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Mohammad Zainal Hamdy
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Al-Wazan
Published by Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan
ISSN : -     EISSN : 29620732     DOI : https://doi.org/10.58223/al-wazan.v1i1
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Al-Wazan is a journal of Arabic Education, published biannually: on January and July by Arabic Education Department, Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan, Indonesia. This journal accepts research-based on papers from the fields of Arabic language Education. Papers are all subject to peer review before being accepted for inclusion. Contributions for future editions are welcome. The scope of Al-Wazan covers current analysis on: - Arabic language teaching and learning - Arabic language testing and assessment - Arabic language instructional materials - Curriculum design and development - Discourse analysis or conceptual thinking
Arjuna Subject : Umum - Umum
Articles 10 Documents
 1 
Search results for , issue "vol. 4 no. 2 (2026)" : 10 Documents clear
Strategic Instructional Organization for the Development of the Four Arabic Language Skills Zulfan Syahansyah; Muhammad Amin Fathih; Muhammad Rauhul Mufid
Al-Wazan: Journal of Arabic Education Vol. 4 No. 2 (2026)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-wazan.v4i2.835

Abstract

Arabic language learning in Islamic boarding schools (pesantren) often faces challenges in integrating communicative approaches that emphasize speaking skills with traditional approaches focused on the mastery of Arabic grammar (nahwu-sharaf) and the reading of classical Islamic texts (kitab kuning). As a result, the development of the four language skills listening (istima'), speaking (kalam), reading (qira'ah), and writing (kitabah) is frequently unbalanced. This study aims to analyze the instructional organization strategies employed in teaching the four Arabic language skills at Darul Khoirot Islamic Boarding School in Malang. A qualitative approach with a case study design was adopted. Data were collected through participant observation, in-depth interviews with the kiai, teachers, and students, as well as document analysis. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that listening skills are developed through authentic audio exposure and speech activities (muhadharah), speaking skills through the implementation of a comprehensive Arabic-speaking environment (bi'ah arabiyah) and daily conversations (muhadatsah yaumiyah), reading skills through the integration of thematic reading (muthala'ah) and grammatical analysis of classical texts, and writing skills through sequential stages of imla', insya' muwajjah, insya' hurr, khat, and peer correction. The study demonstrates that Darul Khoirot successfully integrates communicative language teaching with traditional grammar-based instruction within a unified learning ecosystem. This model offers an alternative framework for developing holistic and contextual Arabic language education in pesantren.
Taṭwīr Mawādd Mahārat al-Qirā'ah al-Qā'imah ʿalā al-Tarbiyah al-Akhlāqiyyah bi al-Dhakā' al-Iṣṭināʿī Wiwik Prasetiyo Ningsih; M. Abdul Hamid; Abdul Wahab Rosyidi; Qur’ani Parang Wilwadikta
Al-Wazan: Journal of Arabic Education Vol. 4 No. 2 (2026)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-wazan.v4i2.887

Abstract

Teaching reading skills requires teachers to develop innovative instructional materials that respond to learners’ academic and moral needs. At the Institute of Dar al-Lughah wa al-Qur’an, students experienced difficulties in reading Arabic texts accurately, demonstrated limited vocabulary mastery, and relied on conventional learning materials that lacked attractive and interactive features. Moreover, several ethical problems, including bullying and mockery among students, highlighted the need to integrate character education into reading instruction. Therefore, this study aimed to develop artificial intelligence-assisted reading materials based on moral education, identify the characteristics of the developed product, and evaluate its effectiveness in improving students’ reading skills and moral awareness. The study employed a mixed-methods research and development approach using the Borg and Gall ten-stage model. Data were collected through observations, interviews, tests, questionnaires, and documentation. Qualitative data were analyzed using classificatory analysis, while quantitative data were examined using the t-test. The developed product consists of moral-based reading texts, AI-supported multimedia content, vocabulary songs employing musical mnemonic techniques, interactive reading exercises, and Google Sites integration for easy access. The materials emphasize moral values such as honesty, discipline, responsibility, respect, and social care through contextual stories, multimedia learning, simplified language, child-friendly digital design, and interactive assessments with immediate feedback. The findings demonstrate that the product significantly improved students’ reading achievement, with t₀ = 20.98 exceeding the critical values at both the 0.01 and 0.05 significance levels. Furthermore, interviews revealed that 76% of students reported increased motivation to practice positive behaviors after engaging with the materials. This study contributes a novel AI-assisted moral education framework that simultaneously enhances Arabic reading proficiency and character development in primary Islamic education.
Collective Sentence Repetition in Developing Arabic Speaking Skills: From Passive Audiences to Active Speakers Naima Helwa; Khoirul Jamil
Al-Wazan: Journal of Arabic Education Vol. 4 No. 2 (2026)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-wazan.v4i2.987

