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Wahyu Hanafi Putra
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Aphorisme: Journal of Arabic Language, Literature, and Education
Published by Institut Agama Islam Sunan Giri Ponorogo
ISSN : 27226786     EISSN : 27226794     DOI : https://doi.org/10.37680/aphorisme
Core Subject : Religion, Humanities, Education,
Religion Humanities Languange, Linguistic, Communication & Media
Aphorisme is a journal of Arabic Language, Literature, and Education. Its journal exists to accommodate contemporary issues related to Arabic Linguistics, Arabic Literature, and Arabic Learning written by lecturers, researchers, students, artists, writers, and practitioners in the fields of Arabic Language and Literature. The language focus published in this journal are Arabic, English, or Indonesian. This journal is published by the Study Program of Arabic Language Teaching Faculty of Tarbiyah INSURI twice a year (January-July). It has got both P-ISSN 2722-6786 and E-ISSN 2722-6794.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 362 Documents
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Utilization of the Book Hadīṡ Kulla Yaum in Arabic Conversation Habituation at Al-Lathifiyah Boarding School Fahma, Zidnia; Maghfurin, Ahmad; Asy'ari, Hasyim
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 1 (2026): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v7i1.9571

Abstract

This study aims to examine the utilization of the book Hadīṡ Kulla Yaum in the Arabic conversation habituation program and its contribution to the development of students’ speaking skills. The research employed a qualitative, descriptive case study design to obtain an in-depth understanding of the implementation of Arabic conversation habituation in the Islamic boarding school environment. This study was conducted at Al-Lathifiyah Islamic Boarding School, located in Brati District, Grobogan Regency, Central Java, Indonesia. The data were collected through observation, interviews, and documentation involving the head of the boarding school, Arabic teachers, conversation supervisors, and students participating in the Arabic habituation program. The data were analyzed using the interactive analysis model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. The findings reveal that the utilization of the book Hadīṡ Kulla Yaum contributes significantly to the improvement of students’ Arabic speaking skills through several habituation strategies, including routine conversation practice, repetitive vocabulary pronunciation exercises, contextual vocabulary use, sentence construction practice, spontaneous communication, two-way interaction, the creation of a supportive language environment, and scheduled Arabic language use. The results indicate improvements in speaking fluency, pronunciation accuracy, vocabulary mastery, confidence, spontaneous responses, and consistency in using Arabic in daily communication. Furthermore, the study found that the program's success is strongly supported by the boarding school's communicative environment, which encourages students to practice Arabic in real-life interactions actively. Therefore, the utilization of Hadīṡ Kulla Yaum through communicative habituation can be considered an effective approach to supporting the development of Arabic-speaking skills in Islamic boarding school settings.
Strategi Lembaga Pengembangan Tilawatil Qur'an dalam Penguatan Literasi Bahasa Arab melalui Program Tahfidz Al-Qur'an Haer, Jaenudin; Jaelani, Aan; Sudrajat, Anton
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 1 (2026): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v7i1.9641

Abstract

This study aims to describe and analyze the strategy of the Qur'an Tilawatil Development Institute (LPTQ) in strengthening Arabic literacy through the Tahfidz Al-Qur'an program. This study uses a qualitative research type with a systematic literature review (SLR) approach. The research data are in the form of scientific documents including journal articles, research reports, and institutional documents related to LPTQ, tahfidz programs, and Arabic literacy. Data sources are drawn from Google Scholar, DOAJ, and the Garuda Portal databases, covering 2015–2025, in Indonesian and English, and derived from Sinta-accredited or DOAJ-indexed journals. Data collection was carried out using a systematic documentation study technique, following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) flow. The total 500 articles identified before screening, a systematic selection stage was carried out including the removal of duplicates, screening of titles and abstracts, and full-text feasibility testing, resulting in 10 articles that met all inclusion criteria and were used in the research synthesis. Data analysis used content analysis techniques combined with critical analysis, namely identifying main themes, codifying the data thematically, and then comparing the findings with language acquisition theories and relevant Islamic educational discourses. The results of the study indicate that LPTQ applies three main strategies: the talaqqi method, a structured ḥalaqah system, and an integrated curriculum based on memorization (tahfidz). This program has been proven to develop phonetic competence through makhārij al-ḥurūf, enrich understanding through the duplication of mufradāt, and build grammatical understanding through the naḥw and ṣarf sciences inductively and contextually.
Kecemasan Berbahasa Arab ‘Āmiyah Saudi Mahasiswa Program Studi Manajemen Haji dan Umrah dalam Konteks Diglosia Zainurrakhmah, Zainurrakhmah; Wati, Wiwit Rahma
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 1 (2026): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v7i1.9645

