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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 151 Documents
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Interactive Wordwall Media for Developing Arabic Vocabulary and Speaking Skills in Madrasah Henny Nuryaningtyas; Wulan Indah Fatimatul Djamilah
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.
Evaluating Kahoot-Based Assessment in Arabic Language Final Exam at Madrasah Aliyah Yulyana Dewi Nabilah; M. Abdul Hamid; Nur Hasan
JURNAL IJ-ATL Vol 10, No 1 (2026): Arabic Teaching and Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v10i1.13398

Abstract

The use of digital tools such as Kahoot! in Arabic language examinations opens up new opportunities to improve assessment efficiency, increase student participation, and align assessment practices with contemporary educational demands. This study examines the validity, reliability, and implementation of a Kahoot-based assessment in the Arabic final exam at Madrasah Aliyah Bilingual Batu. The aim is to evaluate the quality of the test items and understand how students respond to the use of Kahoot in a formal exam setting. Using a descriptive quantitative method, the study analyzed item validity, reliability, and student perceptions through expert review, statistical tests, and a questionnaire. The findings show that the exam instrument achieved very high validity (94%) and strong reliability (α = 0.834). The student perception questionnaire also showed high validity (91%) and good internal consistency (α = 0.845). Students reported feeling more motivated, less anxious, and more comfortable during the test when using Kahoot, suggesting that digital game-based assessments can make Arabic exams more engaging and less stressful. However, several challenges were found, including unstable internet connections and limited time for answering questions. It indicates that Kahoot need more careful calibration of time limits, infrastructural readiness, and other supplementary assessment to achieve a balanced evaluation tools. Overall, the study shows that Kahoot has strong potential to help schools adopt digital assessment.
Effectiveness of Flipped Classroom–Based Instruction for Developing Arabic Reading Skills Lalu Maulana Malik; Bakri Muhammad Bakhit; Dewi Chamidah
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 Kemas Muhammad; Khilda Jannati Syarifah; Jumhur Jumhur; Daud Abdul Quadir Elega
JURNAL IJ-ATL Vol 10, No 1 (2026): Arabic Teaching and Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v10i1.14232

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 Asyifa Azzaroh; Mohammad Nu'man
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.
Redefining Medieval Balaghah Epistemology: Theoretical Transformations In The Syarah and Hasyiyah Traditions Aang Saeful Milah; Sulistiani Sulistiani; Uum Umaroh Husaeni; Mugiroh Mugiroh; Insan Ramadhan
JURNAL IJ-ATL Vol 10, No 1 (2026): Arabic Teaching and Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v10i1.13656

Abstract

This study reconstructs the epistemology of medieval Balaghah. Its aim is to deconstruct the Western-centric narrative that labels the era of commentary (commentary tradition) as a phase of intellectual decline (‘ashr al-inhithath). Specifically, this study maps the theoretical transformations in three branches of Balaghah resulting from the integration of formal logic (manthiq). The method used is qualitative with a historical-philosophical approach. The researcher applies Michel Foucault’s theory of the archaeology of knowledge to analyze the corpus of primary texts (turats), ranging from the works of Al-Sakkaki (d. 626 AH), Al-Qazwini (d. 739 AH), to the authoritative commentaries by Al-Taftazani (d. 793 AH) and Al-Jurjani al-Syarif (d. 816 AH). Analysis of six cross-cluster cases reveals a robust conceptual refinement. The Syarah and Hasyiyah traditions are shown to operate as independent internal critical ecosystems through the "wa fihi nazhar" method. The integration of syllogism successfully transformed the concept of rhetoric originally subjective and based on linguistic taste (al-dzauq) into deterministic-universal linguistic rules. This is evident in the formalization of the cognitive conditions of Kalam Insya’ and the tightening of the criteria for Qarinah at the level of rational-certain clarity (al-zhuhur al-'aqli). The theoretical implications of this research call for a historiographical repositioning to dismantle the dichotomy between the literary (adabi) and logical ('ilmi) approaches. Practically, this research recommends reforming the global Arabic rhetoric curriculum to appreciate traditional commentarial texts as the pinnacle of logical-linguistic intelligence.
The Integration of Technology in Arabic Language Instruction at the Madrasah Aliyah Level Dasep Bayu Ahyar; Ilham Hilmi Salim; Naima Salem Alzletni
JURNAL IJ-ATL Vol 10, No 1 (2026): Arabic Teaching and Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v10i1.13282

