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An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab
Published by Institut Agama Islam Negeri Metro Lampung
ISSN : 19071183     EISSN : 25812815     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
An-Nabighoh Is an Arabic education and learning journal published by the IAIN Metro Lampung. The editors invite experts and academics to contribute their manuscripts, whether in the form of research results, in-depth opinions, book reviews relating to Arabic education and learning themes. This journal is published periodically twice a year as a vehicle for scientific communication around Arabic language education and learning written in Arabic.
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Articles 213 Documents
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The Relationship between Language Attitude and Communicative Performance in Arabic Language Learning Fatwa Arifah; Puti Zulharby; Haniah Haniah; Abeer Salaheldin Heider
An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 28 No 1 (2026): An Nabighoh
Publisher : Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/an-nabighoh.v28i1.21-46

Abstract

Background: Arabic language learning in Indonesian higher education occupies a distinctive position because it is linked not only to academic development but also to religious and cultural identity. Despite generally positive attitudes toward Arabic, many students continue to struggle with utilizing the language effectively in authentic communication. Research Objectives: This study aims to examine and explain the relationship between students’ language attitudes and their communicative performance in Arabic learning. Methodology: This study employed an explanatory sequential mixed-methods design. The quantitative phase involved 166 students from the Arabic Language Education programs at Universitas Negeri Jakarta and UIN Alauddin Makassar, selected through purposive sampling. Data were collected using a 30-item Likert-scale questionnaire and analysed through descriptive statistics, Pearson correlation, and ANOVA. The qualitative phase involved semi-structured interviews with selected participants; these data were thematically analyzed to explain the quantitative findings. Results: The results revealed a strong and statistically significant positive correlation between language attitude and communicative performance (r = 0.650, p < 0.01). Although 57.8% of students demonstrated highly positive attitudes toward Arabic, only 17.5% achieved high communicative performance. The qualitative findings further indicated that communicative performance was influenced by educational background, institutional environment, confidence, and opportunities for authentic interaction. Unique Contribution: This study contributes empirical evidence to the literature on language attitude and communicative behaviour by examining Arabic language learning in the underexplored context of Indonesian higher education through a mixed-methods approach. Conclusion: While positive language attitudes provide a crucial foundation for Arabic proficiency, their pedagogical impact is contingent upon the availability of communicative, interactive, and contextually meaningful learning environments. Recommendations: Further studies are recommended to examine additional contextual and affective variables, such as anxiety, classroom interaction, and willingness to communicate, that may mediate the relationship between language attitude and communicative performance.
Arabic Language Education Discourse Based on MBKM Curriculum: A Systematic Literature Review Wahyu Hanafi Putra; Haruna Abubakar Haruna; Kunti Nadiyah Salma; Anisatu Thoyyibah
An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 28 No 1 (2026): An Nabighoh
Publisher : Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/an-nabighoh.v28i1.71-98

Abstract

Background: Arabic Language Education (ALE) in Indonesia is undergoing a paradigm shift under the Merdeka Belajar–Kampus Merdeka (MBKM) framework, which emphasizes flexible, outcome-oriented, and collaborative learning. However, scholarly discourse on its interpretation and implementation remains fragmented, especially regarding pedagogical adaptation, stakeholder readiness, and inclusivity. Research Objectives: This study aims to analyze the dominant discourse of ALE within the MBKM curriculum framework and to identify gaps that require further scholarly attention. Methodology: The study employed a Systematic Literature Review (SLR) design, selecting total of 25 peer-reviewed journal articles published by Indonesian domestic publishers between 2020 and 2024 based on rogorous inclusion and exclusion criteria. The review process followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework and involved digital library searches through Open Journal Systems, keyword identification, and keyword operationalization. Data were analyzed through quality assessment, relevance screening, and thematic classification to ensure consistency, validity, and reliability in article selection and interpretation. Results: The findings reveal that the dominant discourse on MBKM-based Arabic Language Education centers on opportunities and challenges, as well as teacher and student competencies. These themes are closely related to curriculum document analysis, stakeholder perceptions, students’ knowledge development, and the acceleration of MBKM implementation in both higher education and Islamic boarding schools. Gender equity, however, remains underexplored. Unique Contribution: This study maps the evolving landscape of MBKM-based ALE while highlighting the limited integration of gender-responsive perspectives, an issue rarely foregrounded in previous reviews. Conclusion: MBKM has broadened the orientation of Arabic Language Education toward more adaptive and collaborative learning, yet its discourse remains concentrated on implementation and competency issues. Recommendations: Future studies should develop empirical and policy-oriented investigations on gender-responsive MBKM practices through inclusive learning materials, character education, diverse learning activities, and stronger collaboration with governmental and educational institutions.
The Communicative Approach Enhancing Speaking Skill: Implementation in the Matriculation Class of Darussalam Gontor University Gautama Veri Vetiana; Umi Machmudah; Dewi Chamidah; Moh. Buny Andaru Bahy; Bakri Muhammad Bakheet; Umma Fatayati
An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 28 No 1 (2026): An Nabighoh
Publisher : Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/an-nabighoh.v28i1.99-126

Abstract

Background: Arabic learning at Islamic Religious Colleges focuses on speaking proficiency, but matriculation students often face obstacles when adapting. To overcome this, communicative methods are needed that emphasize active interaction and practical language practice, both in the classroom and in the dormitory. Research Objectives: This study aims to reveal the effectiveness of applying communicative methods in improving Arabic speaking skills among matriculation class students at Darussalam Gontor University. Methodology: This research employs a qualitative approach with a case study design. Data were collected through observation and semi-structured interviews. Informants were selected purposively and consisted of the language development directorate, lecturers, tutors, students, and dormitory managers. The data were analyzed systematically to understand the implementation process and its impact on students’ speaking abilities. Results: The findings indicate that the application of communicative methods improves students’ Arabic speaking skills and encourages active participation throughout the learning process. Students become more confident in using Arabic in classroom interaction and daily communication. Supporting elements such as the language environment, daily vocabulary programs, and learning motivation strengthen the effectiveness of the method. However, several challenges appear, particularly the heterogeneous educational backgrounds of students which influence their initial language proficiency. Unique Contribution: This study provides empirical insight into how communicative methods function in an intensive language environment that integrates classroom learning with dormitory-based language practice. The research highlights the role of institutional language policies and daily vocabulary programs in supporting communicative language learning. Conclusion: The study confirms that a consistently implemented communicative approach can increase students’ confidence and improve Arabic speaking skills naturally. Continuous interaction and contextual language use play a central role in developing students’ oral proficiency. Recommendations: Educational institutions should design Arabic language curricula that integrate communicative learning strategies with a structured language environment. Institutions should also provide consistent speaking practice, vocabulary enrichment programs, and motivational support to accommodate students with diverse educational backgrounds.

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