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Borneo Journal of Language and Education
Published by Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
ISSN : -     EISSN : 27754790     DOI : https://doi.org/10.21093/benjole
Core Subject : Religion, Education,
Religion Education Languange, Linguistic, Communication & Media
Teaching Arabic and English as a Foreign Language Arabic and English Linguistic Arabic and English Literature Arabic and English History History of Arabic and English Education Strategy of Arabic and English Teaching Arabic and English Islamic Culture Media of Arabic and English Teaching Technology of Arabic and English Teaching Modern Standard Arabic and English Arabic and English Second Language Acquisition
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 120 Documents
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Implementasi Metode Audio Lingual dalam Memperkuat Hafalan Materi Bahasa Arab di MTs Mathalibul Huda Mlonggo Jepara Sajidah, Haniatul; Saefudin, Ahmad
Borneo Journal of Language and Education Vol 5 No 2 (2025): Borneo Journal of Language and Education, Vol.5 (No.2), Agustus 2025
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeru Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/benjole.v5i2.10796

Abstract

The low interest of students in memorizing Arabic vocabulary has prompted educators to seek effective methods for the teaching and learning process. Vocabulary mastery is a crucial aspect of learning Arabic, as without it, students' abilities to understand, speak, read, and write in Arabic are severely limited. However, memorizing vocabulary is often perceived as a boring and difficult task, particularly when relying solely on traditional methods such as passively memorizing word lists. This study aims to examine the implementation of the Audio-Lingual Method at MTs Mathalibul Huda Mlonggo and assess its positive and negative impacts on students' memorization skills. A qualitative descriptive method was used, with data analysis conducted in three stages: data reduction, data presentation, and conclusion. The results indicate that the Audio-Lingual Method is effective in improving students' memorization of Arabic vocabulary, as it emphasizes repetition, listening and speaking exercises, and habituation through dialogue. Approximately 83% of students demonstrated mastery of the method, while 17% struggled to utilize it due to a lack of focus during the listening activities. Despite challenges such as differences in student abilities and limited resources, these obstacles can be overcome with teaching strategies and approaches tailored to students' characteristics. Therefore, the Audio-Lingual Method represents a relevant and effective alternative for enhancing students' Arabic vocabulary memorization and improving their overall language skills in a communicative and comprehensive manner.
Arabic Language Learning Based on Group Discussion in Arabic Text Comprehension of Class X Students at MAN I Medan Marwanda, Tengku Sinar; Zulheddi, Zulheddi
Borneo Journal of Language and Education Vol 5 No 2 (2025): Borneo Journal of Language and Education, Vol.5 (No.2), Agustus 2025
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeru Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/benjole.v5i2.11222

Abstract

Arabic holds a central role in the world of Islamic education, especially in madrasas, as it is the primary language for understanding the Qur'an, hadith, and classical Islamic literature. However, in practice, many madrasa students face difficulties in understanding Arabic texts, primarily due to limitations in vocabulary and grammatical structure. One potential method to address this issue is the group discussion method, which allows students to brainstorm ideas, clarify meanings, and build a shared understanding of the text being studied. This study aims to analyze the group discussion-based learning method in improving the understanding of Arabic texts among grade X students at Madrasah Aliyah Negeri 1 Medan. Specifically, this research explores the factors influencing students' understanding of Arabic texts as well as the impact of implementing group discussions in overcoming learning barriers. The research method employed is a descriptive qualitative approach, with data collection techniques including interviews, observations, documentation, and questionnaires. The research subjects consisted of Arabic teachers and grade X students. The results of the study indicate that the application of the group discussion method has a significant impact on improving students' understanding of Arabic texts. Students became more active, motivated, and able to enhance their vocabulary and understanding of Arabic language structure. Prior to the implementation of this method, only about 50% of students understood Arabic texts; however, after its application, this figure increased to 85%. The implications of this study suggest that group discussions are an effective strategy and should be more widely applied in Arabic language learning in madrasas.
Lecturers’ Strategies to Enhance Students’ Motivation in Learning Arabic at UINSI Samarinda Mubarak, Ahmad; Ardiansyah, Ardiansyah; Allam, Naufal; Santoso, Rahmad Adi; Zaki, Muhammad; Abdullah, Muhammad Rama
Borneo Journal of Language and Education Vol 3 No 1 (2023): Borneo Journal of Language and Education, Vol.3 (No.1), April 2023
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeru Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/benjole.v3i1.8621

