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Asalibuna
Published by Institut Agama Islam Negeri Kediri
ISSN : 26155885     EISSN : 26563533     DOI : -
Core Subject : Education, Art, Social,
Arts Education Languange, Linguistic, Communication & Media Social Sciences
Asalibuna is a journal of linguistics and education on Arabic fields, published biannually: on June and December by Arabic Education Department, the State Islamic Institute (IAIN) of Kediri, Indonesia. This journal accepts research-based on papers from the fields of Arabic language teaching and linguistics. Papers are all subject to peer review before being accepted for inclusion. Contributions for future editions are welcome. The scope of Asalibuna covers current analysis on: - Arabic language teaching and learning - Arabic language testing and assessment - Arabic language instructional materials - Curriculum design and development - Applied linguistics on Arabic fields - Arabic translation
Arjuna Subject : Umum - Umum
Articles 215 Documents
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The Integration of Moral Values According to Hashim Asy'Ari Using "Mihya Arabiy" Neuroscience-Assessment Media Lailatul Qomariyah; Abdul Qodir; Mu’at; Isniyatun Niswah Mz; Indana Lazulfa; Iva Inayatul Ilahiyah; Akhmad Sauqi Ahya’
Asalibuna Vol. 9 No. 02 (2025): Volume 09, Nomor 02, Desember 2025
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v9i02.6987

Abstract

The decline in students' character values ​​negatively impacts deviant behavior, such as easily believing false news and their inability to compete in society due to their constant dependence on others. This indicates that the achievement of national education goals as stated in Pancasila is still  not optimal. K.H. Hasyim Asy'ari has also initiated his ideas written in the Book of Adabul Alim Wal Mutaallim on how to integrate character values in education, one of which is through the Neuroscience-based evaluation media "Mihya Arabiy". Based on this background, this article focuses on examining the form of integration of Character Values based on the thoughts of K.H. Hasyim Asy'ari in the Mihya Arabiy evaluation media. A qualitative approach and a case study type were used in this study. Data were collected using the Observation method of Arabic language learning in Class VII MTS and analyzed using an interactive model pioneered by Miles and Huberman. The results of this study indicate that the Integration of character values based on the thoughts of K.H. Hasyim Asy'ari in the Neuroscience-based evaluation media Mihya Arabiy is shown with four characters: independence, accuracy, critical thinking, and creative thinking. These four characters are contained in the Neuroscience-based Evaluation media, which has a positive impact on interactive learning, language skills, and improving students' moral value.   ويؤثر تراجع القيم الأخلاقية لدى الطلاب سلبًا على سلوكياتهم المنحرفة، مثل سهولة تصديق الأخبار الكاذبة، وعجزهم عن المنافسة في المجتمع نتيجة اعتمادهم الدائم على الآخرين. وهذا يدل على أن تحقيق أهداف التعليم الوطني، كما وردت في بانكاسيلا، لا يزال دون المستوى الأمثل. كما طرح الحاج الشيخ هاشم أشعرى أفكاره المكتوبة في كتاب "أداب العالم والمتعلم" حول كيفية دمج قيم الشخصية في عملية التعليم، ومن بينها من خلال وسيلة التقييم القائمة على علم الأعصاب "مهيا عربي. وبناء على هذه الخلفية، تركز هذه المقالة على دراسة صيغة اندماح القيم الأخلاقية استناداً إلى أفكار الحاج الشيخ هاشم أشعرى في وسائل التقييم "مهيا عربي". وتعتمد هذه الدراسة على منهج نوعي ودراسة حالة. وجُمعت البيانات باستخدام أسلوب الملاحظة لتعليم اللغة العربية في الصف السابع من المرحلة المتوسطة ومقابلة مع معلم والطلاب فيه، وحُللت البانات باستخدام نموذج تفاعلي ابتكره مايلز وهوبرمان. وتشير نتائج هذه الدراسة إلى أن اندماج قيم الأخلاقية، بناءً على أفكار الحاج الشيخ هاشم أشعرى، في برنامج التقييم  العصبي "مهيا عربي"، يتجلى في أربع سمات: الاستقلالية، والدقة، والتفكير النقدي، والتفكير الإبداعي. وتتجلى هذه السمات الأربع في برنامج التقييم القائم على علم الأعصاب، ومما يُسهم إيجابيًا في التعليم التفاعلي، ومهارات اللغة، وتنمية القيم الأخلاقية لدى الطلاب.
The Use of the Word “Kabura” (كبر) and Its Derivatives in the Qur’an: A Morpho-Semantic Study Khusnul Khatimah Al Mudassir; Haeruddin; Zuhriah; Ilham Ramadhan
Asalibuna Vol. 9 No. 02 (2025): Volume 09, Nomor 02, Desember 2025
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v9i02.6997

