Arabic and English Education Journal
Arabic and English Education Journal is a biannual peer-reviewed international journal published by Institut Agama Islam Negeri (IAIN) Parepare, South Sulawesi - Indonesia, with issues released in June and December each year. The journal serves as a platform for the dissemination of scholarly work and research findings in the field of language education, with a particular emphasis on the teaching and learning of Arabic and English. It seeks to contribute to the academic discourse by publishing articles that explore various aspects of language pedagogy, curriculum development, linguistic studies, and the integration of technology in language instruction. Additionally, the journal welcomes research on language policy, cross-cultural communication, and comparative studies between Arabic and English. The journal is committed to promoting high-quality research and encourages submissions from scholars, educators, and practitioners worldwide. Articles in the journal are published in Indonesian, English and Arabic, reflecting its focus on fostering a bilingual academic environment.
Articles
10 Documents
<![CDATA[Maritime English Proficiency and Its Impact on Equipment Maintenance and Safety: A Study of Onboard Communication ]]>
<![CDATA[ Arabic and English Education Journal Vol 1 No 2 (2025): Arabic and English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
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DOI: 10.35905/aeej.v1i2.10789
<![CDATA[Effective communication is crucial for the safe and efficient operation of maritime vessels, where the proficiency in Maritime English plays a significant role. This study examines the relationship between Maritime English proficiency and its impact on equipment maintenance and safety onboard ships. Through a combination of surveys, interviews, and observational research conducted with maritime professionals, the study assesses how varying levels of English proficiency affect the clarity of communication related to equipment maintenance tasks, incident reporting, and safety protocols. Findings reveal that higher levels of proficiency in Maritime English are associated with improved accuracy in maintenance procedures, better understanding of safety instructions, and a reduction in communication-related errors. The study underscores the necessity for enhanced English language training programs for maritime personnel and suggests practical measures to improve communication practices on board. The results highlight the broader implications for maritime safety and operational efficiency, emphasizing the need for ongoing investment in language skills development within the maritime industry.]]>
<![CDATA[AI Integration in English Language Education: Assessing Its Influence on Grammar and Vocabulary Mastery ]]>
<![CDATA[ Arabic and English Education Journal Vol 1 No 2 (2025): Arabic and English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
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DOI: 10.35905/aeej.v1i2.10888
<![CDATA[Background: Artificial Intelligence (AI) has increasingly been adopted in language education to address persistent challenges in traditional instruction, particularly the limited personalization, delayed feedback, and constrained exposure to authentic language input. These issues often hinder learners’ progress in mastering essential components of language proficiency, such as grammar and vocabulary. Research Objectives: This study aims to examine the influence of AI-powered tutoring tools on the development of English grammar accuracy and vocabulary mastery among learners across varying proficiency levels. Specifically, it assesses whether AI-based instruction offers measurable advantages over conventional teaching methods. Methods: A mixed-methods approach was implemented using a quasi-experimental design with 100 English language learners divided equally into experimental and control groups. The experimental group received AI-assisted instruction using adaptive learning systems, while the control group followed traditional methods. Data were obtained through pre- and post-tests, surveys, and interviews. Quantitative data were analyzed using paired t-tests and ANOVA, while qualitative responses underwent thematic analysis. Results: Findings indicate that learners using AI-powered tools demonstrated greater improvements in grammatical accuracy and vocabulary retention compared to those receiving traditional instruction. The adaptive feedback mechanisms and personalized learning pathways significantly enhanced learner engagement and supported consistent progress. Qualitative insights further revealed positive learner perceptions regarding usability, motivation, and clarity of feedback provided by AI systems. Conclusions: The study concludes that AI integration contributes positively to English grammar and vocabulary development by offering individualized learning experiences and immediate corrective feedback. While AI cannot fully replace human instruction, it serves as an effective complementary tool. Further research is recommended to explore long-term impacts, ethical considerations, and strategies for optimizing AI use across diverse educational contexts.]]>
