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Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban

Talim
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Published by UIN Sunan Gunung Djati Bandung

ISSN : 2549208X EISSN : 27215237 DOI : -

Core Subject : Education,

Education Languange, Linguistic, Communication & Media

Ta’lim Al-Arabiyyah Jurnal Pendidikan Bahasa Arab & Kebahasaaraban is a peer-reviewed journal on Arabic education in the world. This journal is published by the Arabic Education Department, Faculty of Education and Teacher Training, Sunan Gunung Djati State Islamic University, Bandung, Indonesia, in partnership with IMLA (Association of Arabic Lecturers). Editors welcome scholars, researchers and practitioners of Arabic Education around the world to submit scholarly articles to be published through this journal. All articles will be reviewed by experts before accepted for publication. Each author is solely responsible for the content of published articles. This journal encompasses original research articles, review articles, and short communications, including: Teaching Arabic as a Foreign Language Model of Arabic Teaching Strategy of Arabic Teaching Methods of Arabic Teaching Technology of Arabic Teaching Media of Arabic Teaching Arabic Linguistic Arabic Literature Arabic History History of Arabic Education Arabic Islamic Culture Modern Standard Arabic Arabic Second Language Acquisition Institutions of Arabic Teaching

Arjuna Subject : Ilmu Sosial - Pendidikan

Articles 215 Documents

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Strategies to Increase Interest in Arabic Learning at Senior High School Sutisna, Dede; Atha, Yusuf Ali Shaleh
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 7 No. 2 (2023): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpba.v7i2.23983

Distinct challenges necessitating innovative strategies for heightened student interest and engagement mark Arabic language learning in senior high schools. This study addresses the imperative for practical and effective approaches to render Arabic learning more appealing, considering the diverse educational contexts and backgrounds of students in public senior high schools (SMA Negeri) and Madrasah Aliyah (MA). The study assesses current practices and challenges in Arabic language education by employing a comprehensive research methodology involving surveys, interviews, and classroom observations. It delves into students' preferences, learning styles, and the pedagogical methods employed by instructors in both SMA Negeri and MA. The research identifies pivotal strategies to augment interest in Arabic learning at senior high schools. Findings underscore the efficacy of integrating interactive and culturally relevant teaching materials, leveraging technology, and tailoring instructional methods to suit students' diverse backgrounds. Through a comparative analysis between SMA Negeri and MA, the study illuminates context-specific preferences and challenges. Contributing novelty to the field, this study offers nuanced insights into tailored strategies for enhancing interest in Arabic learning in senior high schools. Integrating interactive and culturally relevant elements aligns with contemporary educational approaches, providing a nuanced perspective on effective language instruction. Based on the research findings, recommendations are proposed, advocating for adopting culturally enriched teaching resources, integrating technology for interactive learning experiences, and customizing teaching approaches to accommodate the diverse student backgrounds in SMA Negeri and MA. Educational stakeholders are encouraged to implement these strategies to foster a more engaging and effective Arabic language learning environment in senior high schools.

Identity Exploration of Arabic Teachers: the Efforts to Become a Driving Teacher Hamidah, Hamidah; Wahdah, Nurul; Mubarak, Mahfuz Rizqi; Syukriansyah, Ahmad
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 7 No. 2 (2023): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpba.v7i2.24100

To realize the driving of teachers as planned by the government, it cannot be separated from various forms of professional competence that must be mastered as teachersâ€™ identity. However, the identity, which is the qualification standard, is not evenly shared by Arabic language teachers, especially in several districts in the Kalimantan region. Therefore, this research aims to describe the identity of Arabic teachers as driving teacher resources in Arabic language learning to become driving teacher figures in the Kalimantan Region. This research uses a mixed method, combining qualitative and quantitative methods using a concurrent triangulation design. The research results show that the identity of Arabic teachers in Central Kalimantan is formed from their experiences so far, which require them to do more even though some do not have a non-Arabic language educational background. The emotional aspect of Arabic teachers who teach the Arabic language used in the Al-Quran and hadith fosters the teacher's enthusiasm to become a motivator, inspiration, and facilitator who always looks for solutions to problems in learning Arabic. Even though the teachers are located in the regions, this does not reduce the teachers' identity as teachers with pedagogical, social, personal, and professional competencies. Individuals who play the role of teachers always learn continuously throughout life and have the moral, emotional, and spiritual maturity to behave according to a code of ethics: planning, implementing, reflecting, and evaluating learning. This research recommends exploring the identity of Arabic teachers not only at the regional level but also at the national level.