Abstract

This study examines the morpho-semantic mechanisms underlying the use of the word kabura (كبر) and its derivatives in the Qur’an. Variations in morphological patterns (wazn) are shown to significantly influence shifts in meaning across theological, ethical, and evaluative domains. The research employs a qualitative–descriptive, corpus-based approach using a complete retrieval technique to collect all Qur’anic instances of the root k-b-r. Data analysis integrates derivational morphology with Context Theory (Naẓariyyah al-Siyāq) to map evaluative polarity. The study identifies 161 occurrences distributed across 18 major derivational forms, consisting of 106 nominal (ism) forms and 55 verbal (fiʿl) forms. The findings demonstrate a systematic semantic pattern: (1) nominal forms such as al-kabīr and kibriyāʾ consistently express a positive evaluative pole denoting divine majesty; (2) verbal forms following the istafʿala pattern, such as istakbara, form a negative pole associated with human arrogance; and (3) several forms appear semantically neutral, with meanings determined entirely by context. These results offer pedagogical implications for Arabic language teaching, particularly in enhancing learners’ awareness of how morphological variation and contextual indicators jointly shape meaning in Qur’anic discourse, enabling more accurate interpretation and reducing semantic error.   Penelitian ini mengkaji mekanisme morfo-semantik dalam penggunaan kata kabura (كبر) dan berbagai turunannya dalam Al-Qur’an. Variasi pola morfologis (wazn) terbukti memengaruhi pergeseran makna pada ranah teologis, etis, dan evaluatif. Penelitian menggunakan pendekatan kualitatif–deskriptif berbasis korpus dengan teknik penelusuran menyeluruh terhadap seluruh ayat yang memuat akar k-b-r. Analisis data mengintegrasikan morfologi derivatif dengan Teori Konteks (Naẓariyyah al-Siyāq) untuk memetakan polaritas evaluatif. Hasil penelitian mengidentifikasi 161 kemunculan yang terdistribusi dalam 18 bentuk derivatif utama, terdiri atas 106 bentuk nominal (ism) dan 55 bentuk verbal (fiʿl). Temuan menunjukkan pola semantis yang sistematis: (1) bentuk nominal seperti al-kabīr dan kibriyāʾ membangun kutub evaluatif positif yang merepresentasikan keagungan ilahi; (2) bentuk verbal berpola istafʿala seperti istakbara membentuk kutub negatif terkait kesombongan manusia; dan (3) beberapa bentuk bersifat netral dan maknanya ditentukan sepenuhnya oleh konteks. Temuan ini memberikan implikasi pedagogis bagi pembelajaran bahasa Arab, terutama dalam meningkatkan pemahaman peserta didik mengenai hubungan antara variasi morfologis dan penanda konteks dalam pemaknaan wacana Qur’ani sehingga mengurangi risiko kesalahan interpretasi.
Developing Digital Learning Tools Based on 21st-century Skills for the Arabic Speaking Skill at Maulana Malik Ibrahim State Islamic University Malang Asmaul Husna Maul; Inchinia Angger Rowin
Asalibuna Vol. 9 No. 02 (2025): Volume 09, Nomor 02, Desember 2025
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v9i02.7007

