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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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Improvement of Modern Standard Arabic Speaking Skills After 30-Day TikTok Intervention: One-Group Pretest-Posttest Study at Mecca Indonesian School Nida Azizah Hanif; Fitri Zakiyah
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.v4i3.588

Abstract

Maharah kalam (speaking skills) is a crucial aspect of Arabic language learning. However, elementary school students often face difficulties due to a lack of oral practice and the absence of relevant instructional media. Although previous studies have demonstrated the effectiveness of TikTok in higher education, research on elementary-level learners remains highly limited. Theoretically, Grade VI students possess different cognitive capacities compared to university students and require more structured audiovisual modeling instruction. Therefore, this study aimed to examine the change in maharah kalam scores among Grade VI students at the Indonesian School of Makkah following digital media-supported instruction. Utilizing a pre-experimental One-Group Pretest-Posttest design, this study involved 14 students as the sample (out of a total population of 15 students, with one student excluded for not completing the full evaluation sequence). The intervention was conducted over 30 days, providing Arabic language input through short TikTok videos specifically curated by the teacher. Data were collected through oral tests before and after the intervention. The Shapiro-Wilk normality test results indicated that the data were normally distributed. A Paired Samples t-Test confirmed a statistically significant increase in the mean score from 17.14 (SD = 6.69) to 21.86 (SD = 3.48), t(13)=-3.15, p=0.008. The mean difference was 4.71 points, 95% CI [-7.94, -1.48], with a large effect size (Cohen's d = 0.84). These findings indicate that TikTok-supported instruction was associated with a statistically significant improvement in speaking scores within this sample group. This curated multimedia approach has the potential to facilitate language modeling for elementary learners, although controlled experimental research remains necessary to establish independent causal effects.
Gaps Between Curriculum Design and Implementation in Outcome-Based Arabic Language Teacher Education: A Case Study at an Indonesian Islamic Higher Education Institution Nunik Zuhriyah; Amrini Shofiyani; M. Zunaidul Muhaimin; Welly Kuswanto; Muhamad Solehudin; Ahmad Fared bin Mohd Din
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.v4i3.587

Abstract

Although outcome-based education (OBE) has been widely promoted in higher education, limited empirical research has examined how intended curriculum outcomes are translated into teaching and assessment practices in Arabic language teacher education. This study investigates the alignment between curriculum design and early implementation at an anonymized Indonesian Islamic higher education institution (Institution A), drawing on constructive alignment. A qualitative single-case study combined semi-structured interviews with a program leader, curriculum development team members, four lecturers, and 20 students; classroom observations; and analysis of curriculum documents and semester learning plans. Data were examined through iterative condensation, display, and cross-source verification. Findings indicate that OBE principles informed the revision of graduate learning outcomes, semester learning plans, and the adoption of more participatory learning activities. However, alignment among intended outcomes, classroom activities, and assessment methods remained uneven across courses. Variations in lecturers’ understanding of OBE, limited learning resources, and weak evidence-based outcome monitoring constrained implementation. The study suggests that curriculum documentation alone is insufficient evidence of OBE enactment; sustained lecturer mentoring and outcome-oriented quality assurance are needed to strengthen curricular coherence.
Developing and Evaluating Print-Digital Arabic Instructional Materials for Communicative Competence in Persis Pesantren Irpan Hilmi; Naih Nurjanah; Fitri Nurhayati; Mahrus As’ad; Ateng Ruhendi
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.v4i3.581

