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Ijaz Arabi Journal of Arabic Learning
Published by Universitas Islam Negeri Maulana Malik Ibrahim Malang
ISSN : 26205912     EISSN : 26205947     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Ijaz Arabi; published twice a year since 2018 (April and October), is a multilingual (Bahasa, Arabic, and English). This journal is published by the Arabic Department, Faculty of Education and Teachers Training, Universitas Islam Negeri Maulana Malik Ibrahim Malang.
Arjuna Subject : -
Articles 506 Documents
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The Role Of Talkpal AI-Based Practice Tutors In Reducing Arabic-Speaking Anxiety Among Chinese Undergraduates Gu, Bingxin; Gui, Mingxian; Ismail, Zawawi; Siraj, Saedah
Ijaz Arabi Journal of Arabic Learning Vol 9, No 1 (2026): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v8i3.34270

Abstract

Artificial intelligence in foreign language education is gaining attention, but empirical research on its effectiveness in reducing speaking anxiety remains limited. This mixed-methods study investigates the role of Talkpal AI, an AI-based speaking tutor, in reducing Arabic-speaking anxiety among Chinese undergraduate students. A total of 32 students participated in a three-week online intervention. Quantitative data collected through pre- and post-intervention questionnaires revealed significant reductions in test anxiety and fear of negative evaluation. In contrast, no significant changes were found in communication apprehension and classroom-related anxiety. Qualitative interviews further explained undergraduates’ experiences with Talkpal AI tutor, highlighting high perceived usefulness, ease of use, and motivation due to real-time feedback and a judgment-free learning environment.  The findings suggest that while Talkpal AI cannot fully replace human interaction or address all anxiety dimensions, it can serve as an effective supplementary tool to support Arabic-speaking confidence, especially in exam preparation.
The Influence Of CEFR-Based Arabic Language 1 Textbook With A Whole Language Approach On The Motivation And Learning Outcomes/ تأثير استخدام كتاب اللغة العربية 1 على أساس الإطار الأوروبي المرجعي المشترك بالمدخل الكلي على الدافعية ونتائج تعلم طلبة Suaibah, Lilis; Murtadho, Nurul; Ulum, Muhammad Samsul
Ijaz Arabi Journal of Arabic Learning Vol 9, No 1 (2026): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v9i1.37297

Abstract

This study aimed to analyze the effect of the Arabic Language 1 textbook for the Sharia Economics Study Program—designed based on the Common European Framework of Reference (CEFR) and employing the Whole Language approach—on students’ motivation and learning outcomes in the Sharia Economics Study Program at Trunojoyo Madura University. The research was motivated by students' limited ability to comprehend Arabic texts on Islamic economics, stemming from the use of partial and contextually irrelevant instructional materials. The CEFR approach was chosen because it integrates language competence with academic and professional contexts, while the Whole Language approach emphasizes integrated, communicative learning of the four language skills. This research employed a quantitative explanatory method with Structural Equation Modeling–Partial Least Squares (SEM–PLS) analysis involving 86 students who used the textbook. The analysis results indicate that implementing the textbook had a significant effect on learning motivation (β = 0.901; p 0.05) and learning outcomes (β = 0.453; p 0.05), and that learning motivation significantly affected learning outcomes (β = 0.506; p 0.05). The R² values of 0.875 for learning outcomes and 0.812 for learning motivation demonstrate a high explanatory power of the model. Therefore, the Arabic Language 1 textbook for the Sharia Economics Study Program, based on CEFR and applying the Whole Language approach, is proven effective in enhancing students’ motivation and their integrated istima’(listening), kalam (speaking), qira’ah (reading), and kitabah (writing) skills within the context of Sharia economics learning.
Artificial Intelligence Supported Language Learning: A Systematic Review Zainuddin, Nurkhamimi; Suhaimi, Nur Azlin; Md Norwawi, Norita; Jaffar, Mohammad Najib
Ijaz Arabi Journal of Arabic Learning Vol 9, No 1 (2026): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v9i1.35426