Abstract

This research aims to develop digital educational media based on 21st-century skills for teaching speaking skills in Arabic in higher education. This study responds to the problems faced by students learning Arabic, particularly weak oral fluency, limited opportunities for communicative practice, and low motivation in learning. The research relied on the Research and Development (R&D) approach using the ADDIE model, which includes five main stages: Analysis, Design, Development, Implementation, and Evaluation. In the Analysis stage, students' needs were identified and educational problems were analyzed through observation and interviews. Then, digital educational media were designed, incorporating 21st-century skills during the Design stage, and developed into interactive materials in the Development stage. These media were reviewed by three experts: a content expert, an educational media expert, and a language expert. Subsequently, the field experiment was conducted on a sample of 50 students from the Arabic language education program using a pre-test and post-test design, with data collected through tests, questionnaires, and observation. The research results showed that the developed digital educational media has a high level of validity, with evaluation rates ranging between 88% and 92% among the three experts. The results of the pre-test and post-test also indicated a statistically significant improvement in Arabic speaking skills, as the average student scores increased from 65 in the pre-test to 85 in the post-test at a significance level of (p < 0.05). In addition, the results of the questionnaires and observations revealed an increase in students' motivation and active participation in speaking activities, such as dialogues, oral presentations, and group discussions, which indicates the effectiveness of digital educational media in improving speaking skills and developing learners' communication abilities.   يهدف هذا البحث إلى تطوير وسائط تعليمية رقمية قائمة على مهارات القرن الحادي والعشرين لتعليم مهارة الكلام باللغة العربية في التعليم العالي. ويأتي هذا البحث استجابةً للمشكلات التي يواجهها طلبة تعليم اللغة العربية، ولا سيما ضعف الطلاقة الشفوية، وقلة فرص الممارسة التواصلية، وانخفاض الدافعية في التعلم. اعتمد البحث على منهج البحث والتطوير (Research and Development) باستخدام نموذج ADDIE الذي يتضمن خمس مراحل رئيسة، هي: التحليل، والتصميم، والتطوير، والتنفيذ، والتقييم. ففي مرحلة التحليل، تم تحديد احتياجات الطلبة وتحليل المشكلات التعليمية من خلال الملاحظة والمقابلة. ثم صُمِّمت الوسائط التعليمية الرقمية مع دمج مهارات القرن الحادي والعشرين في مرحلة التصميم، وطُوِّرت في صورة مواد تفاعلية في مرحلة التطوير. وقد خضعت هذه الوسائط للتحكيم من قبل ثلاثة خبراء، وهم: خبير المحتوى، وخبير الوسائط التعليمية، وخبير اللغة. وبعد ذلك، نُفِّذت التجربة الميدانية على عينة مكونة من (50) طالبًا وطالبة من برنامج دراسة تعليم اللغة العربية باستخدام تصميم الاختبار القبلي والبعدي، مع جمع البيانات من خلال الاختبارات، والاستبيانات، والملاحظة. ظهرت نتائج البحث أن الوسائط التعليمية الرقمية المطوَّرة تتمتع بدرجة عالية من الصلاحية، حيث تراوحت نسب التقييم بين 88٪ و92٪ لدى الخبراء الثلاثة. كما بينت نتائج الاختبار القبلي والبعدي وجود تحسن دال إحصائيًا في مهارة الكلام باللغة العربية، إذ ارتفع متوسط درجات الطلبة من 65 في الاختبار القبلي إلى 85 في الاختبار البعدي عند مستوى دلالة (p < 0.05). إضافة إلى ذلك، كشفت نتائج الاستبيانات والملاحظة عن ارتفاع مستوى دافعية الطلبة ومشاركتهم النشطة في أنشطة التحدث، مثل الحوار والعروض الشفوية والمناقشات الجماعية، مما يدل على فاعلية الوسائط التعليمية الرقمية في تحسين مهارة الكلام وتنمية مهارات التواصل لدى المتعلمين.
Creative Speaking in Foreign Language Learning Systematic Literature Ernawati; Muhammad Samsul Ulum; M. Faishol
Asalibuna Vol. 9 No. 02 (2025): Volume 09, Nomor 02, Desember 2025
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v9i02.7150

