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Self Access Center, Fakultas Tarbiyah, Institut Agama Islam Negeri Kediri Jl. Sunan Ampel, No 07, Ngronggo Kecamatan Kota Kediri, Jawa Timur
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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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Academic Writing in the Age of AI: Formulating Responsible Use Strategies to Preserve Academic Integrity in Arabic Higher Education Ahmad Rifa'i; Anggi Nurul Baity; Aulia Golda Mutarto; Cika Apriska M.D Umar; Alfana Salsabila; Fadia Iftakhul Adlya
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.v10i01.8009

Abstract

The integration of Artificial Intelligence (AI) into students’ academic writing provides significant support for the development of ideas and linguistic accuracy. However, its indiscriminate and uncontrolled use risks undermining originality and academic integrity. This study examines patterns of AI utilisation, perceptions of academic integrity, and formulates strategies for the ethical and effective use of AI amongst students on the Arabic Language Education programme at UIN Syekh Wasil Kediri. Employing a qualitative descriptive design, this study involved 63 students and 4 lecturers teaching academic writing courses. Data were collected via an online questionnaire, in-depth interviews and classroom observations, and were subsequently analysed thematically. The research findings indicate that students actively utilise various AI platforms, such as language chatbots, machine translators and grammar checkers, as writing aids. However, this pragmatic and instantaneous pattern of use tends to undermine critical thinking, the depth of argumentation and intellectual independence, even though students are aware of the ethical risks involved. This study emphasises the need for programme-level strategies that integrate AI literacy and academic ethics, establish clear guidelines for use, and position AI as a cognitive partner rather than a substitute for the thinking process. This step is crucial for strengthening responsible academic writing practices in higher education.   Abstrak:  Integrasi Artificial Intelligence (AI) dalam penulisan akademik mahasiswa memberikan dukungan signifikan pada pengembangan ide dan akurasi linguistik. Namun, penggunaan yang instan dan tidak terkendali berisiko mengancam orisinalitas serta integritas akademik. Penelitian ini mengkaji pola pemanfaatan AI, persepsi integritas akademik, serta merumuskan strategi penggunaan AI yang etis dan efektif di kalangan mahasiswa Program Studi Pendidikan Bahasa Arab UIN Syekh Wasil Kediri. Menggunakan desain deskriptif kualitatif, studi ini melibatkan 63 mahasiswa dan 4 dosen pengampu mata kuliah penulisan akademik. Data dikumpulkan melalui kuesioner daring, wawancara mendalam, serta observasi kelas, lalu dianalisis secara tematis. Hasil penelitian menunjukkan bahwa mahasiswa secara aktif memanfaatkan berbagai platform AI seperti chatbot bahasa, penerjemah mesin, dan pemeriksa tata bahasa sebagai alat bantu penulisan. Meski demikian, pola penggunaan yang pragmatis dan instan cenderung melemahkan pemikiran kritis, kedalaman argumentasi, dan kemandirian intelektual, sekalipun mahasiswa memahami risiko etisnya. Studi ini menegaskan perlunya strategi tingkat program yang mengintegrasikan literasi AI dan etika akademik, menetapkan pedoman penggunaan yang jelas, serta memposisikan AI sebagai mitra kognitif bukan pengganti proses berpikir. Langkah ini penting untuk memperkuat praktik penulisan akademik yang bertanggung jawab dalam pendidikan tinggi.  
Negotiating Meaning and Aesthetic Effects: Figurative Language Distribution and Translation Patterns in Sapardi Djoko Damono’s Indonesian–Arabic Poetry Yusuf Haikal
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

