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Journal of Arabic Education, Linguistics, and Literature Studies
Published by Kuras Institute
ISSN : -     EISSN : 29865638     DOI : https://doi.org/10.51214/jicalls.v1i1.498
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
This journal focuses on Arabic Education, Linguistics, and Literature Studies, including: Teaching and Learning Arabic, The strategy of Arabic Teaching and Learning, Media of Arabic Language Teaching and Learning, The technology of Arabic Language Teaching and Learning, Modern Standard Arabic Language Teaching and Learning, Second Language (Arabic) Acquisition, Arabic as: first, second, and foreign language teaching and learning, Arabic language in education, Arabic language planning, Arabic language testing, Arabic curriculum design and development, Arabic and multilingualism, Arabic and translation, Macro and Micro Arabic Linguistics research, and Arabic literature studies
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 43 Documents
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Persepsi Mahasiswi PBA dalam Pemanfaatan ChatGPT dan DeepL pada Pembelajaran Bahasa Arab di STIT Madani Yogyakarta Rizkyana Wahyu Laras Pertiwi; Isabella Isabella
JICALLS: Journal of Arabic Education, Linguistics, and Literature Studies Vol. 4 No. 1 (2026): Journal of Arabic Education, Linguistics, and Literature Studies
Publisher : KURAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/jicalls.v4i1.1919

Abstract

The development of digital technology, particularly Artificial Intelligence (AI), has significantly transformed learning processes in higher education, including Arabic language learning. Applications such as ChatGPT and DeepL are utilized to understand learning materials, translate texts, and complete academic assignments, resulting in various perceptions regarding their use. This study aims to examine the perceptions of female students in the Arabic Language Education Program (PBA) at STIT Madani Yogyakarta toward the use of ChatGPT and DeepL, as well as the factors influencing these perceptions within the framework of the Technology Acceptance Model (TAM). This research employed a qualitative approach with a phenomenological design. Data were collected through observation, in-depth interviews, and documentation, and analyzed using the Miles and Huberman model. The findings indicate that students generally have positive perceptions based on the two main TAM constructs, namely perceived ease of use and perceived usefulness. Both applications were considered easy to use and helpful in understanding Arabic texts, improving assignments, and practicing mufrodat pronunciation. These perceptions were influenced by academic needs, prior experience with AI, learning motivation, and attitudes toward potential technological dependence. In addition, external factors such as limited internet access and data quotas, application usage restrictions, academic environments, and ethical considerations also affected how students interpreted the use of technology in Arabic language learning. This study contributes to strengthening discussions on AI acceptance in Arabic language learning in Islamic higher education institutions and may serve as a reference for developing more effective, critical, and pedagogical AI utilization in Arabic language learning.
Pemanfaatan Media Teknologi dalam Pembelajaran Bahasa Arab pada Siswa Madrasah Tsanawiyah Zainul Bahar Wringin Bondowoso Ana Fuji Lestari; Sulton Firdaus
JICALLS: Journal of Arabic Education, Linguistics, and Literature Studies Vol. 4 No. 1 (2026): Journal of Arabic Education, Linguistics, and Literature Studies
Publisher : KURAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/jicalls.v4i1.1933

Abstract

This study is motivated by the limited use of technological media in Arabic language learning at Islamic junior high schools, despite the rapid development of digital technology that demands more interactive learning processes. The study aims to describe the implementation of technological media in Arabic language learning and to analyze the challenges faced by teachers and students at Islamic Junior High School (MTs) Zainul Bahar Wringin Bondowoso. This research employed a qualitative approach using a case study method. The research subjects consisted of Arabic language teachers, students, and school administrators. Data were collected through observation, interviews, and documentation. The data were analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings indicate that technological media have been implemented in the planning, implementation, and evaluation stages of learning through digital presentation slides, instructional videos, pronunciation audio, and electronic worksheets. The study also reveals that the use of technological media not only increases students’ attention and participation in Arabic learning, but also improves their confidence in pronouncing Arabic vocabulary and sentences directly. In addition, this research found that the success of technology-based learning is influenced by teachers’ readiness in managing digital learning media flexibly according to classroom conditions. However, several obstacles remain, including limited technological facilities, unstable internet access, technical device problems, differences in students’ abilities, and limited instructional time.
Taqyīm Ta‘līm al-Lugah al-‘Arabiyyah bi Ṭarīqah al-Ikhtibār fī Māddat al-Adab al-‘Arabī Ulfi Usykuriyah Khoiry
JICALLS: Journal of Arabic Education, Linguistics, and Literature Studies Vol. 4 No. 1 (2026): Journal of Arabic Education, Linguistics, and Literature Studies
Publisher : KURAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/jicalls.v4i1.1943