<![CDATA[Model and Strategies for Curriculum Development in the Context of Arabic Language Learning ]]>
<![CDATA[ Arabic and English Education Journal Vol 1 No 1 (2025): Arabic and English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
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DOI: 10.35905/aeej.v1i1.12394
<![CDATA[The development of the Arabic language curriculum is an important matter that requires clarity to enhance educators' skills in delivering material presented in the classroom. Many incidents indicate that some educators are not understand and uninterested in the curriculum. This situation has a significant impact on the learning process; educators who are not familiar with the curriculum cannot guide students on learning, and the students will not be focused on learning. This research also aims to understand curriculum development, with a focus on curriculum development models and strategies, particularly in Arabic language teaching. The object of this research is the Arabic language curriculum. This study employs library research as a method and using a qualitative research approach. Curriculum development helps in designing a learning curriculum that can be tailored to the student,s need, adapted to the times, making learning more engaging, and preparing education so that students can face the workforce. This curriculum development requires models and strategies as guidelines to achieve specific goals. For example, competency-based curriculum development models and strategies aim to enable students to achieve specific competencies, such as reading classical and modern Arabic texts, or speaking Arabic in daily life or in an international context. However, this research does not further investigate the correlation between curriculum development models and their development strategies]]>
<![CDATA[Pengaruh Bahasa Pertama dan Kedua dalam Pembelajaran Bahasa Arab ]]>
<![CDATA[ Arabic and English Education Journal Vol 1 No 1 (2025): Arabic and English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
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DOI: 10.35905/aeej.v1i1.13221
<![CDATA[Background: Bahasa adalah alat yang digunakan manusia sebagai makhluk sosial untuk berkomunikasi dan berinteraksi satu sama lain. Oleh karena itu, pengembangan bahasa merupakan salah satu aspek kognitif yang paling kompleks dalam perkembangan manusia. Penelitian ini akan membahas psikolinguistik, khususnya posisi B1 dan B2 dan peranannya dalam pembelajaran bahasa. Research Objectives: objek dari penelitian ini adalah psikolinguistik yang akan membahas secara khusus terkait pengaruh Bahasa pertama dan kedua dalam pembelajaran bahasa. Methods: penelitian ini menggunakan pendekatan kajian pustaka. Data diambil dari teori-teori yang berkaitan dengan topik ini, dan teori-teori ini diambil dari jurnal-jurnal dan buku-buku yang membahas topik serupa Conclusions: Bahasa pertama adalah bahasa yang dipelajari atau diterima oleh semua orang sejak kecil, faktor lingkungan dan sosial seperti keluarga, teman, dan orang-orang di sekitar mereka mempengaruhi hal ini. Karena pemahaman yang kuat tentang Bahasa pertama, orang yang mempelajari Bahasa kedua biasanya menggunakan Bahasa pertama secara tidak sadar untuk membantu mereka memahami Bahasa kedua]]>
<![CDATA[Students' Readiness and Perception toward Smartphone-Based CBT in English Final Exams: A Case Study at MTs Darussalam Impa-Impa ]]>
<![CDATA[ Arabic and English Education Journal Vol 1 No 2 (2025): Arabic and English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
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DOI: 10.35905/aeej.v1i2.14432
<![CDATA[Background: The integration of Computer-Based Testing (CBT) in education has grown significantly as a means to improve efficiency, reduce exam malpractice, and streamline assessment logistics. However, in semi-rural Islamic schools (madrasah/pesantren) in Indonesia, students are often restricted from using smartphones during the academic year and are only allowed to use them during final exams. This creates a unique challenge in evaluating both the technical and emotional readiness of students who encounter CBT with minimal digital exposure. Research Objectives: This study aims to examine the readiness and perception of Grade 9 students toward smartphone-based CBT in English final examinations at MTs Darussalam Impa-Impa. The study specifically investigates how students’ limited and episodic use of digital devices influences their technical ability and emotional responses, such as stress, confidence, and willingness to use CBT in the future. Methods: Using a descriptive quantitative design, the study collected data from 25 Grade 9 students through a structured Likert-scale questionnaire adapted from prior validated instruments. The questionnaire measured two dimensions: digital readiness and perception. Descriptive statistical analysis was used to interpret the findings, including mean scores, standard deviation, and visual representation. Results: The results show that students demonstrated moderate technical readiness (M = 3.6–3.9) but low emotional comfort, particularly in areas related to stress (M = 2.8) and willingness to adopt CBT in future exams (M = 2.6). These findings support the hypothesis that irregular digital exposure leads to reduced cognitive and emotional preparedness for CBT. Conclusions: This study highlights the need for context-sensitive CBT implementation in low-tech religious schools. Future research should explore training modules or simulations to enhance digital familiarity and emotional resilience among students with limited exposure.]]>