Abstract

Figurative language plays a central role in constructing meaning and aesthetic effects in poetry, yet its translation across linguistic and cultural boundaries remains challenging. Studies on Indonesian–Arabic poetry translation, particularly Sapardi Djoko Damono’s works, are still limited. This study aims to analyze the distribution of figurative language and identify translation patterns in the Arabic translation of Hujan Bulan Juni (Hammuka Daimun). Employing a qualitative descriptive approach, the study analyzes 120 figurative language units identified from 33 poems translated into Arabic. The data were examined by comparing figurative expressions in the source and target texts and classifying their translation patterns. The findings reveal that personification, symbolism, and metaphor are the dominant figurative forms. Five translation patterns were identified: retention, transformation, reduction, recreation, and partial reduction. Retention is the most frequent pattern (99 data; 82.5%), followed by partial reduction (7), transformation (6), reduction (6), and recreation (2). These findings indicate that the translation of figurative language in Hammuka Daimun involves continuous negotiation between meaning and aesthetic effects, balancing the preservation of poetic imagery with adaptation to Arabic linguistic and literary conventions.   Abstrak:  Bahasa figuratif memiliki peran penting dalam membangun makna dan efek estetika dalam puisi, tetapi penerjemahannya lintas bahasa dan budaya menghadapi tantangan karena penerjemah harus melakukan negosiasi antara mempertahankan makna dan menjaga efek puitis. Kajian mengenai penerjemahan sastra Indonesia–Arab, khususnya penerjemahan puisi Sapardi Djoko Damono, masih terbatas. Penelitian ini bertujuan untuk menganalisis distribusi bahasa figuratif dan mengidentifikasi pola penerjemahan dalam puisi Hujan Bulan Juni karya Sapardi Djoko Damono yang diterjemahkan ke dalam bahasa Arab melalui Hammuka Daimun. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan data berupa 120-unit bahasa figuratif yang ditemukan dari 33 puisi dalam Hujan Bulan Juni. Data dianalisis melalui perbandingan ekspresi figuratif pada teks sumber dan teks sasaran serta klasifikasi pola penerjemahan. Hasil penelitian menunjukkan bahwa personifikasi, simbolisme, dan metafora merupakan bentuk bahasa figuratif yang dominan. Penelitian ini menemukan lima pola penerjemahan, yaitu retention, transformation, reduction, recreation, dan partial reduction. Retention menjadi pola yang paling dominan dengan 99 data (82,5%), diikuti oleh partial reduction (7 data), transformation (6 data), reduction (6 data), dan recreation (2 data). Temuan ini menunjukkan bahwa penerjemahan bahasa figuratif dalam Hammuka Daimun merupakan proses negosiasi makna dan efek estetika melalui upaya mempertahankan citra puitis sekaligus menyesuaikan ekspresi dengan konvensi bahasa dan sastra Arab.
How Does “SPEAKING” Work in Pesantren?: An Ethnography of Arabic Communication Based on Dell Hymes' Framework Muhammad Zaky Sya'bani; Sembodo Ardi Widodo; Sunarwoto
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.v10i01.7161

Abstract

Arabic language learning in pesantren faces a paradox between the demands of active participation of students and a communication structure that emphasizes hierarchy, obedience, and ta'zim to ustadz. This study aims to analyze the communication model of Arabic language learning at the Al Muhsin Islamic Boarding School Metro Lampung using the communication ethnographic approach and the Dell Hymes SPEAKING framework. The study used a qualitative design with data collected over three months through participant observation of 12 learning activities and 8 informal interactions, recording of six 75-minute communication events, in-depth interviews with five informants, and documentation. Data are analyzed through condensation, presentation and verification of conclusions. The results of the study show that Arabic language learning communication takes place in a participatory-controlled communication pattern based on adab. Ustadz still has linguistic and epistemic authority in determining the material, the turn of speaking, the choice of code and the accuracy of the answers, while the students gain space to imitate, ask questions, dialogue, translate and help their peers. Arabic is positioned as the language of knowledge, religion and identity of Islamic boarding schools, while code transfer to Indonesian functions as pedagogical scaffolding, a means of collaboration and comprehension support. The norm of waiting for the turn of the speaker functions as a class management as well as strengthening the manners and authority of the ustaz. Theoretically, these findings extend the use of the SPEAKING framework from simply mapping the elements of communication to an instrument for uncovering language ideologies, power relations, epistemic authority and negotiations between obedience and participation in traditional religious institutions. This study concludes that learning Arabic in Islamic boarding schools can develop the active participation of students without eliminating hierarchy and adab values, if the authority of the ustadz is accompanied by a space for dialogue, peer assistance, pedagogical code transfer, and contextual communication practices.   Abstrak Pembelajaran bahasa Arab di pesantren menghadapi paradoks antara tuntutan partisipasi aktif santri dan struktur komunikasi yang menekankan hierarki, kepatuhan, serta ta’zim kepada ustadz. Penelitian ini bertujuan menganalisis model komunikasi pembelajaran bahasa Arab di Pondok Pesantren Al Muhsin Metro Lampung menggunakan pendekatan etnografi komunikasi dan kerangka SPEAKING Dell Hymes. Penelitian menggunakan desain kualitatif dengan data yang dikumpulkan selama tiga bulan melalui observasi partisipan terhadap 12 kegiatan pembelajaran dan 8 interaksi informal, perekaman enam peristiwa komunikasi berdurasi 75 menit, wawancara mendalam terhadap lima informan, serta dokumentasi. Data dianalisis melalui kondensasi, penyajian dan verifikasi kesimpulan. Hasil penelitian menunjukkan bahwa komunikasi pembelajaran bahasa Arab berlangsung dalam pola komunikasi partisipatif-terkendali berbasis adab. Ustadz tetap memiliki otoritas linguistik dan epistemik dalam menentukan materi, giliran berbicara, pilihan kode dan ketepatan jawaban, sementara santri memperoleh ruang untuk menirukan, bertanya, berdialog, menerjemahkan dan membantu teman sebaya. Bahasa Arab diposisikan sebagai bahasa ilmu, agama dan identitas pesantren, sedangkan alih kode ke bahasa Indonesia berfungsi sebagai pedagogical scaffolding, sarana kolaborasi dan dukungan pemahaman. Norma menunggu giliran berbicara berfungsi sebagai manajemen kelas sekaligus penguatan adab dan otoritas ustadz. Secara teoretis, temuan ini memperluas penggunaan kerangka SPEAKING dari sekadar pemetaan unsur komunikasi menjadi instrumen untuk mengungkap ideologi bahasa, relasi kuasa, otoritas epistemik dan negosiasi antara kepatuhan dan partisipasi dalam institusi keagamaan tradisional. Penelitian ini menyimpulkan bahwa pembelajaran bahasa Arab di pesantren dapat mengembangkan partisipasi aktif santri tanpa menghilangkan hierarki dan nilai adab, selama otoritas ustadz disertai ruang dialog, bantuan teman sebaya, alih kode pedagogis, dan praktik komunikasi yang kontekstual.
The Representation of Sadness in the Qur'an: A Semiotic Analysis of Prophetic Narratives Agil Husein Al Munawar; Mohamad Zaka Al Farisi
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.v10i01.7850

