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Lugawiyyat
Published by Universitas Islam Negeri Maulana Malik Ibrahim Malang
ISSN : 26866420     EISSN : 26866439     DOI : https://doi.org/10.18860/lg.v2i1
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Lugawiyyat, adalah Jurnal pembelajaran bahasa Arab yang dipublikasikan oleh PKPBA (Program Khusus Pengembangan Bahasa Arab) di bawah Pusat Pengembangan Bahasa Universitas Islam Negeri Maulana Malik Ibrahim Malang. Jurnal Lugawiyyat memuat artikel hasil penelitian atau kajian pustaka yang fokus dalam bidang pembelajaran bahasa Arab, dan terbit reguler dua kali dalam setahun (bulan Mei dan November).
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 111 Documents
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Ta’ziz almuhadathat alhiwariah bi al-lughah al-arabiyaah min khilal "karir ba’dy" bayna al-muta’alimin al-mukatsafiin Asrofik, Asrofik; Sa'diyah, Halimatus; Ma'arif, A. Samsul; Suroiyah, Evi Nurus
Lugawiyyat Vol 7, No 2 (2025): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v7i2.37032

Abstract

ABSTRACT Speaking skills are a fundamental aspect of language learning, especially for students in intensive programs who are required to communicate effectively. However, many students still struggle to speak fluently, accurately, and confidently. This study aims to improve students' speaking skills through the implementation of the Repeat After Me game. The Classroom Action Research (CAR) method was implemented in two cycles, each consisting of planning, implementation, observation, and reflection. The subjects were 40 students in an intensive language program at a state university. Data were collected through observation, speaking performance assessments, self-confidence questionnaires, and interviews. The results showed significant improvements in pronunciation, intonation, and fluency, as well as increased student confidence in speaking. The average speaking score increased from 2.1 (pre-action) to 3.5 (cycle II), while confidence increased from 38% to 77.5%. The Repeat After Me game proved to be an effective, interactive, and enjoyable method for improving students' speaking skills. This study recommends the widespread use of similar methods in language classes, particularly in intensive learning contexts.Keywords: Speaking Skills, Repeat After Me, Language Games, Self-Confidence.
The Effectiveness of Peer Tutoring in Arabic Language Learning at Higher Education Institutions Aminulloh, Lutfi; Al Faruq, Umar; A. Noer, Maulidia
Lugawiyyat Vol 7, No 2 (2025): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v7i2.37169

Abstract

AbstractThis study investigates the effectiveness of peer tutoring in Arabic language acquisition at Maulana Malik Ibrahim State Islamic University in Malang. The aim is to explore how peer tutoring influences students' speaking proficiency, comprehension, and overall engagement compared to traditional instructor-led methods. Peer tutoring fosters a collaborative learning environment, promotes active participation, reduces language anxiety, and enhances motivation.A qualitative research approach was employed, using interviews, classroom observations, and reflective journals to gather data from advanced students acting as peer tutors and lower-level students as tutees. The study examined the interactions between these two groups, focusing on their impact on language proficiency and emotional engagement.The findings reveal that peer tutoring significantly improves speaking and comprehension skills, increases confidence in language use, and deepens understanding of grammar and vocabulary. Peer tutors also gained improvements in their own language skills, pedagogical techniques, and confidence. The supportive and non-intimidating environment reduced language anxiety, fostering higher student engagement. Peer feedback and collaborative learning were essential to improving language proficiency.This study confirms the pedagogical value of peer tutoring in Arabic language programs, suggesting its integration into curricula to improve learning outcomes and engagement. Future research could investigate long-term impacts and explore its effectiveness in diverse educational contexts.Keywords: Peer tutoring; Arabic language acquisition; student engagement; language proficiency; language anxiety; collaborative learning; peer feedback
Bina' Namat Al-Tafkir Al-Naqdii Bita’allum Al-Kutub Al-Shafro' Bishakli Manhajai Lithullaab Al-Madrasat Al-Diiniyah Bi Ma’had Al-Islamiah Al-Khoyrat Pagelaran Malang Nasruddin, Muhammad Arif; A'yun, Qurroti
Lugawiyyat Vol 7, No 2 (2025): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v7i2.36753

