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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 5 Documents
 1 
Search results for , issue "Vol 12 No 1 (2026)" : 5 Documents clear
Cognitivist Psychology and Arabic Language Instruction: Implications for Curriculum and Classroom Practice Imawan, Yuli; Alimudin, Alimudin; Fauziah, Rihanatul
Lingu Vol 12 No 1 (2026)
Publisher : Fakultas Tarbiyah dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/lingua.v12i1.12402

Abstract

Purpose – This study examines how a cognitivist psychological framework—particularly the theories of Piaget, Bruner, Gagné, and Ausubel—can enrich Arabic language pedagogy by providing a cognitively grounded foundation for instructional design and classroom practice. Design/methods/approach – This research employs a qualitative conceptual approach using systematic document-based analysis. Classical and contemporary literature on cognitive psychology and Arabic language pedagogy was identified, selected, and analyzed through dialectical thematic content analysis. The process involved categorizing major cognitive constructs—such as schema, assimilation, accommodation, information processing, and meaningful learning—mapping their pedagogical relevance, and synthesizing them into an integrated instructional framework. The analysis relied on theoretical triangulation to ensure conceptual rigor and internal coherence. Findings – The study reveals that cognitivist theory offers a comprehensive framework for overcoming mechanistic and behavioristic tendencies in Arabic language instruction. Effective learning is shown to depend on alignment between instructional strategies and learners’ cognitive structures, emphasizing staged development, meaningful integration, and active knowledge construction. The synthesis generates six strategic implications: reorienting objectives toward communicative competence; cultivating a supportive language environment (bi’ah lughawiyyah); optimizing multimodal media use; integrating intercultural competence; organizing content according to developmental readiness; and implementing discovery- and problem-based learning models. These dimensions collectively reposition Arabic pedagogy as a structured process of cognitive engagement rather than rote linguistic transmission. Research Implications – This research calls for the systematic integration of cognitivist principles into Arabic curriculum development and teacher education in order to foster communicative competence, cognitive autonomy, and sustainable meaning-making beyond symbolic memorization.
Innovating Assessment for Grade VII Arabic Curriculum: A Design–Development Study of Ministry Textbooks Sani, Nurhikmah; Rahayu, Dewi; Alziqri JH, Vikky; Irhamudin, Irhamudin; Rahman, Zikri
Lingu Vol 12 No 1 (2026)
Publisher : Fakultas Tarbiyah dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/lingua.v12i1.12647

Abstract

Purpose – This study aimed to identify shortcomings in the Grade VII Arabic teaching materials issued by the Ministry of Religious Affairs and to develop an improved, curriculum-aligned assessment prototype that supports student accessibility and instructional diagnosis. Design/methods/approach – A Design and Development Research (DDR) approach guided three integrated phases—needs analysis (document review and teacher interviews), prototype design, and expert validation—using a curriculum-evaluation checklist and iterative revision cycles. The analysed textbook authored by Faruq Baharudin and edited by Wahib Dariyadi was systematically mapped for item typology and skill coverage, revealing consistent lesson structures but predominant reliance on written, pragmatic items. Findings – Results indicated a pronounced gap in listening assessment, which emphasized letter- and word-level discrimination and dictation while underrepresenting sentence- and discourse-level comprehension; expert validation produced high I-CVI scores for many items and recommended explicit item-to-competency mapping, graded difficulty markers, and rubric-guided performance tasks. Prototype revisions incorporated sentence-level listening prompts, short-dialogue response items, and rubric-guided speaking and writing assessments to broaden construct coverage and diagnostic capacity. Research Implications – The study implies that curriculum designers, teacher educators, and policymakers should prioritize item-competency alignment, targeted teacher professional development, and modest ICT provisions to realize performance-based assessment benefits. Limitations include reliance on document analysis, interviews, and expert validation without large-scale classroom trials, and the paper recommends phased pilot testing with mixed-methods evaluation to establish effectiveness and scalability.
Semantic Adaptation of Arabic Loanwords in Javanese: A Study of the Translation of Alala Fadhilah, Alfina Nur; Nu'man, Mohammad
Lingu Vol 12 No 1 (2026)
Publisher : Fakultas Tarbiyah dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/lingua.v12i1.12654

