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Rostika Srihilmawati
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International Journal of Language and Culture
Published by CV. Goresan Pena
ISSN : 30261880     EISSN : 30465117     DOI : https://doi.org/10.63762/ijolac.v2i2.12
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Journal Description : International Journal of Language and Culture is a scientific journal that publishes research articles, literature reviews, and book reviews in the fields of language and culture. The journal aims to develop knowledge through theoretical studies, exploration of new data, and scientific analysis of linguistic and cultural issues. The scope of the journal includes literacy studies, language acquisition, language policy, corpus linguistics, psycholinguistics, language preservation, etymology, philology, gender and language, discourse studies, literature, film, digital humanities, folklore, art, and popular culture. This journal is published 2 times per year in June and December.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 79 Documents
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Strategies for Teaching Speaking Skills in Light of the Communicative Approach at Bina Madani Islamic Boarding School for Girls, Bogor: استراتيجيات تعليم مهارة الكلام على ضوء المدخل الاتصالي في معهد بناء مداني للبنات بوغور Nurul Izzah; Syirojul Huda; Nuradi Nuradi
International Journal of Language and Culture Vol. 4 No. 1 (2026): International Journal of Language and Culture
Publisher : CV. Goresan Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63762/ijolac.v4i1.64

Abstract

Speaking skill instruction strategies based on the communicative approach play a vital role in enabling students to use Arabic spontaneously and naturally in daily life, while still attending to grammatical rules and their correct application. This fosters the development of linguistic competence and boosts students' confidence in using the language across various communicative situations contrasting with common school based Arabic teaching strategies that tend to heavily emphasize grammar while offering limited opportunities for students to practice speaking and engage in real life communication using Arabic. Separating language learning from its application in real-life communication situations can hinder students' ability to use the language in daily life or even express simple ideas despite having studied Arabic for years. Ma’had Bina Madani Putri in Bogor is one institution that employs this approach as a strategy for teaching speaking skills. This study aims to identify the speaking skill teaching strategies at the institution based on the communicative approach. It is a qualitative study utilizing a descriptive analytical field research methodology, following the Miles and Huberman model. This approach comprises three basic steps: data reduction, data presentation, and conclusion drawing. Data were collected through observation, interviews, and document analysis. The research findings indicate that four strategies are employed to teach speaking skills based on the communicative approach at Ma’had Bina Madani Putri Bogor: the strategy of mandatory daily Arabic speaking, the discussion strategy, the storytelling strategy, and the explanation strategy.
Construction of Indonesian Islamic Identity and Religious Moderation in the Song Yalal Wathan: A Semiotic Analysis in the Digital Public Sphere Muhammad Purwanto; Bambang Priyowahono; Puji Rahayu; Rahmat Prayogi
International Journal of Language and Culture Vol. 4 No. 1 (2026): International Journal of Language and Culture
Publisher : CV. Goresan Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63762/ijolac.v4i1.69

Abstract

The digital public sphere frequently triggers echo chambers and ideological polarization that threaten national harmony, where religious songs such as Yalal Wathan risk being consumed merely as superficial entertainment without deep meaning regarding religious moderation. This study aims to unpack the mechanisms of multimodal semiotics in reconstructing Indonesian Islamic identity and the institutionalization of religious moderation on social media. Employing a descriptive-analytic qualitative method with a netnographic approach, this study integrates the semiotic theories of Charles Sanders Peirce and Roland Barthes to examine content on YouTube, Instagram, and TikTok. Findings show that the synergy of iconic signs, indexical national march rhythms, and symbolic Arabic-Javanese lyrics successfully fuses religiosity with nationalism. Within the Barthesian signification system, the integration of denotation and connotation produces a myth that naturalizes the values of Islam Wasathiyah (moderate Islam) while serving as an effective cultural counter-narrative against digital radicalism. It is recommended that the Ministry of Religious Affairs and religious organizations formulate a digital literacy curriculum based on popular culture and collaborate with content creators to produce creative national narratives to organically maintain social harmony.
The Role of Driving Teachers in Shaping Student Character: A Case Study at SD Negeri 168 Palembang Siti Ayu Aisyah; Abdurrahmansyah Abdurrahmansyah; Mardiah Astuti
International Journal of Language and Culture Vol. 4 No. 1 (2026): International Journal of Language and Culture
Publisher : CV. Goresan Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63762/ijolac.v4i1.70

