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Enhancing Arabic Reading with the Scramble Technique: A Classroom Trial and Conceptual Framework at Al-Falah Islamic Junior High School Siti Meila Asmawati; Ahmad Faroji
Lingu Vol 11 No 1 (2025)
Publisher : Fakultas Tarbiyah dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/lingua.v11i1.12090

Purpose – This study examined whether the scramble technique improves Arabic reading skills among seventh-grade learners at Al-Falah Islamic Junior High School (Cikeusik, Pandeglang) and, in parallel, developed a coherent conceptual framework to guide its classroom use. Design/methods/approach – The research combined a conceptual framework development approach—synthesizing insights from educational psychology, second-language acquisition, and Islamic pedagogy—with a small quasi-experimental classroom trial. Two intact classes were assigned as experimental (scramble) and control (regular instruction); Arabic reading comprehension was measured using pre-/post-tests vetted through expert review and item validity checks, while normality diagnostics justified parametric inference. Findings – Descriptively, the experimental mean rose from 57.83 (pretest) to 88.57 (posttest; range 85–95); an independent-samples test contrasting the experimental mean (88.57) with the control mean (51.82) yielded t = 2.107 with a standard error of 17.44, indicating a statistically testable difference consistent with meaningful classroom gains. Mechanistically, the framework posits that scramble tasks consolidate form–meaning mappings, support morphological and interclausal processing, and foster collaborative engagement, thereby linking cognitive and motivational pathways to improved comprehension. Research implications – The study contributes context-specific evidence for beginner-level Arabic, offers a portable implementation cycle (orientation–reconstruction–verification–reflection), and articulates principles to align assessment with literal, inferential, and evaluative indicators. Limitations include intact-class assignment, a modest sample, and short-term measurement, which temper generalizability. Future work should employ cluster randomization or crossover designs, incorporate process-tracing (e.g., think-alouds), monitor fidelity and effect sizes, and test combinations with explicit metacognitive strategy instruction and subgroup analyses by baseline vocabulary

Hot Seat Strategy Improves Arabic Speaking Proficiency in Islamic Junior Secondary Classrooms: A Quasi-Experimental Study Indah Fajriyati; Zaki Ghufron
Lingu Vol 11 No 1 (2025)
Publisher : Fakultas Tarbiyah dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/lingua.v11i1.12097

Purpose – This study examined whether the Hot Seat strategy yields greater gains in Arabic speaking proficiency than conventional instruction among Grade 8 learners. Design/methods/approach – A quasi-experimental pretest–posttest design with intact classes was implemented at Islamic Junior High School (MTs) Fathur Rabbani, Cisoka–Tangerang, with 44 students allocated to an experimental class (Hot Seat) and a control class (conventional lessons). Speaking performance was assessed individually using parallel tasks at baseline and post-intervention, and group means and gains were compared. Findings – The experimental class improved from 48.64 to 81.36 (mean gain = 32.73), while the control class rose from 55.00 to 68.64 (mean gain = 13.64), producing a between-group gain difference of 19.09 points in favor of Hot Seat. These results indicate that structured role rotation, calibrated questioning, and rapid formative feedback can substantially increase both the quantity and quality of meaningful oral turns within equivalent instructional time. Research implications – The findings support the pedagogical value of dialogic, accountability-rich routines for accelerating Arabic speaking proficiency in junior secondary settings. Limitations include intact-class allocation without randomization, a single-site context, a relatively short intervention window, and the absence of a delayed posttest to assess retention. Future research should employ multi-site cluster-randomized trials with preregistered analyses, include delayed and transfer posttests, compare teacher-led versus student-led questioning formats, measure mediators such as engagement and state anxiety, and examine fidelity, equity, and cost-effectiveness. Overall, the study provides classroom-ready evidence that Hot Seat is an efficient, scalable approach to improving oral proficiency in Arabic.

