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Alis Asikin
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Alsina : Journal of Arabic Studies
Published by Universitas Islam Negeri Walisongo Semarang
ISSN : 26226138     EISSN : 26226146     DOI : 10.21580
Core Subject : Science, Education, Social,
Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences
Alsina : Journal of Arabic Studies, ISSN 2477-8117 (e) 2477-8109 (p) is published by the Arabic Language Learning Department, Fakultas Ilmu Tarbiyah dan Kependidikan, Universitas Islam Negeri (UIN) Walisongo Semarang. This journal focuses on theories and thoughts on Arabic studies in general. This journal specializes in Arabic language learning, and theories. This journal warmly welcomes contributions from scholars of related disciplines.
Arjuna Subject : Umum - Umum
Articles 129 Documents
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Al-Aṣwāt wa-Dalālātuhā ʿinda Ibn Taymīyah Gumilar, Rizki; Rusady, Achmad Tito; Imansyah, Nur
Alsina : Journal of Arabic Studies Vol. 7 No. 1 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.7.1.26651

Abstract

Phonetic problems in Arabic are classic problems studied since the age of Al-Khalil bin Ahmed Al-Farahidi (d. 170 AH). This science is still being studied and developed to this day and has even become something that cannot be separated from linguistics. Ibn Taymiyah was an expert in religious knowledge who paid great attention to sound and its meaning. On this basis, through the use of semantic descriptive analysis, this research seeks to collect opinions regarding the meaning of sounds and at the same time compare them with what ancient and contemporary phonetic scholars have put forward regarding this issue. Among the results obtained from this research is the correspondence between the sounds in Arabic and the meaningThe phonetic intensity of a sound corresponds to the semantic intensity of its meaning, and vice versa. This study is really needed by Arabic language students, because some of them have difficulty memorizing Arabic vocabulary which is so large and cannot be distinguished from one another except by just one letter or just one vowel. Not only that, it is hoped that this research can contribute to knowledge on the topic of discussing semantics and phonetics.
Domestication and Foreignization Strategies in the Translation of Humorous Hadiths: An Inquiry into Translation Ideology Al Munawar, Agil Husein; Mohamad Zaka Al Farisi; Deni Ramdani
Alsina : Journal of Arabic Studies Vol. 7 No. 1 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.7.1.26831

Abstract

The difficulty of translating humor that is rich in cultural and religious values poses a dilemma between preserving the authenticity of the source text or adapting it to the culture of the target audience. This challenge becomes even more significant in the translation of the Prophet's humorous hadiths, which contain messages of Islamic preaching and ethics. To address this issue, a qualitative approach was employed, involving content analysis of the humorous hadiths in the book Everything Has Its Time by Sheikh Mahmud Al-Mishri, translated by Ustadz Abdul Somad. Data analysis was conducted by identifying cultural words, classifying translation strategies according to Peter Newmark, and interpreting ideological tendencies based on Lawrence Venuti's domestication and foreignization theory. The results of the study indicate that domestication strategies, particularly descriptive equivalent, through-translation, and paraphrase, were used most frequently, while other strategies such as componential analysis, recognized translation, modulation, and shifts appeared less often. The conclusion suggests that domestication strategies contribute to achieving a balance between meaning accuracy and cultural acceptance, thereby maintaining both comprehensibility and religious values. Translators of religious humorous texts are therefore encouraged to uphold this balance so that the message of Islamic preaching remains intact and communicative.
Qalam AI: A Study on the Potential of Automatic Ḥarakat Detection for Arabic Sentence Learning Rizki, Restu Budiansyah; Muhammad Fatkhur Rizal; Chusnia Rahmawati; Bachrudin, Muhammad Ali; Farhani, Siti; Batul, Zahadatul
Alsina : Journal of Arabic Studies Vol. 7 No. 2 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.7.2.27500

