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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 9 Documents
 1 
Search results for , issue "Vol 9, No 2 (2025): Arabic Teaching And Learning" : 9 Documents clear
Utilization Of Audio-Visual Teaching Materials In Learning Sharaf Muzakki, Moh Akbar; Taufiqurrahman, R; Ifawati, Nur Ila
JURNAL IJ-ATL Vol 9, No 2 (2025): Arabic Teaching And Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v9i1.11329

Abstract

The rapid development of digital technology has transformed traditional Arabic learning into a more interactive and student-centered process. This study aims to analyze the use of audiovisual teaching materials in Sharaf (Arabic morphology) instruction and their impact on students’ cognitive engagement and comprehension. Using a qualitative case study design, data were collected through interviews, observations, and document analysis in Arabic language classes implementing digital media integration. The findings reveal that animated morphology charts, narrated videos, and interactive slides effectively enhance students’ retention, recall accuracy, and motivation. Moreover, multisensory engagement through synchronized visual and auditory input supports a more profound understanding of morphological transformations. The study contributes to digital Arabic pedagogy by presenting a model of sustainable, multimodal instruction. It recommends continued development of context-based audio-visual materials to strengthen learner autonomy and ensure long-term pedagogical innovation in Arabic linguistic education.
The Effectiveness of Using Matching Cards in Enhancing Students’ Interest in Learning Arabic Salma, Mutiara Dwi; Baihaqi, M; Huda, Hisbullah; Rofiq, Ainur
JURNAL IJ-ATL Vol 9, No 2 (2025): Arabic Teaching And Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v9i1.12531

Abstract

This study tested the effectiveness of matching cards in increasing interest in learning Arabic for eighth-grade students at MTsN 2 Surabaya. The background was that monotonous Arabic learning methods made students less interested. Using quantitative and quasi-experimental methods, this study used tests, observations, and questionnaires. The results showed a sharp increase in student interest and grades after using matching cards, as evidenced by a t-test with significant results (<0.05) and an average increase of 13.545 points. This indicates that interactive media such as matching cards are effective in making learning Arabic more varied, enjoyable, and increasing student motivation and achievement. The results of this study also provide practical implications for teachers in developing more creative and innovative learning strategies. Matching cards can be used as an alternative method for teaching vocabulary, which is often considered difficult and boring. Through game activities, students not only practice memorizing words but also engage in aspects of cooperation, communication, and social interaction in the classroom. Thus, the learning process not only focuses on cognitive aspects but also builds motivation, positive attitudes, and social skills. This study recommends the use of similar media in other subjects to create a fun and effective learning environment
Improving Speaking Skills Through the Use of YouTube "Arabic Podcast" Among Graduate Students of Higher Education Idrisa, Zair; Machmudah, Umi; Yurisa, Penny Respati
JURNAL IJ-ATL Vol 9, No 2 (2025): Arabic Teaching And Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v9i2.12060

Abstract

Speaking skill development in Arabic learning often faces challenges related to anxiety, limited practice opportunities, and lack of exposure to authentic spoken language. This study aims to explore graduate students’ lived experiences in using YouTube Arabic Podcasts for developing maharah kalam. Employing a qualitative phenomenological approach, the study involved graduate students as participants, with data collected through in-depth interviews and classroom observations and analyzed thematically. The findings reveal that students experience YouTube Arabic Podcasts as a flexible and learner-controlled medium that supports autonomous speaking practice. Repeated exposure to authentic pronunciation and intonation reduces speaking anxiety, enhances confidence, and gradually improves fluency. Students also demonstrate a shift in speaking orientation, prioritizing meaning-making over grammatical perfection. The novelty of this study lies in its phenomenological insight into the psychological and experiential dimensions of podcast-based Arabic speaking learning. The findings imply that integrating Arabic podcasts into speaking instruction can foster a more communicative, confidence-oriented, and learner-centered approach to maharah kalam development.
The Effectiveness of Concept Mapping–Based Shorof Instruction in an Islamic Boarding School Context S., Siti Mahmudah; Warfali, Suliman H. Suliman El; Smeer, Zeid B.
JURNAL IJ-ATL Vol 9, No 2 (2025): Arabic Teaching And Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v9i2.11549

