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Al-Kalimat: Journal of Linguistic and Arabic Teaching
Published by Penerbit Hellow Pustaka
ISSN : -     EISSN : 31090141     DOI : https://doi.org/10.61166/alkalimat.v1i1.6
Core Subject : Religion, Education, Social,
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other
Al-Kalimat Journal of Linguistic and Arabic Teaching is a peer reviewed journal published by Penerbit Hellow Pustaka in Collaboration with Pascasarjana Institut Agama Islam Tasikmalaya. The journal is aimed at spreading the research results conducted by academicians, researchers, and practitioners in the field of Linguistic and Arabic Teaching. In particular, papers which consider the following general topics are invited, Teaching and Learning Arabic for Non Native, Arabic Teaching Curriculum, Arabic Teaching Material, Arabic Teaching Methods, Arabic Teaching Strategy, Arabic Teaching Media, Arabic Teaching Instructional Evaluation and Assessment, Arabic Teaching Technology, Information and Communication Technology for Arabic Teaching, Arabic for Specific Purposes, Arabic Linguistics, Modern Standard Arabic, Arabic Second Language Acquisition, Arabic Language Literature, Arabic Language History, History of Arabic Language Education, and Arabic Islamic Culture.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 16 Documents
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Problems in the Educational Background of Arabic Language Students at the University of Jambi Muhammad Rizky
Al-Kalimat: Journal of Linguistic and Arabic Teaching Vol. 1 No. 2 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/alkalimat.v1i2.21

Abstract

This study aims to analyze the educational background issues of students learning Arabic in the Arabic Language Education Study Program at Jambi University, specifically regarding the differences in initial readiness and abilities between graduates of Islamic boarding schools, madrasas, and public schools. Using a qualitative approach with a case study method, the study involved seven informants from the class of 2022 through in-depth interviews and participant observation. The results indicate that students from public schools face more significant difficulties in mastering nahwu, sharaf, and muhadatsah due to a limited Arabic language foundation and low self-confidence. Students from madrasahs demonstrated intermediate proficiency, while students from Islamic boarding schools tended to be better prepared, although they still faced challenges in communication and advanced language structures. This difference in initial abilities creates inequalities in the learning process and impacts the effectiveness of learning outcomes. The study concluded that inclusive and differentiated learning strategies, such as remedial classes and contextual approaches, are needed to accommodate diverse student backgrounds and improve the overall quality of Arabic language learning.
Analysis Of Translation Techniques Used in the Translation of Syarah Diwan Imam Asy-Syafi’i by Muhammad Ibrahim Salim Dinan El Haq Rahimahullah; Akbar Pilayati; Akmaliyah, Akmaliyah
Al-Kalimat: Journal of Linguistic and Arabic Teaching Vol. 1 No. 2 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/alkalimat.v1i2.22

Abstract

The aim of this study is to identify the translation techniques used in the book Syarah Diwan Imam Asy-Syafi’i by Muhammad Ibrahim Salim and to describe how these translation techniques are realized in the translated text. This study employs a qualitative approach with a descriptive research design. In the data collection stage, the researcher applied a library research technique by using Syarah Diwan Imam al-Shafi‘i by Muhammad Ibrahim Salim as the primary data source, focusing on the poem themed “Anjuran untuk Merantau” (Encouragement to Travel), which consists of seven stanzas. The data were classified based on the translation techniques proposed by Molina and Albir. The data analysis process followed the Miles and Huberman model, which consists of four main steps: (1) data collection, (2) data reduction, (3) data display, and (4) conclusion drawing. The results of the study indicate that from the seven stanzas of the poem on encouragement to travel, 63 data items were identified. After being classified according to Molina and Albir’s translation techniques, only 10 out of the 18 techniques were found to be used, namely: (1) literal translation with 12 data, (2) transposition with 1 datum, (3) modulation with 12 data, (4) adaptation with 4 data, (5) established equivalence with 5 data, (6) particularization with 3 data, (7) reduction with 15 data, (8) substitution with 3 data, (9) amplification with 5 data, and (10) linguistic amplification with 5 data.
تطبيق استخدام كتاب الشامل في تعليم الصرف لدى طالبات معهد جامعة الأمين برندوان سومنب مادورا Nashira Anwar; Dewi Nurhayati
Al-Kalimat: Journal of Linguistic and Arabic Teaching Vol. 2 No. 1 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/alkalimat.v2i1.24

Abstract

يؤدي تعليم اللغة العربية دورًا مهمًا في التعليم الإسلامي في إندونيسيا، ولا سيما في فهم كتب التراث.  ومن الجوانب الأساسية في اللغة العربية علم الصرف، الذي يتناول تغيّر أشكال الكلمات. ومع ذلك، تواجه العديد من الطالبات صعوبة في تعلمه، خاصةً اللواتي لديهن خلفيات تعليمية مختلفة. ولمواجهة هذا التحدي، تم تقديم كتاب الشامل كوسيلة تعليمية عملية ومنهجية لفهم علم الصرف.  لذلك، تهدف هذه الدراسة إلى تحليل تنفيذ استخدام كتاب الشامل في تعليم علم الصرف للطالبات المكثفات في جامعة الأمين برندوان، بالإضافة إلى تحديد العوامل الداعمة والمعيقة في تطبيقه.  تستخدم هذا البحث المنهج الوصفي الكيفي مع نهج البحث الحالة. تم جمع البيانات من خلال الملاحظة، والمقابلات، والتوثيق مع المعلمين والطالبات المشاركات في عملية التعلم باستخدام كتاب الشامل.أظهرت نتائج البحث من التطبيق كتاب الشمل يعن مرحلة ما قبل التعليم في الفصا الدراسية و مرحلة التعليم في الفصل. التخطيط, التطبيق  يعن الأنشطة الأولية و الأنشطة الأساسية.  التقييم, ينقسم التقييم إلى قسمين يعن التقييم اليومي و التقييم الشهري  العوامل الداعمة الرئيسية هي المعلمون ذوو الخبرة، والأساليب التفاعلية، وهيكلة المادة بشكل منهجي. أما العوائق الرئيسية فهي اختلاف الخلفيات التعليمية للطالبات ونقص المرافق. تأمل هذه الدراسة في أن يتم تطوير كتاب "الشامل" بشكل مستمر لتحسين فعالية تدريس علم الصرف.
Development of Arabic Language Curriculum at MAN Pacitan Biqi Asshafah Zain
Al-Kalimat: Journal of Linguistic and Arabic Teaching Vol. 2 No. 1 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/alkalimat.v2i1.18

