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Muhammad Khoirul Umam
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Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab
Published by Universitas Islam Internasional Darullughah Wadda'wah
ISSN : -     EISSN : 30904870     DOI : https://doi.org/10.38073/almuhawaroh
Core Subject : Religion, Education, Social,
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other
The focus and scope of Lahjatuna addresses Arabic language and literature education areas in the context of Arabic as a foreign and second language, such as: 1. Arabic Linguistics 2. Arabic Learning Strategies 3. Arabic Language Learning Methodology 4. Arabic Learning Media 5. Arabic Language Learning Technology
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 10 Documents
 1 
Enhancing Arabic Vocabulary with Hilyah Book Menik Mahmudah
Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab Vol. 1 No. 1 (2025): Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/almuhawaroh.v1i1.2427

Abstract

Mastering Arabic vocabulary remains a significant challenge for non-native learners, particularly those studying in Islamic boarding schools. Traditional vocabulary learning methods, such as rote memorization and isolated word lists, often fail to ensure long-term retention and meaningful application in communication. This study explores the effectiveness of Hilyah Book as a structured vocabulary resource in enhancing Arabic vocabulary acquisition among students at Pondok Pesantren Darullughah Wadda’wah (Dalwa), Pasuruan, Indonesia. Using a qualitative approach, data were collected through semi-structured interviews, classroom observations, and document analysis, involving 25 intermediate-level Arabic learners and 5 Arabic instructors. The findings indicate that Hilyah Book facilitates vocabulary retention through thematic organization, contextualized examples, and bilingual Arabic-English explanations, which help learners establish stronger associations between words and their meanings. Compared to conventional memorization techniques, students reported increased engagement and recall due to the book’s structured format. However, the study also identified challenges, such as difficulties in spontaneous vocabulary application and the need for guided reinforcement through interactive learning activities. These findings suggest that while Hilyah Book is an effective tool for vocabulary acquisition, its impact is maximized when integrated with conversational practice, writing exercises, and teacher-led reinforcement strategies. This study contributes to Arabic language pedagogy by providing empirical insights into the role of structured vocabulary books in enhancing language acquisition in Islamic boarding schools and similar educational settings.
Classroom Action Research on Digital Interactive Learning for Arabic Speaking Development in Islamic Junior High Schools Moh. Tohiri Habib
Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab Vol. 1 No. 1 (2025): Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/almuhawaroh.v1i1.2495

Abstract

The rapid advancement of digital technology offers new opportunities for transforming language education, yet developing Arabic speaking proficiency (Maharah Kalam) remains a significant challenge in Islamic junior high schools. This study aims to evaluate the effectiveness of interactive digital learning media in enhancing Arabic speaking skills among Grade 8 students at Madrasah Tsanawiyah Darullughah Wadda’wah (MTs Dalwa). Employing a quasi-experimental design, 30 students were purposively selected and divided equally into an experimental group and a control group. The experimental group engaged with AI-assisted pronunciation tools, gamification-based vocabulary learning applications, and augmented reality (AR) conversation simulations, while the control group received traditional textbook-based instruction and teacher-led drills. Data were collected using pre- and post-tests to assess speaking proficiency (covering fluency, pronunciation, vocabulary usage, and grammatical accuracy), complemented by classroom observations and semi-structured interviews with students and teachers. The findings revealed that the experimental group exhibited a statistically significant improvement, with a 32.5% increase in post-test scores compared to a 12.3% improvement observed in the control group. Additionally, qualitative feedback indicated that students experienced higher engagement, reduced speaking anxiety, and enhanced motivation. Despite these positive outcomes, challenges such as technical limitations and the need for structured teacher training were noted. In conclusion, the integration of interactive digital tools in Arabic language instruction can effectively enhance speaking proficiency, bridging the gap between theoretical knowledge and practical communication skills in Islamic educational settings. Further research is recommended to address implementation challenges and explore long-term retention effects.
The I’rab Method of Habib Hasan Baharun: Impact on Arabic Grammar Instruction Segaf Baharun; Muhamad Solehudin; Masnun; Syarif Muhammad Syaheed
Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab Vol. 1 No. 1 (2025): Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/almuhawaroh.v1i1.2636

Abstract

Mastering Arabic syntax (nahwu), particularly the system of i‘rab (case inflection), poses persistent challenges for non-native learners in Islamic boarding schools (pesantren). This study investigates the pedagogical design and instructional impact of Kitab I’rab authored by Habib Hasan Baharun, founder of Pondok Pesantren Darullughah Wadda’wah (Dalwa), Indonesia. Employing a mixed-methods approach, the research involved 120 intermediate-level students and Arabic teachers through observations, interviews, and questionnaires. The findings reveal that the I’rab Method promotes grammatical awareness, student engagement, and instructional clarity through simplified explanations, contextual examples, and emotionally resonant content. This method contrasts sharply with traditional models by aligning with constructivist theory and integrating multimodal, affective, and cultural learning dimensions. The study concludes that the Kitab I’rab serves as an effective localized grammar tool that bridges classical Arabic rigor with contemporary learner needs. Its practical application offers a replicable model for other pesantren and Islamic institutions seeking to revitalize Arabic grammar education.
Mastering Arabic Vocabulary through Drill Technique: A Study on Primary Learners Hasan; Olsafrian Ihsanu Matswa; Muhammad Gatan Arda Saputra
Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab Vol. 1 No. 1 (2025): Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/almuhawaroh.v1i1.2644

