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alfazuna: Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban
Published by Universitas Islam Negeri Sunan Ampel
ISSN : 25414402     EISSN : 25414410     DOI : https://doi.org/10.15642/alfazuna
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Alfazuna adalah Jurnal Pembelajaran Bahasa Arab dan kebahasaaraban yang diterbitkan oleh Prodi Pendidikan Bahasa Arab Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Ampel Surabaya pada bulan Desember 2016. Terbit dua kali setahun Bulan Desember dan bulan Juni. Jurnal ini sebagai kelanjutan jurnal sebelumnya Nun Wal Qolam tahun 2010.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 208 Documents
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Strategi Penerjemahan Kolokasi dalam Novel Ar-Raṣāṣah Lā Tazāl Fī Jaibī Aeni, Prisilia Anghuril
Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Vol. 10 No. 1 (2025): December
Publisher : Prodi Pendidikan Bahasa Arab FTK UIN Sunan Ampel

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/alfazuna.v10i1.5004

Abstract

Purpose- This article aims to identify and classify the types of locations in the novel Ar-Raṣāṣah Lā Tazāl Fī Jaibī  by Ihsan Abdul Quddus and analyze the translation strategies used based on Peter Newmark's translation theory. This study seeks to explain how these strategies are applied to produce accurate translations that are culturally appropriate. Design/Methodology/Approach- The research used a qualitative descriptive approach with a focus on collocation translation. Data was obtained from the novel Ar-Raṣāṣah Lā Tazāl Fī Jaibī  as the primary data source along with its translation into Indonesian. Analysis was carried out through the identification of collocations, classification of types, and determination of translation strategies used according to Newmark's categories. Findings— The results of the study show that there are three main strategies used in collocation translation, namely Cultural Equivalent, Literal Translation, and Functional Equivalent. The Cultural Equivalent strategy is chosen to preserve the cultural nuances inherent in the source language, while Literal Translation is used to maintain direct equivalence of meaning. The Functional Equivalent strategy appears to be applied to collocations that require functional equivalence in the target language. Research Limitation/Implications- This study is limited to one literary work, so its findings do not reflect the diversity of collocations in Arabic literary texts more broadly. Nevertheless, this study makes an important contribution to understanding the patterns of Arabic-Indonesian collocation translation and can serve as a reference for translators in facing the challenges of cultural differences and choosing the right strategy.
Perceived Difficulty of Iʿrāb and Students’ Motivation in Nahwu Learning Yusriyah, Yusriyah; Hilmy, Baso; Khaerunnisa, Khaerunnisa
Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Vol. 10 No. 1 (2025): December
Publisher : Prodi Pendidikan Bahasa Arab FTK UIN Sunan Ampel

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/alfazuna.v10i1.5061

Abstract

Purpose – This article aims to examine students’ perceptions of the level of difficulty of I‘rāb and to analyze its impact on their motivation to learn Nahwu by considering the cognitive and affective dimensions involved in the learning process. Design/Methodology/Approach – This study employed a qualitative descriptive approach, with data collected through an open-ended questionnaire. The sample consisted of 39 undergraduate students of the Arabic Language Education program, selected using purposive sampling based on their experience in studying I‘rāb. The data were analyzed thematically through data reduction, categorization, and conclusion drawing to obtain a comprehensive understanding of students’ learning experiences. Findings – The findings indicate that most students perceive I‘rāb as a difficult subject due to the complexity of grammatical rules, the abstract nature of syntactic concepts, and the high demands of sentence structure analysis. These perceptions are closely linked to cognitive challenges and emotional responses, such as doubt and anxiety. Nevertheless, the difficulty of I‘rāb was also found to function as a challenge-based motivator for some students. Research Limitation/Implications – This study is limited by the scope of respondents and its focus on a single institutional context. However, the findings offer important implications for developing adaptive Nahwu teaching strategies that balance cognitive demands and affective support.
Implementation of an International Program in Arabic Language Learning to Enhance Speaking Skills for Non-Native Speakers Murtadho, Ahmad Syafiq; Arifin, Muhammad Syamsul
Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Vol. 10 No. 2 (2026): June
Publisher : Prodi Pendidikan Bahasa Arab FTK UIN Sunan Ampel