Abstract

Creative speaking is an essential component of foreign language learning because it strengthens linguistic flexibility, communicative confidence, and the quality of spoken language production. Nevertheless, classroom practices remain dominated by conventional methods that offer limited opportunities for learners to explore language creatively. This study aims to identify the urgency of speaking creativity, pedagogical solutions proposed in recent literature, and the benefits gained in foreign language learning contexts. Using a Systematic Literature Review (SLR) following Kitchenham’s (2004) guidelines, reputable scientific articles published between 2020 and 2025 were reviewed from Scopus, ScienceDirect, ERIC, and Web of Science databases. Of the 122 articles initially found, 23 met the inclusion criteria based on the PRISMA flow and were analyzed in depth. Findings reveal three central characteristics of speaking creativity research: (1) task design and contextual support, including digital storytelling, CLIL, social media–based interaction, and collaborative speaking tasks; (2) cognitive and psychological dimensions, such as divergent thinking, cognitive flexibility, motivation, and personality factors; and (3) pedagogical and collaborative innovations, including performative learning, technology-enriched instruction, and plurilingual approaches. Analysis of RQ1 demonstrates that creative speaking is crucial for improving fluency, coherence, accuracy, and communicative effectiveness. RQ2 indicates that creative pedagogical solutions arise through innovative task design, digital tool integration, and supportive collaborative learning environments. RQ3 confirms that speaking creativity contributes significantly to linguistic development, cognitive growth, affective engagement, and 21st-century skills, particularly critical thinking and problem solving. This study concludes that speaking creativity is a core foundation in modern language education and must be integrated through adaptive and innovative pedagogical strategies. Practical implications are offered for teachers, researchers, and curriculum designers to foster creative expression, collaboration, and effective communicative performance in global language learning.   Abstrak:  Keterampilan berbicara kreatif merupakan komponen penting dalam pembelajaran bahasa asing karena mampu meningkatkan keluwesan berbahasa, kepercayaan diri berkomunikasi, serta kualitas produksi bahasa lisan. Namun, praktik pembelajaran di kelas masih didominasi pendekatan konvensional yang kurang memberikan ruang bagi eksplorasi kreatif peserta didik. Penelitian ini bertujuan memetakan urgensi kreativitas berbicara, solusi pedagogis yang ditawarkan dalam literatur terbaru, serta manfaat yang diperoleh dalam konteks pembelajaran bahasa asing. Dengan menggunakan metode Systematic Literature Review (SLR) berdasarkan pedoman Kitchenham (2004), penelitian ini menelaah artikel ilmiah bereputasi yang terindeks Scopus, ScienceDirect, ERIC, dan Web of Science, yang dipublikasikan antara tahun 2020 hingga 2025. Dari 122 artikel yang teridentifikasi, melalui proses seleksi PRISMA, diperoleh 23 artikel yang memenuhi kriteria inklusi dan dianalisis secara mendalam. Hasil penelitian menunjukkan bahwa kajian mengenai kreativitas berbicara berfokus pada tiga karakteristik utama: (1) desain tugas dan dukungan kontekstual, termasuk digital storytelling, CLIL, media sosial, serta tugas berbicara kolaboratif; (2) faktor kognitif dan psikologis, seperti berpikir divergen, fleksibilitas kognitif, motivasi, dan kepribadian; serta (3) inovasi pedagogis dan kolaboratif, meliputi pembelajaran performatif, integrasi teknologi, dan pendekatan pluralingual. Analisis RQ1 menegaskan bahwa kreativitas berbicara diperlukan untuk meningkatkan kefasihan, koherensi, akurasi, dan efektivitas komunikasi. RQ2 menunjukkan bahwa solusi pedagogis kreatif dapat dikembangkan melalui desain tugas inovatif, pemanfaatan teknologi digital, dan lingkungan belajar kolaboratif. RQ3 menemukan bahwa kreativitas berbicara memberikan manfaat signifikan bagi perkembangan linguistik, kognitif, afektif, serta kompetensi abad ke-21, seperti berpikir kritis dan pemecahan masalah. Penelitian ini menegaskan bahwa kreativitas berbicara merupakan fondasi penting dalam pembelajaran bahasa modern dan perlu diintegrasikan melalui strategi pedagogis yang adaptif dan inovatif.
Dimensions of Language Anxiety in Students’ Speaking Skills and Strategies for Overcoming It: A Case Study of Students in the Arabic Language Education Program in Riau Province Arik Maghfirotul Mukarom; Uril Bahruddin; Abdul Aziz
Asalibuna Vol. 9 No. 02 (2025): Volume 09, Nomor 02, Desember 2025
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v9i02.8174

