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Muchsinul Khuluq
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alibbaa@iainmadura.ac.id
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+6282332998080
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Alibbaa': Jurnal Pendidikan Bahasa Arab
Published by Institut Agama Islam Negeri Madura
ISSN : 27211606     EISSN : 27164985     DOI : http://dx.doi.org/10.19105/alb.v1i2
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Alibbaa: Jurnal Pendidikan Bahasa Arab published twice a year (January and July), is a multilingual (Bahasa, Arabic, and English), peer-reviewed journal, and specializes in Arabic Education and Arabic Studies. This journal is published by the Arabic Language Education Department, Faculty of Tarbiyah, State Islamic Institute of Madura. 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.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 114 Documents
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Arabic Orthography Instruction and Writing Accuracy among Madrasah Students: Insights for AI-Assisted Language Learning Rifka Emiyiati; Kamalia
Alibbaa': Jurnal Pendidikan Bahasa Arab Special Issue 2026 Vol. 01 | Artificial Intelligence in Arabic Language Education: Pedagogy, Media,
Publisher : Universitas Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.vi.24571

Abstract

The growing use of AI-assisted language learning highlights the importance of foundational writing competencies in Arabic language education. This study aims to investigate the implementation of Arabic writing instruction, identify students’ writing difficulties, and examine its relevance to AI-assisted language learning. Using a qualitative descriptive approach, the study was conducted at MTs Darul Irsyadiyah Labuhanbatu involving seventh-grade students and an Arabic language teacher. Data were collected through observations, interviews, and documentation and analyzed descriptively. The findings reveal that writing instruction was implemented systematically to improve students’ orthographic accuracy. However, students continued to experience difficulties in distinguishing visually similar Arabic letters, applying harakat accurately, and writing independently. Limited instructional time and insufficient writing practice were identified as major challenges. The study suggests that orthographic competence remains a fundamental prerequisite for effective Arabic writing, even in AI-assisted learning environments where automated feedback and writing support are increasingly available.
Bridging Traditional and AI-Supported Arabic Language Learning: Evidence from Gallery Walk Activities among Young Learners Asyah Mutina; Mochamad Hasyim; Syarifuddin
Alibbaa': Jurnal Pendidikan Bahasa Arab Special Issue 2026 Vol. 01 | Artificial Intelligence in Arabic Language Education: Pedagogy, Media,
Publisher : Universitas Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.vi.24692

Abstract

Foreign language anxiety is one of the affective factors that frequently hinders the success of Arabic language learning, particularly in speaking skills (maharah kalam). High levels of anxiety may reduce students’ participation in communicative activities and negatively affect their speaking performance. This study aimed to examine the effectiveness of the Gallery Walk method in reducing foreign language anxiety and improving the Arabic speaking skills of third-grade students at MI Miftahul Khoir 1 Karangrejo. The study employed a quantitative approach using a one-group pretest-posttest design. The participants consisted of 22 third-grade students selected through total sampling. Data were collected using a foreign language anxiety questionnaire adapted from the Foreign Language Classroom Anxiety Scale (FLCAS) and an Arabic speaking performance test. The data were analyzed using descriptive statistics, the Wilcoxon Signed Rank Test, and a paired sample t-test. The results revealed that the Gallery Walk method significantly reduced students’ foreign language anxiety (Z = -4.177; p < .001) and significantly improved their Arabic speaking skills (t = -17.648; p < .001). These findings indicate that Gallery Walk creates a more collaborative, interactive, and low-pressure learning environment that supports both affective development and speaking performance. Beyond its contribution to Arabic language instruction, the study highlights the potential of Gallery Walk as a pedagogical bridge between traditional Arabic language learning and emerging AI-supported language learning environments.
Enhancing Arabic Speaking Skills Through AI-Assisted Adaptive Vocabulary Games: Evidence from a Classroom Intervention Cahaya Tuw Fajardini; Sri Wahyuningsih; Nurul Zuhriyah
Alibbaa': Jurnal Pendidikan Bahasa Arab Special Issue 2026 Vol. 01 | Artificial Intelligence in Arabic Language Education: Pedagogy, Media,
Publisher : Universitas Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.vi.24704

Abstract

The development of Arabic speaking skills remains a significant challenge for many secondary school learners, particularly due to limited vocabulary mastery and insufficient opportunities for meaningful oral communication. This study investigates the effectiveness of AI-assisted adaptive vocabulary games in enhancing Arabic speaking skills among secondary school students. Using a classroom intervention design conducted in two instructional cycles, the study involved 31 tenth-grade students at MA Muhammadiyah Kota Bima, Indonesia. Data were collected through speaking performance tests, classroom observations, and learning documentation. The findings revealed a consistent improvement in students’ speaking performance, as indicated by an increase in the mean score from 62 in the pre-intervention stage to 68 in Cycle I and 76.25 in Cycle II. Learning mastery also increased substantially from 16.7% to 80.64% by the end of the intervention. Furthermore, the N-Gain score of 0.375 indicated a moderate level of effectiveness. The findings suggest that vocabulary-centered interactive activities can facilitate oral language production by promoting contextual vocabulary use and repeated speaking practice. From an adaptive learning perspective, the study highlights the potential of integrating Generative Artificial Intelligence into vocabulary game design to support more personalized and communicative Arabic language learning environments. The study contributes to the growing discourse on AI-enhanced language learning by demonstrating the pedagogical value of adaptive vocabulary-based interventions for developing Arabic speaking skills.
Leveraging Artificial Intelligence-Supported Quizlet Flashcards to Enhance Arabic Vocabulary Acquisition among Madrasah Students Nur'atika; Nurlaila; Sri Wahyuningsih
Alibbaa': Jurnal Pendidikan Bahasa Arab Special Issue 2026 Vol. 01 | Artificial Intelligence in Arabic Language Education: Pedagogy, Media,
Publisher : Universitas Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.vi.24705

Abstract

Arabic vocabulary acquisition remains a major challenge for many learners, particularly in contexts where instruction is dominated by memorization and teacher-centered approaches. This study aimed to investigate the implementation of Artificial Intelligence-Supported Quizlet Flashcards in enhancing Arabic vocabulary acquisition among eleventh-grade students at MA Muhammadiyah Kota Bima. The study employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages conducted across two cycles. The participants were 12 students. Artificial Intelligence was utilized as a supporting tool for developing vocabulary materials, contextual example sentences, and learning exercises that were subsequently integrated into Quizlet flashcards. Data were collected through observation, tests, and documentation and analyzed using descriptive quantitative techniques. The findings revealed a consistent improvement in students’ vocabulary acquisition throughout the research cycles. The mean score increased from 67 in the pre-cycle stage to 75.17 in Cycle I and 80.67 in Cycle II. Similarly, the learning mastery rate improved from 16.7% in the pre-cycle stage to 50% in Cycle I and reached 83.33% in Cycle II. These findings indicate that AI-Supported Quizlet Flashcards can provide a more interactive, flexible, and engaging learning experience, thereby supporting students’ Arabic vocabulary acquisition. The study highlights the potential of integrating AI-assisted learning-material development with digital flashcard platforms to enhance Arabic language learning in madrasah settings.

Page 12 of 12 | Total Record : 114

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