Analysis of The Dialogical Narration in The Story of Prophet Yusuf in The Quran Ardiansyah, Ade Arip; Musthafa, Izzuddin; Hermawan, Acep
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 7 No. 2 (2023): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpba.v7i2.25684

This study aims to analyze the narrative structure in the story of Prophet Yusuf in the Quran, focusing on its dialogical elements. This research uses a qualitative approach; the study employs narrative analysis to explore how conversations contribute to the construction of the overall story. The following steps and strategies will be used in this research: (1) Text Collection: (2) Text Analysis (3) Literature Review (4) Conceptual Framework (5) Comparative Analysis (6) Interpretation and Conclusion (7) References: All sources used in this research will be listed in the reference list, including Qur'anic verses, scholarly literature, and other sources. By deeply understanding the dialogic narrative elements, the study aims to reveal the significance of conversation, its role in character development, and its impact on critical themes in the narrative. Employing Austin's speech act framework, specifically emphasizing imperative speech acts, the analysis centers on 29 instances identified in verses (9, 10, 12, 15). Additionally, a subset of seven imperative sentence structures, found in verses (29, 47, 88, 101), is explored to deepen understanding, emphasizing the locution component. The main findings show that dialog in this story is not just a conversation but also plays a role in building conflict, revealing character, and conveying important messages. This dialogic narrative analysis can provide deeper insights into how the story of Prophet Yusuf is presented in the Qur'Än and how dialog becomes an essential element in religious narratives. This research is relevant to understanding religious literature and Islamic wisdom and can provide valuable insights into studying sacred texts; this study highlights the critical role of dialogic narrative in depicting the story of Prophet Yusuf and presents a deeper understanding of religious narrative in the Qur'Än. However, limitations include the exclusive focus on imperative speech acts, overlooking potential nuances of other speech act types, and a lack of contextual considerations. Recommendations for further research include a more in-depth exploration of the cultural and linguistic context in the dialog, hoping to provide further insights into how the Quran uses dialog elements to convey messages and moral values. In addition, it is suggested that this research can be used as a foundation to develop a dialogic narrative model that can be applied to daily life stories and provide a better understanding of communicative aspects in the Islamic literary tradition.

Overview of Foreign Language Learning from Fiki Naki: Efforts to Find Alternative Concepts and Methods for Arabic Learning in the Digital Age Samin, Saproni Muhammad; Dakhilullah, Tengku Muhammad Dafa; Sanjaya, Malvin
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 7 No. 2 (2023): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpba.v7i2.29455

This study aims to describe the concepts and methods of learning foreign languages from Fiki Naki (FN) in the digital age. This research is qualitative descriptive research. The data collection method used in this study is Grounded Theory. Data collection used Library research instruments or Visual Material Review. The research library used eight YouTube videos of interviews with FN and FN's answers to several questions from his fans and used other media sources. The data analysis uses four stages: Codes, Sub-Categories, Categories, and Theory. This study concludes that the FN learning model is suitable for adaptation to foreign language learning to use a foreign language in simple conversation with a native speaker of the target language, not for academic purposes. The concept of learning FN consists of two: psychological and non-psychological. Psychological learning concepts include Learning by fun, high determination and consistency, confidence in using Language, and Self-Regulated Learning. The concepts of non-psychological Learning include Autodidact, intensive Learning, direct language practice, imaginary conversation with oneself and practice it with native speakers, mastery of vocabulary and phrases with keyword strategies, and effective use of online media. At the same time, the learning method that FN uses is a communicative method with several learning techniques, including a focus on listening and speaking skills, using Mnemonic techniques in vocabulary mastery, and conjugation mastery techniques. The novelty of this research is the description of FN's foreign language learning concepts and methods in self-taught foreign language learning. The researchers recommend analyzing and implementing FN's concepts and learning methods in learning Arabic as a foreign language.

