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LISANIA: Journal of Arabic Education and Literature
Published by Universitas Islam Negeri Salatiga
ISSN : 26144425     EISSN : 25801716     DOI : https://doi.org/10.18326/lisania.v8i1.20-35
Core Subject : Religion, Education, Social,
Religion Education Languange, Linguistic, Communication & Media Social Sciences
LISANIA: Journal of Arabic Education and Literaturis a peer-reviewed journal on Arabic education and Arabic literarure in the world. This journal is published by the the Arabic Education Department, Faculty of Education and Teachers Training, State Institute for Islamic Studies (IAIN) Salatiga. Editors welcome scholars, researchers and practitioners of Arabic Education dan Arabic Literature to submit scholarly articles to be published through this journal. All articles will be reviewed by experts before accepted for publication. Each author is solely responsible for the content of published articles. This journal encompasses original research articles, review articles, and short communications, including: Teaching Arabic as a Foreign Language Arabic Linguistic Arabic Literature Arabic History History of Arabic Education Strategy of Arabic Teaching Arabic Islamic Culture Media of Arabic Teaching Technology of Arabic Teaching Modern Standard Arabic Arabic Second Language Acquisition Arab Islamic History
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 66 Documents
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Task-Based Arabic Syntax Learning Design through STEM Integration Anwar Sidik; Rizka Sari; Siti Kholifah; Gesta Lestari
LISANIA: Journal of Arabic Education and Literature Vol. 9 No. 2 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/lisania.v9i2.544-567

Abstract

This study aims to develop an Arabic syntax learning model that integrates Task-Based Language Teaching (TBLT) and STEM to improve students’ language skills and scientific literacy. The research used a Research and Development (R&D) method adapted from Borg & Gall, involving seven stages, including needs analysis, expert validation, and limited trials with 10 university students in the Arabic Language Education Program at ISQ Syekh Ibrahim. The learning model consists of six thematic units that integrate STEM themes into Arabic syntax topics such as jumlah ismiyyah, jumlah Fi’liyah, idhafah, and na’at, using TBLT stages: pre-task, task cycle, and language focus. Expert validation showed high feasibility (90%). Trial results indicated a significant improvement in students’ syntax achievement, with average scores increasing from 65.0 to 82.7, as well as higher motivation, collaboration, and critical thinking. Overall, the integration of TBLT and STEM made Arabic grammar learning more meaningful and contextual. The study concludes that the TBLT–STEM approach is effective in improving Arabic syntax learning outcomes at the university level.
تطوير معجم الاقتران اللفظي العربي وتوظيفه فى تعليم الإنشاء الموجه لطلبة الجامعة : Developing an Arabic Collocation Dictionary and Its Pedagogical Application in Teaching Insyā’ Muwajjah to University Students Moh. Munir; Rizka Eliyana Maslihah
LISANIA: Journal of Arabic Education and Literature Vol. 10 No. 1 (2026)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/lisania.v10i1.282-303

Abstract

This article aims to describe the outcomes of Insyā’ Muwajjah learning for university students through the use of an Arabic collocation dictionary. The study employed a mixed-method approach with a Sequential Exploratory Design integrating Research and Development (R&D) and qualitative methods. The Borg and Gall R&D model was used to develop an Arabic collocation dictionary tailored to students’ needs, while the qualitative approach examined its implementation through classroom observations and interviews. The novelty of this study lies in the application of an Arabic collocation dictionary specifically designed for Insyā’ Muwajjah learning. The findings indicate that the dictionary effectively supports students in improving their Arabic writing skills through the integration of Arabic collocations into learning materials and writing exercises based on specific themes.
Separation Symbols in Al-Muqaddimah Ath-Thalaliyyah of Al-Mu’allaqāt by Tharafah ibn Al-ʿAbd: A Semiotic Analysis Habib Muharrom Sudarmawan; Hanik Mahliatussikah; Alif Cahya Setiyadi; Moh. Fery Fauzi; Wildan Kamil Basyari
LISANIA: Journal of Arabic Education and Literature Vol. 10 No. 1 (2026)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/lisania.v10i1.99-118

