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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 146 Documents
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ChatGPT vs Gemini: Which Digs Deeper into Arabic Semantics? Zaimah, Nely Rahmawati; Rizqiyah, Chafidhoh; Hadi, Syamsul; Muthiah, Rifatul; Putri, Wakhidati Nurrohmah
Mantiqu Tayr: Journal of Arabic Language Vol. 6 No. 1 (2026): 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.v6i1.7146

Abstract

This study examined the performance of AI models in translating classical Arabic grammatical literature, focusing on Alfiyah Ibn Mālik and Naẓm al-Imrīṭī, two foundational texts marked by dense syntactic structures and strong pedagogical significance. ChatGPT and Gemini were evaluated in terms of translation accuracy, terminological precision, and contextual sensitivity. A panel of expert evaluators with more than fifteen years of experience in Arabic instruction assessed each model’s capacity to apply syntactic rules, preserve semantic coherence, and maintain stylistic and didactic integrity. The aim and scope of the paper centred on measuring translation quality through a combined framework of METEOR scoring and human expert judgement. Qualitative evaluation further explored the models’ adaptability to classical Arabic rhetorical patterns and instructional conventions. The results showed that ChatGPT achieved higher lexical alignment and word-level accuracy than Gemini according to METEOR scores; however, both models demonstrated notable limitations in rendering idiomatic expressions and conveying deeper grammatical and contextual meanings. Statistical analysis using the Mann–Whitney U test revealed no significant difference between the two models, underscoring the limited explanatory power of automated metrics when applied to highly structured classical texts. These findings underscored the ongoing need for expert validation beyond numerical scoring and supported the adoption of a hybrid translation framework, in which AI-generated outputs are systematically refined through scholarly review. Future research was suggested to broaden the textual corpus, incorporate additional AI models and evaluation metrics, and further strengthen expert-led validation to enhance the reliability of AI-assisted translation in advanced Arabic grammatical studies.
The Implementation of the Teams Games Tournament Model Assisted by Kahoot in Imlā’ Learning for Students Rahma, Aufa; Nikmah, Ainun; Huda, Nurul; Syamsiyah, Dailatus; Ardiani, Adina
Mantiqu Tayr: Journal of Arabic Language Vol. 6 No. 1 (2026): 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.v6i1.7147

Abstract

Imlā’ learning in Arabic language education often encounters challenges related to students’ low writing accuracy and limited classroom engagement. Conventional teaching methods tend to be less interactive, which affects students’ motivation and learning outcomes. This study aims to describe the implementation of the Kahoot-assisted Teams Games Tournament learning model in Arabic Imlā’ learning for first-semester students of the Arabic Language Education Program at State Islamic University Sunan Kalijaga Yogyakarta. This research employed a descriptive qualitative approach conducted during the Field Study Program from October to December 2025. The participants consisted of all first-semester students of Class C selected through total sampling. Data were collected through classroom observations, documentation of learning activities, analysis of students’ written works, and Kahoot quiz results. The findings indicate that the integration of the Teams Games Tournament model with Kahoot created an interactive and collaborative learning environment that increased students’ participation, motivation, and writing accuracy, particularly in applying Arabic orthographic rules (qawāʿid al-imlāʾ) related to hamzah (including hamzah waṣl and hamzah qaṭʿ), alif layyinah (alif mamdūdah and alif maqṣūrah), and the distinction between tāʾ marbūṭah and tāʾ maftūḥah. This study contributes to Arabic language pedagogy by providing practical evidence on the integration of cooperative learning models and digital game-based media in Imlā’ instruction at the university level. Future research is suggested to apply experimental designs, involve broader participant groups, and examine the long-term impact of this learning model on other Arabic language skills.
The Use of Quizalize Media to Improve Arabic Listening Skills of Students at Nahdlatul Ulama University Salsabila, Sarah; Rofiqi, Mohammad; Sriyono, Siti Amelia; Shodiq, Muhammad Jafar; Muliati, Ajeng Yuli
Mantiqu Tayr: Journal of Arabic Language Vol. 6 No. 1 (2026): 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.v6i1.7160

Abstract

The low listening ability of students in learning Arabic is caused by the use of learning media that is still conventional and less interactive. This study aims to examine the use of Quizalize as an interactive learning and evaluation medium in Arabic listening instruction and to explore students’ responses to its implementation. Employing a quantitative descriptive approach, the study involved third-semester students of the Interdisciplinary Islamic Studies Study Program at Nahdlatul Ulama University of Yogyakarta. Data were collected through a questionnaire designed to capture students’ perceptions of Quizalize in terms of usability, attractiveness, learning motivation, and perceived effectiveness. The results indicate that students responded positively to the use of Quizalize, particularly regarding increased engagement, ease of use, and immediate feedback during listening activities. These findings suggest that Quizalize supports a more interactive and student-centered learning environment and functions effectively as a formative evaluation tool in listening instruction. In conclusion, this study contributes to the growing body of research on digital learning media by highlighting the pedagogical value of Quizalize in Arabic language education. Future research is recommended to investigate its impact on other language skills and to employ experimental designs for measuring learning gains more comprehensively.
Code-Switching and Code-Mixing in the Film Assal Eswed: A Sociolinguistic Study Haq, Iman Amirul; Dayudin; Djaliel, Maman Abdul
Mantiqu Tayr: Journal of Arabic Language Vol. 6 No. 1 (2026): 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.v6i1.7171

