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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 153 Documents
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Tashmim Ta’lim al-Lughah al-‘Arabiyyah min Khilal Thariqah al-Mubasyirah wat-Ta’awwud fii Maharah al-Kalam Dwi Ilma Nur Azizah; Naifah; Hasyim Asyari; Ihsan Abdul Aziz; Najwa Shidqi Assyarofi
Mantiqu Tayr: Journal of Arabic Language Vol. 6 No. 2 (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.v6i2.8057

Abstract

Developing communicative competence remains a major challenge in Arabic language instruction, particularly in Islamic boarding schools where Arabic isused as a medium of daily communication. Although the Direct Method (Thoriqoh Mubasyiroh) is widely practiced, its integration with systematic habituation has received limited scholarly attention. This study analyzes the design of Arabic language instruction through the integration of the Thoriqoh Mubasyiroh method and habituation to develop speaking skills at Darussalam Gontor Islamic Boarding School Campus 3 Kediri. Using a qualitative case study approach, data were collected through observation, interviews, and documentation, then analyzed using descriptive-analytical techniques. The findings reveal that the instructional design combines exclusive Arabic use without translation (tahrīmual-tarjamah), intensive language programs such as ilqā’ al-mufradāt, Daily Conversation, and muhadharah, and systematic daily, weekly, and monthly habituation with in a bi’ah lughawiyyah. This integrated design effectively streng thens students’ speaking competence through continuous language practice and environmental support. The study concludes that combining the Direct Method with structured habituation provides a sustainable model for developing communicative competence. It contributes to Arabic language education by proposing an integrated instructional design that can serve as a reference for similar educational institutions.
Analysis of the Implementation of the SQ3R Method for Improving Arabic Reading Skills at the Madrasah Tsanawiyah Level: A Library Research Study Ahmad Musthofa; Mahda Anggita Zukni Fahma; Mamluatun Ni’mah; Raysul Hoque
Mantiqu Tayr: Journal of Arabic Language Vol. 6 No. 2 (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.v6i2.8080

Abstract

Arabic reading skills (maharah al-qirā’ah) are an important component of Arabic language learning at the Madrasah Tsanawiyah level because they support students’ ability to understand written texts, identify main ideas, interpret information, and develop vocabulary. Nevertheless, Arabic reading instruction may still face challenges related to students’ reading comprehension, vocabulary mastery, learning motivation, and active participation. The Survey, Question, Read, Recite, and Review (SQ3R) method offers a structured reading procedure that encourages students to interact actively with texts and process information systematically. This study aims to analyze the implementation of SQ3R in Arabic reading instruction at the Madrasah Tsanawiyah level and to synthesize reported learning outcomes across previous empirical studies. The study employed a library research design with a descriptive-analytical approach. Data were obtained from nine empirical studies published between 2018 and 2024, consisting of eight peer-reviewed journal articles and one undergraduate thesis. The undergraduate thesis was included because it investigated the implementation of SQ3R in Arabic reading instruction at the Madrasah Tsanawiyah level and provided empirical findings that fulfilled all inclusion criteria. The findings indicate that most of the reviewed studies reported positive changes in reading-related learning outcomes, including reading comprehension, reading achievement, student interest, and classroom participation. Nevertheless, the findings were not uniformly positive. One study reported a statistically significant pretest-posttest difference but a low mean N-Gain, while another focused on vocabulary mastery as a related learning outcome rather than direct reading comprehension. These findings suggest that the contribution of SQ3R may vary depending on the learning context, outcome measured, and implementation conditions. Consequently, SQ3R can be considered a promising instructional method for supporting Arabic reading instruction at the Madrasah Tsanawiyah level, although its effectiveness should be interpreted in relation to the characteristics and conditions of its implementation.
The Meaning and Forms of Arabic Linguistic Landscape at Al-Falah Darussalam Tropodo Elementary School Zahra Irmadina Noor Aisyah; Mirwan Akhmad Taufiq; Abdur Rohman; Ahmed Fayiz
Mantiqu Tayr: Journal of Arabic Language Vol. 6 No. 2 (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.v6i2.8229

Abstract

Background of this study is that linguistic landscape does not merely function as visual decoration, but also represent as the values, identity, and education of the institution. However, the meanings and function of these Arabic signs have not been sufficiently explored through a semiotic perspective. This study aims to find out the meaning and forms of Arabic linguistic landscapes at Al-Falah Darussalam Tropodo Elementary School using Ferdinand de Saussure’s semiotic theory. Arabic linguistic landscapes around the school are viewed as a system of signs that carry educational messages. This study used a qualitative descriptive method by observing and documenting Arabic text, room signs, and slogan on the school walls. The result show that Arabic writing at this school is not just a language decoration. It is a way for the school to introduce student about Islamic identity an worship values indirectly. By separating the signs into signifier (visual form) and signified (mental concepts), this study reveals how visual language helps students remember and practice Islamic values in their daily lives. These findings confirm that the Arabic linguistic landscapes play an important role as a visual communication medium in Islamic education. This study contributes academically to the integration of sociolinguistics and semiotic theory within elementary Islamic educational environments, demonstrating how visual spaces function as a hidden curriculum. For future research, it is recommended to expand the scope by measuring the direct psychological and behavioral impacts of these linguistic landscapes on students through quantitative or experimental approaches, as well examining multilingual landscape dynamics in broader educational settings.

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