Drilling Toward Fluency: Effects of the Audio-Lingual Method on Grade-VII Arabic Speaking at State Islamic Junior High School Yustika Ayu Rahma; Ade Irma
Lingu Vol 11 No 1 (2025)
Publisher : Fakultas Tarbiyah dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/lingua.v11i1.12102

Purpose – This study examined how the Audio-Lingual Method (ALM) is implemented and how it affects Arabic speaking skills among seventh-grade learners at State Islamic Junior High School (MTsN) 5 Pandeglang. Design/methods/approach – Using a quasi-experimental nonequivalent control group design with intact classes (experimental n=20; control n=20), we administered a pretest–treatment–posttest sequence contrasting ALM-based instruction with routine instruction under natural classroom conditions. Speaking performance was assessed with standardized prompts and an analytic checklist, and scores were analyzed with assumption-checked inferential tests and effect sizes. Findings – The experimental class improved from 48.64 to 81.36 (mean gain = 32.73), while the control class rose from 55.00 to 68.64 (mean gain = 13.64), producing a between-group gain difference of 19.09 points in favor of Hot Seat. These results indicate that structured role rotation, calibrated questioning, and rapid formative feedback can substantially increase both the quantity and quality of meaningful oral turns within equivalent instructional time. Future research should employ paired or mixed-effects designs with baseline covariate adjustment, include delayed and far-transfer outcomes, explore Audio-Lingual Method combined with brief communicative tasks, and investigate dose–response and cost-effectiveness to inform scalable implementation. Collectively, the evidence supports retaining Audio-Lingual Method as a core habit-formation routine while integrating targeted communicative practice to bolster spontaneous interaction. Research implications – The large, distribution-shifting effects observed suggest that habit-formation pedagogies such as the Audio-Lingual Method merit renewed theoretical and empirical attention in junior-secondary Arabic. Future studies should test Audio-Lingual Method as a core routine combined with brief communicative tasks, use individual-level models (e.g., mixed effects/ANCOVA), and include delayed and far-transfer outcomes to establish durability and generalizability. Dose–response and cost-effectiveness analyses are further needed to guide scalable implementation in resource-variable schools.

PowerPoint Slide–Based Instruction for Shorof: Development and Classroom Trial in Islamic Junior High School Mansya'ul Fitriyah; Subhan Subhan; Nurhamim Nurhamim
Lingu Vol 11 No 1 (2025)
Publisher : Fakultas Tarbiyah dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/lingua.v11i1.12109

Purpose – This study aims to design and validate PowerPoint slide-based learning media for the subject of Shorof (Arabic morphology) and to determine its suitability and effectiveness for class VIII students at Darul Hikmah Islamic Junior High School Syekh Ciliwulung Serang, Banten. Design/methods/approach – A research and development approach organized by the ADDIE cycle guided iterative specification, expert validation, revision, and classroom trial. The population comprised 99 Grade VIII students; a purposive sample of 33 students (IPS-1) participated in a limited trial. Instruments included expert review rubrics, pre/post assessments aligned to derivational patterns, affixation, and morphophonemic adjustment, and structured observation/interview protocols. Descriptive statistics, normalized gain, and paired comparisons were used to analyze learning outcomes and feasibility evidence. Findings – Expert feasibility was very high—94% for content and 98% for media—indicating strong curricular alignment, linguistic clarity, and classroom usability. Mean scores improved from 77.8 (pre-test) to 94.8 (post-test), yielding an absolute gain of +17.0 points, a relative increase of +21.9%, and a normalized gain of g = 0.77 (high). Mastery (≥ 75) rose from 63.6% (21/33) to 100% (33/33). Inferentially, the mean paired difference was +17.12 with t = 11.60, p < 0.001, 95% CI [14.11, 20.13], and a large effect size (d = 2.02). The results suggest that visually coherent, interactive, and procedurally explicit slides clarify tashrīf operations and support universal attainment. Research implications – The validated slide package and accompanying implementation workflow offer a practical pathway for modernizing lower-secondary Shorof instruction through structured multimedia and routine formative checks. For scaled adoption, schools should pair the slides with teacher guidance, fidelity monitoring, and accessibility-oriented refinements. Future research should employ controlled or quasi-experimental, multi-site designs with delayed post-tests for retention/transfer, expanded psychometric reporting, and cost–fidelity analyses, and compare blended, flipped, and AR-augmented variants to optimize impact across contexts.