Abstract

The students' understanding of the lesson is a sign of the success of education, and one way to determine the success of students after the learning process is to evaluate the test. The test has specific goals and conditions with special rules. The use of tests in Arabic literature is different from other language tests because the process of literature in teaching Arabic is connected to the taste of language. It is clear that the method of this research is library research with data sources related to tests in literature. This research takes primary data from the book "Types of Tests in Literature" by Muhammad Ali Al-Khouli and other books, as well as using various publications to stimulate analysis in this study. Data analysis in this study is descriptive. The results of the research indicate that the evaluation of Arabic language teaching through tests in Arabic literature is objective and subjective, and tests in literature can include 3 aspects: knowledge, understanding, and expression.
Bahasa Arab sebagai Simbol Identitas Santri: Analisis Motivasi Belajar Berbasis Eksistensi Sosial-Religius pada Mahasiswa Pendidikan Bahasa Arab Universitas Kiai Abdullah Faqih Gresik Muhammad Farih; Adi Juiarto; Muhammad Alawy; Muhamad Syaifiudin; Mas Achmad Ali Akbar; Muhammad A'inul Haq; Ahmad Nuruddin
JICALLS: Journal of Arabic Education, Linguistics, and Literature Studies Vol. 3 No. 2 (2025): Journal of Arabic Education, Linguistics, and Literature Studies
Publisher : KURAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/jicalls.v3i2.1960

Abstract

This study investigates the dynamics of learning motivation among Arabic Language Education undergraduates at Kiai Abdullah Faqih University who possess a distinct santri (Islamic boarding school student) background. Specifically, it explores the intricate interplay between socio-religious motivation, identity construction, and the transitional friction experienced when moving from traditional pesantren environments to higher education. Utilizing a mixed-methods design, empirical data were gathered via structured questionnaires. The findings reveal that the Arabic language functions not merely as a linguistic tool, but as a crucial socio-religious identity marker and vital cultural capital underpinning the students' prospective roles as religious scholars and educators. Intrinsic religious orientation—chiefly the aspiration to comprehend the Qur'an and Kitab Kuning (classical Islamic texts)—serves as the primary behavioral driver, whereas extrinsic motivators, such as grade point averages (GPA), exert negligible influence. Conversely, the study uncovers a distinct "competence paradox": while students demonstrate robust oral fluency, they exhibit significant vulnerabilities in grammatical precision, culminating in linguistic fossilization and heightened academic anxiety. Furthermore, institutional transition challenges are exacerbated by the deficit of a rigorous communicative ecosystem on campus and the abrupt loss of the personalized, paternalistic mentorship (mentorship) traditionally provided by a kiai.
Taṣawwurāt Ṭullāb Markaz al-Lugah tijāh Taṭwīr Mahārat al-Kalām ʿabra Ṭarīqat al-Munāqasyah al-Thaqāfiyyah fī Jāmiʿah al-Kuwayt Ahmad Jaylani; Mualim Wijaya
JICALLS: Journal of Arabic Education, Linguistics, and Literature Studies Vol. 4 No. 1 (2026): Journal of Arabic Education, Linguistics, and Literature Studies
Publisher : KURAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/jicalls.v4i1.1964

