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Moh. Nurul Huda
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Alsinatuna
Published by Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
ISSN : 24775371     EISSN : 25032690     DOI : https://doi.org/10.2891/alsinatuna
Core Subject : Religion, Humanities, Education,
Religion Humanities Education Languange, Linguistic, Communication & Media
Alsinatuna is a peer-reviewed journal devoted to the study and development of Arabic education and linguistics. The journal aims to provide a platform for scholars, researchers, and practitioners to share innovative ideas, critical analyses, and empirical research that advance the understanding and practice of Arabic language teaching and linguistic studies. Scope of the journal includes, but is not limited to, the following areas: Arabic Language Education - Curriculum development and instructional design - Teaching methodologies and language acquisition strategies - Assessment and evaluation in Arabic language learning - Technology-enhanced Arabic learning (e-learning, mobile learning, AI in language teaching) - Arabic teacher training and professional development Arabic Linguistics - Phonetics, phonology, morphology, syntax, semantics, and pragmatics of Arabic - Sociolinguistics, Psycholinguistics and variation in Arabic dialects - Discourse analysis and textual studies - Corpus linguistics and computational approaches to Arabic - Contrastive and error analysis in Arabic learning contexts Interdisciplinary Studies - Integration of Arabic language education with Islamic studies - Comparative linguistics involving Arabic and other Semitic or regional languages - Language policy and planning in Arabic-speaking and non-Arabic-speaking countries The journal welcomes both theoretical and applied research papers, literature reviews, and case studies that contribute to the enrichment of Arabic language education and linguistic scholarship.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 167 Documents
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Mushkilah Kitābat al-Baḥth wa Ḥalluhā fī Qism Ta'līm al-Lughah al-'Arabiyah Jāmi'at Sunan Kalijaga al-Islāmiyah al-Ḥukūmiyah Agung Setiyawan
ALSINATUNA Vol 2 No 2 (2017): June 2017
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v2i2.6834

Abstract

Department of Arabic Education UIN Sunan Kalijaga has not set a policy on the obligation to write thesis in Arabic. Therefore, there are students who prefer to write their thesis in Indonesian. The article aims to find out the factors that cause students to prefer to write their thesis in Indonesian, the absence of policy writing thesis with Arabic and formulate a set of policy to upgrade the quality of graduate students by improving their paper. This is qualitative descriptive research in field research method. The data collection method gathered from questionare and interview. The data source were collected from the students who are still completing and had finished their undergraduste paper, and also the leader of Arabic Education Department as the stakeholder.The result shows eight factors that cause the students prefer to compose their undergraduate papers in Indonesian language. The are also four reasons to consider that it is not compulsory for the students to write the undergraduate paper in Arabic language. More over, there are three sets of policy about composing undergraduate paper to improve the quality of the graduate students the last is the steps of the realization of each activities.
Tadrīs al-Mufāradāt li-Tatbīq Mihārat al-Kalām fī Madrasat al-Mu'allimīn al-Islāmiyah bī Ma'had Bayt al-Arqam Balong Jember Muhammad Ardy Zaini
ALSINATUNA Vol 2 No 2 (2017): June 2017
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v2i2.6835

Abstract

There are four skills in teaching Arabic : listening, speaking, reading, and writing. Among these four, speaking considered one of the most important objectives of learning foreign language. In order to speak properly, one must know the vocabulary and apply it in a sentence. The aims of this research is to describe the teaching of vocabulary to apply the speaking skill in the school of Islamic teachers in the Institute of Bait al Arqom Balong Jember. This study used qualitative approach. The data collection was taken trough observation, personal interview, history and documentation. The teaching of vocabulary to apply the speaking skill at the Islamic Teachers' School at the Institute of Bait Al Arqam Balong Jember has gone well in terms of planning (general objectives and specific objectives), implementation (materials, use of the teaching method and teaching aids), and evaluation (assessment and evaluation). This teaching is to apply the speaking skill in terms of conversation or dialogue and lecture.
Implementation of Bi’ah Lugawiyyah in Enhanching Student’s Arabic Language Skills at Universitas Islam Sultan Sharif Ali (UNISSA) Brunei Darussalam Athiyah Laila Hijriyah; Muhajir Muhajir; Aleeya Humaira Badrisya
ALSINATUNA Vol 10 No 1 (2024): December 2024
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v10i1.8746