Abstract

Studying and understanding the yellow book is a characteristic of learning at Salaf Islamic Boarding School, and one of the most famous  is the Bahtsul Masail culture  among students which shows that students are also trained and have a critical thinking pattern. From this phenomenon, this study aims to explain the learning methods applied to learning the yellow book at Madrasah Diniyah, Al-Khoirot Islamic Boarding School (Pondok Pesantren), Pagelaran Malang, and the critical thinking patterns of students. This research uses a qualitative approach with a descriptive method, data obtained through observation techniques, in depth interviews with teachers, students, and related parties at Madrasah Diniyah Al-Khoirot, and documentation. The result of this study is that the methods applied to learning the yellow book at Madrasah Diniyah Al-Khoirot are the Bandongan, Sorogan, and Bahtsul Masail methods. The three methods have different characteristics and goals, Bandongan is the most common and only involves students or learners as listeners, Sorogan is a method centered on students while teachers are proofreader, while Bahtsul Masail is the peak, requiring students to collect and study various literacy until testing their feasibility in a debate forum called Bahtsul Masail (Discussion of Various Problems). From these findings, it shows that the critical thinking pattern of students is well organized with various methods applied in Islamic Boarding School Al-Khoirot Pagelaran Malang.
استخدام الوسائط الرقمية في تعليم اللغة العربية: من الإلمام الرقمي إلى الكفاءة التواصلية Jumriyah, Jumriyah; Ismawati, Hermi; Khofsoh, Sayyidahtul; Syarofah, Alfiatus
Lugawiyyat Vol 8, No 1 (2026): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v8i1.41275

Abstract

يستكشف هذا البحث استخدام الوسائط الرقمية في تعلم اللغة العربية ودورها في تحويل الإلمام الرقمي لدى الطلاب إلى كفاءة تواصلية. يستند البحث إلى نظرية الكفاءة التواصلية لـ هايمز  (1972)، وإطار العمل الذي وضعه كانال وسوين (1980)، ويعتمد التصميم الوصفي النوعي من خلال المقابلات والملاحظة مع طلاب اللغة العربية. تكشف النتائج أن الطلاب يستخدمون على نطاق واسع الأدوات الرقمية مثل المعاني، دولينغو، ترجمة غوغل، كانفا، وعدد من التطبيقات المعتمدة على الذكاء الاصطناعي لدعم عملية التعلم. تسهم هذه الأدوات في تعزيز الدقة النحوية، وتوسيع الحصيلة اللغوية، وتحسين تنظيم الخطاب من خلال مهام رقمية إبداعية مثل المدونات، والمدونات المرئية (الفلوغات)، والتعليقات التوضيحية باللغة العربية. ومع ذلك، يسلّط البحث الضوء أيضًا على عدد من التحديات، منها ضعف الاتصال بالإنترنت، وقلة الإمكانات، وتراجع الدافعية عندما تكون الأنشطة الرقمية رتيبة أو تفتقر إلى تفاعل المعلم. وتشير النتائج إلى أن الإلمام الرقمي قد انتقل من المستوى الوظيفي — الذي يركّز على الوصول والاستخدام — إلى البعد التأملي والتواصلي الذي يعزّز الإبداع والتعاون والوعي الثقافي. إن دمج الوسائط الرقمية مع البيداغوجيا التواصلية والتحويلية يمكّن الطلاب ليس فقط من فهم البنى اللغوية، بل أيضًا من إنتاج رسائل ذات معنى في سياقات اجتماعية وثقافية مناسبة. وبناءً على ذلك، ينبغي لتعليم اللغة العربية في العصر الرقمي أن يركّز على التعلّم التواصلي الرقمي - وهو تآلف بين الإلمام التكنولوجي، والكفاءة اللغوية، والوعي الأخلاقي - من أجل تنمية متعلمين يمتلكون مهارة لغوية، وحسًا ثقافيًا، وقدرة على التواصل الهادف عبر السياقات المختلفة.
RHETORICAL DIMENSIONS OF KALAM KHABARI (INFORMATIVE SPEECH) AND KALAM INSYA’I (PERFORMATIVE SPEECH) IN THE QUR'AN AND THEIR IMPLICATIONS FOR EDUCATIONAL VALUES Refania, zabila; Marlion, Ferki Ahmad; Kurnia, Wulan; Amanda, Ilda
Lugawiyyat Vol 8, No 1 (2026): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v8i1.41533

