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Mantiqu Tayr: Journal of Arabic Language
Published by Universitas Ma'arif Lampung
ISSN : -     EISSN : 27746372     DOI : https://doi.org/10.25217/mantiqutayr
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Mantiqu Tayr: Journal of Arabic Language is a refereed publication devoted to research articles, reports, and book reviews concerned with the teaching and learning of Arabic as a Foreign Language. This journal dedicated to enhancing and disseminating scholarly work in the field of Arabic Language Teaching and Linguistics. Mantiqu Tayr: Journal of Arabic Language invites scholars, researchers, and students to contribute the result of their studies and researches in the areas related to Education, which covers textual and fieldwork investigation with special reference of Arabic History, Strategy of Arabic Teaching, Technology of Arabic Teaching, Arabic Language Education, Micro Linguistic Studies, Macro Linguistic Studies, Linguistic Comparative Studies.
Arjuna Subject : Umum - Umum
Articles 121 Documents
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Fāʿālīyāh Istīkhdām Wāsāʾīl āt-Tāʿlīm ās-Sāwtīyyāh wāā āl-Mārʾīyyāh Sparkol Video Scribe ʿālā Itqānī āl-Mufrādāt āl-ʿArābīyyāh līī āl-Mādrāsāh āl-Ibtidāʾiyyāh Islami, Diana Fitri; Yasin, Agus; Nur, Ifa Rodifah; Saidah, Ummu; Alfin, M. Fikri Syariati
Mantiqu Tayr: Journal of Arabic Language Vol. 5 No. 2 (2025): Mantiqu Tayr: Journal of Arabic Language
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/mantiqutayr.v5i2.5785

Abstract

Vocabulary a fundamental component in developing speaking, writing, listening, and reading skills. Without sufficient vocabulary, students find it difficult to express ideas and comprehend spoken or written texts. This issue is particularly evident among students at madrasah ibtidaiyyah, where many learners show limited vocabulary mastery, resulting in difficulties in understanding Arabic texts and participating in classroom interactions. Observations and preliminary data indicate that the use of traditional teaching methods such as rote memorization and textbook-centered instruction has not been effective in engaging students or supporting long term vocabulary retention. These conventional approaches often lack contextualization and fail to stimulate student motivation, making it harder for learners to internalize and apply new words. This study aims to examine the effectiveness of Sparkol Video Scribe, an audiovisual learning media, in enhancing Arabic vocabulary (mufrodat) mastery among Grade 4 students at MI Muhammadiyah 08 Lamongan. The research employed a quantitative approach with a pre-experimental design, specifically a one-group pretest-posttest format. The participants consisted of Grade 4 students, selected from one Islamic elementary school. Data were collected using pretest and posttest vocabulary assessments, and the results were analyzed using the Wilcoxon Signed Rank Test through SPSS software. The findings show that the average pre-test score was 62.73, while the post-test score increased significantly to 96.36. The Wilcoxon test resulted in a significance value of 0.000 < 0.05, indicating a significant improvement in students’ vocabulary mastery after using Sparkol Video Scribe. This study contributes to Arabic language education by proving that audiovisual media can improve vocabulary learning outcomes. Future research is recommended to explore the use of such media in other language skills and on broader populations.  
Istīrātīǧīyyāẗu āt-Tāʿlīmī āl-Luġāẗī āl-Aʿrābīyyāẗī āl-Aʿmāẗī līī āt-Tullābī āl-Mustāwā āl-Hāmīsī bīī āl-Ghāmīʿāẗī āl-Amien Prenduan Hasanah, Uswatun; Hady, Alya Nafiesa; Kirom, Abdul; Masuwd, Mowafg
Mantiqu Tayr: Journal of Arabic Language Vol. 5 No. 2 (2025): Mantiqu Tayr: Journal of Arabic Language
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/mantiqutayr.v5i2.5861

Abstract

This study aims to analyze the strategies used in teaching colloquial Arabic for tourism purposes to fifth-level students at University of Al-Amien Prenduan. The research responds to the growing need for tour guides capable of communicating in colloquial Arabic with tourists from the Middle East. Although Modern Standard Arabic is the main language of instruction at the university, the Arabic Language Education Department has included colloquial Arabic to meet labor market demands. The study adopts a qualitative descriptive method, with researchers acting as semi-participant observers through classroom observations, interviews with lecturers and students, and document analysis. The findings reveal, first: the teaching relies on two main strategies interactive teaching, which emphasizes student engagement and discussion for understanding, and the lecture strategy, where the instructor explains theoretical concepts and grammar rules related to colloquial Arabic. Second: there are supportive factors in the learning process, such as a friendly peer environment, the use of YouTube as a supplementary tool, and teacher competence. Third: several obstacles exist, including low student motivation, limited learning materials, and time constraints. The main conclusion is that successful colloquial Arabic instruction requires a balance between interaction and explanation, supported by an appropriate learning environment. The study recommends enhancing interactive strategies, using multimedia, and developing culturally appropriate materials for non-native speakers.
Study of Minangkabau Vocabulary in the Tanjung Barulak Manuscript: A Study of Malay Arabic Script Rudiamon, Septika; Diana, Marisya Putri; Aulia, Manisha; Pahutar, Elisah; Jafar, Muslim
Mantiqu Tayr: Journal of Arabic Language Vol. 5 No. 2 (2025): Mantiqu Tayr: Journal of Arabic Language
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/mantiqutayr.v5i2.6256

