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p-Index From 2021 - 2026
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All Journal Langkawi: Journal of The Association for Arabic and English Diwan: Jurnal Bahasa dan Sastra Arab
Reflinaldi
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Terrorism discourse in popular Arab media: Representation of the Taliban in CNN Arabic youtube headlines Khairunnisa, Annisa; Triana, Hetti Waluati; Reflinaldi; Shina, Said Ibnu
Diwan: Jurnal Bahasa dan Sastra Arab Vol. 17 No. 2 (2025)
Publisher : Jurusan Bahasa dan Sastra Arab Fakultas Adab dan Humaniora UIN Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/diwanjurnalbahasadansastraarab.v17i2.2436

Abstract

In August and September 2021, the Taliban emerged as a prominent subject in many media during the Afghan leadership transition. While prior research has examined the media's portrayal of the Taliban from diverse viewpoints and methodologies, no investigation has concentrated on their representation as the actor in the discourse.  This study aims to investigate the representation of the Taliban in mainstream media, thereby addressing the existing research gap. The Taliban news headlines from the CNN Arabic YouTube channel, from August to September 2021, were utilized as data sources in a qualitative-descriptive study methodology. Theo van Leeuwen's discourse analysis was employed to delineate actor representation by mapping inclusion and exclusion tactics. The findings demonstrate that CNN Arabic employs exclusion and inclusion in its representation of the Taliban. Exclusion arises in strategy nominalisation, whereas inclusion occurs in strategies of identification, abstraction, determination, differentiation, and categorization. CNN Arabic depicts the Taliban unfavourably through a severe and hyperbolic storyline. This representation is grounded in political objectives aimed at steering public discourse and provoking insurrection against the Taliban. These findings enhance media discourse analysis by identifying the Taliban as the primary actor, hence expanding the comprehension of representation tactics employed to influence public perception. This study highlights the importance of critical media literacy, particularly in understanding the interplay between ideology, political objectives, and the representation practices of actors in international conflict reporting.
Gender Hegemony in Arabic Textbooks Endorsed by the Indonesian Ministry of Religious Affairs Reflinaldi; Hadi, Syofyan; Rahmi, Awliya; Rezi, Melisa; Khairunnisa, Annisa
Langkawi: Journal of The Association for Arabic and English Vol. 12 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v12i1.12250

Abstract

Despite previous studies revealing the gender representation discrepancy in Arabic textbooks published by the Indonesian Ministry of Religious Affairs, no analysis has addressed the underlying reasons for this disparity. This study seeks to identify gender hegemony in the same textbooks toaddress this unresolved gap by investigating the forms of gender hegemony constructed. The study examines both linguistic and visual data drawn from seven thematic units across three Madrasah Aliyah Arabic textbooks (Grades X, XI, XII) published in 2020. Data were gathered through systematic re-transcription of narrative texts and structured digital archiving of images. Drawing on a gender-hegemony framework analysis, the research identified the existence of hegemonic masculinity and hegemonic femininity within the domains of family and home, jobs, hobbies, traveling, sports, and higher education, analyzed across seven materials at three educational levels. Both forms of gender hegemony are present in texts and images and are concurrently organized and systematized to establish male superiority and female inferiority. The presence of this hegemony is the principal cause of disproportionate gender representation. These findings extend the field beyond representational counting by offering a critical discursive account of why gender inequality persists in state-sanctioned Arabic learning materials. Theoretically, the study contributes a transferable dual-hegemony analytical model to multimodal critical discourse analysis. For educational policy, it provides an evidence base for systematic gender auditing of officially published instructional content in Indonesian Islamic schools.
Co-Authors Khairunnisa, Annisa Rahmi, Awliya Rezi, Melisa Shina, Said Ibnu Triana, Hetti Waluati