The Impact of Utilizing Uno Stacko on Arabic Learning Vocabulary Acquisition Anggraeni, Ayu; Alfan, Muhammad; Rani, Noorazi
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 7 No. 2 (2023): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpba.v7i2.29740

This research addresses the apparent deficiency in Arabic vocabulary mastery among eighth-grade students at MTsN 7 Blitar, as revealed through the researchers' observations. The identified challenges stem from the limited strategies and media implemented in the teaching process. This study proposes incorporating the uno stacko game as an innovative solution to enhance Arabic vocabulary acquisition. The primary objectives of this research are to assess the impact of the uno stacko game on Arabic vocabulary mastery and to explore students' perceptions regarding the game. The research design adopts a quantitative pre-experimental approach, employing a one-group pretest-posttest design to evaluate the effectiveness of the uno stacko game. Data collection methods include observation, interviews, tests, questionnaires, and documentation. The collected data exhibit normal distribution, indicating the suitability of the data for statistical analysis. The analysis reveals a significant difference in the average scores between the pretest and posttest, with a notable increase of 0.55. This change falls within the moderate category, signifying a positive influence of the uno stacko game on Arabic vocabulary acquisition. The percentage change of 56.53% further supports this conclusion, indicating a substantial impact, and the study delves into students' perceptions of the uno stacko game. The average percentage of student perceptions is 99.1667%, reflecting an overwhelmingly positive response. This high percentage categorizes student perceptions as very good, suggesting a favorable view of the uno stacko game as an effective and engaging tool for learning Arabic vocabulary. The findings of this research highlight the positive influence of the uno stacko game on enhancing Arabic vocabulary mastery among eighth-grade students. Additionally, the overwhelmingly positive student perceptions emphasize the game's potential as a valuable educational resource. Recommendations for further research could involve more in-depth analysis of specific aspects of using the uno stacko game, exploring variations in learning strategies, and evaluating the long-term impact on Arabic vocabulary acquisition.

Analysis of Mispronunciation of MakhÄrij Al-HurÅ«f in Arabic HiwÄr Learning Kosim, Nanang; Ali, Eldaw Awadelkarim; Ruhani, Nursakinah; Senita, Putri
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 7 No. 2 (2023): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpba.v7i2.30124

This research aims to identify the locations of mispronunciations of the makhÄrij al-hurÅ«f in conversations (hiwÄr) in the VII PPS Babussalam class in the city of Bandung. Additionally, it serves as an evaluation tool for Arabic language learning to improve the learning process and provide solutions or treatments to students to enhance their makhÄrij al-hurÅ«f pronunciation. Correcting makhÄrij al-hurÅ«f errors is crucial as they can affect the meaning. This research utilizes a qualitative descriptive research method. The population of this research includes all the students in the VII PPS Babussalam class in the city of Bandung, and it was conducted on May 17, 2023, at the VII PPS Babussalam class in Bandung. Data collection involved interviews, tests, and documentation, followed by analyzing all data in narrative form. Based on the research findings, it can be concluded that there are 426 mispronunciations of makhÄrij al-hurÅ«f in the hiwÄr in the VII PPS Babussalam class in Bandung. These errors include mispronunciations in Al-Jauf (Mouth Cavity), totaling three errors with a percentage of 0.70%, falling into the deficient category; mispronunciations in Al-halq (Throat), totaling 204 errors with a percentage of 47.89%; falling into the high category; mispronunciations in al-lisÄn (Tongue), totaling 171 errors with a percentage of 40.14%, also falling into the high category; mispronunciations in al-syafatain (Two Lips), totaling 35 errors with a percentage of 8.22%, falling into the low category; and mispronunciations in Al-Khaiysyum (Nasal Cavity), totaling 13 errors with a percentage of 3.05%, falling into the low category. These pronunciation errors occur due to the student's lack of understanding of the correct makhÄrij al-hurÅ«f pronunciation, such as not being aware of the pronunciation differences between Indonesian and Arabic, the absence of specific attention from teachers to correct each student's pronunciation, and the lack of practice. This study recommends further research in analyzing the mispronunciation of makhÄrij al-hurÅ«f letters with different research objects, namely the mispronunciation of makhÄrij al-hurÅ«f letters in Arabic news.