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/alfazuna.v10i2.5184

Abstract

Purpose - This study aims to describe the implementation of the International Arabic Language Program (Daurah) conducted by Darunnajah Islamic Boarding School Jakarta in collaboration with Umm Al-Qura University, Makkah Al-Mukarramah, in enhancing the Arabic speaking skills (Maharah Al-Kalam) of non-native Arabic-speaking students enrolled in the Tarbiyatul Mu'allimin wal Mu'allimat Al-Islamiyah program. Design/Methodology/Approach - This study employs a qualitative approach with an instrumental case study design. Data were collected through participatory observation, in-depth interviews with students, supervisors, and native-speaker instructors, and documentation analysis. Thematic analysis was conducted through the stages of data reduction, display, and conclusion drawing, with credibility ensured through source, technique, and time triangulation. Findings - The program yielded significant improvements across three dimensions: increased fluency in daily conversation, enhanced pronunciation and intonation, and expanded vocabulary acquisition. The eclectic teaching method, integrating direct interaction with native speakers, proved to be the primary contributing factor. Among the 43 participants, the program notably increased communicative confidence in both formal and informal settings. Research Limitations/Implications - This study is limited to a two-week program at a single Islamic boarding school, restricting broader generalizability. It is recommended that native speaker interaction be extended beyond the program duration, communicative-based curricula be integrated into regular instruction, and future research explore digital platforms to sustain Arabic speaking practice on a continuous basis.
implementasi Implementasi Metode Insya’ Dalam Pengembangan Maharah Kitabah Mahasantri Sholihah, Hajar; fanani, zahrodin
Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Vol. 10 No. 2 (2026): June
Publisher : Prodi Pendidikan Bahasa Arab FTK UIN Sunan Ampel

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/alfazuna.v10i2.5249

Abstract

Purpose- Mastering Arabic writing skills (maharah kitabah) remains a major challenge in Arabic language learning. This study aims to examine the implementation of the insya’ method in developing the writing skills of third-semester students at Ma’had ‘Aly Mohammad Natsir Kartasura. Design/Methodology/Approach- This study employs a qualitative descriptive approach, utilizing classroom observation, open-ended questionnaires, and documentation as data collection techniques. The participants of this study are third-semester students at Ma’had ‘Aly Mohammad Natsir Kartasura. Findings- The findings reveal that the systematic and continuous implementation of the insya’ method enhances students’ accuracy in i’rab, vocabulary mastery, and their ability to construct Arabic sentences effectively. In addition, the method positively influences non-linguistic aspects, including motivation, writing habits, and students’ self-confidence. Research Limitations/Implications- This study is limited in terms of the number of participants and its localized scope. However, the findings provide valuable insights for the development of Arabic writing instruction strategies in similar educational contexts. Keywords: Arabic writing skills, insya’ method, Arabic language learning
Perencanaan Pembelajaran Bahasa Arab Abad 21 di Madrasah : Perspektif Filosofis, Sosiologis, dan Psikologis Sumarni; Een Mu'arofah; Nina Agustina Komariah; Miskah; Anisa Rihadatul A’isy; Mochamad Mu'izzuddin; Zaki Ghufron
Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Vol. 10 No. 2 (2026): June
Publisher : Prodi Pendidikan Bahasa Arab FTK UIN Sunan Ampel

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/alfazuna.v10i2.5345

Abstract

Purpose - This study aims to identify and analyze the direction of Arabic learning planning that is relevant to the demands of the 21st century in madrasas. The main focus of this study is to review the planning from the three main foundations of education, namely philosophical, sociological, and psychological foundations, in order to provide a conceptual reference for education in designing contextual and effective learning.   Design/Methodology/Approach - This research uses a qualitative approach with the library research method. Primary data is sourced from the Arabic language learning policy document in madrassas (KMA Number of 2022), while secondary data includes related academic literature from the last ten years. The data analysis technique used is content analysis through the stages of identification, selection, classification, and comparative interpretation of themes.   Findings - The results of the study conclude that 21st-century Arabic language learning planning must integrate philosophical foundations (focus on critical thinking skills and character), sociological foundations (formation of socio-religious identity and global responsiveness), and psychological foundations (adaptation to students' learning styles and motivations). This integrity results in the learning model of communicative, contextual, humanist and adaptive learning models, which are not only oriented towards mastering language structures but also on practical communication competencies.   Research Limitation/Implications - This study is limited to a literature review and therefore has not tested the implementation of the conceptual model in the field. Nevertheless, the findings offer conceptual contributions and practical implications that can serve as a reference for teachers and curriculum developers in designing more comprehensive 21st-century Arabic language lesson plans that are relevant to the needs of modern education.
Implementasi Manajemen Sistem Pembelajaran pada Program Pengajaran Bahasa Arab Online Usia Dewasa Farhan, Ahmad Riyadhi; Habib, Ahmad; Arba’ah, Ima Maulani; Subagyo, Ahmad; Adawiyah, Rabiatul
Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Vol. 10 No. 2 (2026): June
Publisher : Prodi Pendidikan Bahasa Arab FTK UIN Sunan Ampel