<![CDATA[The Phonological Awareness and Reading Ability among Early-Grade Learners ]]>
<![CDATA[ Arabic and English Education Journal Vol 1 No 2 (2025): Arabic and English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
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DOI: 10.35905/aeej.v1i2.14435
<![CDATA[Background: Reading ability is a foundational literacy skill that plays a crucial role in children’s academic development. One of the key predictors of early reading success is phonological awareness, which refers to the ability to identify and manipulate sound structures in spoken language. Despite its significance, many early-grade learners still experience difficulties in decoding words due to low sensitivity to phonological components. Research Objectives: This study aims to examine the influence of phonological awareness on children’s reading ability and to identify which aspects of phonological awareness most strongly support word recognition and reading fluency at Ummusshabri School, Kolaka. Methods: This research employed a qualitative descriptive design involving early-grade students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews with teachers, and document review of students’ reading assessments. The data were analyzed using thematic analysis to identify recurring patterns that reflect the relationship between phonological awareness skills and reading performance. Results: The findings show that students with stronger phonological awareness, particularly in phoneme segmentation, blending, and initial sound discrimination—demonstrated more accurate and fluent word reading. Students with limited phonological awareness exhibited difficulties in decoding, frequent mispronunciations, and slower reading rates. Teachers also reported that targeted phonological activities improved students’ reading progress over time. Conclusions: The study concludes that phonological awareness plays a substantial role in shaping early reading ability. Strengthening this skill through structured and engaging phonological instruction is essential for supporting students’ literacy development. Further research may explore intervention models to enhance phonological awareness in diverse classroom contexts.]]>
<![CDATA[تحوّل تعليم اللغة العربية باستخدام التكنولوجيا في العصر الرقمي ]]>
<![CDATA[ Arabic and English Education Journal Vol 1 No 1 (2025): Arabic and English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
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DOI: 10.35905/aeej.v1i1.14497
<![CDATA[الخلفية:يهدف هذا المقال إلى دراسة شاملة لتحول تعليم اللغة العربية من خلال توظيف التكنولوجيا الرقمية، وذلك من خلال مراجعة المنظورات النظرية والنتائج التجريبية في إطار نظري يجمع بين البنائية الاجتماعية، ونموذج تباين المعرفة التكنولوجية والبيداغوجية والمحتوى (TPACK)، والتعليم المعان بالحاسوب (CALL). أهداف البحث :يهدف البحث إلى تحليل كيفية مساهمة التكنولوجيا الرقمية في تحويل تعليم اللغة العربية، واستكشاف التحديات والفرص في ضوء النظريات الثلاث المذكورة، من أجل تقديم توصيات عملية لتحسين جودة التعليم في العصر الرقمي. المنهجية:تم اعتماد منهجية الدراسة الأدبية المنهجية، من خلال تحليل 30 مقالة علمية منشورة في مجلات وطنية معتمدة في قاعدة بيانات SINTA، خلال الفترة ما بين 2015 و2025. النتائج:أظهرت نتائج التحليل أن التكنولوجيا قد وسّعت من مساحة التفاعل الاجتماعي في تعلم اللغة العربية، وساهمت في تصميم تعليمي أكثر تكيفاً وسياقياً من قبل المعلمين، كما حسّنت من فعالية اكتساب المهارات اللغوية باستخدام الوسائط الرقمية التفاعلية. ومع ذلك، لا تزال هناك تحديات مثل ضعف البنية التحتية، وفجوة الوعي الرقمي، ونقص التدريب التربوي في استخدام التكنولوجيا. الاستنتاجات:يوصي المقال بضرورة توفير تدريب مستمر للمعلمين قائم على دمج نموذجي TPACK وCALL، وتطوير مناهج تعليمية تدعم الإبداع القائم على التكنولوجيا، إضافة إلى دعم السياسات المؤسسية التي تضمن العدالة في الوصول إلى تعلم اللغة العربية وتحسين جودته في العصر الرقمي.]]>
<![CDATA[Z تحويل فى الاستراتيجيات المبتكرة في تعلم اللغة العربية من خلال نهج المشروع لجيل ]]>
<![CDATA[ Arabic and English Education Journal Vol 1 No 1 (2025): Arabic and English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
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DOI: 10.35905/aeej.v1i1.14500