Abstract

This study aims to analyze the forms and rhetorical functions of Kalam Khabari and Kalam Insya’i in Surah An-Nazi‘at from the perspective of Arabic rhetoric (balaghah), particularly within the framework of ʿIlm al-Maʿani. This research employs a qualitative approach using a library research method. The primary data source is the Al-Qur’an, specifically Surah An-Nazi‘at, while secondary data are derived from classical tafsir works, authoritative references on Arabic rhetoric, and relevant academic literature. Data were collected through documentation by identifying and classifying the verses into categories of Kalam Khabari, including Khabar Ibtida’i, Khabar Thalabi, and Khabar Inkari, as well as Kalam Insya’i, which comprises non-requestive (ghairu thalabi) forms such as oath (qasam) and requestive (thalabi) forms including interrogative (istifham) and imperative (amr). The data were analyzed using a descriptive-analytical method to explain their linguistic structures, rhetorical functions, and educational values. The findings reveal that Surah An-Nazi‘at is predominantly composed of Kalam Khabari, particularly Khabar Ibtida’i, which functions to convey fundamental theological messages concerning resurrection and divine authority. Meanwhile, Kalam Insya’i serves as a rhetorical medium for emphasis, reflection, admonition, and moral instruction. The integration of these two forms demonstrates a Qur’anic rhetorical strategy that combines informative discourse with transformative educational impact.Keywords: Kalam Khabari; Kalam Insya’i; ʿIlm al-Maʿani
اكتساب الثقافة العربية من خلال برنامج الانغماس اللغوي لدى أساتذة جامعة مولانا مالك إبراهيم مالانج Kirom, Makhi Ulil; Nur Chotimah, Dien; Masuwd, Mowafg
Lugawiyyat Vol 8, No 1 (2026): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v8i1.41818

Abstract

Many Arabic language learners struggle to use the language effectively in Arab societies due to a limited understanding of Arab culture. This study explores the impact of the Lisan Al Arab linguistic immersion program on Arabic language acquisition and cultural awareness among professors at Maulana Malik Ibrahim State Islamic University in Malang. Employing a qualitative descriptive approach, data were collected through in-depth interviews with program participants and analyzed to identify patterns in language proficiency and cultural adaptation.  Findings show that the program significantly improved participants’ Arabic language skills, especially in fluency and confidence using the language in real-world contexts. Daily interaction with native speakers in natural linguistic environments played a key role, as did cultural activities such as visits to historical sites and participation in social events. These experiences deepened participants' understanding of Arab values and customs, reinforcing the cultural context of their language use. The study highlights supporting factors essential to the program’s success, including high-quality teaching, an engaging learning atmosphere, and opportunities for practical communication. Challenges were also noted, particularly in the early stages, such as adapting to local dialects and fast-paced conversations. Overall, the research concludes that immersion programs in Arab societies effectively enhance both linguistic and cultural competence among Arabic language educators.
THE EFFECTIVENESS OF TIKTOK-BASED MEDIA IN IMPROVING STUDENTS’ PUBLIC SPEAKING SKILLS Ridwan, Muhammad Farih; Ma'arif, A.Samsul; Maksum, Ali
Lugawiyyat Vol 8, No 1 (2026): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v8i1.41323

Abstract

This study aims to improve the public speaking skills (maharah kalam) of PKPBA students at UIN Malang, Faculty of Tarbiyah and Teacher Training, through the utilization of TikTok as a learning medium. The research employed a Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants were 30 students. The instruments included a speaking assessment rubric, observation sheets, and student perception questionnaires. The findings revealed a significant improvement in students’ public speaking skills. The percentage of students categorized as “Excellent” increased from 26.67% in Cycle I to 50% in Cycle II. Moreover, positive student perceptions toward TikTok as a learning medium increased from 80% to 93.33%. These findings indicate that integrating TikTok with pedagogical strategies such as model videos, pair practice, and structured feedback effectively enhances students’ fluency, confidence, and creativity in speaking Arabic. Therefore, TikTok can serve as an innovative and relevant alternative medium for teaching maharah kalam in the digital era.
REKONSTRUKSI MATERI PEMBELAJARAN BAHASA ARAB: PERSPEKTIF TEORI FUNGSIONAL SISTEMIK, PENDEKATAN BERBASIS GENRE, DAN PERSPEKTIF PENDEKATAN BERORIENTASI TEKS Assajjad, Ahmad Izzul Affaf; Sutaman, Sutaman; Hilmi, Danial; Hasanah, Mamluatul
Lugawiyyat Vol 8, No 1 (2026): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v8i1.41960