Abstract

Although digital resources are increasingly used in Arabic instruction, evidence on their pedagogically integrated use with printed materials and authentic pesantren practices remains limited. This study developed and evaluated print–digital Arabic instructional materials designed to support communicative performance among eighth-grade learners in Persis pesantren, Tasikmalaya, Indonesia. Using an ADDIE-based research-and-development design, data were collected from 12 Arabic teachers, 34 students, and five expert validators; limited and field trials involved 15 and 19 students, respectively. Printed units were linked through QR codes to audio, video, interactive exercises, and assessments grounded in familiar pesantren activities. Expert appraisal averaged 4.00/5 (80%), while practicality scores from the limited and field trials were 89 and 87, exceeding the stipulated threshold of 84. Among 34 students assessed before and after implementation, mean scores increased from 63.24 to 96.18, t(33) = 7.228, p < .001, with a large paired-samples effect size (d_z = 1.24). The findings suggest that integrating printed instruction, multimodal resources, and situated communicative tasks is feasible and associated with improved assessed performance.
Arabic in Selected Indonesian Linguistic Landscapes: Lexical Borrowing, Semantic Transformation, and Linguistic Localization Hisyam Zaini
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.v4i3.589

Abstract

Arabic has long contributed to the Indonesian linguistic repertoire through lexical borrowing, but its contemporary use extends beyond established loanwords into everyday spoken and digitally mediated communication. This study examines how Arabic linguistic resources are used, transformed, and localized in selected Indonesian communicative settings. Employing a descriptive qualitative design, the study draws on field observations of naturally occurring student interactions, more than 100 selected Arabic-containing linguistic instances from three WhatsApp groups, and selected previous empirical studies as supplementary comparative material. The data were analyzed at lexical, phrase, morphological, and syntactic levels, with particular attention to recurrent forms, shared contextual meanings, and deviations from Standard Arabic. The findings reveal several forms of Arabic-Indonesian linguistic interaction: recurrent lexical use and orthographic or phonological variation, phrase-level reinterpretation, hybrid morphological constructions combining Arabic lexical bases with locally available patterns, and sentence-level grammatical variation. The evidence for localization is strongest where nonstandard forms recur across interactions and carry meanings shared by members of the relevant speech communities, whereas some sentence-level variations are more cautiously interpreted as possible effects of cross-linguistic interference. These findings suggest that Arabic in Indonesia functions not only as a historical source of lexical borrowing but also as an active linguistic resource that is continually reshaped through contemporary multilingual communicative practices. The study contributes to research on Arabic–Indonesian language contact by distinguishing more carefully between interference, variation, and emerging patterns of linguistic localization.
Implementation of the Merdeka Curriculum in Arabic Language Learning at State Islamic Senior High Schools in East Kalimantan: A Multi-Site Qualitative Study Luluk Humairo Pimada; Andi Wahyu Irawan; Retno Lestari; Yunita Noor Azizah; Zahrotul Isti&#039;anah Marroh
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.v4i3.590

Abstract

Although the Merdeka Curriculum has been studied, limited attention has been paid to its implementation in Arabic language learning within religiously based secondary education under uneven technological conditions. This multi-site qualitative study examines how Arabic teachers and curriculum vice-principals at seven State Islamic Senior High Schools (Madrasah Aliyah Negeri) across five regencies/cities in East Kalimantan implement the curriculum and how practices vary across sites. Data were collected through interviews with 7 Arabic teachers and 7 vice-principals, with document analysis, and analyzed using the Miles and Huberman model through transcription, thematic coding, site comparison, and source triangulation. Findings reveal that implementation is uneven and context-dependent. Schools with stronger institutional support and technological access adopt project-based, digitally mediated, and locally contextualized learning extensively, whereas schools with limited infrastructure rely on conventional methods. Teachers perceived greater change in students’ speaking and listening engagement than in reading and writing, although these remain perceptions rather than measured outcomes. Constraints include limited understanding of curriculum philosophy, insufficient subject-specific training, inadequate digital learning media, unequal technology access, and administrative workload. The study demonstrates that curriculum flexibility is shaped by teacher agency, institutional capacity, and infrastructure, highlighting context-sensitive implementation. It recommends strengthening teacher training, digital resources, and administrative governance.
A Conceptual Framework for Integrating Arabic Literary Texts into Project-Based Language Learning at the Advanced Level Harmanto Raharjo; Aulia Rahmi; Rohanda Rohanda; Afda Refani
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.v4i3.591

