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Arabiyatuna : Jurnal Bahasa Arab
Published by Institut Agama Islam Negeri Curup
ISSN : 25805045     EISSN : 25805053     DOI : http://doi.org/10.29240/jba
Core Subject : Religion, Education, Social,
Religion Education Languange, Linguistic, Communication & Media Social Sciences
Arabiyatuna : Jurnal Bahasa Arab is a refereed publication devoted to research articles, reports, and book reviews concerned with the teaching and learning of Arabic as a Foreign Language. This journal dedicated to enhancing and disseminating scholarly work in the field of Arabic Language Teaching and Linguistics. This journal is an academic journal that published twice a year in May and November by Institut Agama Islam Negeri (IAIN) Curup
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 282 Documents
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Phonetic Cohesion in the Rhyme Structure of the Qur'an: A Phonological Analysis of Sound Patterns in Surah Al-Inshiqaq Habibi, Nicolas
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 1 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i1.12726

Abstract

The purpose of this study is to examine phonetic cohesion in the rhymes of Surah Al-Inshiqaq from a phonological perspective to understand how sound patterns in rhymes contribute to text cohesion, aesthetic appeal, and emphasis of the message in the Holy Qur'an. Using generative phonology as the theoretical framework, this cognitive-linguistic analysis employs a descriptive-qualitative method to investigate both segmental features (consonants and final vowels) and suprasegmental features (intonation and rhythm). The findings reveal strong internal cohesion through frequent repetition of final phonemes such as /a/ and /qa/, which creates a structured rhyme scheme that enhances musicality and facilitates memorization. This phonetic effect enriches the literary beauty as well as the rhetorical and spiritual impact of the text, particularly reinforcing its eschatological themes. The study offers practical insights for phonological analysis of religious texts, Qur'ānic recitation, and linguistic interpretation pedagogy. Notably, this approach integrates modern linguistic theories into the interdisciplinary discourse on Qur'ānic stylistics, bridging linguistics and Islamic studies.
The Effect of a Flipped Classroom Approach Based on the Rahmatan Lil 'Alamin Project in Enhancing Speaking Skills of Senior High School Students Riskiyah, Farika; Kholisin; Abdul Adzim Irsyad
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 2 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i2.11859

Abstract

This study aimed to examine the effect of the flipped classroom approach based on the students’ project Rahma for the World in enhancing the speaking skills of eleventh-grade students at Nour Al Uloom Islamic Secondary School. A descriptive quantitative experimental method was employed using a one-group pretest–posttest design. The findings revealed that the flipped classroom approach integrated with the students’ project had a statistically significant impact on improving students’ speaking skills. The mean post-test score (16.43) was higher than the mean pre-test score (12.86). The Mann–Whitney U test indicated a significance value (Asymp. Sig. (2-tailed)) of 0.000, which is less than 0.05. Therefore, the null hypothesis (H₀) was rejected, and the alternative hypothesis (Hₐ) was accepted.
Developing the Traditional Game Engklek to Teach Arabic Grammar in Madrasah Tsanawiyah Rohanda, Rohanda; Wildan Rinanda Komara; Syarah Salsabila; Ruly Syaeful Azhar; Qimanullah, Abdul Malik
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 2 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i2.12692

Abstract

Learning Arabic, particularly grammar, is often considered difficult and uninteresting by students because conventional methods tend to lack engaging learning activities. In line with the contextual learning theory, the use of traditional game-based media can enhance students’ motivation, engagement, and conceptual understanding. One form of local wisdom that has the potential to be adapted for learning is the traditional game Engklek. This study aimed to develop Engklek-based learning media as a tool for teaching Arabic grammar in an Islamic junior high school employing the Dick and Carey development model (analysis, design, development, implementation, and evaluation). The game design was tailored to grammar material, including exercises in taṣrīf lughawī (verb conjugation) and matching ḍamīr (pronouns) with their meanings. Validation by material and media experts indicated that the product was valid and suitable for use. A limited trial involving 21 students yielded an average feasibility score of 80.7%, with enthusiastic and participatory student responses. The findings demonstrate that the Engklek learning media effectively improved students’ understanding of Arabic grammar while contributing to the preservation of local culture. This study highlights the importance of integrating local wisdom into Arabic language learning innovations to create meaningful, contextual, and sustainable learning experiences.
Developing Arabic Speaking Skills through Muhadatsah: A Case Study at Al-Marhamah Puteri Islamic Boarding School M. Anwar; Noor, Fatwiah; Elsa Maylinda; Ahmed, Brakat Mohammed
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 2 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i2.12720

Abstract

The Muhadatsah program represents an Arabic language learning method that emphasizes speaking practice. While numerous studies have explored language learning theories, empirical evidence on the effectiveness of the Muhadatsah program in enhancing speaking proficiency, particularly within the Indonesian context, remains limited. This study aimed to examine the implementation of the Muhadatsah program as a strategy for developing speaking skills among female students (santriwati) at Al-Marhamah Puteri Islamic Boarding School, Sampit, Central Kalimantan. Employing a qualitative case study approach, data were collected through observation, interviews, and documentation, and subsequently analyzed inductively. The findings indicate that the Muhadatsah program was effectively implemented and followed established procedures, contributing to the improvement of students’ speaking skills, although challenges related to vocabulary acquisition persisted. One solution introduced was the compulsory submission of new vocabulary outside program hours. This study contributes to filling the gap in the literature on the practical implementation of the Muhadatsah program within the Islamic boarding school context.
The Psychological Factors in Arabic Language Acquisition of Modern Islamic Boarding School Students Sutarjo, J
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 2 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i2.13013

