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Gedung Rektorat IAI DDI Polewali Mandar, Ruang Prodi Pendidikan Bahasa Arab Fakultas Tarbiyah & Ilmu Keguruan. Jl. Gatot Soebroto Kel. Madatte Kec. Polewali Kab. Polewali Mandar, Sulawesi Barat, Indonesia
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Loghat Arabi: Jurnal Bahasa Arab & Pendidikan Bahasa Arab
Published by IAI DDI Polewali Mandar
ISSN : 27221180     EISSN : 27221199     DOI : https://doi.org/10.36915/la.v2i2
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media
Loghat Arabi: Jurnal Bahasa Arab & Pendidikan Bahasa Arab is a peer-reviewed journal on Arabic education in the world. This journal is published by the Departement of Arabic Education, Faculty of Education and Teacher Training, IAI DDI Polewali Mandar. Editors welcome scholars, researchers and practitioners of Arabic Education around the world to submit scholarly articles to be published through this journal. All articles will be reviewed by experts before accepted for publication. Each author is solely responsible for the content of published articles. This journal encompasses original research articles, review articles, and short communications, including: Teaching of Arabic as a Foreign Language, Strategy, Media, Technology and Evaluation of Arabic Teaching, History of Arabic Education, History of Arabic Literature, Arabic Education, Arabic Literature, Arabic Linguistic, and Arabic Psicolinguistic, etc.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 136 Documents
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Integration of the Total Physical Response (TPR) Method and the Feedback Method in Minimizing Phonological Interference of the Arabic Language / Integrasi Metode Total Physical Response (TPR) dan Metode Umpan Balik (Feedback) dalam Meminimalisir Interferensi Fonologi Bahasa Arab Mukhtarini, Amy Shelawah; Zein, Umar Najih; Muhajir, Muhajir; Robihah, Anti Tazkiyatur; Oktavia, Eka
Loghat Arabi : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab VOL 7, NO 1 (MARET 2026): LOGHAT ARABI
Publisher : Universitas Islam DDI AGH Abdurrahman Ambo Dalle Polewali Mandar, Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36915/la.v7i1.551

Abstract

This study aims to analyze phonological interference in Arabic language learning and to formulate an effective strategy through the integration of the Total Physical Response (TPR) method and feedback. This research employs a qualitative approach using a library research design. The focus is on learners in Islamic schools, namely Madrasah Ibtidaiyah (MI), Madrasah Tsanawiyah (MTs), and Madrasah Aliyah (MA), who are generally at beginner to intermediate levels with Indonesian as their first language. The findings indicate that phonological interference is influenced by differences in sound systems, articulatory habits (muscle memory), and psychological factors such as language anxiety. The integration of TPR and feedback is effective in minimizing pronunciation errors through cognitive, motor, and affective approaches. In the comprehension phase, recast is used, while in the production phase, explicit corrective feedback is more effective, with metalinguistic feedback serving as reinforcement. This study proposes the TPR-F model as an adaptive, systematic, and contextual procedure for teaching Arabic phonology in Islamic school settings.Penelitian ini bertujuan menganalisis interferensi fonologi dalam pembelajaran bahasa Arab serta merumuskan strategi melalui integrasi metode Total Physical Response (TPR) dan feedback. Penelitian ini menggunakan pendekatan kualitatif dengan jenis library research. Fokus kajian diarahkan pada pembelajar di MI, Mts, dan MA, yang umumnya berada pada tingkat pemula hingga menengah dengan latar belakang bahasa ibu bahasa Indonesia. Hasil penelitian menunjukkan bahwa interferensi fonologi dipengaruhi oleh perbedaan sistem bunyi, kebiasaan artikulatoris (muscle memory), serta faktor psikologis seperti language anxiety. Integrasi TPR dan feedback efektif meminimalisir kesalahan pelafalan melalui pendekatan kognitif, motorik, dan afektif. Pada fase pemahaman digunakan recast, sedangkan pada fase produksi explicit corrective feedback lebih efektif, dengan metalinguistic feedback sebagai penguatan. Penelitian ini menghasilkan model TPR-F sebagai prosedur pembelajaran fonologi yang adaptif, sistematis, dan kontekstual dalam pembelajaran bahasa Arab di madrasah.
Perspektif Mahasiswa Terhadap Strategi Pembelajaran Ilmu Ma’ani dalam Program International Student Mobility: Studi Kasus di Universitas Sultan Zainal Abidin / Student Perspectives on Learning Strategies for Ma'ani Studies in the International Student Mobility Program: A Case Study at Sultan Zainal Abidin University Tauhidah, Nadhilah Amalia; Ammar, Farikh Marzuki; Eltigani, Mohammed Abdulaziz
Loghat Arabi : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab VOL 7, NO 1 (MARET 2026): LOGHAT ARABI
Publisher : Universitas Islam DDI AGH Abdurrahman Ambo Dalle Polewali Mandar, Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36915/la.v7i1.545