Abstract

To address the limited exploration of cultural pedagogical models in authentic diverse settings, this study aims to describe the perceptions of students at the Markaz al-Lugah, Kuwait University, regarding the improvement of mahārah kalām (speaking skills) through the cultural discussion method. This research employed a quantitative approach with a quasi-experimental design using a pretest–posttest control group model involving 56 students learning Arabic as a foreign language. Data were collected through an oral test constructed based on indicators of speaking fluency, accuracy of vocabulary and structure, clarity of pronunciation, confidence in speaking, and the ability to convey ideas communicatively. The research instrument was tested for validity and reliability, and the data were subsequently analyzed using normality tests, homogeneity tests, and a t-test. The results indicate that all instrument items were valid and reliable, making them appropriate for measuring speaking ability. Furthermore, the pretest and posttest data were normally distributed and exhibited homogeneous variance. The results of the Independent Samples t-test showed a significance value of 0.000 < 0.05, indicating a significant difference between the group using the cultural discussion method and the group using conventional learning methods. These findings, complemented by observational data, demonstrate that the cultural discussion method is effective in improving students’ speaking skills, particularly in terms of speaking confidence, fluency, vocabulary mastery, and the ability to express opinions. The multicultural environment also serves as a supporting factor, as it encourages students to use Arabic in real, interactive, and meaningful contexts. Therefore, the cultural discussion method can be considered a viable alternative for communicative and contextual Arabic language instruction.
Developing a Web-Based Interactive E-Learning Ecosystem for Arabic Vocabulary Mastery Muhammad A'inul Haq; Kinnatul ‘Ashriyyah; Annisa Ainurrohmah; Ulya Mahfudhotun Najwa; Ahmad Wafiyyun Ni'am; Moh. Dhofir Ali Akbar; Muhammad Khabibullah
JICALLS: Journal of Arabic Education, Linguistics, and Literature Studies Vol. 4 No. 1 (2026): Journal of Arabic Education, Linguistics, and Literature Studies
Publisher : KURAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/jicalls.v4i1.1977

Abstract

Arabic vocabulary (mufradāt) learning often suffers from traditional, rote-memorization methods, resulting in low student motivation and passive classroom engagement. To address this, this study aims to design, develop, and evaluate a web-based, interactive e-learning ecosystem specifically for mufradāt instruction. The research employed a Research and Development (R&D) approach based on the ADDIE instructional design framework. A pre-experimental One-Group Pretest-Posttest design was conducted with 30 seventh-grade students at Islamic Junior High School ‘Madrasah Tsanawiyah’ (MTs) Assa’idiyah Manyar, Gresik. The developed platform integrated Google Sites and Wordwall to provide adaptive content, interactive game-based exercises, and real-time feedback. Data were collected through expert validation sheets, practicality questionnaires, and objective vocabulary tests, which were analyzed using quantitative descriptive statistics and N-Gain calculations. The findings revealed that the developed media is highly feasible, achieving validation scores of 80% for material and 90% for media design. Field trials demonstrated a High Practicality score of 88.33%, proving that the platform successfully stimulates student autonomy and minimizes latency. Furthermore, the intervention yielded a moderate but significant improvement in students' vocabulary mastery, evidenced by an N-Gain score of 0.45. In conclusion, the web-based interactive e-learning ecosystem is a valid, practical, and effective tool that significantly bridges pedagogical gaps in Arabic vocabulary learning. Integrating this technology-driven approach as a continuous pedagogical routine holds substantial potential for maximizing language acquisition.
Taṣmīm Wasīlah al-Biṭaqah al-Taʻlīmiyah al-Qā’imah ʻala al-Tadaruj al-Taʻlīmi Litʻalum al-Mufradāt ladā al-Ṭulāb żawa al-‘Iʻāqah al-Żihniyyah Friendis Syani Amrulloh; Wilda Ashfa Nihayah; Assofa Fitryyana; Ruqayyah Ruqayyah; Indah Afifatul Hasanah; Rohmatun Nafiana; Muhammad A’inul Haq
JICALLS: Journal of Arabic Education, Linguistics, and Literature Studies Vol. 3 No. 2 (2025): Journal of Arabic Education, Linguistics, and Literature Studies
Publisher : KURAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/jicalls.v3i2.2003

