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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 40 Documents
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From Rule-Based Sharaf to Meaning-Oriented Morphology: A Systematic Literature Review of Arabic Morphology Instruction (2010–2025) MUHAMMAD TAMPUBOLON
Arabiyyatī: Journal of Arabic Language Education Vol. 2 No. 2 (2025): 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.
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 (2025): 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.
Development of Mufradat Quartet Cards for Media Understanding Arabic Sentences Nab'han Hadyan Adnan; Moh. Khasairi; Moh. Fery Fauzi
Arabiyyatī: Journal of Arabic Language Education Vol. 2 No. 2 (2025): Arabiyyatī: Journal of Arabic Language Education
Publisher : PPPBA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65679/arabiyyat.v2i2.301

Abstract

Arabic which is the language of the Qur'an as well as the language of the Muslim community around the world, is the key to all Islamic knowledge. So the learners of Islam need to learn it. However, most people, especially Islamic learners, think that Arabic is one of the most difficult languages to learn. So this study aims to develop and evaluate the feasibility of mufradat quartet cards as learning media to improve vocabulary understanding and Arabic sentence making skills. The research method used is Al-Hudaiby Research and Development (R&D) model which includes needs analysis, media design, expert validation, revision, field test, and product implementation. The results in the media development process of mufradat quartet cards are equipped with examples of Arabic sentences and their translations. Then the mufradat quartet card media product is very feasible to use as a mufradat learning media. Proven through the validation of the feasibility score of 95% from media experts, 95% from material experts, and 92.85% from teachers. Student responses to this media reached an average of 81.33%, indicating that the mufradat quartet cards are very feasible to use in learning Arabic. The implementation of this media is proven to be effective in improving the understanding of mufradat as well as skills in constructing sentences. This media is expected to contribute significantly to Arabic vocabulary learning.
جماليات علم البديع في خطبة بيعة عليّ بن أبي طالب (رضي الله عنه) في كتاب نهج البلاغة Moh Rofiq Sholehudin; Nasywa Nur Rahmania; Hanik Mahliatussikah; Abdulmunim Abdullah Khalaf
Arabiyyatī: Journal of Arabic Language Education Vol. 2 No. 1 (2025): Arabiyyatī: Journal of Arabic Language Education
Publisher : PPPBA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65679/arabiyyat.v2i2.306

Abstract

This study aims to analyze the function of applying Ilm al-Badiʿ (both muhassinat lafdziyyah and maʿnawiyyah) in Sermon [16] of Nahj al-Balaghah, commonly known as the Sermon of the Pledge (Khutbah Baiʿat) of Ali ibn Abi Talib. The research employs a descriptive qualitative method with a rhetorical content analysis (balaghiyyah) approach. The findings reveal a dominant use of contrastive techniques (tibaq and muqabalah) and phonetic techniques (jinas and sajaʿ). The muhassinat maʿnawiyyah primarily function as tools of dramatization to emphasize moral dichotomies (such as al-haqq versus al-batil), while the muhassinat lafdziyyah serve to create a climactic rhythm that reinforces the urgency and authority of the message. Therefore, it can be concluded that Ilm al-Badiʿ is employed instrumentally by Ali ibn Abi Talib as a communication strategy to strengthen the prophetic message and to construct moral and leadership authority.
The Application of Chain Drill Techniques in Arabic Language Learning to Improve Students' Speaking Skills Aditya Fitrah; Eva Lathifah Fauzia; Ade Arip Ardiansyah
Arabiyyatī: Journal of Arabic Language Education Vol. 2 No. 2 (2025): Arabiyyatī: Journal of Arabic Language Education
Publisher : PPPBA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65679/arabiyyat.v2i2.299

