Articles
132 Documents
<![CDATA[Transformasi Motivasi Belajar Bahasa Arab Mahasiswa Baru Indonesia pada Tahun Pertama di Universitas Tabuk ]]>
<![CDATA[Paujiyah, Nadatul]]>;
<![CDATA[Odang]]>;
<![CDATA[Firdaus, Muhammad Ali]]>
<![CDATA[ Jurnal Internasional Pendidikan Bahasa Arab Vol 7 No 02 (2025): International Journal of Arabic Language Teaching (IJALT) ]]>
Publisher : <![CDATA[Postgraduate of IAIN Metro Lampung Indonesia ]]>
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DOI: 10.32332/ijalt.v7i02.11656
<![CDATA[Indonesian students pursuing Arabic studies in Saudi Arabia often face a significant decline in learning motivation during their first year due to culture shock, language barriers, and academic pressure. This phenomenon represents a complex inner journey of adaptation that has not been deeply explored within the specific context of the University of Tabuk. This study aims to analyze the transformation of Arabic learning motivation among newly enrolled Indonesian students at the University of Tabuk during their first academic year. It seeks to describe the dynamic shifts in motivation and identify the internal and external factors influencing these changes. Employing a descriptive qualitative phenomenological approach, data were collected through in-depth semi-structured interviews. The data were analyzed using a phenomenological analysis model to identify significant themes regarding the participants' lived experiences. The results reveal a dynamic trajectory where motivation initially surges due to religious and academic idealism, declines caused by adaptation challenges, and eventually restabilizes through a shift toward intrinsic motivation. Key factors facilitating this resilience include a supportive academic environment, the integration of spiritual values (ibadah), social connectedness, and the utilization of technology for independent learning. This research offers novelty by identifying spiritual values as a unique primary anchor for resilience, distinguishing Indonesian students from general international students who rely mostly on academic integration. The study suggests that future research employ longitudinal approaches over the full four-year program and comparative studies across other Middle Eastern universities to validate whether the "Tabuk experience" is a regional phenomenon.]]>
<![CDATA[A Multimodal Instructional Design Model: Integrating Infographics and Interactive Videos in Arabic Language Learning ]]>
<![CDATA[Menik Mahmudah]]>;
<![CDATA[Hanik Mahliatussikah]]>;
<![CDATA[Muhamad Solehudin]]>;
<![CDATA[Masnun]]>;
<![CDATA[Nur Aunie Batrisya]]>
<![CDATA[ Jurnal Internasional Pendidikan Bahasa Arab Vol 8 No 01 (2026): International Journal of Arabic Language Teaching (IJALT) ]]>
Publisher : <![CDATA[Postgraduate of IAIN Metro Lampung Indonesia ]]>
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DOI: 10.32332/ijalt.v8i01.11671
<![CDATA[Arabic language instruction in secondary Islamic education has traditionally relied on text-based explanation and memorization, which often fails to address learners’ cognitive diversity and engagement in digital learning environments. This study aims to develop and evaluate a multimodal instructional design model integrating infographics and interactive videos to enhance Arabic language learning, particularly vocabulary and grammar mastery. Grounded in Mayer’s Cognitive Theory of Multimedia Learning and structured through the ADDIE framework, the study employed an exploratory sequential mixed-methods approach. Data was collected through pre- and post-tests, classroom observations, questionnaires, and semi-structured interviews involving 60 Madrasah ‘Aliyah students divided into experimental and control groups. The multimodal materials were developed using Canva, Powtoon, and H5P and implemented over six weeks. Quantitative results showed a statistically significant improvement in the experimental group’s vocabulary and grammar achievement (p < .05), while qualitative findings indicated increased motivation, engagement, and conceptual understanding. The novelty of this study lies in its empirically validated multimodal instructional design model that systematically integrates visual and interactive elements within Arabic language pedagogy. The findings suggest that sustained teacher training in digital pedagogy is essential to support the effective implementation and scalability of multimodal learning in Arabic education.]]>
<![CDATA[Exploring the Hopes of Arabic Language Students Through the Scale to Assess Possible Selves (SAPS) in Metro City ]]>
<![CDATA[Amrullah, M. Kholis]]>;
<![CDATA[Zein, Umar Najih]]>;
<![CDATA[Arifin, Ahmad]]>;
<![CDATA[Wilailak, Wisetrat]]>;
<![CDATA[Hadi Nurdi Hamzah]]>
<![CDATA[ Jurnal Internasional Pendidikan Bahasa Arab Vol 7 No 02 (2025): International Journal of Arabic Language Teaching (IJALT) ]]>
Publisher : <![CDATA[Postgraduate of IAIN Metro Lampung Indonesia ]]>
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DOI: 10.32332/ijalt.v7i02.11730