Abstract

Advanced-level Arabic language learning requires learners to comprehend and produce authentic discourse, yet classroom practice remains dominated by teacher-centred explanation, grammatical drills, and translation, while literary texts are seldom used beyond appreciation for sustained productive language use. Because literary texts uniquely combine authentic language, cultural depth, and affective engagement in a single resource, they are more than other authentic materials well placed to anchor meaningful language production; yet project-based language learning (PBLL) has largely developed as a content-neutral procedure, and no framework has articulated how the two might be joined. This study formulates a conceptual framework integrating Arabic literary texts into PBLL at the advanced level. Methodologically, it is a qualitative conceptual synthesis combining an integrative literature review with content and comparative analysis: three purposively selected texts across genres (classical poetry, modern short fiction, and autobiographical prose), together with foundational PBLL literature, were analysed, and their lexical, syntactic, cultural, and rhetorical features were mapped onto the phases of a project cycle. The resulting framework positions literary texts as a content engine each textual layer activating a specific project process, from the driving question and textual investigation to producing communicative artefacts so that language development, as the primary aim, is theoretically expected to advance together with critical thinking and cultural literacy. Rather than a validated method, the framework offers a proposed basis for operationalising literary-text-driven instruction, whose feasibility, teacher usability, learner workload, assessment reliability, and effectiveness now require empirical testing across Arabic programmes in Indonesian higher education and madrasah settings.
Grammar Selection, Grading, and Presentation in the Al-’Arabiyyah Bayna Yadayk Textbook Series: A Communicative Language Teaching-Based Content Muhammad Zaenuri; Maksudin Maksudin; Muhajir Muhajir; Agung Setiyawan
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.v4i3.594

Abstract

Integrating naḥw material into Arabic learning through a communicative approach remains a pedagogical issue in developing Arabic textbooks. The organization of naḥw material in Al-’Arabiyyah Bayna Yadayk, especially its selection, gradation, and presentation from a communicative perspective, remains an area that has not been widely studied. This study aims to analyze the selection, gradation, and presentation of naḥw material in the book Al-’Arabiyyah Bayna Yadayk (ABY). This research is a qualitative study with a content analysis design. The data are in the form of 96 naḥw material topics contained in the ABY book volumes 1-4. Data collection involved systematic documentation and reading, while data analysis used a qualitative approach from the perspective of Communicative Language Teaching to examine the selection, gradation, and presentation of naḥw material. This study shows that naḥw in the ABY book is arranged through a communicative-structural design that develops gradually, from introducing basic structures in the early volume to more complex rules in the final volume. The selection of material is chosen based on its relevance to communicative needs, such as istifham هَلْ، مَنْ، مَا، أَيْنَ، مَتَى، كَيْفَ, towards a more complex understanding of syntactic and morphological structures, such as Uslūb al-Ta’ajjub and Uslūb al-Nafy. The gradation combines spiral and linear patterns, while the presentation integrates rule explanations, contextual examples, and exercises that move from understanding forms to using language. This finding shows that the ABY series of books organizes naḥw material communicatively through the interconnectedness of rules, context of use, and language skills.
Social, Interactive, and Gamified Affordances in Mobile-Assisted Arabic Language Learning: Learners’ Perceptions of Motivation in Busuu Muchsinul Khuluq; Uril Bahruddin; Syuhadak Syuhadak
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.v4i3.597

