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Arabiyyatī: Journal of Arabic Language Education
Published by Perkumpulan Prodi Pendidikan Bahasa Arab
ISSN : -     EISSN : 31232868     DOI : https://doi.org/10.65679/arabiyyat
Core Subject : Religion, Education,
Religion Education Languange, Linguistic, Communication & Media Other
Arabiyyatī: Journal of Arabic Language Education, published twice a year from 2024 (June and December), is a multilingual (Arabic and English), peer-reviewed journal, and specializes in Arabic Language Education Studies. This journal is published by the Arabic Language Education Study Program Association (PPPBA). The editors welcome scholars, researchers and practitioners of Arabic Studies throughout the world to submit scientific articles for publication through this journal. All articles will be reviewed by experts before being accepted for publication. Each author is fully responsible for the content of the published article.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 33 Documents
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From Rule-Based Sharaf to Meaning-Oriented Morphology: A Systematic Literature Review of Arabic Morphology Instruction (2010–2025) TAMPUBOLON, MUHAMMAD
Arabiyyatī: Journal of Arabic Language Education Vol. 2 No. 2 (2026): Arabiyyatī: Journal of Arabic Language Education
Publisher : PPPBA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65679/arabiyyat.v2i2.292

Abstract

Traditional sharaf (Arabic morphology) instruction has predominantly relied on rule-based morphology instruction, emphasizing the memorization of derivational patterns (wazn) and grammatical rules with minimal attention to form–meaning mapping. Although effective for promoting formal accuracy, this approach has been increasingly criticized for its limited contribution to functional morphological competence and communicative language use in Arabic as a second or foreign language (ASL/AFL) context. This study employs a Systematic Literature Review (SLR) guided by the PRISMA 2020 framework to synthesize contemporary empirical and theoretical research on Arabic morphology instruction. Peer-reviewed studies published between 2010 and 2025 were retrieved from Scopus, Web of Science, and DOAJ and analyzed using thematic synthesis and pedagogical paradigm mapping. The findings indicate a substantial paradigm shift from rule-based morphology teaching toward meaning-oriented morphology instruction, including semantic-based morphology, contextualized morphology teaching, lexical-morphological approaches, and usage-based morphology pedagogy. These approaches consistently demonstrate positive effects on learners’ morphological awareness, vocabulary acquisition, reading comprehension, and overall second language proficiency, outperforming purely form-focused instructional models. The study highlights the necessity of reconceptualizing Arabic morphology pedagogy by integrating cognitive linguistics, usage-based learning, and communicative language teaching principles. Such integration is crucial for enhancing the pedagogical relevance of sharaf instruction and aligning Arabic language education with contemporary second language acquisition (SLA) research.
Development of Samil Augmented Reality Teaching Materials Based on Multiliteracy Learning for Qawāʿid Instruction Mubarok, Hipni; Sanah, Siti; Ardiansyah, Ade Arip
Arabiyyatī: Journal of Arabic Language Education Vol. 2 No. 2 (2026): Arabiyyatī: Journal of Arabic Language Education
Publisher : PPPBA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65679/arabiyyat.v2i2.300

Abstract

The implementation of Independent Learning Activity Units in Grade XI at MAN 1 Bandung City for teaching fiʿil māḍī has not yet provided students with adequate conceptual understanding and has lacked integration with educational technology. Consequently, 78.9% of the 50 students encountered difficulties in comprehending the material, and 90% (45 out of 50 students) failed to achieve the Minimum Completeness Criteria. In response to these challenges, this study aimed to develop teaching materials, SAMIL, grounded in a multiliteracy learning approach and integrated with Augmented Reality technology for fiʿil māḍī instruction, and to examine their feasibility. This study employed a Research and Development (R&D) design using the ADDIE model. The data comprised both quantitative and qualitative types. Quantitative data were obtained from a needs analysis, expert validation results, and responses from teachers and students following the implementation of the teaching materials. Qualitative data were collected through observations and interviews addressing learning challenges, as well as feedback and recommendations from expert validators. Quantitative data were analysed using descriptive statistics, and qualitative data were analysed descriptively. The results of the study indicate that the multiliteracy-based teaching materials integrated with Augmented Reality technology were successfully developed through five stages: (1) needs analysis, (2) instructional and instrument design, (3) product development, (4) implementation through limited product trials, and (5) evaluation involving formative revisions. The validation results demonstrated that the material and media experts awarded scores of 84.45% and 91.47%, respectively. Furthermore, the readability test results based on student and teacher responses yielded scores of 90.33% and 90.28%, respectively. These findings suggest that the SAMIL teaching materials are feasible, valid, and practical for use in teaching fiʿil māḍī.
مقارنة بين لغة قريش ولغة بعض القبائل العربية:دراسة نحوية كلاسيكية حول ظاهرة أكلوني البراغيث Novel
Arabiyyatī: Journal of Arabic Language Education Vol. 2 No. 2 (2026): Arabiyyatī: Journal of Arabic Language Education
Publisher : PPPBA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65679/arabiyyat.v2i2.302

Abstract

  Classical Arabic did not develop as a uniform linguistic system, but rather formed thru the interaction of various Arabic tribal dialects before and after Islam. Quraysh Arabic gained legitimacy as the standard language because it was used in the Quran and supported by social and scholarly authority, while other tribal language forms remained documented in classical grammar literature. One important phenomenon in this context is the construction of 'akalūnī al-barāghīṯ, which is the use of a plural verb preceding a plural visible subject. This article aims to compare the Quraysh language and the language of some Arab tribes from a classical grammar perspective using a descriptive-qualitative linguistic approach. This research shows that the difference is not a grammatical error, but rather a dialectal variation that is scientifically recognized but not normalized in the standard grammar system. This finding confirms that the standardization of Arabic is the result of ideological and pedagogical selection, not merely structural linguistic considerations. The benefits of this research are to enrich the classical Arabic linguistic treasury by providing a systematic mapping of the relationship between the Quraysh dialect and the variations in the dialects of Arab tribes in terms of syntactic construction, morphology, and lexical choices.     Keywords: Quraysh Arabic, Dialectal Variation, Verb–Subject Agreement.

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