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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 302 Documents
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Model of Internalization of Religious Moderation Values through Muthala’ah Learning Arabic Language Education Study Program, UIN Datokarama Palu Ubadah Ubadah; Agustan Agustan; Muhammad Gazali; Muhammad Nur Asmawi
Arabiyatuna: Jurnal Bahasa Arab Vol. 10 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v10i1.16251

Abstract

This study investigates the internalization of values of religious moderation through the Muthala’ah course in the Arabic Language Education Study Program at UIN Datokarama Palu. Specifically, it explores the patterns and strategies employed, the core values emphasized, and the obstacles and possible solutions in the internalization process. Adopting a qualitative design, data were collected through observation, interviews, and documentation, and were analyzed thematically. The findings indicate that internalization is implemented through a structured process comprising instructional planning (syllabus and lesson plan development), the integration of moderation-themed texts into classroom activities, and a combined grammatical and semantic analysis of the texts. The values primarily internalized include al-tawassuth (moderation), al-i’tidal (fairness), al-tasamuh (tolerance), and national commitment (muwathanah). However, the process faces several challenges, such as lecturers’ continued reliance on purely textual approaches, difficulties in packaging moderation-oriented materials, and limited specialized learning resources. The study concludes that the Muthala’ah course has strong potential as a pedagogical medium for fostering moderate and tolerant students, provided that lecturers deliberately integrate value-oriented content with linguistic analysis in their instructional design.
Arabic Conversation Problems Among Students at Prince of Songkla University: Influencing Factors and Demographic Differences Asma Binti Abdul Rahman; Noza Aflisia; Prasert Ban Buri; Rusdee Taher; Maryam Abdul Rahman; Omar Din; Mohammad Roshimi Bin Abdullah; Ahmad Abdul Rahman
Arabiyatuna: Jurnal Bahasa Arab Vol. 10 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v10i1.16396

Abstract

This study investigates the challenges faced by non-native Arabic-speaking students in developing Arabic conversational skills at Prince Songkla University, Pattani Campus, Thailand. The study aims to identify students’ perspectives on Arabic conversation problems and the factors influencing these difficulties, as well as to examine statistically significant differences based on demographic and educational variables. The study employed a descriptive-analytical approach using a questionnaire distributed to a randomly selected sample of 274 students. The findings revealed that student-related factors constituted the dominant challenges, particularly students’ low motivation to speak Arabic and lack of confidence in oral communication. Environmental factors included limited family encouragement and the absence of Arabic use within the family environment, while university-related factors involved the frequent use of local languages by lecturers and peers instead of Arabic. The study also found statistically significant differences based on academic year and participation in Arabic language activities, whereas no significant differences were found based on gender, faculty, or mother tongue. Students who actively participated in Arabic language activities demonstrated more positive responses toward Arabic conversation learning. The findings indicate that improving Arabic conversational competence requires supportive communicative environments, increased opportunities for authentic Arabic interaction, communicative teaching practices, and active participation in Arabic language programs and activities both inside and outside the classroom.

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