Abstract

Several recent advancements have been made in the field of artificial intelligence (AI) language learning. Given the widespread adoption and enabling power of immersive technologies, as well as the potential applications of Artificial Intelligence Supported Language Learning (AISLL), it is critical to continuously investigate the literature to identify trends and practices in language education research. Of the 89 publications located between 2021 and 2023, 10 were selected based on the criteria for inclusion and exclusion from WoS and Scopus. Using five codes obtained from earlier systematic reviews, the researcher conducted an analysis and synthesis of these studies. The codes were as follows: 1) aim, 2) methodology, 3) sample, 4) country, and 5) outcomes. The systematic review revealed several key trends in AISLL. It was found that universities were the predominant setting for AISLL research, with most studies employing quantitative research methods. The methodologies varied widely, with emphasis on experimental and quasi-experimental designs. The countries represented in the studies were diverse, yet there was a concentration in technologically advanced regions. Significant outcomes reported include improved student performance and positive attitudes toward AI tools in language learning. To better understand AI utilization in language teaching and learning, academics are urged to broaden the scope of future studies and involve students at all educational levels in future AISLL practices.
Implementation Of Muhadatsah Learning To Improving Arabic Speaking Skills/ تطبيق تعليم المحادثة في تحسين مهارة الكلام Firmanasari, Firda Yuda; Nurhayati, Anin
Ijaz Arabi Journal of Arabic Learning Vol 9, No 1 (2026): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v9i1.35298

Abstract

This research is motivated by the lack of maharah kalam ability of mahasantri at Ma’had al-Jami’ah UIN SATU Tulungagung. Therefore, implementing muhadatsah learning aims to help mahasantri become more confident in improving their maharah kalam in daily activities. The steps taken are choosing the appropriate muhadatsah learning design and applying it to the mahasantri's daily activities. The research method employs a descriptive qualitative approach, using a case study design and data collection methods including participant observation, in-depth interviews, and documentation. Then, for the data analysis steps used, namely data collection, data reduction, data presentation, and conclusion. Based on observations and interviews across various sources, researchers identified several key findings, including the planned and compiled muhadatsah learning design, developed 2-3 months before active muhadatsah learning activities. The learning system consisted of reading, listening, and reading-imitating components. Some steps taken by ma’had managers to improve maharah kalam include supporting other learning (fi'il, isim, and qawaid) and implementing Yaumul Lughah as a form of bi’ah lughawiyah for mahasantri. Then, among the problems faced, namely the difference in the educational background of the mahasantri, is also an obstacle to the mahasantri in muhadatsah learning.
Teaching Arabic To Non Arabic Speakers Using The Teaching Methods Of Prophet Muhammad/ تعليم اللغة العربية لغير الناطقين بها باستخدام طرق تعليم النبي محمد صلى الله عليه وسلم Munas, M.H.A.; Razick, A.M.; Shathifa, M.C.S.; Nasar, A.R.
Ijaz Arabi Journal of Arabic Learning Vol 9, No 1 (2026): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v9i1.29762

Abstract

The Arabic language, the language of the Holy Qur’an, is one of the most widely spoken languages within the Semitic language group. Students learn Arabic as a second or foreign language worldwide for various reasons. Arabic language scholars have developed numerous methods to teach the Arabic language. This study utilizes the teaching methods used by the Prophet Muhammad to enhance the teaching of the Arabic language to non-Arabic speakers. The objectives of the research are to expose the methods of teaching adopted by Prophet Muhammad (peace be upon him) and propose a visionary method to enhance the effectiveness of teaching the Arabic language to non-native speakers. The study employed a descriptive-analytical deductive method. The data was obtained through library research, including books, magazines, previous research, and internet resources. The key findings of this research indicate that the teaching approach adopted by the Prophet is a holistic and interactive method for teaching the Arabic language to non-native speakers. This approach emphasizes teaching pronunciation of letters using the method of repetition; developing listening skills using the method of storytelling; enhancing teaching vocabulary and writing using proverbs, utilizing gestures, or using illustrations for clarification and statements; developing the skill of speaking using dialogue and discussion methods; and developing the reading skill by using the questioning and answer method during the teaching-learning process. More importantly, Prophet Muhammad focused on teaching methods to develop the skills of listening and speaking, as he was illiterate and unable to read and write. Hence, he engaged the audience by attracting their attention through oral communication.
Comparative Analysis Of Grammatical Equivalence On Fi’l Thulathi Mujarrad (Triliteral) In The Arabic-Javanese Translated Book Lubab Al-Hadith Kamilah, Kunti Millah; Anis, Muhammad Yunus; Alfraidi, Tareq
Ijaz Arabi Journal of Arabic Learning Vol 9, No 1 (2026): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v9i1.36658