Abstract

This study aims to describe the foreign language anxiety (FLA) profile of students in the Hajj and Umrah Management (MHU) program at UIN Walisongo Semarang and to identify the factors underlying their anxiety in using Saudi Arabic colloquial (ʿāmiyah) within the context of Arabic diglossia. Although MHU students are expected to communicate directly with native Arabic speakers in professional settings, Arabic instruction in higher education has predominantly focused on formal Arabic (fuṣḥā), leaving students both linguistically and psychologically underprepared for authentic ʿāmiyah interaction. This qualitative case study examined the MHU program at UIN Walisongo Semarang as the unit of analysis, using data from 87 students who had completed the Saudi Arabian ʿāmiyah course as the primary evidence. Data were collected through two techniques: a questionnaire based on the Foreign Language Classroom Anxiety Scale (FLCAS) comprising 33 items on a five-point Likert scale across three dimensions, namely communication apprehension (CA), fear of negative evaluation (FNE), and test anxiety (TA), and an open-ended questionnaire with three narrative questions to explore the underlying causes of anxiety. Scalar data were analyzed descriptively by calculating means per item and dimension, while narrative data were analyzed using content analysis with open coding, category grouping, and thematic synthesis. Results indicate a moderate overall anxiety level (M = 3.49), with FNE as the highest dimension (3.52), followed by CA (3.50) and TA (3.45). The proximity of scores across dimensions suggests that affective barriers operate across all aspects of language use rather than in isolation. Content analysis identified six contributing factors in two intersecting layers: structural-linguistic, comprising ʿāmiyah vocabulary deficit and fuṣḥā–ʿāmiyah diglossic interference; and situational-pedagogical, comprising limited communicative practice, psychological unpreparedness, evaluation pressure, and social evaluation anxiety. These findings imply the need for more communicative, contextual, and diglossia-sensitive curriculum development in Saudi Arabian ʿāmiyah instruction.
The Transformation of Arabic Language Assessment: A Systematic Literature Review of Technology-Enhanced Assessment (2021–2026) Laudza'i, Ilmia Habibati; Bakar, M. Yunus Abu; Arifin, Zainur
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 1 (2026): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v7i1.9669

Abstract

This study aims to analyze the development of Technology-Enhanced Assessment (TEA) in Arabic language learning from 2021 to 2026, particularly the shift from conventional evaluation to digital and AI-based assessment. This study employed a qualitative research approach using the Systematic Literature Review (SLR). A Systematic Literature Review (SLR) approach using the PRISMA framework to identify, screen, evaluate, and synthesize relevant studies obtained from Google Scholar, Garuda, and DOAJ databases. From 75 records identified through database searches, 11 studies satisfied the inclusion criteria and were thematically analyzed to examine trends, challenges, and implications of technology-enhanced assessment in Arabic language learning. The findings indicate that Arabic language assessment has undergone a significant shift toward more interactive, adaptive, and student-centered evaluation through the implementation of gamified, web-based, multimedia, authentic, and AI-supported assessment. Gamified assessment emerged as the dominant trend due to its effectiveness in increasing students’ motivation and participation. In contrast, AI-based assessment reflects the growing integration of intelligent technologies in educational evaluation. However, TEA implementation still faces challenges related to digital literacy, technological infrastructure, technical limitations, and the validity of AI-supported assessment systems. Therefore, integrating technology into Arabic language assessment requires pedagogical readiness, digital competence, and assessment literacy to support more meaningful, competency-oriented learning practices.
Ta’ṡīr Istirātījiyyah Hilli al-Musykilāt (Problem Solving Strategy) biwasīlah al-Rusūm al-Bayāniyyah fī Tadrīs al-Tarkīb li Talabah al-Madrasah al-Ṡānawiyyah Hayati, Fauziyah; Arifin, Zainul; Rahmawati, Rahmawati; Ghani, Abdul
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 1 (2026): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v7i1.9702