Abstract

This study is initiated by the difficulties faced by students with intellectual disabilities in mastering Arabic vocabulary, as well as the reliance on teaching methods that do not comprehensively integrate audio-visual media. This study aims to design and develop educational flashcard media based on scaffolding theory and equipped with a QR code feature for learning Arabic vocabulary at Sekolah Luar Biasa Negeri (SLBN) Sugihwaras Bojonegoro. The researcher adopted the Research and Development (R&D) method following the 4D model, while implementing Single Subject Research (SSR) with an A-B design to compare the baseline phase and intervention phase for each student. The study employed a mixed-methods approach to collect data through observation, interviews, expert validation questionnaires, and pre-test and post-test. The results indicated that the developed media is highly effective, as shown by the increase in the average pre-test score from 83.3 to 96.6 in the post-test, the achievement of an N-Gain value of 0.66 in the medium category, and the improvement and stability of individual student performance. Theoretically, this study contributes to the development of scaffolding-based Arabic vocabulary learning models for students with intellectual disabilities by integrating visual, auditory, and gradual assistance principles within an inclusive education context. Practically, the study offers an adaptive instructional medium that can be used by Arabic teachers in special education settings to improve students’ vocabulary recognition, pronunciation, and learning independence. The study concludes that integrating scaffolding techniques with digital audio-visual media constitutes an effective and sustainable solution for developing language skills among students with special needs.
Implementasi Media Audio Visual dalam Meningkatkan Mahārah istimāʻ pada Santri Lembaga Pengembangan Bahasa Asing Nurul Jadid Muhammad Abrori; Sulton Firdaus
JICALLS: Journal of Arabic Education, Linguistics, and Literature Studies Vol. 4 No. 1 (2026): Journal of Arabic Education, Linguistics, and Literature Studies
Publisher : KURAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/jicalls.v4i1.2004

Abstract

Mahārah Istimāʻ (listening skill) is a fundamental competency in Arabic language learning that plays a crucial role in supporting the acquisition of other language skills. However, many students (santri) still encounter difficulties in comprehending spoken information, acquiring vocabulary, and understanding the context of Arabic communication. This study aims to analyze the implementation of audio-visual media in Mahārah Istimāʻ instruction, identify the supporting and inhibiting factors affecting its implementation, and examine its contribution to improving students' listening skills at the Foreign Language Development Institute (Lembaga Pengembangan Bahasa Asing) of Nurul Jadid Islamic Boarding School. This study employed a descriptive qualitative approach using a case study design. Data were collected through classroom observations, semi-structured interviews, documentation, and analysis of students' learning evaluation documents as supporting data. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which consists of data reduction, data display, and conclusion drawing. The trustworthiness of the findings was ensured through technique triangulation, source triangulation, and member checking. The findings reveal that the implementation of audio-visual media was systematically conducted through the stages of lesson planning, instructional implementation, and learning evaluation by utilizing conversation videos, authentic Arabic videos, educational animations, and interactive multimedia. The successful implementation was supported by adequate learning facilities, teachers' pedagogical competence, students' learning motivation, and an Arabic-speaking environment, whereas limited vocabulary mastery, differences in students' prior abilities, and technical constraints emerged as the main challenges. Furthermore, the use of audio-visual media contributed to improving students' listening comprehension, vocabulary acquisition, concentration, classroom participation, and understanding of authentic Arabic communication contexts. These findings indicate that audio-visual media constitute an effective instructional strategy for enhancing the quality of Mahārah Istimāʻ learning in Islamic boarding school settings.
Strategi Guru dalam Meningkatkan Mahāratul Kitābah: Integrasi Pendekatan Interaktif dan Metode Imla’ Manqūl pada Siswa Sekolah Menenegah Pertama Lalu Wahyu Putra Utama; Reza Al-Ayyubi
JICALLS: Journal of Arabic Education, Linguistics, and Literature Studies Vol. 3 No. 2 (2025): Journal of Arabic Education, Linguistics, and Literature Studies
Publisher : KURAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/jicalls.v3i2.2025