<![CDATA[خلفية: يواجه تعلم اللغة العربية تحديات كبيرة في الوصول إلى الجيل Z الذين هم على دراية بالتكنولوجيا ويريدون التعلم التفاعلي. تعتبر النهج التقليدية أقل صلة باحتياجاتها وخصائصها. أهداف البحث: تهدف هذه الدراسة إلى دراسة فاعلية التعلم القائم على المشاريع (PBL) كاستراتيجية مبتكرة تتناسب مع أسلوب التعلم لدى الجيل Z ، وكذلك دور التكنولوجيا وتحديات تنفيذها. الأساليب: استخدمت هذه الدراسة مراجعة منهجية للأدبيات ل 30 مقالة (2010-2025) من المجلات المفهرسة ، مع تحليل موضوعي لفعالية ومعوقات واستراتيجيات تطبيق PBL في تعلم اللغة العربية. النتائج: أظهرت النتائج أن PBL حسنت المهارات اللغوية (الكلام والمفردات والقراءة) ومهارات القرن الحادي والعشرين (التعاون والتفكير النقدي والإبداع). تعمل تقنيات مثل WhatsApp و Canva و AR على تعزيز مشاركة الطلاب. تشمل العوائق الرئيسية تدريب المعلمين المحدود ، والوصول إلى التكنولوجيا ، ووقت تنفيذ المشروع. الاستنتاجات: يعد برنامج اللغة العربية الثانوية فعالا في التعلم السياقي للغة العربية للجيل Z. يعد تعزيز تدريب المعلمين والمناهج الدراسية القائمة على 4C والبنية التحتية الرقمية والتعاون المجتمعي أمرا أساسيا لتحسين هذه الاستراتيجية في المستقبل.]]>
<![CDATA[Development of Arabic Language Modules Based on Local Wisdom and Moderation ]]>
<![CDATA[ Arabic and English Education Journal Vol 1 No 1 (2025): Arabic and English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
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DOI: 10.35905/aeej.v1i1.14545
<![CDATA[This article critically reviews the literature on the development of Arabic language modules that integrate local wisdom and religious moderation within the context of Islamic education. The urgency arises from the need for teaching materials that are not merely linguistic but also socially and ideologically relevant amid cultural diversity and the threat of radicalism. The study explores existing studies on Arabic language module development that incorporate values of local wisdom and religious moderation, identifies prevailing approaches, and highlights theoretical and practical gaps. This study employs a narrative literature review design. A total of 30 scholarly articles published between 2015 and 2025 were selected using national databases such as SINTA and other online repositories. Thematic analysis was conducted to examine methodologies, approaches, and integration forms. Findings reveal that local wisdom-based approaches increase student engagement and contextual relevance. Religious moderation values are beginning to appear in thematic content, though pedagogical and evaluative elements remain underdeveloped. Technological innovations like e-modules and mobile learning are effective technically but lack cultural and ideological depth. An integrative approach to Arabic module development—involving linguistic, cultural, and ideological dimensions—is necessary. Future field research should test the longitudinal effectiveness of such modules across various levels of Islamic education.]]>
<![CDATA[The Relationship Between Students’ Self-Perception as EFL Learners and Their Motivation to Learn English ]]>
<![CDATA[ Arabic and English Education Journal Vol 1 No 2 (2025): Arabic and English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
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DOI: 10.35905/aeej.v1i2.15179
<![CDATA[Background: English language proficiency is essential in today’s globalized world, yet students in many developing countries, including Indonesia, exhibit varying levels of language proficiency. This study investigates the relationship between students’ self-perception as language learners and their motivation to learn English, focusing on how learners' beliefs about their abilities affect their engagement in learning activities. Research Objectives: The primary objective of this research is to examine the correlation between students' self-perception and their motivation to learn English. Specifically, it seeks to determine whether students who perceive themselves positively as language learners are more motivated to engage in English learning activities. Methods: A quantitative correlational design was employed, using a survey with two validated instruments: the Beliefs About Language Learning Inventory (BALLI) to measure self-perception, and the Attitude/Motivation Test Battery (AMTB) to assess motivation. The study involved 21 secondary school students from a rural Islamic school in Indonesia. Descriptive statistics, normality tests, and Pearson’s product-moment correlation were used for data analysis. Results: The results revealed a positive but statistically non-significant correlation between self-perception and motivation (r = 0.343, p = 0.128). Students demonstrated moderate self-perception and relatively high motivation levels, with motivation being slightly higher than self-perception. Despite a positive trend, the correlation did not reach statistical significance, suggesting that factors beyond self-perception influence motivation. Conclusions: Although the correlation was not significant, the results suggest that students who perceive themselves positively tend to report higher motivation. These findings imply that fostering learners’ confidence and beliefs in their language ability may be beneficial. Further research with larger and more diverse samples is recommended to validate these results and explore mediating factors.]]>
