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Amirul Mukminin
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Lahjah Arabiyah: Jurnal Bahasa Arab dan Pendidikan Bahasa Arab
Published by Universitas Ibrahimy
ISSN : 27162028     EISSN : 2716201X     DOI : https://doi.org/10.35316/lahjah
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Lahjah Arabiyah: Jurnal Bahasa Arab dan Pendidikan Bahasa Arab, diterbitkan oleh Fakultas Tarbiyah Universitas Ibrahimy Situbondo | UNIB , p-ISSN: 2716-2028 dan e-ISSN 2716-201X . Tiap tahun terbit dua kali yaitu bulan Januari dan Juli. Tim Redaksi menerima publikasi ilmiah yang merupakan hasil penelitian lapangan, penelitian pengembangan, dan kajian kepustakaan di bidang bahasa Arab dan pendidikan bahasa Arab. Redaksi mengundang akademisi, dosen, dan peneliti untuk berpartisipasi dalam jurnal Lahjah Arabiyah.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 104 Documents
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TA’THĪR ISTIKHDĀM AL-WASĪLAH SMART APP CREATOR AL-QĀ’IM ‘ALĀ AL-MADKHAL AL-ITTIṢĀLĪ FĪ MAHĀRAT AL-KALĀM: تأثير استخدام الوسيلة منشئ التطبيقات الذكية القائم على المدخل الإتصالي في مهارة الكلام Khairul Adam; Syofyan Hadi; Rahmawati; Lalu Iwandari
Lahjah Arabiyah : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab Vol. 7 No. 2 (2026): Lahjah Arabiyah - July 2026
Publisher : Tarbiyah Faculty of Ibrahimy University Ibrahimy University, Situbondo, Indonesia

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Abstract

This study aimed to determine the effect of using Smart App Creator media based on the communicative approach on the Arabic speaking skill (maharah kalam) of eighth-grade students at Ma’had Al-Ma’arif Bukittinggi. The study was motivated by students’ low speaking proficiency, indicated by lack of confidence in communicating in Arabic, limited vocabulary mastery, difficulties constructing sentences, and dominance of conventional teaching methods that limited active speaking practice. This research employed a quantitative approach using a quasi-experimental design, specifically the Nonequivalent Control Group Design, involving 30 students as sample, consisting of 15 experimental and 15 control students. Data were collected through speaking tests before and after treatment and analyzed using normality tests, homogeneity tests, and Independent Samples t-Test with SPSS version 22. The findings revealed mean pretest scores of experimental and control classes were 56.27 and 54.20, while posttest scores increased to 85.87 and 79.07. Hypothesis testing showed significance value 0.005, lower than 0.05, indicating Smart App Creator had significant effect on students’ speaking skills. In conclusion, the integration of interactive digital media with communicative approach created more active, engaging, student-centered learning environment and improved Arabic speaking proficiency among students at junior secondary level and supports the effectiveness of Smart App Creator in enhancing speaking performance through structured practice, collaboration, and real-time communication activities that encourage learner participation and confidence in using Arabic in classroom interaction. This approach is recommended for Arabic language instruction improvement at Islamic junior secondary schools context.
IMPROVING WRITING SKILLS THROUGH THE DUOLINGO APPLICATION Adelia Eka Putri; M. Dzikrul Hakim Al Ghozali
Lahjah Arabiyah : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab Vol. 7 No. 2 (2026): Lahjah Arabiyah - July 2026
Publisher : Tarbiyah Faculty of Ibrahimy University Ibrahimy University, Situbondo, Indonesia

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Abstract

This study investigates the use of Duolingo as a digital learning medium to improve Arabic writing skills (maharah kitabah), particularly vocabulary mastery and sentence structure accuracy. A qualitative descriptive design was employed to explore students’ writing development during Duolingo-assisted learning. Data were obtained from students’ writing products before and after using Duolingo, classroom observations, semi-structured interviews, and supporting documents. Data were collected through observation, interviews, and documentation, then analyzed using data reduction, data display, conclusion drawing, content analysis, and error analysis. The findings show that Duolingo contributes positively to Arabic writing development by increasing vocabulary diversity, improving word-choice accuracy, activating previously passive vocabulary, and strengthening the use of thematic vocabulary. Students also demonstrated better mastery of Arabic sentence structures, particularly jumlah ismiyyah and jumlah fi‘liyyah, as reflected in reduced grammatical errors and improved sentence coherence. However, Duolingo remains limited in developing higher-order writing skills, such as idea organization and contextual written expression, which still require teacher guidance. The novelty of this study lies in examining Duolingo’s contribution to Arabic writing through vocabulary mastery and sentence structure accuracy. The findings provide empirical evidence that digital learning applications can effectively complement Arabic writing instruction and support technology-enhanced language learning.
ANALYSIS OF PHONEMIC ERRORS TO IMPROVE ARABIC SPEAKING ABILITY Nur Maya Badriatul Jamroh; Achmad Yani
Lahjah Arabiyah : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab Vol. 7 No. 2 (2026): Lahjah Arabiyah - July 2026
Publisher : Tarbiyah Faculty of Ibrahimy University Ibrahimy University, Situbondo, Indonesia

