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Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab
Published by Universitas Islam Internasional Darullughah Wadda'wah
ISSN : 26232421     EISSN : 26542579     DOI : https://doi.org/10.38073/lughawiyyat
Core Subject : Religion, Education,
Religion Education Languange, Linguistic, Communication & Media Other
The focus and scope of Lughawiyyat addresses Arabic language and literature education areas in the context of Arabic as a foreign and second language, such as: Arabic Linguistics Arabic Learning Strategies Arabic Language Learning Methodology Arabic Learning Media Arabic Language Learning Technology Arabic literature Arabic Comparative Literature Arabic Philology Arabic Literary Critics
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 111 Documents
 8   9   10   11   12 
Immersive Learning through Audio-Visual Media: Reconstructing Arabic Language Teaching for the Digital Generation Rizki Meilizia, Dara; Yul, Widiya; Andrian, Riko
Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 8 No. 2 (2025): Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Fakultas Tarbiyah Program Studi Pendidikan Bahasa Arab Universitas Islam Internasional Darullughah Wadda'wah Bangil Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/lughawiyyat.v8i2.2586

Abstract

The lack of engaging instructional media in Arabic language education remains a persistent issue in the educational domain. This study aims to examine the extent to which the implementation of audio-visual media, as a response to digital-based learning, has contributed to the improvement of female students’ learning outcomes at Ma’had Al-Jami’ah IAIN Kerinci. Employing a qualitative method with a grounded theory approach, data were collected through observations, interviews, and documentation within the Arabic specialization program that incorporates audio-visual media in its instructional process. The findings reveal that instructional media remain largely dominated by traditional approaches, which have yet to fully accommodate the diverse learning styles of female students. These findings underscore the importance of integrating technology into the learning process in this digital era. The final results of this study indicate that the use of audio-visual-based instructional media in Arabic language education actively contributes to enhancing both student engagement and academic achievement. This is evidenced by a more enjoyable and dynamic learning environment. This research calls on Arabic language educators to optimize the use of digital-based learning media for female students, suggesting that with varied content delivery formats, audio-visual media presents a viable solution for interactive 21st-century learning.
Semantic Shift in Arabic Vocabulary from Classical to Contemporary Usage: An Analytical Study of Modern Terms Ghina Hajidah Manaf; Nur Hasan; Muhammad Ichsan
Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 9 No. 1 (2026): Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Fakultas Tarbiyah Program Studi Pendidikan Bahasa Arab Universitas Islam Internasional Darullughah Wadda'wah Bangil Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/lughawiyyat.v8i2.3127

Abstract

Language is an evolving entity shaped by the communicative needs of its speakers. In the context of modern Arabic, changes in word meanings are one form of adaptation to the advancement of time. This study aims to analyze the semantic shifts of five Arabic vocabulary items from the classical to the modern era, identify the types of changes, and explore the underlying causes. A qualitative descriptive approach is employed, using lexical semantic analysis based on literature review. Data were collected by compiling a list of vocabulary items that exhibit meaning shifts, tracing their usage in modern sources, and comparing them with their classical meanings found in secondary references. The primary data source is the modern dictionary Mu'jam al-Ma'ani, while classical meanings are drawn from journal articles as supporting references. The findings reveal that semantic expansion is the most dominant type of change, followed by shift and total change. The contributing factors include technological development, semantic association, and the need for modern terminology. This study highlights that modern Arabic demonstrates a high degree of flexibility in adopting new terms without losing the roots of classical meanings.
Authentic Happiness in the Poem Thabat Biki Al-Ayyama Wa Frahtahu by Ibrahim Naji: A Martin Seligman Perspective Zaqhlul Ammar; Novia Fatma Azzahra; M. Anwar Mas`adi; Sulthan Naufal
Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 8 No. 2 (2025): Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Fakultas Tarbiyah Program Studi Pendidikan Bahasa Arab Universitas Islam Internasional Darullughah Wadda'wah Bangil Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/lughawiyyat.v8i2.3135

