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Journal of Arabic Language Learning and Teaching
Published by Universitas 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 71 Documents
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Integrating Ecological Values into Arabic Muhadatsah Learning to Promote Students’ Ecological Awareness Harpan Masdar MT; Sulaeman Sulaeman; Nur Fadilah Amin
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.v4i2.537

Abstract

The integration of sustainability into language education has received increasing scholarly attention; however, Arabic language instruction has rarely been positioned as a medium for fostering students' ecological awareness. This study investigates the effectiveness of integrating ecological values into Arabic muhadatsah learning to promote ecological awareness among students at an Islamic senior secondary school. Employing a Classroom Action Research design based on the Kemmis and McTaggart model, the study was conducted over two instructional cycles involving 35 tenth-grade students at MA Mursyiduttullab Lembanna. Data were collected through classroom observations, semi-structured interviews, and a 20-item ecological awareness questionnaire and analyzed using descriptive statistics, paired-sample t-tests, thematic analysis, and effect size analysis. The findings indicate that contextual muhadatsah activities incorporating authentic environmental themes significantly enhanced students' ecological awareness, classroom participation, and communicative confidence. The intervention also encouraged students to internalize environmental responsibility through dialogue, collaborative interaction, and reflective communication. These findings demonstrate that Arabic communicative learning can function not only as a means of developing speaking proficiency but also as a pedagogical space for cultivating sustainability values. This study contributes to the intersection of Arabic language pedagogy, ecolinguistics, and Education for Sustainable Development by proposing a contextual and sustainability-oriented muhadatsah model that integrates language learning with ecological value formation.
Arabic Religious Expressions in Indonesian Digital Da'wah Content: A Stylistic and Multimodal Analysis Salsa Hauna Ajidin; Yanda Rismawati; Mufidah Asri Azizah; Asep Ajidin; Farhan Alfaruq Ajidin
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 3 (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.v4i3.554

Abstract

The expansion of digital da'wah has increased the circulation and multimodal presentation of Arabic religious expressions in Indonesian online communication. This study examines how Arabic expressions are linguistically and multimodally recontextualized in Indonesian digital da'wah, with particular attention to the relationship between religious authority and communicative accessibility. Using qualitative multimodal content analysis, the study analyzes a purposively selected corpus of 15 publicly accessible da'wah videos published on YouTube, Instagram Reels, and TikTok between 2022 and 2024. The unit of analysis is a multimodal segment in which an Arabic expression occurs together with Indonesian verbal context and/or visual-auditory resources. The analysis distinguishes linguistic form, script representation, Arabic-Indonesian switching, and multimodal presentation rather than treating them as a single variety of 'popular Arabic.' The findings identify four recurring patterns: the use of formulaic and source-based Arabic expressions, orthographic recontextualization through Latin transliteration, Arabic-Indonesian switching, and the orchestration of subtitles, text overlays, repetition, prosody, and other visual-auditory resources. These patterns suggest an authority-accessibility alignment in which Arabic can index religious authority while Indonesian explanation and multimodal scaffolding can make messages more accessible. Because the study does not measure audience reception or learning outcomes, its pedagogical implications are framed as potential affordances for noticing and vocabulary exposure rather than demonstrated language acquisition.
Arabic Academic Writing Teaching Through Case Study-Based Learning: Pedagogical Design and Its Effectiveness Suci Ramadhanti Febriani
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 3 (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.v4i3.556