Abstract

The instruction of Sharaf in many Islamic boarding schools remains dominated by teacher-centered and memorization-based methods, resulting in low student engagement and limited conceptual mastery. This study aims to examine the effectiveness of the concept mapping method in improving students’ learning outcomes and motivation in shorof instruction. Employing a mixed-methods approach with an embedded quasi-experimental design, the research was conducted at the Islamic Boarding School , involving 24 third-semester students divided into experimental and control groups. Data were collected through observations, interviews, pretests, posttests, questionnaires, and documentation. The findings reveal a significant improvement in the experimental class, with the average score increasing from 63.42 to 90.50, compared to the control class (71.67 to 80.67). Statistical analysis confirmed effectiveness (sig. = 0.014 < 0.05), supported by a high student satisfaction rate (90.3%). This study contributes empirical evidence on the application of concept mapping in shorof learning and recommends its integration into pesantren-based Arabic instruction to enhance conceptual understanding and learner engagement.
Implementation of the Mimicry-Memorization Method through flashcards in learning Arabic vocabulary Sholihah, Desy Abidatus; Hanifah, Umi
JURNAL IJ-ATL Vol 9, No 2 (2025): Arabic Teaching And Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v9i2.12541

Abstract

Arabic vocabulary mastery is a critical factor in developing students’ language competence and communication skills. This study aimed to examine the implementation of the Mimicry-Memorization method assisted by flashcards to enhance Arabic vocabulary learning. The research employed a qualitative phenomenological case study involving eighth-grade students, an Arabic teacher, and the school principal. Data were collected through participant observation, in-depth interviews, and documentation, then analyzed using interactive data analysis and triangulation to ensure validity. Findings revealed that integrating Mimicry-Memorization with flashcards increased students’ motivation, fostered interactive classroom participation, and improved vocabulary retention, as evidenced by worksheets, quizzes, and classroom activities. The study’s novelty lies in combining auditory imitation, structured repetition, and visual stimuli to create a holistic learning approach. Practically, the findings provide guidance for teachers to design engaging, student-centered vocabulary lessons. The research implies that multimodal strategies can enhance language acquisition and support long-term retention in Arabic learning.
Interactive Wordwall Media for Developing Arabic Vocabulary and Speaking Skills in Madrasah Nuryaningtyas, Henny; Djamilah, Wulan Indah Fatimatul
JURNAL IJ-ATL Vol 9, No 2 (2025): Arabic Teaching And Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v9i2.12533

Abstract

Arabic language learning in Islamic secondary schools often faces challenges related to limited vocabulary mastery and low speaking confidence. Vocabulary is a fundamental component of maharah kalam, yet it is frequently taught through rote memorization that does not support active oral use. This study aims to examine how interactive Wordwall media enhances Arabic vocabulary mastery through speaking activities. Employing a qualitative case study design, the research also involved one Arabic teacher, ten eighth-grade students, and one curriculum coordinator. Data were collected through classroom observations, semi-structured interviews, and documentation, and analyzed using data condensation, data display, and verification. The findings reveal that Wordwall enhances students’ active use of Arabic vocabulary, increases observable engagement in speaking activities, and supports students’ confidence in maharah kalam. The novelty of this study lies in its integrative approach that connects vocabulary mastery, engagement, and speaking confidence through interactive digital media. The study recommends integrating Wordwall into Arabic speaking instruction to foster communicative competence and supportive learning environments.
Effectiveness of Flipped Classroom–Based Instruction for Developing Arabic Reading Skills Malik, Lalu Maulana; Bakhit, Bakri Muhammad; Chamidah, Dewi
JURNAL IJ-ATL Vol 9, No 2 (2025): Arabic Teaching And Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v9i2.12336