Abstract

The International Student Mobility (ISM) program provides opportunities for students to contribute to cross-cultural learning experiences, including language proficiency, such as Ilmu Ma'ani. This study aims to examine the perspectives of students at Muhammadiyah University Sidoarjo (UMSIDA) regarding the Ilmu Ma'ani learning strategies applied by Sultan Zainal Abidin University (UniSZA) in the context of the ISM program. This study uses a qualitative case study approach involving 8 Arabic Language Education students from UMSIDA who participated in the ISM program. Data were obtained through participatory observation, interviews, and documentation, then analyzed using Miles and Huberman's theory, namely data reduction, data presentation, and data verification. The results of this study indicate that the learning strategies are dominated by a teacher-centered learning approach using lectures, trilingual application (Arabic-English-Malay), and hybrid-learning integration with the KeLIP, Webex, and Google Meet platforms. This study concludes that constructivism theory and cross-cultural learning theory (pedagogical and cross-cultural adaptation) have significant implications for the confidence and participation of international students during the learning process, reflecting educational efforts that are responsive and adaptive to the diversity of international students' backgrounds. This research is expected to serve as a reference for academic institutions in designing responsive and adaptive intercultural learning strategies in international mobility programs.Program International Student Mobility (ISM) memberikan peluang bagi mahasiswa untuk berkontribusi dalam pengalaman belajar lintas budaya, termasuk dalam penguasaan kebahasaan, seperti Ilmu Ma’ani. Penelitian ini bertujuan untuk mengkaji perspektif mahasiswa Universitas Muhammadiyah Sidoarjo (UMSIDA) terkait strategi pembelajaran Ilmu Ma’ani yang diterapkan Universitas Sultan Zainal Abidin (UniSZA) dalam konteks program ISM. Penelitian ini menggunakan pendekatan studi kasus kualitatif dengan melibatkan 8 mahasiswa Pendidikan Bahasa Arab UMSIDA yang mengikuti program ISM. Data diperoleh melalui observasi partisipatif, wawancara dan dokumentasi, kemudian dianalisis menggunakan teori Miles dan Huberman yaitu reduksi data, penyajian data, verifikasi data. Hasil penelitian ini menunjukkan bahwa strategi pembelajaran didominasi oleh pendekatan teacher-centered learning dengan metode ceramah, penerapan trilingual (Arab-Inggris-Melayu), serta integrasi hybrid-learning dengan platform KeLIP, Webex, dan Google Meet. Penelitian ini menyimpulkan bahwa teori konstruktivisme, dan teori cross-cultur learning berimplikasi secara signifikan terhadap kepercayaan diri, dan partisipasi mahasiswa internasional selama proses pembelajaran, sehingga mencerminkan upaya pendidikan yang responsif dan adaptif terhadap keragaman latar belakang mahasiswa internasional. Penelitian ini diharapkan dapat menjadi rujukan bagi lembaga pendidikan dalam merancang strategi pembelajaran antarkultural yang responsif dan adaptif dalam program mobilitas internasional.
Exploration of Bilingual Approach Implementation in Arabic Language Teaching during the International Teaching Internship Program in Thailand/Istiksyaf Tathbiq al-Madkhal Tsunaiya al-Lughah fi Ta’lim al-Lughah al-Arabiyah Khilala Barnamaj Mumarasat al-Dauliyah fi Thailand Aulia, Neneng Novita; Paduka, Wanasmah; Wahyudin, Dedih; Ardiansyah, Ade Arip
Loghat Arabi : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab VOL 7, NO 1 (MARET 2026): LOGHAT ARABI
Publisher : Universitas Islam DDI AGH Abdurrahman Ambo Dalle Polewali Mandar, Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36915/la.v7i1.571