Abstract

This study examines the symbolic representation of separation in the first five verses of Al-Muqaddimah Ath-Thalaliyyah that opens Tharafah bin al-‘Abd al-Bakrī’s al-Mu‘allaqāt. The research aims to reveal how symbols of loss and longing are constructed through poetic imagery related to the poet’s separation from his beloved, Khaulah. The study employs a descriptive qualitative method using Michael Riffaterre’s semiotic framework, including heuristic and hermeneutic readings, as well as the identification of the matrix, model, variants, and hypogram. The heuristic reading focuses on linguistic structures, while the hermeneutic reading interprets deeper literary meanings within the poem’s cultural context. The findings show that emotional suffering caused by separation functions as the matrix governing the poem’s symbolic structure. This meaning is represented through images of abandoned ruins, fading tattoo marks, and ships crossing the waterways of Dad Valley as symbols of memory and Khaulah’s departure with her tribe. The analysis also reveals an intertextual relationship with Imru’ al-Qays’ al-Mu‘allaqāt, especially in the motif of companions consoling a grieving lover. The study also shows that symbolic expressions in the poem reflect the emotional condition of the poet and the cultural traditions of pre-Islamic Arab society. In addition, the use of semiotic analysis helps uncover implicit meanings that are not directly expressed in the text. This study contributes to Arabic literary studies by showing how Riffaterre’s semiotic theory uncovers symbolic structures and cultural meanings in classical Arabic poetry.
Speech Acts as a Communicative Strategy in Arabic Language Teaching Muzakki Abdurrahman; Mahjatin Nabilah Syarofina; Nur Aqilah Lutfiya Rahma Opier
LISANIA: Journal of Arabic Education and Literature Vol. 10 No. 1 (2026)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/lisania.v10i1.62-77

Abstract

Arabic language learning requires effective communication between teachers and students to support classroom interaction. Differences in linguistic background and communicative competence may influence how messages are delivered and understood during learning activities. Therefore, tadāwul af‘āl al-kalām (exchange of speech acts) becomes important in creating meaningful classroom communication. Speech acts also function as communicative tools that help teachers manage instruction and assist students in responding appropriately during classroom interaction. Through effective speech acts, the learning process can become more active, interactive, and learner-centered. This study aims to examine the forms, functions, and meanings of speech acts in Arabic classroom interaction and their role as communicative strategies in learning activities. This research employed a qualitative method using a pragmatic discourse analysis approach. Data were collected through classroom observation, interviews, and documentation at grade 10 of MAN 2 Gresik. The analysis focused on speech act dimensions, including locutionary, illocutionary, and perlocutionary acts, as well as speech act categories consisting of directive, assertive, expressive, commissive, and declarative forms. The findings show that teachers predominantly used directive speech acts to organize classroom activities and encourage participation. Students commonly employed assertive speech acts to express understanding and provide responses, while expressive and commissive speech acts appeared in emotional and participatory contexts. These findings indicate that speech acts contribute to classroom interaction by supporting communication, participation, and learner engagement. The use of speech acts in Arabic language learning may help create a more interactive and communicative learning environment.
Educational Games in Arabic Language Learning: A Meta-Analysis of Outcomes and Moderating Factors Muhammad Yahya Abdullah; Amanda Putri; Syauqi Miftahul Karim; Habib Luthfi; Mahfudhotul Firdaus; Nabil Gustian
LISANIA: Journal of Arabic Education and Literature Vol. 10 No. 1 (2026)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/lisania.v10i1.195-222