Abstract

In Indonesia, Arabic language instruction at higher education institutions frequently faces significant challenges: low student motivation leads to passive participation, delayed vocabulary acquisition, and limited communicative competence, despite the crucial role of Arabic in academic and religious contexts. This phenomenon poses challenges to the quality of Arabic language education and the effectiveness of knowledge transfer within Islamic universities. This study aims to explore lecturers’ strategies to enhance students’ intrinsic motivation in learning Arabic at UINSI Samarinda. A qualitative case study approach was employed, involving five lecturers and fifteen students selected through purposive sampling. Data were collected via semi-structured interviews, participatory observation, and instructional material documentation, then analyzed using the Miles & Huberman interactive model, including data reduction, display, and verification through member checking. The findings identified three main lecturer strategies: (1) interactive pedagogy, fostering active participation and communicative mastery; (2) cultural and religious contextualization, reinforcing material relevance and students’ emotional engagement; and (3) the use of media and technology, supporting autonomy and self-directed learning. The integration of these strategies establishes a sustainable motivation pattern that significantly enhances student engagement. This study reinforces the Self-Determination Theory framework, demonstrating that fulfilling the needs for autonomy, competence, and relatedness is essential for foreign language learning motivation. Practical implications highlight the necessity of holistic teaching strategies and curriculum content aligned with students’ experiences and values. Future research is recommended to examine the long-term impact of these strategies on Arabic language proficiency and the sustainability of learning motivation.
Students’ Perceptions of Using Social Media as a Tool for Learning Arabic at UINSI Samarinda Salsabila, Adinda Rana; Aprianti, Anindya Putri; Wahdania, Asdelia; Nuriman, Kurnia Masyita; Adawiyah, Rabiatul; Fadhilah, Alya Nur
Borneo Journal of Language and Education Vol 3 No 2 (2023): Borneo Journal of Language and Education, Vol.3 (No.2), Agustus 2023
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeru Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/benjole.v3i2.8728

Abstract

This study aims to explore students’ perceptions at UINSI Samarinda regarding the use of social media as a tool for learning Arabic. The phenomenon under investigation arises from the increasing utilization of digital platforms by students, alongside the challenges they encounter in optimizing social media for language learning. A qualitative phenomenological approach was employed, focusing on students’ experiences and subjective meanings. Data were collected through semi-structured interviews, participatory observation, and documentation of learning materials on social media, involving 15 students from the Arabic Language Study Program selected using purposive and snowball sampling techniques. Data were analyzed thematically using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The findings revealed three primary themes: (1) ease of access and learning flexibility, as students used social media to study at different times and locations; (2) motivation and active engagement, with social interactions and feedback from peers and native speakers enhancing participation and learning interest; and (3) challenges and obstacles in online learning, such as distractions from entertainment content and difficulties understanding materials without direct guidance. These findings reinforce social constructivist and digital literacy theories in language learning while highlighting Indonesian students’ subjective experiences, which have rarely been examined qualitatively. This study has practical implications for developing structured, social media–based learning strategies and for institutional policies on integrating digital platforms into the curriculum. Further research is recommended to explore the relationships between digital literacy, learning motivation, and the effectiveness of social media across various Islamic higher education contexts.
Opportunities and Challenges for Students in Learning Arabic Vocabulary in the Arabic Language Education Program at UINSI Samarinda Jayanti, Annida Rida; Farhat, Muhammad Fathi; Hidayah, Annisa; Fatmawati, Nur; Rokhman, Muh Fatkhur; Norahmah, Asyifa; Mahfuuzhah, Raihaanah
Borneo Journal of Language and Education Vol 2 No 1 (2022): Borneo Journal of Language and Education, Vol.2 (No.1), April 2022
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeru Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/benjole.v2i1.8626

