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EL-FUSHA
Published by Universitas Hasyim Asy'ari
ISSN : -     EISSN : 27471837     DOI : https://doi.org/10.33752/el-fusha.v5i2
Core Subject : Religion, Humanities, Education,
Religion Humanities Education Languange, Linguistic, Communication & Media
FOCUS AND SCOPE Focus EL-FUSHA : Jurnal Bahasa Arab dan Pendidikan focuses on Arabic language studies and Arabic language education. This journal aims to publish research findings and academic studies that contribute to the development of Arabic linguistics and effective teaching methodologies. Scope El-Fusha Journal accepts scholarly articles in the following areas: Arabic Linguistics Semantics, lexicology, and etymology of the Arabic language Phonetics and phonology of Arabic Philological studies and Arabic translation Arabic Literature Studies on classical and modern Arabic literature Literary criticism and Arabic text analysis Arabic Language Education Curriculum development and instructional planning for Arabic language learning Teaching methodologies, strategies, and innovations in Arabic language education Media and technology in Arabic language instruction Assessment and evaluation in Arabic language education
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 143 Documents
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Analisis Hambatan Berbicara Bahasa Arab Mahasiswi dalam Implementasi Bi’ah Lughawiyyah di Pesantren Berbasis Perguruan Tinggi Ghumaisha; Mufarokah, Siti
EL-FUSHA: Jurnal Bahasa Arab dan Pendidikan Vol 7 No 1 (2026): EL-FUSHA : Jurnal Bahasa Arab dan Pendidikan
Publisher : Program Studi Pendidikan Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/el-fusha.v7i1.11782

Abstract

Arabic speaking skills are one of the essential competencies required in a university-based Islamic boarding school environment that implements a language immersion program. However, in practice, female students still encounter various obstacles that affect the effectiveness of their use of Arabic in daily communication. This study aims to analyze the various obstacles faced by students in speaking Arabic within a university-based Islamic boarding school environment that implements a language immersion program. Although this environment is designed to encourage the active use of Arabic, in reality, many students still experience difficulties in oral communication. This study employs a qualitative approach using a descriptive-analytical method. Data were collected through observation, in-depth interviews, and documentation toward the students and language program administrators. The research results indicate that the obstacles faced fall into several main categories: linguistic, psychological, and environmental. Linguistically, limited vocabulary and weak command of language structure are the dominant factors. Psychologically, feelings of embarrassment, fear of making mistakes, and low self-confidence also hinder the willingness to speak. Meanwhile, from an environmental perspective, the lack of consistency in the use of Arabic in daily interactions, weak supervision, and the influence of the mother tongue are significant external factors. Additionally, it was found that the success of the language immersion program heavily depends on the synergy between institutional policies, the role of language instructors, and the individual motivation of the students. Therefore, comprehensive strategies are needed, such as enhancing language immersion programs, strengthening the role of language supervisors, and employing psychological approaches to boost students’ self-confidence. This study is expected to contribute to the development of a more effective Arabic language learning model within university-based Islamic boarding schools, particularly by creating a conducive and sustainable language environment.
Problematika Membaca Teks Bahasa Arab pada Siswa Sekolah Menengah: Faktor Penyebab dan Upaya Mengatasinya Hafiluddin, Annisa; Irfan; Al Ilmullah, Syarifah Fathimah
EL-FUSHA: Jurnal Bahasa Arab dan Pendidikan Vol 7 No 1 (2026): EL-FUSHA : Jurnal Bahasa Arab dan Pendidikan
Publisher : Program Studi Pendidikan Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/el-fusha.v7i1.11814

Abstract

The ability to read Arabic texts is a fundamental competency in Arabic language learning and in understanding Islamic sources. However, students in Islamic-based general secondary schools, particularly senior high schools, continue to face complex reading difficulties that have not been extensively explored. This study aims to describe the problems in Arabic text reading skills, their causal factors, and the efforts to overcome them among eleventh-grade students at Muhammadiyah Pinrang Senior High School. This study employed a qualitative descriptive approach using a case study design. The research participants consisted of 16 eleventh-grade students, with supporting informants including the Arabic language teacher, the vice principal for curriculum affairs, and the principal. Data were collected through observation, interviews, and documentation. The findings revealed that the linguistic problems included difficulties in recognizing Hijaiyyah letters, pronunciation errors, limited vocabulary mastery, and difficulties in understanding reading texts. Meanwhile, the non-linguistic problems included shyness and lack of self-confidence when reading, lack of focus and attention, and low participation in reading activities. Internal factors included low learning motivation, poor reading habits, and differences in students’ basic reading abilities. External factors included the teacher’s educational background not being in Arabic language studies, limited instructional time, inadequate learning facilities, and the ineffective implementation of the Arabic language habituation program. This study recommends integrated interventions, including reactivating the Arabic language habituation program, providing textbooks, conducting gradual reading exercises to strengthen mastery of Hijaiyyah letters and makhraj, implementing peer tutoring, enhancing students’ vocabulary mastery, and providing motivation and support. The study contributes to the understanding of Arabic reading problems in the senior high school context, which differs structurally from madrasah aliyah, and proposes pedagogical, psychological, and institutional intervention frameworks.
Arabic Speaking Skills Development through the Ilqā' Al-Kalimāt Method: Pengembangan Keterampilan Berbicara Bahasa Arab melalui Metode Ilqā’ al-Kalimāt Shadrina Irfandri, Suci; Mukhlishoh; Husnul Khatimah
EL-FUSHA: Jurnal Bahasa Arab dan Pendidikan Vol 7 No 1 (2026): EL-FUSHA : Jurnal Bahasa Arab dan Pendidikan
Publisher : Program Studi Pendidikan Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/el-fusha.v7i1.11838

Abstract

Speaking proficiency is one of the essential skills in Arabic language learning that requires continuous practice and active language use. However, while previous studies have explored various approaches to developing Arabic speaking skills, limited attention has been given to the implementation of the Ilqā’ Al-Kalimāt method, particularly regarding its application process and the factors influencing its effectiveness. This study aims to examine the implementation of the Ilqā’ Al-Kalimāt method, identify its supporting and inhibiting factors, and analyze its contribution to the development of Mahārah Kalām among fourth-semester female students at the Cendekia Muslim Institute in Sukabumi.This study employed a descriptive qualitative approach. Data were collected through observation, interviews, and documentation and were analyzed systematically to obtain a comprehensive understanding of the implementation process and its outcomes.The findings reveal that the Ilqā’ Al-Kalimāt method is implemented through scheduled public speaking activities, vocabulary enrichment, regular speaking practice, and the participation of all female students on a rotating basis. Supporting factors include a conducive language environment, support from the Ilqā’ Department, and continuous practice. Inhibiting factors consist of limited vocabulary mastery, differences in language proficiency, and a lack of self-confidence among some students. The research findings indicate that female students view the Ilqā’ Al-Kalimāt method as contributing to the development of Arabic speaking skills through increased self-confidence, vocabulary enrichment, and opportunities for continuous speaking practice. Future research may explore the implementation of the Ilqā’ Al-Kalimāt method in different educational settings or examine its contribution to other Arabic language skills, such as listening, reading, and writing.

Page 15 of 15 | Total Record : 143

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