Abstract

This study examined the effectiveness of educational games in Arabic language learning through a meta-analysis of 38 independent effect sizes from empirical studies conducted in various educational contexts. A random-effects model was used to estimate the overall effect and analyze moderator variables, including school level, country, language skill, game type, and sample size. The results showed a statistically significant and large overall effect of educational games on Arabic language learning outcomes (SMD = 1.649, 95% CI = 1.303–1.996, p < .001). However, substantial heterogeneity was found among the studies (I² = 93.02%), indicating variation across educational contexts. Subgroup analyses revealed positive effects across all moderator categories. The largest effects were identified among primary school students, studies conducted in Saudi Arabia, and interventions targeting speaking, listening, and writing skills. Traditional educational games produced slightly larger effects than digital games. Sensitivity analysis confirmed the robustness of the findings, although PET-PEESE analysis indicated the presence of publication bias and small-study effects. Overall, the findings suggest that educational games are a promising instructional approach for improving Arabic language learning outcomes across different educational settings. This study also contributes to Arabic language education research by identifying contextual factors associated with variations in learning outcomes.
EQAWI: An E-Book for Qawāʿid al-Lughah al-ʿArabiyyah Al-Ibtidāiyyah Based on Student-Centered Learning Moh Fauzan; Moch Wahib Dariyadi; Moh. Fery Fauzi; Said Ardif
LISANIA: Journal of Arabic Education and Literature Vol. 10 No. 1 (2026)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/lisania.v10i1.1-18

Abstract

This study aims to develop an Electronic Book Qawāʿid al-Lughah al-ʿArabiyyah (EQAWI) based on Student-Centered Learning (SCL) and to evaluate its feasibility. The developed EQAWI was tested on students of the Department of Arabic Literature, State University of Malang (DSA UM). Development comprises five steps: analysis, planning, development, evaluation, and revision. To determine the feasibility of EQAWI, the product was validated by material experts, media specialists, and lecturers of the Qawāʿid al-Lughah al-ʿArabiyyah Al-Ibtidāiyyah course at DSA UM. The final product, an Electronic Book (e-book), consists of 28 chapters, including cover pages, remarks by the head of DSA UM, introduction, table of contents, the main texts, references, and the author’s curriculum vitae. The EQAWI e-book was designed to support independent and interactive learning through the implementation of Student-Centered Learning principles. It also provides systematic and accessible materials that help students understand Arabic grammar more effectively. In addition, the use of digital media in EQAWI is expected to increase students’ motivation and participation in the learning process. Validation scores were consistently high: 98% from material experts, 96% from media experts, and 95% from the course instructor, indicating that the product is highly feasible. Students' trials involving 20 students yielded a score of 94.25%, which also indicates that the product is highly feasible. Overall, EQAWI achieved an average score of 95.81%, confirming that the product is highly feasible and does not require revision.
Exploring Self-Directed Learning to Enhance Arabic Language Skills among Pre-Service Teachers at an Indonesian Islamic University Muhammad Zaenuri; Muhammad Nur Kholis; Fouad Larhzizer; Muhammad Arief; Wafiya Nur Syahida; Nia Nur Faizah
LISANIA: Journal of Arabic Education and Literature Vol. 10 No. 1 (2026)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/lisania.v10i1.175-194

Abstract

This study aims to investigate the level of Self-Directed Learning (SDL) skills and the factors influencing them among preservice Arabic teachers in Indonesia. This study used a mixed-method approach with a sequential explanatory design. Quantitative data were collected through questionnaires completed by 262 students of the Arabic Language Education Study Program and supported by Focus Group Discussions. The results showed that students’ SDL levels varied, with learning strategies categorized as high (Mean = 3.71) and learning activities categorized as moderate (Mean = 3.18). Self-efficacy, social support, and institutional facilities were identified as the main supporting factors, while low intrinsic motivation and dependence on external feedback became the major inhibiting factors. The findings indicate that students’ SDL skills have developed but still require improvement, especially in motivation and self-evaluation. Therefore, institutional support through interactive learning strategies and digital learning resources is needed to strengthen students’ learning independence.
الحقائق الإنسانية في شخصية عبد الكريم بقصة "أرخص الليالي" ليوسف إدريس: دراسة في البنيوية الجينية عند لوسيان غولدمان: Human Realities in Abdul Karim’s Character in Yusuf Idris’s “Arkhas al-Layali” (“The Cheapest Nights”): A Genetic Structuralism Study Mohammad Farhan Kholil; Andi Holilulloh; Fouad Larhzizer
LISANIA: Journal of Arabic Education and Literature Vol. 10 No. 1 (2026)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/lisania.v10i1.265-281