Abstract

Teaching Arabic in an international context often faces complex communication challenges, especially in a double-foreign language environment where teachers and students do not share the same mother tongue. This study aims to explore the implementation of a bilingual approach, the integration of interactive digital media, and the application of cooperative methods in Arabic language learning in the International Field Experience Program (PPL) in Thailand. Using a descriptive qualitative approach with a case study method, data were collected through participatory observation, documentation, and interviews. Data analysis was conducted inductively through the stages of data reduction, data presentation, and conclusion drawing according to the Miles and Huberman model. The study's results show that using English as an instructional bridge serves as cognitive scaffolding, minimizing communication barriers. From the students' perspective, this approach provides added value by offering opportunities to master two foreign languages simultaneously, despite the limitations of the English vocabulary. The success of this process is supported by the synergy between interactive media and collaborative methods such as Teams Games Tournament (TGT), which can transform cognitive load into participatory learning activities. This study provides practical contributions to international practitioners in managing multilingual classrooms through adaptive, contextually grounded pedagogical strategies. غالباً ما يواجه تعليم اللغة العربية في السياق الدولي عقبات تواصل معقدة، لا سيما في بيئات "اللغة الأجنبية المزدوجة" (double-foreign language) حيث لا يتشارك المعلم والطلاب لغة أماً واحدة. تهدف هذه الدراسة إلى استكشاف تطبيق المنهج ثنائي اللغة، ودمج الوسائط الرقمية التفاعلية، وتطبيق أساليب التعلم التعاوني في تعليم اللغة العربية ضمن برنامج التدريب الميداني الدولي (PPL) في تايلاند. تعتمد الدراسة على المنهج الكيفي الوصفي مع أسلوب دراسة الحالة، حيث جُمعت البيانات من خلال الملاحظة بالمشاركة، والتوثيق، والمقابلات. كما تم تحليل البيانات استقرائياً عبر مراحل خفض البيانات، وعرضها، واستخلاص النتائج وفق نموذج "مايلز وهوبيرمان". وأظهرت النتائج أن استخدام اللغة الإنجليزية كجسر تعليمي يعمل كـ "سقالات معرفية" (scaffolding cognitive) تساهم في تقليل انقطاع التواصل. ومن وجهة نظر الطلاب، يوفر هذا المنهج قيمة مضافة تتمثل في فرصة إتقان لغتين أجنبيتين في آن واحد، رغم وجود تحديات تتعلق بمحدودية المفردات الإنجليزية المعقدة. وقد تعزز نجاح هذه العملية من خلال التآزر بين الوسائط التفاعلية والأساليب التعاونية مثل "مباريات الألعاب الجماعية" (TGT) التي نجحت في تحويل العبء المعرفي إلى أنشطة تعليمية تشاركية. تقدم هذه الدراسة مساهمة عملية للمتدربين الدوليين في إدارة الفصول الدراسية متعددة اللغات من خلال استراتيجيات تربوية تكيفية وسياقية.
Al-Shumud wa al-Muqawamah fi Qashidat “Sittun ‘Aman” li-Tamim al-Barghuthi: Qira’ah fi Dhaw’ al-Binyawiyyah at-Takwiniyyah/ Steadfastness and Resistance in Tamim Al-Barghouti’s “Sixty Years”: A Genetic Structuralist Reading Zainuddin, Ihsan; Haniah, Haniah; Hamzah, Andi Abdul
Loghat Arabi : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab VOL 7, NO 1 (MARET 2026): LOGHAT ARABI
Publisher : Universitas Islam DDI AGH Abdurrahman Ambo Dalle Polewali Mandar, Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36915/la.v7i1.716