Evaluating the al-Abyan Method for Kitab Turats Reading: A Quasi-Experimental Study in Indonesian Lower-Secondary Education Mira Kusmayani; Siti Ngaisah
Lingu Vol 11 No 1 (2025)
Publisher : Fakultas Tarbiyah dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/lingua.v11i1.12112

Purpose – This study tested whether the al-Abyan method improves lower-secondary students’ kitab turats (unvowelled classical Arabic) reading skills and compared learning gains against conventional instruction. It addresses persistent difficulties in decoding, grammatical parsing, and interpretation in Indonesian Islamic schooling and offers controlled evidence for a structured, interactive pedagogy. Design/methods/approach – A quasi-experimental, non-equivalent control group pretest–posttest design was implemented with two intact classes at Madrasah Dar al-‘Ilm al-Islāmiyyah, Cikulur, Serang (approximately n=27 per class). Procedures included instrument development and rater training, baseline testing, an al-Abien intervention for the experimental class, business-as-usual for the control, and posttesting with fidelity checks via structured observations and adherence checklists. Performance tasks were rubric-scored for decoding, nahwu–ṣarf parsing, and meaning rendition; analyses comprised assumption checks, independent-samples t tests, ANCOVA with pretest as covariate, effect sizes, and 95% confidence intervals. Findings – The experimental mean rose from 27.8 to 67.3 (gain +39.5), whereas the control mean shifted from 25.1 to 24.8 (−0.3). The between-group difference was highly significant, t(48)=17.93, p<.001, and corroborated by covariate-adjusted analyses. Classroom observations showed higher engagement, faster grammatical parsing, and more accurate interpretation in the al-Abyan class. Research implications – Generalisability is bounded by a single-site, nonrandom design and modest sample size, despite high implementation fidelity and equal contact time. Results support integrating al-Abien as a scalable module within Arabic curricula and motivate multi-site randomized or strong quasi-experimental replications, head-to-head comparisons with other active methods, and longitudinal tracking of retention and transfer.

Authenticity in the Arabic Classroom: Evaluating Realia’s Effect on Speaking Proficiency Yunita Indahwati; Ali Maksum; Umihani Umihani
Lingu Vol 11 No 1 (2025)
Publisher : Fakultas Tarbiyah dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/lingua.v11i1.12113

Purpose – This study addresses the persistent challenge of developing Arabic speaking proficiency (maharah kalām) among junior secondary students, who often lack confidence and fluency due to limited authentic practice. The purpose was to empirically evaluate the effectiveness of realia-based instruction as a practical pedagogical intervention to bridge the gap between classroom learning and real-world communication, arguing that tangible, context-rich materials significantly enhance oral skills. Design/methods/approach – A quasi-experimental, non-equivalent control group design with pre-test and post-test measures was implemented. The study involved 55 seventh-grade students at an Indonesian state Islamic junior high school, with an experimental group (n=31) receiving realia-based instruction and a control group (n=24) receiving conventional instruction over a three-week period. Student speaking performance was quantitatively assessed using a standardized oral rubric before and after the intervention. Findings – The findings revealed a statistically significant and substantial improvement in the experimental group's speaking performance. The post-test mean score for the experimental group (M=50.32, SD=14.05) was significantly higher than that of the control group (M=29.17, SD=4.44). An independent samples t-test confirmed this advantage (t(53)=7.09,p<.001), indicating a large effect size (Hedges’ g=1.90), providing strong evidence that realia-based instruction is more effective than conventional methods. Research implications – The primary implication is pedagogical: integrating realia offers a practical, low-cost strategy for language teachers to create authentic communicative contexts, thereby enhancing student oral proficiency. However, the findings' generalizability is constrained by the study's single-site setting, non-randomized allocation of participants, and the short duration of the intervention. These limitations highlight the need for future research, such as multi-site randomized controlled trials, to validate these results across diverse contexts and assess long-term retention.