Development of Arabic Teaching Materials Based on Multiliteracy and Augmented Reality Khoirunnisa, Tsania; Nurhidayati, Nurhidayati; Ahsanuddin, Mohammad; Khasairi, Moh.
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 9 No. 1 (2025): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jta.v9i1.37680

The ineffective use of conventional student worksheets for learning fi’il madli among ninth-grade students at a Madrasah Tsanawiyah in Malang has resulted in limited comprehension and underutilization of technological tools, with 78.9% of 50 students experiencing learning difficulties and 90% scoring below the Minimum Completion Criteria. To address this problem, this study developed and evaluated SAMIL, a teaching material based on multiliteracy learning and Augmented Reality (AR), aimed at improving students’ understanding of fi’il madli. The research applied the Research and Development (R&D) approach using the ADDIE model, consisting of five stages: analyzing learning needs, designing teaching material concepts and instruments, developing the product, implementing product trials, and evaluating each stage. Quantitative data were gathered through needs analysis, expert validation scores, and responses from teachers and students, while qualitative data were obtained from classroom observations, interviews, and expert suggestions. The quantitative data were analyzed using descriptive statistics, and the qualitative data were interpreted using descriptive methods. The findings indicate that SAMIL achieved validation scores of 84.45% from subject matter experts, 91.47% from media experts, 90.28% from teachers, and 90.33% from 24 student users. These results demonstrate that the SAMIL materials are both feasible and practical for use in Arabic language instruction. Moreover, the integration of multiliteracy and AR in the teaching materials offers an engaging and interactive learning alternative that addresses students’ difficulties in mastering Arabic verb structures, thus contributing to more effective and technology-supported learning experiences in secondary-level Arabic education.

Arabic Verbal Gender Agreement Through the Lens of Krashen's Theory of Second Language Acquisition Maulani, Hikmah; Rohanda, Rohanda; Mahmud, Mahmud; Aladdin, Ashinida
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 9 No. 1 (2025): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jta.v9i1.44589

Arabic verbal gender agreement poses challenges for second-language learners due to its complexity. This study highlights the necessity for Arabic language programs to implement input at the appropriate level (i+1) and to foster a low-anxiety environment to enhance learner acquisition in line with Krashen's framework. The participants in this study were new students (level 1) with a background in public schools who were still categorized as beginner learners, totaling 29 students. Data collection was conducted through in-depth interviews with 29 participants regarding their experiences in learning and understanding gender agreement, as well as observations to see how the language acquisition process occurs. Then, the data was analyzed using phenomenological thematic analysis. The findings reveal that learners who received comprehensible input at an appropriate level (i+1) demonstrated more accurate responses, suggesting effective language acquisition. In contrast, learners exposed to overly complex input (i+2 or higher) struggled to process the material effectively. Affective factors, such as motivation and anxiety, were also found to influence learning outcomes. High anxiety negatively impacted fluency, while a supportive learning environment enhanced language acquisition. This study highlights the importance of aligning teaching strategies with Krashen's theory, particularly the principle of comprehensible input. It is recommended that Arabic language curricula incorporate materials that gradually increase in difficulty (i+1), ensuring input is both challenging and accessible to learners. This approach can facilitate more effective language acquisition and improve overall student outcomes in Arabic language instruction

