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ATHLA: Journal of Arabic Teaching, Linguistic, And Literature
Published by Universitas Islam Negeri Raden Mas Said Surakarta
ISSN : 27746488     EISSN : 27746461     DOI : https://doi.org/10.22515/athla.v5i1.9423
Core Subject : Religion, Education,
Religion Education Languange, Linguistic, Communication & Media
Journal of ATHLA focuses on Arabic language education as both a cultural-linguistic heritage and a dynamic field shaped by religious, historical, and pedagogical contexts. It explores Arabic not merely as a tool of communication but as a carrier of Islamic intellectual tradition and identity formation in diverse learning settings. The journal seeks to bridge classical and contemporary approaches to Arabic teaching, integrating insights from religious studies, applied linguistics, and humanities. Thus, it welcomes interdisciplinary contributions from scholars of Arabic language, Islamic education, and cultural studies.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 7 Documents
 1 
Search results for , issue "Vol. 6 No. 1 (2025)" : 7 Documents clear
Developing Sigil-Based Nahwu E-Module: Bridging Classical Arabic Grammar and Digital Pedagogy in Islamic Higher Education: Pengembangan E-Modul Nahwu Berbasis Sigil: Menjembatani Tata Bahasa Arab Klasik dan Pedagogi Digital di Pendidikan Tinggi Islam Niswatush Sholihah; Muhammad Mas'ud; Dhea Isfa’atin; Burhan Yusuf Habibi
ATHLA : Journal of Arabic Teaching, Linguistic and Literature Vol. 6 No. 1 (2025)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/athla.v6i1.10286

Abstract

Technological advancements necessitate that educators develop electronic teaching materials to help students grasp complex Nahwu concepts. In Islamic religious contexts, Nahwu plays a fundamental and strategic role in understanding religious texts. This study aims to develop a Sigil-based Nahwu e-module and analyze its effectiveness in instruction. The research employs the Borg & Gall R&D model, with stages encompassing data collection, planning, product development, validation, and field testing. Data were gathered through observation, interviews, documentation, questionnaires, and tests. The e-module’s feasibility, validated by design and content experts, met “very feasible” criteria. Small-group trials yielded a 93.1% score (excellent), and large-group trials achieved 91% (excellent). Learning mastery rates rose from 45.45% (pre-test) to 90.90% (post-test). Thus, the Nahwu e-module positively influences students’ learning processes. It enhances learning autonomy, interactivity, engagement, academic digital literacy, and material standardization. Additionally, this research strengthens competence in interpreting religious texts, underscores Arabic linguistics as foundational, not merely theoretical, for accurate Islamic understanding, and advances Islamic values through technology.
Integrating Rosetta Stone into Arabic Vocabulary Instruction: Enhancing Lexical Mastery in an Islamic Junior High School Context Afifah, Shery Fara; Salim, Agus; Ariyanti, Nova; Hilmi, Danial; Muhammad Setia
ATHLA : Journal of Arabic Teaching, Linguistic and Literature Vol. 6 No. 1 (2025)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/athla.v6i1.11105

Abstract

This study investigates the impact of the Rosetta Stone on students’ mastery of Arabic vocabulary in an Islamic school context. The method used in this study is a quasi-experimental design with a Nonequivalent Control Group Design. The researcher divided into two groups, namely the experimental class and the control class, each consisting of 24 students. The data collection technique was carried out through tests in the form of pretests and posttests to measure the level of vocabulary mastery of students before and after treatment. The results of the study showed that the use of the Rosetta Stone application had a positive and significant effect on increasing Arabic vocabulary mastery in middle-level students. There was a change in student learning behavior marked by activeness, independence, and enthusiasm in the learning process, while the teacher acted as a facilitator who encouraged the optimal use of technology to support learning effectiveness. This study emphasizes the importance of technology integration in teaching Arabic in Islamic school environments as a response to pedagogical challenges in the digital era. The results of this study contribute to innovation in technology-based Arabic learning that can be widely applied in Islamic educational institutions.
Integrating Artificial Intelligence (AI) in Diacritic Restoration and Arabic Text Translation: an Implementation of Chatgpt and Copilot in Digital Language Learning Kurniasih, Novita; Rio Kurniawan; Muhammad Burhanul Umam
ATHLA : Journal of Arabic Teaching, Linguistic and Literature Vol. 6 No. 1 (2025)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/athla.v6i1.11112

Abstract

This article departs from we are entering the industrial era 5.0. This makes the use of artificial intelligence (AI) in student learning, especially Arabic, increasingly relevant in the context of modern education. The presence of Artificial Intelligence / AI) as a learning solution for the digital era 5.0 increases learning and innovation in education to be more effective and efficient. This article explains the potential of Artificial Intelligence / AI) in the recognition and translation of texts from Indonesian to Arabic. The research method in this article is descriptive qualitative with literature, which includes analysis of various sources and views related to the utilization of Artificial Intelligence / AI) in the pronunciation and translation of Arabic texts. The results of the research show that in the development of the digital era, it is very possible to utilize Artificial Intelligence / AI) for the pronunciation and translation of Arabic texts. The implementation of its utilization by using ChatGPT and Copilot technology allows students or teachers to certify and translate Arabic text. This shows that the use of artificial intelligence (AI) is very effective so as to increase efficiency in learning activities.
Developing an Arabic Language Environment to Improve Arabic Speaking Skills in Islamic Junior High School Students: Pengembangan Bi’ah Lughawiyah untuk Meningkatkan Keterampilan Berbicara Bahasa Arab pada Siswa Sekolah Menengah Pertama Islam Barid, Barid Syamsiyah; Syarifah Musfirotun; Najih Fatha Shidqi
ATHLA : Journal of Arabic Teaching, Linguistic and Literature Vol. 6 No. 1 (2025)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/athla.v6i1.11213