Abstract

Purpose – This study investigates the integration of Arabic loanwords into Javanese as reflected in the translation of Alala, with the objective of identifying borrowed lexical items and analyzing their lexical and grammatical semantic changes. Design/methods/approach – Employing a qualitative descriptive design within a library research framework, the study systematically identifies Arabic-derived words in the translated text and compares their original meanings in Arabic with their contextual meanings in Javanese. Data were collected through close textual reading and classification, and analyzed using established theories of semantic change, including broadening, narrowing, shifting, and retention. Findings – The findings reveal 18 Arabic loanwords, of which 72.2% undergo semantic broadening, 16.7% experience semantic shifting, and 11.1% retain their original meanings, while no cases of narrowing are identified. These results indicate that lexical expansion constitutes the dominant mechanism of semantic integration in the analyzed corpus, particularly within pedagogical discourse shaped by pesantren translation traditions. Future research should incorporate broader corpora, comparative regional translations, and corpus-based quantitative methods to examine diachronic patterns and grammatical integration more comprehensively. Research Implications – The study contributes to contact linguistics, translation studies, and Islamic educational scholarship by demonstrating how pedagogical mediation influences long-term lexical development and semantic negotiation. However, the research is limited to a single translated text and a relatively small dataset, which constrains generalizability.
Scenario-Based Dialogues and Performance-Based Assessment for Early Arabic Kalam: Implementing a Communicative Approach in an Islamic Elementary School Baroro, Faidatul; Al Gholi, Moh. Hilbal Hisan
Lingu Vol 12 No 1 (2026)
Publisher : Fakultas Tarbiyah dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/lingua.v12i1.12659

Abstract

Purpose – This study investigates how a communicative approach—operationalised as Scenario-Based Dialogues and performance-based assessment—was implemented in fourth- and fifth-grade Arabic kalam materials at Islamic Elementary School (SDI) Annuriyah Rambipuji.. Design/methods/approach – Using a qualitative descriptive case-study design, data were collected through systematic document analysis of teaching modules, semi-structured interviews with the Arabic teacher and head of madrasah, and classroom observations triangulated by thematic analysis. Findings – Findings show a substantive curricular shift from grammar-centred tasks to functionally oriented scenario dialogues, multimodal scaffolds, and a semesterly “Kalam Performance Week” that privileges fluency and interactional competence. Classroom evidence indicates increased vocal participation and emergent linguistic confidence during guided tasks, although persistent code-switching outside lessons and a shortage of authentic child-appropriate Arabic resources constrained wider language habituation. The study concludes that contextually relevant scenario tasks and performance assessment can meaningfully foster early communicative competence, but sustainable impact requires teacher training, accessible authentic materials, and out-of-class habituation strategies. Limitations include the single-site case design and lack of longitudinal retention measures, which restrict generalisability and call for multi-site, mixed-method, and longitudinal follow-up studies to test scalability and durability. Research Implications – Practical recommendations include targeted in-service training on interactive facilitation, development or procurement of age-appropriate Arabic materials, and structured school routines to extend classroom speaking into broader communicative ecologies.
Robert Stanton’s Structuralist Analysis of Mustafa Mahmud’s Az-Zaʿīm: Implications for Arabic Pedagogy and Character Education Khoizuroonah, Sayyidah; Nurchayati, Anisa Dwi; Pribadi, Mukhammad Kamil
Lingu Vol 12 No 1 (2026)
Publisher : Fakultas Tarbiyah dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/lingua.v12i1.12667

Abstract

Purpose – This study investigates the intrinsic structural components of Mustafa Mahmud’s drama Az-Zaʿīm and evaluates its pedagogical utility within the framework of Arabic language instruction. Utilizing Robert Stanton’s structuralist theory, the research aims to examine how characters, plot, setting, theme, and moral values are integrated to construct a narrative focused on social justice and resistance against Ottoman hegemony. Design/methods/approach – The study employs a qualitative approach with a descriptive-analytical method, utilizing content analysis to interpret primary textual data and secondary scholarly sources. Findings – The findings reveal a sophisticated interplay between elements, where the linear-chronological plot and symbolic spatio-temporal settings elevate the protagonist into an emblem of dignity and resistance. The thematic core centers on the pursuit of socio-political equality, articulated through narrative dialogues that serve as a vehicle for ethical instruction. While limited by its singular focus on a specific work and framework, the study recommends future comparative research and empirical investigations into classroom implementation to quantify the impact of literary analysis on students' moral and linguistic development. Research Implications – The analysis highlights significant implications for Arabic Applied Linguistics, suggesting that the text serves as an authentic resource for developing Higher-Order Thinking Skills (HOTS) and communicative competence. By bridging the gap between linguistic proficiency and cultural literacy, the drama facilitates character education through the internalization of values such as loyalty and justice.

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