Abstract

Vocabulary acquisition is fundamental to mastering a second language, especially at the primary education level where learners are building their linguistic foundation. This study explores the effectiveness of the drill technique in enhancing Arabic vocabulary retention among fourth-grade students at an Islamic primary school. Using a qualitative descriptive approach, the research involved 60 students over a four-week period, employing classroom observations, interviews, and document analysis. The findings reveal that structured and repetitive drills, when implemented with contextual relevance and learner engagement, significantly improve vocabulary recall and student motivation. Moreover, the method’s low-resource demands make it highly suitable for underfunded or traditional learning environments. By reintroducing drill-based instruction as a viable pedagogical strategy, this study contributes both practical and theoretical insights into Arabic language education for young learners.
Integrating Technology in Remote Arabic Language Education: Opportunities and Challenges Munapi; Muhammad Faikhel Abdurrahman; M Irsyadul Ibad; Fadhel Mubarak
Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab Vol. 1 No. 1 (2025): Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/almuhawaroh.v1i1.2645

Abstract

This study explores the integration of digital technology into remote Arabic language education, with a specific focus on formal educational institutions in Southeast Asia. Drawing upon a qualitative descriptive methodology, the research investigates both the opportunities and challenges associated with virtual Arabic instruction in Indonesia and Malaysia. The findings indicate that technology enhances learner engagement, vocabulary acquisition, and access to authentic Arabic content, particularly through tools such as Zoom, Google Classroom, and E-campus. Moreover, student-centered approaches enabled by digital platforms increase confidence and autonomy, especially among introverted learners. However, several obstacles persist, including limited infrastructure, disparities in internet access, lack of teacher training in digital pedagogy, and difficulties in delivering grammar instruction effectively in online environments. These challenges underscore the need for adaptive learning models that address affective, cognitive, and technological aspects of language acquisition. The study contributes to the growing body of Arabic language pedagogy by offering region-specific insights and highlighting the importance of context-sensitive, inclusive, and flexible instructional strategies in the era of digital transformation.
Introduction to Arabic Dictation (Imlā’): A Foundational Guide to Writing Accuracy Wira Nama Wira Bangsa; Ahmad Azkia Salam; Nur Aunie Batrisya
Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab Vol. 1 No. 2 (2025): Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/almuhawaroh.v2i1.3503

Abstract

The mastery of imlāʾ (Arabic dictation) constitutes a fundamental component of Arabic language learning, yet it often receives less pedagogical attention compared to reading, speaking, and grammar. This study investigates the implementation of Kitāb Imlāʾ by Ustaz Hasan Basri as a practical instructional resource designed to improve students’ spelling accuracy. Employing a qualitative case study at Pondok Pesantren Darullughah Wadda’wah in Pasuruan, Indonesia, the research involved 32 fourth-grade (ibtidāʾī) students through classroom observations, semi-structured interviews, and pre- and post-test dictation tasks. Findings indicate that the systematic use of the kitab, with its step-by-step exercises and repetitive drills, effectively reduced error rates from 38% to 17%. Students demonstrated significant improvement in distinguishing tāʾ marbūṭah from hāʾ and in applying hamzah rules, while teachers confirmed that the kitab provided practical exercises rather than abstract theory. Nonetheless, certain challenges persisted, particularly in mastering hamzah rules and overcoming mother-tongue interference. The study highlights the value of localized, practice-oriented resources in enhancing imlāʾ pedagogy and recommends integrating Kitāb Imlāʾ as a central element in Arabic literacy instruction.
The Efficacy of Role-Playing Techniques in Fostering Arabic Speaking Proficiency Among Female Learners Nurul Fauzah
Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab Vol. 1 No. 2 (2025): Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/almuhawaroh.v2i1.3622