Abstract

This study aims to discuss the characteristics of the Arabic curriculum at MAN Pacitan, the policies taken by MAN Pacitan in developing the Arabic curriculum, and the supporting and inhibiting factors in the development of the Arabic curriculum at MAN Pacitan and their solutions. This study uses a qualitative approach with a descriptive type, which aims to describe in depth and factually the implementation, obstacles, and solutions in the development of the Arabic curriculum at MAN Pacitan. Data collection was carried out through participatory observation, in-depth interviews, and documentation, with data analysis using the Miles and Huberman model which includes data reduction, data presentation, and drawing conclusions. The results of this study indicate that the characteristics of the development of the Arabic curriculum at MAN Pacitan are Perennial-Essentialist Contextual Falsificative. MAN Pacitan provides flexibility to teachers in developing five curriculum components, supported by teacher training programs at the beginning of each semester and Firqatul Lughah extracurricular activities to improve student competencies. Supporting factors for curriculum development include good coordination between teachers, between teachers and school management, and community participation. Meanwhile, curriculum development faces various obstacles such as diverse student backgrounds, low internal motivation, negative perceptions of Arabic, lack of teacher participation in curriculum development, minimal community attention, and limited funding. Solutions include the use of At-Tashil textbooks, the formation of small discussion groups, the creation of Arabic vocabulary songs, the use of manual and digital dictionaries, regular teacher training, improved internal coordination, and the optimization of available resources and facilities.
Authentic Practice of Writing Arabic Language Teaching Materials Oriented to Higher-Order Thinking Skills (HOTS): A Study of Arabic Language Education Student Projects Toni Gunawan Rambe; Sabarudin, Sabarudin; Mahmudah, Mahmudah
Al-Kalimat: Journal of Linguistic and Arabic Teaching Vol. 2 No. 1 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/alkalimat.v2i1.20

Abstract

This study investigates the implementation of authentic practice in the writing of Arabic teaching materials oriented toward Higher-Order Thinking Skills (HOTS), focusing on a project conducted by students of Arabic Language Education at UIN Sunan Kalijaga Yogyakarta. The development of effective teaching materials is crucial for supporting meaningful language learning, especially for a globally important language like Arabic. While over 450 million native speakers use Arabic and it serves as an official language of international institutions , existing research emphasizes the need for contextualized and engaging materials to enhance learner motivation and comprehension (Al‑Harbi, 2020). Using a descriptive qualitative approach, data was collected through participatory observation, semi-structured interviews, and document analysis of student-produced teaching resources. Analysis was conducted thematically, incorporating triangulation and member checking to ensure validity. Results indicate that students apply authentic practices by integrating real-life themes—such as Arab culture, technology, and social issues—into materials; co-developing multimedia modules; and engaging learners through surveys and interactive activities. These methods have a positive impact on students' HOTS, with 78% reporting improved critical thinking and 90% reporting enhanced creativity. However, challenges persist: students face limited access to current Arabic references, technological constraints, and a lack of instructional guidance for HOTS-based material design. Addressing these challenges requires institutional support in the form of digital resource access, HOTS competency workshops, and enhanced pedagogical supervision. Future research is encouraged to undertake longitudinal studies tracking HOTS development and experimental designs to evaluate pedagogical outcomes more rigorously.
An Analysis on Textbook Material Entitled “5 Langkah Jitu Membaca Kitab Gundul” Written by Abdul Haris Muhammad Farhan Azizi; Ahmad Fatoni
Al-Kalimat: Journal of Linguistic and Arabic Teaching Vol. 2 No. 1 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/alkalimat.v2i1.25

Abstract

In reading Kitab Gundul (Turāts), Arabic grammar learning tends to be theoretical, recitation-centered, and time-consuming. Solving these problems requires selecting and arranging the textbook used as the learning media. The textbook “5 Langkah Jitu Membaca Kitab Gundul” by Abdul Haris offers solutions to those problems. Therefore, this study analyzed the selection and gradation of the book. The approach applied in this study is a qualitative method of conducting library research. The result of the study explains that the book refers to the appropriate selection principles, which include the learning objective (being able to read Arabic texts both in class or individually), the need of the target group, learning duration, language simplification, and the solution-offer called 234 (Dji Sam Soe) technique as the additional factor. Additionally, its gradation factor is based on grammatical categories. At the same time, the selection started with word concept, followed by sentence concept, and finally, sentence structure analysis using the 234 (Dji Sam Soe) technique.

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