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IJ-ATL (International Journal of Arabic Teaching and Learning)
Published by Universitas Nurul Jadid
ISSN : 25494813     EISSN : 2549368X     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
IJ-ATL (International Journal of Arabic Teaching and Learning) is international journal of arabic teaching and learning. This journal is published by the departement of arabic language education of Islamic Faculty, Nurul Jadid University, Probolinggo, East Java, Indonesia. Editors welcome scholars, researchers and practitioners of Arabic teaching and learning around the world to submit scholarly articles to be published through this journal. All articles will be reviewed by experts before accepted for publication. This journal encompasses original research articles and review articles, including: a) arabic teaching and learning strategies, b) technology and media of arabic teaching and learning, c) arabic linguistic, d) arabic history, e) arabic islamic culture, f) modern standard arabic, g) contemporary educational of arabic issues.
Arjuna Subject : -
Articles 8 Documents
 1 
Search results for , issue "Vol 7, No 2 (2023): Arabic Teaching and Learning" : 8 Documents clear
Management of the Arabic Language Teaching Program for Non-Native Speakers abdullah, maryam
JURNAL IJ-ATL Vol 7, No 2 (2023): Arabic Teaching and Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v7i2.5812

Abstract

Arabic language teaching for non-native speakers plays a pivotal role in building linguistic competence and intercultural understanding, especially within Islamic educational institutions. This study aims to explore the management of Arabic language teaching programs for non-native speakers at the secondary school level, with a focus on MTsN 3 Nganjuk as a case study. The background of this research lies in the need for effective educational management that ensures Arabic language learning remains structured, goal-oriented, and responsive to student needs. Employing a qualitative descriptive approach, data were collected through interviews with Arabic teachers, observations of classroom activities, and documentation analysis related to teaching plans and evaluations. The findings reveal that successful program management is marked by clear planning, adaptive curriculum design, innovative teaching methods, and systematic evaluation strategies. Teacher competency, administrative support, and student-centered learning models also contribute to the effectiveness of the program. In practice, this study underscores the importance of integrated program management in enhancing student motivation, engagement, and Arabic language proficiency. The implications suggest that a well-managed teaching program can provide a sustainable model for Arabic language instruction tailored to the needs of non-native learners in the context of secondary madrasahs.
Teacher Recruitment Management at Al-Azhar Arabic Language Course Pare Kediri Fikri, Maulana Ahsanul
JURNAL IJ-ATL Vol 7, No 2 (2023): Arabic Teaching and Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v7i2.3821

Abstract

One of the reasons for the success of education is that it has good management that manages this process. One of the educational institutions that has become famous for successfully teaching the Arabic language is the Al-Azhar Course for Teaching the Arabic Language located in Bari Kediri. Therefore, the researchers wanted through this research to describe the management of teacher recruitment in the Al-Azhar Course because of the teachers who are proficient in their fields. This research uses the qualitative approach. Data collection is done through observation, interview and documentation. The results of this research indicate that this institution has been well managed in teacher recruitment. This is done through four steps in total, which are: 1) Preparation; by preparing all the equipment for recruitment. 2) Implementation; by testing registrants from different types of tests. 3) Recruitment; by appointing accepted registrants as teachers according to the required admission requirements such as the educational course. 4) Evaluation, by observing the principal or others towards the education of the new teacher. After the teacher has been hired, the course takes care of the teacher; by specifying the provision of teacher care and professional development so that teachers are always motivated to improve their abilities in an academic and non-academic field. By managing recruitment on these patterns, qualified teachers are produced to teach Arabic using high quality human resources in Al-Azhar Bari Kediri Course.
Analysis of Students' Reading Strategies in Shaping Academic Success Muhammad, Kemas; Irmansyah, Irmansyah; Febiola, Errine Vira
JURNAL IJ-ATL Vol 7, No 2 (2023): Arabic Teaching and Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v7i2.5069

Abstract

This study aims to analyze the reading strategies applied by students in shaping academic success. The approach used is qualitative with a case study design, where data were collected through interviews, observations, and documentation. Data were analyzed using thematic analysis techniques based on the Miles and Huberman model, which allows the identification of key themes related to the implementation of reading strategies. The results of the study indicate that effective reading strategies contribute significantly to improving students' academic achievement by encouraging active participation, improving reading comprehension skills, and building students' self-confidence. This study highlights the role of teachers in supporting the implementation of these strategies and the importance of technology in strengthening the effectiveness of reading strategies. The implications of this study suggest that optimizing reading strategies is critical to academic success, and the integration of technology can strengthen these strategies, creating a more inclusive and supportive learning environment.
Evaluation of Teaching Speaking Skills Based on Interpersonal Intelligence Octriana, Leny
JURNAL IJ-ATL Vol 7, No 2 (2023): Arabic Teaching and Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v7i2.6650

Abstract

Teaching speaking skills in secondary education requires approaches that not only enhance verbal fluency but also align with students' social and emotional development. This study aims to evaluate the implementation of interpersonal intelligence-based strategies in teaching speaking skills and their effectiveness in improving students' oral communication competence. The background of this research stems from the need to develop speaking instruction methods that are interactive, student-centered, and responsive to individual communication styles. By emphasizing interpersonal intelligence, such as empathy, collaboration, and effective peer interaction, teachers are expected to foster a more engaging and emotionally supportive learning environment. This research employs a qualitative descriptive approach, collecting data through classroom observations, in-depth interviews with English teachers and students, and documentation of speaking activities. The findings reveal that the use of interpersonal strategies like role-playing, group discussions, and peer feedback significantly increases student participation, confidence, and speaking fluency. In practice, these strategies also reduce students’ anxiety and promote a stronger sense of connection within the classroom. The implications of this study suggest that integrating interpersonal intelligence in teaching speaking can serve as a powerful pedagogical foundation to support holistic communication skills development in secondary education.
Analysis of Non-Linguistic Problems in Arabic Language Learning for Beginner Students in the Intensive Arabic Language Education at Islamic Universities Masruhani, Hasna'i
JURNAL IJ-ATL Vol 7, No 2 (2023): Arabic Teaching and Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v7i2.5055