Abstract

Minangkabau manuscripts in Arabic Malay script contain many Minang vocabulary that is rarely revealed, even the vocabulary is rarely used in everyday language in Minangkabau due to the acculturation of the language into Indonesian. This paper aims to present Minangkabau vocabulary in Arabic Malay script in the Tanjung Barulak manuscript of Tanah Datar district, and to reveal the meaning of Minangkabau vocabulary in accordance with the development of the Indonesian language. This study uses a qualitative approach with a philological research method that has six working steps, namely manuscript inventory, manuscript description, manuscript grouping and text comparison, selection of text edition methods, transliteration, and additional studies (text comments). The primary data source is the Tanjung Barulak manuscript with the code 02/BB.II/twf/2021, and the secondary data source is in the form of literature studies from scientific articles, books, and several other related sources. The results of this study found more than 100 Minangkabau vocabulary in Arabic Malay script in the Tanjung Barulak manuscript. In addition, the meaning of the Minangkabau vocabulary in Arabic Malay script in this Manuscript is mostly far different from the development of the Indonesian language which already uses the General Guidelines for Indonesian Spelling, there are even some Minangkabau vocabulary that is no longer used in communication by the Minangkabau people due to language and cultural shifts. This study has presented several Minang vocabularies that are rarely used in daily communication found in one of the Minangkabau manuscripts. It is hoped that other researchers will continue to dig deeper into the Minangkabau vocabulary that found in Minangkabau manuscripts in order to enrich the treasury of the Minangkabau regional language.
The Influence of Reading Ability on the Translation Learning Outcomes of Students at Gontor for Girl First Campus Rahman, Nurul Insani; Mahmudi, Ihwan; Aulia, Siti Sarah; Khumairah, Siti Salwa; Saidah, Lailatus
Mantiqu Tayr: Journal of Arabic Language Vol. 5 No. 2 (2025): Mantiqu Tayr: Journal of Arabic Language
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/mantiqutayr.v5i2.5812

Abstract

Translation is one of the most essential skills in learning any language, including Arabic, as it facilitates understanding texts from other languages and enhances overall language acquisition. At Gontor for Girls First Campus, particularly among fifth-grade female students of Islamic Teacher Training Collage, translation plays a significant role in academic success. However, many students still encounter challenges in translating Arabic texts effectively. One of the primary factors believed to influence translation performance is reading comprehension. Students with strong reading comprehension skills are better able to grasp the meaning of Arabic texts, thereby improving the accuracy and fluency of their translations.This study aims to investigate the influence of reading comprehension on the translation performance of fifth-grade female students at Islamic Teacher Training Collageduring the 2023–2024 academic year. Employing a quantitative approach with a survey method, the study involved a sample of 110 students. Data were collected through reading and translation tests, along with documentation. The Spearman rho correlation test, conducted using SPSS software, revealed a significant correlation between reading comprehension and translation performance, with a Sig. (2-tailed) value of 0.000 < 0.05. Reading comprehension accounted for 12.6% of the variance in translation outcomes, while the remaining 87.4% was attributed to other factors. These findings suggest that although reading comprehension has a measurable impact on translation ability, it is not the sole determinant. Therefore, future research should explore additional cognitive, pedagogical, and affective variables that may contribute to students success in translation. This study contributes to the growing body of literature on language acquisition by underscoring the critical role of reading comprehension in translation learning.
Exploring Arabic Reading and Speaking Skills through Picture Storybooks: Study Literature Review Safitriani, Ida; Khasairi, Moh.; Alfan, Muhammad; Ayni, Alisia Budi Nor
Mantiqu Tayr: Journal of Arabic Language Vol. 5 No. 2 (2025): Mantiqu Tayr: Journal of Arabic Language
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/mantiqutayr.v5i2.6111