Abstract

Learning the write scientific articles through case studies encourages students to develop practical competencies in writing scientific articles based on cases encountered in Arabic language classes. Previously, scientific writing lessons were diverted between theory and practice. So, students have difficulty in formulating a researchable problem, organizing arguments, integrating empirical evidence, or maintaining textual coherence. This research aims to analyze the implementation of learning to write ‎scientific papers in Arabic based on a case study learning through a mixed-method approach. The ‎research sample consisted of 116 students in Arabic learning program of UIN Imam Bonjol Padang. Data collection techniques ‎included writing skills tests (pre-test and post-test), observation, structured interviews via ‎Google Form, and documentation of paragraph analysis in students' scientific papers. ‎Quantitative data analysis used the t-test, while qualitative data analysis used Milles ‎and Huberman analysis technique. The research findings show an increase in students' critical thinking and creative thinking skills, which is indicated by the distribution of various phrases and sentences in scientific texts, as well as an increase in problem analysis skills found through case study learning outcomes.. The results of the t-test analysis show that ‎the significance value (2-tailed) value <.001, so the alternative hypothesis (Ha) is accepted. The findings show that 98.3% of students are able to find ‎authentic research problems to support their writing skills. This innovative approach provides ‎an important contribution in the development of practical scientific writing learning through a ‎case study learning model that integrates theory-based learning and practice in exploring the ‎phenomena.
Curiosity, Student-Generated Questions, and Multilingual Mediation in Arabic Vocabulary Learning: A Malaysian Islamic School Case Study Muhammad Muhith; Muassomah Muassomah; Abdul Wahab Rosyidi; Mustahar Ali Wardana; Ahmad Syauqi Rabbany; Nur Aina Faqihah
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 3 (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.v4i3.573

Abstract

Arabic vocabulary learning can become more contextually meaningful when learners are given opportunities to identify lexical gaps and ask about words drawn from their everyday experiences. This study examines how curiosity-related inquiry, student-generated questions, vocabulary recording, peer noticing, and multilingual mediation interact in Arabic vocabulary learning at a Malaysian Islamic school. Using a qualitative case study design supported by descriptive learning evidence, the study involved 60 Form Four students aged 16-17 years at Maktab Mahmud Yan, Kedah, Malaysia, during a two-month program from November to December 2022. Data were collected through participant classroom observations, students’ vocabulary logs, documented questions, teacher field notes, and informal student responses, and were analyzed primarily through inductive thematic analysis. The findings show that student-generated questions made lexical knowledge gaps visible and connected Arabic vocabulary with familiar objects, actions, routines, and local expressions. Vocabulary logs enabled individual questions to become shared lexical input, while approximately 1,200–2,000 recorded items represented accumulated lexical exposure rather than vocabulary mastery. The multilingual setting also required Indonesian teachers to negotiate meanings across Malaysian Malay, Indonesian, and Arabic before providing appropriate Arabic equivalents. Arabic verbal appreciation was associated with greater observable willingness to ask and participate. The study highlights student-generated inquiry, lexical documentation, peer noticing, and multilingual mediation as interconnected processes in contextual Arabic vocabulary learning.
Development and Preliminary Evaluation of Differentiation-Based Arabic Language Worksheets for Second-Grade Elementary School Students: تطوير أوراق عمل تلاميذ في اللغة العربية القائمة على التعليم المتمايز وتقويمها الأولي لدى طلاب الصف الثاني الابتدائي Fateh Al Muhibbin; Erlina Erlina; Muhammad Afif Amrulloh; Zikrillah Zikrillah
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 3 (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.v4i3.574

Abstract

Arabic instruction at the primary level must address differences in pupils’ readiness, interests, prior language experience, and learning preferences; however, available worksheets often provide uniform activities. Previous studies have rarely integrated differentiated instruction with early Arabic reading and writing through visual, contextual, and progressively structured tasks. This study developed differentiation-based Arabic language worksheets and conducted a preliminary evaluation of their feasibility, user acceptance, and associated changes in learning outcomes. The study employed research and development using the ADDIE model and an exploratory sequential mixed-methods design. Qualitative data were collected first through observation, interviews, and documentation, followed by quantitative data from expert validation, user-response questionnaires, and pre- and post-tests. Participants were 34 second-grade pupils aged 7-8 years, comprising 17 pupils from the Tahfiz stream and 17 from the Language stream; none had prior formal Arabic-learning experience. Product assessments used a five-point Likert scale, while pre- and post-test scores were compared using a paired-samples t-test. The developed worksheets incorporated differentiated content, processes, and tasks through visual, contextual, and progressively challenging activities. Material and media feasibility scores reached 93.00% and 91.00%, respectively. Teacher responses reached 95.00%, while pupil responses were 88.16% in the small-scale trial and 90.66% in the large-scale trial. Pre- and post-test scores differed significantly (p < .001), with a mean increase of 42.118 points. These findings indicate that the worksheets were feasible, well accepted, and showed preliminary potential to support early Arabic learning. Further controlled studies with larger samples are required.
Arabic Language Learning Outcomes among Fourth-Grade Students at the Indonesian School of Jeddah: A Comparative Study by Parental Cultural Background Nira Lurianti; Mohamad Muhajir
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 3 (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.v4i3.575