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/alfazuna.v10i2.5430

Abstract

Purpose - This study aims to describe the implementation of the learning management system, analyze the implementation of adult-based (andragogical) instructional activities, and identify the constraints and solutions in the online Arabic language learning program for adults at Maha Arabic Center. Design/Methodology/Approach - This qualitative study employed a single-case embedded case study design. Data were collected through semi-structured in-depth interviews with managers, instructors, and adult learners, as well as passive participant observation of 24 online learning sessions conducted via Zoom and document analysis. Findings - The findings indicate that: (1) the implementation of the learning management system involves the use of supporting digital tools such as Zoom, Canva, and Google Forms; (2) the instructional process is carried out through structured learning activities tailored to the self-directed learning characteristics of adult learners; and (3) the main challenges include participants’ limited availability and the absence of an integrated learning platform, which are addressed by providing recorded sessions and optimizing regular coordination. Research Limitation/Implications - This study is limited to a single non-formal educational institution and employs a case study approach; therefore, the findings cannot be generalized broadly. Nevertheless, the results offer practical implications for the development of andragogy-based online Arabic language learning management systems for adult learners.
Developing an Arabic Language Community Program to Enhance the Language Environment for Female Students Ali, Himmatul Choiroh; Farid, Edi Kurniawan; Sofa, Ainur Rofiq
Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Vol. 10 No. 2 (2026): June
Publisher : Prodi Pendidikan Bahasa Arab FTK UIN Sunan Ampel

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/alfazuna.v10i2.5491

Abstract

Purpose This study aims to develop an Arabic Language Community Program to enhance the Arabic language environment among female students. The program was developed in response to the need for a supportive language environment that enables students to use Arabic actively and consistently in their daily communication. Design/Methodology/Approach This study employed the Research and Development (R&D) method to develop an Arabic Language Community Program. The research involved 20 female students, Arabic language teachers, and dormitory supervisors at Nuriddahlani Islamic Boarding School for Girls. The participants were selected using purposive sampling, with one student representing each group participating in the interview to identify learners' needs. Data were collected through observations, interviews, questionnaires, and document analysis and were analyzed using a descriptive qualitative approach. Based on the needs analysis, the program was developed through the design of structured language activities, including daily vocabulary habituation, daily Arabic conversations, group discussions, public speaking (khiṭābah), language competitions, and continuous monitoring and evaluation. Findings The findings revealed that students need a structured language program that supports continuous Arabic language practice. The main needs identified include improving speaking skills, expanding opportunities to use Arabic in daily life, providing interactive language activities, and establishing a systematic monitoring and evaluation process. Based on these findings, an Arabic Language Community Program was developed to create a sustainable Arabic language environment that encourages students to use Arabic more confidently and consistently. Research Limitations/Implications This study focused on developing an Arabic Language Community Program based on a needs analysis and did not evaluate its effectiveness through field implementation. The findings suggest that the proposed program can serve as a practical model for strengthening the Arabic language environment and enhancing students’ communicative competence in Islamic educational institutions. Future research should implement the program and evaluate its effectiveness in improving students’ Arabic language proficiency.
The Effect of Monopoly Game on the Learning Outcomes at State Islamic Senior High School Medan Syahfitri, Nur Indah; Jamil, Khoirul
Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Vol. 10 No. 2 (2026): June
Publisher : Prodi Pendidikan Bahasa Arab FTK UIN Sunan Ampel

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/alfazuna.v10i2.5553

Abstract

Purpose - This research aims to analyze students' responses to the implementation of the Arabic Language Monopoly Game in the learning process and to examine the extent to which its use affects students' Arabic language learning outcomes. Design/Methodology/Approach - This research adopted a quantitative experimental approach with a one-group pretest–posttest design. The participants were assessed at two different points in time, namely before and after the implementation of the intervention. Data were collected through tests and documentation, and a sample of 32 students was selected using purposive sampling. The collected data were analyzed using descriptive statistical techniques, normality tests, and a paired-sample t-test to determine the effect of the Arabic Language Monopoly Game on students' Arabic language learning outcomes. Findings - Based on the findings, the researchers found that students showed higher learning engagement when using the Arabic language monopoly game. In addition, the average pre-test score of the students was 70.94, which increased to 84.06 in the post-test. The t-test resulted in a significance value of 0.01 < 0.05, so H₀ was rejected and H₁ was accepted, proving that the Arabic language monopoly game has an effect on the learning outcomes of class X-3 students at MAN 1 Medan. Research Limitation/Implications - This research focuses on comparing students' Arabic learning outcomes before and after using monopoly media, as well as analyzing the level of its influence.

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