Abstract

Creating a language-rich environment (Bi’ah Lughawiyah) is essential in Islamic schools to foster authentic and communicative Arabic use, bridging the gap between theoretical instruction and real-life language practice. This study aims to describe how Bi’ah Lughawiyah was implemented to improve Arabic speaking skills (Maharah Kalam) among students at Muhammadiyah Plus Junior High School, Salatiga. This qualitative case study employed thematic analysis following Braun & Clarke, with data collected via observation, in-depth interviews, and document analysis. Findings show that structured Arabic language programs such as Yaum al-‘Araby, Kampung Arab, Zaawiyatu al-Lughah, and the High Achievers Program (SB) significantly enhanced students’ willingness to speak Arabic, improved their vocabulary retention, and stimulated active participation in speech activities and competitions. These practices created a rich linguistic environment that fostered daily Arabic usage across formal and informal contexts. Theoretically, this study affirms the role of language-rich environments in promoting communicative competence. Practically, the habituation model offers a replicable framework for Islamic schools to cultivate authentic Arabic-speaking ecosystems, bridging classical language acquisition strategies with contemporary pedagogical approaches.
Storytelling Method in Arabic Language Learning: Enhancing Listening and Speaking Skills in Islamic Elementary Education Nela Erina; M. Afif amrulloh; Diki Nurwahidin
ATHLA : Journal of Arabic Teaching, Linguistic and Literature Vol. 6 No. 1 (2025)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/athla.v6i1.11341

Abstract

This study aims to enhance Arabic listening and speaking skills among Islamic elementary students through a puppet-based storytelling method that integrates Islamic intellectual heritage with contemporary pedagogical practices. Arabic is approached not merely as a communicative tool but as a medium of identity formation and transmission of Islamic cultural values. Conducted through Classroom Action Research (CAR) over two cycles in a sixth-grade class at SD IT Al-Abror, the study applied storytelling as a culturally embedded and spiritually enriching strategy that supports students’ linguistic development. Results indicated significant improvement in students’ listening and speaking abilities, particularly in content accuracy, fluency, pronunciation, intonation, and confidence, with listening scores rising from 61.84% (pre-cycle) to 77.68% (cycle II). The findings affirm that bridging classical Islamic pedagogies with modern narrative-based approaches fosters meaningful Arabic instruction grounded in religious, cultural, and educational contexts. This study contributes to the development of Arabic language education as both a cultural-linguistic heritage and a dynamic domain within Islamic elementary education.
Enhancing Arabic Speaking Skills through a WhatsApp-Based Communicative Approach in Islamic Higher Education: Pengembangan Keterampilan Berbicara Bahasa Arab melalui Pendekatan Komunikatif Berbasis WhatsApp di Perguruan Tinggi Keagamaan Islam Miswari, Miswari; Mufidah; Ulil Albab
ATHLA : Journal of Arabic Teaching, Linguistic and Literature Vol. 6 No. 1 (2025)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/athla.v6i1.11588

Abstract

The advancement of information technology has transformed language learning strategies, particularly in Arabic language education. This study explores the effectiveness of a WhatsApp-based communicative approach in developing Arabic speaking skills among students of the Arabic Language Education Department. Employing a qualitative case study design, the research involved classroom observations, semi-structured interviews, and document analysis of fourth-semester students at UIN Walisongo Semarang. Findings reveal that WhatsApp features such as voice notes, video sharing, and group discussions encouraged students' confidence in speaking, enhanced their multimedia learning experience, and supported the development of four core language skills: listening (istima’), speaking (kalam), reading (qira’ah), and writing (kitabah). The learning process became more flexible, collaborative, and context-oriented. However, challenges such as unequal participation and limited access to technology persist. The study recommends integrating WhatsApp into Arabic language curricula, accompanied by technology-based assessment and cross-platform collaboration, to foster a relevant and participatory learning ecosystem tailored to the digital-native generation.
Exploring Students’ Preferences and Satisfaction in Using Digital Media for Arabic Language Learning in Islamic Higher Education Muhammad Zaenuri; Machmud Yunus; Muhammad Zaky Sya'bani; Zainal Arifin Ahmad
ATHLA : Journal of Arabic Teaching, Linguistic and Literature Vol. 6 No. 1 (2025)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/athla.v6i1.11998

Abstract

This study investigates students’ preferences and satisfaction regarding the use of digital media in Arabic language learning at Islamic universities. This study uses a qualitative approach with a survey method. The data collection technique was through an online questionnaire distributed to students of the Arabic Language Education study program at three Islamic religious universities. The data was analyzed with descriptive statistics to determine the preferences of media use and the level of satisfaction of students with the media they used. The results of the study show that the majority of students choose digital media that are audiovisual and interactive in supporting the learning of receptive skills and Arabic grammar, such as Duolingo, Memrise, Al Jazeera Learning, YouTube, Google Translate, Ma'ani Dictionary, DeepL, Gemini AI, TikTok, cakeAI, and ChatGPT. Among these media, the most widely used media by students are YouTube, 40.8%, and Google Translate, 31.5%, and the rest are other media. Specialized learning apps like Duolingo and Memrise are used on a limited scale. In terms of satisfaction, 97.6% of respondents felt satisfied to be very satisfied with the use of digital media. The factors of ease of use, accessibility, a large selection of materials and increasing motivation to learn are the main reasons for the high level of satisfaction. The findings suggest that digital media holds significant potential for further development as an effective and adaptable tool for Arabic language instruction in modern educational contexts.

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