Abstract

Reading skill (maharatul qirā’ah) is a fundamental component of Arabic language learning, yet many students experience difficulties due to limited vocabulary mastery and low reading fluency. This study aims to determine the effectiveness of the “flipped classroom” model in improving Arabic reading skills among 5th-grade B students at Madrasah Diniyah Darul Muhajirin. The method employed a quasi-experimental nonequivalent control group design. The sample comprised 60 students, divided into an experimental and a control class. Data collection techniques included oral tests, pretest and posttest written assessments, questionnaires, and observations. The data analysis technique uses SPSS assistance. The results showed an increase in the experimental class's average posttest score to 85.5, compared with the pretest score of 74.8. Meanwhile, the control class did not show a significant increase. The result of the t-test (Sig. 2-tailed) is 0.000. Since the calculated t-value is greater than the critical t-value at the 1% significance level (2.392) and the 5% significance level (1.671), the null hypothesis (H₀) is rejected. The alternative hypothesis (Hₐ) is accepted. These findings suggest that the "flipped classroom" is a practical approach to enhance the quality of Arabic language instruction, particularly in the aspect of maharah qirā’ah at-tafailiyah (interactive reading skills). This study contributes empirical evidence that the flipped classroom model effectively enhances pronunciation accuracy, reading fluency, and text comprehension in Arabic reading instruction. It is recommended that educators integrate flipped learning strategies to promote active, independent, and meaningful Arabic language learning. 
Scrabble-Mediated Collaborative Learning to Enhance Arabic Writing Skills among Senior High School Students Muhammad, Kemas; Syarifah, Khilda Jannati; Jumhur, Jumhur; Elega, Daud Abdul Quadir
JURNAL IJ-ATL Vol 9, No 2 (2025): Arabic Teaching And Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v9i2.14232

Abstract

This study investigates the implementation of collaborative learning–based Mahārah Kitābah instruction using Scrabble media for eleventh-grade students. The scope of this research focuses on improving students’ Arabic writing skills through collaborative activities supported by educational game media. The objective of this study is to examine the effectiveness of Scrabble media in collaborative learning and to analyze students’ responses to the learning process. This research employed a quasi-experimental design involving an experimental class and a control class. Data were collected through pre-tests and post-tests, questionnaires, interviews, and classroom observations. The experimental class was taught using collaborative learning with Scrabble media, while the control class received conventional instruction. The quantitative results show that the post-test mean score of the experimental class was 77, which was higher than that of the control class with a mean score of 67. Furthermore, the independent sample t-test results indicate a significant difference between the two classes with a Sig. (2-tailed) value of 0.000, confirming the effectiveness of the treatment. Qualitative data obtained from questionnaires and interviews reveal that students responded positively to the use of Scrabble media, particularly in enhancing motivation, vocabulary mastery, collaboration, and confidence in writing Arabic. Classroom observations also demonstrate increased student participation during the learning process. In conclusion, collaborative learning–based Mahārah Kitābah instruction using Scrabble media is effective in improving students’ Arabic writing skills and fostering a more engaging learning environment.
The Role of Role Play Method in Grade 8 Students’ Mastery of Maharat Kalam Azzaroh, Asyifa; Nu'man, Mohammad
JURNAL IJ-ATL Vol 9, No 2 (2025): Arabic Teaching And Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v9i2.12565

Abstract

Arabic speaking skills (maharah al-kalam) are crucial for effective communication and learning in Islamic education. This study aimed to examine how the role-play method influences Grade 8 students’ mastery of maharah al-kalam. A qualitative case study was conducted involving five students and two Arabic teachers, with data collected through interviews, classroom observations, and documentation. The findings revealed that role play significantly increased students’ speaking confidence, promoted active participation, and expanded vocabulary during interactive sessions. The study contributes to the understanding of effective, student-centered learning strategies in Islamic education, particularly in contexts combining traditional values with modern pedagogical approaches. Practically, the results suggest that implementing structured role play activities can enhance oral proficiency, engagement, and communication skills, providing teachers with actionable strategies to foster more interactive and meaningful Arabic learning experiences.

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