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Mahfuz Rizqi Mubarak
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Journal of Arabic Language Learning and Teaching
Published by Institut Agama Islam Negeri Palangka Raya
ISSN : -     EISSN : 29854725     DOI : https://doi.org/10.23971/jallt
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
Journal of Arabic Language Learning and Teaching (JALLT) is a peer-reviewed open-access journal and follows a double-blind review policy. This journal is published by the the Faculty of Education and Teacher Training (FTIK), State Islamic Institut (IAIN) of Palangka Raya. The scope of JALLT addresses Arabic Language Teaching (ALT) areas in the context of Arabic as a foreign and second language, such as: ALT pedagogy ALT and learning resources ALT and teacher professional development Innovation in ALT Language assessment Technology-based ALT Literacy education in ALT The official language of the manuscript to be published in the JALLT journal is multilingual (English and Arabic).
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 51 Documents
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Designing an Interactive Video Based Learning Tool Using Minecraft to Enhance Arabic Reading Skills in Modern Islamic Boarding School Moh. Ilham Fahreza; Alif Cahya Setiyadi; Tiara Eki Wahyu Rinawati
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 2 (2026): Journal of Arabic Language Learning and Teaching (JALLT)
Publisher : Universitas Islam Negeri Palangka Raya Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jallt.v4i2.523

Abstract

Arabic language instruction has long been a priority at Islamic Modern Boarding School Darussalam Gontor For Girls Campus 3. Among the core subjects is Muthola’ah, which emphasizes reading comprehension of Arabic texts, especially for firstyear intensive students with three sessions per week. However, observations indicate a lack of student engagement and motivation, partly due to the absence of interactive learning media. To address this, the present study aims to develop a video based instructional medium utilizing Minecraft to enhance students Arabic reading proficiency. This research employs the Research and Development (R&D) method following the ADDIE model, involving needs analysis, design, development, implementation, and evaluation stages. Data were collected through interviews, tests, questionnaires, and documentation, with a quantitative analysis conducted using paired sample t tests. Findings demonstrate that the Minecraft based video significantly improves students reading skills, as evidenced by a notable increase in posttest scores. Furthermore, students responded positively to the media, highlighting its engaging nature and its capacity to make Arabic texts more accessible. The study contributes to the field of Arabic language education by integrating gamification elements into language instruction, offering a practical and innovative approach for enhancing reading comprehension in Islamic boarding school settings.
Artificial Intelligence and the Zone of Proximal Development: Investigating ChatGPT as Digital Scaffolding in Arabic Language Learning Nur Fuadi Rahman; Devi Rafika Sari; Edy Murdani Z; Muhammad Ainur Roziqi
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 2 (2026): Journal of Arabic Language Learning and Teaching (JALLT)
Publisher : Universitas Islam Negeri Palangka Raya Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jallt.v4i2.524

Abstract

Learning Arabic as a foreign language is frequently characterized by episodes of regression, in which learners temporarily struggle to perform skills that were previously acquired. Within Vygotsky’s Zone of Proximal Development (ZPD), such regression may signal the need for scaffolding that enables learners to progress beyond their current level of competence. While recent studies have highlighted the growing use of artificial intelligence in language education, limited research has examined how ChatGPT functions as a form of digital scaffolding in supporting learners during periods of regression. This study investigates the role of ChatGPT as digital scaffolding in Arabic language learning among non-native speakers. Employing a descriptive qualitative exploratory design, the study involved 28 university students from different regions of Indonesia. Data were collected through semi-structured interviews and classroom observations and analyzed thematically. The findings indicate that ChatGPT operates as an adaptive, responsive, and dialogic scaffolding tool that assists learners in overcoming temporary learning difficulties, facilitating self-regulated learning, and promoting reflective engagement with Arabic language tasks. However, its support remains transitional rather than fully substitutive, as meaningful learning development continues to depend on authentic social interaction with teachers and peers. The study contributes to the emerging discourse on AI-mediated learning by conceptualizing ChatGPT as transitional digital scaffolding that supports learners’ progression from assisted performance toward greater autonomy within the ZPD framework.
Designing Interactive Digital Media for Arabic Reading Learning: Development and Validation of Ayo Qira Wihada Ahliya Shakira; Zukhaira Zukhaira
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 2 (2026): Journal of Arabic Language Learning and Teaching (JALLT)
Publisher : Universitas Islam Negeri Palangka Raya Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jallt.v4i2.527