Abstract

This research aims to identify and describe the aspects of happiness in the poem “Thabat Biki Al-Ayyama Wa Frahtahu” by Ibrahim Naji based on Martin Seligman's Authentic Happiness theory. This research is a descriptive qualitative research. The data taken comes from the text of Ibrahim Naji's poems based on the positive psychology approach and were collected using a reading-and-note technique that involved intensive reading and textual analysis. The result of this research is that there are three dimensions of happiness: Pleasant Life, Good Life, and Meaningful Life, which are depicted through the struggle, love, and hope of the character “I”. The analysis found that the character “I” achieved authentic happiness through deep reflection, emotional management, and the search for the meaning of life. Although the poem appears melancholic, elements of happiness are explicitly and implicitly present, making it a complex yet positive emotional representation. This study confirms that happiness can be found through the integration of positive emotions with a deeper meaning of life, in accordance with the principles of positive psychology.
Daur at-Tiknūlūjiyā ar-Raqmiyyah fī Ta‘līm al-Lughah al-‘Arabiyyah fī Indūnīsiyā: Dirāsah Tārīkhiyyah wa Naw‘iyyah wa Fawā’idiyyah: Syamsul Hadi; Syamfa Agny Anggara
Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 9 No. 1 (2026): Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Fakultas Tarbiyah Program Studi Pendidikan Bahasa Arab Universitas Islam Internasional Darullughah Wadda'wah Bangil Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/lughawiyyat.v9i1.3405

Abstract

In this digital era, technology has infiltrated all aspects of our life, including the field of learning process. the rapid advancement of technology has had a significant impact on the methods of Arabic language learning. The use of digital technology in Arabic language learning has become a necessity to achieve better learning quality and effectiveness in the learning process. The purpose of this research is to explore the role of digital technology in Arabic language learning in Indonesia from historical, typological, and functional perspectives. The study employs a qualitative approach using library research, through a comprehensive analysis of books, journal articles, and educational reports related to Arabic digital learning. The findings based on the synthesis of these scholarly sources show that the use of digital technology in Arabic language learning has evolved historically from visual aids and basic media into interactive and AI-based learning platforms. In addition, various types of technologies contribute differently to improving the quality of learning, enriching student engagement, facilitating access to information, and enhancing comprehension. Overall, digital technology plays an essential role in modernizing Arabic language learning in Indonesia and continues to drive innovation in the field.
Majallat al-Ibdāʿ and Arabic Vocabulary Enhancement: An Experimental Study Muhammad Farid Shafaruddin; Yusuf Arisandi
Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 7 No. 2 (2024): Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Fakultas Tarbiyah Program Studi Pendidikan Bahasa Arab Universitas Islam Internasional Darullughah Wadda'wah Bangil Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/lughawiyyat.v7i2.4566

Abstract

Abstract Vocabulary acquisition remains a central challenge in Arabic language learning, particularly in non-Arabic speaking educational contexts. This study investigates the effectiveness of Majallat al-Ibdāʿ as a magazine-based instructional medium for enhancing Arabic vocabulary acquisition among senior high school students. A quasi-experimental pre-test–post-test control group design was employed, involving 60 third-grade students divided into experimental and control groups. The experimental group received structured vocabulary instruction through thematic integration of Majallat al-Ibdāʿ, while the control group was taught using conventional vocabulary teaching methods. Quantitative data were collected through standardized vocabulary tests measuring both receptive and productive vocabulary knowledge, and were analyzed using independent samples t-test and Cohen’s d effect size. Results revealed a statistically significant difference between the two groups (p < .01), with the experimental group demonstrating substantially higher vocabulary gains (M = 18.9) compared to the control group (M = 8.3). The calculated effect size (d = 1.45) indicated a large instructional impact. Qualitative findings further showed that students exposed to magazine-based instruction demonstrated deeper contextual usage and stronger semantic integration of newly learned vocabulary. These findings suggest that structured integration of thematic student magazines can serve as an effective and pedagogically viable strategy for vocabulary enhancement in Arabic language education. Keywords: Arabic vocabulary acquisition, magazine-based instruction, contextual learning
Improving Arabic Reading Skills through Al-Wadlih Grammar Instruction in Islamic Boarding Schools Nur Rohman; Syamfa Agny Anggara
Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 6 No. 2 (2023): Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Fakultas Tarbiyah Program Studi Pendidikan Bahasa Arab Universitas Islam Internasional Darullughah Wadda'wah Bangil Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/lughawiyyat.v6i2.5634