Abstract

This study compares Arabic learning outcomes between fourth-grade students from cross-cultural families (one Indonesian and one Arab parent) and students from Indonesian-heritage families (two Indonesian parents) at the Indonesian School of Jeddah (SIJ). A quantitative comparative design was used. The population comprised 48 fourth-grade students in the 2025/2026 academic year; 46 students with complete data were included (23 per group). Arabic Final Semester Examination (UAS) scores served as the primary outcome, while a questionnaire on family environment, Arabic-use habits, learning motivation, and learning constraints provided supplementary contextual information. Normality was assessed separately for each group and was not violated (Kolmogorov-Smirnov p = .176 and .192). Because the analysis did not require an equal-variance assumption, group means were compared using Welch's independent-samples t-test. Students from cross-cultural families had a mean UAS score of 74.52 (SD = 18.23), compared with 69.43 (SD = 20.88) for students from Indonesian-heritage families. The difference was not statistically significant, t(43.22) = 0.88, p = .383, mean difference = 5.09, 95% CI [-6.56, 16.74], Cohen's d = 0.26; therefore, the null hypothesis was not rejected. The findings indicate that parental cultural background alone did not clearly differentiate Arabic examination performance in this sample. Shared school and community exposure may be one possible explanation, but these factors were not directly tested. Larger multi-site studies with direct measures of family language practices and Arabic exposure are needed.
Development and Preliminary Evaluation of the SpeakSmart Pocket Guide for Arabic and English Vocabulary and Speaking Practice Rahmat Linur; Dedisyah Putra; Muhammad Ari Saputra
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 3 (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.v4i3.577

Abstract

Students learning Arabic and English in Indonesian madrasahs may recognize vocabulary yet still struggle to retrieve it during oral interaction. This study developed and preliminarily evaluated the SpeakSmart Pocket Guide at Madrasah Aliyah Negeri Insan Cendekia Mandailing Natal, Indonesia. Thirty students aged 15–17 years participated in 16 classroom sessions; five of these students were purposively interviewed, together with one Arabic teacher and one English teacher. Needs analysis combined classroom observation, semi-structured interviews, and syllabus analysis. Two validators whose collective expertise covered Arabic and English language education and instructional media conducted formative expert review before implementation. Qualitative evidence identified restricted productive vocabulary access, dependence on scripts, reluctance to initiate speech, and limited communicative support. During implementation, students reported easier access to vocabulary and greater willingness to attempt pair and role-play interaction, while teachers perceived the guide as useful for structuring speaking activities. The findings support preliminary usability, accessibility, and classroom applicability rather than vocabulary or speaking gains. Because item-level validation scores were not retained in the supplied research record, no quantified validity claim is made.
Development and Preliminary Validation of a Hermeneutic-Based Arabic Language Learning Model for Language-Culture Integration through Text Interpretation Bening Anjaswara; Syihabuddin Syihabuddin; Asep Sopian
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 3 (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.v4i3.578

Abstract

This study developed and preliminarily evaluated a hermeneutic-based Arabic language learning model designed to facilitate language-culture integration through text interpretation. The development process produced the PCA Learning Model, consisting of Pre-Understanding, Circular Understanding, and Applicative Understanding. An adapted 4-D Research and Development design was employed through the Define, Design, and Develop stages; the Disseminate stage was not undertaken because the study focused on initial development and limited-scale implementation. The model was evaluated by two expert validators and implemented with one Arabic language teacher and 20 twelfth-grade students at Muhammad Nadis Private Madrasah Aliyah, Bukittinggi, over two 80-minute instructional sessions using the Al-Ḥayāh al-Zawjiyyah unit from Al-'Arabiyyah Baina Yadaik. Data were obtained from a teacher interview, expert validation sheets, teacher and student practicality questionnaires, and a 10-item cultural understanding reflection questionnaire. Qualitative data were analyzed descriptively using the Miles, Huberman, and Saldaña interactive framework, while quantitative data were summarized using percentages and descriptive statistics. The learning-model expert and hermeneutics expert provided feasibility scores of 89.47% and 80.00%, respectively (mean = 84.74%, Feasible). The teacher rated the model as Practical (80.00%), whereas students rated it as Highly Practical (88.90%). Students' post-implementation cultural reflection scores averaged 88.10 (median = 94; range = 44-100). These findings provide preliminary support for the PCA model as a structured framework for integrating hermeneutic text interpretation and cultural reflection into Arabic language learning.
Reconstructing Adaptive Scaffolding for Reading Ibn Jinnī’s Al-Khaṣāʾiṣ: A Conceptual Framework for Classical Arabic Linguistic Reasoning Ria Rafita Supriani; Irmasani Daulay; Torkis Lubis; Hajer Abdallah Albshkar
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 3 (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.v4i3.580