Abstract

The integration of technology has become increasingly important in contemporary Arabic language education because it shapes how students access, process, and engage with learning materials. This study aimed to examine how technology is integrated into Arabic language instruction at the Madrasah Aliyah level, focusing on forms of implementation, pedagogical functions, and instructional challenges. The study employed a qualitative case study design involving six informants consisting of one vice principal, two Arabic language teachers, and three students. Data were collected through classroom observation, semi-structured interviews, and documentation, and analyzed using data condensation, reduction, display, and verification. The findings show three main patterns: digital administration through the PIESA application, limited classroom technology use mainly for presentation, and teachers’ digital literacy challenges in pedagogical application. The novelty of this study lies in examining technology integration as an institutional and instructional process. The findings suggest the need for sustained professional development and pedagogically oriented technology support.
The Effect of Game-Based Learning Strategies on Arabic Vocabulary Acquisition and Speaking Skills among Male Undergraduate Students K M A Ahamed Zubair; Pichchai Mohideen Hamthoon
JURNAL IJ-ATL Vol 10, No 1 (2026): Arabic Teaching and Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v10i1.14393

Abstract

This study investigates the effectiveness of game-based learning strategies in improving Arabic vocabulary acquisition and speaking skills among undergraduate learners. The research aimed to examine how crossword puzzles, Quizizz-based formative assessment, and word-guessing games influence vocabulary mastery, speaking performance, and learner engagement. A Classroom Action Research design was employed involving 30 male undergraduate students aged 18–22 years, using two iterative cycles of planning, action, observation, and reflection. Data were collected through vocabulary tests, speaking assessments, Quizizz performance records, observation sheets, and questionnaires. The findings revealed significant improvement in vocabulary scores from 52.4 to 78.6 (p < 0.001) and speaking performance from 5.2 to 7.8, with engagement rising from 40% to 75%. The study contributes to language pedagogy by demonstrating the synergistic effect of integrated game-based strategies in enhancing linguistic competence and reducing speaking anxiety. It implies that structured game-based instruction can be effectively applied in Arabic language classrooms to improve learning outcomes and student motivation.
Navigating The Complexity Of Arabic Language Learning: A Conceptual Model Of Madrasah Tsanawiyah Students' Experiences Muzakki Abdurrahman
JURNAL IJ-ATL Vol 10, No 1 (2026): Arabic Teaching and Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v10i1.15130

Abstract

Arabic language learning remains challenging for many students due to its linguistic complexity and its influence on cognitive and emotional learning experiences. This study aims to explore how Madrasah Tsanawiyah students navigate the complexity of Arabic language learning and to develop a conceptual model based on their lived experiences. Employing a qualitative phenomenological approach, data were collected from 12 purposively selected ninth-grade students through in-depth interviews, classroom observations, and document analysis. The findings revealed four interconnected stages of experience: initial confusion (50%), adaptation process (33%), and survival strategies (17%), with nahwu and sharaf identified as the dominant learning difficulties (50%), followed by vocabulary (30%) and instructional factors (20%). Students also experienced anxiety and low self-confidence while developing coping strategies through peer discussions, vocabulary memorization, and digital learning resources. The study contributes a conceptual model integrating cognitive, affective, and behavioral dimensions and recommends more adaptive and student-centered Arabic language instruction.
The Relationship Between Qawa’id al-Lughah Mastery and the Ability to Construct Mufidah Sentences Among Ninth-Grade Female Students Putri Nabila Ramadani; Nelly Mujahidah; Besse Wahida; Mamun Ahmed
JURNAL IJ-ATL Vol 10, No 1 (2026): Arabic Teaching and Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v10i1.15184

Abstract

The ability to construct mufidah sentences is an important indicator of productive competence in Arabic language learning. This study aimed to examine the relationship between Qawa’id al-Lughah mastery and the ability to construct mufidah sentences among ninth-grade female students. A quantitative correlational design was employed involving 78 students selected through total sampling. Data on Qawa’id al-Lughah mastery were obtained from students’ achievement scores in nahwu and sharf, while sentence construction ability was measured through a written test. Data were analyzed using descriptive statistics, the One-Sample Kolmogorov–Smirnov Test, and Spearman Rank Correlation. The findings revealed that students demonstrated good levels of grammar mastery (M = 82.99) and sentence construction ability (M = 86.06). Furthermore, a statistically significant positive relationship was found between the variables (ρ = 0.342, p = 0.002), although the correlation strength was low. The novelty of this study lies in its focus on the relationship between grammatical mastery and mufidah sentence construction among female junior secondary students. The findings suggest that grammar instruction should be integrated with intensive sentence-construction practice to enhance productive Arabic language skills.

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