Abstract

Weekly Arabic language activities in non-boarding madrasahs often remain one-way performances in which only a few students speak while most students act as passive listeners. Limited repetition and inconsistent explanation of sentence meanings further restrict students’ participation and development of mahārah kalām. This study aims to analyze how collective sentence repetition encourages passive students to participate in Arabic-speaking activities. A qualitative case study was conducted involving 18 eighth-grade students, consisting of nine active and nine passive students, as well as an Arabic language teacher. Data were collected through participant observation, in-depth interviews, and documentation, and analyzed through data reduction, data display, and conclusion drawing. The findings show that the weekly activity was managed through contextual vocabulary selection, collective sentence repetition, and corrective feedback that avoided embarrassing students. Eight of the nine passive students reported feeling more comfortable and confident when speaking collectively because the fear of making mistakes and being individually judged was reduced. Institutional support strengthened the program, whereas limited frequency, weather dependence, and inconsistent meaning explanation constrained its implementation. This study contributes an inclusive model of bi’ah lughawiyyah by positioning collective sentence repetition as a practical strategy for transforming passive listeners into active Arabic speakers.
Ontology and the Challenges of Computer Processing of Semantics in the Arabic Language Abdelmajid Kaddouri
Al-Wazan: Journal of Arabic Education Vol. 4 No. 2 (2026)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-wazan.v4i2.867

Abstract

Arabic computational linguistics has received increasing attention in recent decades, particularly in efforts to advance the computational processing of Arabic at various linguistic levels. However, semantic processing, especially through the development of Arabic computational ontologies, remains relatively underdeveloped due to significant linguistic and computational challenges. This study aims to identify and examine the major obstacles hindering the advancement of Arabic semantic processing and the construction of domain-specific ontologies. The study employs a qualitative descriptive approach based on a review and analysis of recent linguistic and computational theories and relevant scholarly literature. The findings indicate that semantic ambiguity, the complexity of Arabic linguistic structures, lexical polysemy, contextual variation, knowledge representation, and computational limitations constitute major barriers to effective semantic processing. The study contributes by proposing theoretically grounded and practically relevant solutions to overcome these challenges and accelerate the development of reliable Arabic semantic technologies and domain-specific computational ontologies
Learning Technology Innovation in the Digital Era: Implementing Interactive Learning Media in Contemporary Education at Indonesian Junior High Schools Muzakki Abdurrahman; Muhammad Nu'man
Al-Wazan: Journal of Arabic Education Vol. 4 No. 2 (2026)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-wazan.v4i2.917

Abstract

The rapid advancement of digital technology has transformed educational practices by encouraging the integration of interactive learning media into classroom instruction. While previous studies have primarily focused on evaluating the effectiveness of digital learning media or developing instructional products, limited attention has been given to understanding how interactive media are implemented in authentic classroom settings. This study aims to examine the implementation of interactive learning media in Indonesian junior high schools and identify the factors influencing its effectiveness. A qualitative case study approach was employed. Data were collected through classroom observations, semi-structured interviews, and document analysis and analyzed using data condensation, data display, and conclusion drawing. The findings indicate that interactive learning media enhance student engagement, motivation, classroom interaction, and conceptual understanding while enabling teachers to deliver learning materials in more creative, systematic, and student-centered ways. However, their successful implementation remains constrained by limited technological infrastructure, unequal internet access, teachers' digital competence, students' readiness, and institutional support. This study contributes to the literature on technology-enhanced learning by demonstrating that effective implementation depends not only on digital tools but also on the interaction among pedagogical competence, technological readiness, learner participation, and institutional support. The findings provide practical implications for educators and policymakers in designing sustainable technology-based learning strategies.
Implementing Conversational Practice to Enhance Arabic Speaking Skills Robiatul Adawiyah; Azwar Annas
Al-Wazan: Journal of Arabic Education Vol. 4 No. 2 (2026)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-wazan.v4i2.927

