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Abdulloh Aziz Assa'diy
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ALIF: Journal of Arabic Language and Learning in Focus
Published by Institut Studi Islam Muhammadiyah Pacitan
ISSN : 29873347     EISSN : 29873347     DOI : https://doi.org/10.52640/fdeqff58
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other
Aims and Objectives The journal aims to: Promote scholarly research in Arabic language education and linguistics from multidisciplinary perspectives. Encourage the integration of Islamic values, modern pedagogy, and digital technology in Arabic language learning. Facilitate academic exchange among teachers, researchers, and scholars in the field of Arabic language studies. Support innovation in curriculum design, learning media, and assessment methods for Arabic education. and Contribute to the advancement of Arabic as a living, global language of science, communication, and faith. Scope of the Journal ALIF: Journal of Arabic Language and Learning in Focus covers a broad range of research areas including, but not limited to: Arabic Linguistics and Applied Language Studies; Phonology, morphology, syntax, and semantics of Arabic, Discourse analysis and pragmatics, Arabic sociolinguistics and psycholinguistics, and Comparative linguistics and translation studies. Arabic Language Teaching and Learning; Arabic teaching methodology and curriculum development, Instructional design and learning models for Arabic education, Teaching Arabic as a foreign or second language (TAFL/ASL), Arabic learning media and educational technology, and Digital literacy and AI integration in Arabic language classrooms. Assessment, Culture, and Pedagogy; Evaluation and assessment in Arabic language learning, Intercultural communication in Arabic education, Arabic for specific purposes (religious, academic, or professional), and Language policy and teacher professional development.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
The Implementation of The Rotating Trio Exchange Type Cooperative Learning Model In Learning Nahwu Choiruddin; Imroatus Solikah
ALIF: Journal of Arabic Language and Learning in Focus Vol 2 No 1 (2026): February 2026
Publisher : Institut Studi Islam Muhammadiyah Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52640/fjrksh93

Abstract

Learning Nahwu as a foundational component for understanding Arabic often encounters challenges related to limited student engagement and insufficient conceptual comprehension. To address these issues, the Rotating Trio Exchange (RTE) cooperative learning model is introduced as an instructional strategy that emphasizes collaboration and systematic group rotation to enhance interaction and understanding. This study aims to examine the implementation of the RTE model in Nahwu learning and to analyze its impact on students’ learning activities, conceptual understanding, and learning outcomes. Employing a qualitative descriptive approach with a classroom action research design, the study involved 30 second-semester students at STAI KH. Muhammad Ali Shodiq. Data were collected through classroom observations, conceptual understanding tests, interviews, and learning documentation. The findings indicate that the implementation of the RTE model resulted in significant improvements across three key aspects. Student learning activities increased by 78%, reflected in more active participation during group discussions. Students’ conceptual understanding of Nahwu improved by 82% based on evaluation test results, while their collaboration and communication skills developed progressively through structured group rotation. These results demonstrate that the Rotating Trio Exchange cooperative learning model is effectively applied in Nahwu instruction by creating a dynamic collaborative learning environment, enhancing comprehension of Arabic grammatical concepts, and fostering students’ social skills.
Implementation of Biah lughawiyah in Improving Arabic Speaking Skills at the Makkah Madinatul Qur'an Tahfidzul Qur'an Islamic Boarding School Sunardin Sunardin; Dea Silviani; Biqi Zain
ALIF: Journal of Arabic Language and Learning in Focus Vol 2 No 1 (2026): February 2026
Publisher : Institut Studi Islam Muhammadiyah Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52640/rvd5n348

Abstract

The purpose of this study is to examine how bi’ah lughawiyyah, or the language environment, functions in improving Arabic speaking skills at Pondok Pesantren Tahfidzul Qur’an Makkah Madinatul Qur’an. This research employed a descriptive qualitative approach, a type of research method aimed at describing and explaining a phenomenon in depth. Data were collected through observation, interviews, and documentation. The results of the study indicate that bi’ah lughawiyyah was implemented through various programs, such as daily conversation habituation, structured muhadatsah (conversation practice), communicative assignments, and the use of Arabic as the medium of instruction in boarding school activities. The language environment was proven to enhance students’ confidence, fluency, and accuracy in speaking Arabic. Discipline, teacher role modeling, and various learning media were identified as supporting factors for the success of the program. Meanwhile, the obstacles encountered included limited initial vocabulary and differences in teachers’ educational backgrounds and abilities. Overall, this study found that bi’ah lughawiyyah is an effective method for improving Arabic speaking proficiency in the Islamic boarding school environment.
Learning Arabic Language Books for Beginners Through the Application of The Imla’ Method Mappanyompa Mappanyompa; Aidah Mifta; Mufti Rizky; Saba Mansoor
ALIF: Journal of Arabic Language and Learning in Focus Vol 2 No 1 (2026): February 2026
Publisher : Institut Studi Islam Muhammadiyah Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52640/zek3yw33