<![CDATA[This study explores the motivational dimensions of Arabic language learning in Indonesia through the lens of the possible-selves theory, addressing a critical gap in research that has predominantly focused on English language learners. The main objective is to examine how students in Metro City envision their future selves in relation to Arabic language competence and to assess the applicability of the Scale to Assess Possible Selves (SAPS) in this context. Employing a quantitative approach, data were collected through questionnaires adapted from the SAPS instrument, translated into Indonesian for clarity, and analyzed using crosstab analysis with SPSS to identify relationships between learners’ self-perceptions, motivation, and institutional factors. The findings reveal significant and consistent gaps between students’ current abilities and their expected selves across multiple Arabic programs, suggesting a systemic aspiration, attainment mismatch influenced by program design and institutional support. The study’s novelty lies in its cross-institutional analysis that operationalizes the possible-selves framework within Arabic education, providing theoretical extension and practical implications for curriculum design, mentoring systems, and motivational interventions in Indonesian Islamic higher education. Future research is recommended to expand this framework through longitudinal and mixed-method approaches to examine the dynamic development of students’ possible selves across diverse Islamic higher education contexts]]>
<![CDATA[Intergenerational Arabic Learning: Rethinking Grammar Instruction Through Adaptive Design ]]>
<![CDATA[Iqlima Najmi Amalia Anandiar]]>;
<![CDATA[Maman Abdurahman]]>;
<![CDATA[Mia Nurmala]]>
<![CDATA[ Jurnal Internasional Pendidikan Bahasa Arab Vol 7 No 02 (2025): International Journal of Arabic Language Teaching (IJALT) ]]>
Publisher : <![CDATA[Postgraduate of IAIN Metro Lampung Indonesia ]]>
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DOI: 10.32332/ijalt.v7i02.11837
<![CDATA[The study of Arabic grammar within mixed-age classrooms has become an increasingly observable phenomenon in contemporary language learning settings. This intergenerational composition creates a distinctive instructional environment that presents both unique challenges and meaningful opportunities for Arabic language educators. This study explores how learning unfolds and how teachers manage and respond to the diverse classroom composition. Using a qualitative case study design, data were collected through classroom observations, and in-depth interviews with teachers, learners, and administrators, complemented by document analysis. The data were analyzed thematically using Instructional Design Theory (IDT) as the analytical framework. Findings reveal that the age-diverse learning environment brings variations in individual needs and motivations, which are actively accommodated through an adaptive learning cycle. In this cycle, strategies are continuously adjusted in response to students’ needs and interactions, ensuring dynamic and effective classroom engagement. This study represents one of the earliest efforts in Indonesia to explore the dynamics of mixed-age Arabic language learning, providing valuable insights for designing and managing instruction in age-diverse classrooms. The findings not only offer practical pedagogical guidance for educators but also establish a foundational framework for future scholarship on intergenerational learning within Arabic language education.]]>
<![CDATA[Designing Mahārah al-Kalām Instruction through Speech Act Analysis of Authentic YouTube Video ]]>
<![CDATA[Rifki Zidan]]>;
<![CDATA[Tatang]]>
<![CDATA[ Jurnal Internasional Pendidikan Bahasa Arab Vol 8 No 01 (2026): International Journal of Arabic Language Teaching (IJALT) ]]>
Publisher : <![CDATA[Postgraduate of IAIN Metro Lampung Indonesia ]]>
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DOI: 10.32332/ijalt.v8i01.13263
<![CDATA[The gap between the functional mandates of KMA Number 450 of 2024 and the prevailing reality of Arabic instruction in madrasahs remains a critical issue. This study aims to analyze speech acts within authentic YouTube videos and utilize them as a foundation for designing Mahārah al-Kalām instruction based on the Deep Learning framework. Employing a descriptive qualitative design, the primary research instrument was the researcher, supported by document analysis guidelines. The corpus comprised 76 spoken utterances extracted from three authentic YouTube videos representing history, health, and popular science genres. These data were analyzed using Searle’s speech act theory and Fullan’s Deep Learning elements. The results showed distinct pragmatic patterns across genres: historical videos were dominated by assertive speech acts for epistemic authority, health videos relied on intimate directives, and popular science videos exhibited linguistic hybridity through expressive acts. Consequently, this study formulates an instructional design integrating four elements: learning partnerships, learning environments, leveraging digital, and pedagogical practices. The implications of this study offer a proposed pedagogical model for Arabic language educators to transition from rigid textbook-bound grammar instruction to dynamic, culturally responsive digital pedagogy, facilitating active student engagement and autonomous learning in the 21st century.]]>
