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Cahya Edi Setyawan
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IJAS: International Journal of Arabic Studies
Published by PT. MUTIARA BUSTAN ILMU
ISSN : -     EISSN : 30890217     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
IJAS: International Journal of Arabic Studies is a journal that discusses the field of Arabic studies, with a focus on Arabic Research and Literature, and Arabic Language Teaching and Learning. With a triannual publication schedule in January, June, and November, this journal provides a valuable platform for researchers, academics, and practitioners to share their latest findings, innovative ideas, and best practices in the realm of the Arabic language. The main objectives of this journal are to promote a profound understanding of the Arabic language, literature, and culture, as well as to enhance the effectiveness of Arabic language instruction worldwide. With an experienced editorial board and a strong commitment to excellence, the International Journal of Arabic Studies stands as a major contributor in enriching the literature and teaching of the Arabic language. Within this journal, authors can explore critical issues in Arab research and share various successful approaches and strategies in Arabic language teaching and learning. Thus, the International Journal of Arabic Studies plays an integral role in advancing the global understanding of the Arabic language and culture while strengthening the foundation of effective Arabic language education.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 42 Documents
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Arabic Literature as a Mirror of Its Era: A Historical Study from the Jahiliyyah Period to the Peak of Islamic Civilization Alam, Fajar Nur Syah; Sabahah Yumna
IJAS: International Journal of Arabic Studies Vol. 2 No. 2 June 2025: International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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Abstract

Arabic literature is the most authentic reflection of the social, cultural, and political dynamics that have shaped the Arab world from the pre-Islamic era (Jahiliyyah) to the peak of Islamic civilization. This article examines the historical development of Arabic literature by highlighting the shifts in themes, forms, and functions of literature within the context of Arab societal changes.During the Jahiliyyah period, poetry served as the primary medium for expressing tribal identity, pride, and collective existence. With the advent of Islam, literature underwent a major transformation with the revelation of the Qur’an, which not only altered the structure of language and rhetoric but also expanded the intellectual horizons of Arab society.This evolution reached its peak during the Abbasid era, when literature flourished as a vehicle for intellectualism, social critique, and philosophical exploration, alongside the advancement of knowledge centers such as Baghdad.This study employs historical-philosophical and philological approaches to demonstrate that Arabic literature is not merely a cultural product, but also an agent of civilizational change. By viewing literature as a mirror of its era, this article underscores the importance of understanding literary works as an integral part of the history of Islamic civilization.
Exploring Teachers’ Pedagogical Strategies in Teaching Arabic in Multilingual Classrooms / استكشاف الاستراتيجيات التربوية للمعلمين في تعليم اللغة العربية في الفصول متعددة اللغات Aminah Dina. F; Yuka Nakashi
IJAS: International Journal of Arabic Studies Vol. 2 No. 2 June 2025: International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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Abstract

This study explores the pedagogical strategies employed by Arabic language teachers in multilingual classrooms, focusing on how they adapt to students’ diverse linguistic and cultural backgrounds. Using a qualitative approach, data were collected through classroom observations, interviews, and document analysis involving teachers and students from different linguistic communities. The findings reveal that teachers apply flexible, student-centered methods such as task-based learning, cooperative learning, and culturally responsive teaching. Strategies like translanguaging, differentiated instruction, and authentic assessment were identified as key tools to address varied proficiency levels and foster active language use. Despite challenges such as time constraints and resource limitations, teachers demonstrated adaptability and creativity in managing diversity and promoting inclusive learning. This study highlights the importance of pedagogical responsiveness in multilingual settings and provides insights for improving Arabic language instruction in culturally diverse environments.
Arabic Language Acquisition through Podcast Integration: A Blended Media Approach / اكتساب اللغة العربية من خلال دمج البودكاست: نهج وسائط متعددة مدمجة Shofi Shadady; Kharima Zahratun Nisa
IJAS: International Journal of Arabic Studies Vol. 2 No. 2 June 2025: International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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Abstract

