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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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Speech Intervention for Deaf-Autistic Students in Addressing Difficulties in Arabic Letter Pronunciation Rika Astari; Yusroh; Djamaluddin Perawironegoro; Tri Purwanti; Muhammad Irfan Faturrahman; Supardi
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.v10i1.19-38

Abstract

Speech intervention for deaf-autistic students is a crucial yet under-researched area within Qur'an learning framework. Previous scholarship predominantly features visual and sign-language media, frequently neglecting touch-based articulation therapies like anatomical massage. This study aims to delineate targeted speech intervention models for deaf- autistic students and analyze the clinical factors dictating their implementation. Utilizing a qualitative descriptive design, primary data were gathered through field investigations at Qotrunnada Islamic Special School (SLB) in Bantul, Yogyakarta. The research subjects comprised four deaf- autistic students differentiated by age, hearing-loss severity, and behavioral spectrums. Data validation was secured via collaborative data triangulation involving the clinical expert consultant. The findings establish three primary empirical components of the intervention: (1) structured facial and lip desensitization massage, (2) targeted tongue placement training using customized spatels, and (3) systematic phonetic articulation drillings. Based on these components, the study presents three distinct pedagogical typologies categorized according to the students’ neurological and auditory baseline capacities. These results demonstrate that speech proficiency outcomes are strictly conditional upon individual attention spans and speech-organ elasticity rather than visual stimuli alone. Ultimately, this systemic framework provides an evidence-based roadmap for special education practitioners developing tactile speech therapy instruments for multi-disabled learners.
The Relationship between Self-Confidence and Arabic Speaking Skills among Arabic Education Students Yolanda Selvy; Budi Sanjaya; Putri Hardiyanti
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.v10i1.142-155

Abstract

This research aims to determine the level of students’ self-confidence, the level of Arabic speaking skills proficiency, and the relationship between self-confidence and speaking skills in Arabic language learning. This study employed a quantitative correlational design using random sampling. The subjects were students of the Arabic Language Education Study Program at Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi. A total of 63 students completed the self-confidence questionnaire, while 54 students were selected for the speaking test based on the Krejcie and Morgan sample size table. Data were collected through a Likert-scale questionnaire and an Arabic speaking interview test, then analyzed using descriptive statistics and Pearson Product Moment correlation. The results show that the students’ self-confidence level is in the high category (M = 3.43, SD = 0.69), with the self-efficacy and resilience aspects obtaining the highest average scores (M = 3.82, SD = 0.68) and (M = 3.64, SD = 0.55), while the social anxiety aspect shows the lowest score (M = 2.83, SD = 0.80). Students’ speaking proficiency is generally categorized as good, with the highest percentages found in comprehension (56.3%) and pronunciation (51.6%), although variations still appear in vocabulary and fluency aspects. The correlation test results indicate that the relationship between self-confidence and speaking skills is positive but very weak and not statistically significant (r = 0.161; p = 0.246). These findings suggest that self-confidence alone does not significantly influence students’ Arabic speaking ability without support from other linguistic and pedagogical factors. In addition, the findings highlight the importance of integrating psychological and instructional aspects in improving Arabic speaking competence among university students.
Rhetorical Moves in the Abstracts of Arabic Research Articles in Journals Indexed in Scopus and SINTA Zakia Jauharotul Munfarida; Jenal Bustomi; Muhammad Ibnu Pamungkas
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.v10i1.119-141

Abstract

This study aims to analyze and compare the rhetorical move structures of Arabic-language journal article abstracts indexed in Scopus and Sinta based on Hyland’s (2000) five-move model. A genre analysis framework using a comparative corpus linguistics method was employed to examine rhetorical structures and linguistic features in academic abstracts. The corpus consists of 35 journal article abstracts selected through purposive sampling, covering Scopus (Q1, Q3, Q4) and Sinta (S1–S6) journals. The data were analyzed to identify the frequency and distribution of each rhetorical move. The findings show high consistency (>86%) in Purpose (Move 2), Method (Move 3), and Product (Move 4) across both groups. Variations appear in contextualization and concluding elements. Sinta journals show higher Move 1 frequency (90%), whereas Scopus journals show lower Move 1 (40%) and higher Move 5 (80%). Differences were identified in rhetorical preferences, particularly in the balance between background information and concluding statements. Move 5 occurred less frequently in the Sinta corpus than in internationally indexed journals, indicating differences in rhetorical emphasis between national and international publication contexts. These findings suggest that internationally indexed journals tend to emphasize research implications and concluding remarks more consistently. Furthermore, the findings may serve as a useful reference for researchers and students in improving the effectiveness and quality of academic abstract writing. The study also contributes to genre analysis research by providing empirical data on rhetorical practices in Arabic-language academic publishing contexts.
Social Media Trends in Arabic Language Learning at the University of Muhammadiyah Malang and KH. Abdul Chalim M. Ainur Roziqi; Abdul Haris; Alfa Naja Imamuna
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.v10i1.156-174