Abstract

In learning Arabic, several problems will be found in its implementation, especially for beginner learners in Arabic. This problem consists of linguistic problems and non -linguistic problems. This study will focus on non-linguistic problems which include elements of motivation, teacher competencies, time and language environment. The purpose of this study is to explain and describe the problems or problems encountered during Arabic learning for novice students in the Arabic Intensive Program in State Islamic University of Surabaya. In this study using descriptive qualitative methods with data collection techniques using structured interviews with three students from class B-16 who incidentally have a lack of ability in Arabic language as evidenced by the results of the placement test, a one of the Arabic Language Teachers in class B-16 results This study shows that non -linguistic problems in learning Arabic consist of motivation and interest in learning, learning facilities, teacher competencies, learning methods, lack of time, and learning environment.
Developing a Model for Teaching Speaking Skills Based on Cooperative and Contextual Learning Al Ghozali, M. Dzikrul Hakim; ., Mustamim; Bahrudin, Uril; ., Syuhadak
JURNAL IJ-ATL Vol 7, No 2 (2023): Arabic Teaching and Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v7i2.6740

Abstract

Teaching Arabic speaking skills to non-native learners is a fundamental component in fostering communicative competence and intercultural interaction, especially within Islamic education institutions. This study explores the development of a teaching model that combines cooperative learning strategies with contextual approaches to enhance beginner-level speaking proficiency. The research was conducted at Universitas KH. Abdul Wahab Hasbullah using a qualitative-descriptive method, with data gathered through classroom observation, interviews with lecturers and students, as well as documentation of instructional materials and speaking tasks. The findings indicate that the integration of cooperative learning through peer collaboration, role-plays, and group discussions and contextual scenarios such as market simulations and daily life dialogues creates a dynamic, learner-centered environment that encourages active language use and reduces performance anxiety. This model promotes spontaneous interaction, vocabulary development, and strategic language use while fostering learner autonomy and confidence. The study concludes that a cooperative-contextual model is not only pedagogically sound but also practically applicable, especially for institutions seeking low-cost, high-impact solutions for Arabic speaking instruction. The implications support the implementation of adaptive, engaging, and authentic speaking practices to optimize student outcomes in Arabic language learning.
Arabic Language Program Management at Dar Al-Lughah Wal-Quran Institute Busaka, Muhammad Farhan
JURNAL IJ-ATL Vol 7, No 2 (2023): Arabic Teaching and Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v7i2.5068

Abstract

Management is the process of implementing planning, organizing, choosing, and monitoring its implementation to achieve the desired goals. The objectives of the management process, of course, must start from how to understand oneself as a director or head of the institute, about how to style or art to emphasize, how to have the ability and skills, and the strategies that are used to accelerate the implementation process to achieve this goal, which can ultimately manage the desired results efficiently and effectively. This research aims to describe and know the planning, organization, implementation, and evaluation in the management of the Arabic language program at the Dar Al-Lugha Wal-Quran Institute. The method used by the researcher is the qualitative method with a descriptive approach, and its results are as follows: 1) Planning, determining the curriculum, determining the goals, and appointing the activities of the Arabic language environment. 2) Organization. Division of work for the supervisor in teaching the Arabic language and coordinating the responsibility of the supervisor. 3) Implementation by implementing Arabic language activities such as memorizing vocabulary, Arabic conversation, and presenting the Arabic lecture. 4) Evaluation of the linguistic exam, meaning the oral test for all activities.
Problems of Students and Teachers in Teaching Speaking Skills Hadisaputra, Prosmala; Thohri, Muhammad
JURNAL IJ-ATL Vol 7, No 2 (2023): Arabic Teaching and Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v7i2.5556

Abstract

يهدف هذا البحث إلى معرفة أشكال المشكلات التي تواجه التلاميذ والمدرسين في تعليم وتعلم مهارة الكلام باللغة العربية. هذا البحث هو البحث الوصفي النوعي بطريقة جمع البيانات من خلال الملاحظة والمقابلات والتوثيق واشتراك الباحث مباشرة في عملية التعليم والتعلم من مهارة الكلام باللغة العربية. تم تحليل البيانات التي تم الحصول عليها عن طريق التحليل الوصفي، وهو تحليل يهدف إلى تصوير الأحوال والحوادث والوثائق المتعلقة بعنوان البحث وقد حصل هذا البحث على لمحة عامة عما هو تركيز البحث، وهي المشكلات التي يوجهها المدرسون: (۱) مشكلات في تنظيم الطلاب الذين لديهم قدرات مختلفة في اللغة العربية بسبب الاختلافات في الخلفية التعليمية. (۲) انخفاض حماس الطلاب للتعلم. (۳) مشكلات في شرح نطق الحروف الهجائية ليس لها ما يعادلها في الأبجدية (٤) مشكلات شرح قواعد النحو والصرف التي ليس لها أي شيء مشترك في تركيب اللغة الإندونيسية في حين أن المشكلات التي يوجهها الطلاب هي (1) مشكلات في تركيب جمل جيدة وصحيحة عند التحدث أو التكلم (٢) الخوف من الخطأ عند التحدث أو التكلم (٣) قاسية ولا يفصح التحدث (1) مشكلات في ترجمة تعبيرات المحاور مباشرة بسبب نقص المفردات.

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