Abstract

This study aims to analyze the dimensions of language anxiety in students’ speaking skills in the Arabic Language Education Department in Riau Province, to identify the factors contributing to the emergence of such anxiety, and to explore the strategies employed by students to cope with it. This study adopts a qualitative approach using a case study design. Data were collected through interviews, observations, and document analysis, and subsequently analyzed using thematic analysis. The findings indicate that language anxiety in speaking skills is multidimensional in nature, manifested in three main dimensions: the linguistic anxiety dimension, the psychological anxiety dimension, and the situational anxiety dimension. The linguistic dimension is associated with concerns about grammatical errors, limited vocabulary, and pronunciation difficulties. The psychological dimension relates to affective factors, such as feelings of embarrassment, fear of negative social evaluation, and low self-confidence. Meanwhile, the situational dimension is linked to learning situations influenced by instructional contexts, particularly in formal and evaluative settings such as presentations and oral examinations. The study also reveals that students employ a variety of cognitive, affective, and social strategies to cope with language anxiety in speaking performance, although the effectiveness of these strategies largely depends on the level of support provided by the pedagogical environment. The study concludes that language anxiety in speaking skills cannot be understood merely as an issue of linguistic competence, but rather as a complex learning phenomenon. Furthermore, this study offers a conceptual framework grounded in students’ experiences to understand the dimensions of anxiety within the context of Arabic language education at the university level. Therefore, the teaching of speaking skills should be designed using an approach that is more sensitive to students’ affective conditions, as this approach plays a crucial role in enhancing self-confidence and increasing student participation in the learning process.   ملخص تهدف هذه الدراسة إلى تحليل أبعاد القلق اللغوي في مهارة الكلام لدى طلبة قسم تعليم اللغة العربية في محافظة رياو، وتحديد العوامل المؤثرة في ظهور هذا القلق، وإلى استكشاف استراتيجيات الطلبة المستخدمة للتغلب على هذا القلق. تعتمد هذه الدراسة على المنهج النوعي باستخدام تصميم دراسة حالة. وتم جمع البيانات من خلال المقابلات، وملاحظة، والوثائق. ثم جرى تحليلها باستخدام التحليل الموضوعي. وتشير نتائج الدراسة إلى أن القلق اللغوي في مهارة الكلام يتسم بطابع متعدد الأبعاد، ويتجلى ذلك في ثلاثة أبعاد رئيسة، هي البعد اللغوي للقلق، والبعد النفسي للقلق، والبعد الموقفي للقلق. ويرتبط البعد اللغوي للقلق بالخشية من الأخطاء في البنية اللغوية، ومحدودية المفردات، وصعوبات النطق. وأما البعد النفسي للقلق فيتعلق بالمشاعر، مثل الشعور بالخجل، والخوف من التقييم الاجتماعي السلبي، وانخفاض مستوى الثقة بالنفس. ويرتبط البعد الموقفي للقلق بالمواقف التي تتأثر بسياق التعلم، ولا سيما في الحالات الرسمية والتقويمية، مثل العروض التقديمية والاختبارات الشفوية. واستكشفت هذه الدراسة أن الطلبة يستخدمون مجموعة متنوعة من الاستراتيجيات المعرفية والاستراتيجيات الوجدانية والاستراتيجيات الاجتماعية للتغلب على القلق اللغوي في أداء مهارة الكلام، على الرغم من أن فاعلية هذه الاستراتيجيات تعتمد إلى حدّ كبير على مستوى الدعم الذي توفره البيئة البيداغوجية. وتخلص هذه الدراسة إلى أن القلق اللغوي في مهارة الكلام لا يمكن فهمه بوصفه مجرد مسألة تتعلق بالقدرة اللغوية فحسب، بل يعدّ ظاهرة تعلمية معقدة. كما تقدم الدراسة في الوقت ذاته إطارا تصوريا قائما على خبرات الطلبة لفهم أبعاد القلق في سياق تعليم اللغة العربية في المرجلة الجامعية. ولذلك، ينبغي أن يصمّم تعليم مهارة الكلام وفق مقاربة أكثر حساسية تجاه الظروف الوجدانية لدى الطلبة. وتكتسب هذه المقاربة أهمية بالغة في تعزيز مستوى الثقة بالنفس وزيادة مشاركة الطلبة في عملية التعلم.
Digitalization of the "Al-Fatih" Thematic Dictionary to Enhance Arabic Language Learning La Tadzarney Varda; Hanik Mahliatussikah; Imam Asrori
Asalibuna Vol. 10 No. 01 (2026): Volume 10, Issue 01, June 2026
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v10i01.7078

