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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 547 Documents
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Implementing The CALLA Framework And Metacognitive Approach To Overcome Difficulties In Mastering Arabic Vocabulary Nadiah Abd Rahim; Nadhilah Abdul Pisal; Ummi Syarah Ismail; Nurazan Mohd Rouyan
Ijaz Arabi Journal of Arabic Learning Vol 9, No 2 (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.v9i2.38468

Abstract

The issue of Arabic vocabulary mastery has long been a concern among researchers and educators. In Malaysia, students’ limited proficiency in Arabic vocabulary remains a persistent challenge across both school and higher education settings. Two primary shortcomings have been identified in the teaching and learning of Arabic vocabulary: (1) the lack of explicit implementation of vocabulary learning strategy training, and (2) insufficient exposure to effective vocabulary learning strategies. This paper aims to examine the challenges faced by Malaysian students in mastering Arabic vocabulary and to explore how the Cognitive Academic Language Learning Approach (CALLA) and metacognitive approach can serve as effective interventions, based on secondary sources. Students who receive explicit instruction in vocabulary learning strategies are more likely to develop greater metacognitive awareness in selecting and applying appropriate strategies, thereby improving their ability to self-regulate and manage the vocabulary learning process effectively. This paper contributes to a deeper understanding of effective vocabulary instruction strategies and offers pedagogical implications for enhancing comprehension and reducing learner errors in Arabic vocabulary learning.
Speech Acts In Ibn Sibt Al-Ta'awidhi's Poem A Pragmatic Study/ الفعل الكلامي في رائية ابن سبط التعاويذي دراسة تداولية Salah Mohsin Hazim Abdul Kareem
Ijaz Arabi Journal of Arabic Learning Vol 9, No 2 (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.v9i2.39433

Abstract

This research aims to uncover the pragmatic dimensions of Ibn Sibt al-Ta'awidhi's (d. 584 AH) ode by analyzing its speech acts as linguistic components that perform performative functions extending beyond verbal structure to the intended effect on the recipient. The study is based on the pragmatic approach as a theoretical framework, drawing on speech act theory as formulated by Austin and Searle, and its representational, directive, expressive, obligatory, and declarative classifications, to reveal how the poet employs poetic language to perform acts of influence, persuasion, and rapprochement with authority. It also utilizes modern concepts linking language and social context, such as those of Grice and Bourdieu, highlighting the relationship between poetic utterance and the requirements of the situation and symbolic hegemony. The research concludes that Ibn Sibt al-Ta'awidhi's ode is a significant model of the intersection of poetry and pragmatics, as the speech acts within it vary according to the poet's intentions and the functions of the discourse. The representative acts establish praise as a discourse of truth and loyalty, while the directive acts work to win over the recipient and convince him of the legitimacy of the Caliph. As for the expressive acts, they reveal the sincere emotion and emotional belonging, while the obligatory and advertising acts are responsible for consolidating the image of the poet committed to serving the Sultan.
Integrating Padlet In Arabic Language Learning To Improve Students' Speaking Skills at UniSZA Nor Zahidah Ahmad; Ruhiyah Sakinah Kayati; Hazrati Yahaya; Ibrahim Youssef Abdelhamid; Ragab Ragab Ibrahim Ahmed Awad
Ijaz Arabi Journal of Arabic Learning Vol 9, No 2 (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.v9i2.40830

Abstract

This study aims to assess the proficiency level of Arabic speaking skills among students of the Faculty of Contemporary Islamic Studies at Universiti Sultan Zainal Abidin (UniSZA) who are enrolled in Arabic language courses as core faculty subjects. This study is important as the findings will enable Arabic language instructors to identify weaknesses and factors influencing students' achievements, thereby improving teaching and learning techniques in the classroom. The study was conducted with 80 first-year bachelor’s degree students in Islamic Studies at the Faculty of Contemporary Islamic Studies, currently taking the Maharah al-Istima’ wa al-Kalam course at the Gong Badak campus. This study adopts a descriptive qualitative approach. The collected data will be analyzed using content analysis and descriptive analysis methods. Triangulation methods comprising of methodology, time, and sources are also utilized for data verification, including videos of group activities by the students. In conclusion, this study aims to identify students’ ability in acquiring foreign language, especially speaking skills through interactive e-learning language activities. This study will also suggest effective learning and teaching strategies and approaches for mastering the Arabic language, particularly speaking skills, among non-native speakers. 
The Teachers’ Efficacy In Employing Teaching Tools To Teach Arabic At the South Eastern University Of Sri Lanka/ فعالية المعلمين في توظيف الوسائل التعليمية لتعليم اللغة العربية في جامعة جنوب شرق سريلانكا Fathima Sabrina Abdul Azeez
Ijaz Arabi Journal of Arabic Learning Vol 9, No 2 (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.v9i2.41507