Abstract

Abstract Character development is a fundamental aspect of primary education that focuses not only on academic achievement but also on cultivating students’ positive attitudes, values, and behaviors. In this context, Guru Penggerak (Teacher Leaders) hold a strategic position as instructional leaders who promote student-centered learning environments and character development. This study aims to analyze the role of Guru Penggerak in shaping students’ character at SD Negeri 168 Palembang and to identify the strategies and supporting factors involved in its implementation. This study employed a qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and documentation involving Guru Penggerak, teachers, the school principal, and students as sources of information. The findings indicate that Guru Penggerak contribute to students’ character development through role modeling, habituation of positive behavior, student-centered learning, reinforcement of discipline and responsibility, and collaboration among school members. These practices contribute to the development of students’ religious character, discipline, independence, responsibility, and mutual cooperation. The study highlights the importance of strengthening the role of Guru Penggerak as agents of educational transformation in establishing a sustainable school culture that supports students’ character development.  
Vocabulary Content Analysis of Units One and Two in Book Ten of the Al-'Arabiyyah Bayna Yaday Awladina Series Based on Nasir al-Ghali and Abdul Hamid Abdullah's Vocabulary Selection Criteria: تحليل محتوى مفردات الوحدتين الأولى والثانية من الكتاب العاشر لسلسلة "العربية بين يدي أولادنا" في ضوء معايير اختيار المفردات عند ناصر الغالي وعبد الحميد عبد الله Kurnia Mei Sari; Mulyadi Mulyadi; Ach. Thabrani
International Journal of Language and Culture Vol. 4 No. 1 (2026): International Journal of Language and Culture
Publisher : CV. Goresan Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63762/ijolac.v4i1.71

Abstract

This study aims to analyze the vocabulary content of Units One and Two of Book Ten in the Al-'Arabiyyah Bayna Yaday Awladina series in light of the vocabulary selection criteria proposed by Nashir Abdullah al-Ghali and Abdul Hamid Abdullah, by presenting and classifying the vocabulary and examining the extent of its conformity with those criteria. The study employed a descriptive-analytical method with a qualitative approach through content analysis and library research; data were collected through documentation and observation of the two units and analyzed using the Miles and Huberman model. The findings show that the two units contain a total of 80 vocabulary items (36 in Unit One and 44 in Unit Two), dominated by nouns (54), followed by verbs (17), multi-word expressions (6), and particles (3), with varying levels of difficulty. Al-Ghali and Abdul Hamid's criteria comprise eleven principles, and the vocabulary of both units conforms to them to a high degree overall, although conformity is clearest for linguistic correctness, literal-before-figurative meaning, proximity, and the cultural principle, while ease of pronunciation/writing and lexical polysemy require more nuanced judgment. These findings carry direct pedagogical implications: teachers of Arabic as a foreign language (BIPA) can use them to flag potentially ambiguous or difficult-to-pronounce vocabulary before instruction, while curriculum designers and textbook authors can apply Al-Ghali and Abdul Hamid's criteria as an evaluative tool when preparing or reviewing similar teaching materials. The study recommends extending the analysis to the remaining units of the book and using specialized frequency dictionaries for a more precise measure of the frequency criterion.
Strategi Klinik Nahwu dalam Kegiatan Ekstrakurikuler untuk Mengatasi Kesulitan Belajar Tata Bahasa Arab: استراتيجيات عيادة النحو في الأنشطة الإضافية لمعالجة صعوبات تعلم النحو Elvira Roza; Fajar Ledianto; Ach. Tabrani
International Journal of Language and Culture Vol. 4 No. 1 (2026): International Journal of Language and Culture
Publisher : CV. Goresan Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63762/ijolac.v4i1.72