Abstract

Vocabulary mastery is a fundamental aspect of Arabic language learning; however, students often encounter difficulties in memorizing and retaining new words, particularly abstract and religious vocabulary. This phenomenon affects their ability to read, write, and communicate effectively, highlighting the importance of understanding the strategies, challenges, and opportunities present in the higher education context. This study aims to explore the experiences of students in the Arabic Education Program at UINSI Samarinda regarding vocabulary memorization. A qualitative phenomenological approach was employed, with data collected through semi-structured interviews, participatory observation, and documentation of vocabulary assignments. Twelve active students were selected using purposive sampling, and interactive analysis techniques proposed by Miles, Huberman, and Saldana were applied. The findings indicate that students employ personal learning strategies such as regular repetition, flashcards, sentence construction, and vocabulary grouping to strengthen retention. Internal challenges include fluctuating motivation, mental fatigue, and difficulties with abstract vocabulary, whereas external challenges involve limited learning resources, insufficient speaking practice, and lack of interaction with native speakers. Students leverage learning opportunities through digital applications, online forums, and social collaboration to enhance vocabulary comprehension and retention. These findings underscore that successful vocabulary acquisition is influenced by the interaction of individual strategies, motivation, and socio-cultural context, demonstrating the effectiveness of integrating cognitive, social, and technological strategies. The study provides practical implications for the development of collaborative and digital-based vocabulary learning methods and emphasizes the significance of social context and student experiences in Arabic language education.
The Influence of Language Interest on Foreign Language Learning Outcomes (Arabic-English) in Immersion-Based Learning at the Modern Islamic Boarding School in South Tapanuli Amin, Irsal; Pulungan, Muhammad Yusuf; Ritonga, Sylvia Kurnia
Borneo Journal of Language and Education Vol 6 No 1 (2026): Borneo Journal of Language and Education, Vol.6 (No.1), April 2026
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeru Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/benjole.v6i1.10167

Abstract

High student interest and motivation in learning a foreign language do not guarantee high language learning outcomes, because many factors influence the outcomes as additional variables. This study aims to explain the influence of language interest on foreign language learning outcomes through the formation of a language environment. If previous studies explain that interest influences learning outcomes, then this study tries to see the influence of interest on learning outcomes that do not stand alone, but there are other factors that also influence such as biah lughah. This research is quantitative research with data collection techniques through questionnaires, tests, and interviews. The population of this study consisted of 380 students, while the sample was 141 students with an accidental sampling model. After the research data were collected, they were analyzed using descriptive statistics (frequency, percentage, and mean). The study found that Arabic language learning was implemented through an immersion strategy, including daily activities, language weeks, and integrative learning between furu'iyah and wahdah. Most students showed greater interest in Arabic (73.05%) compared to English (46.8%). This suggests that the language of instruction significantly impacts language interest, with Arabic being more relevant in the context of Islamic boarding school life. A significant relationship (Sig. 0.002 < 0.005) was found between language interest and learning outcomes, though the contribution was minimal (R2 = 0.04%). This indicates that foreign language learning success is influenced by a combination of intrinsic and extrinsic factors, rather than interest alone.
The Effectiveness of a SAVI-Based Teaching Module on Arabic Language at Madrasah Aliyah Ismailiyah Jombang Wati, Ani Rohmah; Hidayah, Nurul; Aisa, Aufia; Wilwadikta, Qur’ani Parang
Borneo Journal of Language and Education Vol 6 No 1 (2026): Borneo Journal of Language and Education, Vol.6 (No.1), April 2026
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeru Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/benjole.v6i1.11473

Abstract

Despite decades of formal Arabic instruction in Indonesia, many Madrasah Aliyah students still struggle due to unprepared teachers and monotonous, non-contextual teaching materials. This study aims to analyze the effectiveness of teaching materials based on the Somatic, Auditory, Visual, Intellectual (SAVI) approach in improving Arabic language learning outcomes at Madrasah Aliyah Ismailiyah. Through a collaborative method that optimizes all sensory modalities, the SAVI approach is designed to create a fun, independent, and flexible learning environment. This research employs a quantitative approach with a pre-experimental design, specifically the One Group Pretest - Posttest model. The sample included the entire population through saturated sampling. Data collection was primarily conducted through pre-test and post-test instruments, supplemented by observation and documentation to provide context. The research instruments underwent rigorous testing for validity, reliability, item difficulty, and discrimination power. Data analysis was performed using normality tests as a prerequisite, followed by a Paired Sample T-Test to determine significance and an N-Gain test to measure the effectiveness of the teaching materials. The results of the N-Gain analysis indicate that the use of SAVI-based teaching materials significantly improved learning outcomes, with an effectiveness percentage of 79.80%, categorized as "effective." These findings indicate that the SAVI approach is an effective alternative for improving Arabic instruction at the Madrasah Aliyah level.
Problems of Learning Arabic in Elementary School Makfiro, Nikmatul; Rosyada, Amrina; Imtiyazuha, Imtiyazuha; Kader, Muhammed Yahya
Borneo Journal of Language and Education Vol 6 No 1 (2026): Borneo Journal of Language and Education, Vol.6 (No.1), April 2026
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeru Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/benjole.v6i1.11654

