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HuRuf Journal : International Journal of Arabic Applied Linguistic
Published by Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi
ISSN : 27989402     EISSN : 27988821     DOI : https://www.doi.org/10.30983/huruf
Core Subject : Education,
Languange, Linguistic, Communication & Media
HuRuf Journal : International Journal of Arabic Applied Linguistic (e-ISSN : 2798-8821 | p-ISSN : 2798-9402) is a journal which is published by Rumah Jurnal Institut Agama Islam Negeri (IAIN) Bukittinggi, West Sumatera Indonesia. The journal is published twice a year in June and December. HuRuf Journal : International Journal of Arabic Applied Linguistic that focuses on the study of Arabic applied linguistics and Arabic stylistics. How does it affect learning, community life, and the needs of non-Arabic learners in studying Arabic. This journal is also open to discussion of Arabic language learning for specific purposes, this journal is open to the investigation of language attitudes, beliefs, and identities as well as contributions related to the language learning process and language practice inside and outside the classroom. The study of syntax, semantics, phonology, morphology, and other aspects of the Arabic language; survey of recent theoretical developments that facilitate accessibility for readers.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 143 Documents
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Analysing the Styles and Approaches in Oseni’s Arabic Translation of the Old Nigerian National Anthem Lawal, Rahman; Akinkunmi Rabiu, Ridwan
HuRuf Journal : International Journal of Arabic Applied Linguistic Vol. 5 No. 2 (2025): December 2025
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/huruf.v5i2.9935

Abstract

Given the profound significance of the Nigerian national anthem in representing collective identities of the Nigerian populace. This study examined the translation approaches, styles and strategies employed in Oseni’s Arabic translation of the old Nigeria National Anthem (1978-2024). This study aims to evaluate the efficacy of the translation strategies adopted by the author while considering their implication for cross cultural communication. The methodological frame work for this research is the qualitative, auto-telic and content based approach. Grounded in the field of translation studies, the research employs a comparative analysis and methodology to scrutinize linguistic nuances and culture adaptation adopted. This research employed eclectic theoretical approach which includes equivalent theory, Skopos theory, and cultural translation theory. Through a careful examination of Oseni’s translation, this research work revealed that Oseni takes into account the purpose, function, and cultural nuances of the text in the source language in translating to the target language. The author also adopts stylistics devices such as rhythm and imagery to colour his translation in the recipient language in order to aesthetically attract the attention of his target audience. This work also contributes to advancing the understanding of translation theories and practice particularly with the reading of national symbols and identities. In conclusion, this work shows that trans-lingual translation involves the knowledge of extra-linguistics features such as culture and context, cosmological as well as sociological features embedded in the original text and how they are infused in the target language without distorting meaning.
Faʿāliyyat al-Muḥādathah al-Yawmiyyah li Tarqiyat Mahārat al-Kalām ladā Talāmīdh Madrasah Raudlatul Ulum al-Mutawassiṭah al-Islāmiyyah Labuhan Batu Sumatra al-Shamāliyyah Fitri Indah Sari, Eka; Baharuddin, Ismail; Amin, Irsal
HuRuf Journal : International Journal of Arabic Applied Linguistic Vol. 5 No. 2 (2025): December 2025
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/huruf.v5i2.10053

Abstract

The background of this study is the low level of Arabic speaking proficiency among class IX students of MTs Raudlatul Ulum in Labuhan Batu North Sumatra, as a result of the lack of oral practice during education, poor vocabulary proficiency, fear of using Arabic, and low level of self-confidence. This study aims to determine the effectiveness of daily conversation application to improve students' speech skills. This study is based on a quantitative approach with a quasi-experimental design in one group, and the tool used in this study was a pre- and post-oral test to measure the extent to which students' speech skills improved. The research sample consisted of class IX students at the school. The results of the one-sample t-test and the N-Gain test showed that the application of the daily conversation method contributed to the improvement of the students' speech skills. The t-test revealed that there were statistically significant differences in favor of the post-test (t = 440.075, Sig. = 0.000), which indicates the effectiveness of everyday conversation in improving speech skills. N-Gain's analysis also showed an upgrade rate of 22.78%, which is within the average level, indicating that daily conversation proved a real and moderate improvement in the students' ability to speak.
Istikhdām Mawqi‘ Alef Education fī Ta‘līm Mahārah al-Istimā‘ bi al-Madrasah al-Thānawiyyah al-Islāmiyyah al-Ḥukūmiyyah Al-Thāniyah Bukittinggi Nurul Izzati; Yelfi Dewi S; Albaihaqi Anas
HuRuf Journal : International Journal of Arabic Applied Linguistic Vol. 5 No. 2 (2025): December 2025
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/huruf.v5i2.10878