Abstract

The purpose of this study was to analyze the implementation of bi’ah lugawiyyah in the Faculty of Arabic Language, analyze the supporting and inhibiting factors of implementation, and analyze the role of bi’ah lugawiyyah in improving students’ Arabic language skills. This study used a descriptive qualitative approach and the subjects were lecturers and ten students of the Faculty of Arabic Language, Sultan Sharif Ali Islamic University, Brunei Darussalam. Data collection techniques used participatory observation, in-depth interviews, and documentation. The results of this study revealed that the implementation of bi’ah lugawiyyah in the Faculty of Arabic Language, Sultan Sharif Ali Islamic University, Brunei Darussalam, which includes the obligation to use Arabic in class, direct teaching methods (thariqah mubasyarah), and the Mahrajan al-Lughah al-Arabiyah program, has proven effective in improving students’ Arabic language skills, both listening skills (maharah istima’), speaking skills (maharah kalam), reading skills (maharah qira’ah), and writing skills (maharah kitabah). The supporting factors for implementing bi’ah lugawiyyah are a conducive educational environment, cooperation between students and lecturers, and competent educators. Furthermore, there are inhibiting factors such as minimal mastery of Arabic vocabulary and rules, lack of self-confidence, and difficulty understanding the material. The overall implementation of bi’ah lugawiyyah has a role in providing significant stimulus in forming authentic and natural Arabic language characters and habits among students.
Manhaj al-Lugah al-‘Arabiyyah fi Madāris al-Ṡānawiyyah al-Islamiyyah: Taqwīm al-Taṭbīq Binaan ‘ala Qarar Wazīr al-Syuūn al-Dīniyyah Muhammad Natsir; Nurkhamimi Zainuddin
ALSINATUNA Vol 9 No 2 (2024): June 2024
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v9i2.6852

Abstract

The formulation of evaluation tools needed to apply the curriculum in the process of evaluating the application of the curriculum at the practical level in education units. The objectives of this scientific research are:  1) Describe the curriculum application evaluation model with specifications for the formulation of components, aspects, context indicators, inputs, process, product, and outputs (CIPPO). Based on the decision of the Minister of Religious Affairs No. 183, 184, 189 and the theory of linguistic performance. 2) Analyzing the evaluation results of the implementation of the Arabic language curriculum. This scientific research utilized a research and development (R&D) design) with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Data collection tools using interview, questionnaire, and documents. The data collection techniques are Dhelpi techniques; consultative discussions with experts as validators in preparing the instruments, group discussion forum; discussions with Arabic language teachers to analyze the needs and formulate the components, aspects, and indicators to achieve Arabic language curriculum application. And qualitative data analysis using triangulation method; data reduction, presentation, and conclusion. The results of the research indicated that; 1) Implementing the evaluation of the Arabic language education curriculum in the Islamic high school using the CIPPO evaluation model with representative formulas and criteria from KMA 2019 No. 183, 84, and 189 with Dell Hymess' language performance theory Furthermore, CIPPO becomes an evaluation model in the form of curriculum achievement evaluation tools that include components on; context, inputs, process, outcomes, and learning outcomes with all aspects and indicators. The results of the evaluation of the implementation of the Arabic language curriculum for Ma'arif Islamic Secondary Schools Jepara are as follows; 1) Context aspects are at a very good level. 2) Aspects of the input components of the curriculum at a good level. 3) Aspects of the process components of the curriculum at a very good level. 4) The product component aspects of the curriculum are at a good level. 5) The learning outcomes aspects of language performance are at a poor level.
Evaluating the Effectiveness of Arabic Language Summative Tests in Senior High Schools: A Comprehensive Analysis Sahrani Sahrani; Sri Herlina; Sumin Sumin; Hermansyah Hermansyah
ALSINATUNA Vol 9 No 2 (2024): June 2024
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v9i2.6858