Abstract

The limited availability of interactive digital learning media and students’ difficulties in comprehending Arabic reading texts remain significant challenges in developing Arabic reading skills (mahārah qirā’ah) in Islamic secondary education. This study aimed to design and validate Ayo Qira (Ayo Qirā’ah Asyik), a Genially-based interactive learning medium developed to support independent and engaging Arabic reading instruction. The study employed a Research and Development (R&D) approach using the Hannafin and Peck model, encompassing needs assessment, design, development, and implementation stages. Data were collected through student needs analysis questionnaires involving 50 eleventh-grade students, semi-structured interviews with Arabic language teachers, and expert validation instruments. The validation results indicated a mean score of 4.71 out of 5, categorizing the media as highly feasible for instructional use. The developed media integrates reading materials, vocabulary enrichment, comprehension activities, and game-based formative assessments within a flexible digital learning environment. The findings demonstrate that Ayo Qira provides an innovative learning resource that supports students’ engagement with Arabic texts while facilitating autonomous learning. This study contributes to the growing body of research on technology-enhanced Arabic language learning by offering a validated digital media model that can be adapted for reading instruction in similar educational contexts.
Accelerated Arabic Speaking Instruction through a Multiple Intelligences Framework: Innovation and Pedagogical Transformation at an Indonesian Language Center Amzaludin Amzaludin; R. Taufiqurrochman; Dewi Chamidah; Rico Andrian
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 2 (2026): Journal of Arabic Language Learning and Teaching (JALLT)
Publisher : Universitas Islam Negeri Palangka Raya Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jallt.v4i2.528

Abstract

The growing demand for effective Arabic language instruction has encouraged educational institutions to develop innovative learning models that accelerate communicative competence while accommodating diverse learner characteristics. However, studies examining the integration of accelerated learning and Multiple Intelligences (MI) theory in Arabic speaking instruction remain limited. This study investigates the design and implementation of an MI-based accelerated learning program for Arabic speaking skills at Markaz Arabiyah Kediri, Indonesia. Using a qualitative case-study approach, data were collected through observations, semi-structured interviews with institutional leaders, instructors, staff, and students, as well as document analysis. The data were analyzed through data reduction, categorization, interpretation, and verification. The findings indicate that the AKBARNAS program is an intensive competency-based acceleration model that promotes authentic communication through dialogue, presentations, debates, and collaborative interaction. The program systematically integrates various domains of intelligence, including linguistic, logical-mathematical, bodily-kinesthetic, visual-spatial, and naturalistic intelligences, into instructional and assessment activities. This integration contributes to improved speaking fluency, grammatical accuracy, confidence, engagement, and critical thinking skills among learners. The study highlights the potential of MI-based accelerated learning as an innovative pedagogical framework that aligns instructional intensity with learner diversity, offering valuable insights for advancing communicative Arabic language education in diverse educational settings.
Bridging Declarative and Procedural Knowledge in Arabic Syntax: The Role of Tadrībāt ‘alā al-Anmāth in Developing Students’ Mastery of Nominal and Verbal Sentence Patterns Hairuddin Hairuddin; Asfar Rinaldy; Suharia Sarif; Suleman D. Kadir
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 2 (2026): Journal of Arabic Language Learning and Teaching (JALLT)
Publisher : Universitas Islam Negeri Palangka Raya Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jallt.v4i2.529

Abstract

This study addresses a persistent challenge in Arabic language instruction, namely the gap between students’ theoretical understanding of grammatical rules and their ability to apply those rules in authentic language production. Focusing on the construction of nominal (jumlah ismiyyah) and verbal (jumlah fi‘liyyah) sentence patterns, the study investigated the implementation of the Tadrībāt ‘alā al-Anmāth (pattern-drill) method and its contribution to the development of students’ Arabic syntactic competence. Employing a descriptive qualitative design, the research involved 20 eighth-grade students and one Arabic language teacher at an Islamic junior secondary school in Gorontalo Regency, Indonesia. Data were collected through participant observation, semi-structured interviews, and instructional document analysis, and were analyzed using the Miles and Huberman interactive model. The findings indicate that prior to the intervention, students frequently demonstrated difficulties in organizing syntactic constituents and relied heavily on memorized sentence models. Through systematic and repetitive pattern-based exercises, students showed noticeable improvements in sentence accuracy, structural variation, and confidence in both spoken and written Arabic production. The study further reveals that pattern-drill instruction functions as an effective pedagogical mechanism for transforming declarative grammatical knowledge into procedural language skills. These findings contribute to Arabic language pedagogy by highlighting the value of structured pattern practice in fostering functional syntactic competence and supporting more communicative approaches to grammar instruction.
Reconceptualizing Speaking Self-Efficacy and Learning Motivation in Arabic Higher Education: Evidence from Indonesian Islamic Universities Nida Ul Khasanah; Budi Sanjaya; Zakiyatunnisa Al Mubarokah
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 2 (2026): Journal of Arabic Language Learning and Teaching (JALLT)
Publisher : Universitas Islam Negeri Palangka Raya Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jallt.v4i2.532