Abstract

Arabic is considered one of the most important languages in the world. It is the language of the Holy Quran and the language of Islamic civilization. It is also a living language that constantly evolves and renews itself. The teacher is the cornerstone of teaching this language and transmitting it to successive generations. The teacher plays a pivotal role in guiding students toward learning Arabic and acquiring its various skills. To achieve this, the teacher relies on a diverse range of educational tools that help deliver information effectively and engagingly. Evaluating the effectiveness of these educational tools in achieving learning objectives is crucial, as it contributes to developing teaching methods and improving learning outcomes. Hence, this research aims to evaluate the effectiveness of using teaching tools in improving students' proficiency in various Arabic language skills (reading, writing, listening, and speaking) at the South Eastern University of Sri Lanka. The research employs a descriptive-analytical approach, utilizing a closed-ended questionnaire administered to both students and teachers. Data analysis is then conducted using the Statistical Package for the Social Sciences (SPSS). The results reveal that the use of teaching tools led to a significant improvement in students' proficiency across all language skills, particularly reading and writing. These findings indicate that the use of teaching tools in the South Eastern University of Sri Lanka is an effective method in teaching Arabic, and it is recommended that teachers be trained in their effective use and integrated into the curriculum.
The Role Of Teaching Aids In Supporting Differentiated Pedagogy Among Arabic Language Teachers Muhamad Iman Wedad Dawod; Mohammad Taufiq Abdul Ghani
Ijaz Arabi Journal of Arabic Learning Vol 9, No 2 (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.v9i2.39958

Abstract

21st-century education demands that educators cater to the diversity of student potential, particularly following the abolition of the class streaming system in 2019, which created mixed-ability classes. However, the unreadiness of Arabic language teachers, who often remain bound by traditional methods, has been found to hinder the student learning process. Therefore, this study aims to explore the role and integration of Teaching Aids in supporting the implementation of Differentiated Pedagogy among Arabic language teachers. This qualitative study employs a case study design using semi-structured interviews with experienced Arabic language teachers at Jawahir Al-Ulum Religious High School, Johor. The data analysis outlined four main themes: selection strategies for Teaching Aids based on student inclination and cognitive levels; effective characteristics of Teaching Aids encompassing real materials and multimedia; suitability measurement mechanisms through teacher reflection; and implementation challenges involving resource, time, and training constraints. Overall, the study concludes that Teaching Aids function as a critical strategic instrument, not merely a support tool, in bridging student cognitive gaps. The implications suggest that teacher training programs should be empowered with innovations in Teaching Aid development to ensure a more effective and inclusive implementation of Differentiated Pedagogy in Arabic language education.
Errors In Writing Educational Research Papers For Masters And Doctoral Degrees Specialization In Arabic Language Curriculum And Teaching Methods Faculty In Egypt/ الأخطاء في كتابة البحوث التربوية في الماجستير والدكتوراه تخصص المناهج وطرق تدريس اللغة العربية في مصر Abdulrahman Mohsen Hassan
Ijaz Arabi Journal of Arabic Learning Vol 9, No 2 (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.v9i2.38485

Abstract

AbstractAdhering to scientific methodology and sound scientific writing rules is a fundamental requirement when writing Master's theses and Doctoral dissertations. However, the recurrence of errors often limits the quality and utility of such research. This study focused on educational research within the specialization of Curriculum and Instruction of Arabic Language. It aimed to elevate the standard of such research by identifying common errors, presenting authentic examples, and guiding researchers on how to avoid them. The study employed a descriptive method, utilizing qualitative content analysis supplemented by descriptive statistics to determine error frequencies. It analyzed a comprehensive census of all 30 Master's theses and Doctoral dissertations submitted to the Department of Curriculum and Instruction of Arabic Language at a Faculty of Education in Egypt during the last three years, from 2023 to 2025. Thus, the sample represented the entire research population during that period. For analysis purposes, a content analysis checklist was developed, and its validity and reliability were verified. Results revealed 64 types of methodological and linguistic errors across 20 research elements, including the problem statement, terminology, and language. Prominent errors included formulating a nonresearchable question, citing secondary sources in defining terms, and errors in writing hamzat al-wasl and hamzat al-qat' (Arabic orthography). The study proposed corrective models for these errors. It recommended adding language courses to graduate programs, especially related to academic language, and providing applied training in scientific writing. It also proposed developing a list of scientific research standards based on the identified errors to guide future evaluative studies.
Local Wisdom Rhetoric In Teacher Character Formation: A Balaghah-Based Instructional Model For Arabic Language Education Students Using Bugis Pappaseng Haniah Haniah; A-eshah Waemamah; Fachrul Ghazi
Ijaz Arabi Journal of Arabic Learning Vol 9, No 2 (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.v9i2.40268

Abstract

This study aims to develop a local-wisdom-based balaghah instructional model as part of the conceptualization of Balaghah Nusantara, integrating classical Arabic rhetorical theory with Bugis cultural values expressed in pappaseng texts. The main problem in university-level Balaghah instruction lies in its cognitive-theoretical orientation, which neglects the affective and character-building dimensions. Employing a Design-Based Research (DBR) approach through design, limited implementation, evaluation, and refinement stages, this study analyzes three principal pappaseng using taḥlīl balāghī (maʿānī–bayān–badīʿ) and pragmatic stylistics methods. The findings reveal that pappaseng contains rhetorical structures such as istiʿārah tamthīliyyah, kināyah ‘an sifah, uslūb al-qasr, and ijāz, which embody the core Bugis values of siri’ (integrity), pacce (empathy), lempu’ (honesty), paccing (purity), and reso’ (diligence). The synthesis led to the formulation of the Local-Wisdom-Based Balaghah Model (BBKL–PBA) or Ethno-Balaghah Pedagogy, positioning pappaseng as a rhetorical reading, value reflection, and discourse-production medium for Arabic language education students. The study concludes that pappaseng Bugis functions as both an epistemic and pedagogical device in forming ethically grounded Arabic language teachers while reinforcing the conceptual foundation of Balaghah Nusantara as a culturally rooted paradigm of Islamic rhetoric.

Page 55 of 55 | Total Record : 547

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