Abstract

Arabic reading skill is a central competency in Islamic boarding school education because it enables students to access classical Islamic texts and understand Arabic sources accurately. However, many students still experience difficulty applying grammatical knowledge to reading practice, even after learning basic rules of nahwu. This study examines the effectiveness of Al-Wadlih-based grammar instruction in improving Arabic reading skills among secondary-level students in Indonesian Islamic boarding schools. The study employed a quantitative experimental design involving second-grade secondary students at Mambaul Hikmah Islamic Boarding School in Tegal and Darussalam Islamic Boarding School in Brebes. The experimental groups received grammar instruction using selected materials from Al-Wadlih, while the control groups continued learning through the previously used grammar text. The intervention was conducted in eight meetings, each lasting 45 minutes, through opening activities, review, grammar explanation, guided exercises, and reading application. Data were collected through pre-tests, post-tests, observation, interviews, and questionnaires, and analyzed using descriptive statistics and t-test analysis. The findings show that Al-Wadlih-based instruction significantly improved students’ Arabic reading skills in both schools. At Mambaul Hikmah, the obtained t-value was 4.534, while at Darussalam the obtained t-value was 3.125; both exceeded the critical t-table values at the 0.05 and 0.01 significance levels. These results indicate that Al-Wadlih can function as an effective pedagogical bridge between grammar mastery and Arabic reading competence. The study contributes to Arabic language education by highlighting the importance of contextual, exercise-based, and reading-oriented grammar instruction in pesantren learning
Developing Kitab al-Mu‘in al-Mubin-Based Teaching Materials to Enhance Arabic Speaking Skills among Beginner Learners Maulid Johansyah; Moh. Tohiri Habib
Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 6 No. 2 (2023): Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Fakultas Tarbiyah Program Studi Pendidikan Bahasa Arab Universitas Islam Internasional Darullughah Wadda'wah Bangil Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/lughawiyyat.v6i2.5636

Abstract

Arabic speaking instruction for beginner learners often faces a persistent gap between grammatical knowledge and oral communicative performance. Many learners are able to recognize vocabulary and understand Arabic rules, yet they still struggle to apply them accurately and confidently in spoken interaction. This study aims to describe the development of Kitab al-Mu‘in al-Mubin-based teaching materials and examine their effectiveness in enhancing Arabic speaking skills among beginner learners. The study employed a research and development design supported by quantitative and qualitative approaches. It was conducted at Al-Bahjah Islamic Boarding School, Cirebon, West Java, Indonesia, involving students from the second level of the tafaqquh program. Data were collected through interviews, questionnaires, and tests. The developed material integrated vocabulary support, functional grammar, introductory models, and applied oral examples to help learners connect linguistic knowledge with speaking practice. The effectiveness test involved an experimental group and a control group, each consisting of 45 students. The results showed that the experimental group achieved a higher mean score than the control group, with 84.7778 compared to 57.8889. The independent sample t-test indicated a significant difference between the two groups, with t = 15.229, df = 88, and Sig. (2-tailed) = .000. These findings demonstrate that Kitab al-Mu‘in al-Mubin-based teaching materials significantly improve beginner learners’ Arabic speaking skills. The study contributes to Arabic language pedagogy by offering a contextual model that integrates vocabulary, grammar, and guided oral practice in pesantren-based Arabic instruction.
From Morphology to Speaking: Developing an Al-Amthilah al-Taṣrīfiyyah Companion Book for Beginner Arabic Learners Syahrul Iswan; Asep Sunarko
Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 7 No. 2 (2024): Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Fakultas Tarbiyah Program Studi Pendidikan Bahasa Arab Universitas Islam Internasional Darullughah Wadda'wah Bangil Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/lughawiyyat.v7i2.5641