Abstract

Speaking competence occupies a central position in Arabic language education, yet students in Arabic Language Education programs often encounter psychological challenges that affect their confidence and motivation to develop oral communication skills. While previous studies have discussed speaking proficiency, anxiety, and motivation in foreign language learning, the relationship between speaking self-efficacy and learning motivation in the context of Arabic higher education, particularly in Indonesian Islamic universities, remains insufficiently explored. Therefore, this study investigates the correlation between speaking self-efficacy and learning motivation among students of the Arabic Language Education Study Program. A quantitative correlational design was employed, involving all 62 third-semester students at UIN Sulthan Thaha Saifuddin Jambi through total sampling. Data were collected using a validated Likert-scale questionnaire and analyzed using descriptive statistics and Pearson’s Product-Moment correlation. The results showed that students’ speaking self-efficacy and learning motivation were generally at moderate to high levels. The magnitude dimension emerged as the strongest component of self-efficacy, while persistence in effort was the dominant indicator of motivation. The correlation analysis revealed a strong and significant positive relationship between speaking self-efficacy and learning motivation (r = 0.893; p < 0.001). These findings suggest that strengthening students’ speaking self-efficacy through successful learning experiences, constructive feedback, and emotion regulation may substantially enhance their motivation to learn Arabic speaking skills.
Enhancing Arabic Vocabulary Learning through ActiveInspire Interactive Media: A Quasi-Experimental Study in Islamic Secondary Education: تحسين تعلم المفردات العربية من خلال الوسائط التفاعلية أكتيف إنسباير: دراسة شبه تجريبية في التعليم الثانوي الإسلامي Kamaluddin Kamaluddin; Septika Rudiamon; Achmad Yani; Olivia Levan&#039;s; Nurlaila Nurlaila; Rizka Widayanti
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 2 (2026): Journal of Arabic Language Learning and Teaching (JALLT)
Publisher : Universitas Islam Negeri Palangka Raya Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jallt.v4i2.533

Abstract

Vocabulary mastery constitutes a fundamental component of Arabic language learning, yet conventional instructional approaches often fail to foster active student engagement and effective vocabulary retention. This study investigated the effectiveness of ActiveInspire as an interactive digital learning medium for improving Arabic vocabulary mastery among junior secondary students. A quantitative approach with a quasi-experimental, non-equivalent control group design was employed. The participants comprised 20 ninth-grade students at Madrasah Tsanawiyah Negeri 17 Tanah Datar, assigned to an experimental group and a control group. Data were collected through classroom observations, interviews, documentation, and vocabulary achievement tests, and analyzed using normality, homogeneity, and independent t-tests. The findings revealed a statistically significant difference between the two groups, with the calculated t-value (3.27) exceeding the critical t-value (2.10), confirming the positive effect of ActiveInspire on students' vocabulary mastery. Students exposed to ActiveInspire demonstrated greater vocabulary acquisition, retention, and contextual use than those receiving conventional instruction. These findings provide empirical evidence that interactive digital media can enhance vocabulary learning outcomes while promoting classroom engagement, suggesting that ActiveInspire represents a promising pedagogical tool for technology-enhanced Arabic language instruction.
Postmethod Pedagogy in Arabic-Speaking Instruction: A Contextual Case Study in an Indonesian Modern Islamic Boarding School Abdul Muid; Bisri Mustofa; Faisal Mahmoud Adam; Mamluatul Hasanah; Muassomah Muassomah; Zakiyah Arifa
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 2 (2026): Journal of Arabic Language Learning and Teaching (JALLT)
Publisher : Universitas Islam Negeri Palangka Raya Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jallt.v4i2.534