Rhetorical Move and Language Feature Analysis on Multilingual Research Article Abstracts Across English, Indonesian, and Arabic Languages in Islamic Studies Yudhiantara, Rully Agung; Kurniawan, Eri; Al Farisi, Mohamad Zaka
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 9 No. 1 (2025): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jta.v9i1.44663

Research article abstracts play a critical role in academic communication, particularly in Islamic education, as they serve as a gateway for readers to access and evaluate scholarly contributions. This study investigates the rhetorical moves and linguistic features of trilingual paired abstracts (English, Indonesian, and Arabic) in Islamic studies research articles. Using a corpus-based approach and contrastive linguistic analysis, the study examines how authors structure their abstracts and employ linguistic strategies across these three languages. The findings reveal that all three languages follow Hyland’s five-move framework, with Moves 2 (Purpose), 3 (Method), and 5 (Conclusion) being the most common. In contrast, Move 4 (Product) emerged as obligatory across the corpus. At the step level, Step 8 (context and procedures) dominated in the Method move, and Steps 6 and 7 were prevalent for Move 3, while Steps 11 and 12 were rarely used in Move 5. Linguistically, there is a consistent preference for the present tense and active voice, with English abstracts heavily favoring the present tense and Indonesian abstracts relying on non-conjugated verbs. These results have practical implications for language departments in Islamic higher education institutions, guiding the development of academic writing curricula. They also offer insights for researchers in Islamic studies to craft effective abstracts and manuscripts aligned with international academic conventions.

Enhancing Arabic Language Learning Through CLIL in the MBKM Curriculum Annova, Fauzana; Arifin, Zainul; Husna, Ilya; Banonah, Nabil Ahmed
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 9 No. 1 (2025): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jta.v9i1.44792

The transition from the Indonesian National Qualifications Framework (KKNI) to the Merdeka Belajar Kampus Merdeka (MBKM) curriculum introduces new challenges for Arabic language learning in higher education, particularly the need for flexible and integrative teaching approaches. This study explores the implementation of the Content and Language Integrated Learning (CLIL) approach within the MBKM framework. It examines its effects on students’ motivation and proficiency in reading and writing Arabic. Employing a quasi-experimental design with a non-equivalent control group, the sample consisted of an experimental group from class MPI-IA (38 students) and a control group from class MPI-IB (40 students). Data were collected through questionnaires, reading and writing tests, classroom observations, and semi-structured interviews and were analyzed using descriptive statistics and independent sample t-tests. The results demonstrate that the CLIL approach significantly enhances students’ motivation and Arabic language skills while also supporting a deeper understanding of Islamic education content through the integration of Arabic texts. These findings suggest that CLIL is a promising pedagogical strategy for aligning Arabic language instruction with the objectives of curriculum transformation and the development of interdisciplinary competencies.

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Lantai 3 Gedung Fakultas Tarbiyah dan Keguruan UIN Sunan Gunung Djati Bandung. Kampus 2 Jalan Cimincrang (Soekarno-Hatta) Kel. Cimincrang Kec. Gedebage Kota Bandung

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Editorial Address Lantai 3 Gedung Fakultas Tarbiyah dan Keguruan UIN Sunan Gunung Djati Bandung. Kampus 2 Jalan Cimincrang (Soekarno-Hatta) Kel. Cimincrang Kec. Gedebage Kota Bandung

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Dedih Wahyudin

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dedih.wahyudin@uinsgd.ac.id

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+6285272058791

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Lantai 3 Gedung Fakultas Tarbiyah dan Keguruan UIN Sunan Gunung Djati Bandung. Kampus 2 Jalan Cimincrang (Soekarno-Hatta) Kel. Cimincrang Kec. Gedebage Kota Bandung

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