Abstract

This study aims to determine the process and effectiveness of learning Arabic texts for beginners through the Imla' method at the Darunnajah Kalikuning Islamic Boarding School (PPTQ). The Imla' method is used as the primary approach because it emphasizes direct listening and writing skills, enabling students to recognize Arabic letter forms, vocabulary, and structure more effectively. This study employed a qualitative, descriptive approach. Data were obtained through observation of the learning process, analysis of student learning activities, and observation of student responses during dictation sessions. The results indicate that learning using the Imla' method occurs in three main stages: preparation, dictation, and evaluation. The teacher introduces new vocabulary, provides pronunciation examples, and dictates words or sentences in a structured manner, repeating them three times. This process is effective in improving students' listening skills, correct Arabic writing, accuracy, and memory. Furthermore, this method fosters discipline and independence through self-evaluation conducted by students after dictation.
Analysis of Quraniyyah Mufradat Content in Basic Arabic Language Textbooks Imam Fuadi; Sri Putrianingsih
ALIF: Journal of Arabic Language and Learning in Focus Vol 2 No 1 (2026): February 2026
Publisher : Institut Studi Islam Muhammadiyah Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52640/zfbesc75

Abstract

This study aims to analyze the vocabulary in the Arabic language textbook for grade IV of Madrasah Ibtidaiyah published by the Ministry of Religious Affairs of the Republic of Indonesia by reviewing its suitability to Qur'anic values. The research method used is qualitative with a content analysis approach. The research data is in the form of vocabulary vocabulary contained in several chapters in the textbook. The results of the study show that the vocabulary presented in the textbook is arranged contextually and is close to the daily lives of students, thus facilitating the gradual understanding of Arabic vocabulary. In addition, the analyzed vocabulary contains Qur'anic values ​​that are reflected through the meaning of vocabulary and the context of its use, such as an attitude of gratitude, responsibility, social concern, and love for the homeland. Based on the results of the analysis, it can be concluded that the vocabulary in the Arabic language textbook for grade IV of Madrasah Ibtidaiyah is in accordance with the objectives of learning Arabic in Madrasah Ibtidaiyah and supports the formation of students' Islamic character. Thus, this textbook is relevant to be used as a source for learning Arabic at the Madrasah Ibtidaiyah level.
Sociolinguistic Approach in Teaching Arabic: A Literature Review Zaenal Rafli; Muhammad Afif; Biqi Zain
ALIF: Journal of Arabic Language and Learning in Focus Vol 2 No 1 (2026): February 2026
Publisher : Institut Studi Islam Muhammadiyah Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52640/qtn1jq10

Abstract

The sociolinguistic approach has gained increasing attention in the field of Arabic language teaching as educators recognize the inseparable relationship between language, society, and culture. Arabic, as a language characterized by diglossia, dialectal variation, and strong cultural embeddedness, presents unique pedagogical challenges and opportunities. This literature review aims to examine key theoretical foundations, empirical findings, and pedagogical implications of applying a sociolinguistic approach in teaching Arabic. The review synthesizes studies on Arabic diglossia, language variation, pragmatic competence, classroom interaction, and identity construction in Arabic learning contexts. Findings indicate that sociolinguistically informed instruction enhances learners’ communicative competence, pragmatic awareness, and cultural literacy, while also addressing the gap between Modern Standard Arabic and spoken varieties. However, challenges remain regarding curriculum design, teacher preparedness, and assessment practices. This review concludes that integrating sociolinguistic principles into Arabic pedagogy is essential for developing contextually appropriate, communicative, and culturally responsive Arabic language instruction.
Integrating Artificial Intelligence in Teaching Arabic as a Foreign Language (TAFL) at MTsN 1 Surabaya Abdullah Hussein; Ni Wayan
ALIF: Journal of Arabic Language and Learning in Focus Vol 2 No 1 (2026): February 2026
Publisher : Institut Studi Islam Muhammadiyah Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52640/446jsp36

Abstract

The rapid evolution of educational technology has positioned Artificial Intelligence (AI) as a transformative force in language education. AI can enhance instruction, personalize learning, and support pedagogical innovation for learners of Arabic as a Foreign Language (TAFL). This paper examines the integration of AI in TAFL pedagogy with specific reference to its potential application at MTsN 1 Surabaya, an Indonesian Islamic junior high school. Although limited direct research exists on MTsN 1 Surabaya’s implementation of AI, broader studies in Arabic education and AI provide a theoretical basis for integrating intelligent systems into TAFL instruction. Drawing on recent research on AI’s role in Arabic learning such as adaptive systems, chatbots, automated feedback tools, and speech recognition this study outlines potential benefits, midstream challenges, and strategies for AI-enhanced language instruction. Such integration offers personalized learning, real-time feedback, improved motivation, and enhanced instructional delivery. However, success depends on teacher preparedness, infrastructure, and curriculum alignment with AI capabilities. This paper contributes to the understanding of how TAFL at MTsN 1 Surabaya can be reimagined through AI, with implications for pedagogy, policy, and future research.

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