Abstract

Lubab Al-Hadith Arabic-Javanese is one of the books that contains the hadith, or message, of the Prophet and is commonly used in Islamic education, such as in Islamic boarding schools. This study aims to examine the grammatical equivalence, specifically how the translator can maintain the verb from Arabic grammatical form to Javanese grammatical form, and to compare the translation quality of the two versions of the book. This research uses a descriptive qualitative method, and data collection is through observation with note-taking. The result of this study shows that from 94 data of Triliteral Verbs (TV), four main derivation patterns were found, namely fa'ala-yaf'ulu as many as 34 (36.17%), fa'ala-yaf'ilu as many as 27 (28.72%), fa'ala-yaf'alu as many as 18 (19.15%) and fa'ila-yaf'ilu as many as 15 (15.96%) and related to the analysis of the five aspects of grammatical equivalence with an almost balanced distribution in both translation versions, with a slight difference. The quality assessment of both versions of the translator yields average scores of 2.9 and 2.8, which are categorized as high.
Designing A Measure For Arabic Language Skills Using Blackboard: A Statistical Study Applied To Non-Arab-Speaking Students Alharbi, Khalid
Ijaz Arabi Journal of Arabic Learning Vol 9, No 1 (2026): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v9i1.36736

Abstract

This study aimed to develop a linguistic measurement tool to evaluate Arabic proficiency among non-Arabic-speaking students, focusing on speaking, listening, and communication skills. The tool also sought to explore potential variations in proficiency by ethnic origin (Asian, African, and European).  A quantitative research approach was employed, using a custom-developed tool to assess Arabic language skills. The study was conducted at the Islamic University of Medina, Saudi Arabia, with a random sample of 50 non-Arabic-speaking students from 15 nationalities. Data were collected through a linguistic assessment, which measured students' performance in speaking, listening, and communication tasks. The findings revealed significant ethnic variations in linguistic proficiency across the assessed skills. The tool's difficulty level was appropriate for evaluating students’ language abilities, with listening skills proving most challenging. Students particularly struggled to infer content from unfamiliar expressions, resulting in a difficulty rate of 72%. Speaking skills also posed challenges, particularly in determining the timing for introducing new ideas and in accurately pronouncing adjacent letters, with a 70% difficulty rate. Communication skills were less complex, with a 44% difficulty rate in exchanging ideas and responding to criticism. The study concluded that linguistic proficiency in Arabic among non-Arabic-speaking students varies by ethnic origin, with distinct challenges in listening and speaking. The developed measurement tool proved effective in assessing these skills and can be used to identify targeted language support needs among non-Arabic-speaking students in academic settings. Further research is needed to refine the tool and investigate additional factors that influence language acquisition.
Development Of Interactive Media iSpring Free To Improve Reading Skills In Elementary School/ تطوير وسيلة التفاعلية iSpring Free لترقية مهارة القراءة في المدراسة الابتدائية Baroro, Faidatul; Indrianto, Nino; Maulana, Asep; Maujud, Fathul
Ijaz Arabi Journal of Arabic Learning Vol 9, No 1 (2026): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v9i1.34932