Abstract

This study examines the effectiveness of role-playing techniques in enhancing Arabic speaking proficiency among female learners in an Islamic boarding school context. The study aims to (1) determine the extent to which role-playing improves learners’ oral performance and (2) identify the speaking components most affected by this pedagogical intervention. Adopting a mixed-methods approach, the research combines quantitative pre- and post-test measures with qualitative classroom observations and semi-structured interviews. The quantitative findings demonstrate a statistically significant improvement in overall speaking proficiency (p < .001), with the greatest gains observed in learners’ self-reported communicative confidence, followed by fluency and vocabulary use. Qualitative evidence further reveals reduced speaking anxiety, heightened motivation, and increased classroom engagement, indicating that role-playing creates a supportive affective and communicative learning environment. Grounded in Communicative Language Teaching (CLT) and Vygotsky’s Sociocultural Theory, the findings suggest that gender-sensitive, interactive pedagogy facilitates meaningful participation and expressive language use among female learners. The study concludes that role-playing is not merely an instructional activity but a pedagogical strategy that effectively bridges linguistic competence and communicative confidence. These findings offer practical implications for Arabic language educators seeking to implement experiential and culturally responsive speaking instruction in female Islamic educational settings.
Enhancing Arabic Speaking Skills through Short-Phrase Memorization in an Islamic Boarding School Lutfi zarkasi
Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab Vol. 1 No. 2 (2025): Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/almuhawaroh.v2i1.3670

Abstract

This study examines the effectiveness of the Short-Phrase Memorization Method in enhancing Arabic speaking skills among students at Ma’had al-Akhlāq al-Karīmah, Kulon Progo, Indonesia. A quantitative experimental design employing a pre-test–post-test control group was used. Fourteen boarding students were purposively selected and assigned to an experimental group receiving short-phrase-based instruction and a control group taught through conventional vocabulary memorization. Data were collected through speaking tests, classroom observation, and interviews. The findings reveal a statistically significant difference between the post-test scores of the experimental and control groups (t = 5.691, p < .01), indicating the superior effectiveness of phrase-based instruction. The experimental group showed substantial improvement in fluency, accuracy, and confidence, while the control group demonstrated limited progress. Qualitative observations further confirmed increased learner engagement, participation, and motivation throughout the intervention. These results support cognitive chunking theory and communicative language teaching principles, suggesting that learning language in functional units facilitates automaticity in speech production. The study concludes that short-phrase memorization constitutes a viable and pedagogically sound strategy for improving Arabic oral proficiency in Islamic boarding school contexts. Future research is recommended to extend the intervention to larger samples and explore integration with technology-enhanced instruction.
Contemporary Arabic Vocabulary Acquisition in Pesantren: Challenges and Pedagogical Innovations Achmad Makki Lazuardi
Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab Vol. 1 No. 2 (2025): Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/almuhawaroh.v2i1.3673

Abstract

This study examines the effectiveness of role-playing techniques in enhancing Arabic speaking proficiency among female learners in an Islamic boarding school. The research aims to evaluate how role-playing activities influence learners’ fluency, vocabulary use, pronunciation accuracy, and communicative confidence. Adopting a mixed-methods design, the study integrates quantitative pre- and post-test measurements with qualitative classroom observations and semi-structured interviews. Quantitative analysis reveals a statistically significant improvement in students’ overall speaking performance (p < 0.001), with the most notable gains observed in fluency and self-rated speaking confidence. Qualitative findings further indicate that role-playing activities reduce speaking anxiety, increase learner motivation, and foster higher levels of classroom engagement by providing meaningful and contextually relevant communicative practice. Grounded in Communicative Language Teaching (CLT) and Vygotsky’s sociocultural theory, the findings suggest that interactive and gender-sensitive pedagogical approaches create a supportive learning environment that facilitates authentic language use. The study concludes that role-playing serves not only as a speaking practice technique but also as an affective scaffold that empowers female learners to participate more actively in Arabic communication. Practically, the study offers an adaptable instructional model for Arabic educators seeking to integrate experiential learning strategies to bridge linguistic competence and communicative confidence in speaking instruction.
Enhancing Arabic Vocabulary Mastery through Tafsir al-Shawi: A Pedagogical Approach in Islamic Education Asep Sunarko
Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab Vol. 1 No. 2 (2025): Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/almuhawaroh.v2i1.3677

Abstract

This study examines the pedagogical use of Tafsir al-Shawi as an authentic linguistic resource for enhancing Arabic vocabulary mastery in Islamic educational contexts, particularly in pesantren. The study aims to explore how exegetical explanations support learners’ semantic understanding, morphological awareness, and contextual vocabulary retention beyond rote memorization. Using a qualitative descriptive design, data were collected through classroom observations, semi-structured interviews, and document analysis involving Arabic teachers and intermediate-level students at a pesantren in Wonosobo, Indonesia. The findings indicate that Tafsir al-Shawi facilitates vocabulary development through contextual interpretation, semantic elaboration, and root-based morphological analysis. Pedagogical strategies derived from its use include lexical highlighting, semantic mapping, cross-verse comparison, and guided meaning construction, which promote deeper cognitive processing and long-term retention. Although students initially encountered challenges related to classical Arabic style and time constraints, teacher scaffolding effectively mitigated these difficulties. This study concludes that tafsir-based vocabulary instruction offers a viable pedagogical model that bridges classical Islamic scholarship with contemporary Arabic language pedagogy, contributing to both lexical competence and Qur’anic literacy.

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