Abstract

The aims of this study is to describe the validity, reliability, difficulty level, differentiation power and effectiveness of the Examination of Arabic language Sumative Test Items for Class X Students of Al-Mumtaz IT Senior High School. This research uses a quantitative approach. The data obtained were analyzed using IBM SPSS statistics 23. The subjects of this study were class X students totaling 29 students. The results of the analysis of 30 multiple choice questions showed that from the validity aspect it was found that 67% were valid and 33% were invalid. From the reliability aspect, it was found that the reliability level of the items was high, namely the r coefficient of 0.864. From the aspect of difficulty level, it was found that about 63% of the items were easy, about 37% of the items were moderate. From the aspect of distinguishing power, it was found that about 60% of the items were good, about 27% of the items were not good, about 13% of the items were quite good. And from the aspect of eliminators it was found that about 56% were accepted, about 26% were rejected and about 17% were revised.
The Influence of the Ḥamidiyyah Method on Students’ Writing Skill: A Quasi-Experimental Study in a Mahārah Kitābah Class Rahmawati Rahmawati; Zaimatuz Zakiyah; Ifkar Rasyid; Mamat Rachmat; Sarah Almaulidia
ALSINATUNA Vol 9 No 2 (2024): June 2024
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v9i2.6936

Abstract

The declining attention of both instructors and students to the calligraphic dimension of Arabic script has significantly limited learners’ ability to write accurately and efficiently. As calligraphy plays a vital role in mahārah kitābah (Arabic writing proficiency), this study investigates the effectiveness of the Ḥamidiyyah method in improving students’ Arabic writing skills. Using a quasi-experimental design with a non-equivalent control group, the research involved 46 English Education students assigned to experimental and control groups based on consistent attendance across five kitābah sessions. Data were collected through observation, interviews, writing assessments, and documentation, and analyzed using an independent sample t-test. Findings show a statistically significant improvement in the post-test scores of the experimental group, affirming the pedagogical strength of the Ḥamidiyyah method. Additionally, increased engagement and enthusiasm in class suggest that the method enhances not only structural proficiency but also learner motivation. This study supports the integration of traditional calligraphy methods into modern Arabic pedagogy and encourages further exploration of its long-term cognitive and aesthetic impacts.
Exploring Arabic Diglossia in Learning Kalām: Bridging the Gap in Daily Communication Annindita Hartono Putri; Anisatu Thoyyibah
ALSINATUNA Vol 9 No 2 (2024): June 2024
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v9i2.7076

Abstract

This study explores the phenomenon of Arabic diglossia specifically the coexistence and functional differentiation between fusha (formal) and ‘amiyah (informal) varieties in the instruction of speaking skills (kalām) at Markaz Arabiyah Pare, an Arabic learning center in Kediri, East Java, Indonesia. Centering on the Akbarnas (Akselerasi Bahasa Arab Nasional, National Arabic Language Acceleration) class program, the research seeks to identify the types, contexts, and underlying factors influencing diglossic language use in daily communicative practices. Situated within the broader discourse of sociolinguistics and Arabic language pedagogy, this study addresses a notable gap in empirical research concerning the implementation of diglossia within non-formal educational settings. Employing a qualitative descriptive approach, data were collected through observation, semi-structured interviews, and ethnographic documentation, and analyzed using the Miles and Huberman model. The findings demonstrate that fusha predominates in formal classroom instruction, while ‘amiyah is more commonly employed in informal, non-academic interactions thus enhancing students’ communicative adaptability. This dual usage reflects the institution’s language policy. It is also shaped by instructors’ backgrounds many studied in the Middle East and students’ prior exposure to Arabic-speaking contexts. The study concludes that integrating both varieties into instructional design fosters pragmatic competence and contextual fluency. These findings offer significant implications for Arabic language educators and curriculum developers seeking to bridge the divide between formal instruction and real-world language use.
Analysis of Phonological Adaptation of Arabic Loanwords in Yoruba Language Busari Kehinde Kamorudeen
ALSINATUNA Vol 9 No 2 (2024): June 2024
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v9i2.7702