Abstract

This study examines the representation of steadfastness and resistance in Tamim Al-Barghouti’s poem “Sixty Years” through the lens of Lucien Goldmann’s genetic structuralism. Previous studies on Palestinian resistance poetry have predominantly focused on thematic and historical dimensions, with limited attention to the structural relationship between literary form and collective social consciousness. This study addresses that gap by applying key concepts of genetic structuralism—namely worldview, collective subject, and structural homology—as analytical tools. The research employs a qualitative textual approach using close reading and structural analysis. The unit of analysis includes selected stanzas, recurring imagery, and linguistic patterns within the poem. The analytical procedures involve semantic mapping, identification of binary oppositions, and interpretation of temporal structures, followed by linking these textual elements to the Palestinian socio-historical context. The findings reveal that the poem constructs a coherent collective worldview rooted in historical continuity, resistance, and cultural survival. This is reflected in patterns of temporal extension, collective agency, and symbolic inversion, demonstrating a structural homology between the poetic structure and the social structure of Palestinian experience. The study concludes that resistance is not only expressed thematically but is also embedded structurally within the text, affirming the relevance of genetic structuralism in analyzing contemporary resistance literature.تهدف هذه الدراسة إلى تحليل تمثّلات الصمود والمقاومة في قصيدة “ستون عامًا” لتميم البرغوثي في ضوء نظرية البنيوية التكوينية عند لوسيان غولدمان. وقد ركّزت الدراسات السابقة حول شعر المقاومة الفلسطينية غالبًا على الأبعاد الموضوعية والتاريخية، مع إيلاء اهتمام محدود للعلاقة البنيوية بين الشكل الأدبي والوعي الاجتماعي الجمعي. وتسعى هذه الدراسة إلى سدّ هذه الفجوة من خلال توظيف مفاهيم أساسية في البنيوية التكوينية، مثل: رؤية العالم، والفاعل الجمعي، والتماثل البنيوي، بوصفها أدوات تحليلية. تعتمد الدراسة منهجًا نوعيًا قائمًا على التحليل النصي العميق (Close Reading) والتحليل البنيوي، حيث تتمثل وحدة التحليل في مقاطع مختارة من القصيدة، والصور البلاغية المتكررة، والأنماط اللغوية. وتشمل إجراءات التحليل رسم الخرائط الدلالية، وتحديد الثنائيات الضدية، وتحليل البنية الزمنية، ثم ربط هذه العناصر النصية بالسياق الاجتماعي–التاريخي الفلسطيني. وتُظهر النتائج أن القصيدة تبني رؤية عالم جمعية متماسكة قائمة على الاستمرارية التاريخية، والمقاومة، والبقاء الثقافي. ويتجلّى ذلك من خلال أنماط الامتداد الزمني، ومركزية الفاعل الجمعي، والبنى الرمزية القائمة على قلب الدلالات، مما يعكس تماثلًا بنيويًا بين البنية الشعرية والبنية الاجتماعية للتجربة الفلسطينية. وتخلص الدراسة إلى أن المقاومة لا تتجلّى على المستوى الموضوعي فحسب، بل تتجذّر أيضًا في البنية النصية ذاتها، مما يؤكد فاعلية البنيوية التكوينية بوصفها إطارًا منهجيًا لتحليل أدب المقاومة المعاصر.
Multiple Intelligences in Arabic Language Teaching: An Experimental Study in Islamic Junior High School/ Kecerdasan Majemuk dalam Pembelajaran Bahasa Arab: Studi Eksperimen di Madrasah Tsanawiyah Masitho, Dewi Nur; Rahmatillah, Saudati Alfira
Loghat Arabi : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab VOL 7, NO 1 (MARET 2026): LOGHAT ARABI
Publisher : Universitas Islam DDI AGH Abdurrahman Ambo Dalle Polewali Mandar, Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36915/la.v7i1.616

Abstract

This study aims to analyze the effectiveness of a differentiated instruction model based on multiple intelligences in improving Arabic reading skills (maharah al-qira’ah) of eighth-grade students at MTs Negeri 1 Sidoarjo. The study employed a quantitative approach using a quasi-experimental method with a one-group pretest–posttest design. The population consisted of 310 eighth-grade students, while the sample comprised 33 students from class VIII-B selected through purposive sampling with the criteria that the class demonstrated relatively low Arabic reading proficiency and diverse learning characteristics. The treatment involved the implementation of differentiated instruction integrated with a multiple intelligences approach through various learning activities such as the use of visual media, group discussions, language games, and reading exercises tailored to students’ intelligence potentials. The results indicate an improvement in students’ Arabic reading skills after the implementation of the model. These findings highlight the importance of adaptive instructional strategies that accommodate students’ diverse characteristics to support more inclusive and student-centered Arabic language learning.Penelitian ini bertujuan menganalisis efektivitas model pembelajaran berdiferensiasi berbasis kecerdasan majemuk dalam meningkatkan keterampilan membaca bahasa Arab (maharah al-qira’ah) siswa kelas VIII di MTs Negeri 1 Sidoarjo. Penelitian menggunakan pendekatan kuantitatif dengan metode eksperimen semu melalui desain one-group pretest–posttest. Populasi penelitian berjumlah 310 siswa kelas VIII, sedangkan sampel terdiri dari 33 siswa kelas VIII-B yang dipilih menggunakan teknik purposive sampling dengan kriteria kelas yang memiliki kemampuan membaca bahasa Arab relatif rendah serta menunjukkan keragaman karakteristik belajar. Perlakuan penelitian berupa penerapan pembelajaran berdiferensiasi yang dipadukan dengan pendekatan kecerdasan majemuk melalui berbagai aktivitas seperti penggunaan media visual, diskusi kelompok, permainan bahasa, dan latihan membaca yang disesuaikan dengan potensi kecerdasan siswa. Hasil penelitian menunjukkan adanya peningkatan kemampuan membaca bahasa Arab setelah penerapan model tersebut. Temuan ini menegaskan pentingnya strategi pembelajaran yang adaptif terhadap keberagaman karakteristik siswa untuk mendukung pembelajaran bahasa Arab yang lebih inklusif dan berpusat pada peserta didik.
Culture-Shock Mahasiswa Indonesia di Terengganu Malaysia: Studi Kasus dalam Pembelajaran Balaghah / Culture Shock Experienced by Indonesian Students in Terengganu, Malaysia: A Case Study in Balaghah Learning Abiyyah, Azhar Arij; Hikmah, Khizanatul; Abdullah, Abdul Hakim
Loghat Arabi : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab VOL 7, NO 1 (MARET 2026): LOGHAT ARABI
Publisher : Universitas Islam DDI AGH Abdurrahman Ambo Dalle Polewali Mandar, Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36915/la.v7i1.549