Abstract

This study examines the implementation of muhadatsah activities as a strategy for developing Arabic speaking skills at MA NU Banat Kudus and identifies the factors supporting and hindering their implementation. The study addresses the limited research on muhadatsah as an institutional program integrated with bi’ah lughawiyyah, as previous studies have predominantly emphasized learning outcomes rather than program implementation. A descriptive qualitative approach was employed, with data collected through observation, semi-structured interviews, and documentation involving 14 informants: one Language Center head, one madrasah principal, two muhadatsah teachers, and ten tenth-grade students. Data were analyzed using the Miles, Huberman, and Saldaña interactive model. The findings reveal that muhadatsah activities were systematically implemented through structured learning stages, communicative strategies, continuous assessment, and the establishment of a supportive bi’ah lughawiyyah. Program implementation was supported by institutional commitment, appropriate learning materials, and student enthusiasm. However, several challenges remained, including scheduling constraints, differences between boarding and non-boarding students, and students’ varying initial mastery of mufradat. The study contributes a comprehensive implementation model that integrates instructional strategies, bi’ah lughawiyyah, and evaluation within a unified system for developing Arabic speaking skills. The findings offer theoretical contributions to Arabic speaking instruction and practical guidance for madrasahs and Islamic educational institutions seeking to establish effective and sustainable muhadatsah programs.
Storytelling and Students’ Speaking Skills: The Role of Psychological Factors in Language Learning Ahmad Jezy; Aprijon Efendi; Hakmi Wahyudi
Al-Wazan: Journal of Arabic Education Vol. 4 No. 2 (2026)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-wazan.v4i2.946

Abstract

This study aims to determine the students’ psychology, the implementation of the storytelling method, and the relationship between both factors in improving the students’ speaking skills of Grade VII at Islamic Junior High School Nurul Hijrah Kandis. This research employed a quantitative approach with a correlational research design. The research population consisted of the students of Grade VII at Islamic Junior High School Nurul Hijrah Kandis. Data were collected through questionnaires, observations, tests, and documentation. Data analysis was conducted by using validity, reliability, normality, and linearity tests, as well as Pearson correlation and hypothesis testing assisted by SPSS. The results of the Pearson correlation test show that the relationship between student psychology and students’ speaking skills has a correlation coefficient of 0.925 with a significance value of 0.000, Meanwhile, the coefficient of determination of students' psychological factors is very strongly associated with Speaking Skills at 85.56%, with 14.44% influenced by other factors. The relationship between the storytelling method and Speaking Skills obtained a correlation coefficient value of 0.795 with a significance value of 0.000, whereas the coefficient of determination of the storytelling method is strongly related to Speaking Skills at 63.20%, with 36.80% influenced by other factors. Furthermore, the relationship between students' psychological factors and the storytelling method obtained a correlation coefficient value of 0.824 with a significance value of 0.000, while the coefficient of determination of students' psychological factors is very strongly related to the storytelling method at 67.90%, with 32.10% influenced by other factors. Therefore, it can be concluded that student psychology and the application of the storytelling method have a positive and significant relationship with improving students' speaking skills of Grade VII at Islamic Junior High School Nurul Hijrah Kandis.
Arabic Language Learning Motivation Among Students in the Language Preparation Department Adam Dimyati; Ahmed Abdelrazek El-Khatib; Abd. Rohim; Siti Mufarokah
Al-Wazan: Journal of Arabic Education Vol. 4 No. 2 (2026)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-wazan.v4i2.947