Abstract

This study examines the linguistic performance and pedagogical relevance of Qalam AI as an automatic ḥarakāt detection system in Arabic sentence learning. Employing an exploratory qualitative case study design, the research involved analysis of student text samples, expert evaluation through comparison between AI-generated outputs and manual linguistic analysis, and classroom integration simulation. The analysis focused on three grammatical cases: al-asmāʾ al-marfūʿah (nominative), al-asmāʾ al-manṣūbah (accusative), and al-asmāʾ al-majrūrah (genitive). The findings indicate that Qalam AI is capable of identifying various sentence-level linguistic features, including grammatical case assignment, orthographic inconsistencies, sentence-structure variation, and punctuation-related issues, while also exhibiting systematic limitations in contexts involving morphological ambiguity and syntactic role differentiation. Rather than functioning as an error-free automation tool, Qalam AI appears to support form-focused learning by making linguistic features visible for learner reflection and instructional mediation. These findings suggest that Qalam AI may serve as a supportive pedagogical tool within AI-assisted Arabic language instruction, complementing human linguistic judgment rather than replacing it. The study contributes to ongoing discussions in Computer-Assisted Language Learning and Arabic Natural Language Processing by highlighting the instructional value of automatic diacritization systems beyond technical accuracy.
Optimizing Arabic Listening Skills: A Systematic Review and the Proposal of an Integrated Suggestopedic Brain-Based Learning (ISBBL) Model Ridha, Muhammad Rasyid; M. Asdi Nurkholis; Khoirin Nikmah; Alin Safaraz Himam; Banna Irfan Ibadillah; Ahmad Mudzakkir Hamzah
Alsina : Journal of Arabic Studies Vol. 7 No. 2 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.7.2.27815

Abstract

Proficiency in Arabic listening skills is often hindered by significant psychological barriers, such as foreign language anxiety. This study aims to address this challenge by developing a coherent pedagogical framework that integrates the affective strategies of Georgi Lozanov's Suggestopedia with the neuroscientific principles of Brain-Based Learning (BBL). A Systematic Literature Review (SLR) was conducted following PRISMA guidelines. The process began with the identification of 205 records from academic databases, which were then screened to yield a final corpus of 36 core articles for thematic synthesis. This synthesis focused on literature pertaining to Suggestopedia, Brain-Based Learning (BBL), and listening acquisition. The analysis revealed profound synergies between Suggestopedia's techniques (e.g., concert sessions) and BBL's core principles (e.g., relaxed alertness, emotional engagement). This synthesis resulted in the formulation of the Integrated Suggestopedic Brain-Based Learning (ISBBL) model—a novel, five-phase conceptual framework proposed to systematically guide learners from high anxiety to a state of relaxed, active engagement. The ISBBL model offers a practical framework for educators. While it awaits empirical validation, the model conceptually grounds the intuitive methods of Suggestopedia in the principles of educational neuroscience. This framework presents a structured approach to overcoming affective barriers in Arabic listening instruction and is recommended for further empirical research to validate its classroom efficacy.
A Pragmatic Analysis of Women and Angry Speech: Case Study of The Saudi Arabian Takki Series Farafishah, Nailah; Haeruddin, Haeruddin; Ramadhan, Ilham; Ahmad, Muhammad Anwar
Alsina : Journal of Arabic Studies Vol. 7 No. 2 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.7.2.27839

Abstract

This study aims to reveal the forms of illocutionary acts and impoliteness strategies in anger utterances directed at women in the Saudi Arabian series Takki. In Arab culture, angry utterances are not merely emotional expressions but serve as tools for enforcing social norms and patriarchal control. This research employs a descriptive qualitative method with a pragmatic approach. The data, consisting of dialogue excerpts, were analyzed using Searle's speech act theory and Culpeper's theory of impoliteness. The results show that anger utterances in Takki are dominated by directive, expressive, commissive, and declarative acts, accompanied by impoliteness strategies, including insults, prohibitions, threats, and verbal abuse. These utterances reflect unequal power relations between men and women and reinforce patriarchal structures in Saudi society. This study confirms that language functions as a significant tool of social control in cultures where family honor is paramount. By uncovering the pragmatic mechanisms that sustain gendered communication hierarchies, this research contributes to the broader understanding of how linguistic behavior reinforces social ideologies within both pragmatic and sociocultural theoretical frameworks.
Best Practices for Teaching Speaking Skills Based on Management Aspects and ACTFL Proficiency Levels at STIBA Ar Raayah Munajat, Fuad; Abidin, M. Imam Zaenal
Alsina : Journal of Arabic Studies Vol. 7 No. 2 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.7.2.28197

Abstract

This study examines the implementation of Arabic speaking instruction (mahārat al-kalām) at STIBA Ar Raayah through the interaction between educational management practices and the application of ACTFL proficiency levels. Adopting a descriptive qualitative design, the research draws on classroom observations, interviews with students and instructors, and document analysis of curriculum materials and ACTFL-related guidelines to capture institutional patterns of curriculum organization, instructional practice, and assessment. The findings indicate that Arabic speaking instruction at STIBA Ar Raayah is institutionally concentrated during the preparatory year (Iʿdād), supported by centralized curriculum management, staged instructional design, and sustained Arabic exposure through residential living and Arabic-medium instruction. ACTFL proficiency levels function as a guiding framework for instructional alignment and formative assessment rather than as rigid benchmarks for outcome measurement. Extracurricular speaking activities operate as complementary spaces for practice and refinement, while the immersive language environment (bī’ah lughawīyah) provides continuous opportunities for language use beyond formal instruction. Overall, the study presents a context-specific best practice model in which curricular alignment, proficiency frameworks, and learning environments interact to support Arabic speaking development. The findings contribute to a deeper understanding of how educational management can sustain proficiency-oriented language instruction within institutional contexts.
Taḥlīl Muḥtawá al-Kitāb al-Madrasī lil-Lughah al-ʿArabīyah li-Ṣaff al-Sābiʿ li-Ḥasan Sayf Allāh bi-Madkhal Mutaʿaddid al-Wasa’iṭ Sanah, Siti; Pamungkas, Muhammad Ibnu; Aulia, Vanessa
Alsina : Journal of Arabic Studies Vol. 7 No. 2 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.7.2.28716