Abstract

Mobile-assisted language learning (MALL) applications combine structured instruction, social interaction, and gamification, yet how learners perceive these affordances in Arabic learning warrants examination. This study examines social, interactive, and gamified affordances in Busuu and learners’ perceptions of their role in motivation to learn Arabic. A case study design combined qualitative content analysis of Busuu features with descriptive analysis of questionnaire responses from 20 Arabic Language Education students in Madura, Indonesia, with prior Busuu experience. The questionnaire comprised 29 five-point Likert-type statements and one categorical item; responses were summarized using frequencies, percentages, means, and standard deviations. Platform analysis identified structured learning pathways, written and oral production activities, community comments and corrections, voice feedback, reminders, learning goals, and progress indicators. Questionnaire responses showed positive perceptions of accessibility (M = 5.00), support for independent learning (M = 4.90), and overall benefits for Arabic learning (M = 4.95). However, perceptions of established learning habits were less uniform (M = 3.75). These results distinguish affordances available in the platform from learners’ self-reported perceptions. They do not establish that Busuu’s features cause increased motivation or measurable language gains. The study offers a context-specific account of Busuu in mobile-assisted Arabic language learning.
Exploring the Role of Native Arabic-Speaking Lecturers in Teaching Speaking Skills at the Dar al-Lughah wa al-Da‘wah Institute Fawwazul Farisi; Wildana Wargadinata; Abdul Hamid; Syarif Syaheed Kholid; Ahmad Mustofa; Syahrul Iswan
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.v4i3.598

Abstract

Developing spontaneous Arabic-speaking competence requires meaningful interaction beyond formal instruction, yet the institutional and pedagogical processes through which native Arabic-speaking teachers support this development remain insufficiently understood. This study investigated the objectives, implementation, and perceived pedagogical contributions of native Arabic-speaking teachers at the Dar al-Lughah wa al-Da‘wah Institute (DALWA), Indonesia. Using a qualitative descriptive-analytical design, data were generated through interviews and classroom observations, then analyzed through data condensation, display, and conclusion drawing and verification following Miles and Huberman. Findings identified three interconnected dimensions. First, the institution involved native Arabic-speaking teachers to increase exposure to authentic spoken Arabic, model pronunciation, encourage oral communication, and introduce sociocultural practices. Second, their involvement was structured through institutional planning, organizational coordination, and integration into classroom instruction and academic activities. Third, participants’ accounts suggested that interactions offered opportunities for pronunciation modeling, communicative practice, and sociocultural learning. These findings suggest that the educational value of native-speaker involvement depends not merely on linguistic background but on purposeful integration into speaking instruction. As a context-specific qualitative study, the findings do not establish causal improvements in speaking proficiency.
Effects of Generative AI-Assisted Revision on Arabic Writing Performance: A Randomized Counterbalanced Within-Subject Study Zulli Umri Siregar; Dedi Wahyudi; Ade Arip Ardiansyah; Abdul Kosim; Wan Muhammad Shaker Wan Adnan
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.v4i3.599

Abstract

Generative artificial intelligence (GenAI) is increasingly used to support writing and revision, yet evidence regarding its effects on Arabic writing performance remains limited. This study examined differences in Arabic writing performance and linguistic error patterns between human-only and AI-assisted conditions. We used a randomized, counterbalanced, within-subject design with 72 students in an Arabic Language Education Program at UIN Sunan Gunung Djati Bandung, Indonesia. Participants were randomly assigned to two counterbalanced sequences: human-only followed by AI-assisted writing, or AI-assisted followed by human-only writing. Each participant completed two equivalent Arabic writing tasks of approximately 150–200 words under identical constraints. In the AI-assisted condition, participants used ChatGPT as a revision and feedback tool to help them identify, evaluate, and revise their writing rather than generate essays. Performance was assessed across seven dimensions: content, organization and coherence, grammar (nahwu), morphology (sharaf), vocabulary, syntax, and orthography (imlā'). Linguistic errors were classified into six categories: grammar, morphology, lexical, syntax, orthography, and coherence, while error transitions were separately examined as corrected, persistent, and AI-induced errors. Results indicated higher writing performance in the AI-assisted condition. We interpreted dimension-level improvements descriptively unless we tested them separately. Error analysis showed a reduction in linguistic errors under AI-assisted writing, although some errors persisted and a smaller number were AI-induced. These findings suggest that GenAI can support Arabic writing performance through revision and feedback, but do not establish durable gains in writing proficiency. GenAI is therefore best understood as a mediated resource that complements students' linguistic knowledge, agency, and judgment rather than replacing independent writing.

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