<![CDATA[Beyond the Digital Divide: The Effectiveness of Mind Mapping in Arabic Vocabulary Learning in Resource-Limited Madrasahs ]]>
<![CDATA[Sari Khusna Nabila]]>;
<![CDATA[Anyes Lathifatul Insaniyah]]>
<![CDATA[ Jurnal Internasional Pendidikan Bahasa Arab Vol 8 No 01 (2026): International Journal of Arabic Language Teaching (IJALT) ]]>
Publisher : <![CDATA[Postgraduate of IAIN Metro Lampung Indonesia ]]>
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DOI: 10.32332/ijalt.v8i01.12982
<![CDATA[The digital divide has limited technology-based instruction in many madrasahs, leading to continued reliance on rote learning for Arabic vocabulary memorization. This study examines the effectiveness of mind mapping as a low-technology strategy to improve Arabic vocabulary retention in a resource-limited madrasah context. A quasi-experimental nonequivalent control group pretest–posttest design was used involving 50 tenth-grade students divided into experimental and control groups. Data were collected using a 30-item multiple-choice test and analyzed using descriptive statistics, Shapiro–Wilk and Levene tests, independent samples t-test, and N-Gain analysis. The results showed that the experimental group achieved higher posttest scores (M = 87.48) than the control group (M = 64.68), with a significant difference (p < .001) and a large effect size (d = 2.50). The N-Gain score indicated greater improvement in the experimental group (73.96%) compared to the control group (16.77%). These findings demonstrate that mind mapping is an effective, context-sensitive strategy for enhancing Arabic vocabulary memorization. The study provides evidence from a resource-constrained context and challenges the assumption that learning effectiveness depends on digital technologies. It highlights cognitive organization as a key factor in vocabulary learning and recommends its adoption in similar educational settings.]]>
<![CDATA[Project-Based Learning in Arabic Speaking Instruction: Examining the Role of Communicative Approach and Learner Personality Differences ]]>
<![CDATA[Maijusnawita]]>;
<![CDATA[Nurhidayati]]>;
<![CDATA[Muhammad Khasairi]]>
<![CDATA[ Jurnal Internasional Pendidikan Bahasa Arab Vol 8 No 01 (2026): International Journal of Arabic Language Teaching (IJALT) ]]>
Publisher : <![CDATA[Postgraduate of IAIN Metro Lampung Indonesia ]]>
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DOI: 10.32332/ijalt.v8i01.12976
<![CDATA[Arabic language learning at the Madrasah level continues to face challenges, particularly in developing students’ speaking skills, which are influenced by pedagogical approaches and learners’ personality types. This study aims to examine the effect of Project-Based Learning (PjBL) using a communicative approach on Arabic speaking skills and to analyze differences in learning outcomes between extroverted and introverted students. The research employed a quasi-experimental design involving an experimental and a control group, with ninth-grade students of MTsN 1 Sijunjung selected through purposive sampling. Data were collected through pretest and posttest speaking assessments, classroom observations, and personality questionnaires using the Eysenck Personality Inventory. The findings reveal that students taught through PjBL demonstrated a significantly greater improvement in speaking skills compared to those taught using conventional methods. Statistical analysis confirmed a significant increase in the experimental group, while the control group showed no meaningful improvement. Furthermore, the PjBL-based communicative approach was effective for both extroverted and introverted learners. This study highlights the novelty of integrating PjBL with personality-based analysis and suggests its potential as an effective strategy for enhancing Arabic speaking proficiency across diverse learner characteristics.]]>
<![CDATA[Beyond Grammar-Translation: CLIL as a Communicative Strategy for Arabic Speaking Development at Madrasah Tsanawiyah Level ]]>
<![CDATA[Ro'fat Hizmatul Himmah, Ro'fat Hizmatul Himmah]]>;
<![CDATA[Nazwa Qomariyah]]>;
<![CDATA[Ro'fat Hizmatul Himmah]]>
<![CDATA[ Jurnal Internasional Pendidikan Bahasa Arab Vol 8 No 01 (2026): International Journal of Arabic Language Teaching (IJALT) ]]>
Publisher : <![CDATA[Postgraduate of IAIN Metro Lampung Indonesia ]]>
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DOI: 10.32332/ijalt.v8i01.13057
