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Mohammad Zainal Hamdy
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jamiah.duba@gmail.com
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dzilmajaz@gmail.com
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Jl. PP. Darul Ulum Banyuanyar Poto'an Daya Palengaan Pamekasan Madura Jawa Timur 69362, Indonesia
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Dzil Majaz
Published by Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan
ISSN : -     EISSN : 29857481     DOI : https://doi.org/10.58223/dzilmajaz.v1i1
Core Subject : Education,
Languange, Linguistic, Communication & Media
Dzil Majaz is a journal of Arabic Literature which is published Biannually on January and July by Arabic Literature Department, Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar, Pamekasan. The journal covers language issues researched in the literary history, literary theory, literary criticism, critical discourse analysis, pragmatics, stylistics and others. The article must be written in either Arabic or English or Indonesian
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 63 Documents
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Al-ʿArūḍ wa al-Qāfiyah wa al-Qiyam al-Akhlāqiyyah fī Qaṣīdah "ʿAmadtu Ilayka Khayra al-Nāsi Ḥayyan" li al-Farazdaq Desi Mulyasari; Akmaliyah Akmaliyah; Khomisah Khomisah
Dzil Majaz: Journal of Arabic Literature Vol. 4 No. 2 (2026): May-August
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar, Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/dzilmajaz.v4i2.931

Abstract

This study examines the prosodic structure and moral messages in the Qaṣīdah ʿAmadtu ʾIlayka Khayra al-Nāsi Ḥayyan by al-Farazdaq, a panegyric qaṣīdah (madḥ) consisting of 65 verses. Using a descriptive qualitative approach and library research method, this study applies ʿilm al-ʿarūḍ (metre), qawāfī (rhyme), and moral message theory for prosodic analysis and ethical value interpretation. The findings reveal that the qaṣīdah is composed in baḥr wāfir with a consistent base pattern of مُفَاعَلَتُنْ مُفَاعَلَتُنْ فَعُوْلُنْ  throughout all 65 verses. All positions of ʿarūḍ (end of the first hemistich) and ḍarb (end of the second hemistich) undergo ʿillat qatf (elision of the light cause and vowelling of the fifth consonant), while 53 verses undergo zihāf ʿaṣb (quiescence of the fifth vowelled consonant) in the ḥasyw (medial foot) position. The rawī (rhyme-determining letter) is mīm (م), classified as Muṭlaqah Mujarradah Mawṣūlah bil-Līn of the Mutawātir type. Moral message analysis identifies four categories of values: the human relationship with God, with oneself, with others, and with nature. These findings demonstrate that al-Farazdaq's prosodic mastery and moral depth are two mutually reinforcing dimensions that cannot be separated.
Retorika Kalam Insyā' Ṭalabī dalam Kitab Riyāḍ al-Ṣāliḥīn: Studi Balaghah pada Bab Adab 84–99 Abdul Aziz; Rohanda Rohanda; Yayan Rakhtikawati
Dzil Majaz: Journal of Arabic Literature Vol. 4 No. 2 (2026): May-August
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar, Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/dzilmajaz.v4i2.935

Abstract

Kalam insyā’ ṭalabī is one of the important topics in balāghah studies because it functions to reveal the speaker's communicative intentions through forms of expression such as commands, prohibitions, questions, wishes, and vocatives. Although Riyadhus Shalihin has been widely studied from the perspectives of hadith and ethics, research that specifically analyzes kalam insyā’ ṭalabī from the perspective of ‘ilm al-ma‘ānī in the Adab chapters 84–99 remains relatively limited. This study aims to examine the forms and meanings of kalam insyā’ ṭalabī found in the book Riyāḍhuṣ Ṣāliḥīn by Imam an-Nawawī, particularly in the Adab chapters 84–99. The focus of this study is to identify the types of kalam insyā’ ṭalabī, such as amr, nahy, istifhām, tamannī, and nidā’, as well as to analyze the rhetorical meanings contained within them. This research employs a qualitative approach using a descriptive-analytical method and a linguistic-rhetorical analytical framework. The primary data sources are the hadiths in Riyadhus Shalihin Adab chapters 84–99 that contain elements of kalam insyā’ ṭalabī. Data collection techniques were carried out through library research and textual analysis of the hadiths that became the object of the study. The data were analyzed using the distributional method with deletion techniques to determine the forms of utterances, followed by contextual and rhetorical approaches based on the perspective of ‘ilm al-ma‘ānī to reveal the functions and meanings contained in each form of kalam insyā’ ṭalabī. The results of the study indicate that kalam insyā’ ṭalabī in these hadiths functions not only as literal commands or prohibitions, but also conveys meanings of advice, guidance, warning, and moral education delivered in a communicative and persuasive manner
Arabic Songs and Aural Linguistic Competence: Between Phonological Sensitivity and Verbal Aesthetics Mafazatul Lutfiyah; Saefullah Azhari; Nurul Istiqomah
Dzil Majaz: Journal of Arabic Literature Vol. 4 No. 1 (2026): January-April
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar, Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/dzilmajaz.v4i1.871