Abstract

This study aimed to describe an Islamic boarding school in Indonesia that taught Arabic with both divine and active competence. Specifically, this study examined: (1) the Arabic language learning process, (2) the Arabic language acquisition process, and (3) the relevance of acquisition theory from a psycholinguistic perspective to the Arabic language learning process. The research was conducted at Madina Islamic Boarding School, located in Karya Tani, Labuhan Meringgai, East Lampung, Indonesia. Various aspects supported the success of this institution in implementing and developing Arabic language learning. Hence, it was intriguing to investigate the language acquisition process of the students at this school. This research was field-based, with data collected through observation, interviews, and documentation methods. The data were analyzed qualitatively. The findings revealed that Arabic language learning took place inside and outside the classroom. Students’ Arabic language acquisition occurred in both settings and was influenced by several aspects, including psychological factors.
An Inductive-Contextual Arabic Grammar Using Historical Texts: A Case Study in a Modern Islamic Boarding School Fikri, Ahmad; Harisah; Munir, Moh.; Fadhlan, Muhammad
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 2 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i2.14163

Abstract

Arabic grammar is essential for accessing both classical and modern texts; however, its instruction in Islamic boarding schools (pesantren) has often remained deductive, theoretical, memorization-based, and decontextualized. This gap makes it difficult for students to apply grammatical rules effectively in real comprehension tasks. This study investigates how historical narrative texts can support a more inductive and contextual pedagogy. Conducted at Darul Qiyam Modern Islamic Boarding School, Kerinci, Indonesia, the research employed a qualitative case study design involving in-depth interviews, classroom observations, and document analysis with four Arabic grammar teachers. The findings identified four main strategies: (1) Direct Explanatory Scaffolding, offering initial orientation through brief explanation and modeling; (2) Pattern Repetition, reinforcing guided noticing and output variation using authentic text patterns; (3) Inductive-Contextual Exploration, where learners infered rules through meaning-driven analysis of historical discourse; and (4) Inductive-Collaborative-Constructivist Practice, fostering group dialogue, peer explanation, and reflective scaffolding. These strategies aligned with pedagogical parameters such as guided noticing, form–meaning mapping, structural variation, social mediation, and visual scaffolding. The approaches enhanced grammatical sensitivity, reduced reliance on rote memorization, and promoted learner autonomy. However, negative cases revealed that some students remained dependent on memorized rules or struggled with complex patterns. The study concludes that inductive-contextual strategies supported by historical texts can meaningfully transform grammar instruction in Islamic boarding schools. Recommendations include integrating such texts into curricula, providing teacher training in constructivist pedagogy, and conducting further research on learner differences and digital scaffolding.
The Social Rhetoric of the Qur’an: A Thematic Stylistic Approach Harahap, Partomuan; Asrina; Hadi, Syofyan; Nurlaila
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 2 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i2.14170

Abstract

This study explores the way the Qur’an conveys social criticism through its distinctive rhetorical style. Employing a thematic stylistic approach, the research analyzed selected verses representing criticism of social inequality (Q.S. Al-Isra’: 26–27), human and environmental exploitation (Q.S. Al-Qasas: 4; Q.S. Ar-Rum: 41), and moral deviation (Q.S. Al-Hujurat: 11; Q.S. An-Nisa’: 58). The method applied was qualitative-descriptive, using critical textual reading focusing on the thematic and stylistic features of the verses. The analysis drew on al-Sakkaki’s theory of al-Ma‘ani to identify the rhetorical forms and their social meanings. The findings indicate that in Q.S. Al-Isra’: 26–27, the Qur’an employs Uslub al-Amr as a form of ethical motivation; Uslub Khatimah Maw‘iẓiyyah to frame prohibition with theological condemnation; Uslub Siyaq wa Sibaq to balance commands and prohibitions; and Uslub Taqdīm wa Ta’khīr to emphasize social priorities in the distribution of rights. In Q.S. Al-Qasas: 4, rhetorical devices include Uslub Ta’kīd, Taqdīm wa Ta’khīr, Iṭnāb, and the use of Fiʿl Muḍāriʿ in Maqām Zamm. In Q.S. Ar-Rum: 41, the text contains Ta’kīd, causality style (‘Illah/Ta‘līl), Maqām Taḍmīn, Fiʿl Muḍāriʿ in contextual emphasis, and further Iṭnāb. In Q.S. Al-Hujurat: 11, the styles include Uslub Nidā’, Taqdīm wa Taʾkhīr, At-Tikrār, and Tahdīd. In Q.S. An-Nisa’: 58, rhetorical devices identified are Ta’kīd, Tarkīb Fiʿlī Muḍāriʿ, Kalimah Syarṭiyyah, numerical reinforcement, and Khatimah Ilahiyyah. This study introduces the concept of “Qur’anic Social Rhetoric,” a stylistic perspective that highlights the interrelation between the Qur’an’s rhetorical structures and their socio-ethical functions. It demonstrates that the Qur’anic style not only embodies aesthetic and linguistic excellence but also serves as a medium of social critique, moral guidance, and transformation, ultimately reflecting the Qur’an’s essential role in shaping public ethics and social justice.
Meaning Shift in Arabic Social Media: A Cultural-Semantic Study Harianto, Neldi; Afria, Rengki; Izar, Julisah; Defrianti, Denny; Hasani, Salman
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 2 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i2.14743

