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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 24 Documents
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Implementation of Explicit Instruction Strategy in Muhadatsah Material for ADHD Students in Inclusive Classrooms Laili Mas Ulliyah Hasan; Muhammad Tareh Aziz; Muhammad Rido’i
Naatiq: Journal of Arabic Education Vol. 3 No. 1 (2026): June 2026
Publisher : Universitas Islam Tribakti Lirboyo, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/naatiq.v3i1.7156

Abstract

Teaching muhadatsah (Arabic conversation) in inclusive classrooms presents challenges, particularly for students with Attention Deficit Hyperactivity Disorder (ADHD) who experience difficulties in attention regulation, focus, and verbal expression. Previous studies have discussed ADHD in general language learning contexts; however, research focusing on muhadatsah instruction using structured strategies in inclusive Islamic secondary schools remains limited. This study aims to examine the implementation of the Explicit Instruction strategy in muhadatsah learning to enhance engagement, speaking confidence, and communication independence among ADHD students. This research employed a qualitative approach with a case study design conducted at MTs Wachid Hasyim Surabaya. The participants consisted of five eighth-grade students diagnosed with ADHD, one inclusive education teacher, and Arabic language subject teachers as key informants. Data were collected through classroom observations, semi-structured interviews, and documentation of learning activities, and analyzed using thematic analysis involving data reduction, categorization, and interpretation. The findings indicate that Explicit Instruction, supported by visual media and paired practice, facilitated students’ understanding of sentence structures, increased verbal participation, and encouraged greater independence in responding during muhadatsah activities. Indicators of effectiveness were observed in improved attention during learning, increased speaking courage, more frequent student-initiated responses, and reduced dependence on teacher guidance. This study highlights the uniqueness of applying Explicit Instruction in muhadatsah learning as an adaptive and effective approach for addressing the specific needs of ADHD students in inclusive Islamic school settings. 
Integration of Interactive Digital Media with Psycholinguistics and Ethnolinguistics to Enhance Students’ Arabic Reading Competence Via Azka Lazuardina; Mochammad Imam Machfudi
Naatiq: Journal of Arabic Education Vol. 3 No. 1 (2026): June 2026
Publisher : Universitas Islam Tribakti Lirboyo, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/naatiq.v3i1.8643

Abstract

The rapid development of digital technology has transformed language learning practices, yet Arabic reading instruction in many educational contexts still relies on conventional and text-centered approaches. This condition creates a gap between students’ cognitive needs and the learning environment, particularly in developing reading competence. Empirical data indicate that students’ Arabic reading proficiency remains at a low level, with national surveys showing that fewer than 40% of Indonesian secondary school students are able to comprehend Arabic texts beyond the literal level (refer to relevant national literacy data). Previous studies have highlighted the benefits of digital media in language learning; however, limited research integrates psycholinguistic and ethnolinguistic perspectives within interactive digital media for Arabic reading instruction. This gap is significant because psycholinguistic factors – such as cognitive processing, working memory, and inferential ability – alongside ethnolinguistic factors – such as cultural relevance and contextual meaning- making – are both essential dimension that determine reading comprehension quality. This study aims to examine the effectiveness of integrating interactive digital media grounded in psycholinguistic and ethnolinguistic principles to improve students’ Arabic reading competence. The study employed a quasi-experimental design with a pre-test and post-test control group structure conducted at a secondary-level educational institution (MTs). Data were collected through reading comprehension tests administered as pre-test and post-test. The results reveal that the experimental group achieved a significantly higher mean post-test score (M = 91.96) compared to the control group (M = 81.90), with a mean difference of 10.068 (p<.001), indicating a significant improvement in literal comprehension, inferential understanding, and vocabulary mastery. This study concludes that the integration of interactive digital media supported by cognitive and cultural approaches effectively enhances Arabic reading competence and offers a viable instructional model for Arabic language education in the digital era. 
Morphological Ambiguity in Arabic: Challenges and Computational Solutions Idris Idris Abubakar unais
Naatiq: Journal of Arabic Education Vol. 3 No. 1 (2026): June 2026
Publisher : Universitas Islam Tribakti Lirboyo, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/naatiq.v3i1.9370

Abstract

Arabic Morphological ambiguity presents one of the most persistent obstacles in computational text analysis, stemming from the language's derivational architecture, the widespread omission of diacritical marks, and the capacity of a single root to generate dozens of surface forms sharing identical consonantal skeletons. This challenge is particularly acute in Arabic natural language processing, where accurate morphological interpretation underpins higher-level tasks such as machine translation, information retrieval, sentiment analysis, and automated text understanding. This study critically reviews how modern computational systems address morphological ambiguity in Arabic, tracing the evolution from rule-based analyzers to statistical models, and ultimately to deep learning and Large Language Models (LLMs). A descriptive-analytical approach was applied through a critical narrative review of foundational and contemporary literature in Arabic NLP. The findings indicate that while rule-based systems established morphological coverage, they lacked contextual disambiguation. Statistical systems achieved meaningful accuracy gains (exceeding 96% in POS tagging) by integrating supervised classification. Transformer-based architectures—particularly AraBERT, MARBERT, and CAMeLBERT—have since delivered state-of-the-art results by attending to broad contextual cues, with MARBERT showing superior performance in dialectal contexts. Recently, Arabic-specific LLMs such as AceGPT, Jais, and ALLaM have further pushed the boundaries of language understanding. Despite this progress, structural constraints persist: the scarcity of large, well-annotated dialectal corpora, the high computational cost of LLMs, and the persistent gap between Modern Standard Arabic (MSA) and real-world dialectal usage. The study concludes that advancing Arabic morphological processing requires coordinated development of linguistic resources, with direct and profound implications for Arabic language education and intelligent text analysis.
Teacher as Counselor: A Qualitative Descriptive Study of the Counseling-Learning Method in Arabic Language Learning nur rahmawati; Asnawi; AM. Maqdum Biahmada
Naatiq: Journal of Arabic Education Vol. 3 No. 1 (2026): June 2026
Publisher : Universitas Islam Tribakti Lirboyo, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/naatiq.v3i1.9382

Abstract

Speaking skills (maharah kalam) in Arabic language learning are frequently impeded by language anxiety rooted in conventional approaches that rely on rote memorization and aggressive grammatical correction. This study aims to (1) describe the psychological dynamics of the five stages of the Counseling-Learning Method (CLM) in reducing language anxiety, (2) analyze the manifestation of the lecturer's role transformation as a counselor and students as clients, and (3) explain the impact of such psychological intervention on students' communicative autonomy in producing Arabic. This qualitative study employing a descriptiveanalytical method involved 20 fourth-semester Arabic Language Education students and one lecturer at Institut Attanwir Bojonegoro, selected through purposive sampling. Data were collected through participatory observation and indepth interviews, then analyzed via data reduction, data display, and conclusion drawing, with technique triangulation applied to ensure validity. The findings reveal that: first, language anxiety was gradually reduced through Curran's five psychological stages — from absolute dependence to full independence — by delaying aggressive correction in the initial phase; second, an emotionally safe classroom climate was established through the lecturer's transformation from an authoritative figure into a facilitator, psychological incubator, and non-judgmental validator; and third, the decline in the affective filter had a significant impact on eliminating students' dependence on memorized scripts, enabling them to construct sentences, engage in discussion, and achieve speaking fluency autonomously, spontaneously, and meaningfully. The novelty of this study lies in its in-depth qualitative exploration of the psychological dynamics between lecturer and students in a pesantren-based higher education context, a dimension that remains underexplored in existing literature

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