Abstract

Desain materi ajar bahasa Arab dengan fokus pembelajaran unsur bahasa yang melibatkan bentuk, makna, dan fungsi menjadi tuntutan regulasi KMA 183 tahun 2019 dan kurikulum merdeka 2022, namun keberadaannya masih terbatas. Penelitian ini bertujuan untuk melakukan rekonstruksi itu dengan menggunakan Systemic Functional Theory, Genre based Approach, dan Text-driven Approach. Penelitian ini masuk jenis penelitian pengembangan dengan mengikuti Prosedur rekonstruksi bahan ajar  Wala dan Tomlinson. Hasil rekonstruksi diterapkan dalam pembelajaran bahasa Arab di Madrasah, sehingga sumber data utamanya adalah KMA 183 tahun 2019. Hasil penelitian menunjukkan  bahwa tampilan utuh bahan ajar menurut systemic functional theory yang menjadikan bahan ajar sebagai simbol sistem yang mengantarkan pembelajar bahasa sampai pada tujuannya harus ada konten dan ekspresi. Sehingga dalam bahan ajar harus ada title, introduction, learning task, dan closing. Empat hal inilah yang ditetapkan sebagai prosedur pengembangan sekaligus. Bahan ajar bukan hanya materi tapi juga aktivitas pembelajaran. Text-driven approach yang menawarkan urutan Readiness activity, Experiential activities, intake response activities, development activities (1), input response activities, dan development activities (2) yang mengisi aktivitas tersebut.. Dua aktivitas pertama masuk di introduction, dan aktivitas yang lainnya masuk di learning task. Kemudian enam aktivitas ini dimasukkan dalam empat siklus pendekatan berbasis teks. Pada siklus membangun konteks ada  Readiness activity dan  Experiential activities. Pada siklus kedua pemodelan ada aktivitas intake dan input response activities. Sedangkan pada siklus ketiga dan  keempat yaitu mengkonstruk teks terbimbing dan mandiri ada development task.. Tawaran ini diharapkan bisa mengantar para pebelajar bahasa Arab di Madrasah menguasai unsur bahasa baik dari bentuk, makna, dan fungsi sekaligus mengantar pada penguasaan keterampilan berbahasa dan menggunakannya sesuai dengan fungsi komunikasinya serta memiliki keterampilan berpikir tingkat tinggi.
INTEGRASI GAME EDUKASI DALAM PEMBELAJARAN BAHASA ARAB UNTUK GEN Z: STUDI LITERATUR nisa, khoirunnisa; Niama, M Pradipta Arief Niama; Alaena, Sufyani Fadlan Alaena
Lugawiyyat Vol 8, No 1 (2026): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v8i1.39617

Abstract

The development of digital technology requires innovation in Arabic language teaching for Generation Z, who prefer visual-interactive and multimodal learning methods. This study examines the differences between conventional methods and the characteristics of Gen-Z, as well as the complexity of the Arabic language. This research uses a library research method with a qualitative descriptive approach, where the literature is analyzed using content analysis techniques that include reduction, presentation, and conclusion drawing. The results of the discussion show that the application of educational games such as Quizizz, Wordwall, and Educandy is effective in increasing motivation, active participation, and vocabulary mastery. However, challenges arise due to limitations in infrastructure and teachers' digital literacy. In conclusion, the integration of educational games is an integral educational need for Gen-Z in the digital age. This study suggests the Pedagogy-Embedded Game Centric Learning (PEGaCeL) framework and the Contextual Gamification Learning Cycle (SBGK) as comprehensive integrated solutions.
ANALISIS KESALAHAN NAHWU DALAM MODUL AJAR BAHASA ARAB MI KELAS V DAN IMPLIKASINYA TERHADAP PEMBELAJARAN Ubaid, Abdullah; Agam Lubis, Diqi; Gufron, Gufron; Salis, Rohmatullah
Lugawiyyat Vol 8, No 1 (2026): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v8i1.42002

Abstract

This study is grounded in the importance of teaching modules as linguistic models in Arabic language learning at the Madrasah Ibtidaiyah level. The aim of this study to describe, classify, and analyze nahwu errors in the Grade V Arabic teaching module and to explain their implications for learning. This study employed a descriptive qualitative approach using the error analysis method. Data were collected through documentation of the Grade V Arabic teaching module and analyzed in stages of identification, classification, verification, and interpretation according to the rules of nahwu. The findings revealed ten naḥwu errors classified into six categories: idafah, jar majrur, na’t man’ut, mubtada’ khabar, fi’il mudari’, and ‘adad wa ma’dud. The most dominant errors were found in the idafah structure, followed by jar majrur and na’t man’ut. These findings indicate that the teaching module still contains inaccuracies in basic syntactic structures that should serve as the foundation of beginner-level Arabic learning. Pedagogically, these errors may lead to grammatical misconceptions, affect students’ understanding of Arabic sentence structure, and undermine the teaching module’s role as an accurate language model. This study emphasizes that linguistic evaluation of Arabic teaching modules is essential to ensure the grammatical accuracy of instructional materials. These findings contribute to the development of error analysis studies and to the improvement of the quality of Arabic teaching materials in Madrasah Ibtidaiyah.

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