Abstract

This research aims to explore the process of teaching listening skills using Alef Education, identify difficulties in its use, and understand the opinions of teachers and students regarding this media. The researcher employed a qualitative descriptive method and collected data through observation, interviews, and documentation. Non-participant observation was conducted in the eleventh-grade classes (A1 and A2), along with semi-structured interviews with one teacher and twenty students selected using purposive sampling. The results showed that the teaching process begins with a preparatory stage, which includes three activities: preliminary, main, and closing activities. The teacher’s main difficulty was unstable internet connection, while students faced both technical and non-technical challenges. The teacher considered the media very helpful and worth continuing. Students’ opinions were divided into positive and negative; positive responses highlighted the media’s benefits and motivation, while negative responses involved difficulties with independent learning and technical problems.
Transforming Arabic Language Learning in the Era of Artificial Intelligence: Opportunities and Challenges in Higher Education Ahmad Nurul Huda Salmas; Zubaidah Zubaidah
HuRuf Journal : International Journal of Arabic Applied Linguistic Vol. 6 No. 1 (2026): June 2026
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/huruf.v6i1.11097

Abstract

The rapid development of artificial intelligence (AI) has significantly transformed higher education, including Arabic language learning. This study critically examines the role of AI, particularly large language models, in reshaping learning processes, focusing on pedagogical, cognitive, and epistemological dimensions. Using a qualitative library research approach, this study analyzes recent scholarly works (2020–2025). The findings show that AI enhances access to linguistic input, enables personalized learning, and provides immediate feedback that improves learning efficiency. However, it also introduces challenges such as cognitive dependency, reduced depth of critical thinking, and concerns over knowledge validity, especially in Arabic learning, which is closely linked to Islamic intellectual traditions.The study further reveals that AI is more effective in supporting reading and writing skills than speaking and listening, due to the absence of authentic social interaction. From an epistemological perspective, AI cannot replace the interpretative authority of teachers. This study proposes a hybrid learning model that positions AI as a cognitive support tool rather than a substitute for human instruction, emphasizing the need for balanced integration between technology, pedagogy, and academic integrity.
A Comparison of the Translation of the Arabic Text in the Mu'allaqat Between Artificial Intelligence and Human Translation Renny Dwi Arumsari; Vira Hilma Fadhila; Niken Salindri
HuRuf Journal : International Journal of Arabic Applied Linguistic Vol. 6 No. 1 (2026): June 2026
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/huruf.v6i1.11186

Abstract

This study explores the role of Artificial Intelligence (AI), specifically ChatGPT, in translating classical Arabic literary texts, focusing on Mu’allaqat by Imru’ al-Qais. Using a qualitative descriptive method with a comparative approach, the research compares AI-generated translations with expert-validated manual interpretations. Ten poetic verses were evaluated using a rubric assessing accuracy, clarity, naturalness, and consistency. The findings reveal that ChatGPT generally produces translations categorized as good, especially in clarity and language flow. However, some weaknesses were found in preserving exact meanings and consistent use of terms, particularly in verses with deep emotional and cultural layers. State the implications of the research findings for the development of translation theory. Explain how the findings can strengthen, support, or provide a new perspective on the theory employed. If possible, also describe the contribution of these findings to future research.
The Effectiveness of Digital Applications in Teaching Grammar to Non-Arabic Speakers: Talkpal as an Example Anas Malmous; Fatima Yahyaoui
HuRuf Journal : International Journal of Arabic Applied Linguistic Vol. 6 No. 1 (2026): June 2026
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/huruf.v6i1.10961

Abstract

This paper addresses a fundamental issue within the diverse and multifaceted field of Arabic language teaching: the teaching of grammar to non-native speakers. The study aims to analyze the most prominent challenges associated with teaching Arabic grammar to non-native speakers, identify the factors that limit the effectiveness of current teaching methods, and explore the potential of employing modern linguistic approaches and digital applications (such as Talkpal) to enhance grammar instruction and learning. The study adopts a descriptive-analytical methodology, analyzing the most pressing educational and learning difficulties. It then discusses and proposes a set of educational suggestions that integrate linguistic processing with digital learning applications. The study's findings indicate that difficulties in teaching grammar are generally related to the nature of the content presented, as well as the teaching methods employed. Furthermore, the study reveals that utilizing digital applications in grammar instruction helps to enhance learner engagement with and participation in the educational content. The study's scholarly contribution lies in presenting an integrated approach to teaching Arabic grammar, which contributes to developing teaching methods related to teaching Arabic to non-native speakers, thereby positively opening up more effective and efficient educational horizons.
The Joyful Learning Strategy in Teaching Mahārah al-Kalām At The Subul Al-Salam Secondary School septi wahyuni; Topo Widiarto
HuRuf Journal : International Journal of Arabic Applied Linguistic Vol. 6 No. 1 (2026): June 2026
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/huruf.v6i1.11075