Abstract

Reading skills are very important because they are the main basis for obtaining valid knowledge and information. By having good reading skills, you can understand the contents of the text in depth. Therefore, this study aims to improve the reading skills needed by elementary school students by using the development of interactive media iSpring Free. The background to this research is the low interest in reading and reading skills of students in learning Arabic, coupled with the use of traditional methods which are still dominant. The approach used is research and development (R&D) with the ADDIE model, which includes the stages of analysis, design, development, implementation and evaluation. The resulting product is an Android-based interactive learning media, developed using iSpring Free and equipped with attractive visual displays, audio, and various reading exercises. The results of the feasibility test by material experts obtained a score of 90%, while from media experts it was 92%. This media was then tested on 20 fifth grade students of Nurul Arifin Elementary School. Based on the questionnaire distributed, the level of student satisfaction with this media reached 90.82%. Most students felt that learning was more enjoyable, easy to understand, and not boring. The study's results showed that interactive learning media can significantly enhance students' reading skills. iSpring Free has proven to be effective in presenting materials more interestingly than conventional methods. Therefore, this media can be used as an alternative in learning Arabic at the elementary school level, especially in improving reading skills. However, optimal use of this media requires support from adequate technological infrastructure and teacher readiness in operating digital devices. Teacher training and strengthening of supporting facilities are the main keys so that this learning media can be used sustainably and effectively.
Active Learning Strategies In Arabic Language Teaching Between Theory And Practice In Public Education Institutions In The United Arab Emirates : A Descriptive Study Mohamed, Yuslina; Al Kasem, Ahmad Abdurrahman; Alribdi, Nada Ibrahim
Ijaz Arabi Journal of Arabic Learning Vol 9, No 1 (2026): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v8i3.33542

Abstract

Public education institutions in the United Arab Emirates are characterized by their continuous commitment to improving the quality of education and advancing the educational process in alignment with the demands of the modern era. In this context, the importance of conducting an analytical and descriptive study on the application of active learning in these institutions becomes evident. This research aims to understand the effectiveness of these strategies in achieving educational goals, developing students' skills, and engaging them in the learning process. This study aims to explore and analyze the implementation of active learning strategies in teaching Arabic language in public schools in the United Arab Emirates (UAE). It adopts a descriptive methodology, and the key findings highlight the ongoing dissemination of active learning culture, the evaluation of these strategies by the Ministry of Education, and the encouragement of teachers to integrate active learning strategies into their teaching practices.  
The Impact Of Perceptions On The Skill Of Using Maʿani Ḥuruf Al-Jarr Among The University Of Sultan Zainal Abidin’s Students/ أثر المدركات في مهارة استخدام معاني حروف الجرّ لدى طلبة جامعة السلطان زين العابدين Abdul Patah, Mohd Fadhlillah; Zulkifli, Abdul Salam; Mohd Yusuf, Mohd Affandi; Muhammad Sabran, Muhammad Syauqi
Ijaz Arabi Journal of Arabic Learning Vol 9, No 1 (2026): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v9i1.35882

Abstract

Ḥurūf al-Maʿānī are essential linguistic elements that connect explicit and implicit meanings within a sentence. However, Hurūf al-Jarr (Arabic prepositions) present significant challenges for students in terms of comprehension and mastery. Since there are twenty types of Hurūf al-Jarr, each carrying diverse meanings depending on the sentence context, which function as crucial supportive factors in addressing students’ weaknesses and improving their proficiency, this study aimed to examine the level of mastery among Arabic language students in understanding the Maʿānī Hurūf al-Jarr. Additionally, this study also investigated students’ perception levels as a potential social factor to determine their correlation with the mastery of the aforementioned matter. A cross-sectional survey method was employed with a population of 100 students from the Bachelor of Arabic Language Studies programme at Universiti Sultan Zainal Abidin, enrolled in the the 9th Semester of the 2024/2025 academic session. Research instruments included a questionnaire to assess the students’ perception level and a comprehension test to measure their mastery. The reliability index of the comprehension test was 0.82, while the questionnaire had a reliability value of 0.83, as measured by Cronbach's Alpha. Data were analyzed using both descriptive and inferential methods with SPSS software. Findings revealed that students had a weak level of mastery in maʿānī ḥurūf al-jarr (mean = 50.91%) and a moderate level of perception (mean = 3.38). A positive correlation was found between the level of perception and mastery (rr = 0.257, p 0.05). These results indicate a deficiency in students’ grasp of Arabic grammar and highlight the potential value of perception as an effective factor in this area.

Page 48 of 51 | Total Record : 506

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