This study explores the integration of podcasts as a digital medium in enhancing Arabic language acquisition among non-native speakers through a blended learning model. By employing a qualitative case study design, the research investigates the experiences of students and teachers in three educational institutions that implemented podcast-based instruction. Findings reveal that podcasts significantly improve students' listening comprehension, vocabulary retention, and oral fluency by providing authentic language exposure and interactive listening experiences. Teachers utilized podcasts flexibly to introduce new topics, reinforce lessons, and promote learner autonomy. Furthermore, the integration of local content into podcast materials contributed to cultural relevance and increased student engagement. Despite challenges such as technological access and the need for teacher training, the overall implementation demonstrated positive pedagogical impacts. The study concludes that podcast integration is a viable and effective tool for Arabic language education in digital learning environments.
Interlanguage Patterns in Written Arabic of Non-Native Speakers: Error Analysis Approach / أنماط اللغة البينية في الكتابة العربية للناطقين بغيرها: مدخل تحليل الأخطاء Zuyyina Khuroisy; Hiraishin Mamoto
IJAS: International Journal of Arabic Studies Vol. 2 No. 2 June 2025: International Journal of Arabic Studies
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Abstract

This study investigates the linguistic patterns found in the written Arabic of non-native speakers through the lens of interlanguage theory and error analysis. The research aims to identify recurring grammatical, morphological, and syntactic errors that reflect transitional stages in second language acquisition. A qualitative approach was adopted, focusing on student-written texts from learners at the intermediate and advanced levels. The findings reveal systematic deviations from standard Arabic usage, such as subject–verb disagreement, misuse of prepositions, and incorrect application of verb patterns, all of which point to the presence of a developing internalized language system. These interlanguage patterns are shaped by the learners’ native languages, transfer strategies, and incomplete mastery of Arabic grammatical structures. The study underscores the need for pedagogical interventions that integrate contextualized grammar instruction and targeted writing feedback. It also highlights the significance of understanding interlanguage as a dynamic, rule-governed system rather than a set of random errors. Ultimately, the research contributes to the broader discourse on second language acquisition and offers implications for improving the teaching of Arabic as a foreign language.
Teaching Arabic as a Foreign Language in Multicultural Classrooms: A Comparative Study Mansouri Al-Ahmady; Fatma Hunaini
IJAS: International Journal of Arabic Studies Vol. 2 No. 3 September 2025: International Journal of Arabic Studies
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Abstract

The teaching of Arabic as a foreign language (TAFL) in multicultural classrooms presents both opportunities and challenges. Learners from different linguistic and cultural backgrounds bring diverse expectations, which influence motivation, classroom interaction, and learning outcomes. This study explores the comparative effectiveness of teaching strategies in multicultural settings by focusing on how teachers adapt to cultural differences while promoting communicative competence.Using a qualitative comparative approach, data were collected through classroom observations, teacher interviews, and student questionnaires. The findings reveal that effective instruction requires culturally responsive pedagogy, flexible teaching methods, and the integration of multilingual resources. Moreover, intercultural dialogue plays a vital role in overcoming barriers to pronunciation, comprehension, and vocabulary retention.The study concludes that adopting inclusive pedagogical practices enhances not only Arabic language acquisition but also intercultural understanding, offering important implications for teacher training and curriculum development
Sociolinguistic Variations in Arabic Dialects: A Comparative Study of Classical and Colloquial Arabic / الاختلافات الاجتماعية اللغوية في اللهجات العربية: دراسة مقارنة بين العربية الفصحى والعامية Ahmed Souri; Ria González
IJAS: International Journal of Arabic Studies Vol. 2 No. 3 September 2025: International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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Abstract

This study investigates the sociolinguistic differences between Modern Standard Arabic (MSA) and Arabic dialects through a comparative approach. The research aims to analyze how social factors such as age, education, and cultural background influence language variation and usage in different contexts. Using qualitative and quantitative methods, data were collected through interviews, observations, and documentation from diverse Arabic-speaking communities. The results reveal significant linguistic variations in phonology, morphology, syntax, and pragmatics, demonstrating the coexistence and interaction of MSA with local dialects. The findings highlight that while MSA maintains its prestige and official role in education, media, and formal communication, dialects dominate daily interactions and reflect regional identities. This study contributes to the understanding of Arabic sociolinguistics and provides insights into language policy, education, and cross-cultural communication.
Metaphor and Meaning in Arabic Political Discourse/ الاستعارة والمعنى في الخطاب السياسي العربي Karim Yusufy; Johan Mille
IJAS: International Journal of Arabic Studies Vol. 2 No. 3 September 2025: International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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Abstract

