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Mahfuz Rizqi Mubarak
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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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Hadrami Arabic as a Pedagogical Bridge: Teaching Speaking through Authentic Interaction in an Indonesian Pesantren Masnun Masnun
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.v4i3.600

Abstract

This study examines how Hadrami Arabic functions as a pedagogical bridge in Arabic speaking instruction at Darullughah Wadda’wah Islamic Boarding School, Indonesia. Employing an interpretive qualitative case-study design with a linguistic ethnographic orientation, the research involved 120 male students aged 15–18 years and 48 observation sessions conducted between August and November 2025. In-depth interviews involved 38 participants, comprising 26 students, six Arabic teachers, three language supervisors, and three Hadrami visitors. Data were collected through classroom and residential observations, recorded authentic interactions, reflective interviews, and instructional documents, and analyzed using reflexive thematic and interaction-focused linguistic analysis. Participants reported increased awareness of dialectal variation and greater perceived communicative comfort. Four interconnected themes were identified: Hadrami Arabic as a supplementary bridge to fuṣḥā, dialectal noticing through everyday expressions, communicative comfort and social flexibility, and movement from rehearsed speaking toward adaptive interaction. These findings conceptualize the pedagogical bridge as a situated process connecting formal linguistic knowledge with authentic communication through dialectal noticing, teacher mediation, pragmatic interpretation, and selective uptake. Documented incorporation of encountered expressions into vocabulary materials further illustrates its instructional relevance. The study proposes a fuṣḥā-anchored, dialect-aware speaking pedagogy in which teachers systematically connect authentic encounters with linguistic comparison and guided communicative practice, without positioning dialect mastery as the principal instructional target.

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