Abstract

Tata bahasa Arab (nahwu) merupakan pilar utama untuk menguasai lisan berbahasa Arab dan menyingkap rahasia bahasanya, karena ilmu ini dipandang sebagai kunci utama untuk memahami teks serta meresapi makna. Terlepas dari kedudukannya yang mapan dan perannya yang krusial, realitas di lapangan menunjukkan bahwa banyak santri/siswa yang terus-menerus merasa bahwa tata bahasa Arab itu sulit dan rumit. Hal ini menyebabkan keengganan untuk memperdalam pemahaman dan lemahnya penguasaan mereka terhadap kaidah-kaidahnya. Kontradiksi antara pentingnya ilmu ini dan sulitnya mempelajarinya melahirkan kebutuhan mendesak bagi para pendidik untuk menerapkan strategi pembelajaran modern dan mudah dipahami, yang melampaui metode tradisional serta memperhatikan perbedaan individual. Dalam konteks ini, Pondok Pesantren Sulaiman Al-Fauzan di Bangkinang menghadirkan model pembelajaran yang unik untuk menjembatani kesenjangan tersebut. Pesantren ini memprakarsai kegiatan tambahan dan program remedial khusus yang dikenal dengan sebutan "Klinik Nahwu", yang dirancang khusus untuk mengurai kendala pembelajaran nahwu di kalangan santriwati di lembaga tersebut serta memfasilitasi pencapaian akademik mereka melalui pendekatan pedagogis interaktif. Penelitian ini bertujuan untuk mengungkap strategi pembelajaran yang diterapkan di klinik ini guna mengatasi kesulitan-kesulitan tata bahasa yang dihadapi para santriwati. Untuk mencapai tujuan tersebut, penelitian ini menggunakan pendekatan lapangan kualitatif deskriptif-analitis, dengan memanfaatkan wawancara, observasi, dan dokumentasi untuk pengumpulan data, yang kemudian dianalisis menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa terdapat enam strategi yang digunakan dalam pembelajaran nahwu untuk mengatasi kesulitan belajar tata bahasa di Pondok Pesantren Sulaiman Al-Fauzan: strategi induktif, strategi deduktif, strategi teks kontekstual, strategi pemecahan masalah (problem-solving), strategi dialog dan diskusi, serta strategi pemetaan pikiran dan kognitif (mind and cognitive mapping). Strategi-strategi ini berkontribusi dalam mengatasi kesulitan belajar nahwu dengan mengubah materi tata bahasa yang kaku menjadi praktik fungsional, mengurangi kecemasan terhadap nahwu sekaligus meningkatkan rasa percaya diri, serta meningkatkan taraf kognitif para santriwati dalam memahami ilmu tata bahasa Arab.
“Reconstructing Islamic Religious Education in the Era of Artificial Intelligence: Integrating AI Literacy, Digital Ethics, and Quranic Values” Agus Rifki Ridwan; Ferry Heryadi; Zaenal Abidin; Hesta Rafmana; Nuryani Nuryani; Siti Murtosiah
International Journal of Language and Culture Vol. 4 No. 1 (2026): International Journal of Language and Culture
Publisher : CV. Goresan Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63762/ijolac.v4i1.75

Abstract

The advancement of Artificial Intelligence (AI) has brought about significant changes in educational processes—including Islamic Religious Education (PAI)—while simultaneously presenting challenges regarding technological literacy, academic integrity, digital ethics, and student character development. This study aims to reconstruct PAI instruction in the AI ​​era by integrating AI literacy, digital ethics, and Qur’anic values ​​as a pedagogical and ethical foundation for technology utilization. A qualitative approach was employed, utilizing a literature review method to analyze scholarly works on AI in education, AI literacy, digital ethics, Islamic education, and Qur’anic values. Data were analyzed using a descriptive-analytical method involving stages of identification, classification, interpretation, synthesis, and conceptual formulation. The findings indicate that PAI instruction in the AI ​​era requires reconstruction—shifting from a knowledge-transfer orientation toward transformative learning that integrates technological competence with character (akhlaq) development. This reconstruction yields an integrative framework encompassing critical AI literacy, responsible digital ethics, and the internalization of values ​​such as *tabayyun* (verification), *amanah* (trustworthiness), honesty, responsibility, and *maslahah* (public interest/well-being). The study highlights the need to strengthen the role of PAI teachers as educators, ethical guides, and AI literacy facilitators in shaping students who are both technologically adaptive and grounded in Qur’anic character.
Training Of Trainers (TOT) for the Implementation of the BBQ Karimah Method in Quranic Teaching at Ma’had Al-Barokah Semarang Dutha Bahari Esa Tyas Kurtubi Putra; Sujito Sujito; Giyoto Giyoto
International Journal of Language and Culture Vol. 4 No. 1 (2026): International Journal of Language and Culture
Publisher : CV. Goresan Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63762/ijolac.v4i1.77