Critical Analysis of the Implementation of Thariqah As-Syam’iyyah As-Syafahiyah in Enhancing Oral Competence in Arabic Language Learning Mochamad Mu'izzuddin; Hilda Rustiana
Lingu Vol 11 No 2 (2025)
Publisher : Fakultas Tarbiyah dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/lingua.v11i2.12487

Purpose – This study aims to critically analyze the characteristics, strengths, weaknesses, and effectiveness of implementing Thariqah As-Syam’iyyah As-Syafahiyah (Audiolingual method) in Arabic language learning. Despite its long-standing use, challenges remain in its application, which often falls into mechanistic processes without deep meaningful understanding. Design/methods/approach The research method employed is descriptive qualitative with a library research approach. Data were collected through scientific literature, journals, and relevant textbooks, then analyzed using content analysis techniques. Findings – The results indicate that this method is highly effective in forming accurate pronunciation habits and mastering standardized sentence patterns through repetition techniques (stimulus-response). Research implications – However, its success heavily depends on the educator's creativity in modifying drills to avoid boredom and the ability to integrate visual media and language laboratory technology. This study recommends a swift transition from pattern drills to contextual communication to ensure students do not merely "mimic" but are able to communicate spontaneously and functionally.

Transforming Arabic Language Learning in the Era of Industry 5.0: Integrating Digital Technology and Humanistic Approaches Dina Indiriana; Hannanah Mukhtar
Lingu Vol 11 No 2 (2025)
Publisher : Fakultas Tarbiyah dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/lingua.v11i2.12488

Purpose – This study aims to formulate adaptive and innovative Arabic language learning strategies in the Industrial Revolution 5.0 era by synergizing advanced digital technology with humanistic values. It specifically explores the utilization of various digital platforms and identifies the pedagogical challenges faced by educators in bridging the gap between technological potential and field reality. Design/methods/approach – The research employs a descriptive qualitative method. Data were collected through in-depth interviews, classroom observations, and documentation involving seven Arabic language teachers from State Islamic Senior High Schools (MAN) across Serang City, selected via simple random sampling. The data were analyzed using the Miles and Huberman interactive model, including data reduction, display, and conclusion drawing. Findings – The results indicate that the integration of digital ecosystems—such as AI-based platforms, chatbots, and interactive web tools—has successfully created a flexible and dynamic learning environment for Generation Z. However, implementation is significantly hindered by disparities in teachers' digital literacy, administrative burdens, and structural infrastructure limitations. The study finds that while technology enhances engagement, the teacher's role remains irreplaceable as a humanistic facilitator who provides cultural context and motivation. Research implications – The success of Arabic learning in this era depends on a "High Tech and High Touch" synergy. This study contributes a theoretical framework for inclusive digital curricula and provides a practical reference for policymakers to design technical-oriented teacher training. Limitations include the small sample size and localized geographic scope, which may affect generalizability. Future research is recommended to quantitatively evaluate the experimental impact of specific AI platforms on students' speaking skills (maharah al-kalam) on a larger scale.

