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Septiana Azhar A. A
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Naatiq: Journal of Arabic Education
Published by Universitas Islam Tribakti Lirboyo Kediri
ISSN : -     EISSN : 30637767     DOI : https://doi.org/10.33367/naatiq
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Naatiq aims and focuses on publishing research-based and conceptual articles in the field of Arabic Language in educational context from researchers, academics, students, professionals, and practitioners from around the world. Naatiq is scope includes analysis on: Arabic as: first, second, and foreign Language Teaching and Learning, Technology of Arabic Language Teaching and Learning, Modern Standart Arabic Language Teaching and Learning, Arabic Language in Education Arabic, Testing and Assessment Arabic,Teaching Materials Arabic, Curriculum Design and Development, Applied Linguistics in the Arabic field Arabic, Translation Arabic Literature Discourse Analysis.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 2 (2025): December 2025" : 5 Documents clear
The Interventional Role of Arabic Teachers in Senior Secondary Schools’ Arabic Drama Instructional Classes in Ilorin, Nigeria Alfabanni, Tunde Ahmed
Naatiq: Journal of Arabic Education Vol. 2 No. 2 (2025): December 2025
Publisher : Universitas Islam Tribakti Lirboyo, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/naatiq.v2i2.7791

Abstract

Arabic drama is a distinct literary genre crucial in enhancing students’ linguistic proficiency, cultural understanding, and interpretative skills. However, in many Nigerian secondary schools, particularly in Ilorin, Arabic drama remains underutilised due to the limited pedagogical capacity of Arabic teachers and insufficient instructional integration. This paper investigates the interventional role of Arabic teachers in facilitating the teaching and learning of Arabic drama in senior secondary schools. This research explores how Arabic teachers function beyond traditional instruction by identifying student needs, adapting instructional strategies, and promoting cultural and performance-based learning within Arabic drama classes. The paper adopts a conceptual-descriptive approach, relying on an extensive review of academic literature, curriculum documents, drama texts and expert reflections. The findings reveal that qualified Arabic teachers significantly enhance students’ engagement and performance in Arabic drama by acting as facilitators, directors, counsellors and cultural interpreters. Teachers who integrate performance techniques, differentiated instruction and contextualised drama content contribute to improved language fluency, creative expression and cultural literacy among learners. The paper concludes that integrating qualified Arabic teachers into drama instruction is essential for enriching Arabic language education. It contributes a conceptual framework for rethinking Arabic drama pedagogy. It highlights the need for curriculum reform, teacher training and institutional support to optimise the interventional capacity of Arabic educators in Nigerian secondary schools.
Influence of Information and Communication Technology on Secondary School Students' Academic Performance in Arabic Language Taofeeq Olamilekan Sanusi
Naatiq: Journal of Arabic Education Vol. 2 No. 2 (2025): December 2025
Publisher : Universitas Islam Tribakti Lirboyo, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/v2i2.7013

Abstract

The study examined the influence of ICT on secondary school students' academic performance in the Arabic language in Kwara South of Nigeria. The study used a descriptive survey method with a population of 23,458 and 379 students from three Local Government Areas (LGAs) in Kwara South. The multistage sampling procedures involved purposive sampling to select three LGAs, stratified sampling to divide Kwara South into seven LGAs, and simple random sampling to select 30 public schools from each LGA. The Adapted Influence of ICT on Students' Performance Questionnaire (IICTAPQ) and Arabic Language Performance Test (ALPT) were used for data collection. The T-test method was adopted, and the data were analysed using Point-Biserial correlation statistics at a 0.05 significance level. The study found that audio-visual devices had a significant impact, but social media did not. The findings suggest that visual aids positively impact students' academic performance in Arabic, while social media does not. Therefore, visual aids are crucial for improving students' Arabic language skills. The study found that audio-visual devices positively impact secondary school students' academic performance in the Arabic language in Kwara South, Nigeria. However, social media negatively affects this performance. The study recommends using ICT-like visual devices, such as slides and projectors, to enhance students' interest and motivation in studying the language
Applying Humanistic Principles in Arabic Language Learning: A Literature Review on Developing Motivation and Learner Autonomy Muhammad Lutfi Asfihani; Hayyi Alawiyah Munidzar
Naatiq: Journal of Arabic Education Vol. 2 No. 2 (2025): December 2025
Publisher : Universitas Islam Tribakti Lirboyo, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/naatiq.v2i2.7039