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Abstract

This research is motivated by the importance of mastering phonemes in Arabic speaking skills because pronunciation errors can change meanings, especially at Madrasah Diniyah Al Amiriyyah Blokagung Banyuwangi, where the students come from diverse linguistic backgrounds. The purpose of the research is to analyze the forms of phoneme errors, the underlying factors, and the corrective measures in the Language Community activities. Qualitative descriptive method with a field research design, data were collected thru in-depth interviews, participatory observations, and documentation studies, then analyzed using the interactive model of Miles, Huberman, and Saldaña, and validated thru source, technique, and time triangulation. The results show three main forms of phoneme errors: substitution (48%) such as [نشكر] pronounced as [نسكر] and [محبتي] becoming [مهبتي]; reduction (22%) such as [يستنون] pronounced as [يستنن]; and addition (4%) such as [الكتب] becoming [الكتوب]. Errors in tashdid and vowel length are also significant, with 9 and 10 occurrences respectively. The contributing factors include lack of interest and motivation, perception of Arabic as difficult, mother tongue interference (Javanese, Madurese, Osing), monotonous teaching methods, and an unconducive learning environment. It is concluded that phonemic errors are systematic and influenced by internal and external factors, thus requiring innovative strategies such as memorizing vocabulary thru songs, articulation practice with mirrors, educational games, and the creation of an intensive Arabic-speaking environment.
TAHLIL AL-MABADI’ AL-ASASIYAH LI TA’ALLUM AL-LUGHAH AL-‘ARABIYAH KA LUGHAH AL-‘ARABIYAH LI THULLAB MADRASAH AL-IBTIDAIYAH FIY BAABUA Fardan Abdillah M; Nurul Fadillah Fakaubun; Azizul Hakim; Maskuri Maskuri; Shalih Sharf
Lahjah Arabiyah : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab Vol. 7 No. 2 (2026): Lahjah Arabiyah - July 2026
Publisher : Tarbiyah Faculty of Ibrahimy University Ibrahimy University, Situbondo, Indonesia

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Abstract

الهدف من هذه الدراسة هو تحليل تطبيق المبادئ الأساسية في تدريس اللغة العربية كلغة أجنبية في مدرسة ابتدائية محمدية 2 سورونغ، بابوا. في هذا السياق، التحدي الرئيسي الذي يواجهه هو انخفاض دافعية الطلاب في تعلم اللغة العربية، وهو ما ينتج عن عدم استخدام هذه اللغة في حياتهم اليومية. لذلك، تركز هذه الدراسة على المبادئ التعليمية التي يمكن أن تعزز فعالية تعلم اللغة العربية في المدارس الابتدائية، من خلال تطبيق مبادئ الأولوية، الترتيب، الدقة، والتحمل في عملية التعليم. استخدمت الدراسة المنهج النوعي مع منهج دراسة الحالة، وجمعت البيانات من خلال المقابلات، الملاحظات، والوثائق من المعلمين في مدرسة محمدية 2 سورونغ الابتدائية. أظهرت نتائج الدراسة أن المعلمين في هذه المدرسة يطبقون مبادئ التدريس المختلفة باستخدام أساليب تواصلية، ويقدمون ملاحظات فورية للطلاب، كما يركزون على مهارات الاستماع والتحدث قبل القراءة والكتابة. بالإضافة إلى ذلك، ثبت أن استخدام الوسائط التعليمية الجذابة مثل الصور والكتب المصورة قد ساعد في زيادة اهتمام الطلاب ودافعيتهم. توصلت الدراسة إلى أن تطبيق هذه المبادئ الأساسية أمر بالغ الأهمية لتحسين جودة تعلم اللغة العربية في المدارس الابتدائية، خاصة للطلاب المسلمين في الأقلية في بابوا. كما أن التقييم المستمر والمنهجية المنظمة يشكلان عوامل رئيسية لنجاح تدريس اللغة العربية في هذه المنطقة.

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