Abstract

This research explores the impact of the chain drill method on enhancing Arabic speaking skills in seventh-grade students at MTsN 2 Kota Bandung throughout the 2024–2025 academic year. Even with the increasing focus on communicative competence in Arabic teaching, numerous students still find it challenging to create coherent, meaningful spoken sentences. This study seeks to fill this gap by investigating if structured repetition via chain drill activities can meaningfully improve students' speaking skills. A quasi-experimental design was utilized, consisting of an experimental group and a control group, with both groups containing 27 students. Classroom observations and speaking tests were utilized to gather data, with assessments conducted as pre-test and post-test. An independent samples t-test was utilized to analyze the data and assess the significance of group differences. The results from the pre-test showed similar initial proficiency levels (M = 52.30 for the experimental group and M = 51.20 for the control group). Post-intervention, the experimental group demonstrated a significant enhancement (M = 80.50), surpassing the control group (M = 70.23), with the difference being statistically significant (p < 0.05). These results indicate that the chain drill method effectively improves students' Arabic speaking skills by encouraging repetitive practice, reinforcing sentence formation, and fostering active participation. This research adds to the educational advancement of teaching the Arabic language by offering empirical data on the effectiveness of drill-based methods in enhancing oral skills within classroom environments.
تحليل بيئة اللغة العربية في معهد التبيان بدلي سردانج في ضوء الكفاية التواصلية: دراسة نوعية Mhd Firdaus Lubis
Arabiyyatī: Journal of Arabic Language Education Vol. 2 No. 2 (2025): Arabiyyatī: Journal of Arabic Language Education
Publisher : PPPBA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65679/arabiyyat.v2i2.308

Abstract

Abstract This study analyzes the Arabic language environment at Al-Tibyan Institute in Deli Serdang from the perspective of communicative competence, viewing it as an integrated institutional system linking lang uage policies, curricular and extracurricular activities, disciplinary and motivational mechanisms, and daily student practices. Using a qualitative descriptive-analytical approach, data were collected through direct observation, in-depth interviews, and document analysis. Results show the environment features institutional discipline, intensive language exposure, and integration of activities, enhancing speaking, listening, writing, and social interaction skills. Supporting factors include committed administration and teachers, organized programs, and effective educational practices. Inhibiting factors involve limited free interaction beyond formal settings, mother tongue influence, and lack of some resources. This study offers a practical model to activate the Arabic language environment, promoting functional and social communicative competence in religious institutions and supporting continuous educational quality and development for students and teachers. Keywords: Arabic language environment, communicative competence, institutional policies, educational practices
استخدام القواميس المطبوعة والرقمية كاستراتيجية لتحسين مهارات الترجمة: تحليل مقارن وتأملي Nurul Aini; Erlina; Yeni Lailatul Wahidah; M. Riza Pahlefi
Arabiyyatī: Journal of Arabic Language Education Vol. 2 No. 2 (2025): Arabiyyatī: Journal of Arabic Language Education
Publisher : PPPBA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65679/arabiyyat.v2i2.293

Abstract

Translation skills are important in learning Arabic. Dictionaries are the primary reference tools in the translation process, and technological developments have shifted the dominance of printed dictionaries to digital dictionaries. This change raises questions about the effectiveness of both in improving translation skills. This study aims to analyze the patterns of use of printed and digital dictionaries, their similarities and differences in practical usage, and the optimal strategies for their use in supporting translation skills, particularly for students of Arabic Language Education at UIN Raden Intan Lampung. This study uses a descriptive qualitative approach with a case study research design. Data were collected through retrospective observation, interviews, documentation, and reflective post-translation tests to reinforce the findings. The analysis was conducted comparatively by mapping the contributions of both types of dictionaries to the accuracy of meaning, sentence structure, and vocabulary accuracy. The results showed that printed dictionaries helped deepen understanding of vocabulary and context, but were less efficient in terms of time use. Conversely, digital dictionaries offered speed and ease of access, although they often led students to take meanings instantly without in-depth analysis. The post-test findings show that students who combine the use of both dictionaries obtain better translation results than those who only rely on digital dictionaries. This study concludes that a combined usage strategystrategy is the most effective option for improving students' translation skills.
Improving Students’ Understanding of Qawāʿid Through A Snake And Ladders Game–Based Drill Approach Nadatul Paujiyah; Odang Odang; Ade Arip Ardiansyah
Arabiyyatī: Journal of Arabic Language Education Vol. 2 No. 2 (2025): Arabiyyatī: Journal of Arabic Language Education
Publisher : PPPBA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65679/arabiyyat.v2i2.294

