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Abdul Latif, M.A.
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PASCASARJANA IAIN METRO Jl. Ki Hajar Dewantara 15 A Iringmulyo, Metro Timur, Kota Metro, Lampung Telpon: +62 853-8406-3447 Fax: 0725-47296
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International Journal of Arabic Language Teaching IJALT
Published by Institut Agama Islam Negeri Metro Lampung
ISSN : 2684690X     EISSN : 2686214X     DOI : https://doi.org/10.32332/ijalt.v2i01
Core Subject : Religion, Education, Art,
Religion Arts Education Other
Articles published in International Journal of Arabic Language Teaching IJALT covers the results of qualitative and quantitative field research; conceptual; and literature review. covering several areas: Arabic Language Education Arabic History Arabic Literature Arabic Linguistics Applied Arabic Linguistics
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 132 Documents
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Foreign Language Anxiety in Arabic Speaking: The Mediating Role of Cognitive Interference and Fear of Negative Evaluation Halimahtus Sa'Diah; Ari Khairurrijal Fahmi
Jurnal Internasional Pendidikan Bahasa Arab Vol 8 No 01 (2026): International Journal of Arabic Language Teaching (IJALT)
Publisher : Postgraduate of IAIN Metro Lampung Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/ijalt.v8i01.12494

Abstract

Foreign language anxiety deeply affects oral fluency, creating a significant gap between students' theoretical knowledge and communicative skills. This qualitative descriptive study examines the dynamic interaction between emotional and cognitive factors underlying Arabic speaking anxiety to understand how it subjectively interferes with oral performance. Data were collected through in-depth semi-structured interviews and classroom observations, and analyzed systematically using the Miles and Huberman interactive model. The findings reveal that the fear of negative evaluation emerges as the most dominant source of anxiety, reaching an average of 70%. This emotional burden triggers cognitive overload and compromised attentional control, resulting in sudden mental blocking, severe vocabulary retrieval difficulties, and reduced fluency due to working memory disruption. Critically, these performance breakdowns stem from affective interference rather than an actual deficit in linguistic competence. The study offers a novel conceptual by linking this dominant anxiety to the unique cultural and religious background of Indonesian students, who perceive Arabic as a sacred language, thereby inflating their internal perfectionism and fear of social judgment. This study concludes that pedagogical interventions must shift toward structured, low-stakes speaking environments, explicitly recommending procedural scaffolding such as the Think-Pair-Share activity and somatic grounding exercises.
Balancing Language Skills in Arabic Assessment: Challenges of Curriculum Implementation in an Islamic Integrated School Adibah Ulaya Putri; Maman Abdurrahman; Mad ‘Ali
Jurnal Internasional Pendidikan Bahasa Arab Vol 8 No 01 (2026): International Journal of Arabic Language Teaching (IJALT)
Publisher : Postgraduate of IAIN Metro Lampung Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/ijalt.v8i01.13326

Abstract

This study examines Arabic language assessment practices within curriculum implementation at an Islamic Integrated Junior High School (SMPIT), employing a qualitative instrumental case study design with teacher as participant. Data were collected through semi-structured interviews and document analysis, then analyzed using inductive thematic analysis. The findings reveal that, within this specific institutional context, assessment practices are predominantly structured around written tests that emphasize vocabulary (mufradat), grammar (qawa'id), and translation activities, a pattern driven primarily by the school's curriculum requirements rather than the teacher's individual choices. Assessment of the four language skills is imbalanced: speaking is partially addressed through dialogue and video projects, while listening, reading, and writing receive limited attention in the formal assessment system. Digital platforms such as Google Forms and Quizizz have been integrated into assessment, though their alignment with pedagogical goals requires further development. Key challenges include low student motivation, limited hijaiyyah literacy, and demanding curriculum targets. The study concludes that Arabic language assessment practices in this context are shaped more by institutional curriculum structures rather than by individual teacher agency.

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