Abstract

The low proficiency in Arabic reading and speaking among students is often attributed to monotonous teaching methods and a lack of visual learning media. This study explores the pedagogical potential of picture storybooks as a multimodal solution to support Arabic language learning at the elementary and secondary levels. The research aims to analyze how picture storybooks influence vocabulary acquisition, sentence structure comprehension, reading literacy, and speaking fluency. Using a qualitative library research approach, data were gathered from peer-reviewed journals, books, and academic reports published within the last five years. The findings indicate that integrating visual and verbal elements through picture storybooks helps students understand vocabulary in context, builds confidence in speaking, and increases motivation to engage with reading. This approach supports key theories in language learning, including Dual Coding Theory, Multimodal Learning, Krashen’s Input Hypothesis, and Vygotsky’s Sociocultural Theory. All of which emphasize language learning as a meaning-focused, context-rich, and socially mediated process. The study concludes that picture storybooks serve as an effective instructional tool for Arabic language education by bridging cognitive, affective, and linguistic domains. It recommends further empirical studies in real classroom settings to evaluate the long-term impact of this medium across different learner profiles and proficiency levels.
Implementation and Strategies Differentiated Learning for Arabic Language Learning at Islamic High School Yahya, Amri; Ahsanuddin, Mohammad; Irhamni; Syukur, Hasan; Iman, Muhammad Nur
Mantiqu Tayr: Journal of Arabic Language Vol. 5 No. 2 (2025): Mantiqu Tayr: Journal of Arabic Language
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/mantiqutayr.v5i2.6203

Abstract

The Merdeka Curriculum encourages a more adaptive and learner-centered learning approach, one of which is through differentiated learning. This approach is important in learning Arabic which requires mastery of complex skills such as listening, speaking, reading and writing. This study investigates the implementation of differentiated instruction within the Merdeka Curriculum at Islamic high school Darul Faqih Malang, with a focus on examining the instructional strategies employed by teachers, as well as identifying the opportunities and challenges encountered in practice. Utilizing a qualitative descriptive methodology, With case study research type. Data were collected through classroom observations, in-depth interviews with Arabic language teachers, and analysis of instructional documents. The data were then analyzed using the Miles and Huberman model. The findings reveal that instructional planning is conducted systematically, guided by the formulation of learning outcomes, learning objective pathways, and the use of contextual and adaptable teaching modules. Instructional delivery is tailored through student grouping based on learning preferences, the application of active learning strategies such as discussion and problem-based learning, and the integration of Pancasila student profile values. Teachers’ strategies encompass diagnostic assessment, peer tutoring, the use of varied instructional media and methods, and intensive mentoring. Despite challenges related to students’ diverse backgrounds, motivation levels, and infrastructural limitations, differentiated instruction fosters an inclusive, collaborative, and transformative learning environment. This study contributes valuable insights into the practical effectiveness of differentiated instruction in Arabic language education under the Merdeka Curriculum framework. This study provides scientific contributions for Arabic language teachers who will implement differentiated learning, especially Arabic language learning.
Analysis of Arabic Language Textbooks Published by Quadra in 2022 for Class XI of Islamic High School Based on Common European Framework of Reference for Languages Fitriasari, Rizqi Nur; Nurhidayati; Alfan, Muhammad; Maknuna, Salma Lulu; Ibrahim, Abdelrahman
Mantiqu Tayr: Journal of Arabic Language Vol. 5 No. 2 (2025): Mantiqu Tayr: Journal of Arabic Language
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/mantiqutayr.v5i2.6240

Abstract

Textbooks play a crucial role in the Arabic language learning journey for non-Arabic-speaking students at the Madrasah Aliyah level. A well-structured textbook can act as a teaching aid and a roadmap for mastering language competencies that align with both national and international standards, such as the Common European Framework of Reference for Languages. One such textbook is “اللغة العربية 2” published by Quadra in 2022 for Year 11 students. However, research on this textbook remains limited. This study aims to examine the alignment of the textbook's content with established standards while investigating indicators of speaking skill competence based on the Common European Framework of Reference for Languages. Using a descriptive qualitative approach and content analysis methods, the primary data source is “اللغة العربية 2” supplemented by relevant literature. The findings indicate that the textbook meets standards for linguistic accuracy, material presentation, and visual layout. The speaking competencies are aligned with levels A2 and B1 of the Common European Framework of Reference for Languages. Topics like shopping and health correspond to level A2, promoting direct communication, while travel and technology fit level B1, encouraging extended speech and structured expression of experiences and opinions. Future research should explore other language skills within the same textbook for a comprehensive evaluation.
Peningkatan Kemampuan Insya’ Muwajjah Melalui Media Papan Susun Kalimat pada Santri di Madrasah Diniyyah Assunniyyah Kencong Jember Nashihah, Riris Fikriyatun; Maskud; Maulana, Asep; Wahyudi, Imam
Mantiqu Tayr: Journal of Arabic Language Vol. 4 No. 2 (2024): Mantiqu Tayr: Journal of Arabic Language
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/mantiqutayr.v4i2.5246