Abstract

This study investigates how Arabic loanwords have adapted phonologically into the Yoruba language, driven by historical, religious, and educational exchanges between Arabic and Yoruba speakers. Utilizing qualitative descriptive analysis, the research examines a corpus of loanwords drawn from religious texts, commercial documents, educational resources, and interviews with native Yoruba speakers. Frameworks from generative grammar and phonologically conditioned morphological theory guide the analysis. Findings demonstrate systematic adaptations including phonemic substitutions, syllable restructuring, stress adjustments, and morphological affixation aligning with Yoruba's phonological and grammatical norms. Additionally, semantic shifts such as specialization, broadening, and pejoration reflect deeper sociocultural reinterpretations. These adaptations underscore the dynamic interplay between linguistic borrowing and sociocultural integration, highlighting Arabic loanwords' integral role across religion, education, and commerce in Yoruba-speaking contexts in West Africa. The study contributes to a deeper understanding of cross-linguistic influence and highlights the evolving interplay between phonological structure and sociocultural integration in multilingual West Africa.
Unleashing the Power of Reading: Effective Strategies for Non-Native Arabic Language Learners Saepudin Saepudin; M. Taufiq Hidayat Pabbajah; Mustaqim Pabbajah
ALSINATUNA Vol 9 No 2 (2024): June 2024
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v9i2.7826

Abstract

This study addresses the pressing need for effective reading strategies among non-native Arabic language learners, who often encounter considerable obstacles in decoding and understanding Arabic texts due to the language’s complex morphology and diglossic nature. The main aim is to identify and classify strategic approaches that enhance Arabic reading proficiency and, in doing so, support broader language acquisition. Framed within the discourse of second language pedagogy, the research draws attention to the lack of focused studies on Arabic reading skills, emphasizing its theoretical and pedagogical significance. Using a systematic literature review, the study synthesizes findings from recent scholarship to evaluate cognitive, affective, and metacognitive strategies that benefit non-native learners. Results indicate that Direct Memory Strategies are essential for vocabulary retention and text recall, while Direct Cognitive and Compensation Strategies help bridge comprehension challenges. In addition, Indirect Cognitive, Affective, and Social Strategies contribute to learner motivation and collaboration, which are vital for maintaining sustained engagement with Arabic texts. These findings confirm that a multimodal strategic framework can meaningfully enhance Arabic reading competence as a second language. The study offers both theoretical insights and practical guidance for educators, curriculum developers, and policymakers working in Arabic language education.
Utilization of Artificial Intelligence with Text-To-Speech Technology Based on Natural Language Processing to Enhance Arabic Listening Skills for Non-Native Speakers Dedi Mulyanto; Muhammad Wahyudi; Arsyad Muhammad Ali Ridho; Muhammad Zaki
ALSINATUNA Vol 10 No 1 (2024): December 2024
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v10i1.7952

Abstract

This research addresses the challenge faced by non-native speakers in mastering Arabic listening skills. The primary purpose of this study is to explore the effectiveness of Artificial Intelligence (AI)-driven text-to-speech (TTS) technology, leveraging Natural Language Processing (NLP), in improving these skills. The research employs a descriptive qualitative methodology, integrating listening tests into the design to measure learners' comprehension. These tests are administered both before and after the introduction of TTS technology, allowing for a comparative analysis of its impact. This integration ensures that the tests align with the study's objective of assessing improvements in listening proficiency among non-native Arabic learners. The results demonstrated a significant improvement in the listening skills of the participants, with notable enhancements in pronunciation, intonation, and overall comprehension. The integration of TTS technology provided learners with a consistent and accurate model of spoken Arabic, facilitating better auditory learning. The impact of this research is substantial, highlighting the potential of AI and NLP in language education, particularly for less commonly taught languages like Arabic. The study concludes that AI-based TTS technology is an effective tool for improving Arabic listening skills among non-native speakers, offering a promising avenue for future educational strategies and technological advancements in language learning.

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