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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 2 (2026)" : 5 Documents clear
Aligning Grade V Arabic Writing Tasks with Brown’s Principles: A Content Analysis of the Kementerian Agama Textbook Naura Nadhifah; My Love Faizah Putri; Abul Ma'ali; Ardelia Nabila Hermayana
Lingu Vol 12 No 2 (2026)
Publisher : Fakultas Tarbiyah dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/lingua.v12i2.12679

Abstract

Purpose – This study examines the extent to which the Grade V Arabic textbook issued by the Kementerian Agama Republik Indonesia supports writing instruction in accordance with the pedagogical principles of Douglas Brown. Design/methods/approach – The research used a qualitative content-analysis method to scrutinize maharah al-kitābah items in the Grade V textbook intended for Madrasah Ibtidaiyah students and to map task types against a theoretical coding framework. Findings – Analysis identified predominant task formats—picture-based word and phrase writing, simple sentence assembly, and constrained dialogue completion—that systematically reinforce vocabulary and orthographic accuracy. Evidence of Brown’s principles (e.g., meaningful learning, affective support, and strategic investment) appears in the textbook’s design, yet explicit process-writing sequences (prewriting, drafting, revising, publishing) and opportunities for extended, genre-varied composition are largely absent. Research Implications – These patterns suggest that the textbook affords essential foundational skills but insufficiently scaffolds fluency, idea development, and iterative revision for young L2 writers. The study recommends integrating concise, age-appropriate process-writing modules, teacher-facing scaffolds, and pilot classroom trials paired with professional development to evaluate impacts on composition outcomes. Limitations include single-textbook scope and analysis limited to printed materials rather than classroom enactment, which future mixed-methods research should address.
Enhancing Arabic Speaking Skills through Vocabulary (Mufrodat) Mastery: The Effectiveness of the Durusul Lughah Textbook among MTs Students in an Islamic Boarding School Madah Rahmatan; Muhammad Kurniawan AR; Muhammad Ridho Pratama; Dewi Sartika; Malikul Khandias
Lingu Vol 12 No 2 (2026)
Publisher : Fakultas Tarbiyah dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/lingua.v12i2.12672

Abstract

Purpose – This study investigates the effectiveness of systematic vocabulary (mufrodat) mastery through the Durusul Lughah textbook in improving the Arabic speaking skills (maharah kalam) of seventh-grade students at Pondok Pesantren Al-Ayyubi Jambi. Design/methods/approach – The research employed a quantitative approach using a quasi-experimental design with a one-group pre-test and post-test model to measure students’ speaking performance before and after the instructional intervention. The participants consisted of 24 students selected through a total sampling technique, and data were collected through an objective test designed to assess vocabulary mastery supporting speaking competence. Findings – Descriptive statistical analysis revealed that the mean score increased significantly from 67.92 in the pre-test to 96.67 in the post-test, accompanied by a reduction in the standard deviation from 14.28 to 7.45, indicating both improvement in overall performance and greater consistency among students. Furthermore, all students moved into the high-ability category after the intervention, demonstrating the strong instructional impact of structured vocabulary learning using Durusul Lughah. These findings highlight that contextualized vocabulary instruction can effectively facilitate the transformation of receptive language knowledge into productive speaking competence. However, the study is limited by its single-group design, small sample size, and focus on a single educational institution, which may restrict the generalizability of the findings. Research Implications – Pedagogically, the results suggest that Arabic language instruction at the MTs level should prioritize systematic vocabulary mastery as a central component of speaking development. Future studies are therefore recommended to employ experimental designs with control groups, larger samples, and longitudinal approaches to further examine the long-term impact of vocabulary-based Arabic learning on students’ communicative competence.
Beyond Qawa’id: Developing an Authentic Project-Based Assessment Instrument for Maharatul Kalam in Madrasah Tsanawiyah Heni Wahyuni; Muhammad Nur Pahlevi; Muhammad Hilla Azka Harlek Putra; Jasnawi Jasnawi; Muhammad Idris Hasibuan; Khotijah Khotijah
Lingu Vol 12 No 2 (2026)
Publisher : Fakultas Tarbiyah dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/lingua.v12i2.12689