Abstract

The student exchange program between the Faculty of Islamic Studies at Muhammadiyah University of Sidoarjo (UMSIDA) and Sultan Zainal Abidin University (UniSZA) significantly contributes to developing students’ academic and linguistic competencies in cross-cultural learning contexts. This study explores the forms of culture shock experienced by students, their adaptation strategies, and the implications for academic development in Ma’ani Studies. The research approach used is descriptive qualitative with a phenomenological perspective, and data collection techniques include in-depth interviews, participatory observation, and documentation. Findings reveal that students encounter culture shock related to the use of multiple languages, teaching methods, connectivity issues, and classroom dynamics. Adaptation strategies include group discussions, peer tutoring, the use of learning technologies, and institutional support. These strategies facilitate students’ adjustment while enhancing metacognitive awareness, language proficiency, and learning motivation. This adaptation process has implications for increasing students' metacognitive awareness, revitalizing language competencies (Ilmu Ma'ani), increasing intrinsic motivation in learning, and encouraging students to evaluate their learning principles or styles and self-discipline. These findings confirm that the student exchange program is effective in fostering cross-cultural academic readiness and can serve as a foundation for developing more adaptive and systematic policies for similar programs in the future.Program pertukaran mahasiswa antara Fakultas Studi Islam Universitas Muhammadiyah Sidoarjo (UMSIDA) dan Universitas Sultan Zainal Abidin (UniSZA) memberikan kontribusi yang signifikan dalam mengembangkan kompetensi akademik dan linguistik mahasiswa dalam konteks pembelajaran lintas budaya. Penelitian ini mengeksplorasi bentuk-bentuk shock budaya yang dialami mahasiswa, strategi adaptasi mereka, dan implikasi bagi perkembangan akademik dalam Studi Ma’ani. Pendekatan penelitian yang digunakan adalah deskriptif kualitatif dengan perspektif fenomenologis, dan teknik pengumpulan data meliputi wawancara mendalam, observasi partisipatif, dan dokumentasi. Temuan menunjukkan bahwa mahasiswa mengalami kejutan budaya terkait penggunaan bahasa yang beragam, metode pengajaran, masalah konektivitas, dan dinamika kelas. Strategi adaptasi meliputi diskusi kelompok, bimbingan antar teman, penggunaan teknologi pembelajaran, dan dukungan institusional. Strategi-strategi ini memfasilitasi penyesuaian mahasiswa sambil meningkatkan kesadaran metakognitif, kemahiran bahasa, dan motivasi belajar. Proses adaptasi ini memiliki implikasi untuk meningkatkan kesadaran metakognitif mahasiswa, menghidupkan kembali kompetensi bahasa (Imu Ma'ani), meningkatkan motivasi intrinsik dalam belajar, dan mendorong mahasiswa untuk mengevaluasi prinsip atau gaya belajar mereka serta disiplin diri. Temuan ini membuktikan bahwa program pertukaran pelajar efektif dalam meningkatkan kesiapan akademik lintas budaya dan dapat menjadi landasan untuk mengembangkan kebijakan yang lebih adaptif dan sistematis untuk program serupa di masa depan.

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