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Irfan Hania
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Gedung Fakultas Tarbiyah dan Keguruan, Jl. Syekh Moh. Nawawi Albantani, Kemanisan, Kec. Curug, Kota Serang, Banten
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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 5 Documents
 1 
Search results for , issue "Vol 11 No 2 (2025)" : 5 Documents clear
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

Abstract

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

Abstract

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

Abstract

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

Abstract

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.
The Relevance of the Philosophy of Language to Pedagogical Approaches in Arabic Language Education Khotijah Khotijah; Irfan Salim; Irfan Hania
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.v11i2.12549

Abstract

Purpose – This study examines how philosophy of language—specifically theories of meaning, signs, and speech acts—can enrich Arabic pedagogy by providing a context-sensitive epistemological foundation for contemporary instruction. Design/methods/approach – This research employs a qualitative conceptual approach using document-based analysis. Primary and secondary literature on philosophy of language, linguistic theory, and Arabic language pedagogy were identified, selected, and analyzed through thematic content analysis. The process involved categorizing theoretical constructs, mapping their pedagogical relevance, and synthesizing them into an integrated instructional model. The analysis relies on theoretical triangulation to ensure conceptual rigor and coherence. Findings – The study reveals that philosophical theories of meaning, semiotic representation, and speech acts provide a robust framework for addressing the limitations of structural and communicative methods traditionally used in Arabic language classrooms. The integration of these theories highlights the centrality of context, intention, and social function in meaning-making and demonstrates that effective Arabic instruction requires more than grammatical accuracy or fluency. The proposed synthesis model incorporates illocutionary functions, multimodal signs, and interpretative practices to help learners construct deeper semantic, pragmatic, and cultural understanding. Research implications – This research mandates integrating philosophical theories into Arabic pedagogy to enhance learners' pragmatic competence, cultural interpretation, and context-driven meaning-making beyond mere grammatical accuracy.

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