Abstract

Purpose – This study aims to design and develop a comprehensive video-based project assessment rubric that integrates linguistic performance indicators with digital media quality to evaluate Arabic speaking skills (maharatul kalam) within an authentic learning framework. Design/methods/approach – Employing a Design and Development Research (DDR) approach, the study began with a document analysis of the Grade IX Madrasah Tsanawiyah textbook published by the Kementerian Agama Republik Indonesia, which revealed a significant instructional emphasis on formal grammatical structures at the expense of functional oral communication. To address this gap, a structured rubric was developed based on theories of communicative competence and performance-based assessment, featuring two primary dimensions: Arabic speaking performance (intonation, structure, fluency, and coherence) and video project quality (concept, relevance, and audio-visual synchronization). Findings – Results indicate that the proposed dual-dimensional model provides a theoretically grounded and objective mechanism for teachers to evaluate communicative proficiency, aligning classroom practices with contemporary technology-driven standards. However, the study is limited by its conceptual scope and focus on a specific grade level, necessitating further empirical testing to establish inter-rater reliability. It is recommended that future research explores the scalability of this assessment framework across diverse linguistic domains and educational contexts to foster holistic Arabic language evaluation. Research Implications – The implications of this research suggest that integrating project-based digital tasks can shift the pedagogical focus from rote grammatical recognition to productive language mastery.
Mahmud Kamil an-Naqah’s Linguistic Thought: Implications for Arabic Language Teaching for Non-Native Speakers Ahmad Munawir Hamid; Haniah Haniah; Amrah Kasim
Lingu Vol 12 No 2 (2026)
Publisher : Fakultas Tarbiyah dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/lingua.v12i2.12703

Abstract

Purpose – This study analyzes the fundamental concepts of Mahmud Kamil an-Naqah’s linguistic thought and examines their implications for the development of curriculum, methods, and evaluation in Arabic language teaching for non-native speakers. Design/methods/approach – The research used a qualitative descriptive-analytical design grounded in biographical study and library research, the study examined an-Naqah’s primary works and relevant secondary literature through content analysis. Findings – The findings show that his framework is rooted in Arabic linguistics, applied linguistics, and language learning theory, with communicative language use positioned at the center of instruction. The study also finds that the four language skills are treated as integrated competencies, while grammar functions as a supporting element, and that needs analysis, learner characteristics, communicative performance, and psychological variables are central to effective Arabic instruction. The study is limited by its reliance on conceptual and literature-based analysis, without direct classroom testing of an-Naqah’s model. Further research is recommended to examine its implementation in diverse educational settings and to evaluate its effectiveness through empirical and mixed-method designs. Research Implications – These findings indicate that an-Naqah offers a practical paradigm for shifting Arabic pedagogy from rigid structural-grammatical instruction toward a more functional, contextual, and applied model.
Audio-Visual Media in Arabic Listening (Isti'mā’) Instruction: A Conceptual Library Review Rizqa Lailatus Syafa'ah; Muhammad Afthon Ulin Nuha; Irfan Hania; Nazri Atoh
Lingu Vol 12 No 2 (2026)
Publisher : Fakultas Tarbiyah dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/lingua.v12i2.12722

Abstract

Purpose – This study aims to examine the concept of effectiveness from a theoretical perspective, describe the nature of audio-visual media in learning, analyze the characteristics of Arabic listening skills, identify the role of audio-visual media in supporting listening instruction, and explore the factors that facilitate its use. Design/methods/approach – This research employs a qualitative approach using a library research design with a descriptive-analytical method. Data were collected from secondary sources, including journal articles, books, and previous studies, and analyzed using content analysis through stages of data organization, thematic coding, interpretation, and synthesis. Findings – The findings indicate that effectiveness should be understood as the alignment between learning objectives, processes, and outcomes rather than as a purely empirical measure. Audio-visual media provide richer linguistic input, enhance comprehension through multimodal presentation, and improve learner motivation and engagement. Additionally, Arabic listening requires contextual exposure, repetition, and structured pedagogical support, which can be effectively facilitated by audio-visual media. Research Implications – The study highlights the importance of integrating audio-visual media into well-designed instructional strategies to optimize learning outcomes. It also provides a conceptual framework that contributes to the theoretical understanding of media use in Arabic listening instruction. However, as this study is based on literature review, further empirical research is recommended to validate and extend these findings in practical classroom settings. Purpose – This study aims to examine the concept of effectiveness from a theoretical perspective, describe the nature of audio-visual media in learning, analyze the characteristics of Arabic listening skills, identify the role of audio-visual media in supporting listening instruction, and explore the factors that facilitate its use. Design/methods/approach – This research employs a qualitative approach using a library research design with a descriptive-analytical method. Data were collected from secondary sources, including journal articles, books, and previous studies, and analyzed using content analysis through stages of data organization, thematic coding, interpretation, and synthesis. Findings – The findings indicate that effectiveness should be understood as the alignment between learning objectives, processes, and outcomes rather than as a purely empirical measure. Audio-visual media provide richer linguistic input, enhance comprehension through multimodal presentation, and improve learner motivation and engagement. Additionally, Arabic listening requires contextual exposure, repetition, and structured pedagogical support, which can be effectively facilitated by audio-visual media. Research Implications – The study highlights the importance of integrating audio-visual media into well-designed instructional strategies to optimize learning outcomes. It also provides a conceptual framework that contributes to the theoretical understanding of media use in Arabic listening instruction. However, as this study is based on literature review, further empirical research is recommended to validate and extend these findings in practical classroom settings.

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