Abstract

This study examines the representation of sadness in the Qur'anic stories of the prophets using Roland Barthes' semiotic framework integrated with Nasr Hamid Abu Zayd's hermeneutics and Pargament's Positive Religious Coping theory. Employing a qualitative content analysis design, the study analyzes four prophetic narratives selected through purposive sampling based on themes of family relationships and experiences of suffering. The findings reveal that the Qur'an constructs sadness through three interconnected levels of signification. At the denotative level, different lexical signifiers represent distinct forms and intensities of sadness. At the connotative level, sadness is transformed into a spiritual process oriented toward patience, surrender, and trust in Allah. At the mythological level, the Qur'an constructs a counter-myth that redefines emotional responses to suffering. Rather than legitimizing the pre-Islamic tradition of hysterical mourning, the narrative of Prophet Ya'qub naturalizes somatic sadness as a legitimate human condition without diminishing faith, while the story of Prophet Nūḥ reconstructs the concept of family by prioritizing the bond of faith over biological lineage. Furthermore, the prophetic narratives embody four forms of Positive Religious Coping: Collaborative Religious Coping, Benevolent Religious Reappraisal, Religious Surrender, and Spiritual Connection. These findings contribute to Arabic language pedagogy by demonstrating how lexical-semantic and semiotic analyses of Qur'anic discourse can enrich the teaching of Qur'anic Arabic, semantics, and discourse interpretation while fostering students' emotional and spiritual literacy.   Abstrak Penelitian ini bertujuan menganalisis representasi kesedihan dalam kisah-kisah para nabi di dalam Al-Qur'an menggunakan kerangka semiotika Roland Barthes yang diintegrasikan dengan hermeneutika Nasr Hamid Abu Zayd dan teori Positive Religious Coping Kenneth Pargament. Penelitian ini menggunakan pendekatan analisis isi kualitatif terhadap empat narasi para nabi yang dipilih secara purposive berdasarkan tema hubungan keluarga dan pengalaman penderitaan. Hasil penelitian menunjukkan bahwa Al-Qur'an membangun representasi kesedihan melalui tiga tingkat pertandaan yang saling berhubungan. Pada tataran denotatif, Al-Qur'an menggunakan pilihan leksikal yang berbeda untuk merepresentasikan ragam bentuk dan intensitas kesedihan. Pada tataran konotatif, kesedihan ditransformasikan menjadi proses spiritual yang mengarahkan manusia kepada kesabaran, kepasrahan, dan kepercayaan kepada Allah. Pada tataran mitologis, Al-Qur'an membangun counter-myth yang merekonstruksi respons manusia terhadap penderitaan. Alih-alih melegitimasi tradisi meratap histeris pada masyarakat Arab pra-Islam, kisah Nabi Ya'qub menaturalisasikan kesedihan somatik sebagai bagian yang wajar dari fitrah manusia tanpa mengurangi kualitas keimanan, sedangkan kisah Nabi Nuh merekonstruksi konsep keluarga dengan menempatkan ikatan akidah di atas hubungan biologis. Selain itu, narasi para nabi merepresentasikan empat bentuk Positive Religious Coping, yaitu Collaborative Religious Coping, Benevolent Religious Reappraisal, Religious Surrender, dan Spiritual Connection. Temuan ini berkontribusi terhadap pedagogi bahasa Arab dengan menunjukkan bahwa analisis leksikal-semantik dan semiotik terhadap wacana Al-Qur'an dapat memperkaya pembelajaran bahasa Arab Al-Qur'an, semantik, dan interpretasi wacana, sekaligus mengembangkan literasi emosional dan spiritual peserta didik.
Reframing Arabic Language Learning through Peer Teaching: A Constructivist Case Study of Student Learning Experience Makhiulil Kirom; Mamluatul Hasanah; Miftahul Huda
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.v10i01.8168