Abstract

This study arises from the need to understand the learning of speaking skills in a more contextual way within the Modern Islamic Boarding School environment, given that previous studies still tend to highlight only the partial effectiveness of language methods or programs. This study aims to analyze how the learning strategy for speaking skills at Darul Qiyam Kerinci Modern Islamic Boarding School is constructed and implemented within the framework of postmethod pedagogy, particularly through the parameters of particularity, practicality, and possibility. The research uses a qualitative approach with a case study design. The subject of this study is the practice of learning Arabic Speaking skills in the pesantren environment, while the informants are the teachers of the boarding school who are directly involved in teaching Arabic and developing the language environment, who are purposively selected for their active involvement and willingness to participate. Data were collected through semi-structured interviews, observations, and document analysis, and then analyzed using thematic analysis. The results of the study show that speaking learning strategies are constructed contextually through the language environment, teachers' pedagogical reflections, and layered language practices. This strategy not only strengthens students' Speaking skills, but also shapes their courage, linguistic agency, and social identity. The practical implication of this study is that speaking skills instruction needs to be designed holistically by connecting language policy, authentic communicative practice, and the teacher’s role as a reflective practitioner.
Internationalizing Arabic Language Materials in Pesantren Education: An ACTFL-Based Evaluation of Durusullughah al Arabiyah Mahdi Wahyuni Salam; Iswan Fadlin; Tulus Musthofa
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 2 (2026): Journal of Arabic Language Learning and Teaching (JALLT)
Publisher : Universitas Islam Negeri Palangka Raya Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jallt.v4i2.535

Abstract

Despite the growing importance of international proficiency standards in foreign language education, studies evaluating Arabic textbooks in pesantren contexts using the ACTFL framework remain scarce. This study examines the alignment of Durusullughah al Arabiyah, a textbook used at Pesantren Almuslim, with ACTFL proficiency standards across listening, speaking, reading, and writing skills. Employing a qualitative content analysis approach, the study analyzed communicative functions, proficiency levels, and pedagogical patterns embedded in the textbook using ACTFL descriptors. The findings reveal that the textbook largely corresponds to the ACTFL Novice Mid level, as reflected in its contextual vocabulary, simple dialogues, drill-based exercises, and communicative tasks related to learners’ daily experiences. The Direct Method employed in the textbook supports the gradual development of basic communicative competence through repetitive and contextualized language practice. However, instructional activities remain predominantly teacher-centered and rely heavily on controlled communication, providing limited opportunities for interpretive interaction and spontaneous language production. The study highlights the potential compatibility between pesantren-based Arabic language pedagogy and international proficiency frameworks. It contributes to the advancement of Arabic textbook evaluation grounded in global standards while extending ACTFL-related scholarship within the context of Islamic boarding school education.
Integrating Artificial Intelligence into Arabic Language Education: Socio-Technical Perspectives from Islamic Institutions in Southeast Asia Ridha Darmawaty; Nur Aina Faqihah; Asep Sunarko; Yusuf Arisandi
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 2 (2026): Journal of Arabic Language Learning and Teaching (JALLT)
Publisher : Universitas Islam Negeri Palangka Raya Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jallt.v4i2.536

Abstract

This study examines the integration of artificial intelligence (AI) into Arabic language education in Islamic institutions through a multi-site mixed-methods design across Indonesia and Malaysia. Addressing the limited empirical attention to socio-technical, cultural, and religious dimensions of AI-mediated Arabic learning, the study investigates how AI shapes linguistic development, pedagogical practice, learner autonomy, and institutional decision-making. Data were collected from five educational settings: pesantren in Wonosobo and Bangil, UIN Antasari Banjarmasin, UII Darullughah Wadda’wah Pasuruan, and an Islamic institution in Kedah, Malaysia. Classroom observations, interviews, focus group discussions, surveys, digital artifacts, and learning documents were analyzed through triangulation. The findings show that AI supports Arabic learning most effectively as a micro-scaffolding tool for grammar feedback, vocabulary practice, pronunciation support, error detection, and guided interaction. However, its effectiveness depends on teacher mediation, clear learning objectives, and ethical-pedagogical boundaries. Three main constraints emerged: goal diffusion and over-reliance when AI tasks lack guardrails; uneven digital readiness and infrastructure; and persistent inaccuracies in literary, poetic, and classical Arabic texts requiring dzawq lughawī, rhetorical nuance, and religious interpretation. Comparative findings indicate that Indonesian sites adopted AI more progressively through pesantren-based filters, whereas Kedah applied a selective, needs-based approach grounded in traditional learning preferences. Theoretically, this study proposes a socio-technical model that positions AI as a cognitive accelerator within a teacher-led, value-anchored Arabic learning ecosystem. Practically, it offers principles for guardrailed prompting, ethical AI use, teacher capacity-building, and institutionally grounded AI integration.

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