Abstract

The goal of this program is to provide skills in teaching the Quran to teachers and staff of Ma'had Al-Barokah Semarang. The specific target is to increase knowledge and skills in the Karimah method for teaching the Quran so that it can be transmitted to students. The problem in learning the Quran is the inaccuracy and ineffectiveness of the learning methods used. Therefore, the current problems in Islamic educational institutions need to be addressed by increasing knowledge and skills through the simple, easy, and enjoyable BBQ Karimah method. Teachers' proficiency in reading the Quran varies; some are not yet fluent, while others are already fluent. The Training of Trainers (TOT) participants comprised 16 men and 23 women; some had previously received BBQ Karimah training during the prior academic year, while others had never undergone such training at all. The method used in this program is a participatory method. Participants are given intensive training and guidance on the Karimah method for learning for students and Muslims in general. The result of this activity is that participants can understand the BBQ Karimah method and have teaching skills in the educational unit of Ma'had Al-Barokah Semarang.
Implementation of the Savi Learning Model and Changes in Arabic Language Learning Achievement Among Seventh-Grade Female Students at Ma’had Safeera Garut Kamila Nindia Nur Asyifa; Syirojul Huda; Nuradi Nuradi
International Journal of Language and Culture Vol. 4 No. 1 (2026): International Journal of Language and Culture
Publisher : CV. Goresan Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63762/ijolac.v4i1.83

Abstract

Arabic language learning at the junior secondary level requires approaches that actively engage students and support measurable achievement. This study examines the implementation of the Somatic, Auditory, Visual, and Intellectual (SAVI) model and changes in Arabic learning achievement among seventh-grade female students at Ma’had Safeera Garut. Achievement covered vocabulary, dialogue comprehension, expressions, sentence structures, and analysis of simple dialogues and texts on فِي حَدِيقَةِ الْحَيَوَانَاتِ (At the Zoo). This quantitative study employed a pre-experimental One-Group Pretest–Posttest Design without a control group. Participants were 33 students selected through total sampling. Data were collected through observation and achievement tests and analyzed using the Shapiro–Wilk test, Wilcoxon signed-rank test, and N-Gain analysis. The SAVI implementation involved physical, auditory, visual, and intellectual activities. Mean achievement scores increased from 15.85 to 31.27, a gain of 15.42 points. The Wilcoxon test indicated a statistically significant pretest–posttest difference (Asymp. Sig. (2-tailed) < 0.001). Mean N-Gain was 0.852 (85.16%), categorized as high, based on 32 students eligible for calculation. These findings indicate improved achievement following SAVI implementation; however, the one-group design without a control group prevents attributing the improvement solely to SAVI. Findings should be interpreted within the study’s participant and design limitations.
Evaluating Imla’s Content and Exercises in Al-‘Arabiyyah Bayna Yadayk Book 3 Based on Al-Khuli’s Criteria Elrasyidi Elrasyidi; Mulyadi Mulyadi; Arif Taufikurrahman
International Journal of Language and Culture Vol. 4 No. 1 (2026): International Journal of Language and Culture
Publisher : CV. Goresan Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63762/ijolac.v4i1.85

Abstract

Imla’ (Arabic dictation and orthography) underpins writing skills, yet imla’ units in textbooks used by Indonesian learners are rarely evaluated against explicit criteria, and Al-Khuli’s criteria have not been applied to Al-‘Arabiyyah Bayna Yadayk. This study evaluates the cognitive–cultural content and exercises of the 16 imla’ units of Book 3 used by eighth-grade students at the Tarbiyah Institute, Sukabumi, based on 17 Al-Khuli criteria. A qualitative descriptive design combining library research and content analysis was used, with the textbook as primary data and interviews with imla’ teacher and students as supporting data for triangulation, not for rating. Data were analyzed with the Miles–Huberman model, and each criterion was rated Met, Largely met, Partly met, or Not met. Eleven criteria were met, three largely met, one partly met, and two not met. The content suits learners’ age and values, conveys Arab-Islamic culture, and is useful, but some topics are repeated, Unit 11 exceeds the learners’ level, and Units 3 and 7 lack Indonesian context. The exercises are sufficient, varied, and graded, yet include no homework or self-assessment. The book needs homework tasks, self-assessment with answer keys, and exercises on first-language interference.

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