proposing a conceptual framework for integrating selective ‘ammiyah elements into the curriculum alongside the development of intercultural communicative competence. Such integration is expected to enhance learners’ contextual, pragmatic, and sociocultural abilities, enabling more effective and authentic communication in real-life Arabic-speaking environments.
Developing an Arabic Language Curriculum through a Reflective-Metacognitive Learning Approach Zailani Novian; M. Royan Firdaus; Siska Qurrota A'yun; Talitha Rahma Azzahra; Muhajir
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 9 No. 1 (2026): Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature
Publisher : Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jiz.v9i1.41057

Abstract

This study aimed to develop an Arabic language curriculum based on the Reflective–Metacognitive Learning (RML) approach to enhance students’ self-awareness and learning autonomy. Employing a qualitative descriptive design through library research and content analysis, the study examined theoretical frameworks and formulated curriculum components that integrate reflective and metacognitive principles. The results revealed that RML encouraged students to plan, monitor, and evaluate their learning consciously, transforming classroom instruction into a learner-centered process. The model emphasized reflective journals, guided discussions, and self-evaluation as part of the curriculum design. This approach provided teachers with practical references for integrating reflective–metacognitive strategies into Arabic learning and contributed to curriculum development aligned with 21st-century educational goals.  
Co-Authors Abd Syakur Hesti Agustin M. Royan Firdaus MUHAJIR Nursyahidatul Urwati Sarah Salsabila Siska Qurrota A'yun Talitha Rahma Azzahra