Abstract

This article presents a study on the effectiveness of implementing problem-solving strategies in teaching Arabic syntax using graphical representations. The study was conducted with eighth-grade students at Madrasah Tsanawiyah Tarbiyah Islamiyah Private School (MTsS-TI) Batang Kabung, Padang, who were divided into two groups: a control class and an experimental class. The objectives of this study are to determine: students’ proficiency in learning Arabic syntax before using problem-solving strategies with graphic media; the steps involved in implementing these strategies; and the impact of applying problem-solving strategies with graphic media on students’ proficiency in learning Arabic syntax after using these strategies. The research method employed in this study is an experimental design with a quantitative approach using a field research model. It is a quasi-experimental study with a Non-Equivalent Control Group design. Data collection techniques included tests, interviews, and document analysis. Data analysis used the t-test and SPSS version 27 for homogeneity testing. The results of the study showed a significant change in test scores in the experimental class before and after the implementation of problem-solving strategies in teaching Arabic syntax using graphical representations among eighth-grade students at Madrasah Tsanawiyah Tarbiyah Islamiyah Private School Batang Kabung in Padang. This indicates that this strategy is effectively improving students’ comprehension of the Arabic syllabus.
The Effectiveness of the Use of AI (Artificial Intelligence) as a Learning Medium in Arabic Language at Senior High School Dzilkamala, Kamalina
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 1 (2026): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v7i1.9746

Abstract

Arabic language learning at MAN Pekalongan began to integrate Artificial Intelligence (AI) as a supporting medium in the learning process to help deliver material and increase student involvement during learning activities. This study aims to determine the use of Artificial Intelligence (AI) as a learning medium in Arabic language learning and test its influence on the learning effectiveness of grade XI students at MAN Pekalongan. This study uses a quantitative approach with a survey method. The research population consisted of all students of grade XI MAN Pekalongan. The sample was selected using a simple random sampling technique, yielding 68 students from classes XI.1 and XI.3 as respondents. Data were collected through the distribution of questionnaires and analyzed for validity, reliability, classical assumptions, and t-tests to determine the influence of AI use on learning effectiveness. The results of the study indicate that the use of AI in Arabic language learning falls into the good category and has a positive and significant influence on learning effectiveness. The t-test results showed a p-value of 0.000 < 0.05, indicating that AI had a significant effect on student learning effectiveness. Most students also respond positively to the use of AI because it helps them understand the material, increases interest in learning, and provides a more flexible learning experience. These findings suggest that AI can serve as an effective learning medium to support more interactive, flexible, and student-centered Arabic learning.
Dekonstruksi Kaidah Imlā’iyyah dalam Komentar Fusha Pada Konten Kasidah di Instagram Saepudin, Asep Ahmad; Mahliatussikah, Hanik; Murtadho, Nurul; Wicaksono, Meidias Abror; Hleihel, Reem
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 1 (2026): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v7i1.9799

Abstract

This study examines the deconstruction of Arabic orthographic norms in digital communication by analyzing Fusha comments posted in response to Qoshidah content on Instagram. Employing a qualitative netnographic approach adapted from Kozinets. The population comprised Fusha comments on Qoshidah-related Instagram posts, and samples were purposively selected from three highly interactive posts published by @osama_aburmaileh in April–May 2026. Data were collected through passive observation, documentation, screenshot capture, and transcription of comments containing orthographic deviations. Primary data consisted of user-generated comments, supported by relevant literature on Arabic orthography, Computer-Mediated Communication, and digital sociolinguistics. Data were analyzed using systematic error analysis integrated with netnographic interpretation. The findings indicate that orthographic deviations are systematic rather than random. Omissions of hamzah, particularly hamzah qath‘ and hamzah washl, constitute the most frequent category. Other recurrent patterns include word fusion, letter substitution, and expressive letter reduplication. These forms reflect users’ tendency to prioritize communicative efficiency, typing speed, and interpersonal expressiveness over adherence to formal orthographic conventions. The study concludes that digital communication functions as a catalyst for sociolinguistic adaptation, in which traditional Fusha orthography is simplified to accommodate the practical demands of online interaction. Consequently, Arabic language instruction should integrate both conventional Imla rules and contemporary digital writing practices.
Representation of the Houthis After the Hamas-Israel Ceasefire in Arab Online Media: A Critical Discourse Analysis Perspective Wahid, Muhammad Aqil; Fitriani, Laily; Al Anshory, Abdul Muntaqim
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 1 (2026): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v7i1.9812