Abstract

Arabic listening (maharah istima') remains one of the most challenging language skills for junior secondary students due to differences in learning readiness, limited engaging instructional media, and low classroom participation. This study aims to evaluate the effectiveness of differentiated learning using Arabic songs in improving the maharah istima' ability of eighth-grade students at MTs Taswirul Afkar Surabaya. The research employed a qualitative and Quantitative approach with action Research design involving 28 students and one Arabic language teacher. Data were collected over four months (February–May 2024) through participatory observation, in-depth interviews, document analysis, and group discussions. Differentiated learning was implemented through content, process, and product differentiation using Arabic songs such as Ummi, Madrasati, Qasidah Burdah, and Ana Muslim. The findings indicate substantial improvement in students' listening skills. The average score increased from 65.2 in the initial assessment to 78.4 after the first cycle, while the second cycle demonstrated an overall gain of 20.4 points (31.3%) compared with the baseline. Learning mastery improved from 32% to 64%, accompanied by high student enthusiasm (91%) and active participation (95%). This study contributes practical evidence that integrating differentiated learning with Arabic songs provides an effective, enjoyable, and inclusive strategy for enhancing Arabic listening competence in Islamic junior secondary education
Constructivism and Arabic Verbal Expression: Linguistic Dimensions of Oral Communication Sumiati Sumiati; Suliman H Suliman El Warfali; Zeid B. Smeer
Dzil Majaz: Journal of Arabic Literature Vol. 4 No. 1 (2026): January-April
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar, Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/dzilmajaz.v4i1.873

Abstract

This study addresses the persistent challenge of low student motivation and limited oral communication competence in Arabic language learning, particularly in maharatul kalam. It aims to examine how a constructivist approach strengthens students’ Arabic verbal expression through meaningful learning experiences and active participation. Using a qualitative case study design, the research was conducted at Kelompok Studi Khusus (KSK) Nurul Jadid. Data were collected through classroom observations, semi-structured interviews, and documentation, and analyzed using thematic analysis. The findings reveal that constructivist learning, implemented through authentic speaking tasks, learner autonomy in selecting themes and presentation styles, collaborative interaction, structured performance activities, constructive feedback, and reward systems, substantially enhances students’ intrinsic and extrinsic motivation. These strategies also foster greater confidence, communicative courage, active participation, and richer linguistic performance in oral Arabic communication. The study contributes to Arabic language pedagogy by demonstrating that constructivist principles effectively integrate cognitive, social, and linguistic dimensions of verbal expression, providing an innovative framework for developing communicative competence and sustainable learner motivation in Arabic speaking instruction
Struktur Naratif Tokoh Utama dalam Film "Hajjan" berdasarkan Model Aktansial dan Fungsional A.J. Greimas Putri Aulia Tauziah; Wildan Taufiq; Khomisah Khomisah
Dzil Majaz: Journal of Arabic Literature Vol. 4 No. 2 (2026): May-August
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar, Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/dzilmajaz.v4i2.977

Abstract

This study aims to analyze the narrative structure of the main character in the film Hajjan using the actantial model and the functional structure proposed by A.J.Greimas. This Saudi Arabian film, released in 2023, has been screened at various festival and in several countries, including Canada, Saudi Arabia, the United States and Germany. The film tells the story of Matar, a Bedouin teenager who strives to continue his deceased brother’s struggle and save his beloved camel through the competitive and conflict-ridden world of camel racing. This his study employs a qualitative descriptive method using Greimas’s semiotic approach. Data was collected through observation and note-taking, specifically by repeatedly watching the film’s dialogues and scenes and then recording relevant data using the actantial model and functional structure. The results indicate that the film’s narrative is constructed through Matar’s journey toward achieving his goals, which evolve alongside the plot. This study confirms that the film functions not only as entertainment but also as a narrative work built through characters, conflicts, and the achievement of goals that shape the story’s meaning
Representasi Kehidupan dan Perlawanan dalam Puisi ‘Ala Hadzihi Al-Ardh Ma Yastahiqqu al-Hayah Karya Mahmoud Darwish (Kajian Semiotika Roland Barthes) Muhammad Fachri; Akmaliyah Akmaliyah; Maman Abdul Djaliel; Setia Gumilar
Dzil Majaz: Journal of Arabic Literature Vol. 4 No. 1 (2026): January-April
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar, Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/dzilmajaz.v4i1.988