Abstract

Learning Arabic grammar (qawaid) is often considered challenging for high school students due to its abstract nature and the use of monotonous teaching methods, which reduce motivation and learning outcomes. This study aims to investigate the effect of the drill method based on the Snake and Ladder game on improving students’ understanding of Arabic grammar and to compare its effectiveness with conventional methods. The research employed a quantitative approach with a quasi-experimental design involving two groups: an experimental group taught using the drill method with the game and a control group taught with traditional methods. The instruments used were observation, pretest and posttest, and documentation. Data was analyzed using a t-test to examine significant differences between the groups. The results revealed a significant improvement in the experimental group, with a posttest mean score of 86.29 compared to 63.38 in the control group. The N-Gain analysis indicated a moderate improvement category in the experimental group and a low category in the control group. This study contributes to highlighting the effectiveness of integrating educational games into drill-based learning as an engaging and impactful strategy to enhance students’ mastery of Arabic grammar.
The Relationship Between the Brain and First Language Acquisition in Children Anwar Sidik; Ahmad Husein; Nur Hidayah
Arabiyyatī: Journal of Arabic Language Education Vol. 2 No. 2 (2025): Arabiyyatī: Journal of Arabic Language Education
Publisher : PPPBA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65679/arabiyyat.v2i2.296

Abstract

First language acquisition in children is a complex and multidimensional process, as it involves the interaction of biological, neurological, cognitive, and social environmental factors. The brain, as the center of the nervous system, plays a crucial role in processing, storing, and producing language from early stages of life. This study aims to explain the role of the brain in children’s first language acquisition dan to explain the influence of the environment on brain activation and language development. This study employs a literature review methodology to explore the relationship between gadget use intensity, biological mechanisms, and early childhood language development. Using thematic and descriptive qualitative analysis, the study synthesizes existing research to understand how neurological, environmental, and technological factors interact in shaping children’s language acquisition. Children’s first language acquisition is strongly influenced by brain maturation and environmental stimulation. Neurological development, particularly the maturation of language-related areas such as Broca’s area and Wernicke’s area, provides the biological foundation for language comprehension and production. Brain plasticity in early childhood allows neural networks to develop efficiently through meaningful linguistic experiences. However, biological readiness alone is insufficient without environmental support. Rich and interactive environments—especially within the family and educational settings—play a crucial role in activating language-related brain functions. Frequent verbal interaction, responsive communication, and social engagement strengthen neural connections, supporting optimal receptive and expressive language development. Future studies should use empirical and longitudinal methods to examine gadget use, parental mediation, and neurological factors influencing early childhood language development across diverse contexts.
علم الأصوات الحديث (الفونولوجيا): قضايا دراسية ونظرية وتطبيقاتها في تعليم الأصوات وتطوير مهارة الاستماع Sumarni; Siti Shalihah
Arabiyyatī: Journal of Arabic Language Education Vol. 2 No. 1 (2025): Arabiyyatī: Journal of Arabic Language Education
Publisher : PPPBA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65679/arabiyyat.v2i1.304

Abstract

ʿIlm al-Aṣwāt (phonology) is a branch of Arabic linguistics that plays a fundamental role in understanding the Arabic sound system and in developing Arabic language instruction, particularly listening skills (mahārat al-istimāʿ). With the advancement of modern linguistics, the study of ʿIlm al-Aṣwāt is no longer limited to discussions of makhārij al-ḥurūf and phonetic features, but has expanded through contemporary phonological theories such as structuralist, generative, autosegmental, optimality, and laboratory phonology. This article aims to examine the scope of modern ʿIlm al-Aṣwāt, the development of its major theories, contemporary issues in the field, and their applications in enhancing Arabic language teaching and listening skills. Employing a qualitative approach with a library research method, the study conducts a descriptive-analytical review of relevant classical and modern linguistic literature. The findings demonstrate that an understanding of modern phonetics and phonology makes a significant contribution to improving the effectiveness of Arabic language learning, particularly in strengthening learners’ listening competence and pronunciation accuracy, thereby positioning modern ʿIlm al-Aṣwāt as a strategic theoretical and pedagogical foundation in contemporary Arabic language education.

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