Abstract

This study examines the representation of the Houthi movement in Arab online media following the Hamas–Israel ceasefire, focusing on how linguistic choices construct political meaning and ideological positioning. Employing a qualitative descriptive design, the research applies Norman Fairclough’s three-dimensional model of Critical Discourse Analysis (CDA), which includes textual analysis, discursive practice, and socio-cultural practice. The primary data consist of online news texts from various Arab media outlets including Belqees.net, Asharq Al-Awsat, Al-Ain Al-Ikhbariyah, Erem News, Al-Mashhad News, YeniYemen, and News Yemen, collected through reading and note-taking techniques, and analyzed using Fairclough’s CDA framework. The findings reveal that the analyzed Arabic online media outlets construct the Houthis through a predominantly negative discursive framework characterized by delegitimization, criminalization, and externalization. At the textual level, this is achieved through evaluative lexical choices, derogatory labels, and grammatical constructions that portray the Houthis as an illegitimate militia, a proxy of Iran, and a source of regional instability. At the level of discursive practice, these representations are reproduced through intertextual reporting patterns, selective sourcing, and the circulation of expert opinions that reinforce anti-Houthi narratives. At the socio-cultural level, the discourse reflects broader geopolitical and ideological contestations between Iranian-aligned actors and Gulf regional powers. The findings therefore demonstrate how media discourse functions as a form of symbolic power that contributes to the construction and legitimization of particular political interpretations of the Houthis and their role in regional conflicts.
Taḥlīl al-Akhtā’ al-Naḥwiyyah fī Qirā’ah al-Nuṣūṣ al-‘Arabiyyah litilmīḋāt bi al-Ma’had: Analysis of Arabic Grammatical Errors in Reading Arabic Texts for Students at Islamic Boarding Schools Safitri, Diana; Aisa, Aufia
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 3 No. 2 (2022): Geographical Coverage: Indonesia
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v3i2.1743

Abstract

This study aimed to identify and explain the types of errors in reading Arabic text that the fourth-grade students of KMI studied at Pondok Modern Arrisalah Ponorogo. This research is qualitative with a case study model. The research data is in the form of errors in reading Arabic text. Data collection techniques were carried out by observation and documentation. At the same time, the data analysis was carried out by identifying Arabic text reading errors, grouping Arabic text reading errors, and analyzing Arabic text reading errors. The study's results stated that reading errors in Arabic text were grouped into grammatical, morphological, and phonological errors. The mistakes in reading Arabic texts amounted to 29 errors; 13 in the form of Arabic grammatical errors, 13 in the form of Arabic morphological errors, and 3 in the form of Arabic phonological errors. It was carried out to minimize the mistakes in reading Arabic text in class IV KMI at Pondok Modern Arrisalah Ponorogo; the teacher provides Arabic grammar learning enrichment consistently, repeats learning, and chooses a more appropriate Arabic learning method.
Al-Taulīd li Muṣṭalaḥāt al-Lugah al-Tasygīliyyah fī Wasā'il al-Tawāṣul al-Ijtimā‘ī: Dirāsah Ṣarfiyyah wa Dalāliyyah Zelvira, Zelvira; A. Safa, Najamuddin; Harjum, Mohamad
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 1 (2026): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v7i1.9792

Abstract

This research presents a morphological and semantic analytical study of Arabic word formation (neologisms) for operational terms on social media, specifically within the WhatsApp and Instagram applications. The purpose of this research is to identify the morphological and semantic formation patterns of new Arabic terms used in social media interfaces, as well as the methods used to create them. This research utilizes a qualitative descriptive approach. The primary data sources are the Arabic language interfaces of the WhatsApp and Instagram applications. The population and sample of this study comprise the operational terms found within these platforms, specifically 128 terms on WhatsApp and 145 terms on Instagram. Data collection was conducted through observation and documentation techniques. Subsequently, the data were analyzed using morphological and semantic analytical techniques to categorize the neologism patterns. The results of this study reveal 82 distinct, newly coined Arabic operational terms across both applications. These linguistic adaptations are generated through two primary core mechanisms. Morphologically, the neologisms are predominantly formed through derivation and compounding. Semantically, the terms are constructed using metaphorical extensions of meaning (isti’arah and tawsi' al-ma'na) alongside direct translations to effectively convey digital operational functions. These findings demonstrate the Arabic language's dynamic capacity to accommodate and localize modern technological concepts within digital interfaces. The primary benefit of this thesis is to enrich the university's academic repository of knowledge, specifically to enhance students' understanding in the Department of Arabic Language and Literature of morphological and semantic studies, with a special focus on Arabic word formation related to operational terms on social media.

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