Abstract

This study analyze teacher strategies in improving writing skills (mahārah kitābah) students through an integrative approach. Kitābah learning faces its own challenges, low mastery of vocabularies ‘mufradāt’, inappropriate learning methods make mahārah kitābah a lesson that is still difficult to understand and master for students. This study aims to analyze the strategies of Arabic language teachers in improving the writing skills of grade VII students at Ibnu Abbas Lombok Timur Junior high school. Difficulties faced by students include errors in identifying letters, connecting letters and errors in writing that have similar letter sounds. The study uses a qualitative-descriptive approach, namely understanding the phenomenon of teacher strategies with the integration of interactive learning approaches and imla’ manqūl methods in improving student skills. To obtain comprehensive data, this study uses observation, interviews and documentation. The results of this study indicate that in complex imla’ learning, requiring skills and experience, teacher strategies play an important role in determining the success of learning, especially mahārah kitābah. The integration of interactive approaches through tikrār, question and answer, and imla’ manqūl can improve writing skills in seventh grade students at Ibnu Abbas Junior High School, East Lombok. This improvement in skills can be seen from students' ability to identify words and sentences and be able to write correctly according to the material that has been studied. This research can be conceptually a reference for integrative learning strategies to facilitate students in mastering writing skills. In addition, practically, the research is used as a practical guideline for Arabic language teachers in implementing interactive learning in kitābah learning, especially for elementary level students.
The Implementation of Project-Based Learning in Improving Arabic Speaking Skills: A Case Study At Ma'had Mambaus Sholihin Husnul Fuadatun Nisa'; Zahrotul Fitri; Nurum Afi Tiyas; Salwa Azizah Zein; Uswatun Hasanah; Durrotun Nasihah; Nawa Eliyatus Shofa
JICALLS: Journal of Arabic Education, Linguistics, and Literature Studies Vol. 4 No. 1 (2026): Journal of Arabic Education, Linguistics, and Literature Studies
Publisher : KURAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/jicalls.v4i1.2092

Abstract

Mastering Arabic speaking skills is a primary objective of Arabic language education. However, this objective is often hindered by traditional instructional approaches that lack authentic, real-world contexts. This study aims to achieve two main objectives: (1) to explore the implementation of Project-Based Learning (PBL) in improving the Arabic speaking skills of students at Ma'had Mambaus Sholihin and (2) to identify the supporting and inhibiting factors affecting the implementation of this instructional strategy. This study employed a qualitative approach using a case study design. Data were collected through in-depth interviews, classroom observations, and document analysis. The data were analyzed using the interactive analysis model, which consists of data condensation, data display, and conclusion drawing. The findings revealed two major results. First, regarding the implementation process, Project-Based Learning was carried out through three main stages: (a) establishing a supportive learning environment to foster students' self-confidence; (b) integrating authentic real-life contexts and meaningful tasks, such as market simulation activities and the production of instructional videos; and (c) implementing peer assessment and self-reflection to enhance students' metacognitive awareness. Second, concerning the influencing factors, the supporting factors included teachers' commitment and creativity, as well as students' positive responses and high levels of enthusiasm. Meanwhile, the inhibiting factors consisted of limited instructional time, inadequate learning resources, and differences in students' language proficiency levels, which required flexible group management strategies. The study concludes that Project-Based Learning is an effective instructional strategy for comprehensively improving Arabic speaking skills. These findings provide empirical evidence and practical guidance for teachers in Islamic boarding school educational settings. Furthermore, the study offers a significant theoretical contribution by enriching the academic literature through the integration of active learning and constructivist learning theories with the cultural and pedagogical characteristics of traditional Islamic educational institutions.

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