Abstract

This study investigates bilingual practices in contemporary Arab society by examining code-switching and code-mixing in the film Assal Eswed, directed by Khalid Marei. The study aims to identify the types and linguistic forms of code-switching and code-mixing, as well as the sociolinguistic factors influencing their occurrence. Employing a descriptive-analytical method within a sociolinguistic framework, the data consist of characters’ utterances collected through observation, transcription, and classification. The analysis is based on the theories of code-switching and code-mixing proposed by Suwito and Chaer, the code-switching factors outlined by Hoffmann and Saville-Troike, and the code-mixing factors proposed by Suwito and Suwandi. The findings reveal that all instances of code-switching are external, predominantly involving shifts from Arabic to English, while code-mixing occurs in the form of words, phrases, and clauses. The influencing factors include role identification, register adjustment, explanatory needs, shared mother tongue, lexical gaps, and habitual speech patterns. These findings indicate that Assal Eswed reflects the interaction between language, identity, and globalization in a bilingual Egyptian context, highlighting film as a relevant medium for sociolinguistic analysis and contributing a foundation for broader investigations of language contact, identity, and bilingualism in Arabic media.
Fa'āliyyah al-Faṣl ad-Dirāsī al-Maqlūb fī Taḥsīn Mahārat al-Kalām lit-Ṭullāb fī Madrasah Tsanawiyah Islamiyyah Hukumiyyah Level Fadhli, Muhammad Miftah Al Aufa Ilal; Maghfurin, Ahmad; Inayah; Rahmawati, Neli Dian; Samra, Asma’ Naim Jamil Abu
Mantiqu Tayr: Journal of Arabic Language Vol. 6 No. 1 (2026): 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.v6i1.7236

Abstract

This study investigates the effectiveness of the Flipped Classroom model in enhancing Arabic speaking skills among eleventh-grade students at State Islamic Senior High School 1 Semarang. Given the critical importance of Arabic speaking skills for academic and professional success, despite the common challenges in acquiring these skills at the Madrasah Aliyah level, the study aims to assess the model's impact on pronunciation, intonation, fluency, vocabulary, and grammar. Employing a quasi-experimental design with a one-group pre-test/post-test procedure, 36 students participated, with 32 completing the study. Data were collected through oral performance tests and structured observations. The results indicate a significant improvement in students' Arabic speaking abilities, with the average total score rising from 14.59 in the pre-test to 17.75 in the post-test. Notable gains were observed across all evaluated areas, including pronunciation and intonation, fluency, vocabulary, and grammar. These findings suggest that the Flipped Classroom model effectively enhances speaking proficiency by promoting independent learning outside the classroom and facilitating active classroom interaction, thus improving students' readiness and confidence. This research contributes to foreign language education by demonstrating the positive impact of the Flipped Classroom model on language acquisition and offers valuable insights for educators seeking innovative teaching methods. Future research could explore the long-term effects of this model on other language skills and investigate the role of technological tools and online platforms in further enhancing language learning outcomes.
Mulā‘amat Ma‘āyīr al-Amrīkī līī-Ta‘līm al-Lughah al-Ajnabiyyah (ACTFL) fīī Tatwīr Manāhij al-Lughah al-‘Arabiyyah Azizah, Aprilya; Zalila, Nur; Muhajir; Siregar, Nurlina; Nabilah, Farah Farhatun
Mantiqu Tayr: Journal of Arabic Language Vol. 6 No. 1 (2026): 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.v6i1.7297

Abstract

Arabic language learning in Indonesia continues to face challenges regarding standardized assessment systems that are consistent and globally measurable, as existing curriculum dominated by structural-theoretical approaches. This study aims to analyze the relevance of the American Council on the Teaching of Foreign Languages (ACTFL) proficiency standards in Arabic language curriculum development, using language assessment theory as the primary evaluative framework. The research method employed is library research, utilizing content analysis of of ACTFL documents and related curriculum literature. The findings indicate that, theoretically, ACTFL possesses strong conceptual coherence with modern assessment theories through its emphasis on construct validity, authenticity, and performance orientation. The integration of ACTFL is capable of reorienting the components of objectives, materials, and teaching methodologies from rule-mastery toward functional communicative proficiency. In conclusion, ACTFL is relevant as an international standard for enhancing the quality of the Arabic curriculum in Indonesia. However, its implementation requires contextual adaptation to the characteristics of Fusha Arabic and the strengthening of educator competencies as proficiency assessors to address practicality and reliability constraints in the field.

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