Abstract

This study aims to describe how Mahmoud Darwish’s poem ‘Ala Hadzihi Al-Ardh Ma Yastahiqqu Al-Hayah represents life through poetic signs and how forms of resistance are interpreted and articulated based on Roland Barthes’ semiotic approach. This study employed a qualitative descriptive method using library research and documentation techniques. The research data consist of poetic lines containing linguistic signs, imagery, and symbols, which were analyzed at the levels of denotation, connotation, and myth. The findings reveal that the representation of life is constructed through poetic signs derived from nature, everyday life, culture, and women's experiences, portraying life as a resilient force that endures amid oppression. Meanwhile, the representation of resistance is interpreted and articulated through collective memory, hope, courage, art, and love for the homeland as expressions of preserving identity and humanity. At the level of myth, the poem constructs a discourse in which life and resistance are inseparable elements in sustaining the identity and existence of the Palestinian people. The findings further indicate that Darwish’s poem represents Palestine not merely as a contested geographical territory but also as a humanitarian space that continues to exist through the representations of life and resistance, while simultaneously conveying an ideology of resilience and the struggle against oppression.
Mengungkap Makna Puitik dalam Lagu Yā ‘Āsyiqah al-Ward Karya Zaki Nassif: Analisis Semiotika Michael Riffaterre Bayu Ihsan Sauqi; Akmaliyah Akmaliya; Khomisah Khomisah
Dzil Majaz: Journal of Arabic Literature Vol. 4 No. 3 (2026): Articles in Press
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar, Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/dzilmajaz.v4i3.993

Abstract

This study aims to uncover the mechanism of the shift in meaning from aesthetic romanticism to moral guidance in contemporary Arabic literary works. The main data source used in this study is specifically the lyric text of the song "Yā ‘Āsyiqah al-Ward" by Zaki Nassif, written in the fusha variety of Arabic. Using a descriptive qualitative method, this study applies the analytical knife of Michael Riffaterre's modern semiotic theory which includes the stages of heuristic-hermeneutic reading, the convention of indirect expression, and the search for matrices, models, and variants. The results show that the lyric text consistently demystifies the clichéd symbols of traditional romantic aesthetics. Romantic relationships are no longer seen as merely private expressions of affection, but are reconstructed by the text matrix into a space of ethical awareness that demands commitment, emotional honesty, and relational responsibility between humans. The academic contribution of this study is to enrich the study of contemporary popular Arabic literature by proving the rigidity and dynamism of Riffaterre's semiotic theory when operated on the medium of popular music texts. The implications of this research confirm that modern cultural texts are capable of resisting and creatively transforming classical poetic traditions (ghazals) without losing the depth of their ethical content and moral messages for society.
Designing an AI-Assisted Pedagogical Model for Arabic Language and Literature Education Riski Gunawan
Dzil Majaz: Journal of Arabic Literature Vol. 4 No. 1 (2026): January-April
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar, Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/dzilmajaz.v4i1.1018