Abstract

Learning vocabulary is a fundamental task for students to master Arabic. Therefore, it is important for students to learn vocabulary to facilitate their mastery of Arabic. In fact, students' lack of understanding of vocabulary is one of the factors that hinder the learning of Arabic. This study aims to 1) Develop a digital thematic dictionary for Arabic language learning; 2) Describe the feasibility of a digital thematic dictionary for Arabic language learning; 3) Analyze the effectiveness of a digital thematic dictionary for Arabic language learning among MA Darul Faqih students. This study uses the ADDIE development method, which consists of 1) analyzing needs; 2) designing; 3) developing the product; 4) implementing; and 5) evaluating. The researcher used SPSS to calculate the t-test to determine whether there was a significant difference between before and after the implementation of the digital thematic dictionary .The data used in this study were the results of needs analysis obtained through observation and questionnaires, development assessment results, and pre-test and post-test scores. The data sources were students, Arabic language teachers, and subject matter and media experts. Meanwhile, the data collection techniques used were observation, interviews, and questionnaires. The results of this study are: 1) A digital thematic dictionary developed based on the Arabic language textbook for first-year high school students published by the Ministry of Religious Affairs in 2019. 2) The validation test results from subject matter experts were 88% and from media experts were 84%, indicating that the dictionary is suitable for use in Arabic language learning. 3) The results of the t-test analysis on pretest and posttest scores showed a significant increase (t = –6.006; p < 0.001), indicating that the use of the digital thematic dictionary learning media has a positive impact on students' learning outcomes.
Beyond a Professional Association: IMLA Indonesia in the Transformation of Arabic Education in Indonesian Higher Education Syarifaturrahmatullah Syarif; Uril Bahruddin; Sutaman; Muhammad Yamin; Mahbub Humaidi Aziz
Asalibuna Vol. 10 No. 01 (2026): Volume 10, Issue 01, June 2026
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v10i01.7168

Abstract

Arabic language education in Indonesia has undergone substantial transformation over the past two decades, as reflected in curriculum reforms, the expansion of undergraduate and graduate programs, and the growing volume of scholarly publications and academic networks. However, previous studies have predominantly focused on pedagogical aspects, while the role of professional associations as agents of educational transformation has received comparatively limited scholarly attention. This study aims to examine the contribution of the Indonesian Ittihadu al-Mudarris al-Lughah al-'Arabiyyah (IMLA) to the transformation of Arabic language education in higher education institutions. Employing a qualitative historical approach through the perspective of oral history, the study draws on in-depth interviews with twelve key informants representing different leadership periods of IMLA, complemented by organizational documents. The data were analyzed using qualitative content analysis based on the framework proposed by Graneheim and Lundman. The findings reveal that IMLA has evolved beyond the conventional functions of a professional association by performing three interconnected roles: as an epistemic community, a professional association and platform for academic consolidation, and a driving force behind the transformation of Arabic language education. The study further demonstrates that the transformation of Arabic language education has been shaped not only by pedagogical reforms and educational policies but also by the interaction between knowledge production, collective agency, and educational structures. These findings highlight the complementary explanatory power of Epistemic Community Theory and Structuration Theory in demonstrating how a professional association can transcend its representative function to become a catalyst for the transformation of Arabic language education in Indonesian higher education.
Artificial Intelligence in Arabic Speaking Instruction for Non-Native Learners: A PRISMA-Guided Systematic Review of Comparative Evidence Gaps Gufron Zainal Abidin Sdawi Manasiq; Nasaruddin; M. Mansyur; Ali Al Ghifari
Asalibuna Vol. 10 No. 01 (2026): Volume 10, Issue 01, June 2026
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v10i01.8042

