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Irfan Hania
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Lingua: Jurnal Keilmuan dan Kependidikan Bahasa Arab
Published by Universitas Islam Negeri Sultan Maulana Hasanuddin Banten
ISSN : 24609137     EISSN : 31237428     DOI : https://doi.org/10.32678/lingua
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Lingua: Jurnal Keilmuan dan Kependidikan Bahasa Arab, ISSN Print: 2460-9137; Online: 3123-7428, published by Arabic Education Department, Faculty of Education and Teachers Training, Universitas Islam Negeri (UIN) Sultan Maulana Hasanuddin Banten, posted two a year in January and July. We invite scientists, scholars, researchers, as well as professionals in the field of Arabic Language Education and Learning to publish their research in our Journal. The Journal is a professional publication for academics, government, and non-government agencies, and Arabic Language Education and Learning Sciences practitioners, such as classroom teachers and teacher educators.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "Vol 11 No 1 (2025)" : 6 Documents clear
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

Abstract

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

Abstract

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

Abstract

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

Abstract

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

Abstract

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

Abstract

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.

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