Abstract

The phenomenon of social media has introduced new dynamics in the development of the Arabic language, particularly in relation to shifts in vocabulary meanings influenced by cross-cultural interaction, digital technology, and online communication practices. This study aimed to examine meaning shifts in Arabic as used on social media through a cultural-semantic approach. The research focused on identifying vocabulary items that underwent semantic change, whether through narrowing, broadening, or connotative shifts, and on analyzing the cultural factors underlying these changes. The study employed a qualitative method using a cultural-semantic framework, with data drawn from utterances, posts, and conversations circulating on popular platforms such as Twitter (X), Instagram, and TikTok. The findings indicate that semantic shifts in Arabic social media emerge through complex interactions among linguistic, social, and cultural dimensions. Based on Cruse’s theory of semantics, most meaning changes occur at the level of sense relations, primarily through mechanisms such as broadening, narrowing, and metaphorical extension. For instance, the word متابع (mutābi‘), which lexically means “follower,” has undergone narrowing to specifically denote a “social media follower” in the digital context. From Duranti’s perspective of cultural semantics, these shifts are not merely linguistic phenomena but also reflect processes of identity formation and value negotiation within Arab digital communication culture. Each term that experienced semantic change embodies the dynamics of digital life, reflecting values such as ijtima‘iyyah (social connectedness), shuhrah (popularity), and ta‘bīr dhāti (self-expression).
Development of Multicultural-Based Nahwu Teaching Materials to Strengthen Religious Moderation at Islamic Higher Education Institutions in Indonesia Anggara, Syamfa Agny; Nashoih, Afif Kholisun
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 2 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i2.14755

Abstract

This study was motivated by the need to develop multicultural-based nahwu teaching materials to address challenges in understanding Arabic grammatical concepts within an inclusive and contextually relevant framework aligned with the values of religious moderation. The research aimed to produce nahwu materials that not only introduce grammatical concepts but also internalize multicultural and moderation values throughout the learning process. This study employed a Research and Development (R&D) approach, adapting the Borg and Gall development model. Data were collected through observation, questionnaires, and tests, involving two expert validators. The development results show that the teaching materials present nahwu content systematically, integrating examples that reflect Indonesia’s cultural diversity. Expert evaluations indicate that the materials are highly suitable for use, with a validity score of 81.11%. Field trial results also demonstrate a significant improvement in student learning outcomes, with pretest and posttest averages of 60.33 and 81.17, respectively, signifying an increase of 20.84 points. Therefore, the multicultural-based nahwu textbook is effective in enhancing students’ understanding of nahwu concepts while fostering religious moderation values in Arabic language learning. This finding is further supported by positive student responses, which achieved a score of 81.11%, categorized as “excellent” in terms of eligibility criteria.
Classic Mataraman Folktales for Improving Qira’ah among Arabic Language and Literature Students: A Local Cultural Approach Dewi, Intan Sari; Ridwan, Muhammad Mahfud Ridwan; Muhammad Faishol Al Hamimy; Filefil, Ahmed Abdul Hadi Abdul Jawwad
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 2 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i2.14912

Abstract

In qira’ah instruction, standardized Arabic texts often fail to engage students from culturally rich regions. This study examines how integrating classic Mataraman folktales can enhance qira’ah outcomes while strengthening cultural identity among Arabic Language and Literature students. The research responds to the need for culturally responsive pedagogy that bridges foreign language acquisition with the preservation of local culture in Indonesian Islamic higher education, where Arabic language mastery often feels detached from students’ lived experiences. Using a qualitative case study approach at UIN Sayyid Ali Rahmatullah, Tulungagung, data were collected through participatory observation across 12 sessions, semi-structured interviews with 26 students and three lecturers, and analysis of instructional materials. Triangulation and member-checking techniques ensured data validity. Findings revealed that incorporating Mataraman folktales, specifically the tales of Gunung Budeg, Lembu Peteng, and Putri Gayatri, increased student motivation by 78%, text comprehension by 65%, and cultural identity by 83%. Qira’ah skills improved significantly across literal comprehension (18%), inferential comprehension (23%), critical comprehension (23%), and reading–writing integration (17%), with statistical significance (p < 0.05). Thematic analysis further revealed greater emotional engagement, improved vocabulary retention, and a strengthened sense of learner identity. This study provides empirical support for culturally sustaining pedagogical practices and proposes a practical framework for integrating indigenous cultural resources into foreign language education.

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