Abstract

This PRISMA 2020 systematic review maps AI technologies, populations, and speaking-related outcomes, evaluates comparative pedagogical evidence, and identifies gaps for a future research agenda. Framed by PICo with SPIDER elements, peer-reviewed English-language articles 2020–2025 were retrieved from Scopus and ERIC, with hand-searching in IEEE Xplore, ACM Digital Library, and Web of Science. Two reviewers screened records independently, disagreements were resolved by a third. Quality was appraised using the JBI Critical Appraisal Tools and the Mixed Methods Appraisal Tool (MMAT), synthesis followed a narrative approach. Of 1,485 records, 19 studies met inclusion criteria. Reclassified pedagogically, 14 of 19 were technical or model-development studies, 2 of 19 qualitative case studies, and 3 of 19 diagnostic, descriptive, or adoption studies. Speech and audiovisual systems dominated the evidence base 11 of 19, followed by NLP text-only applications 4 of 19 and a heterogeneous cluster 4 of 19. Only 4 of 19 studies involved non-native learners, none operationalised fluency, prosody, comprehensibility, or communicative competence. No study directly compared AI-supported and non-AI Arabic instruction. The Arabic AI literature demonstrates technological feasibility but not pedagogical superiority. Second Language Acquisition grounding remains limited, implicit, or insufficiently operationalised.
Effectiveness of Role-Playing on Arabic Language Skills in Higher Education: A Systematic Literature Review Machmud Yunus; Imam Machali; Rohmatun Lukluk Isnaini; Muhajir
Asalibuna Vol. 10 No. 01 (2026): Volume 10, Issue 01, June 2026
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v10i01.7441

Abstract

Arabic language learning in non-Arabic-speaking contexts often faces challenges related to limited communicative practice, low engagement, and insufficient interactive opportunities. Addressing these issues through communicative, student-centered education, this systematic literature review aimed to evaluate the effectiveness of role-playing in improving Arabic language proficiency in higher education. Following the PRISMA 2020 guidelines, a comprehensive search was conducted across four electronic databases (ERIC, Google Scholar, Springer Nature Link, and Wiley Online Library) for empirical quantitative studies published between 2015 and 2025. The methodological quality of eligible studies was assessed using the Joanna Briggs Institute (JBI) Critical Appraisal Tools. Six higher education studies met the inclusion criteria. A comparative synthesis showed that quasi-experimental studies consistently reported improvements in objective language outcomes, particularly speaking fluency, dialogue competence, and vocabulary acquisition. Conversely, cross-sectional survey studies primarily highlighted gains in learner motivation, self-confidence, engagement, and communicative competence. Notably, implementations featuring authentic scenarios, collaborative activities, and active instructor facilitation yielded broader linguistic and affective benefits. Despite variations in study design and duration, the methodological quality ranged from moderate to high. Overall, role-playing is an effective, low-cost, and adaptable pedagogical strategy. These findings support integrating structured role-playing activities into Arabic language curricula while emphasizing thoughtful instructional design to maximize learning outcomes.   Abstrak Pembelajaran bahasa Arab di konteks non-penutur asli sering kali menghadapi tantangan terkait keterbatasan praktik komunikatif, rendahnya keterlibatan pembelajar, dan kurangnya kesempatan belajar interaktif. Menjawab tantangan tersebut melalui pendekatan pendidikan yang komunikatif dan berpusat pada siswa, tinjauan literatur sistematis ini bertujuan untuk mengevaluasi efektivitas teknik role-playing dalam meningkatkan kemahiran bahasa Arab di perguruan tinggi. Mengikuti panduan PRISMA 2020, pencarian komprehensif dilakukan di empat basis data elektronik (ERIC, Google Scholar, Springer Nature Link, dan Wiley Online Library) untuk penelitian kuantitatif empiris yang terbit antara tahun 2015 dan 2025. Kualitas metodologis dari studi yang memenuhi syarat dinilai menggunakan Joanna Briggs Institute (JBI) Critical Appraisal Tools. Enam studi di tingkat perguruan tinggi memenuhi kriteria inklusi. Sintesis komparatif menunjukkan bahwa studi kuasi-eksperimental secara konsisten melaporkan peningkatan pada hasil bahasa yang objektif, terutama kelancaran berbicara, kompetensi berdialog, dan penguasaan kosakata. Sebaliknya, studi survei potong-lintang terutama menyoroti peningkatan pada motivasi, kepercayaan diri, keterlibatan, dan kompetensi komunikatif pembelajar. Penerapan yang menggunakan skenario otentik, kegiatan pembelajaran kolaboratif, dan fasilitasi aktif dari pengajar terbukti memberikan manfaat linguistik dan afektif yang lebih luas. Terlepas dari variasi desain dan durasi penelitian, kualitas metodologis secara umum tergolong sedang hingga tinggi. Secara keseluruhan, role-playing merupakan strategi pedagogis yang efektif, berbiaya rendah, dan adaptif. Temuan ini mendukung pengintegrasian aktivitas role-playing terstruktur ke dalam kurikulum bahasa Arab dengan menekankan pentingnya rancangan pembelajaran untuk memaksimalkan hasil belajar.  
Empathy-Driven Conversation with Chat GPT: Insights from Higher-Ed Arabic Learners Nely Rahmawati Zaimah; Eko Budi Hartanto
Asalibuna Vol. 10 No. 01 (2026): Volume 10, Issue 01, June 2026
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v10i01.8008