Abstract

Although peer teaching has been widely examined as a collaborative learning strategy, relatively few studies have explored how it shapes students' learning experiences from a constructivist perspective within intensive Arabic language programs. This study examines the implementation of peer teaching and interprets how it shapes students' learning experiences within a constructivist learning framework. The study employed a descriptive case study at the Arabic Intensive Program (PKPBA), UIN Maulana Malik Ibrahim Malang, integrating a student perception questionnaire completed by 50 students with classroom observations as contextual evidence. Questionnaire data were analyzed descriptively using mean scores, while classroom observations were used to support the interpretation of the findings. The questionnaire indicated consistently positive student perceptions across the five measured constructs, with mean scores ranging from 3.45 to 3.60 on a five-point Likert scale, covering learning motivation, psychological safety, collaborative interaction, confidence in using Arabic, and reflective learning strategies. Classroom observations corroborated these descriptive findings and demonstrated how peer interaction encouraged students to negotiate meaning, participate more actively, and gradually assume greater responsibility for their own learning. The findings suggest that peer teaching functions as a constructivist learning practice that supports students' gradual shift from passive recipients of knowledge toward active learning agents. These findings provide practical implications for integrating peer teaching into Arabic language instruction and may also inform constructivist learning design in other second-language (L2) contexts.   Abstrak Meskipun peer teaching telah banyak diteliti sebagai strategi pembelajaran kolaboratif, relatif sedikit studi yang mengeksplorasi bagaimana hal itu membentuk pengalaman belajar mahasiswa dari perspektif konstruktivis dalam program bahasa Arab intensif. Studi ini meneliti implementasi peer teaching dan menafsirkan bagaimana hal itu membentuk pengalaman belajar mahasiswa dalam kerangka pembelajaran konstruktivis. Studi ini menggunakan studi kasus deskriptif di Program Khusus Perkuliahan Bahasa Arab (PKPBA), UIN Maulana Malik Ibrahim Malang, dengan mengintegrasikan kuesioner persepsi mahasiswa yang diisi oleh 50 mahasiswa dengan observasi kelas sebagai bukti kontekstual. Data kuesioner dianalisis secara deskriptif menggunakan skor rata-rata, sementara observasi kelas digunakan untuk mendukung interpretasi temuan. Kuesioner menunjukkan persepsi siswa yang konsisten positif di kelima konstruk yang diukur, dengan skor rata-rata berkisar antara 3,45 hingga 3,60 pada skala Likert, yang mencakup motivasi belajar, keamanan psikologis, interaksi kolaboratif, kepercayaan diri dalam menggunakan bahasa Arab, dan strategi pembelajaran reflektif. Observasi kelas menguatkan temuan deskriptif ini dan menunjukkan bagaimana interaksi teman sebaya mendorong mahasiswa untuk menegosiasikan makna, berpartisipasi lebih aktif, dan secara bertahap memikul tanggung jawab yang lebih besar atas pembelajaran mereka sendiri. Temuan ini menunjukkan bahwa peer teaching berfungsi sebagai praktik pembelajaran konstruktivis yang mendukung pergeseran bertahap mahasiswa dari penerima pengetahuan pasif menuju agen pembelajaran aktif. Temuan ini memberikan implikasi praktis untuk mengintegrasikan pengajaran oleh teman sebaya ke dalam pengajaran bahasa Arab dan juga dapat memberikan informasi untuk desain pembelajaran konstruktivis dalam konteks bahasa kedua (L2) lainnya.

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