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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Mahbub
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Languange, Linguistic, Communication & Media

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Transforming Interest in Arabic Language Learning: An Analysis of the Edu-humorous Video meme trend on Instagram as an innovative pedagogical solution Muhammad Ari Nurrohman; Mahbub
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.9740

Abstract

This study is motivated by the low level of students’ interest in learning Arabic, which is often perceived as a difficult and less engaging subject amid the rapid development of digital culture. The aim of this research is to analyze the role of educational–humorous meme videos on the Instagram account @qawla.id in increasing students’ interest in learning Arabic and in shaping a new, more contextual and adaptive representation of Arabic learning. This research employs a qualitative method with a descriptive approach and was conducted at Madrasah Aliyah Negeri 4 Banyuwangi as the research site. Data collection techniques include classroom observation, in-depth interviews with students and Arabic language teachers, as well as text studies and document analysis of educational–humorous meme video content. Data analysis was carried out through the stages of data reduction, data display, and conclusion drawing in a systematic manner. The results indicate that educational–humorous meme videos are able to increase students’ interest and engagement in learning, reduce anxiety in Arabic language learning, and foster a positive representation of the subject. Furthermore, the use of meme videos encourages a shift in the learning paradigm from teacher-centered to learner-centered and bridges formal classroom learning with students’ digital culture. Therefore, educational–humorous meme videos can be regarded as an innovative pedagogical strategy that is relevant and effective for the development of Arabic language learning in the digital era.
The Correlation Between Growth Mindset and Foreign Language Speaking Anxiety (FLSA) in Arabic Language Learning (A Study of Grade XII Religious Studies Student at Senior High School) Jeannyta Eka Maulindah; Mahbub
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.9576

Abstract

This study examined the relationship between growth mindset and foreign language speaking anxiety (FLSA) among Grade XII Religious Studies students at MAN 1 Banyuwangi. Using a quantitative correlational design, data were collected in 2025 from 37 students through Likert-scale questionnaires measuring growth mindset (based on Dweck’s theory) and FLSA (adapted from the Foreign Language Classroom Anxiety Scale). Data were analyzed using descriptive statistics and Pearson Product Moment correlation after meeting statistical assumptions. The results indicated that students demonstrated a moderate to high level of growth mindset and a moderate level of FLSA. Correlation analysis revealed a significant positive relationship with strong effect size (r = 0.720, p < 0.001), indicating that higher growth mindset was associated with higher speaking anxiety. This finding contrasts with dominant studies reporting negative correlations between the two variables. In this context, the positive association may reflect facilitative anxiety, suggesting that students with stronger developmental beliefs experience heightened performance awareness rather than debilitating fear. These findings highlight the contextual complexity of the relationship between growth mindset and language anxiety and suggest the importance of integrating cognitive and emotional support in foreign language instruction.
The Effect of Mastering the Al Miftah Lil Ulum Method on Improving the Comprehension Structures Students Madrasah Aliyah Amanatulloh Miftahuddin Mustaqim; Mahbub; Zohaib Hassan Sain
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.9811

Abstract

This study aims to examine the effect of mastery of the Al-Miftah Lil Ulum method on improving fahmut al-tarakib (understanding of Arabic sentence structure) among 11th grade MIPA students at Madrasah Aliyah Amanatulloh for the 2025/2026 academic year. This study employed a numerical-analytic framework utilizing a single-predictor modeling structure, with data drawn from a cohort of thirty learners selected through criterion-based inclusion. Data collection was conducted through a Likert questionnaire for the independent variable (mastery of the method), pre-post tests for the dependent variable (fahmut al-tarakib), and supporting documentation, which was then analyzed using SPSS 26. The Kolmogorov-Smirnov normality test indicated a normal residual distribution (Asymp. Sig. = 0.192 > 0.05). The F test confirmed the significance of the regression model simultaneously (F = 16.979; Sig. = 0.000), while the t test proved a positive and significant partial effect (t= 4.121; Sig. = 0.000; β = 0.614). Pre-test scores (range 55-78) and post-test scores (68-92) showed a stable average increase of 12-14 points across all respondents. The novelty of this study lies in its empirical validation of a traditionally pesantren-based nahwu method through a modern quantitative regression approach within a science-track Madrasah Aliyah context, thereby positioning the Al-Miftah Lil Ulum method as a data-driven and digitally adaptive Arabic grammar learning innovation rather than a purely classical instructional practice. The research findings confirm the effect of the Al-Miftah Lil Ulum method as an adaptive Arabic grammar learning innovation in the digital age. This study provides empirical curriculum recommendations for senior high schools to address students' Arabic syntactic difficulties, while enriching the evidence base for the development of Islamic language competencies.
Co-Authors Jeannyta Eka Maulindah Miftahuddin Mustaqim Muhammad Ari Nurrohman Zohaib Hassan Sain