Abstract

This research aims to analyze the implementation of the Joyful Learning strategy in overcoming the problems of learning mahārah al-kalām (Arabic speaking skills) at Madrasah Tsanawiyah Subulussalam. This research uses a descriptive qualitative approach with a case study design. Data collection was conducted through observation, semi-structured interviews with an Arabic teacher and 25 tenth-grade students selected using purposive sampling technique, and documentation. The research results reveal two main findings. First, the learning process using the Joyful Learning strategy is applied systematically through four stages: Preparation through ice breaking activities, and interactive statement of the material with the participation of students in language games, direct speaking practice, and closing. Second, the implementation of this strategy faces linguistic obstacles in the form of low mastery of nahwu and sharaf, especially errors in changing ḍamīr (pronouns), as well as psychological obstacles such as shyness and lack of confidence when speaking in front of the class. In conclusion, although Joyful Learning succeeds in creating a participatory learning atmosphere, this strategy must be balanced with consistent daily language practice to overcome students' grammatical and mental weaknesses.
Metaphor, Kinâyah and Majâz in the Holy Qur'an: A Critical Analysis of Ibn Taymiyyah's Rejection of the Non-Literal Meaning Indra Saputra; Busyro; Muhamad Rezi; Hayati; Hurriyatus Sa'adiyah
HuRuf Journal : International Journal of Arabic Applied Linguistic Vol. 6 No. 1 (2026): June 2026
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/huruf.v6i1.11080

Abstract

This article examines metaphor, majâz, and kinâyah as forms of non-literal meaning in the language of the Qur’an, while critically reviewing Ibn Taymiyyah’s rejection of majâz. The study departs from the fact that Qur’anic language does not always operate in a strictly literal manner, but frequently employs expressions that require contextual, rhetorical, and semantic reading. This research uses a qualitative library-based approach by examining classical works of Arabic rhetoric, writings on Conceptual Metaphor Theory (CMT), and sources discussing Ibn Taymiyyah’s view on literal and figurative meaning. The study finds that CMT, majâz, and kinâyah all affirm that language may convey meaning through systematic non-literal mechanisms rather than through random deviation. In this context, a total rejection of majâz is difficult to sustain, since Arabic—including Qur’anic language—is rich in semantic extension, indication, and transfer of meaning. An excessively literal approach risks narrowing interpretation, obscuring rhetorical beauty, and in some verses generating theological problems. Therefore, acknowledging non-literal meaning is essential for preserving interpretive accuracy and safeguarding theological integrity.
A Bibliometric Analysis of Arabic Grammar in Language Learning: Trends, Patterns, and Research Frontiers Septika Rudiamon; Beni Husmansyah; Mu'amar Aziz; Muhammad Yusuf Salam
HuRuf Journal : International Journal of Arabic Applied Linguistic Vol. 6 No. 1 (2026): June 2026
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/huruf.v6i1.11125

Abstract

This study aims to analyze the development of scientific publications on Arabic grammar in language learning, identify trends, patterns, and main themes in related research, and identify opportunities and directions for future research. It applies a descriptive quantitative method using scientific publication data collected from the Scopus database through the Publish or Perish application. The search conducted on April 9, 2026, identified 152 documents with a total of 419 citations. After a filtering process, 10 highly cited articles were selected as the main objects of analysis. The bibliometric analysis follows the Fahimnia framework, including data identification, screening, analysis, and visualization. VOSviewer software was used to map research networks through keyword co-occurrence analysis. The results show that Arabic grammar studies in language learning are still dominated by theoretical and analytical approaches, mainly focusing on aspects such as approach, grammar, and analysis. The visualization reveals several research clusters that highlight connections between learning approaches, language structures, and linguistic analysis, although practical implementation and evaluation aspects remain limited. Additionally, there is a growing trend in the use of technology, including artificial intelligence, machine learning, and digital learning systems in teaching Arabic grammar. The study concludes that this field is still developing, with broad opportunities for innovation, especially in practical applications and technology-based learning models.
The Implementation of the Semester Credit System (SKS) in Arabic Language Learning at State Islamic Junior High School 1 Bukittinggi: A Qualitative Descriptive Study Nur Fadhilah Arifin; Yelfi Dewi; Eka Rizal
HuRuf Journal : International Journal of Arabic Applied Linguistic Vol. 6 No. 1 (2026): June 2026
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/huruf.v6i1.11127

Abstract

This study investigates the implementation of the Semester Credit System (SKS) in Arabic language learning at MTsN 1 Bukittinggi. It aims to describe the preparation, implementation, and supporting and inhibiting factors of SKS-based Arabic instruction. This research employed a descriptive qualitative approach. Data were collected through classroom observation, semi-structured interviews with the vice principal for teacher, and documentation of learning materials, including UKBM. The findings show that SKS implementation requires teacher readiness, student preparation, parental involvement, and institutional support. In classroom practice, Arabic learning is conducted through introductory, core, and closing activities, with students working independently through UKBM according to their learning pace. Supporting factors include collective commitment, institutional legitimacy, curriculum flexibility, and learning facilities. Inhibiting factors include limited public understanding, the complexity of differentiated instruction, and unequal teacher. Practically, these findings imply that Arabic teachers must transition into adaptive instructional designers who optimize UKBM to foster independent problem solving across the four languange skill and implement dynamic scaffolding to bridge diverse student learning paces.

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