Abstract

Reading Ibn Jinnī’s Al-Khaṣāʾiṣ poses a pedagogical problem that cannot be reduced to lexical decoding or grammatical parsing: readers must also recognize disciplinary concepts, determine the evidential status of textual materials, and reconstruct how linguistic judgments are justified. This study reconstructs an adaptive scaffolding framework for such reading by integrating textual analysis with Cognitive Load Theory (CLT), the Zone of Proximal Development (ZPD), and scaffolding theory. A qualitative conceptual-textual design was employed, using library/document research as the data-source strategy, qualitative content analysis as the analytical method, and an adapted educational-reconstruction procedure for model development. The bounded analytical corpus comprised three theoretically selected chapter clusters representing contrasting epistemic demands: competing grammatical explanations and ʿillah; non-local cross-reference in the discussion of language origins; and the use of poetic shāhid and qiyās in Bāb fī al-Istiḥsān. Analysis traced each textual feature through complexity category, anticipated learner demand, pedagogical mediation need, and scaffolding response. Three interacting dimensions were identified terminological-conceptual, textual, and argumentative which together constitute textual-epistemic complexity. On this basis, the study proposes a four-part adaptive architecture: diagnostic identification of textual-epistemic complexity; mediation through conceptual orientation, guided reading, collaborative reconstruction, and argument reconstruction; adaptive fading or reactivation according to the learner–complexity gap; and transfer of epistemic responsibility toward independent linguistic analysis. The framework conceptualizes adaptive scaffolding as epistemic mediation by specifying both the form and intensity of support in relation to disciplinary knowledge practices. Because no learners or classroom implementation were involved, the model remains a conceptual proposition requiring expert and empirical validation.
Designing a Human-Mediated AI Feedback Architecture for Arabic Language Learning: A Prototype Framework for Islamic Higher Education Mursidin Mursidin; Sulton Firdaus; Muhammad Habiburrahman; Muhamad Lutfi
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 3 (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.v4i3.586

Abstract

This article develops a human-mediated artificial intelligence (AI) feedback architecture for Arabic language learning in Islamic higher education. The study addresses two persistent problems in current AI-assisted language education: tool-centred adoption that lacks an explicit learning mechanism and conceptual ambiguity surrounding the term “deep learning.” The paper reports the conceptual and prototype-development phase of Design and Development Research (DDR); ADDIE is used only as a procedural logic for analysis, design, and development. A design-oriented synthesis of constructive alignment, formative feedback, feedback literacy, self-regulated learning, recent systematic reviews of generative AI in language education, Arabic-specific AI studies, and responsible-AI guidance was translated through a problem mechanism component traceability process. The resulting model comprises seven recursive stages: skill-specific diagnostic profiling, meaningful alignment, differentiated task pathways, AI-supported deliberate practice, human-verified feedback and revision, reflection and self-regulation, and competency assessment followed by re-looping. The architecture explicitly separates pedagogical decision rights from AI affordances, uses transparent rubric-based pathway rules, and reserves high-stakes linguistic judgments for lecturers. Five design propositions specify how diagnosis, aligned practice, feedback uptake, lecturer mediation, and reassessment are expected to interact. The contribution is therefore a reproducible instructional architecture and a staged empirical-validation agenda rather than evidence of causal effectiveness.

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