Abstract

Traditional Arabic morphology instruction often enables beginner learners to memorize conjugational patterns without adequately supporting their application in meaningful language use. This study aimed to develop, validate, and evaluate a bilingual Arabic–Indonesian companion book for Al-Amthilah al-Taṣrīfiyyah that connects morphological knowledge with sentence construction and guided speaking practice. The study employed an educational research and development design integrating qualitative and quantitative approaches. It involved forty-five third-grade ibtidāʾī students at Darullughah Wadda’wah Ba‘alawi Islamic Boarding School, Bangil, East Java, Indonesia. Six students participated in a limited trial, while two experts evaluated the content and instructional design. Data were collected through classroom observation, semi-structured interviews, validation questionnaires, student responses, and pretest–posttest instruments. The developed product contained bilingual explanations, vocabulary meanings, contextual examples, learning instructions, and structured exercises organized into eight instructional units. Expert validation produced an overall feasibility score of 90.4 percent, classified as very good. Student feedback prompted revisions to typography, color, images, and instructional presentation. Quantitative findings showed that the mean score increased from 67.78 (SD = 28.50) on the pretest to 89.24 (SD = 18.52) on the posttest. The difference was statistically significant, t(44) = 5.59, p < .001, with a large within-participant effect, d<sub>z</sub> = .83. These findings indicate that the companion book effectively strengthened learners’ functional morphological mastery. The study contributes a contextual model for transforming traditional ṣarf memorization into structured linguistic practice supporting beginner Arabic speaking instruction. Because the assessment primarily measured written morphological achievement, further research should examine transfer to spontaneous oral performance.
Al-Ṣarf al-Muyassar for Arabic Morphology Learning: Effects on Speaking and Reading Skills M. Adlika; Menik Mahmudah
Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 6 No. 2 (2023): Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Fakultas Tarbiyah Program Studi Pendidikan Bahasa Arab Universitas Islam Internasional Darullughah Wadda'wah Bangil Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/lughawiyyat.v6i2.5660

Abstract

Arabic morphology is often taught through rule memorization and conjugational paradigms, although its contribution to speaking and reading requires further empirical examination. This study investigated the implementation and effectiveness of Al-Ṣarf al-Muyassar: Taqrīb Lāmiyyat al-Afʿāl in improving students’ Arabic speaking and reading skills. A quantitative quasi-experimental design with a pretest–posttest control group was employed. The participants were 40 second-year secondary students at Darullughah Wadda’wah Islamic Boarding School, Bangil, Indonesia, divided into an experimental group and a control group of 20 students each. The experimental group received morphology instruction through simplified rules, root-and-pattern analysis, tables, guided exercises, reading activities, and oral sentence production, while the control group received conventional morphology instruction. Data were collected through speaking and reading tests, classroom observation, and teacher interviews. The experimental group’s mean score increased from 68.5 to 85.8, whereas the control group improved from 68.2 to 74.6. The posttest difference was statistically significant (p = .001), indicating that Al-Ṣarf al-Muyassar-based instruction produced stronger combined speaking and reading outcomes. The findings suggest that Arabic morphology becomes more effective when structural knowledge is connected with contextualized reading and oral production. This study contributes evidence that simplified and application-oriented morphology instruction can transform ṣarf from a memorized body of rules into a functional foundation for receptive and productive Arabic skills in an Indonesian Islamic boarding-school context.
Teaching Arabic Speaking through Concise Daily Expressions: Evidence from Two Indonesian Secondary Schools Ahmad Harzaqil; Mustahar Ali Wardana
Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 5 No. 2 (2022): Lughawiyyat: Jurnal Pendidikan Bahasa Dan Sastra Arab
Publisher : Fakultas Tarbiyah Program Studi Pendidikan Bahasa Arab Universitas Islam Internasional Darullughah Wadda'wah Bangil Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/lughawiyyat.v5i2.5666

Abstract

Concise daily expressions can bridge the gap between learners’ knowledge of Arabic vocabulary and grammar and their ability to communicate orally. This study examined the implementation of Kitāb al-‘Ibārāt al-Yaumiyyah al-Mūjazah in Arabic speaking instruction at Al-Khayriyyah Islamic Institute and Tihamah School in Cirebon, West Java. A qualitative comparative case-study design was employed, with data collected through classroom observations, semi-structured interviews, and document analysis. The data were analysed thematically through coding, categorization, within-case interpretation, and cross-case comparison. The findings revealed that both institutions used the book through explanation, teacher modelling, guided repetition, pronunciation correction, dialogue practice, and contextual speaking activities. Al-Khayriyyah integrated the expressions more systematically into daily Arabic routines, whereas Tihamah extended them through group conversations, speeches, public speaking, and dramatic performances. In both settings, the expressions helped students initiate speech, participate more actively, and develop greater confidence in oral interaction. Their effectiveness, however, depended on teacher mediation, institutional language environments, practice opportunities, learner readiness, time allocation, and supporting resources. Limited instructional time, differences in comprehension, and insufficient supplementary materials were the main constraints. The study concludes that concise daily expressions function most effectively as linguistic scaffolds when learners progress from memorization toward contextual substitution, interaction, and independent communication. The findings contribute a comparative institutional perspective to Arabic speaking pedagogy and highlight the importance of transforming formulaic expressions into flexible communicative resources.

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