Abstract

This study aims to compare social media use trends, student characteristics, and the supporting and inhibiting factors in Arabic language learning at Universitas Muhammadiyah Malang (UMM) and Universitas Abdul Chalim (UAC) Mojokerto. A mixed-methods approach with a Parallel Convergent Design was employed, in which quantitative and qualitative data were collected and analyzed simultaneously but separately. Quantitative data were obtained through questionnaires administered to 80 students, while qualitative data were gathered through interviews with 10 informants. The findings revealed that students at both universities primarily used YouTube and WhatsApp as the main platforms for Arabic language learning. Students at UMM tended to focus on searching for learning materials and developing independent learning, whereas students at UAC more intensively utilized WhatsApp as a collaborative medium for completing academic assignments, reflecting the collective culture of the pesantren-based environment. Furthermore, the major challenge identified in both institutions was the high level of non-academic social media use, which often distracted students from learning activities. The findings also indicate that differences in institutional culture influence students’ preferences and patterns of social media use in the learning process. These findings provide important implications for the development of digital-based Arabic language learning curricula and instructional models that are more adaptive to local social and cultural contexts.
Semantic Change of Arabic Loanwords in Indonesian: A Comparative Analysis of Religious and Secular Contexts Anang Fajar Hasbi; Nurjannah Kasmilah; Muhammad Miftah Fathurrohman; Nining Maida; Sukron Kamil
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.v10i1.39-61

Abstract

This study examines the semantic changes of Arabic loanwords in Indonesian by comparing their use across religious and secular contexts. The analysis focuses on five Arabic loanwords—īmān, zakāt, ‘ilm, ‘ādil, and ḥākim—which were selected through purposive sampling based on their occurrence across multiple textual sources, morphological productivity, and conceptual significance in Indonesian discourse. Employing a descriptive qualitative approach, the study integrates semantic theory and Hockett’s language borrowing theory. Data were collected from the Kamus Besar Bahasa Indonesia (KBBI), religious texts, public speeches, digital media, and relevant academic literature. The analysis was conducted through identification, classification, and interpretation of contextual meanings. The findings indicate that īmān and ‘ilm have undergone semantic broadening, extending beyond their original religious meanings into wider social, psychological, educational, and intellectual domains. In contrast, zakāt and ḥākim have experienced semantic narrowing due to institutional specialization within religious, legal, and administrative contexts. Meanwhile, ‘ādil has undergone a connotative shift from a predominantly moral-religious concept to a more pragmatic socio-political meaning. From the perspective of language borrowing theory, the findings suggest that these loanwords exhibit characteristics consistent with the processes of adoption, adaptation, and assimilation within Indonesian. The study demonstrates that semantic change in loanwords is shaped not only by linguistic factors but also by social, cultural, and institutional developments. These findings contribute to a deeper understanding of the relationship between language contact, semantic change, and socio-cultural transformation in contemporary Indonesian society.
لدى طلبة دبلوم التأهيل التربوي وممارساتهم التدريسية في جامعة دمشق (VARK) العلاقة بين أنماط التعلم المفضلة وفق نموذج فارك: Preferred Learning Styles Based on the VARK Model among Diploma of Educational Qualification Students and Their Teaching Practices at Damascus University Ebtisam Mohmed Fares
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.v10i1.238-264

Abstract

This study explored the relationship between preferred learning styles based on the VARK model and teaching practices among Diploma of Educational Qualification students at Damascus University using a descriptive-analytical design. A total of 120 students participated in the study, and data were collected through a VARK-based learning styles questionnaire and a teaching practices scale to identify students’ dominant learning preferences and instructional tendencies. The findings indicated that the kinesthetic learning style was the most dominant among students (M = 4.75), while teaching practices tended to emphasize auditory-verbal practices, with an overall moderate level (M = 3.27). The results also revealed no statistically significant relationship between learning styles and teaching practices (χ² = 6.829, p > 0.05), suggesting that preferred learning styles may not directly influence classroom teaching practices. Furthermore, multiple linear regression analysis showed that learning styles were not significant predictors of teaching practices (F = 0.682, p > 0.05). In addition, no statistically significant differences were found in either learning styles or teaching practices based on gender, college type, or years of experience, indicating relatively similar instructional tendencies among participants regardless of demographic background. Based on these findings, the study recommends enhancing teachers’ use of diverse instructional strategies that accommodate various learning styles and developing effective guidelines to improve teaching practices, while also emphasizing the importance of learner-centered approaches in teacher preparation programs.

Page 7 of 7 | Total Record : 66

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