This study explores the role of metaphor in shaping meaning within Arabic political discourse. Metaphor is not merely a rhetorical ornament but a cognitive and strategic tool that constructs social and political realities. Through a qualitative discourse analysis of selected Arabic political speeches, media texts, and official statements, the research identifies dominant metaphorical patterns such as war, medical, religious, and economic metaphors. These patterns reveal how political actors simplify complex issues, mobilize public emotions, and legitimize their agendas. The findings highlight that war metaphors intensify polarization and mobilization, while medical and religious metaphors enhance legitimacy and moral authority. Economic metaphors, on the other hand, reflect the influence of globalization and neoliberal discourse. The study concludes that metaphor is central to the production of political meaning in Arab societies, bridging language, culture, and ideology. This research contributes to a deeper understanding of how language functions as a vehicle of power in Arabic political contexts.
The Transmission of Arabic Knowledge Through Madrasa Systems: A Historical Study / نقل المعرفة العربية من خلال نظام المدارس: دراسة تاريخية Yunus Al-Faruqi; Laila Hasanah
IJAS: International Journal of Arabic Studies Vol. 2 No. 3 September 2025: International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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Abstract

This study explores the historical transmission of Arabic knowledge through the madrasa system, focusing on its role in shaping Islamic education and preserving intellectual traditions. The research investigates how madrasas emerged as centers of learning that integrated language, religion, and cultural values, thereby ensuring the continuity of Arabic as both a scholarly and religious language. Using historical analysis and a qualitative approach, the study traces the development of madrasas from their origins in the early Islamic period to their expansion across different regions of the Muslim world. It also examines the pedagogical strategies employed in teaching Arabic, the curriculum structure, and the scholarly networks that contributed to knowledge dissemination. The findings highlight that madrasas were not only educational institutions but also cultural hubs that promoted social cohesion, intellectual exchange, and the preservation of classical Arabic texts. Furthermore, the study reveals the continuing relevance of madrasa-based education in modern contexts, especially in balancing tradition with contemporary educational needs. Ultimately, this research contributes to a deeper understanding of the historical foundations of Arabic education and its enduring impact on Islamic civilization.
Integrating Cooperative Learning Strategies in Teaching Arabic Reading Comprehension / دمج استراتيجيات التعلم التعاوني في تعليم مهارة الفهم القرائي باللغة العربية Khofifah Fathim; Mansur Ahmadi
IJAS: International Journal of Arabic Studies Vol. 2 No. 3 September 2025: International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

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Abstract

This study investigates the effectiveness of integrating cooperative learning strategies in teaching Arabic reading comprehension. The research is motivated by the need to enhance students’ active engagement, improve their critical reading skills, and foster collaboration in multicultural classroom contexts. A qualitative and quantitative mixed-methods approach was employed, including classroom observations, structured interviews with teachers, and pre- and post-tests administered to students. The findings indicate that cooperative learning strategies, such as think-pair-share, jigsaw reading, and group discussion, significantly improved students’ comprehension, vocabulary acquisition, and motivation to read Arabic texts. Moreover, the study highlights that cooperative learning created a supportive learning environment that encouraged peer interaction and reduced anxiety among learners. The results underscore the importance of adopting student-centered approaches in Arabic language pedagogy, particularly in fostering reading comprehension as a foundation for advanced language proficiency. This research provides practical implications for Arabic educators and curriculum designers, suggesting that cooperative learning can be a powerful tool for achieving both linguistic and affective learning outcomes.
Card Sort Strategy to Improve Arabic Reading Skills at Al-Ikhlas Islamic Boarding School Taliwang Subliansyah; Fauzan Rahman
IJAS: International Journal of Arabic Studies Vol. 2 No. 3 September 2025: International Journal of Arabic Studies
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Abstract

Research related to the implementation of the card sort strategy in improving reading proficiency is motivated by the low ability of students in reading Arabic texts in class 2 in Al-Ikhlas Taliwang Islamic Boarding School. 30 students only 10 students can read fluently, if presented only 32% of students above average in reading. Therefore, researchers provide an idea in the form of implementing the Card Sort strategy in learning, where this strategy makes the teacher a facilitator and prioritizes active students in teaching and learning activities. This research aims to find out how effective the use of the card sort strategy is in learning and find out the steps for its implementation. The research method uses quantitative research with a type of experimental research, namely by comparing the results of students' pretest and posttest scores. To measure this, the researcher used Paired Sample T Test analysis. The results of the research obtained an average student pretest score of 42.7 and for the posttest it was 63.7, this shows an increase in students' abilities. If you pay attention to the analysis test results using SPSS 25, the Sig value is obtained. (2-tailed) of 0.000 < 0.005, if you read it there is a significant difference between the students' pretest and posttest scores.

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