Abstract

Artificial Intelligence (AI) has increasingly been integrated into language education, creating new opportunities for personalized learning, adaptive instruction, and interactive educational experiences. However, most existing studies primarily examine AI from a technological perspective, emphasizing its effectiveness in improving linguistic competencies such as vocabulary acquisition, grammar instruction, pronunciation, and writing skills. Comparatively limited attention has been given to the pedagogical design of AI-assisted Arabic language instruction that promotes multicultural competence and religious tolerance, particularly within Indonesian Islamic educational institutions. This conceptual paper aims to develop an AI-assisted pedagogical model for Arabic language education by integrating educational theories, multicultural education, intercultural communicative competence, and responsible AI-supported teaching practices. Drawing upon Constructivism, Social Constructivism, Self-Regulated Learning, Multicultural Education, Intercultural Communicative Competence, and the Technological Pedagogical Content Knowledge (TPACK) framework, the proposed model positions teachers as instructional designers and AI as a pedagogical support tool rather than an instructional substitute. The article argues that meaningful educational outcomes are achieved not through AI itself but through carefully designed learning activities that encourage inquiry, dialogue, collaboration, reflection, and authentic communication. These pedagogical processes subsequently facilitate the development of multicultural competence and religious tolerance while simultaneously strengthening Arabic language proficiency. The proposed model contributes to Arabic language education by offering a pedagogically grounded framework that assists educators in integrating AI responsibly within Indonesian Islamic schools. It also provides a conceptual foundation for future empirical research examining the effectiveness of AI-assisted pedagogy in promoting both linguistic and character development.
Grammatical Analysis of Verb Types and Their Iʿrāb in Sūrat al-Ṣaff and Sūrat al-Nisāʾ Moh. Supriyadi; Syahrul Abidin; Asmaa Muhammad Sulaiman Jaad
Dzil Majaz: Journal of Arabic Literature Vol. 4 No. 2 (2026): May-August
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar, Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/dzilmajaz.v4i2.460

Abstract

Understanding the types of fi‘il (verbs) and their i‘rab (grammatical inflections) is fundamental to interpreting the meanings of the Qur’an accurately. However, studies that comprehensively examine verb classifications and grammatical inflections in specific Qur’anic chapters remain limited. Therefore, this study aims to identify the types of fi‘il and analyze their i‘rab in Surah As-Shaff and Surah An-Nisa. The research employed a qualitative descriptive approach using the library research method. The primary data source was the Qur’an, particularly Surah As-Shaff and Surah An-Nisa, while secondary sources included books on Arabic grammar (nahwu), morphology (sharaf), and Qur’anic exegesis (tafsir). Data were collected through documentation, intensive reading, and textual analysis of all verses containing verbs. The findings reveal a total of 117 verbs in the two surahs. Surah As-Shaff contains 13 fi‘il māḍī, 18 fi‘il muḍāri‘, and 1 fi‘il amr, whereas Surah An-Nisa contains 15 fi‘il māḍī, 26 fi‘il muḍāri‘, and 24 fi‘il amr. The analysis further demonstrates that variations in i‘rab are closely associated with the syntactic roles and contextual meanings of the verbs, highlighting the precision and richness of Qur’anic linguistic structures. This study contributes to Arabic linguistic scholarship by providing a systematic grammatical analysis of Qur’anic verbs and offering a practical reference for teaching Arabic grammar, Qur’anic studies, and semantic interpretation.
Project-Based Learning for Integrated Arabic Language Skills: A Library-Based Review of Linguistic and Communicative Competence Development Dewi Qotrun Nada Najwa; M. Miftahurrizkil Khairi; Adi Fadli
Dzil Majaz: Journal of Arabic Literature Vol. 4 No. 2 (2026): May-August
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar, Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/dzilmajaz.v4i2.905

Abstract

The integration of listening, speaking, reading, and writing remains a major challenge in Arabic language instruction, as these skills are often taught separately, resulting in limited communicative competence among learners. Although Project-Based Learning (PjBL) has been widely implemented in language education, comprehensive evidence regarding its role in integrating the four Arabic language skills is still limited. Therefore, this study aims to examine how PjBL facilitates the integrated development of Arabic language skills while fostering learners’ linguistic and communicative competence. This study employed a qualitative library research approach by analyzing peer-reviewed journal articles, books, and relevant academic publications published between 2021 and 2025. Data were collected through documentation and analyzed using content analysis to identify recurring themes, instructional patterns, and pedagogical implications. The findings reveal that PjBL creates a student-centered learning environment in which listening, speaking, reading, and writing are developed simultaneously through interconnected project stages, including planning, information gathering, collaborative discussion, product development, presentation, and reflection. Listening skills are enhanced through exposure to instructions and authentic audio materials, speaking through group discussions and presentations, reading through the exploration of various written sources, and writing through the production of reports, dialogues, posters, and digital content. Furthermore, PjBL promotes learner motivation, creativity, critical thinking, collaboration, self-confidence, and meaningful language use in authentic contexts. Despite challenges related to instructional time, teacher readiness, and technological resources, the findings suggest that PjBL remains an effective pedagogical approach for developing integrated Arabic language proficiency. This study contributes a comprehensive synthesis of recent evidence and offers a conceptual framework for implementing integrated, communicative, and project-oriented Arabic language instruction in secondary education.

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