Abstract

Arabic language learning plays an important role in Islamic-based educational institutions in Indonesia because it is closely related to religious practices and Islamic knowledge. However, the implementation of Arabic language learning at the elementary school level often faces various challenges that affect the effectiveness of the learning process. This study aims to identify the challenges encountered in Arabic language learning at the elementary level and to analyze the strategies used by teachers to address these challenges. This research employed a qualitative descriptive approach and was conducted at SDIT Robbani Singosari Malang. Data were collected through interviews and classroom observations involving an Arabic language teacher. The data were analyzed using qualitative data analysis techniques including data reduction, data display, and conclusion drawing. The findings reveal that the challenges in Arabic language learning arise from both linguistic and non-linguistic factors, such as students’ ability to read Hijaiyah letters, differences in educational background, and low learning interest. To overcome these challenges, teachers apply several strategies including the singing method, peer tutoring, and the use of pocket dictionaries to support vocabulary learning. These strategies help create a more engaging learning environment and improve students’ participation in the classroom. The results of this study highlight the importance of varied and interactive teaching methods to enhance the effectiveness of Arabic language learning at the elementary school level.
An Exploration of Students’ Perceptions of Teacher Feedback and Its Influence on Their Motivation to Learn English Ubaidillah, Muhammad Farid; Jati, Sigit Pramono; Sugesti, Dzahina
Borneo Journal of Language and Education Vol 6 No 1 (2026): Borneo Journal of Language and Education, Vol.6 (No.1), April 2026
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeru Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/benjole.v6i1.12148

Abstract

This study explores how students perceive teacher feedback and how it affects their motivation to learn English, with a specific focus on the acceleration class at MTsN 1 Surabaya. Adopting a mixed-method pragmatism with a qualitative descriptive approach, the research involved 31 students from the seventh grade, selected through purposive sampling. Data were gathered using a structured Google Form questionnaire consisting of 30 Likert-scale statements, 15 focused on teacher feedback and 15 on learning motivation. Descriptive statistics were used to highlight general response patterns, while thematic analysis helped interpret students’ perceptions in more depth. The findings show that students more to view their teacher's feedback in a positive light, describing it as clear, specific, and encouraging. This positive perception strongly correlates with higher motivation. The study suggests that effective feedback helps students feel more competent and confident, creates a psychologically safe environment where they are not afraid to make mistakes, and empowers them to take more ownership of their learning. While the results were largely positive, a small percentage of students expressed neutral views, indicating that feedback is not equally effective for everyone. The study concludes that teacher feedback is a crucial tool for building and sustaining student motivation. It recommends that educators focus on providing supportive and actionable feedback to foster a positive and productive learning atmosphere.
The Influence of the Reciprocal Teaching Method on Students’ Reading Comprehension of the Recount Texts at an Indonesian Islamic Secondary School Pramesti, Sevina Putri; Madkur, Ahmad
Borneo Journal of Language and Education Vol 6 No 1 (2026): Borneo Journal of Language and Education, Vol.6 (No.1), April 2026
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeru Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/benjole.v6i1.12651

Abstract

This quantitative pre-experimental study examined the influence of Reciprocal Teaching in improving tenth-grade students’ reading comprehension of recount texts among the tenth graders at an Indonesian Islamic Secondary School in the province of Lampung, Indonesia. This research used a one-group pre-test post-test design with 18 students. After the implementation of the Reciprocal Teaching method, a post-test aligned with the four core strategies, namely: predicting, clarifying, questioning, and summarizing, was conducted. The Shapiro-Wilk normality test showed that the pre-test scores were not normally distributed (p-value = .020), while the post-test met the normality assumption (p-value = .139). A Wilcoxon test was then applied and revealed a highly significant improvement (p-value = .000), indicating that Reciprocal Teaching had a strong positive effect on students’ reading comprehension on recount text. The findings conclude that the structured scaffolding provided by RT effectively enhances students' ability to construct meaning and internalize reading strategies. This study highlights the significance of RT as a robust instructional tool for EFL teachers to foster independent reading habits and improve academic outcomes in Islamic secondary school settings. The results recommend broader implementation of strategy-based instruction to address persistent literacy gaps in foreign language learning.

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