Abstract

The success of learning the Arabic language is closely linked to motivation, particularly within the Arabic Preparation Department (Idad Lughawi) at Muslim Cendekia University, which currently faces noticeable variations in students' language achievement levels. This study aims to identify the motivations for learning Arabic among students in the university's Arabic Preparation Department and to uncover effective methods for stimulating this motivation to enhance the educational process. The study adopted a descriptive-analytical approach, utilizing a stratified random sample of 55 students out of a total population of 119. Data collection instruments included a 20-item questionnaire and semi-structured interviews with three instructors from the department. The collected data were analyzed both statistically and interpretively. The findings revealed a clear hierarchy of motivations; religious and value-based motivation ranked first at 100%, followed by aesthetic and intrinsic motivations, and subsequently, cognitive and achievement motivations. Furthermore, the study showed that the instructors' linguistic competence, the adoption of an eclectic approach, and the implementation of the ARCS model alongside spiritual activities were the most prominent methods for stimulating motivation. This resulted in 100% of the students practicing the language out of free will, beyond formal academic requirements. The study concludes that integrating the Arabic language with spiritual and aesthetic values transforms motivation into a doctrinal commitment and sustainable self-directed learning that goes beyond mechanical acquisition. The study recommends developing educational modules based on aesthetic and rhetorical approaches to ensure the sustainability of linguistic enthusiasm.
Unraveling Linguistic and Extralinguistic Barriers in Understanding Istimāʿ al-Akhbār Oktavia Dwi Lestari; Agung Setiyawan; Dudung Hamdun; Suci Noor Asa Khaliza; Salsa Hauna Ajidin
Al-Wazan: Journal of Arabic Education Vol. 4 No. 2 (2026)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-wazan.v4i2.968

Abstract

Students often face difficulties in comprehending authentic Arabic news due to the interaction of linguistic and extralinguistic barriers, yet research specifically examining these challenges remains limited. This study aims to explore the linguistic and extralinguistic barriers experienced by students in understanding istimāʿ al-akhbār (Arabic news listening) and to identify the strategies they employ to overcome these difficulties. A qualitative approach with a descriptive-exploratory design was adopted, involving 37 students from the Arabic Language Education Program at UIN Sunan Kalijaga Yogyakarta. Data were collected through an open-ended questionnaire administered via Google Forms and analyzed using qualitative content analysis through coding, categorization, and thematic identification. The findings indicate that linguistic barriers were dominant, particularly limited vocabulary mastery and broadcasters’ rapid speech rate, each occurring 23 times. Other linguistic barriers included unfamiliar news terminology and pronunciation difficulties. Extralinguistic barriers included lack of concentration, limited prior knowledge, fatigue, low interest, low motivation, and anxiety. Students addressed these challenges by replaying recordings, noting vocabulary, and translating unfamiliar expressions. This study contributes a comprehensive understanding of the interaction between linguistic and extralinguistic barriers and highlights the importance of thematic vocabulary development, prior-knowledge activation, and systematic listening-strategy training.
Innovating Arabic Poetry Learning Through CapCut: A Study of Students’ Perceptions Alfi Miftahul Ulumiyah; Silfiyah Rahmawati; Zeiburhanus Saleh; Abdur Rosid
Al-Wazan: Journal of Arabic Education Vol. 4 No. 2 (2026)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-wazan.v4i2.1007

Abstract

Based on preliminary observations conducted at the Abu Dzar Forum, Department of Arabic Language Education, Kiai Haji Achmad Siddiq State Islamic University of Jember, Arabic poetry reading instruction was initially conducted without the support of learning media, resulting in less engaging learning activities. To address this issue, the Capcut application was introduced as a digital learning medium to encourage students’ active participation and creativity in learning the art of Arabic poetry reading. This study aimed to examine students’ perceptions of the use of Capcut as a learning medium and to describe its implementation in Arabic poetry reading instruction. A quantitative method with a survey research design was employed. Data were collected through questionnaires, interviews, observations, and documentation, and analyzed using descriptive quantitative techniques. The findings revealed that students responded very positively to the use of Capcut because it was easy to use and provided various features that supported the learning process. Furthermore, learning activities such as understanding the poem’s title, reconstructing its main ideas, and conducting silent reading enabled students to better comprehend and perform Arabic poetry. This study contributes to the development of technology-based Arabic language learning by demonstrating that the Capcut application can be utilized as an effective learning medium to enhance students’ engagement, creativity, and competence in learning the art of Arabic poetry reading.

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