Abstract

Arabic is one of the most widely used languages ​​in the world, especially among Muslims, because it is the language of the Qur'an and hadith. In learning Arabic, there are five skills that must be mastered by students, one of which is writing skills (maharah al-kitabah), which includes insya' muwajjah skills, namely guided composition or composing sentences. However, in practice, many students face obstacles such as boredom, difficulty in composing sentences, and lack of innovation in learning. To overcome this, this study aims to improve the insya' muwajjah skills of class 1 high school students at Madrasah Diniyyah Assunniyyah Kencong Jember by using sentence board media. This study uses a descriptive qualitative method, with data collection through observation, interviews, documentation, and written tests. Data analysis is carried out by reducing data, presenting data, and drawing conclusions, as well as triangulating data sources. The results of the study indicate that the use of sentence board media can increase students' interest in learning, reduce boredom, and make it easier for them to compose sentences in Arabic. This media is also effective in helping teachers deliver materials in a more interesting and interactive way. Thus, it can be concluded that the sentence board media is effective in improving the insya' muwajjah abilities of students and making the learning process more interesting and enjoyable.
Dīrāsātun ān-Nāẓārīyyātī āl-Idrākī Bīdāmjī Bārāmījī āt-Tāʿlīmī āt-Tāfāuʿlīyyī āl-Qāīmu āt-Tiknūlūjīyān fīī āt-Tāʿlīmī āl-Lughātī āl-ʿArābīyyātī Mirantika, Mazi Septina; Aziz, Abdul; Utama, Wawan Kurnia; Furqan, Muhammad Ismail
Mantiqu Tayr: Journal of Arabic Language Vol. 5 No. 2 (2025): Mantiqu Tayr: Journal of Arabic Language
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/mantiqutayr.v5i2.6372

Abstract

Digital transformation in the world of education has encouraged the use of interactive learning applications as a potential means to support foreign language acquisition, including Arabic. However, there has not been much research that examines the integration of these applications from a cognitive perspective theoretically. This research aims to deeply examine how interactive learning applications support Arabic language learning based on cognitive learning theories, such as information processing theory, cognitive constructivism, and cognitive load theory. The scope of the research includes the identification of cognitive features in the application, their relevance in Arabic language learning, and the potential for future development. The research method used is descriptive qualitative with literature study and content analysis techniques on academic literature such as articles, books, and other literature. Data sources are analyzed theoretically to reveal the contribution of interactive applications to the learning process from a cognitive perspective. The study results show that interactive applications support Arabic language learning through five main aspects: activation of initial cognitive attention, reinforcement of long-term memory through multimodality, knowledge construction, reduction of cognitive load, and enhancement of direct feedback. These findings prove that learning applications are not only technical aids but also pedagogical tools capable of enhancing the quality of language internalization. The conclusion of this study states that the integration of interactive learning applications in the context of the Arabic language is highly relevant and effective if based on cognitive principles. This research contributes scientifically to the development of technology-based Arabic language teaching strategies that are more adaptive to the mental processes of learners. Suggestions for future research include conducting further theoretical analyses on specific types of applications, exploring how different cognitive principles are represented in newer technologies, and expanding the literature review to include studies from diverse educational contexts and learner profiles.
Tāḥlīl Kitāb TOAFL “Muqārrār Tāḥdīd āl-Mustāwā” āl-Mustānīdī īlā āl-Iṭār āl-Ūrūbī āl-Mārjāʿī āl-Mushtārāk līl-Lughāt Syarofit, Miqdarul Khoir; Mahliatussikah, Hanik; Alfan, Muhammad; Abushihab, Eiman F.
Mantiqu Tayr: Journal of Arabic Language Vol. 5 No. 2 (2025): Mantiqu Tayr: Journal of Arabic Language
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/mantiqutayr.v5i2.6390

Abstract

The rising demand for standardized Arabic language proficiency tests, especially for international institutions like Al-Azhar University in Egypt, underscores the need to evaluate current assessment tools for validity and global alignment. This study analyzes the TOAFL Muqarrar Taḥdīd Mustawā textbook using the Common European Framework of Reference for Languages (CEFR) to assess its suitability for testing the language skills of prospective students of Al-Azhar University in Egypt. Employing a descriptive qualitative method with quantitative data estimation, the study examined the number of questions, their distribution across language skills (listening, reading, writing, grammar), difficulty levels, and CEFR classification (A1–C2). Findings show that most items are concentrated at the intermediate levels (B1–B2), with limited coverage of advanced levels (C1–C2). Additionally, the distribution of skills is uneven, and questions lack integration within realistic contexts. The study recommends enhancing content diversity, incorporating higher-order thinking and critical reasoning tasks, and improving the integration of skills to align more closely with CEFR standards. This research offers a structured evaluation model for Arabic language testing materials, providing a systematic approach to analyze test content and language proficiency alignment. The study recommends aligning local Arabic language assessments with international frameworks, such as the CEFR, to enhance students’ academic readiness and competitiveness in global academic contexts.

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