Abstract

This study examines the application of humanistic principles in Arabic language learning, emphasizing their role in developing students' motivation and learning independence. The research employs a library research method by systematically reviewing primary and secondary sources including journal articles, research findings, and academic works published between 2015 and 2025 that are relevant to humanistic education, Arabic language pedagogy, motivation, and learner autonomy. Data were collected through documentation techniques and analyzed using content analysis and qualitative descriptive analysis. The analytical stages consisted of: (1) collecting and selecting relevant literature, (2) reducing data by identifying major themes, (3) classifying concepts based on the humanistic theories of Carl Rogers, Abraham Maslow, and Gestalt psychology, and (4) drawing inductive conclusions from recurring patterns and findings. The results indicate that the application of humanistic principles positively influences students’ motivation and learning independence. The research gap identified in this study lies in the limited number of investigations directly connecting humanistic pedagogy with the development of learning independence in Arabic language education. Most previous studies focus on school-level learners rather than university students, and longitudinal research remains scarce. Overall, this study concludes that the application of humanistic principles strengthens intrinsic motivation and fosters learner independence. Future research is recommended to adopt empirical and longitudinal approaches to explore the long-term effects of humanistic education and to develop specific instruments for measuring learning independence in Arabic language contexts.
Development of Arabic Language Learning Evaluation Media Through Wordwall Education Games for Year 8 Junior High School Student Pecangakan, Pemalang Muasomah; Khadiqoh, Nailil; Dzulkifli M. Mooduto; Moh. Nurul Huda
Naatiq: Journal of Arabic Education Vol. 2 No. 2 (2025): December 2025
Publisher : Universitas Islam Tribakti Lirboyo, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/naatiq.v2i2.7043

Abstract

Previous studies on Arabic language learning evaluation have shown that many schools still rely on traditional assessment methods, which often fail to comprehensively measure students’ actual learning competencies. Research on digital-based evaluation tools also indicates that interactive learning media can significantly enhance student engagement and performance compared to conventional paper-based test. Motivated by these findings, this research addresses the issue of Arabic language learning evaluation at Asy-Syafi’iyah Junior High School, which still predominantly uses written tests with paper media. Therefore, this study aims to develope an evaluation media for Arabic language learning using Wordwall educational games as an alternative assessment tool for Grade 8 students. This research employs the ADDIE development model, which consists of  five stages: Analysis, Design, Development, Implementation, and Evaluation. Data were collected through interviews, questionnaires, expert validation sheets, and learning outcome test. The findings show that the Word wall-based evaluation media achieved high validity score from content and media experts, indicating its appropriateness for classroom application. During implementation, students demonstrated higher engagement, lower anxiety, and improved test results compared to traditional evaluation methods. The evaluation result further confirm that the media is effective, user-friendly, and suitable as an alternative tool for assessing Arabic Learning outcome.  In conclusion, the develop Word wall educational games serve a valid, practical, and effective evaluation medium for Arabic language learning. This innovation supports the integration of technology and interactive assessment in line with the demands of modern education.
Using the Direct Method on the Speaking Skills for Eight Grade Students at Islamic Junior High School of Al-Munawaroh Jombang 05-lisa Ardiana fatmawati; Tika Mardiyah
Naatiq: Journal of Arabic Education Vol. 2 No. 2 (2025): December 2025
Publisher : Universitas Islam Tribakti Lirboyo, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/naatiq.v2i2.7473

Abstract

Speaking skills are one of the important skills in learning Arabic and are the main means of communication using Arabic. However, the difference in student backgrounds and lack of confidence made them feel embarrassed in speaking Arabic. For this reason, in the process of learning speaking skills, teachers use direct methods as their efforts. This study aims to describe the implementation of the direct method in improving students Arabic speaking skills. This study is using a qualitative study. Data were collected through observation, interview, and documentation. The data were analyzed by data reduction, data presentation, and conclusion/verification. The findings of this research are as follows: This research reveals that in using direct method in learning speaking skills, the teacher first prepares a lesson plan that includes the selection of materials, methods, media, strategies, and forms of evaluation. Evaluation is done through speaking skills assessment, oral test, and written exam. The challenges in applying this method include differences in educational backgrounds, limited vocabulary and self-confidence, and limited facilities. Teachers address these challenges through appropriate instructional strategies and improved learning support. Based on these findings, future research is recommended to examine the effectiveness of the direct method using quantitative or mixed method approaches, involve broader research settings, and explore its integration with other instructional strategies or learning media to further enhance student’s Arabic speaking skills

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