Instructional Dynamics of Muḥādaṡah: Evaluating Pedagogical Methods and Institutional Barriers in an Indonesian Pesantren Sutarjo Sutarjo
Lingu Vol 11 No 2 (2025)
Publisher : Fakultas Tarbiyah dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/lingua.v11i2.12501

Purpose – This study investigates the implementation of muḥādaṡah (Arabic conversation) instruction at Al-Muhsin Islamic Secondary School, Metro, Indonesia. Design/methods/approach – Using a descriptive qualitative approach, data were collected through participant observation, semi-structured interviews, and documentation. The study aims to evaluate the effectiveness of the curriculum, instructional methods, and the role of teaching staff. Findings – The results indicate that while the school adopts a modern pesantren curriculum, the pedagogical implementation remains traditional, relying heavily on the "Drill" (Mim-Mem) method and rote memorization. Research implications – A significant institutional barrier was identified in the form of limited technological access for female students, as the language laboratory is located on the male campus. Furthermore, the instructors—mostly recent graduates in their service year—lack formal pedagogical training. These findings imply a need for professionalizing teacher recruitment and ensuring gender equity in facility access. The study is limited by its focus on a single institutional case. It is recommended that future research explore the integration of mobile ICT tools and the implementation of teacher training programs to transition from teacher-centered to student-centered communicative learning.

Enhancing Arabic Speaking Proficiency through Digital Collaborative Platforms: The Impact of Miro Brainstorm at MAN 1 Serang Rena Sri Meilani; Rosidah Rosidah
Lingu Vol 11 No 2 (2025)
Publisher : Fakultas Tarbiyah dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/lingua.v11i2.12528

Purpose – This study investigates the influence of Miro Brainstorm, a digital collaborative whiteboard, on the Arabic speaking skills (maharah al-kalam) of tenth-grade students at MAN 1 Serang. Addressing the challenges of conventional rote-memorization methods and high language anxiety in Indonesian secondary schools, this research aims to evaluate whether visual-collaborative scaffolding can significantly improve communicative competence. Design/methods/approach – Utilizing a quasi-experimental design, the study involved 64 students divided into experimental (N=33) and control (N=31) groups. Data were collected through pre-tests, post-tests, observations, and interviews, then analyzed using descriptive statistics and linear regression. Findings – The results indicate a substantial improvement in the experimental group, with mean scores rising from 42.91 to 81.06. Regression analysis yielded an R-Square value of 0.807, demonstrating that the use of Miro Brainstorm accounts for 80.7% of the variance in students' speaking proficiency (p < 0.05). Research implications – These findings imply that digital brainstorming tools serve as effective cognitive scaffolds that reduce cognitive load and stimulate verbal productivity by visualizing abstract linguistic concepts. However, this study is limited by its specific focus on a single grade level and short-term intervention. It is recommended that future research explores the long-term retention of these gains and the platform's efficacy across other linguistic skills, such as writing and listening, within broader educational contexts.

Home Page

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Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Irfan Hania

Contact Email
irfanhania@uinbanten.ac.id

Phone
+6281388260090

Journal Mail Official
lingua@uinbanten.ac.id

Editorial Address
Gedung Fakultas Tarbiyah dan Keguruan, Jl. Syekh Moh. Nawawi Albantani, Kemanisan, Kec. Curug, Kota Serang, Banten

Location
Kota serang,

Banten

INDONESIA

Abstract

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Irfan Hania

Contact Email irfanhania@uinbanten.ac.id

Phone +6281388260090

Journal Mail Official lingua@uinbanten.ac.id

Editorial Address Gedung Fakultas Tarbiyah dan Keguruan, Jl. Syekh Moh. Nawawi Albantani, Kemanisan, Kec. Curug, Kota Serang, Banten

Location Kota serang, Banten INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Irfan Hania

Contact Email
irfanhania@uinbanten.ac.id

Phone
+6281388260090

Journal Mail Official
lingua@uinbanten.ac.id

Editorial Address
Gedung Fakultas Tarbiyah dan Keguruan, Jl. Syekh Moh. Nawawi Albantani, Kemanisan, Kec. Curug, Kota Serang, Banten

Location
Kota serang,

Banten

INDONESIA