<![CDATA[The development of Arabic speaking skills in madrasahs is often hindered by a theoretical teaching pattern with minimal communicative practice. This study aims to analyze the effectiveness of the Content and Language Integrated Learning (CLIL) approach on the speaking skills of eighth-grade students at MTsN 9 Banyuwangi. Using a quasi-experimental quantitative method thru a pretest-posttest control group design, this study involved 50 students as the sample. Data were collected via oral tests using an analytic rubric, then analyzed with an independent t-test and N-Gain test. The research results showed a significant difference in posttest scores (p < 0.001), where the experimental group achieved a high category increase (N-Gain 0.7105), surpassing the control group which was in the moderate category (0.3703). The novelty of this research lies in the modification of content-based oral production tasks through the 4C framework to stimulate contextual fluency. This research suggests the implementation of CLIL as an innovative strategy in Arabic language learning at madrasahs, noting the need for further studies on its long-term impact.]]>
<![CDATA[Mindfulness-Based Approaches to Foreign Language Anxiety in Arabic Speaking Instruction: A Case Study at Madrasah ‘Aliyah ]]>
<![CDATA[Khozainul Mustafidah]]>;
<![CDATA[Anyes Lathifatul Insaniyah]]>
<![CDATA[ Jurnal Internasional Pendidikan Bahasa Arab Vol 8 No 01 (2026): International Journal of Arabic Language Teaching (IJALT) ]]>
Publisher : <![CDATA[Postgraduate of IAIN Metro Lampung Indonesia ]]>
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DOI: 10.32332/ijalt.v8i01.13303
<![CDATA[This study addresses Foreign Language Anxiety (FLA), a common issue in language learning, particularly in Arabic instruction at Madrasah Aliyah Raudlatut Tholabah Banyuwangi, where students often experience anxiety and fear of making mistakes while speaking Arabic. The purpose of this study is to explore the use of mindfulness techniques to reduce FLA and enhance language learning. Using a qualitative descriptive approach and a case study design, data were collected through observations, interviews, and documentation. The teacher applied mindfulness practices such as focused breathing, self-awareness reflection, and attention regulation exercises to help students manage anxiety. Positive feedback was provided, and reprimanding students was minimized to reduce fear during speaking activities. The results show that mindfulness significantly improved students’ confidence and participation in Arabic speaking tasks. Students who were initially anxious became more actively engaged in learning. Mindfulness not only reduces emotional tension but also strengthens the positive relationship between students and the teacher. This study highlights the novel application of mindfulness in Arabic language classrooms. It is suggested that mindfulness be integrated into language teaching practices, with further research needed to explore its long-term effects and individual differences in its effectiveness.]]>
<![CDATA[Lexicographical Features of the Kawkabān Fatḥ al-Qarīb Dictionary: Microstructure, Macrostructure, and Pedagogical Implications ]]>
<![CDATA[Ilvi Tamarisa Syarova]]>;
<![CDATA[Sofyan Sauri]]>;
<![CDATA[Yusuf Ali Tantowi]]>
<![CDATA[ Jurnal Internasional Pendidikan Bahasa Arab Vol 8 No 01 (2026): International Journal of Arabic Language Teaching (IJALT) ]]>
Publisher : <![CDATA[Postgraduate of IAIN Metro Lampung Indonesia ]]>
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DOI: 10.32332/ijalt.v8i01.13419
<![CDATA[Dictionaries play a critical role in Arabic language learning, particularly in supporting reading comprehension of classical Islamic texts. However, thematic dictionaries integrated into specific teaching methods, such as the Kawkabān Fatḥ al-Qarīb dictionary used in the Tamyiz Method, remain largely unexamined from a lexicographical standpoint. This study analyzes the microstructural and macrostructural features of the Kawkabān Fatḥ al-Qarīb dictionary and their pedagogical implications within the Tamyiz Method, using Zgusta's lexicographical framework. Data were drawn from 56 entries selected through stratified purposive sampling across nine letters of the Arabic alphabet and analyzed using content analysis with five coding indicators: meaning, lemma consistency, grammatical information, usage examples, and semantic relations. The findings reveal that all entries consistently present basic meanings and lemma consistency (100%), while grammatical information, usage examples, and semantic relations are entirely absent (0%). Macrostructurally, the dictionary employs a hybrid alphabetical and root-based arrangement coherent with the method's pedagogical progression. This study contributes to Arabic pedagogical lexicography by demonstrating that the dictionary's structural limitations reflect a deliberate functional orientation rather than lexicographical deficiency. Future thematic dictionaries should incorporate grammatical categories and semantic relations to support deeper and more transferable vocabulary acquisition.]]>