Abstract

This research analyzes the human realities represented in Abdul Karim’s character in Yusuf Idris’s short story “Arkhas al-Layali” (“The Cheapest Nights”) through Lucien Goldmann’s Genetic Structuralism framework. Using a qualitative descriptive method and close reading of the original Arabic text, the study examines the relationship between social and individual realities reflected in the character’s experiences. The findings show that structural poverty, unequal power relations, and oppressive social conditions shape Abdul Karim’s life, while his reflective awareness and symbolic resistance reveal individual agency and social consciousness. The analysis demonstrates that social structures do not fully determine individual consciousness, as the character continues to resist domination through language and imagination. Abdul Karim ultimately represents the worldview of the oppressed rural class in postcolonial Egyptian society. The study also highlights literary language as a medium for expressing social criticism and human suffering in Egyptian rural life, particularly through symbolic narration and psychological representation. Furthermore, the findings illustrate the close connection between literary structure and social reality in shaping the character’s worldview and existential struggles. This study confirms the relevance of Goldmann’s Genetic Structuralism in analyzing modern Arabic literature.
Development of Arabic Pocket Dictionary for Hajj and Umrah Based on Communication Needs in Places of Worship Amalia Fauziah Rahma; Zukhaira
LISANIA: Journal of Arabic Education and Literature Vol. 10 No. 1 (2026)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/lisania.v10i1.78-98

Abstract

This study aims to develop an Arabic Pocket Dictionary for Hajj and Umrah to support pilgrims’ communication during worship activities. The study used a modified 4D model consisting of the Define, Design, and Develop stages. Data were collected through questionnaires and interviews to identify pilgrims’ language needs. Based on these needs, the researchers developed an A6-sized Arabic-Indonesian pocket dictionary containing thematic vocabulary and commonly used expressions for Hajj and Umrah activities. Expert validation showed a feasibility score of 94.06%, indicating that the dictionary is highly feasible as a communication and learning resource for pilgrims. However, this study did not examine the effectiveness of the dictionary in actual communication situations.
Language and Thought in Classical Arabic Poetry: A Linguistic–Philosophical Analysis Asep Majidi Tamam; Adi Supardi; Rohanda; Dadan Mardani
LISANIA: Journal of Arabic Education and Literature Vol. 10 No. 1 (2026)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/lisania.v10i1.223-237

Abstract

This article examines the relationship between language and thought in classical Arabic poetry from a linguistic–philosophical perspective. Language is viewed not only as a medium of expression but also as a framework for shaping human thought and worldview. In classical Arabic literary tradition, poetry functions as an intellectual and cultural space where linguistic structures, rhetorical devices, and symbolic expressions reflect rational, emotional, and spiritual ways of thinking. This study employs a qualitative approach using textual analysis and literary hermeneutics to analyze selected classical Arabic poems, including pre-Islamic poetry, the works of al-Mutanabbī, and Sufi poetry represented by Ibn al-Fāriḍ. The analysis focuses on linguistic features such as metaphor (isti‘ārah), symbolism, rhythm, and rhyme, and their role in constructing cognitive and philosophical meanings. Drawing on theories of linguistic relativity and conceptual metaphor, this study argues that poetic language in classical Arabic literature not only represents thought but also shapes it. The findings show that classical Arabic poetry reflects symbolic and analogical thinking, where language connects rational reflection, emotional experience, and spiritual awareness. This study contributes to Arabic literary and linguistic studies by highlighting the cognitive and philosophical dimensions of poetic language in the classical Arabic tradition.

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