Abstract

This study analyzes the Arabic language textbook for seventh grade authored by Hasan Saefulloh through a multimodal approach. This study is grounded in the recognition that textbooks continue to serve as one of the principal media for language instruction, yet their visual and textual integration is often less than optimal. The study employs a qualitative content analysis method using systemic functional linguistics (SFL) and multimodal discourse analysis by Kress and van Leeuwen. Data were drawn from selected pages of the textbook that contain prominent multimodal elements, including vocabulary lists, dialogues, illustrations, and page layouts. The findings reveal three major points. First, the book presents basic Arabic learning materials but the integration between texts, images, and layouts is still weak. Second, the multimodal elements often work in isolation without forming a cohesive meaning. Third, the lack of balance between visual and verbal representations may limit students’ comprehension and engagement. This research concludes that the textbook needs improvement in its design and organization, particularly in aligning verbal and visual modes to support effective Arabic learning. This study contributes to the enhancement of multimodal awareness in Arabic textbook design, offering insights for teachers, authors, and curriculum developers to produce more pedagogically integrated materials.
Interferensi Bahasa dan Upaya Intervensinya dalam Pengajaran Mahārah Kitābah Yuslizar, Fairus Afra; Wargadinata, Wildana; Muassomah
Alsina : Journal of Arabic Studies Vol. 7 No. 2 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.7.2.29203

Abstract

This study aims to analyze the dynamics of interference and intervention in Arabic writing learning within an Islamic boarding school context. Conducted longitudinally over three years with 24 students at Al-Izzah Integrated Islamic Boarding School (IIBS) in Batu City, this research employed a descriptive qualitative approach under the frameworks of Cultural-Historical Activity Theory (CHAT) and Zone of Proximal Development (ZPD). Data were collected through classroom observations, students’ writing analysis, and in-depth interviews with Arabic teachers. The findings reveal that linguistic interference is not merely a structural error but rather a manifestation of the developmental nature of learners’ interlanguage systems. Pedagogical interventions such as authentic writing tasks, cultural scaffolding, and reflective mentoring were proven effective in reducing syntactic, semantic, and orthographic interference. The study highlights that language learning is a dialectical interaction among linguistic, psychological, and cultural factors. Theoretically, this research reinforces the Dynamic Theory of Interference–Intervention (DTII) as a comprehensive framework for foreign language education, while practically emphasizing the importance of developmental and metalinguistic awareness-based instructional strategies.
Integration of Arabic Language Curriculum in Salaf and Khalaf Mukminin, Amirul; Hanun, Aisyatul; Maskuri; Wassalwa, Almannah; Sani, Dahiru
Alsina : Journal of Arabic Studies Vol. 7 No. 1 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.7.1.27631

Abstract

This study aims to analyze the design and impact of the integration of Arabic language curricula between the salaf and khalaf pesantren approaches in the Arabic Language Program at Madrasah I’dadiyah Salafiyah Syafi’iyah Sukorejo Situbondo. This integration is carried out in response to the challenges of contemporary Arabic education, which requires mastery of classical texts as well as modern communication skills. Using a descriptive qualitative approach, data were collected through observation, in-depth interviews, and document analysis involving the curriculum, teachers, students, and institutional management. The results of the study indicate that the integrative curriculum successfully combines the strengths of the salaf pesantren, which emphasizes the understanding of classical Islamic texts (kitab kuning), with the advantages of the khalaf pesantren, which focuses on communicative competence. The pedagogical approaches employed include the sorogan, bandongan, hiwar, muhadatsah, and qirā’ah methods, all of which have proven effective in enhancing students’ abilities in both understanding Islamic texts and actively using the Arabic language. Substantively, this curriculum has produced graduates who are adaptive, communicative, and ready to compete in both academic and global arenas. This research provides both conceptual and practical contributions to the development of a contextual and sustainable pesantren-based Arabic language curriculum.

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