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ubaidillah
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INDONESIA
Al-Ittijah : Jurnal Keilmuan dan Kependidikan Bahasa Arab
Published by Universitas Islam Negeri Sultan Maulana Hasanuddin Banten
ISSN : 20861370     EISSN : 26557444     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
al-ittijâh published twice a year since 2009 (June and December), is a multilingual (Bahasa, Arabic, and English), peer-reviewed journal, and specializes in Arabic Education. This journal is published by the Arabic Education Department, Faculty of Education and Teachers Training, Sultan Maulana Hasanuddin State Islamic University of Banten. This journal encompasses original research articles, review articles, and short communications, including: Teaching Arabic as a Foreign Language
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 103 Documents
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Anaphoric Stylistics of Sūrat Ar-Raḥmān [55]: Gorys Keraf's Framework on Repetition Setiadi, Fadlan Masykura; Daulay, Irmasani; Balqis, Nur; Elassali, Fatima Ezzahraa
al-Ittijah: Jurnal Keilmuan dan Kependidikan Bahasa Arab Vol. 18 No. 1 (2026): June 2026
Publisher : Program Studi Pendidikan Bahasa Arab Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/alittijah.v18i1.12568

Abstract

This study aimed to analyze the forms and rhetorical functions of anaphoric stylistic devices in Sūrat ar-Raḥmān [55] through a modern stylistic approach. The research specifically examines the repetitive expression “Fa-bi`ayyi ālā’i rabbikumā tukażżibān”, which appears thirty-one times throughout the sūrah and constitutes one of the most prominent examples of Qur’ānic repetition. This study employed a qualitative descriptive, this study applies textual analysis based on Gorys Keraf’s stylistic theory, particularly his framework of figurative language and rhetorical repetition, integrated with the classical concept of Qur’ānic rhetoric (balāghah). The scope of the analysis is limited to five major verse clusters in Sūrat ar-Raḥmān that contain dominant repetitive structures and thematic coherence. The findings reveal three principal forms of anaphora, namely lexical anaphora, clausal anaphora, and imperative-rhetorical anaphora. In total, thirty-one repetitive anaphoric structures were identified and systematically classified according to their linguistic and rhetorical characteristics. These repetitive forms function as instruments of ta’kīd (semantic emphasis), generators of rhythmic and psycholinguistic effects, and rhetorical mechanisms that strengthen emotional engagement and spiritual reflection. The study confirms that repetition in the Qur’ān does not represent linguistic redundancy, but rather constitutes a deliberate divine rhetorical strategy that reinforces meaning, aesthetic harmony, and theological consciousness. This study contributes to the field of Qur’ānic stylistics by providing a systematic classification of anaphoric structures and by demonstrating the relevance of modern stylistic theory in analyzing classical Arabic sacred discourse.
Teacher Perceptions and Practices of Tajwid and ‘Ilm al-Aṣwāt in Arabic Pronunciation Instruction: A Case Study at Madrasah Ibtidaiyah Faturohman, Muhammad Miftah; Athallah, Muhammad Hanif; Marlina, Lina; Salim, Irfan
al-Ittijah: Jurnal Keilmuan dan Kependidikan Bahasa Arab Vol. 18 No. 1 (2026): June 2026
Publisher : Program Studi Pendidikan Bahasa Arab Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/alittijah.v18i1.12959

Abstract

Effective Arabic pronunciation instruction at the primary education level relies heavily on how teachers conceptualize both traditional recitation rules (tajwid) and modern linguistic frameworks ('ilm al-aswat). Investigating teacher perceptions and practices is, therefore, critical to optimizing pedagogical approaches and ensuring a balanced integration of religious and communicative language skills. This study aims to analyze teachers' perceptions and practices regarding tajwid and 'ilm al-aswat in Arabic language learning at the Madrasah Ibtidaiyah level, as well as to examine the degree of alignment between them. The study employed a qualitative case study design, focusing on an Arabic teacher at MI Yayasan Putri Siti Hajar as the research subject. Data were collected through in-depth interviews and classroom observations and analyzed using data reduction, data display, and conclusion-drawing techniques. The findings reveal that the teacher has a strong perception of tajwid as the primary foundation for pronunciation, but lacks awareness of 'ilm al-aswat as a broader linguistic framework. In practice, phonological elements are implicitly present through tajwid-based approaches, such as pronunciation drills and imitation methods; however, the learning process remains intuitive and unsystematic. The dominance of the qawā‘id wa tarjamah method and reliance on textbooks further limit innovation and the development of communicative competence. These findings indicate partial alignment between perception and practice, yet also reveal a conceptual gap in which phonological practices are not supported by adequate scientific understanding. Therefore, integrating tajwid as a phonetic foundation with 'ilm al-aswat as a linguistic framework is essential to achieve more systematic, comprehensive, and communicative Arabic language learning.
Contextualizing Arabic Language Instruction: Assessing the Effectiveness of Learning Outcomes through Contextual Teaching and Learning among Secondary School Students Erika, Endang; Rahmaini, Rahmaini
al-Ittijah: Jurnal Keilmuan dan Kependidikan Bahasa Arab Vol. 18 No. 1 (2026): June 2026
Publisher : Program Studi Pendidikan Bahasa Arab Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/alittijah.v18i1.13067

Abstract

Improving students' achievement in Arabic language learning remains a significant challenge in Islamic secondary schools. Contextual Teaching and Learning (CTL) has been widely recognized as an effective learner-centered approach; however, evidence regarding its effectiveness in Arabic language instruction remains limited. This study examined the effect of the CTL strategy on Arabic language learning outcomes among class VIII students at MTs Nahdlatul Muslimin Pantai Labu. A quasi-experimental design was employed involving 50 students, consisting of 24 students in the experimental class and 26 students in the control class. Data were collected through achievement tests and analyzed using descriptive and inferential statistics. The Shapiro–Wilk test indicated that the data were not normally distributed (experimental class: p = 0.031; control class: p = 0.006); therefore, the Mann–Whitney U test was applied. The findings revealed that the experimental class achieved a substantially higher mean score (78.92) than the control class (33.08). The Mann–Whitney U test showed a significant difference between the two groups (U = 8.000, Z = -5.934, p < 0.001), with a large effect size (r≈0.84). These findings demonstrate the effectiveness of CTL in improving Arabic language learning outcomes and support its broader implementation in Arabic language education at the madrasah level.

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