Abstract

This research examines an empathy-driven approach to Arabic language education, utilizing an AI-powered chatbot, with a focus on enhancing conversational skills among students with diverse learning backgrounds. The study addresses how the chatbot adjusts its interactions to meet emotional and cognitive needs, supporting personalized learning pathways tailored to individual preferences. Methodologically, data were gathered through participant observations and chatbot interactions, analyzing responses to structured prompts and assessing language acquisition progress. Results indicate that students from a traditional Islamic boarding school initially faced challenges in applying conversational Arabic despite strong grammatical knowledge. However, with tailored prompts and supportive interactions from the chatbot, students showed a marked improvement in daily conversational skills, reflected in increasingly spontaneous and contextually appropriate responses observed during later chatbot interaction sessions. The study highlights the crucial role of the chatbot in offering emotional support, providing feedback, and facilitating adaptive learning experiences, thereby fostering a collaborative and inclusive learning environment. This research recommends that scholars explore similar AI-driven frameworks in diverse educational contexts, emphasizing the integration of empathy and personalized learning strategies. Such approaches not only enhance language acquisition but also contribute to broader pedagogical innovations in digital learning environments.   Abstrak Penelitian ini mengkaji pendekatan pembelajaran bahasa Arab berbasis empati dengan memanfaatkan chatbot AI, yang difokuskan pada peningkatan keterampilan percakapan mahasiswa dari latar belakang belajar yang beragam. Studi ini menyoroti bagaimana chatbot menyesuaikan interaksi untuk memenuhi kebutuhan emosional dan kognitif, sekaligus mendukung jalur pembelajaran personal sesuai preferensi individu. Data diperoleh melalui observasi partisipan dan interaksi dengan chatbot, dengan menganalisis respons terhadap instruksi terstruktur serta menilai perkembangan penguasaan bahasa. Hasil menunjukkan bahwa mahasiswa dari pesantren tradisional, pada awalnya mengalami kesulitan dalam menerapkan bahasa Arab percakapan meskipun memiliki pemahaman tata bahasa yang kuat. Namun, dengan arahan yang disesuaikan dan interaksi suportif dari chatbot, para mahasiswa menunjukkan peningkatan nyata dalam keterampilan percakapan sehari-hari, yang tercermin dalam respons yang semakin spontan dan kontekstual selama sesi interaksi chatbot berikutnya. Penelitian ini menegaskan peran penting chatbot dalam memberikan dukungan emosional, umpan balik, dan pengalaman belajar adaptif, sehingga tercipta lingkungan belajar yang kolaboratif dan inklusif. Rekomendasi penelitian ini mendorong para akademisi untuk mengeksplorasi kerangka kerja berbasis AI serupa di berbagai konteks pendidikan, dengan penekanan pada integrasi empati dan strategi pembelajaran personal. Pendekatan semacam ini tidak hanya meningkatkan pemerolehan bahasa, tetapi juga berkontribusi pada inovasi pedagogis dalam lingkungan pembelajaran digital.

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